Self Esteem Literature review Example | Topics and Well Written Essays - 500 words

Self Esteem - Literature review Example Moreover, social acceptance besides interpersonal correlation has vita effects on self esteem (Nunley, 1996 p. 90). Friendship impacts on self esteem from puberty up to when a person develops into an adult (Cause, Mason, Gonzales, Hiraga, and Liu, 1998 p. 54). Evidently, singing together at the Bristol integrate will make these persons to develop some friendship and relationship thus boosting their personal self esteem. Furthermore, assistance and support given to people also helps in improving the self esteem of children and the adolescents in the society. Extra areas that also promote self esteem of any person are the school transition besides social success. Actually, when a person graduates from one level of education to another, they realize their position in the society thus improving their self esteem as described by Feldman and Elliot. Some of these social successes in the adolescents may comprise having self confidence in their physical appearance, their intelligence in clas s, besides social belonging (Fennel, 2011 p. 56). However, the children who don’t recognize such confidence in them will hate themselves, thus, low self esteem. Singing as a group in enhanced the interpersonal relationship among the individuals in Bristol Integrate. The possibility of the individuals to relate to one another very in the group leads to high social esteem. Conversely, the inability to interrelate will result in very low self esteem among the singers.

On Conflict Settlement Essay Example for Free

On Conflict Settlement Essay Schick (1995) defines a conflict as a â€Å"distinctive structure of desires and a belief† (p. 58). A conflict arises when an agent wants x and y wherein x and y are the only options available to the agent. Given this situation, an agent may choose to react in two ways. First, the agent may choose to avoid the conflict or second, the agent may choose to resolve the conflict. In the resolution of a conflict, the agent starts to think rationally by seizing to think that the options available to him involves choosing both x and y or losing both x and y. In this sense, the agent enables the resolution of the conflict through an internal mediation of his or her desires. The same thing applies when it comes to interpersonal conflict. The difference between the two merely lies in the existence of a particular situation wherein the desires and beliefs of two or more agents tend to counter that of the other. This shows the manner in which conflicts enable the â€Å"balancing of power† within an agent or within a group (Rummel, 1991, p. 76). The balancing of powers resulting from the occurrence of a conflict enables the balancing of the following elements: interests, capabilities, and wills. Rummel (1991) notes â€Å"conflict is a balancing of individual interests, capabilities, and wills. It is a simultaneous solution to the equations of power† (p. 77). Within an interpersonal conflict, it does not necessarily mean that the agent(s) whose beliefs and desires take precedence over the other is the agent(s) who hold power within a group. The balance of powers refers to the mutual satisfaction of the different and contending interests within a group. In other words, the balance of powers may be understood as the result of the mediation within an interpersonal conflict. In the previous presentation, one of the groups presented steps that may be followed in case a conflict arises. The steps that they provided involve the agent(s) development of self-awareness. The importance of self-awareness here can be seen if one considers that it is only through the agent(s) identification of the clashing beliefs and desires that the agent(s) will be able to achieve the resolution of the conflict. This was shown by the group through a skit that they presented in class. One might note that in the skit itself, the group was able to present that failure to develop awareness may lead to aggression which might further enhance the conflict at hand. The importance of this skit does not lie in its means of providing an example for those who were present; it also enabled the audience’s direct experience of a conflict. Deutsch et al (2006) notes, â€Å"observing models deal effectively with difficult situations allows the observer to achieve greater freedom in coping with current and future problems of all sorts (p. 309). Despite of this, the group however, was unable to show that resolution and aggression are not the only means in which a conflict may end. Matthews and Roberts (2004) notes that conflicts may also lead to â€Å"collaboration and appeals to authority† (p. 451). Although one might state that this also leads to the resolution of a conflict in the sense that it ends a conflict, it is important to note that conflicts that end in this manner further breeds the creation of further disagreements amongst the agent(s) involved. Matthews and Roberts (2004) further notes that in the resolution of a conflict, there are certain skills which individuals should learn. These involve â€Å"active listening, assertiveness, expression of feelings in appropriate ways, empathy and perspective taking, cooperation, negotiation, and methods for countering bias† (p. 451). Although the group was unable to present all of these point, they were able to relay well the information that they had prepared for the presentation. In summary, given the time constraints on the group, I think the group was able to relay helpful information that will aid the members of the audience in the process of understanding and handling situations that may lead to both personal and interpersonal conflict. References Deutsch, M. et al. (2006). The Handbook of Conflict Resolution: Theory and Practice. San Francisco: Jossey-Bass Publishers. Matthews, G. R. Roberts. (2004). Emotional Intelligence: Science and Myth. Massachusetts: MIT Press. Rummel, R. (1991). The Conflict Helix. London: Transaction Publishers. Schick, F. (1997). Making Choices: A Recasting of Decision Theory. Cambridge: Cambridge University Press.

Lord of the Flies Analysis Essay Example for Free

Lord of the Flies Analysis Essay Golding’s novel and its exploration of temptation on a deserted island can be examined within a broader understanding of mankind and social order. Patrick Reilly from the University of Iowa Press states, â€Å"Lord of the Flies depicts the disintegration of a society whose members play rather than work. † (Reilly 138-61) The inclination to give in to temptation is depicted in biblical passages as far back as Adam and Eve. When they are told not to eat an apple from the tree of knowledge, they do so anyway because temptation drives them. Temptation can also be witnessed in the modern world. Even within a structured society that upholds rules and boundaries, the urge to act on impulse is inevitable. For example, people that cheat on their husbands or wives may be tempted by jealousy, revenge, and excitement. They can resist, but the drive to cheat is too strong for some. Even minor infractions such as speeding to get to work on time stem from temptation. Overall, temptation and its consequences play a huge role in societal behavior, and there is no way to evade it. â€Å"He began to dance and his laughter became a bloodthirsty snarling. (Golding 64) This powerful quote describes Jack immediately before he brutally murders a nursing sow. Bloodlust, defined as a desire for bloodshed, and temptation, the craving to have or do something that should be avoided alters Jack’s mind. The pigs that the boys hunt and kill in Golding’s novel Lord of The Flies represent how temptation can lead one into savagery and bloodlust. As early as chapter one, temptation arises because of the basic need to eat and survive. The group is reluctant to kill a pig, let alone draw blood from a living thing. Their sense of morals is strong, and Jack is unable to kill the first pig they encounter. Golding states, â€Å"He raised his arm in the air. There came a pause†¦the blade continued to flash at the end of a bony arm. The pause was only long enough for them to understand what an enormity the downward stroke would be. The piglet tore loose from the creepers and scurried into the undergrowth. † (31) This shows that Jack was uncertain whether or not to kill the pig and missed his chance. When questioned about his hesitancy, Jack defends himself by stating â€Å"I was going to†¦I was choosing a place. Next time! † (Golding 31) However the boys recognize the truth. Jack doesn’t kill the pig because he cannot bear to see a living creature bleed and die. As time on the island passes, temptation to hunt and kill grows. Before the pig hunt in chapter 4, the boys decide to paint their faces with island shrubbery to conceal themselves. As shown in this quote, they feel â€Å"liberated from shame and self-consciousness† (Golding 64) The group is still uneasy at the thought of bloodshed and must hide behind their masks to finally kill a pig. The mask compelled them† (Golding 64) After this pig hunt, a change from civilization to primitivism, from good to evil begins to take place. Golding states, â€Å"There were lashings of blood†, said Jack laughing and shuddering, â€Å"you should have seen it! We’ll go hunting everyday—â€Å" (69-70) Each subsequent pig hunt gets increasingly violent and savage. Even Ralph, who has resisted what he believes to be immoral, now eagerly participates. Golding writes, â€Å"Ralph talked on excitedly. ‘I hit him all right. The spear stuck in. I wounded him! ’ He sunned himself in their new respect and felt that hunting was good after all. (Golding 113) After hitting the boar on the snout with the spear, he is overwhelmed with exhilaration and takes pride in himself by gloating. Ralph’s conscience is deteriorating as his primal urges begin to surface. The ensuing hunts are no longer about survival and basic human needs. Instead, violence, savagery, and bloodlust are the motivators. Golding writes, â€Å"The sow staggered her way ahead of them, bleeding and mad, and the hunters followed, wedded to her in lust, excited by the long chase and the dropped blood. † (135) As savagery escalates, the boy’s behavior becomes increasingly demented and uncalled for. For example, one of the killed pigs is offered to the beast. Jack decapitates the pig’s head and places it on a spear as depicted in the following quote; â€Å"This head is for the beast. It’s a gift. † (Golding 137) The head soon rots and becomes covered with flies and insects. It becomes the Lord of the Flies, a symbol of evil and temptation. It also depicts the deterioration of the group. As the head rots and becomes corrupt, so do the boys. Caught up in this violent escapade, the boys forget to watch the fire and miss a crucial chance of rescue. In Chapter 9 the boys are in a complete frenzy during a monstrous storm. They are delusional and murder Simon in blind rage, believing he is the beast. As shown in The Lord of the Flies, temptation for power, for control, and to do evil leads to destruction, savagery, and grief. Skylar Burris informs us that Golding delivered a lecture on his personal explanation for the collapse of a civilization. She reports that Golding believes the breakdown is due to the inherent evil present within all human beings (Burris 1). Golding’s view of man’s basic instinct toward evil and the vicious nature of temptation is a powerful theme.

Observation of Challenging Behaviour by Child

Observation of Challenging Behaviour by Child ECE 214 Observations and Child Development Early Childhood PORTFOLIO ASSIGNMENT 40 % Sociogram Write an anecdote that describes the behaviours that concerns you. You may include more than one example from different instances. Child’s name: Alisha Observer: Meng Ting Yu (Angela) Age/D.O.B: Date: March 3, 2014 Time of Observation: 4:30 p.m. 5:00 p.m. Setting: Bayview fairway public school Purpose: The purpose of this observation is to identify the child’s challenging behaviour. Context: It is afternoon free play time in the gym; there are 11 children in total and three adults. Two boys are playing basketball; three are running around and six girls are playing roller cart game with teachers. Observation: I was playing the roller cart game with Alisha in the gym, she cross her leg and sat on a cart. She held a Hula in her hand and asked me to hold on the other side to drag her around. After a while, C came and asked â€Å"can I join?† I said â€Å"sure†. Then Alisha started pushing at her, said â€Å"no, I don’t want you to play here†. C looked at Alisha then looked at me. Then I looked at Alisha and ask â€Å"She is your friend, we don’t push our friend. She would like to play with you. Can you tell me why you don’t want her to stay?† â€Å"Because she’s been mean to me all the time† Alisha answered. C continued keep silence and looked at Alisha, â€Å"Alisha, I didn’t been mean to, because you didn’t be nice to me†. Then I said â€Å"but she didn’t be mean to you today. She loves to be your friend, why don’t we forgive her past and try to build a friendship with C?† Alisha looked at C, thought about it and said â€Å"ok, I’ll try†. Alisha walked toward to the shelf from her table, she then bend her knees down and took out her favourite board game â€Å"Candy Land† with her both hand. She then stand up and jumped quickly back to her table and ask S, â€Å"S let’s play Candy Land together†. Alisha and S walked to the back of the room; they sat down on the floor face to face. Alisha opened the box with her both hands and took out the ice cream character for herself. S took out the board map of the game from the box, she opened and put it between them, and then she put the candy shape spinner on the top of the map with her right hand. Alisha looked in the box and found a marshmallow character and hand it over to S and said â€Å"Here S, you can be marshmallow†. S looked at the box and said â€Å"No I don’t want the marshmallow, I want the Gingerbread man†. Both of them put the character at the bottom of the map and ready to start the game. â€Å"I’m first because I’m the youngest† said Alisha. She took the spinner into her left hand and rotated the spinner between her right thumb and index finger. The spinner pointed at the edge of color green and almost at peanut area, so she moved her â€Å"Ice Cream† on the peanut area. S looked at the spinner and said â€Å"Alisha, you suppose to move to one green, is pointing the green area†. â€Å"No, is peanut† Alisha replied. S took the spinner in her hand and start to show Alisha, â€Å"Look its green!† â€Å"No, you moved it, give it back to me† Alisha start yelled at S. S did not give back the spinner to Alisha, â€Å"No is my turn now†. S rotated the spinner, she rotated it with her left thumb and index finger and the spinner stopped and pointed at the cupcake. She moved her Gingerbread man to the top of the map almost near the end, and then Alisha became angry. She yelled at S â€Å"No! You are cheating! You s upposed to be red!† Alisha took the Gingerbread from the top to the bottom and put beside her ice cream man. â€Å"Look Alisha, it pointed at the cupcake, you have to follow the rule† said S by showing the spinner. Then Alisha stood up and bent her elbows beside her body and yelled â€Å"No, this is not fair, you’re cheating†. S stood up and took the game tutorial sheet from the box and showed to Alisha, â€Å"Look Alisha, it says move the character to the next space, to matches the colour.† I have already talked to you in the hall way about my situation. The problem of the child in my placement is playing games. Write a developmental inference based on the sociogram where you describe the child’s problem in developmental terms. Provide an in text citation to support. Inference: According to the observation, Alisha seems to have trouble in social, emotional and behavioural. Children misbehaviour are based on their own perspective, for example, when Alisha think C’s arrival into the game is being mean to her, so she started to push C around with addition of a loud voice. Both verbal and non-verbal behaviour comes up in her mind without thinking, and she did not realize that her word and action can hurt other’s feelings. As children enter the school years, they become much more selective about whom they choose as friends. Just as kids compares themselves to others, they also start making judgments about other children (Cherry), just like Alisha judge that C is not her friend because they contain different personality. She observed C by looking her outfit, appearance and her friends, then think about it whether this person can be friend or not. Children at the age 6 to 8 try to convince others that their views are right, just like Alisha judged with S about the spinner. The child did not have enough ability to identify or understand the rule of the game. In order to achieve her goal of winning the game, she would rather use cheating strategies to succeed. The biggest problem is that the child is ego-centrism; she thinks that her own behaviour is correct instead of allowing others to do the same. Base on Piaget’s levels of moral reasoning, she did not know that the rule of the game is unchangeable, she think maybe change the rule will be more enjoyable, but her action might cause cheating without telling other about her own rule at the beginning of the game. Create a developmental goal based on your inference. These goals are to be written in paragraphs. Outline your rationale or reason for your goals. This should be the detailed evidence to back up your goal. Why is your goal developmentally appropriate for this child? Ensure you follow APA formatting. My goal for Alisha is to develop her social and emotional skills base on activities. The reason is because she needs to learn self-regulation and empathy for another’s feelings while interact in the game. In Erickson’s second stage, children are trying to master skills at home, school and in their community. When they are successful they get the tools they need for important social tasks such as getting along with others. When they are unsuccessful, they feel inferior—set up a pattern for possible failure throughout life (Santrock, 2012) Games with Rules Record an anecdote of a child playing a game with rules. Child’s name: Alisha Observer: Meng Ting Yu (Angela) Age/D.O.B: Date: March 10, 2014 Time of Observation: 4:30 p.m. 5:00 p.m. Setting: Bayview fairway public school Purpose: The purpose of this observation is to identify the child’s behaviours during the game. Context: It is afternoon free play time in the classroom; there are 20 children in total and three adults. Four boys are chatting with each other, five girls are knitting, three boys are playing blocks beside the window, five boys are playing words puzzle game, and three girls are playing board game. Observation: Alisha walked to M and pulled her hand, said â€Å"Let’s play games together†. She pulled M to a table with games. They took out the game board together and four chess pieces with different colour. Alisha took the entire green colour and placed them one by one at her side, â€Å"Here you can be the yellow side† she said by picking all the yellow chess and handed over to M. â€Å"I like red; I want to play the red side† M replied. â€Å"No you can’t have red, you must be yellow† Alisha began to rise her voice up. Then M asked â€Å"why†, â€Å"because this is my game, you must follow my rule† she answered. M said â€Å"no, I don’t like yellow, if you don’t give me red, I’m not play with you†. Alisha looked around the room then said â€Å"fine, you can be red†. Alisha placed all four colours of chess on the board and started to do the dice. After few turns, Alisha continued took her green chess and began to move. When she moved to the yellow area, she substituted for yellow chess and continued move on. M saw it and said â€Å"hey, Alisha, you can’t do that. You suppose to use the green one; you can’t switch it during the game.† â€Å"Oh yes I can. This is my rule for this game† Alisha looked at M and answered. Write a developmental inference which explains the child’s knowledge of games with rules using course resources. Base on this observation, Alisha seems to having trouble playing games with others. She usually likes to make up her own rule while playing board games. She did not understand that the rule of the game must set up before the games begin; also she will play in her own way without telling others about her rule at the beginning, this sometimes makes people confuse or think she cheated the game. Before they start the game, the hierarchy of roles is established for individuals and roles. Alisha always goes first without asking the other child, she often self-talk â€Å"I’ll go first† and others just keep silence. In Erickson’s theory, for middle childhood it is important to be good at something in school. For example, Alisha is the girl who takes seriously about winning, in her world, winning means â€Å"I am the best†. If Alisha win a game, she will raise her voice in front of the other child and said â€Å"oh yeah, I win†, then the child will tell Alisha that playing game is for fun not about winning. She did not understand the process of playing a game is more enjoyable social with other children; also this is not appropriate way to express her feeling. Create a developmental goal and how you would implement it based on your inference. Outline your rationale or reason for your goals. Why is your goal developmentally appropriate for this child? Ensure you follow APA formatting. My goal for Alisha is to let her understand that participant in the game will be more interesting than winning the game. According to Piagets research and theory, convince constructive educators of the value of group games for intellectual and moral development as well as for social and physical development (Piaget J., 1932/1965). Social and moral development is promoted as the child tries to figure out how to cooperate and negotiate with partners in order to play fairly (DeVries) such as group games. Playing in a group will lead the child to learn to problem solving and cooperate from each other, for example, one child can read about the rule at the beginning of the game, then decide the role of who will go first; another child can be the referee which avoid foul. The reason I plan to set up the group game is because Alisha often like to cheat in the game in order to win the game, but this may cause the game finish faster, and also she did not show respect to other children. From th is point, group game can help the child learn to empathize other’s emotion and express her feeling in proper ways. When conflicts arise, other child and adult can support and help (scaffolding) Alisha discuss rules and reach mutual agreement about how to play the game by following the rule, and learn to negotiate and compromise. Self-Concept and Stage of Friendship Interview your child for the purpose of understanding the child’s Stage of Friendship according to Selman. In order to avoid any negative effect on the children’s relationships in the room, ask the child to think of a friend, but not name them! Then ask the child to describe what makes that person of friend and what friends do with each other. Write up what happened in the interview using an anecdotal format including your questions and the child’s answers. After snack time, I took a chair and sat beside Alisha, â€Å"hi Alisha, do you have any homework today?† â€Å"No† she answered. Then I said â€Å"okay, can I ask you some questions?† She nodded and replied â€Å"sure’. I asked â€Å"the first question is who do you usually or like to play with? Think of the name in your mind, and do not speak out.† Alisha stood up and looked around the room, â€Å"Okay I got one in my head.† I asked â€Å"is it a girl or a boy?† â€Å"Of course is a girl† Alisha replied. I continued asking â€Å"So why do you think she is your friend?† â€Å"Because we are in the same class, and we are cousin. Her mom and my mom are sister, and we live really close. Oh and she help me to do my homework sometimes. Can I go get some water? I’m really thirsty†. I stop my writing and looked at her, said â€Å"sure, go ahead†. When she came back, she asked â€Å"can you play Candy Land with me?† â€Å"I just have three more questions for you to answer it, and then I will play with you, okay?† I answered. Alisha seems fidgeted in her seat, but she still listened to my questions. â€Å"Alisha, what do you think a friend is?† She said ‘I don’t know, someone I like and doesnt been mean to me†. â€Å"How do you treat your friend?† I asked, she then answered â€Å"we play games together†. â€Å"Okay the last question is how many friends do you have?† Alisha stood up and count the number by pointed other child with her left index finger, said â€Å"Hmm, I guess everyone is my friend†, she sat on her chair and continued â€Å"except A and BS, they are the oldest, especially they are boys. Can we play now?† â€Å"Yes sure, go get your game and set up on this table.† I said. What can you infer regarding the child’s stage of friendship according to Selman? According to Selman’s five stages of friendships, the children at the age between 3 to 7 years old like to play with a friend who lived nearby, such as Alisha’s cousin. They went to the same school, live in the same area, their age are close and as well as family relationships. At this age, Alisha view her cousin as momentary playmate, it shows that they both are having fun while playing with each other. However, Alisha always likes to play in her own way and expect others to follow her rule, she have very limited ability to see other perspectives, she will think that other child will have the same thought as her. If other children do not agree with her, she will get upset very easy. Alisha is the girl who likes to do things in her own way, and she changes frequently. For instance, she might say â€Å"C is my best friend, I like to play with her† for today, and the next day when she find out S is playing a game that she interested in, she will say â€Å"S is my best friend now†. On the other hand, Alisha likes to play with a child who has similar cultural with her. For example, C is a nice Chinese girl in our room, but Alisha does not like to play with her because she think that C always be mean to her. Base on a third person’s point of view, C always friendly to Alisha and never have any misbehaviour to her, all the things come up in Alisha’s own perspective. I also find out that she usually sit with her cousin and her other friends instead of Chinese. Analysis of self-concept Ask the child a series of questions that will let you infer the child’s understanding of sense of self ; Self-concept (p. 370) class notes During homework time, I interviewed Alisha again. I sat in front of her but she continued eating her snack. So I began to ask â€Å"what do you think about yourself?† she took a carrot in her hand and said â€Å"I’m the best, because I always win†. I continued asked â€Å"do you like your cousin S? What do you usually do with her?† she said â€Å"we do almost everything together. But we usually play games.† After I took note of her sentence, and asked â€Å"another question, who do you think is the leader? And who is the follower?† â€Å"Me, I’m the leader because I’m the youngest. She has to listen to me† Alisha pointed to herself. In the early years as kids realize that they are independent individuals and progressing to a firm understanding of whom they are and what they like. (Santrock, 2012) Works Cited Cherry, K. (n.d.). Social and Emotional Development in Middle Childhood. Retrieved from Psychology: http://psychology.about.com/od/early-child-development/a/social-emotional-development-in-middle-childhood.htm DeVries, R. (n.d.). How to Promote Childrens Development Through Playing. Retrieved from Moral and Intellectual Development Through Play: http://www.uni.edu/coe/regentsctr/publications/Moralandintellect.pdf Kelly. (n.d.). The Cognitive Developmental Theory. Retrieved from Moral Development in Children: http://ehlt.flinders.edu.au/education/DLiT/2000/KESPres/cog.nit Piaget, J. (1932/1965). The moral judgment of the child. London: Free Press. Santrock, J. (2012). Children. New York: McGraw-Hill. Please submit this page with your assignment.

Animation in the 1920s :: essays research papers

Animation in the 1920’s   Ã‚  Ã‚  Ã‚  Ã‚  As the science of technology rose into entertainment, not even Hollywood could compete with the new stars of animation. The first broadcast ever was in 1928 and the technology used for the broadcasts consisted of a turntable, which was solely used to be the base for the Felix the Cat figurine and propped him up for the shoot; studio lights, which helped transmit the picture and they also needed to be constant; an actor was needed and had to be impervious to heat, cheap, and also constant. In turn, the use of a Felix figurine was perfect for the job not only because of these reasons, but also because the picture was black and white, and Felix was a black and white cat. A scanning disk was also needed since it was the part of the equipment that actually made the broadcast, so was an electric kinescope receiver and a rotoscope. A rotoscope was needed to trace images of the characters on paper frame by frame and was invented by Max Fleischer in 1915. (Felixthecat.com) In the history of animation there were many directors and famous characters. The most famous of them were those of the 1920’s. This includes Otto Messmer and his character Felix the Cat, Walt Disney and Mickey Mouse, and finally Grim Natwick and his character Betty Boop.   Ã‚  Ã‚  Ã‚  Ã‚  Felix the Cat was created by Otto Messmer, but didn’t start as a cartoon like i mentioned earlier on. Felix was first a 13† paper mache figure. His first appearance was as the first broadcast ever on television. When displayed on the screen Felix the 13† figure became Felix the 2† figure. His first broadcast lasted for two hours but he went on to become the official figure used in a decade of television experiments. When Felix made the transition into a cartoon he was drawn by the famous cartoonist, Pat Sullivan. In later years to come Joe Oriolo became his drafter and after Joe came his son Don Oriolo. Felix’s cartoon was printed and enjoyed by all people in 250 different newspaper companies across the world. When Felix the cat got big in the newspapers he later went on to be produced in his own shows, and his first show ever was made in the 1919. The first show was called â€Å"Feline Follies† and lasted the time period of four minutes and ten seconds.

Testing and the Problem with Exams Essay -- Argumentative Persuasive E

The Problem with Exams June first--the last exam is today. There has been one exam every day since Monday, which seems as if it was an eternity ago. Every class at school requires homework, quizzes, tests, and finally, a final exam. We take exams to prove ourselves--to prove we have advanced our education during the past nine months. In one and a half to two and a half hours, nine months of homework, quizzes and tests must be summed up. How are the nine months summed up? Usually by a series of written questions that were probably compiled from the homework, quizzes, and tests we have already completed. There are better ways of proving knowledge. First of all, no one looks forward to the week of exams. Some people look forward to noon on Friday, but not to the previous four days. Even the week before is dreaded. Stress has hit an eleven on the one-to-ten scale during the last few weeks. Stress is not healthy, and it makes everyone angry. The last thing I remember when I go back to school is exams. Is the school trying aversion therapy on its students? Of course no...

Personal Goals :: essays research papers

When I think of graduating from college, I see someone who is 22-years old. When I was 22 years old, I had seen more things than I care to remember. I had just left the Air Force where I was a medic in the first Gulf War. I spent most of my time in the Labor and Delivery unit of the base hospital. I loved assisting with the birth of a child. My time spent in the Labor and Delivery unit was the most wonderful and rewarding experience. Before I left the Air Force, I started taking college courses working toward a bachelor’s degree in Nursing. My dream was to obtain a Master of Nursing degree in Midwifery. As a Certified Nurse Midwife I could care for pregnant women and help them bring their babies into this world. Complete My Degree When I left the military and returned to Austin, I continued to pursue a Nursing degree, but got side-tracked in college life. That would be the party side of college life. I was not focused on my studies. I began a rewarding career by chance. I sold long distance telephone service for MCI as a part-time job. Over a very short period of time I was being promoted again and again. Eventually, I gave up on college since it did not seem I needed a degree to get ahead. While I learned a great deal through on-the-job training, I never felt like I had a complete understanding of my field. I had stumbled into a career in Information Technology and despite my lack of formal training, I continued to prove myself and to grow my career. I have since learned that I enjoy the Information Technology field very much and would like to complete my degree in Business/Information Systems rather than nursing. Learn About Business and Information Technology Despite my progression to a senior level in my field, there are still aspects of my field that I do not fully understand. I have excelled as a Business Systems Analyst for many years; however, I hope to learn more about business to help me better understand the needs of my business partners. I also hope to learn more about the many facets of Information Technology so I can begin to move toward strategic solutions development. Feel Better About Myself I have always felt terrible about leaving college. I believe it was the right thing to do at the time since I was not taking it seriously but I have always regretted quitting.