Determinism: Free Will and Question Essay

The question of free will vs. determinism has been debated for a long time. Some people believe humans have the capability to use free will. For many theists, free will is a gift from God. They believe that if people did not have free will then they are not morally responsible for their actions. However others argue that human’s actions are due to determinism, so if humans follow the course of natural law, it is hard to believe that actions are freely chosen. Except then the question occurs, why anything should be debated if everything is based on determinism. Free will is the ability to make free choices that are unconstrained from outer situations or by fate or divine will. The notion of free will has religious, ethical and scientific interferences. For example in the religious sense, free will entails that it does one does not assert its power over individual will and choices. In ethics, it has problems about whether one can be held morally responsible for their actions. Free will has been an ongoing argument as philosophers disagree with the term free will. An example would be, if a family lives in Dusseldorf they choose whether to support Fortuna football team or not. However this afflicts with the fact that if everyone supports Fortuna then it is common for them to also support the team based on peer pressure. Determinism has a variety of meanings; casual determinism is the theory that future events are somewhat based on the events from our past. Local determinism which is the theory that all plans are either wrong or right. Theological determinism, this is the theory that god determines what we will do. And finally biological determinism is the idea that all of humans behaviors, beliefs and desires are set by our genetics. For example homosexuality vs. heterosexuality or racism vs. patriotism; this is generally based on past recollections of what family is telling you or what you pick up throughout life. It is not something that suddenly happens; it progresses through time based on past experiences. There is also another type of determinism which is slightly more realistic this is called Soft determinism is looks at it slightly differently, it argues that people’s behavior is inhibited by the environment, but only to a certain extent. It also means that there is a small part of free will in all behavior shown by humans; however it can also be controlled by outside forces. HUMAN NATURE AND HUMAN FREEDOM One way of approaching that very large question, â€Å"What is human nature? † is by confronting the somewhat smaller question of human choice and human freedom. Do we have free will? Do my decisions originate with me or is everything determined? The issue has been central in both western and eastern philosophy, and had its origins in western religions over concerns about God’s creative powers and omniscience. Eastern religions lean in the direction of a more impersonal Divine process which proceeds in an ineligible and necessary way. But, the modern scientific view of both the natural world and the human world raises many of the same questions and challenges to the notion of human freedom. The Darwinian view of the origin of the human species, DNA and genetic research and contemporary break-throughs in neurophysiology lend strong evidence to the view that what we are and what we do are a function of our biological make up. Psychological and sociological theories, by and large, lead in the same direction. Sigmund Freud and B. F. Skinner differ radically in their approach to understanding human beings, but both of them share a strongly deterministic view. Fundamental to Freud is the notion that there are no human accidents. Slips of the tongue, gestures, dreams, hand washing are all caused by deep seated factors of which we are mostly unaware. The Unconscious dominates and â€Å"controls† our conscious lives, and most often the REAL reasons for our actions are beyond our knowledge and control. B. F. Skinner and behaviorism are not as popular as they once were, but many of his central theses have become part of common sense. Our behavior (or actions) are the result of the way our environment (parents, schools, society) reinforced or failed to reinforce past behavior. Essentially, we just are a big bundle of reinforced behavior patterns. Human behavior is more complex but no different in KIND than the rat who learns to run mazes by being reinforced or the pigeon who is taught how to play ping-pong. A classic debate has been whether nature (genetics) or nurture (environment) is the more fundamental for human nature, but the deterministic point of view wins on either account. Human beings are a product of nature AND nurture. Many of you are interested in psychology so that you can understand human behavior, but our most fundamental way of understanding phenomena of any kind is to delve into causes. Psychology is often characterized as a science which attempts to explain and predict human behavior. The view that human choices and actions are caused is part of a larger philosophical theory called DETERMINISM. DETERMINISM , very simply stated, is the theory that all events are caused; we live in an ordered universe and all change occurs with law-like regularity. This is a metaphysical view about the nature of things and the world. It is sometimes argued that determinism implies that everything in the future can be, in principle, predicted, and that events in the past are, in principle, explainable. There are natural laws of science which have the form: All X’s are (or, are followed by) Y’s which is equivalent to: If X occurs then Y occurs. Thus, if we know the initial condition (X occurs) and the law (If X then Y) we can explain/predict the occurrence of Y. Determinism is the contention that all physical (and mental) events in the universe can be incorporated under such laws. This is NOT the view that we can actually predict everything. Our ignorance of facts is enormous and we certainly do not know all the laws and statistical regularities which describe events Rocks of sufficient size and thrown with sufficient speed cause glass to break. Lowering the temperature of water below 32 degrees causes water to freeze. Knives through hearts cause death. There are causes for why my car starts, and if it doesn’t, there are causes for that too. When we say that some event â€Å"x† causes some event â€Å"y† we seem to be asserting that given that x occurred, then y HAD to occur, or that it MUST occur. III. HARD DETERMINISM is the theory that because DETERMINISM is true, no one is free; no one has free will (or choice) and no one truly acts freely. Since philosophers like to give arguments for theories in a standard form of argument. 1. Determinism is true: all events are caused. 2. Therefore, all human desires and choices are caused. 3. For an action to be free it would have to be the result of a choice, desire or act of will which had no cause. That is, free WILL means that the Will or choosing â€Å"mechanism† initiates the action. ________________________________________________ 4. Therefore there can be no free choices or free will. The HARD Determinist does specify what WOULD have to be the case for there to be freedom: A free act or choice would be one which is uncaused, or happened independent of causes, or completely disconnected from preceding events. The â€Å"Will† or person doing the choosing and acting would have to be a primum mobile (first mover), a new beginning, or an original creative source of activity. But, this cannot be, it is argued, since surely actions are caused by wants and desires, wants and desires flow from our character, and our character is formed by environment and heredity. Trace the causes of any event or action back and it will have sources which are outside ourselves and our control. Evidence for determinism comes from common sense and science. You simply would not believe a medical report which announced that it had been discovered that cancer had no cause, or that there was no cause for your car not starting. In human affairs too, we firmly believe that the better we get to know someone the less surprised we will be about what they do in particular circumstances. In other words the better we get to know the initial conditions (his/her character) the more reliable predictions we can make. When you make a mistake you often say, â€Å"I didn’t know ol’ Billybob as well as I thought. † You attribute your mistake to ignorance of all the initial conditions; you do not believe that the action was without cause. The progress of science, the great advances in explaining and predicting events in both the natural and the social sciences which heretofore seemed deeply mysterious is offered as evidence that all events could be explained if we searched long enough. Psychology as a science of human behavior is based on the notion that one can come up with causes of behavior and formulate laws of behavior. Depending on the particular approach to psychology, these laws could link up behavior with mental antecedents, mental events with other mental events, or it may be found that all so-called mental activity has a physical cause or basis in brain activity. That is, it may turn out that explanations of all human activity will be reducible to biological or neurological explanations. Behaviorism is one psychological theory which claims that behavior can be understood and explained in terms of patterns of reinforcement without appealing to mental events. But determinism does not rise or fall with any particular psychological theory. Nineteenth century psychology which emphasized introspection of consciousness, still tried to find laws governing thought processes and indeed the expression â€Å"laws of thought† is common in 19th century psychology textbooks. The last kind of evidence comes from introspective analysis of our behavior. Often when we really think about why we did something we find causes of which we were not first aware. Sometimes we find unconscious motivations which originate from happenings in early childhood. Other times we can be deeply puzzled about the causes of our own behavior, but we invariably think that with enough analysis or introspection the causes could be found. Some puzzles about determinism: What is the logical status of the thesis: all events are caused; that is, what if anything would count against the thesis? If one tries to bring up a counterexample, the determinist standard answer seems to be â€Å"We don’t know what the cause is, but there must be one. † But, this is just begging the question. Secondly, do we know what we mean when we say, â€Å"x causes y? † Does this mean that y must occur or that y necessarily occurs, given that x occurs? Since, we only know what causes what by observation, it seems that all we can assert is â€Å"y always has followed x. † That is, there is an invariable and regular set of experiences we have had, but this is a far cry from saying that y MUST occur, given that x occurred. Thirdly, Is their analysis of the meaning of â€Å"free† correct? Do we mean that something is uncaused we say that it is free? Finally, haven’t deterministic models of the physics of the universe been challenged by indeterministic ones. Isn’t there suppose to be a basic indeterminacy at the quantum level? And, wouldn’t this indicate that there are some chance elements in nature? free will vs. determinism |[pic] | Definition: The question of free will is one which has been hotly debated for millennia. Some people believe that humans have the capacity for free will – the ability to choose their actions without being forced to follow a certain course by either by the influence of others or by natural laws. For many theists, free will is regarded as a special gift from God. The notion of human free will is also an important premise for a lot of what happens in human society – in particular, when it comes to our legal system. Free will is necessary for the notion of personal responsibility. If people do not have free will, then it is difficult to argue that they are personally and morally responsible for their actions – and if that is the case, how can they be punished for their misdeeds? In fact, how can they be praised for the good things they do, if those actions were not also freely chosen? Others, however, argue that if the universe itself is deterministic in nature, then human actions must also be deterministic – thus, modern determinism tends to be an outgrowth of modern science. If human actions simply follow the course of natural law, then it is difficult to hold that those actions can be â€Å"freely† chosen. Those who advocate determinism run into something of a contradiction, however, when they try to argue their point with those who argue for free will. If it is true that nothing is freely chosen, then those who believe in the existence of free will do not do so by choice – so what is the point of trying to convince them otherwise? Indeed, what is the point of trying to convince anyone of anything if all events are determined? One thing to note about the debate between free will and determinism is that both terms tend to be defined in such a way as to explicitly exclude the other. But why must that be the case? The philosophical position of compatibilism argues that these concepts do not need to be defined in such a mutually exclusive manner and that, in fact, both free will and determinism can be compatible. The problem of free will or determinism is slightly different for the theist. Instead of wondering if natural laws mean that human actions are all determined, the theist must also ask whether or not their god has pre-determined all events in the universe, including their own. If so, that will mean that their ultimate fate will be determined. This position was adopted most completely and explicitly by the Reform theologian John Calvin, who argued that some people are predestined to be saved and some are predestined to be damned, and there is nothing anyone can possibly do about it. P. F. STRAWSON: FREEDOM AND RESENTMENT — The Determinism and Freedom Philosophy Website — The doyen of living English philosophers, by these reflections, took hold of and changed the outlook of a good many other philosophers, if not quite enough. He did so, essentially, by assuming that talk of freedom and responsibility is talk not of facts or truths, in a certain sense, but of our attitudes. His more explicit concern was to look again at the question of whether determinism and freedom are consistent with one another — by shifting attention to certain personal rather than moral attitudes, first of all gratitude and resentment. In the end, he arrived at a kind of Compatibilist or, as he says, Optimist conclusion. That is no doubt a recommendation but not the largest recommendation of this splendidly rich piece of philosophy. ————————————————————— Some philosophers say they do not know what the thesis of determinism is. Others say, or imply, that they do know what it is. Of these, some—the pessimists perhaps—hold that if the thesis is true, then the concepts of moral obligation and responsibility really have no application, and the practices of punishing and blaming, of expressing moral condemnation and approval, are really unjustified. Others—the optimists perhaps—hold that these concepts and practices in no way lose their raison d’etre if the thesis of determinism is true. Some hold even that the justification of these concepts and practices requires the truth of the thesis. There is another opinion which is less frequently voiced: the opinion, it might be said, of the genuine moral sceptic. This is that the notions of moral guilt, of blame, of moral responsibility are inherently confused and that we can see this to be so if we consider the consequences either of the truth of determinism or of its falsity. The holders of this opinion agree with the pessimists that these notions lack application if determinism is true, and add simply that they also lack it if determinism is false. If I am asked which of these parties I belong to, I must say it is the first of all, the party of those who do not know what the thesis of determinism is. But this does not stop me from having some sympathy with the others, and a wish to reconcile them. Should not ignorance, rationally, inhibit such sympathies? Well, of course, though darkling, one has some inkling—some notion of what sort of thing is being talked about. This lecture is intended as a move towards reconciliation; so. is likely to seem wrongheaded to everyone. But can there be any possibility of reconciliation between such clearly opposed positions as those of pessimists and optimists about determinism? Well, there might be a formal withdrawal on one side in return for a substantial concession on the other. Thus, suppose the optimist’s position were put like this: (1) the facts as we know them do not show determinism to be false; (2) the facts as we know them supply an adequate basis for the concepts and practices which the pessimist feels to be imperilled by the possibility of determinism’s truth. Now it might be that the optimist is right in this, but is apt to give an inadequate account of the facts as we know them, and of how they constitute an adequate basis for the problematic concepts and practices; that the reasons he gives for the adequacy of the basis are themselves inadequate and leave out something vital. It might be that the pessimist is rightly anxious to get this vital thing back and, in the grip of his anxiety, feels he has to go beyond the facts as we know them; feels that the vital thing can be secure only if, beyond the facts as we know them, there is the further fact that determinism is false. Might he not be brought to make a formal withdrawal in return for a vital concession? 2. Let me enlarge very briefly on this, by way of preliminary only. Some optimists about determinism point to the efficacy of the practices of punishment, and of moral condemnation and approval, in regulating behaviour in socially desirable ways. (1) In the fact of their efficacy, they suggest, is an adequate basis for these practices; and this fact certainly does not show determinism to be false. To this the pessimists reply, all in a rush, that just punishment and moral condemnation imply moral guilt and guilt implies moral responsibility and moral responsibility implies freedom and freedom implies the falsity of determinism. And to this the optimists are wont to reply in turn that it is true that these practices require freedom in a sense, and the existence of freedom in this sense is one of the facts as we know them. But what ‘freedom’ means here is nothing but the absence of certain conditions the presence of which would make moral condemnation or punishment inappropriate. They have in mind conditions like compulsion by another, or innate incapacity, or insanity, or other less extreme forms of psychological disorder, or the existence of circumstances in which the making of any other choice would be morally inadmissible or would be too much to expect of any man. To this list they are constrained to add other factors which, without exactly being limitations of freedom, may also make moral condemnation or punishment inappropriate or mitigate their force: as some forms of ignorance, mistake, or accident. And the general reason why moral condemnation or punishment are inappropriate when these factors or conditions are present is held to be that the practices in question will be generally efficacious means of regulating behaviour in desirable ways only in cases where these factors are not present. Now the pessimist admits that the facts as we know them include the existence of freedom, the occurrence of cases of free action, in the negative sense which the optimist concedes; and admits, or rather insists, that the existence of freedom in this sense is compatible with the truth of determinism. Then what does the pessimist find missing? When he tries to answer this question, his language is apt to alternate between the very familiar and the very unfamiliar. (2) Thus he may say, familiarly enough, that the man who is the subject of justified punishment, blame or moral condemnation must really deserve it; and then add, perhaps, that, in the case at least where he is blamed for a positive act rather than an omission, the condition of his really deserving blame is something that goes beyond the negative freedoms that the optimist concedes. It is, say, a genuinely free identification of the will with the act. And this is the condition that is incompatible with the truth of determinism. The conventional, but conciliatory, optimist need not give up yet. He may say: Well, people often decide to do things, really intend to do what they do, know just what they’re doing in doing it; the reasons they think they have for doing what they do, often really are their reasons and not their rationalizations. These facts, too, are included in the facts as we know them. If this is what you mean by freedom—by the identification of the will with the act—then freedom may again be conceded. But again the concession is compatible with the truth of the determinist thesis. For it would not follow from that thesis that nobody decides to do anything; that nobody ever does anything intentionally; that it is false that people sometimes know perfectly well what they are doing. I tried to define freedom negatively. You want to give it a more positive look. But it comes to the same thing. Nobody denies freedom in this sense, or these senses, and nobody claims that the existence of freedom in these senses shows determinism to be false. But it is here that the lacuna in the optimistic story can be made to show. For the pessimist may be supposed to ask: But why does freedom in this sense justify blame, etc.? You turn towards me first the negative, and then the positive, faces of a freedom which nobody challenges. But the only reason you have given for the practices of moral condemnation and punishment in cases where this freedom is present is the efficacy of these practices in regulating behaviour in socially desirable ways. But this is not a sufficient basis, it is not even the right sort of basis, for these practices as we understand them. Now my optimist, being the sort of man he is, is not likely to invoke an intuition of fittingness at this point. So he really has no more to say. And my pessimist, being the sort of man he is, has only one more thing to say; and that is that the admissibility of these practices, as we understand them, demands another kind of freedom, the kind that in turn demands the falsity of the thesis of determinism. But might we not induce the pessimist to give up saying this by giving the optimist something more to say? 3. I have mentioned punishing and moral condemnation and approval; and it is in connection with these practices or attitudes that the issue between optimists and pessimists—or, if one is a pessimist, the issue between determinists and libertarians—is felt to be particularly important. But it is not of these practices and attitudes that I propose, at first, to speak. These practices or attitudes permit, where they do not imply, a certain detachment from the actions or agents which are their objects. I want to speak, at least at first, of something else: of the non-detached attitudes and reactions of people directly involved in transactions with each other; of the attitudes and reactions of offended parties and beneficiaries; of such things as sratitude, resentment, forgiveness, love, and hurt feelings. Perhaps something like the issue between optimists and pessimists arises in this neighbouring field too; and since this field is less crowded with disputants, the issue might here be easier to settle; and if it is settled here, then it might become easier to settle it in the disputant-crowded field. What I have to say consists largely of commonplaces. So my language, like that of commonplaces generally, will be quite unscientific and imprecise. The central commonplace that I want to insist on is the very great importance that we attach to the attitudes and intentions towards us of other human beings, and the great extent to which our personal feelings and reactions depend upon, or involve, our beliefs about these attitudes and intentions. I can give no simple description of the field of phenomena at the centre of which stands this commonplace truth; for the field is too complex. Much imaginative literature is devoted to exploring its complexities; and we have a large vocabulary for the purpose. There are simplifying styles of handling it in a general way. Thus we may, like La Rochefoucauld, put self-love or self-esteem or vanity at the centre of the picture and point out how it may be caressed by the esteem, or wounded by the indifference or contempt, of others. We might speak, in another jargon, of the need for love, and the loss of security which results from its withdrawal; or, in another, of human self-respect and its connection with the recognition of the individual’s dignity. These simplifications are of use to me only if they help to emphasize how much we actually mind, how much it matters to us, whether the actions of other people—and particularly of some other people—reflect attitudes towards us of goodwill, affection, or esteem on the one hand or contempt, indifference, or malevolence on the other. If someone treads on my hand accidentally, while trying to help me, the pain may be no less acute than if he treads on it in contemptuous disregard of my existence or with a malevolent wish to injure me. But I shall generally feel in the second case a kind and degree of resentment that I shall not feel in the first. If someone’s actions help me to some benefit I desire, then I am benefited in any case; but if he intended them so to benefit me because of his general goodwill towards me, I shall reasonably feel a gratitude which I should not feel at all if the benefit was an incidental consequence, unintended or even regretted by him, of some plan of action with a different aim. These examples are of actions which confer benefits or inflict injuries over and above any conferred or inflicted by the mere manifestation of attitude and intention themselves. We should consjder also in how much of our behaviour the benefit or injury resides mainly or entirely in the manifestation of attitude itself. So it is with good manners, and much of what we call kindness, on the one hand; with deliberate rudeness, studied indifference, or insult on the other. Besides resentment and gratitude, I mentioned just now forgiveness. This is a rather unfashionable subject in moral philosophy at present; but to be forgiven is something we sometimes ask, and forgiving is something we sometimes say we do. To ask to be forgiven is in part to acknowledge that the attitude displayed in our actions was such as might properly be resented and in part to repudiate that attitude for the future (or at least for the immediate future); and to forgive is to accept the repudiation and to forswear the resentment. We should think of the many different kinds of relationship which we can have with other people—as sharers of a common interest; as members of the same family; as colleagues; as friends; as lovers; as chance parties to an enormous range of transactions and encounters. Then we should think, in each of these connections in turn, and in others, of the kind of importance we attach to the attitudes and intentions towards us of those who stand in these relationships to us, and of the kinds of reactive attitudes and feelings to which we ourselves are prone. In general, we demand some degree of goodwill or regard on the part of those who stand in these relationships to us, though the forms we require it to take vary widely in different connections. The range and intensity of our reactive attitudes towards goodwill, its absence or its opposite vary no less widely. I have mentioned, specifically, resentment and gratitude; and they are a usefully opposed pair. But, of course, there is a whole continuum of reactive attitude and feeling stretching on both sides of these and—the most comfortable area—in between them. The object of these commonplaces is to try to keep before our minds something it is easy to forget when we are engaged in philosophy, especially in our cool, contemporary style, viz. what it is actually like to be involved in ordinary interpersonal relationships, ranging from the most intimate to the most casual. 4. It is one thing to ask about the general causes of these reactive attitudes I have alluded to; it is another to ask about the variations to which they are subject, the particular conditions in which they do or do not seem natural or reasonable or appropriate; and it is a third thing to ask what it would be like, what it is like, not to suffer them. I am not much concerned with the first question; but I am with the second; and perhaps even more with the third. Let us consider, then, occasions for resentment: situations in which one person is offended or injured by the action of another and in which—in the absence of special considerations—the offended person might naturally or normally be expected to feel resentment. Then let us consider what sorts of special considerations might be expected to modify or mollify this feeling or remove it altogether. It needs no saying now how multifarious these considerations are. But, for my purpose, I think they can be roughly divided into two kinds. To the first group belong all those which might give occasion for the employment of such expressions as ‘He didn’t mean to’, ‘He hadn’t realized’, ‘He didn’t know’; and also all those which might give occasion for the use of the phrase ‘He couldn’t help it’, when this is supported by such phrases as ‘He was pushed’, ‘He had to do it’, ‘It was the only way’, ‘They left him no alternative’, etc. Obviously these various pleas, and the kinds of situations in which they would be appropriate, differ from each other in striking and important ways. But for my present purpose they have something still more important in common. None of them invites us to suspend towards the agent, either at the time of his action or in general, our ordinary reactive attitudes. They do not invite us to view the agent as one in respect of whom these attitudes are in any way inappropriate. They invite us to view the injury as one in respect of which a particular one of these attitudes is inappropriate. They do not invite us to see the agent as other than a fully responsible agent. They invite us to see the injury as one for which he was not fully, or at all, responsible. They do not suggest that the agent is in any way an inappropriate object of that kind of demand for goodwill or regard which is reflected in our ordinary reactive attitudes. They suggest instead that the fact of in jury was not in this case incompatible with that demand’s being fulfilled, that the fact of injury was quite consistent with the agent’s attitude and intentions being just what we demand they should be. (3) The agent was just ignorant of the injury he was causing, or had lost his balance through being pushed or had reluctantly to cause the injury for reasons which acceptably override his reluctance. The offering of such pleas by the agent and their acceptance by the sufferer is something in no way opposed to, or outside the context of, ordinary inter-personal relationships and the manifestation of ordinary reactive attitudes. Since things go wrong and situations are complicated, it is an essential and integral element in the transactions which are the life of these relationships. The second group of considerations is very different. I shall take them in two subgroups of which the first is far less important than the second. In connection with the first subgroup we may think of such statements as ‘He wasn’t himself’, ‘He has been under very great strain recently’, ‘He was acting under post-hypnotic suggestion’; in connection with the second, we may think of ‘He’s only a child’, ‘He’s a hopeless schizophrenic’, ‘His mind has been systematically perverted’, ‘That’s purely compulsive behaviour on his part’.

Critical Analysis of a Child’s Reading Essay

Reading is an essential skill in modern society. Not only does it enable people to access information, it provides people with a great deal of pleasure. It is vital that primary schools equip children with effective strategies for reading as well as foster a desire to read that will stay with them throughout their lives. This analysis of reading will firstly give a brief outline of the context of my school placement. It will analyse two pupils as readers and their strategies. The school’s policy indicates that the context of teaching reading is very important – suggesting a variety of text styles. English & Williamson (2005) inform us that the introduction of the National Literacy Strategy (DfES 2001) broadened the range of texts children are introduced to at primary level. The school is superbly resourced, with thousands of books available to all pupils. Silent reading is also practised daily. X Primary is a larger than average three-form entry primary school with 472 pupils. It’s in an area of average to high socio-economic status and the majority of pupils are from White British backgrounds with few pupils who speak English as an additional language. The number of pupils with learning difficulties is below average. (Ofsted 2010). Below is an analysis of a child’s reading. I will focus on analysing the child’s mistakes in reading, called miscues (Hall, 2003) to gain information of the child as a reader. See more: how to write a critical analysis outline Pupil A was chosen for assessment as he enjoys reading and is a strong reader. He has had several school moves due to family issues, and has received intervention and support throughout his time at Primary X due to his level of absence. He is eager to learn, and was keen to read for me. The assessment involved analysing his word recognition and comprehension skills. This provides an opportunity to understand how Pupil A as a fairly fluent reader may process a text. The text which was read by Pupil A was chosen as it was unknown to him. It was also chosen as a text that was suitable for his level of reading. Many of Pupil A’s miscues take place in the form of substitution. These miscues often relate to his syntactic knowledge. He reads ‘a’ instead of ‘one’ (line 3) and ‘but’ instead of ‘and’ (line 8). He also produces the miscue ‘even’ (line 9) as an insertion. These miscues suggest that he is making predictions about a text using his syntactic knowledge. This suggests that Pupil A brings his own knowledge to a text which causes him to make ‘predictions’ (Smith cited in Hall, 2003), resulting in a miscue. This suggests that Pupil A uses his syntactic knowledge to obtain meaning in what he reads (Hall, 2003). This miscue can also alter the meaning of the text which may affect his understanding. Pupil A makes the same miscue when he substitutes ‘for’ for ‘from’ (Page 2 line 1). He self corrects and asks for reassurance in his correction. Pupil A also corrects himself on the word ‘quickly’ (Pg 3 line 3). This self-correction reveals that he uses syntactic knowledge to process the text, but also that the text Pupil A sees is different from the text on the page (Goodman cited in Hall, 2003). Goodman suggests that there are two texts in question when reading takes place, being the actual text, and the perceived text. Pupil A demonstrated a comprehensive understanding of the text. He demonstrated an understanding for the organisation of the text and recalled events of the story. Pupil A demonstrated an ability to infer from the text and evaluate it. When questioned, he was able to express that he liked the text and expressed why. He demonstrated emotional or psychological response to the text and characters feelings. This suggests that Pupil A engaged with the text and was interested in the plot. In conclusion Pupil A demonstrates a clear ability to read fluently and uses different strategies for decoding words. His ability to decode unknown words could be extended by knowledge of consonant digraphs. Pupil A shows an ability to understand a text on a literal level, as well as engaging in a text by making inferences and evaluating a text. We could improve this motivation to read by encouraging Pupil A to read regularly for pleasure. Pupil B was chosen as although she receives literacy support, she does not enjoy reading. She has accessed literacy support since starting at Primary school in Year 3 and has made considerable progress and is able to read certain texts independently however she also shows little interest in reading for pleasure. She is willing to read with me, as she is used to reading with adults, in a 1-1 situation, and is comfortable with me as I have been in her class for several weeks. She is reluctant to pick a book she in unfamiliar with and cannot think of a favourite author/book when questioned. Pupil B begins well, with her decoding strategies revealing her processing of a text but also her phonic knowledge. She reads the word ‘spider lings’ (line 8) correctly, by segmenting the word in her head first. She then blends ‘ling’ quietly, to herself, and then asks for reassurance to put both words together. This is because this is an unusual, unknown word, and Pupil B is unfamiliar with the term. She stumbles over the word ‘different’ (line9). She did not segment the word out loud and so it is difficult to determine which strategy she used to decode the word. Nevertheless, it is possible that Pupil B may have used one of two strategies. For the first strategy, it’s possible that she segmented and blended the word in silently. This suggests that Pupil B is confident in segmenting and blending. For the second strategy, Pupil B may have used her graphophonic knowledge to decode the word. Therefore it is possible that she recognised the word from previous reading exercises. She demonstrates her grapheme-phoneme correspondence knowledge in her unsuccessful attempt to decode the word ‘notice’ (line 10). She fell silent which suggests she attempted to segment the word in her head. However, Pupil B finds this strategy unsuccessful and then chooses to segment the word out loud Pupil B often falls silent throughout the exercise, and waits for a prompt. I feel this is due to her lack of confidence rather than lack of knowledge. Pupil B demonstrates her grapheme and phonemic knowledge (Hall, 2003) by successfully sounding out the first syllable of the word ‘children’ (line11). She was unable to sound out the second syllable. This suggests that she struggled to sound out a particular grapheme. It’s possible that Pupil B was unfamiliar with the consonant digraph ‘il’. However, Pupil B demonstrates a fluency in reading which may suggest that she uses sight reading as a strategy (Ehri cited in Hall, 2003) to process a text. Erhi (cited in Hall, 2003) suggests that readers find new ways of identifying words. Finding new methods to identify a word can help a reader to become a more fluent in reading. My reading assessment can provide an insight to how a reader may process a text (Ellis & Lewis, 2006 but it’s only an insight. I cannot be certain that the suggested reading strategy is the method used. The child’s responses is dependent on the text. Another influence could be the text’s difficulty. Too difficult a text may cause them to make miscues and create an unfair representation of the reader (Campbell, 2011). A reader’s inability to engage in the text may be because the reader is not interested in the text. To remedy this, it would be useful to find out what books the reader prefers. Another strategy for developing reading is shared reading which provides opportunities for children to peer assess. Iversen & Reeder (1998) suggest that this allows children to actively participate when they feel comfortable. This is useful when children haven’t developed full confidence in their own reading ability, it provides a ‘safe’ structure encouraging contribution. This would be beneficial if both pupils could work together as Pupil A may help Pupil B become more engaged with the text. After analysing both Pupil A and Pupil B, I was surprised at how both pupils used similar techniques, however they were different when reading aloud. I felt there was a gap in understanding and intonation from both pupils, despite being close in age, and both receiving support. I believe another difference was the pupils was desire to read, with Pupil A keen to read books, demonstrating a clear opinion on authors or genre, however Pupil B was reluctant to name a book she’d read, and didn’t have a favourite author/style. I believe this lack of enthusiasm for reading will hinder her development, regardless of support put in. In conclusion, both pupils show an understanding and varying strategies to break down a text, however the major difference seems to be their attitude towards reading itself. References EDP 4120 Assessing Reading Riley, J & Reedy, D. (2000) Developing writing for different purposes: teaching about genre in the early years. Paul Chapman Publishing, London. Iversen, S. & Reeder, T. (1998) Organising for a Literacy Hour, London: Kingscourt Publishing. Hall, K 2003 Listening to Stephen Read: Multiple perspectives on Literacy Buckingham: Open University English, E. and Williamson, J. (2005) Meeting the Standards in Primary English. Routledge Falmer. DfES. (2006) The Primary Framework for literacy and mathematics, London: Department for Education and Skills. DfES. (2006) The Primary Framework for literacy and mathematics: Core position papers underpinning the renewal of guidance for teaching literacy and mathematics, London: Department for Education and Skills. DfEE. (1999) The National Curriculum: Handbook for primary teachers in England, London: Department for Education and Employment. Ofsted 2010 Campbell, R 2011 Miscue Analysis in the Classroom Leicester: UKLA

MA thesis proposal Research Example | Topics and Well Written Essays - 750 words

MA thesis - Research Proposal Example Social media plays an important role in public relations department in private and public sectors. Internet service is not limited to entertainment and information but moves on to providing electronic services. The government of Saudi Arabia has, for example, realized the importance of internet and has given it special attention. Public relations specialists also believe, according to Alenizi, that internet applications have a high ability to elevate work quality and speed of the organization to deliver services to their customers. A study by Alshehri also shows that the use of electronic application contributes in minimizing the cost and elevating the quality of production (Jenaibi, 2013). Consequently, and according to http://www.yesser.gov.sa, an electronic government program drawn from the royal decree number 7/b/23181 in 2003 stated that all government entities have to provide electronic services through the ministry of communication and information technology (Saud & Khan, 2013 ). Saud and Khan (2013) showed that the use of social media in Saudi Arabia is rising with increase in the access to mobile phones. In 2012, the number of Facebook users in the kingdom of Saudi Arabia was 6 million and in 2013, the number increased to 7.8 million. Similarly, Saudi twitter users increased from three million in 2012 to five million in 2013. The country’s use of Instagram increased from 4 million users in 2012 to 5.7 million in 2013. According to Shorkey and Uebel (2014), many companies in Saudi Arabia, public and private, use social media for marketing. The study highlighted Flynas, STC, McDonald’s and Toyota as the top brands on Facebook. Jenaibi (2013) highlights Aramco, SABIC and STC as the top ranking companies on Twitter. Companies that deal in cosmetics and cars are the ones that rank high in the use of Instagram in Saudi Arabia. A single privately owned company in the country can have up to

A Dogs Tale - How to Train a Lonely Master Essay

A Dogs Tale - How to Train a Lonely Master - Essay Example Mon seems really great. He is responsible and hard working. But he does not know how to have a life. He does care to have a happy break from his busy hours. I can even say that staying with him for a week seems lonelier than staying in the pound. He does not care about me. He does not even take care of himself. Yes, he feeds and bathes me. But he does not walk me at the park. He does not go out unless he needs to buy food and the other needs. My master needs me. I suddenly barked and barked while he was working. He turned around and shoo me away. He was definitely annoyed at what I was doing. But then again, I need to get his attention. I need to help him. I continued to bark and he stopped working. He turned away from the table and he went to the kitchen to find food. He fed me but I did not touch the food. He really seemed confused. I think he is trying to understand why I barked and not eat when fed. I moved closer to him. He looked at me and mumbled words I cannot understand. I b arked and then I rolled over. He smiled. I think he understood what I wanted him to do. He grabbed a ball and threw it. I ran, picked the ball and ran back to him. He smiled again. We played for few minutes and then I went to the kitchen to eat. He went back to his work too. I was happy that he understood me and he seemed happy playing with me. Every day, I do this to him and he responds quicker than the first time. When I roll over the floor, he already knew what to do. I am happy he is learning. Every day, Mon cleans his car. Every time he does this, I go with him. When I know he is almost done, I bark again and I move closer to the pail of water. He is trying to figure out what I was trying to do. He tried to give me water but I did not move closer, rather I barked again. He then poured the water on me. I stayed unmoved. He knew that I wanted to take a bath. I was happy he understood me again. One day, while we were playing outside the house I saw a girl walking her dog.

Organizational Culture In The Toyota Company Case Study

Organizational Culture In The Toyota Company - Case Study Example When Toyota built plants in the west, they attempted to copy Toyota’s production system details without studying the difference between how workers in the East felt about their work compared to their Western counterparts. This difference can be referred to as employee engagement. Western employers have begun to realize the huge value to be realized from engaging their workforce. However, apart from running surveys aimed at discovering how engaged their employees are, not many are aware of how to synthesize engagement. When Toyota’s cars were recalled, those recalled had been made in the West. The recalls did not happen to vehicles manufactured in the East since the employees could have spotted them due to their engagement. Employees in the West might have noticed the faults, but due to their disengagement, did not report it. Negative reports regarding Toyota came to such functions as customer satisfaction, risk analysis, and government. The corporate culture at Toyota needs increased evaluation instead of making assumptions that their culture is aligned to that of the West. Their corporate culture bred leaders whose most pressing concern was saving face, which led to the postponement of making the recalls. These problems have proved to be problematic for Toyota because they do not dismiss a worker because of temporary absence resulting from illness or injury. Additionally, the scope of this provision granting increased protection to officials of the unions, as well as members, should see an increase due to the initial adverse action cases brought before the appellate court. If, as claimed by the unions, those dismissed happen to be union representatives, then Toyota is in for a rough ride. Toyota has been swamped by this culture clash because of the lack of communication and consultation. Traditionally, Toyota has prided itself on its communicative skills with its workforce and its exemplary teamwork.

Ebay global strategy analysis Essay Example | Topics and Well Written Essays - 1250 words

Ebay global strategy analysis - Essay Example The question is, "Why is this a popular place and why are they so successful?" When we look at eBays core competency we are looking at what makes it work. Why do people come to this site to sell products and services? What about eBay gives it a competitive edge over the rest of the "clone" auction sites and why are they successful despite the fact that they have raised their fees? eBay decided when they started that they would become part of the auction market. They had to decide what types of products they would allow and what would happen along the way. eBay has worked very hard to become a leading provider of online sites for auctions. They provide a way for customers to trade with other customers around the world (Coghlan, Pauley, and Scott, 2008, p. 9). Because they also have business people at their helm they have been able to create a stronger market share. According to Decot and Lee (2006) eBay has experienced managers who are savvy in business. Some have referred to them as a "tech company run by business people" (Decot and Lee, p. 8). Because of this eBay also is cautious as it takes on new ventures. They want to make sure that if they move forward, they can predict that they will be number one or two in that market (Decot and Lee, p. 9). Another core competency is the fact that they have become the largest online auction site. As of 2006, they had 94.9 million users who were registered in more than 150 countries (Coghlan, Pauley and Scott, p. 9). They have increased their market share in the United States and have over one third of the U.S. population trading regularly on eBay. eBays logo with the variety of colors and unique writing style creates another aspect of its core competency. People recognize the logo, it has become associated with a company that you can trust and most people have purchased at least one item on the site. According to Carr (2001) a value chain is: "†¦the series of activities that your

Speech given by that candidate Essay Example | Topics and Well Written Essays - 750 words - 1

Speech given by that candidate - Essay Example The goal was reached perfectly. This is because, Mitt Romney first introduced Paul Ryan as his running mate and the selected Vice President of the Republican party, and then went ahead to explain why he was selected. Mitt Romney introduced Paul Ryan as a man of character, who is true to his words, and who respects the opinion of others, even when they are his opponents, without demonizing his opponents (Romney, n.p.). He further defended the character of Paul Ryan as that of integrity and steadiness, being the reason why he was suited to back him up as a running mate, since they do not only share the same vision for America, but have the capability to achieve it, owing to the integrity and steadiness of his running mate. Further, the goal of introducing Paul Ryan as the right candidate was achieved thorough presenting him as a candidate whose judgment is respected by all, and the one who is an ardent supporter of freedom and justice (Romney, n.p.). Emotive language and balance are the two major speech techniques that Mitt Romney applies in this speech. These techniques are effective in persuading the audience to accept Paul Ryan as the best running mate and potential Republican Vice President Candidate. This is because; Emotive language, as the first technique that Mitt Romney applied in this speech, is able to appeal more to the emotions and feelings of the audience, as opposed to indulging them through logic and reason. This is achieved through the application of emotive language seen in Mitt Romney’s statement that â€Å"Pauls father died when he was in high school† (Romney, n.p.).The emotive language is specifically targeted at presenting Ryan as a man of discipline and personal character. This statement forms a tactical application of emotive language, where Mitt Romney was seeking to appeal to the emotions of the audience through showing them that Paul Ryan’s journey has not been easy, yet he has

Business Taxation Essay Example | Topics and Well Written Essays - 500 words

Business Taxation - Essay Example However, before understanding this type of relief, it is needed to understand what exactly double taxation is. Double taxation is defined as a situation in which a company may need to pay two or more taxes for the same asset, financial transaction or its income. Generally the situation of double taxation arises due to the overlapping of tax laws and jurisdiction between different countries when there is a company or individual residing in one country while doing business in another country. The double taxation relief helps in allowing a company or the individual to get the tax reduction from any one of its linked country, may be it is the residing country or the profit gaining country. A group loss relief helps in allowing one company to surrender its current trading losses, excess management charges, and excess income charges to another company in the group. Here, the profits of the recipient company are set against the tax loss so that the surrendering company can get a payment on the basis of the tax saved. Again, it is common practice that a company or an individual residing in one country might want to make a taxable gain in terms or earnings and profits in another country. However, there is possibility that he need to pay tax on that gain locally as an obligation to the domestic, while at the same time, me may again need to pay tax in the country where he has made the gain. To provide companies and individuals relief from such types of bindings, many countries involved in bilateral double taxation agreements among themselves. These agreements are mainly of two types. In the first type, tax is needed to be paid by the individual or the company in its resident country only while exempting tax in the country where the gain arises. In the second case, the country in which the business gains receives the tax from the company, while the company in turn, receives a compensating tax credit in the residing country

Private Prisons Essay Example | Topics and Well Written Essays - 500 words

Private Prisons - Essay Example This is because with lesser and lesser Federal and State budgets for social expenditure, profit making organisations such as these are likely to generate extra money for the government through outsourcing instead of being net expenditures. 2. In the American correction system the role of jails is to confine people under lawful detention, compared to prisons where only convicted people are housed. A large proportion of the jail population is pre-trial (estimated 60 %) (3), and in this group neither punishment nor rehabilitation is the motive, it is simply detaining possible, but unproven offenders for reducing the risk to society. The rest of the jail population consists of those who have received very short sentences often for minor offences like drunken driving and petty theft. In an average 1000-bed jail, it has been estimated that the turnover rate is 36 - i.e. 36,000 pass through the system in a year. Thus jail administrators face very different issues than the prison population. Firstly the background and health issues facing this population is largely unknown, and they must be hyper vigilant that anyone in their custody do not suddenly turn violent or develop sudden illness.

Values And Ethics Essay Example for Free

Values And Ethics Essay Values and ethics are two different things that go hand in hand. Values simply refer to our view points, beliefs and thoughts that we hold in regard to important aspects of our lives. They are the cultures and beliefs that we hold close to our hearts in regard to what is important to us. Ethics on the other hand is our personal code of conduct as stipulated and acceptable to the society. The personal values that we hold impact greatly on our ethics, they can also be in conflict. I have a number of personal values that I hold close to my Herat. Core to this is work, people and family. These remain a guiding point and an inspiration to my life. They are a source of strength and consolation. It is popularly said that charity begins at home and in this I have come to believe. Michael Rosenberg notes that â€Å"the family is probably the most important agent of socialization†. He goes on to expound on this adding that from the first days a child’s life, the individual is molded; significant others impact a wide range of meanings about norms and values that are related to the kinds of behavior which that individual will experience during the counts of his or her life. (1983, p. 163). Indeed most of what we know and put into practice emanates from our initial socialization. I feel I owe a lot to my family for the way it has molded me. A look at my childhood reveals a series of ups and down; struggles to remain in the right even when temptation to do wrong is overwhelming. Whether or not I was able to do right and sometimes falter in my steps, one thing remained constant; the support I received from my family. Family is an important institution not only for love and constant care, but also for the unconditional support no matter the challenges ahead. Taking a look back in my life, I can see the important hurdles I have been able to overcome in life due to the support that I have secured from my parents, support that has shaped and imparted important values in my life. Work is another core personal value that continues to inspire me in my current life. A glance at the world today reveals that work remains a central value to majority of people, a centrality almost equaling that of the family. Work is not only an occupation and a source of livelihood but it is also a way of continually molding individuals when they are not within the precincts of the family. Work has continued to imbue a sense of discipline and is an avenue through which to put into practice values instilled in me by the family. It is in the working environment that values such as punctuality, accuracy and professionalism are fully put into practice. Work has become a core value not only in the financial aspect but also the opportunity it has given me to pursue an interest that is close to my heart. It gives me a chance to interact with others and contribute positively towards the alleviation of their sufferings. Although charity begins at home, it is important to note that values instilled at this stage are meant to act as guidelines to future interaction with the rest of the society. It is how effectively that an individual interacts with the society that determines ones destiny and success in life. This brings another core value; people. Right from my childhood, I was taught the essence of being able to interact effectively with people from various backgrounds; I was taught the importance of possessing excellent communication skills to foster effective interaction with the rest of the society. In today’s age, although academic qualifications are key to an upward career progression, social networking is a key ingredient. As a social worker, my work revolves around assisting people; they are the source of my livelihood as well as fulfillment. A positive interaction with people is a must if I am to advance in career and earn my livelihood. According to Kim Strong Gottfried et al, NASW Code of Ethics refers to a set of values, principles and standards to guide decision making and conduct when ethical issues arise. A look at these values and ethics reveals a number of differences and similarities to my core personal values. One of these values according to NASW is the â€Å"importance of human relationships† (2002, p28) Social workers have been molded to appreciate the importance of maintaining positive interactions with the people. According to the code of ethics, they are supposed to â€Å"strengthen relationships among people in a purposeful effort to promote, restore, maintain and enhance the well being of individuals, families, social groups, organizations and communities (Kim Strong G. et al ,2002) As afore mentioned, one or my core is the people. As social workers recognize the importance of human relationships, I have also appreciated the benefits to be reaped by a close interaction with people and the need to help where necessary. The NASW code of ethics propagates for the dignity and worth of every individual. I have with time discovered the importance of working with people from various backgrounds and learnt to address their problems no matter their culture, ethnicity, color or creed. This emanates from the need to uphold the dignity and worth of every individual. A social worker serves others and helps them cope with the challenges in life. As mentioned, another core personal value is work. My work provides fulfillment when I aptly mobilize all the resources at my disposal to assist others. I believe in the need and the ability to help others as the greatest gift in life. NASW code of ethics also espouses this emphasizing on the need to overcome personal interests to better the lives of others. One major difference that exists between my core personal values and the NASW code of ethics is the role of the family. My family has played a big role towards molding me and its still plays influential role. Family interests in social work may bring a conflict of interest. Though it may go a long way in helping me to understand the society, it may be detrimental where the first duty is to the family other than to the clients as professionalism insists. Vignette #3 Vignette number three is about a 68 year old lady contemplating death to ease the immense pain she is undergoing as a cancer patient. The main reason why I have chosen this vignette is because it brings into a sharp focus a topic that has been dominating the public debate for long and continues to evoke emotions each moment it is mentioned. The issue of whether it is ethically wrong for a terminally ill patent to undergo euthanasia is still controversial in the medical profession circles. As I go through the vignette, I have strong feeling against what the client is proposing. Despite the immense pain that she is in, I am convinced that taking an overdose is the wrong approach. Due to limited interaction with people of advanced age in the society, I have an ill convinced notion that they have little respect for the set laws and guidelines and will tend to make decisions arbitrarily with little regard of the consequences. I have had a preconceived belief that due to their advanced age, they assume that laws can be bent to accommodate their whims. . My interaction with the client though compounded by the preconceived assumptions about old people was uneasy; it became uneasy the moment she told me of what she had thought of doing. I had made it known to her clearly that my moral and ethical stand could not allow me to empathize with her. Though I shared in her pain, I was getting increasingly uneasy with her and made sure her medicine was kept out of her reach. I was employing each and every effort to make her comfortable but she had other plans with her life. The fact that she made it clear she would end her life as she could not bear the pain gave me an uneasy feeling. I am aware of the debilitating impact that my preconceived assumptions in regard to the old client had on my objectivity and my interaction with the client. I was already convinced that the old lady would try to circumvent the system in order to accomplish her objectives. These perceptions clouded my judgment and the fair view of the client’s situation. To overcome these cases and be able to make a decision that is within the precincts of professionalism, I would request the help of colleagues who have far much experience in dealing with such cases. He would guide me towards gaining objectivity in my judgment. I have also decided to spend more time with the client to be able to understand her better and see how well I can help her. Should this not work, I would consult with my mentor or a higher authority to have the clients allocated to another medical social worker in the knowledge that our first commitment is to the client. Dilemma #4 I have chosen this ethical dilemma for one main reason, I had handled familiar cases during my internship although then mostly I was helping battered men and women cope with their problems. I was also assisting newly divorced individuals overcome their frustrations in life. I am confident that tackling this ethical dilemma will add to my wealth of experience. This ethical dilemma is compounded by the fact that the male client is contemplating killing his wife should she decided to leave him. This is a crime and should be reported to the relevant authorities. On the other hand, as a professional I am bound by work ethics and confidentiality. Whatever the client confides in me is supposed to remain confidential and should not be revealed to a third party. According to the NASW Code of Ethics social workers â€Å"should protect the confidentiality of all information obtained in the course of professional service. † (1999) Following the same NASW Code of Ethics, as a social worker, I should use my intuition and competence to choose the appropriate course of action whenever such a case arises. In this case, I would either choose to report the client to the police of the planned murder or dedicate my time towards assisting the client to manage his anger and outline the inappropriateness and the consequence of his planned actions. Should I opt to report the matter to the police, I should inform the client before hand of the impending disclosure. Both of these courses of action have their pros and Cons. If I decide to report the case to the police, I will have violated the clients trust and confidence, not only in me but also in social workers. The client might refuse to disclose any other information or share his problems with me. If I choose this course of action, I should be prepared, according to the NASW code of ethics, to â€Å"protect the confidentiality of the client during legal proceedings to the extent permitted by law. † On the other hand I will have prevented a crime. (1999) If I decide to assist the client cope with his anger without involving a third party there is a risk that the client will go ahead and carry out his threat. In such a case, I will be liable legally for failing to disclose information that turns out to be harmful to a third party. I shall have earned the clients trust and might be able to see him through his problems. The NASW code of ethics is an appropriate resource to guide me on the appropriate decision to make. I would also consult with colleagues or with the supervisors in the field. In such a case though, it is important that I withhold any information that could lead to his identification. Faced with such a dilemma, I would opt to report the matter to the police to avoid any harm coming to third parties . The clients has had a history of violence and would probably go ahead and execute the attacks even with my counseling. To avoid the occurrence of such an incident and to protect the wife and also the client from himself, it would be appropriate that I took up the matter with the police. References NASW code of ethics. 1999 NASW Delegate Assembly. Retrieved on June 20th 2008 from http://ncss. aua. edu/docs/naswcodeofethics. pdf Michael Rosenberg, 1983. Introduction to sociology. Routledge. Phyllis N. Black, Elaine Piller, Kimstrong Gottfried, 2002. Teaching social work values and ethics: A curriculum resource. Council on Social Work education. University of Michigan.

The Decrease Leg Shaking Psychology Essay

The Decrease Leg Shaking Psychology Essay Anxiety is a normal emotion, and we all encounter anxiety in certain situations that causes us be anxious. When we are anxious, we would experience physical symptoms arising in response to anxiety ( Ginsburg, Riddle, Davies, 2006; Roth, Antony, Swinson, 1999), such as muscle tension and stomachache which affect our everyday lives, known as somatic symptoms (Ginsburg et al., 2006). Social anxiety is a disorder that happens when a person faces a social situation and reacts in response to fear or distress due to feelings of inadequacy and low self-worth (Bà ¶gels, 2006; Hofmann, 2007; Purdon, Antony, Monterio, Swinson, 2001). This happens to me when I am in certain social situation, I get social anxiety that I tend to shake my legs. For this behaviour modification program, I have chosen to decrease and control my leg-shaking behaviour. It has been bothering me and it has been causing irritation to certain people who were and are in my presence. The operational definition of leg-shaking is that for this program, I tested the effect of leg-shaking on my performance during the times when I was sitting down (which was when the leg-shaking behaviour almost always occurred). I needed to know exactly what sort of leg-shaking behaviour I was performing and how I should measure it. I needed to know what type of performance I am suggesting that leg-shaking behaviour affected, and how I should measure that. Furthermore, I needed to know the underlying causes and triggers of my leg-shaking behaviour, which I believe is triggered by anxiety that I usually experience, but not as much as before, in social situations. First and foremost, behaviour modification is defined as a technique of behaviour change that is based on the procedures of the principles of learning psychology to evaluate and determine a persons or any other organisms private and public actions and reactions in order to assist in improving ones everyday lifestyle (Martin Pear, 2011). Basically, behaviour modification is founded on the concepts of operant conditioning. It is a technique to improve an individuals behavior by changing the way a person acts to a particular situation or stimuli using positive and negative reinforcement. In result, it replaces an undesirable behavior to a more desirable behavior. There are rules to follow and that are critical when planning and engaging in a behaviour modification program. These includes rules of such as positive and negative reinforcement, ratio schedule, extinction, shaping, and schedules of reinforcement (Martin Pear, 2011). The following are brief definitions of some of the terms mentioned above: Positive reinforcement means that a particular stimulus that is given on the spot increases the likelihood of a particular response to occur another time (Martin Pear, 2011). Negative reinforcement means that a particular stimulus is being removed to increase a particular response or to keep a particular response in a current desired state (Martin Pear, 2011). Extinction is applied in operant conditioning, and it refers to the process of changing the state of a learned response by ensuring to no longer reinforcing that particular response (Martin Pear, 2011). There are pitfalls that occurs in the process of extinction which I discussed later in this paper. The process of shaping is the reinforcement of altering and controlling a learned response through the process of changing that response much closer to desired response, but not exactly (Martin Pear, 2011). In this program, I would be shaping my behaviour by alternating my leg-shaking behaviour to a more desired behaviour, which is sitting down with my feet firmly on the ground without shaking my legs. A schedule of reinforcement is a program that determines how and when the frequency of a response happening will be followed by a reinforcer (Martin Pear, 2011). The delivery of a reinforcer could depend on the frequency of a certain number of responses, the passage of time, the presence of certain stimuli, the occurrence of other responses of the animal, or any number of other things occurring (Martin Pear, 2011). There are different schedules of reinforcement, I will discuss very briefly about the important ones that I implemented in this behaviour modification program. One of the different schedules of reinforcement are the schedules of intermittent reinforcement. There are four different schedules of intermittent reinforcement which are differential reinforcement of low rates (abbreviated as DRL), differential reinforcement of zero responding (abbreviated as DRO), differential reinforcement of incompatible behaviour (abbreviated as DRI), and differential reinforcement of alternative behaviour (abbreviated as DRA) (Martin Pear, 2011). In this program, I used the DRO intervention. DRO means that reinforcement only occurs when a particular response does not happen at a time (Martin Pear, 2011). This particular response is being modified to another behaviour, and that behaviour would be reinforced instead (Martin Pear, 2011). Another schedule of reinforcement is ratio schedule which is defined as that reinforcement depends only on the number of responses a person or any other living thing has performed (Martin Pear, 2011). Reinforcement that depends on only some of the time are said to involve partial or intermittent reinforcement (Martin Pear, 2011). In interval schedules, responses are reinforced only if the responses occur after a certain amount of time has passed (Martin Pear, 2011). In fixed interval schedule (abbreviated FI), the set time is constant from one occasion to the next (Martin Pear, 2011). With a variable interval schedule (abbreviated VI), responses are reinforced if they occur after a variable interval since the beginning of the schedule cycle (Martin Pear, 2011).These are the rules of psychology of behaviour modification that I employed in the program. Since I applied the intermittent schedule, I did not use the continuous schedule as this involves reinforcing a response or a beha viour every time it happens (Martin Pear, 2011). Not many research have been done on the effects of leg-shaking behaviour on an individuals well-being and/or on the effects it may have on other individuals surrounding a person with leg-shaking behaviour. Not only the literature on leg-shaking behaviour is very limited, but case studies centering on the effects of this behaviour and on controlling or modifying the behaviour are limited as well. The following research can be used to identify early emotional and behavioural development, providing an opportunity for treatments for not only individuals my age, but for younger age groups as well- particularly in the early stage of emotional and behavioural development that are disruptive such as the leg-shaking behaviour. Bà ¶gels (2006) stated that individuals with social phobia (also known as social anxiety disorder) tend to have distressing feelings of not being accepted by others who are aware of the physical symptoms these individuals have. These physical symptoms, such as trembling, which closely relates to my leg-shaking behaviour, that these individuals present on account of distressing and unpleasant thoughts about themselves are causing difficulties for them and to others around them (Bà ¶gels, 2006). In Bà ¶gelss (2006) research, participants with social phobia, and who were within the age group of 17 to 65 were tested for their ability to decrease their tendency of attentive to their physical symptoms of anxiety. The purpose of this research was to determine whether if participants turn their attention to a task-oriented activity called task concentration training, would lessen their anxiety and diminish their physical symptoms of anxiety (Bà ¶gels, 2006). The results showed that the e xperiment was successful as participants diverted attention from their physical symptoms of anxiety to a task-oriented activity. The study of participants who were afraid of exhibiting the physical symptoms of anxiety support the notion that individuals from a wide range of age group, can modify these types of behaviour by focusing on work. However, it did not show whether individuals under the age of 17 can. In another study, a male participant who was 26 years at that time, and who suffered from mental developmental disability was studied (LeBlanc, Hagopian, Maglieri, 2000). It was made clear that even though this is a person with a mental developmental disability at adult age, (a person) can adapt ones behaviour by using or participating in a token economy (LeBlanc et al., 2000). The researchers employed the DRO intervals and schedule to reduce this mans socially unacceptable and undesirable behaviours (LeBlanc et al., 2006). The results showed that the treatment was effective as it decreased the occurrence of the participants socially unacceptable behaviour. The problems with LeBlanc et al.s (2000) research were not only there was one participant recruited for this study and that he had developmental disabilities; but the behaviour that has been modified had to do with his inappropriate social interactions. Even though this may not precisely relates to my topic, I chose for my literature review in research because my leg-shaking behaviour has been affecting the way I interact with others who has been noticing this. This may continue to affect me and others if I did not attempt to change this. Thus, this leg-shaking behaviour is considered socially inappropriate. In addition to this note, I also used the same reinforcement in my program. The first purpose of this research was to investigate whether when a persons leg-shaking behaviour caused by anxiety creates difficulties in ones lifestyle and/or get in the way of others around this person. The second purpose was to investigate whether if and when a person learns how to control and decrease the occurrence of this leg-shaking behaviour by alleviating and improving the internalizing and externalizing state of a person aids in overall well-being and aids in not causing disturbance to others. How I Selected My Target Behaviour and Why its Appropriate for this Assignment Two other behaviours I was considering working on, but decided to work on my leg-shaking behavior instead were to increase my piano playing practice, and to exercise more. They were appropriate for the assignment, but they were not realistic for me to work on this semester. I am rarely home, therefore the probability of cooking and healthier food was very slim during the time. However, the probability of exercising during the time was moderately likely to occur, but I did not perceive this behaviour to be as vital to change as my leg-shaking behavior. I wanted to work to change a behaviour that is not only affecting me and others, but that it is also more simple and more doable to work on during the past months. Moreover, these other two behaviors are both common behaviour that I believe most people use for a project similar to this behaviour modification program. Controlling Antecedents of Pre-Program Behaviour The root of my habit most likely started and had to do with a social situation I was facing when I was very young. I was extremely shy. I had social anxiety. My fear of being in any social situations or interactions made me so nervous that it could be the main trigger of my shaking legs. Pre-Program Behaviour Level In this section, I will describe how I observed my behaviour. During the process of this observation, I found that I had habitual thoughts that momentarily flash through my mind. Here my task was to replace these habitual thoughts or bad thinking habits with good thinking habits. By doing so, I would create new thoughts that became my new habitual thoughts. These thoughts came from my feelings of anxiety, particularly in social situation or stressed situation. I counted to keep anxiety in check so that it would not encourage my old habitual negative thoughts. The reason is that my habitual thoughts affected the way I saw myself in a significant way in situation, and still do a little. If I did not change my thinking, my old habitual thoughts will continue to perpetuate my leg-shaking behaviour. Controlling Consequences of Pre-Program Behaviour Not controlling my leg- shaking behaviour is rewarded with being able to only concentrate while studying or listening to lectures or doing other things when sitting down. This allows me to not think about monitoring my leg-shaking constantly and to freely express my inner feelings of anxiety by letting my subconscious behaviour takes over. By detaching myself from observing and being mindless of my leg-shaking behaviour elicited by feelings of anxiety and overgeneralizing. In psychological terms this process is called positive reinforcement for a behaviour such as leg-shaking. I shake my leg and in return get rewarded by getting away with behaving any way I want when I am feeling anxious, stressed, or nervous. The way positive reinforcement works is that once I get rewarded for my leg-shaking behaviour I am more likely to do it again. My Self-Modification Program For my self-modification program, since I planned on changing my thinking patterns in order to prevent me at least from shaking my legs too often, then I rewarded myself with a sensible reward. The sensible reward was that once I have controlled my leg-shaking behavior, I could listen to music. I had to earn a privilege to be able to listen to a song or songs longer as listening to music is very rewarding for me. This applied to the token economy as I was using minutes of listening to music as a reward for not shaking my legs when I am anxious in a social situation. I kept track of minutes on a sheet. I started with two hours of listening to music per day. I normally did not listen to 2 hours of music straight, but this was doable. I cannot really hear the music without headphone so I asked one of my family members to take away my headphone from me for the day and then give it back to me sometime after 10 at night. I lost a minute of listening to music when I failed to control my leg-shaking behaviour. At the end of the day, I listened to the amount of time I have earned to listen to music provided that I have any minutes left. Whenever I got sidetracked by my work and other distractions, then for every leg-shaking behaviour I do, I subtracted one minute of listening to music. In addition to this note, l laid out a plan, including making notes of the crucial moments that I was less likely and most likely to shake my legs unconsciously on account of feeling anxious, stressed, or nervous. I prepared for my crucial moments by turning to helpful sources of influence, a friend and a family member. Then I planned on beginning deliberate practice by placing myself to a tempting situation. In short, my goal was to experience the desire but not to give in shaking my leg to express my feelings of anxiety outwardly. My Program in Action This was the part when I employed deliberate practice especially practice for crucial moments. I broke the steps into small pieces, and practice each step in short intervals. I also got immediate feedback at times against a clear standard, and evaluated my progress. I learned to be prepare for setbacks and I was also prepared for them some of the times. As mentioned earlier, the specific and measurable behaviour I have been monitoring was to attempt to eliminate my leg-shaking behaviour. From the start of the program, I measured the occurrence to anxiety, as well as the intensity and frequency of anxiety as my anxiety have been triggering my leg-shaking behaviour to be present. Moreover, I have been observing and keeping track of my thinking errors that normally preceded my leg-shaking behaviour. I also have been monitoring my improvement in controlling and diminishing my leg-shaking behaviour by engaging in how often I subconsciously performed leg-shaking behaviour and by decreasing the frequency and intensity of my anxiety so that my leg-shaking behaviour will dissolve after the program ends. I have been employing intermittent reinforcement in my program. Continuous reinforcement would not work as I found that I had not always been aware of when I shook my legs in certain situations. The unexpected surprise I learned was that I even shook my legs when I was not in social situation. I shook my legs when I worked on my school assignments. Because of this, I started to encounter pitfalls. The pitfalls I have encountered throughout this program were that I frequently thought of excuses to avoid treating my leg-shaking behaviour. At times in class or in any social situation, I fell into my thinking traps and engaged in these thinking patterns which resulted in my habitual leg-shaking behaviour. Evaluation of My Program Referring to the level of the behaviour pre-program and during the program (see Figure 1 in the Appendix), my attempt to decrease my tendency to shake my leg did not work in the beginning of the program due to the effects of delay of reward. But it did worked later on after the first month I started the program. When it came to the use of reward in the program, the important component in the reward is the interval between the behaviour and the reward. I found that when the delay of receiving reward increased, it did not reward the desired behaviour as much as I wanted it to. Therefore, such delays in receiving rewards was not effective in altering a behaviour. This kind of applied to the use of punishment to decrease a behaviour. If the interval between the undesirable behaviour and punishment is delayed, then the punishment would not be effective in suppressing such behaviour (Martin Pear). Therefore, I should make notes that in the future my desired behaviour should be rewarded immediately. If this does not work, then another change I might make is to use punishment instead when I shake my legs. Ending the Program; Future Plans Although I am done with the behaviour modification program, I plan on continuing to manage my leg-shaking behaviour, which, again, happens when I get anxious. I will try to slowly stop myself from depending on the program to keep my leg-shaking behaviour under control. I will keep a long-term perspective to improve my behaviour and to improve myself. I plan on practising not only self control, but self-care as I tend to encounter stress or period of anxiety in the face of difficult situations such as speaking up in class as I am shy. I will help myself feel at ease during periods of stress by attempting to use what I learned from the behaviour techniques and exercises this semester. Even though I will not depend on the exercises and techniques I have applied in my program, I believe I still need regular exposure to anxiety-provoking situations in order to stay in condition. I believe this will help me over the long term to keep myself habituated to the experiences that I learned from in situations I found were and still are a little anxiety-provoking. Discussion and Conclusion What I learned from this experience was that my obsessive thoughts and compulsive leg-shaking behaviour did not make sense. These thinking patterns that I fell into when I am nervous, stressed, sad, or depressed were generally believable, and negative, and they made my life more challenging than they needed to be. Even though I did not fully believe my obsessive thoughts, I found that I frequently engaged in my leg-shaking behaviour to get the obsessive thoughts to stop. I overestimated the probability of risk that if something could go wrong, it will go wrong. I am guilty of overgeneralizing things. So I held back many times from putting myself in certain situation that meant no harm to me or anyone, and naturally I slipped into my leg-shaking behaviour. When I triggered one of my old habitual thoughts, I corrected it with the positive one so that these positive thoughts became my new habitual thoughts. Even though I am done with this behavioural modification program for the course, I still need to thoroughly weave this fact into my memory whenever my leg-shaking behaviour strikes. This way, I will be able to weave this fact into my conscious control to pull the plug on my tendency to worry and to overgeneralize which triggers leg-shaking behaviour. I know that the more I practice this new behaviour, the more likely I will do it in the future so that I do not return to my former state of leg-shaking behaviour. A higher decrease in behaviour level as shown in the appendix results when I held back from overgeneralizing or from inviting pessimistic thoughts that triggered my leg-shaking in social situation. My new behaviour improved significantly after I was concentrating on changing thought patterns. This supports the notion that focusing on another activity (such as partaking in token economy or that is task-oriented) can aid in decreasing a behaviour that is bothersome (Bà ¶gels, 2006; LeBlanc et al., 2000). References Bà ¶gels, S. M. (2006). Task concentration training versus applied relaxation, in combination with cognitive therapy, for social phobia patients with fear of blushing, trembling, and sweating. Behaviour Research and Therapy, 44(8), 1199-1210. doi: http://dx.doi.org/10.1016/j.brat.2005.08.010 Ginsburg, G. S., Riddle, M. A., Davies, M. (2006). Somatic symptoms in children and adolescents with anxiety disorders.Journal of the American Academy of Child Adolescent Psychiatry,  45(10), 1179-1187. doi: http://dx.doi.org/10.1097/01.chi.0000231974.43966.6e Hofmann, S. G. (2007). Cognitive factors that maintain social anxiety disorder: A comprehensive model and its treatment implications.  Cognitive Behaviour Therapy,  36(4), 193-209. doi: http://dx.doi.org/10.1080/16506070701421313 LeBlanc, L. A., Hagopian, L. P., Maglieri, K. A. (2000). Use of a token economy to eliminate excessive inappropriate social behavior in an adult with developmental disabilities. Behavioral Interventions, 15(2), 135-143. doi: 3.0.CO;2-3 TARGET=_blank>http://dx.doi.org/10.1002/(SICI)1099-078X(200004/06)15:23.0.CO;2-3 Purdon, C., Antony, M., Monteiro, S., Swinson, R. P. (2001). Social anxiety in college students.  Journal of Anxiety Disorders,15(3), 203-215. doi: http://dx.doi.org/10.1016/S0887-6185(01)00059-7 Roth, D., Antony, M. M., Swinson, R. P. (2001). Interpretations for anxiety symptoms in social phobia. Behaviour Research and Therapy, 39(2), 129-138. doi: http://dx.doi.org/10.1016/S0005-7967(99)00159-X

jane Eyre :: essays research papers

Charlotte Bronte addresses the theme of morality in the novel Jane Eyre using many characters as symbols. Bronte states, "Conventionality is not morality. Self-righteousness is not religion." In Jane Eyre, Bronte supports the theme that customary actions are not always moral through the conventional personalities of Mrs. Reed, Mr. Brocklehurst, and St. John Rivers. The novel begins in Gateshead Hall where due to Jane's lower class standing, Mrs. Reed treats Jane as an outcast. As Bessie and Miss Abbot drag Jane to the "red room† she is told by Miss Abbot: "No; you are less than a servant for you do nothing for your keep.† She must stay in the red room after she retaliates to the attack John Reed makes upon her. She receives no love or approval from her family. The only form of love that she does have is the doll she clings to at night when she sleeps. Mrs. Reed is a conventional woman who believes that her class standing sets her to be superior, and therefore better than a member of her own family. As a result of Jane's tantrums, quick temper, and lack of self-control, society classifies her as an immoral person. Miss Abbot believes: "God will punish her: He might strike her in the midst of her tantrums." Miss Abbot constantly reminds Jane that she is wicked, she needs to repent, and she is especially depend ent on prayer. The Reed children, in contrast, are treated completely opposite. Although John Reed is cruel and vicious to Jane, he receives no type of warning that God will punish him. The novel proceeds to Lowood, Mrs. Reed decides to send Jane there after the doctor, Mr. Lloyd, advises her that Jane should attend school. Mrs. Reed is glad to be rid of Jane and asks Jane not to wake the family the day of her departure. Jane arrives at Lowood and observes the behavior of the students. They are "all with plain locks combed from their faces, not a curl visible; in brown dresses, made high, and surrounded by a narrow tucker about the throat." One day, Miss Temple serves the children cheese in order to compensate for their burnt porridge. Mr. Brocklehurst, the self-righteous leader of Lowood, tells Miss Temple: "You are aware that my plan in bringing up these girls, is not to accustom them to luxury and indulgence, but to render them, hardy, patient, and self-denying.

The Drug Heroin Essay -- Drugs History Narcotics Abuse Essays Illegal

Drugs Drugs have been around for hundreds of years. Indians were known to have used Opium and other drugs for medical and various other purposes. During the 7th Century A.D. in China a drug emerged called Opium. Opium, the dry juice from immature seed pods of the opium poppy plant, is a narcotic drug that is very powerful in the relief of pain but is also very addictive. At the beginning Opium was like any other drug, but then people unaware of the harm it could cause began to use it more and more often. During the 19th century in China there was a period called the Opium Wars where the use of Opium had become such a problem the government tried to prohibit it. But by then no one could stop its growth. In 1803 the compound responsible for the painkilling effect was found and called Morphine. This discovery brought even more use of Opium. Finally in 1898 a chemist discovered diacetylmorphine or Heroin. Heroin was at first considered a safer, stronger but less addictive pain killer and was used by doctors everywhere. However doctors soon found out that it was more dangerous and even more addictive. During the 70's heroin reemerged as a powerful drug but many were afraid to use it. Throughout the 80's strong anti-drug campaigns seemed to be winning the war on drugs. But, in 1996 people have become alert to the increase in Heroin addiction. Heroin use has doubled every year since 1992. What caused the use of heroin to increase? The growth of heroin abuse has increased in the United States because famous musicians and movie stars have been caught with the drug, because pop culture continues to make heroin seem glamorous, and because babyboomers have a relaxed view on drugs. To begin with, the abuse of heroin has increased because famous musicians and movie stars have been caught with the drug or have been known to use it. Kurt Cobain, lead singer for Nirvana, openly admitted to abusing the drug and checked himself into a detox center weeks before his suicide. Kurt Cobain had chronic stomach problems and was always looking for something to ease the pain. During an interview with MTV he commented on his stomach pain with, "The pain in my stomach made me feel like a junky so if I was going to feel like a junky I might as well become one." Cobain's stomach pains made him look, talk, and feel like a wrecked individual. So... ...s body or future. During the 80's there was a huge war against drugs. Many parents thought that the government was doing a good enough job of informing children of the risks about drugs and let their guard down. Obviously, the government did not do a good enough job of informing children of the dangers of drugs, recently there have been a number of studies showing that almost every illegal drug's use among teenagers has risen dramatically since the early 90's. In conclusion, the use of heroin has grown because rock stars and actors have been caught with the drug, because the media glamorizes the use of heroin, and because some parents have a carefree view of drug usage. Almost everybody knows at least one person who has at one time done an illegal drug. Anybody can become hooked on drugs. Today the percentage of teenagers using drugs keeps rising just as it was in the sixties. Chances are in the future there will be another strong anti-drug campaign just like the one in the 80's which will reduce the amount of drug abuse for future generations. When today's teenagers become parents what will the attitude on drugs be? Will it be more accepting or less accepting?

Free Essays - Understanding The Things They Carried :: Things They Carried Essays

The Things They Carried – An Analysis  Ã‚      The Vietnam War was the most technologically advanced war of its time. The combat was more horrific and terrifying in the Vietnam War. There was no front line and no clear way of identifying the enemy because civilians would attack the soldiers as well as the North Vietnamese army. It was an every-man-for-himself, guerrilla war. Because of advances in medicine, more soldiers were able to recover from wounds caused by shrapnel grenades, land mines, concussion grenades, and other weapons. A person could step on a mine and suffer only an amputation of a limb instead of dying. Tim O'Brien survives two gunshot wounds and an infection, which was almost gangrene. In wars past, if gunshot wounds did not kill a person, the infection almost certainly would. The soldiers in The Things They Carried had the task of fighting two Vietnam wars, an internal war and an external war. Externally, the men were fighting the North Vietnamese and the Viet Cong. Internally, the men were fighting maturity and adulthood. They were desperately trying to remain young through a war that forced them to grow up. Each soldier carried various "weapons" with which to fight the wars. For example, Dave Jensen carried a rabbit's foot, while Jimmy Cross carried a pebble from Martha found "where things came together but also separated." (O'Brien, 9). Lee Strunk carried a slingshot. Henry Dobbins, however, carried two weapons in addition to the regulation army weapons. He carried the nursery rhyme, "A tisket, a tasket, a green and yellow basket, I wrote a letter to my love and on the way I dropped it†¦" which he would sing while sewing stripes on his uniform. He also carried a pair of his girlfriends' pantyhose, which he would wrap around his neck for protection . "He liked putting his nose into the nylon and breathing in the scent of his girlfriend's body; he liked the memories this inspired; he sometimes slept with the stockings up against his face, the way an infant sleeps with a flannel blanket, secure and peaceful." (O'Brien, 129). These weapons allowed these men to dodge Bouncing Betties and gunfire, while enabling them to crawl through dark tunnels and watch friends die everyday. They were able to combat the North Vietnamese, the Viet Cong, leeches, mosquitoes, ringworm, dysentery, gangrene, and wounds from land mines and guns only to wake up the next morning and fight the same enemies day after day. Free Essays - Understanding The Things They Carried :: Things They Carried Essays The Things They Carried – An Analysis  Ã‚      The Vietnam War was the most technologically advanced war of its time. The combat was more horrific and terrifying in the Vietnam War. There was no front line and no clear way of identifying the enemy because civilians would attack the soldiers as well as the North Vietnamese army. It was an every-man-for-himself, guerrilla war. Because of advances in medicine, more soldiers were able to recover from wounds caused by shrapnel grenades, land mines, concussion grenades, and other weapons. A person could step on a mine and suffer only an amputation of a limb instead of dying. Tim O'Brien survives two gunshot wounds and an infection, which was almost gangrene. In wars past, if gunshot wounds did not kill a person, the infection almost certainly would. The soldiers in The Things They Carried had the task of fighting two Vietnam wars, an internal war and an external war. Externally, the men were fighting the North Vietnamese and the Viet Cong. Internally, the men were fighting maturity and adulthood. They were desperately trying to remain young through a war that forced them to grow up. Each soldier carried various "weapons" with which to fight the wars. For example, Dave Jensen carried a rabbit's foot, while Jimmy Cross carried a pebble from Martha found "where things came together but also separated." (O'Brien, 9). Lee Strunk carried a slingshot. Henry Dobbins, however, carried two weapons in addition to the regulation army weapons. He carried the nursery rhyme, "A tisket, a tasket, a green and yellow basket, I wrote a letter to my love and on the way I dropped it†¦" which he would sing while sewing stripes on his uniform. He also carried a pair of his girlfriends' pantyhose, which he would wrap around his neck for protection . "He liked putting his nose into the nylon and breathing in the scent of his girlfriend's body; he liked the memories this inspired; he sometimes slept with the stockings up against his face, the way an infant sleeps with a flannel blanket, secure and peaceful." (O'Brien, 129). These weapons allowed these men to dodge Bouncing Betties and gunfire, while enabling them to crawl through dark tunnels and watch friends die everyday. They were able to combat the North Vietnamese, the Viet Cong, leeches, mosquitoes, ringworm, dysentery, gangrene, and wounds from land mines and guns only to wake up the next morning and fight the same enemies day after day.