How Children Deal with Death :: Papersb Stages Psychology Essays

How Children Deal with Death Death is hard to deal with for everyone, but for children especially; they view death in various ways at different ages. At these ages children need help and guidance from their parents. The first step is to help them feel a part of the whole experience, doing this will allow them to deal with the death. The rest is counciling and (quick step number two;) the parent’s main part should be to listen while the child talks, doing this is very helpful for understanding the child. This is also very benneficial because it gives the child a chance to get his/her feelings off, this relieves certain tensions. So in order to help children get through the grieving process age and maturity level of the child must be concidered, and council should be centered around the limitations of those statistics. Infants are one group, with no real understanding of death but they can react to the way their parent/s react/s to loss. When the physical love that a parent can provide is suddenly missing, the child does have fears of separation. Infants are also very tuned in to their parents’ feelings of stress and sadness. In relation to these feelings there might be noted physical expressions such as: crying, crankiness, rashes and clinging. How one can handle this is to talk with others about one’s concerns with family members, or even the funeral director; he/she has a good chance of knowing what to do. Seek support and help from family and friends. Parent/s should try spending more time each day with the child to ensure a secure feeling for the child. (Wolfelt) I have learned on the Discovery channel that children who are physically touched develop better and more fully, so loving them patting them and holding them often does worlds of help. (experiment covered by the Discovery channel) For children ages two and a half to five; this is the stage at which the child is likely to confuse death as a reversible event like sleeping. Or the death of someone close to them could be viewed as punishment for something they have done; make sure they know this is not so. Children of this age are egocentric and believe everything that happens to be caused by them or that they will â€Å"catch† death and die as well. A child might also believe death to always be result of violence, this belief might have come from what they see on TV. Behaviors to look for are: the child showing little concern for favorite TV shows, going

A Psychological Perspective in “Oedipus Rex” and “Trifles” Essay

The two plays Oedipus Rex by Sophocles and Trifles by Susan Glaspell are great with detailed and remotely fascinating psychological perspectives. A psychological perspective is a perspective that includes the use of the author’s or characters background and/or emotional state to create the story or play. Oedipus Rex and Trifles both offers a great deal of insight into the minds of the characters, that insight also focus on what influenced the characters decision throughout the play. In many stories and/or plays the setting or era can add to the moral background of the characters. Both authors let the reader in on the emotional and psychological influences of the characters as to why they acted in a certain way. A good example on how the setting sets up the entire story or play is in Oedipus Rex where the era was Greek. Throughout the play the reader/audience is introduced to Greek mythology and oracle prophecies that sets up the era of the play and also gives a persona on what type of psychological issues to expect. Another example is in Trifles where the era was 1916 when women had no importance and played secondary roles and was not equal to a man. In Trifles, the play has both psychological and feminist critical perspectives. A good example of feminist critical perspective is when the attorney and sheriff decided that there is nothing important in the room:†Nothing here but kitchen things† (287). This line is the first of many disparaging comments said to minimize the importance of woman in society. The men criticized Mrs. Wright’s housekeeping skills, irking Mrs. Hale and the Sheriff’s wife Mrs. Peters. This incorporates setting and background about the kind of era to help the reader gain the insight needed to get into the minds of the characters. In Oedipus Rex, Freud’s Oedipus complex shows throughout the play. It is a group of largely unconscious (dynamically repressed) ideas and feelings which center on the desire to posses the parent of the opposite sex and eliminate the parent of the same sex. This is exactly what happened in the play and the Oedipus complex is named after the Greek mythical character Oedipus. This is the type of psychological perspective and mind frame that Oedipus portrays in this play by not intentionally murdering his father, marring his mother, committing incest, and carrying out the oracles prophecies. The reader can conclude that Oedipus found out about what he had done by saying the following: â€Å"I think I have called curses on myself in ignorance† (755-5) fearing that he has murdered his own father. â€Å"They will all come out clearly! Light of the sub, let me look on you no more!† (1183-4) from this quote the reader can feel the psychological insight of Oedipus and how the pain of finding out the truth took an emotional drain on him. In Trifles, Mrs. Hale and Mrs. Peters unveil a psychological profile of a desperate housewife. The women observed clues that revealed the bleakness of Mrs. Wright emotional life. They theorized that Mr. Wright’s cold, oppressive nature must have been dreary to live with. To the audience/reader we could conclude that Mrs. Wright has been very unhappy since she married her husband because of this description by Mrs. Hale â€Å"She was kind of like a bird herself- real sweet and pretty, but kind of timid, – fluttery. How she did change†. The psychological perspective of the woman is that they can understand how Mrs. Wright felt, something that the men could not. The reason for that is because Mrs. Hale revealed that she lost her baby and Mrs. Peter’s talks about how a boy hatched her kitten so they both can relate to Minnie and the lost of her bird. As the reader we can look deep inside the minds of these troubled women and have some sort of compassion for Mrs. Wright and the other women. In conclusion psychological perspective allows the reader and/or audience to think on a deeper level regarding how and why the author’s work was written the way it was. When authors put a portion of themselves and their backgrounds into their writing, the reader can not only use this perspective to make sense of the author’s thoughts and feelings but understand the characters as well. In both plays the author’s show a certain insight that helps the reader understands their work on a personal level and the reader can also understand the characters emotional state of mind throughout the play. References: Glaspell, Susan (1882-1948). Trifles. In R. DiYanni (Ed.), Literature: Reading Fiction, Poetry, and Drama (6thEd.) (p. 1858-1868), Boston, MA: McGraw Hill.Sophocles(c. 496-406 B.C.). Oedipus Rex. In R. DiYanni (Ed.), Literature: Reading Fiction, Poetry, and Drama (6thEd.) (p. 1307-1347), Boston, MA: McGraw Hill. Retrieved 1/29/10 from http://www.gradesaver.com Retrieved 1/29/10 from http://myeclassroom.com Retrieved 1/31/10 from http://www.pbsorg/empires/thegreeks/educational/pdf/oedipus_short.pdf

Adolescent Moral Development

Morality can be defined as the distinction between what is right and wrong or what is good and bad. Although, moral reasoning depends on culture which makes it difficult to define. Most people don’t look at where these principles are coming from or what guides one through moral development. As children grow and learn, usually from care takers and people who inspire their every need, their morality changes based on several levels. Although researching of moral development goes as far back as Socrates, there are two psychologists that studied morality in depth and they are Lawrence Kohlberg and Jean Piaget.Jean Piaget was a cognitive developmental psychologists spending most of his time working with children and adolescents, including his own. Although, Piaget’s observation of moral development wasn’t in depth like Kohlberg, he allowed for a basic understanding. He believed that moral development occurred in stages. Piaget strongly believed in education and thought interaction in a education setting allowed children maximum potential in cognitive development. Piaget believed in many things, but when it came to moral development there were only two basic principles.The first principle was that children develop moral ideas in stages and could not skip stages, although movement from one stage to the other could vary in length. Lastly he believed that children create their own perception of their world, including whether their actions enforce what is morally right or wrong. â€Å"Piaget's ideas of moral realism and morality of cooperation play a role in Kohlberg's theory. Children in Piaget's stage of moral realism believe that rules are absolute and can't be changed.Punishment should be determined by how much damage is done, and the intention of the child is not taken into account. For example, a child operating in the stage of moral realism would believe that a child who accidentally breaks three cups should be punished more than a child who b reaks one cup on purpose. Eventually, both the damage done and the intention of the offender in a given moral dilemma are considered in this stage of moral development. † Lawrence Kohlberg studied moral development in depth and that is what he is most commonly known for.Although his basic ideas and principles originated from the ideas of Piaget, Kohlberg did an in depth study of the basics of morality and how a child or adolescents move from one stage to the next. Kolberg had developed six stages of moral development. All of the stages were grouped into three levels of sub categories. Stages one and two are pre-conventional judgment and moral development. Stages three and four are conventional judgment. Lastly, stages are five and six are post conventional.When children are born Kolberg believes that they have no morals and as they grow and learn, morals begin to form. The pre-conventional level is where morality begins. This is the basis of moral judgment. The moral values he re in this stage are external. Stage one is based on obedience and punishment. If a child is punished they will try and avoid the situation knowing that they will be punished so that act is known as wrong to the children. Stage two is a slightly more complex stage. Children are now egocentric and are able to exchange thoughts and ideas.Both male and females hold certain roles and have different beliefs. The conventional level â€Å"Those who reason in a conventional way judge the morality of actions by comparing them to society's views and expectations. Conventional morality is characterized by an acceptance of society's conventions concerning right and wrong. At this level an individual obeys rules and follows society's norms even when there are no consequences for obedience or disobedience. Adherence to rules and conventions is somewhat rigid, however, and a rule's appropriateness or fairness is seldom questioned â€Å".Stage three is where children are labeled. In this stage ch ildren are labeled either good or bad. Children try and please others for acceptance and approval. For example, during the Christmas holiday season children try their hardest to be good so Santa will come and bring them Christmas presents. Where as if they are bad they will receive coal. Stage four is where authority comes in and plays a highly important role. Children learn that authority figures are the ones who control and maintain order. Also they try and live up to others expectations instead of their own.The post conventional level is where moral values allow adolescents and adults to distinguish the difference between societies view of right and wrong and the views of their individual views. Most people live by these views of right and wrong. In stage five the world is known as being able to hold their own opinions and views. Stage six is using your own opinions and applying them. For instance choosing to use logic and consistency or the feeling of your own ethics to make und erstandable and logical decisions. While a child grows the formation of morality is highly important.Alcoholics, drug addicts and murderers might suffer from disturbed moral thoughts which might cause an error in their beliefs of right and wrong. For instance, a murderer who grew up in an abusive home atmosphere might think it is okay to be abusive and hurt other people. So therefore there morality was culture based and was encouraged based on the home life sustained. The same for alcoholics and drug addicts. Although, not all people who come from these types of dysfunctional families suffer and act upon there cultural up bringing some may.

Cubism and Picasso essays

Cubism and Picasso essays Picassos development toward cubism reached its climax with the monumental justly celebrated Demoiselles dAvignon (1906). This painting, named for a brothel in Barcelonas Avignon Street, depicts, in a highly stylized form, five angular nude or partially draped women grouped around an arrangement of fruit. This final, condensed version, developed through many preparatory works, was attained by gradual simplifications and eliminations of an originally conspicuous subject matter. 1. LINEAR (SHARP CONTOURS) VS PAINTERLY (LINES ARE INDISTINCT Picasso shows a rethinking of the human body in Les Demoiselles. This ranges from a simplified naturalism, (in the centre figures) to an increased sense of fragmentation in to angular forms, each of which appears to have an independent existence. Such disjunction of body parts challenged the standards by which the human body had been constructed before. In synchronicity, the background elements of draperies and wall were fragmented, aligned with the figural handling. 2. PLANE (SPACE BULIT UP OF SEMI-INDEPENDENT PLANES) VS RECESSION (UNIFIED BY DIAGONAL PLANES) It is quite difficult to determine whether Les Demoiselles should be catogorized as the plane or recession option for the following reasons: Picasso shifted the point of view at will heads, noses and eyes are seen simultaneously in profile and full front. In other words, the vision of the spectator is enlarged to include a number of different views. As thought they were moving form point to point, looking up then down. Modern studies of perception have shown that this is the way one forms a visual image of an object. Not from one fixed all encompassing glance, but from an infinite number of momentary glimpses, formulated and unified into a whole by the spectators mind. Cubism introduced into painting not only a new kind of space, but also another dimension ...

Metamorphic Facies Defined and Explained

Metamorphic Facies Defined and Explained As metamorphic rocks change under heat and pressure, their ingredients recombine into new minerals that are suited to the conditions. The concept of metamorphic facies is a systematic way to look at the mineral assemblages in rocks and determine a potential range of pressure and temperature (P/T) conditions that were present when they formed.   It should be noted that metamorphic facies are different than sedimentary facies, which include the environmental conditions present during deposition. Sedimentary facies can be further divided into lithofacies, which focus on a rocks physical characteristics, and biofacies, which focus on the paleontological attributes (fossils).   Seven MetamorphicFacies There are seven widely recognized metamorphic facies, ranging from the zeolite facies at low P and T to eclogite at very high P and T. Geologists determine a facies in the lab after examining many specimens under the microscope and doing bulk chemistry analyses. Metamorphic facies is not obvious in a given field specimen. To sum up, a metamorphic facies is the set of minerals found in a rock of a given composition. That mineral suite is taken as a sign of the pressure and temperature that made it. Here are the typical minerals in rocks that are derived from sediments. That is, these will be found in slate, schist and gneiss. The minerals shown in parentheses are optional and dont always appear, but they can be essential for identifying a facies. Zeolite facies: illite/phengite chlorite quartz (kaolinite, paragonite)Prehnite-pumpellyite facies: phengite chlorite quartz (pyrophyllite, paragonite, alkali feldspar, stilpnomelane, lawsonite)Greenschist facies: muscovite chlorite quartz (biotite, alkali feldspar, chloritoid, paragonite, albite, spessartine)Amphibolite facies: muscovite biotite quartz (garnet, staurolite, kyanite, sillimanite, andalusite, cordierite, chlorite, plagioclase, alkali feldspar)Granulite facies: alkali feldspar plagioclase sillimanite quartz (biotite, garnet, kyanite, cordierite, orthopyroxene, spinel, corundum, sapphirine)Blueschist facies: phengite chlorite quartz (albite, jadeite, lawsonite, garnet, chloritoid, paragonite)Eclogite facies: phengite garnet quartz Mafic rocks (basalt, gabbro, diorite, tonalite etc.) yield a different set of minerals at the same P/T conditions, as follows: Zeolite facies: zeolite chlorite albite quartz (prehnite, analcime, pumpellyite)Prehnite-pumpellyite facies: prehnite pumpellyite chlorite albite quartz (actinolite, stilpnomelane, lawsonite)Greenschist facies: chlorite epidote albite (actinolite, biotite)Amphibolite facies: plagioclase hornblende (epidote, garnet, orthoamphibole, cummingtonite)Granulite facies: orthopyroxene plagioclase (clinopyroxene, hornblende, garnet)Blueschist facies: glaucophane/crossite lawsonite/epidote (pumpellyite, chlorite, garnet, albite, aragonite, phengite, chloritoid, paragonite)Eclogite facies: omphacite garnet rutile Ultramafic rocks (pyroxenite, peridotite etc.) have their own version of these facies: Zeolite facies: lizardite/chrysotile brucite magnetite (chlorite, carbonate)Prehnite-pumpellyite facies: lizardite/chrysotile brucite magnetite (antigorite, chlorite, carbonate, talc, diopside)Greenschist facies: antigorite diopside magnetite (chlorite, brucite, olivine, talc, carbonate)Amphibolite facies: olivine tremolite (antigorite, talc, anthopyllite, cummingtonite, enstatite)Granulite facies: olivine diopside enstatite (spinel, plagioclase)Blueschist facies: antigorite olivine magnetite (chlorite, brucite, talc, diopside)Eclogite facies: olivine Pronunciation: metamorphic FAY-sees or FAY-shees Also Known As: metamorphic grade (partial synonym)

Accounting for Liquidation of a Partnership Essay - 1

Accounting for Liquidation of a Partnership - Essay Example Hence, the balance sheet is the document open in the liquidation process (Delaney & Whittington, 2005). Liquidating a partnership necessitates selling noncash assets for cash and recognition of gain or loss on realization, allocation of the gains or losses to the partners based on their profit/loss ratios, cash payment of the liabilities of the partnership and distributing the remaining cash to the partners based on their capital balances. The aforementioned steps of the partnership liquidation process must be executed sequentially (Kimmel, Weygandt & Kieso, 2011). The other options available for partnership include placing the business under receivership where an administrative receiver is appointed to oversee the recovery process of the business in case of a limited liability partnership (Delaney & Whittington, 2005). In addition, the partners may decide to undertake an individual voluntary agreement with the creditors so that the secured creditors can be assured of their security enforcement before their final decision on forcing the partner into bankruptcy (Reeve, Warren & Duchac,

How the Canadian Banking System Survives the Subprime Meltdown Essay

How the Canadian Banking System Survives the Subprime Meltdown - Essay Example High interest rates in mortgage had increased the lending operations of the commercial banks. The quality of credit started to fall drastically. This had resulted in the collapse of many financial institutions. However, the Canadian banking system had managed to survive these critical conditions. Thus, it is highly rational to realize the underlying cases for this success. The following essay would consider the background, methodology and analysis regarding the topic of discussion (Brender & Pisani, 2010). The goals of the essay are as follows: To understand the nature of Canadian Banking System. To interpret empirical data explaining the various types of banking economic indicators. To analyze the models or the policies those were used by the banking institutions of Canada to protect their economy from the impending danger. To conclude on the overall performance of the Canadian banks in the context of the matter of discussion. Background It was found that during the subprime meltdow n, the nation of Canada did not encounter an absolute collapse of its financial institutions. The five commercial banks in Canada had experienced profit during the financial crisis in the money markets of other economies. ... There are three characteristics of the monetary authorities in Canada: The different monetary policies which are undertaken by the commercial banks in Canada are introduced by the Bank of Canada. This banking organization is owned by the government of the country and is highly interlinked with the Federal government. However, it should be observed that the federal government is not allowed to interfere in the monetary affairs of the country. The rates of interests charged on different assets in Canada are the same for similar assets in the other regions of the country. The Bank of Canada is the primary organization that engages in the function of issuing money to the economy. There is only a single policy instrument that is adopted by the Bank of Canada. The Bank of Canada often charges the overnight interest rates for the country. By changing the level of overnight interest rates, the bank introduces various changes in the different interest rates in the market. Reasons for the Succ ess Many analysts and economists believe that the strong regulations which are implemented by the commercial banks of Canada were responsible for their successful performance even at the critical situations. Moreover, the commercial banks in Canada were highly united with each other, which in turn had helped them to coordinate and take business decisions jointly. In Canada, if the commercial banks had offered credit to the individuals on 80% of the value of a house loan, then they ensured that the debtor had insurance for the mortgage. The banks only issued loans to those individuals, with a worth of 80% (mortgage value), who could offer the mortgage insurance against the loan. Moreover, the commercial banks also