Description of the Minnesota Multiphasic Personality Inventory

Description of the Minnesota Multiphasic Personality Inventory The Minnesota Multiphasic Personality Inventory (MMPI) is a standardized questionnaire designed to bring forth a wide variety of self-descriptions scored to give a quantitative dimension of an individuals level of emotional adjustment and approach toward test taking. The MMPI has been known as the leading personality inventory, most psychologists who conduct assessments as part of their clinical and consulting practice utilize this test. The widespread use of this test is accredited to several features ranging from its straightforwardness in scoring and administration, a straightforward response format that is essential for research design, a large item pool, many useful purposes and functions, and many practically established correlates. Psychologists make diagnostic and treatment decisions, through MMPI, it has been employed in inpatient and outpatient mental health facilities. It has been used by psychologists in clinical setting to evaluate the existence of psychological components in physical issues and to aid in predicting responses to a variety of therapy and treatment. Starke R. Hathaway and J. Charnley McKinley developed the MMPI in 1939 at the university of Minnesota. It was developed initially because of their vision of an instrument that could assist in evaluating patients during routine psychiatric case workups and could precisely determine the severity of their disorders. Hathaway believed the MMPI might aid researchers in assessing the usefulness of new treatment interventions by allowing methodical matching and evaluation of the participants. The MMPI was constructed using the criterion keying method also known as the empirical method of inventory construction. (Archer, 1997) The criterion keying method is utilized by testing with two or more groups of participants. One group serves as the criterion group, this group has evidence of the defining trait, diagnosis or characteristic that test is intended to evaluate, and the other group/groups serve as a comparison group, where there is no evidence of the characteristics or diagnosis under evaluation. Responses of the criterion and comparison group are compared, and items are then selected for inventory membership that empirically demonstrate significant differences in response frequency. (Archer, 1997) Hathaway and McKinley began their construction of the MMPI by creating an extensive item pool from which various scales could be constructed, the item pool consisted of a variety of statements from different sources, ranging from previously established scales of personal and social attitudes, clinical reports, case histories, psychiatric interviewing manuals and personal clinical experience. (Groth-Marnat, 1997) the result of extensive exclusion and amendment were 504 statements, these statements were balanced between positive and negative wording, and were developed to tap into a broad area of an individuals life. The 504 items were divided into twenty-five content areas. These included items related to general medical and neurological symptoms, the clinical scales ranged from hypochondriasis, depression, hysteria psychopathic deviate, paranoia, schizophrenia, etc to scales to social introversion etc. An additional 55 items thought to be related to masculinity-femininity were later added, and 9 items were subsequently deleted to achieve the final pool of 550 items. (Nichols, 2001) The format of the inventory was first person declarative statements, composed of basic phrasing based on contemporary word-frequency tables. The responses were limited to true, false or cannot say. (Nichols, 2001) The population consisted of normals(Nichols) who were selected to contrast with the pathological criterion groups (N=724) ranging from the age of 16 to 65 referred also as the Minnesota normals(Groth-Marnat, 1997), the sample was closely representative of a typical group of individuals from the Minnesota population, as indicated through the 1930 census. The scales were cross-validated by selecting a different group of normals and contrasting their responses with a new group of clinical patients; so that the items and scales would be valid for differential analysis in clinical setting. Hathaway and McKinley were interested in the fact that participants amend the impression they made on the test due to different test taking positions and opinions; hence the created several scales that could identify the different types and magnitudes of various test-taking attitudes which could invalidate the clinical scales. They developed four scales: the cannot say scale (?) was simply the total number of unanswered statements; If amount of questions was high it would reduce the overall validity of the MMPI profile. The lie scale (L) was developed to indicates the examinees efforts to place himself/herself morally and culturally under an favorable light a create an favorable impression. The infrequency scale (F) is used to assess the inclination of individuals to claim highly unusual attitudes, opinions, and behaviors that are classified as an component of psychopathology. The correction scale (k) assesses the examinees degree of psychological defensiveness (Groth-Marnat, 1997) t his is considered the most important validity scale. Practical evaluation of the MMPI The MMPI can be administered to an individual who is above the age of 16, with an average sixth-grade reading level. As mentioned above an individual above the age of 16 is permitted to take the test, but adolescent norms needs to be addresses. Standard instruction are given prior to the test, test instruction are given regarding the nature and purpose of the test, and what it is designed to evaluate, and how the results will be used. Administering of the MMPI can be viewed as a relatively easy undertaking, and hence many practitioners tend to overlook vital elements that influence the participants test-taking attitude and would eventually lead to invalid results. Prior to the administration, scoring, and interpretation of results, the administrator should highlight the importance and consequences of the test in a serious manner to the test-taker, often the administrators do not high light the importance of the test to decrease performance anxiety. A clear elucidation oh how the resu lts are significant and how it is going to be used will increase cooperation. Interpretation of data is an important and vital part of the MMPI; the collected is useful in supplying information about attitudes toward assessment, cooperation, cognitive/ideation, mood and affect, conflict areas, coping styles, diagnostic consideration and treatment recommendation The interpretation of the scores was based on the principle that a participant attains a raw score on each scale based on the number of items that they identified in the scored direction. The raw scores are then later converted to T scores, with a mean of 50 and a standard deviation of 10. The interpretation of the test can be done in three ways, first using the validity indicators, this is the first step in interpreting any personality profile; which is establishing the validity to assure the subjects cooperativeness in taking the test. MMPI has been established as having the most comprehensive validity indicators (Goldstein, 2000) among all established personality inventories and assessments. Secondly interpreting results involve Configural Interpretation (code type), this is due to the intercorrelations amongst scales and also the overlap amongst the similarities of clinical syndromes, evidence has been attained indicating several MMPI scales tend to increase together, therefore, interpretations of scales should depend on the elevations of other scales in the personality profile. Third and final approach to interpreting the results is content bases interpretation. The principal followed in the content interpretation relies on the assumption that the participant when answering test items is reacting and responding with honesty and sincerity to the MMPI. Accordingly the content of the MMPI may represent a vital source of information that cannot be accessible through empirical test-interpretation. Technical evaluation The reliability analysis of the MMPI indicate that its has moderate levels of temporal stability and internal consistencyà ¢Ã¢â€š ¬Ã‚ ¦ all MMPI scales are quite reliable, with values that range from a low of .71 to a high of .84. (Groth-Marnat, 1997) many studies have reported inconsistency in some of the scales; many argue that the scales of the MMPI show instability in the test scores that are to be anticipated. This is mainly due to the psychiatric population since the effects of treatment or stabilization in a temporary crisis situation is likely to be reflected in a patients test performance. (Groth-Marnat, 1997) To cross-validate the scales, participants of the criterion and the control groups were administered the items. To qualify as cross-validated, a scale had to distinguish the criterion group from the control group at a 0.5 alpha level significance. Another issue that has surface about the MMPI is about the construction of the scales. The intercorrelations between most of the scales are relatively high, which is primarily due to the extensive amount of item overlap. Occasionally, the same item will be concurrently used for the scoring of a few other scales, and hence most of the scales have a relatively high percentage of items similar to other scales The problems associated with the reliability and scale construction have led to hurdles and speculation on the validity of the MMPI. MMPI has been commended about its strict psychometric properties that present complications, but it has been adequately compensated by its intensive validity studies Development of the MMPI-2 and MMPI-A Problems concerning the MMPI were mainly about the growing issues related to scale construction, insufficiency of a standardized sample and problems with the item pool. The original norm had inadequate representation of the minorities and hence was redundant in making conclusions about and with current test-takers. In 1982, the university of Minnesota instigated a major research in effort to revise, update, improve, and restandardize the MMPI. Its main goals were to delete the redundant, questionable, and problematic items. Maintain the efficacy of existing validity; clinical and different widely utilized scales of the test. Develop a representative sample, Develop new, revised norms for the MMPI and the development of new scales. The MMPI was updated and restandardized and the new version was released in 1989; 46 years after the original MMPI was published. The revised MMPI-2 differs from the older MMPI in various ways; the T scores that the subject obtains are usually not as deviant as those from the previous version. In addition, the T scores designed to produce the same range and distribution right through the established clinical scales. The practical result is that T scores of 65 or greater are considered to be in clinical scale range; also the percentile distributions are consistent throughout the different type of scales. The test booklet itself contains 567 items, but the pattern has been changed so that the previously established scales (the 10 clinical and 3 validity scales) can be derived from the first 370 items. The proceeding 197 items provide different content, supplementary scales. A number of new and revised scales have been included along with new, revised, adjunctive procedures of test vali dity, separate measure of masculinity and femininity and 15 other additional content scales measuring unambiguous and specific personality traits and factors. (Groth-Marnat, 1997) The MMPI-2 shares a lot of psychometric property with the original MMPI. The median split-half reliability coefficients for the MMPI and the MMPI-2 are in the .70s with some coefficients as high as .96 but others much lower. Median of the test-retest coefficients range from a low .50 to .90; when one observes the basic higher-order factor structure; the MMPI and the MMPI-2 are extremely reliable, with coefficients running as high as .90. The MMPI and the MMPI have been criticized due to the item overlap and this issue was not confronted in the revision of the original MMPI, as the goal was to retain all the original scales. Another criticism associated with the MMPI and MMPI-2 is the imbalance in the way the items are keyed(Kaplan Saccuzzo, 2009). the MMPI and the MMPI-2 strongly emphasize the importance of taking the participants demographics into account when interpreting profiles. The MMPI-A was published for the sole interest of creating an instrument for adolescents, with a normative sample depicting the broad teenage population. This occurred because MMPI produced different scale elevations for adolescence than for adults. This resulted in the construction of different sets of recommended norms for use with adolescent populations. To counter argue that the MMPI is too long, especially for adolescent, the MMPI-A contains 478 items, there by shortening the administration. (Groth-Marnat, 1997) Significant features of the MMPI include descriptive and diagnostic information about the personality profiles, flexible administration and scoring. The most important feature of the MMPI is its validity scales; and it has been translated and published into over 20 languages The most needed amendment of the MMPI apparently has been a major accomplishment; the majority of psychologist, researchers, and clinicians have supported its utility and practical value resulting in its rising popularity among them. The MMPI serves to assist in distinguishing the normal from abnormal groups; specifically the test was designed to help aid in diagnosis and evaluation of major psychiatric or psychological disorders.

Childcare: Nursery School and Children Essay

This policy represents the agreed principles for Safeguarding Children throughout the Nursery. All Nursery staff, representing Jack in the Box at Yewtree Nursery have agreed this policy. Introduction The health, safety and welfare of all our children are of paramount importance to all the adults who work in our Nursery. Our children have the right to protection, regardless of age, gender, race, culture, background or disability. They have a right to be safe in our Nursery. This policy is in line with LSCB (Local Safeguarding Children Boards) local guidance and procedures. Aims and objectives Our aims are: * to provide a safe environment for children to learn in; to establish what actions the Nursery can take to ensure that children remain safe, at home as well as at school; * to raise the awareness of all staff to these issues, and to define their roles and responsibilities in reporting possible cases of abuse; * to identify children who are suffering, or likely to suffer, significant harm; * to ensure effective communication between all staff on child protection issues; * to set down the correct procedures for those who encounter any issue of safeguarding. Statutory Framework This policy is formulated using the DfES documents: ‘Circular 10/95 – Protecting Children from Abuse: The Role of the Education Service’, ‘Working Together to Safeguard Children’ (2006), ‘Safeguarding Children and Safer Recruitment in Education’ (2006) and Hertfordshire Safeguarding Children Board Child Protection procedures (2007). Section 175 of the Education Act 2002 introduced a new duty requiring governing bodies and LAs to have appropriate child-protection procedures in place. This policy takes account of the requests set out in the Children Act 2004 (‘Every Child Matters’). Nursery Schools are expected to ensure that they have appropriate procedures in place for responding to situations in which they believe that a child has been abused or is at risk of abuse – these procedures should also cover circumstances in which a member of staff is accused of, or suspected of, abuse. DfEE Circular 10/95 (Protecting Children from Abuse: The Role of the Education Service) places the following responsibilities on all schools:- * Nurseries should be aware of and follow the procedures established by the Safeguarding Committee * Nurseries should have procedures (of which all staff are aware) for handling suspected cases of abuse of pupils, including procedures to be followed if a member of staff should be alerted to signs of abuse and know to whom they should report any concerns or suspicions * The Designated Senior Person should have responsibility for co-ordinating action within the Nursery and liaise with other agencies * Staff with designated responsibility for Safeguarding should receive appropriate training Circular 10/95 also states that â€Å"parents should be made aware of the Nursery Schools Safeguarding Policy and the fact that this may require cases to be referred to the investigative agencies in the interests of the child†. This including the police. The Designated Senior Persons (DSP) Miss Jennifer Underwood (Senior) Miss Karen Paddick (Deputy) The Designated Senior Persons (DSP) for Safeguarding are the managers of the Nursery. The DSPs’ role is to:- * ensure that the Hertfordshire Area safeguarding Committee’s Safeguarding Procedures are followed in the Nursery * ensure that all staff are aware of these procedures * ensure that appropriate training and support is provided to all staff * develop effective working relationships with other agencies and services * decide whether to take further action about specific concerns (e.g. refer to Children Schools and Families Referral and Assessment Team) * liaise with Social Work Teams over suspected cases of child abuse * ensure that accurate records relating to individual children are kept in a secure place and marked ‘Strictly Confidential’ * submit reports to, and attend, Safeguarding Conferences * ensure that the nursery effectively monitors children who have been identified as ‘at risk’ * provide guidance to parents, children and staff about obtaining suitable support. * Keep up to date with all relevant procedures and legislations * Attend TAC (Team Around the Child) and CAF (Common Assessment Framework) meetings Nursery Procedures * if any member of staff is concerned about a child he or she must inform the DSPs’ * information regarding the concerns must be recorded by the member of staff on the same day on a ‘cause for concern’ sheet (which has an outline of a body on it – staff must accurately record their concerns). The recording must be a clear, precise, factual account of the observations and must be dated. These sheets are kept in the DSP’s ‘Children Causing Concern’ file, which is kept securely in the managers locked cupboard. * the DSP will decide whether the concerns should be referred to Children Schools and Families. If it is decided to make a referral to Children School and Families this may be done without prior discussion with parents * if a referral is made to Children Schools and Families, the DSP will ensure that a written confirmation of the concerns is sent to the ‘Call Centre’ within 48 hours when requested * particular attention will be paid to the attendance and development of any child who the nursery believes to be ‘at risk’ or who has been placed on the Safeguarding children Register * records relating to Safeguarding children will be kept in a secure locked place, separate from the child’s general file * if a pupil who is known to be on the Safeguarding children Register changes nursery school, the DSP will inform the social worker responsible for the case and transfer the appropriate records to the receiving School/Nursery, in a secure manner, to a named person, and separate from the child’s general file. Prevent Abuse by means of good practice * Adults will never be left alone for long periods of time, with individual children or with small groups * Adults that have no CRB certificate or relevant childcare qualifications will never be left alone with a child. * Children will have regular circle time and discussions on appropriate behaviour * All staff are aware of where to access the response phone number. It is clearly displayed on notice boards within the nursery. Staff training A clear vetting and barring training is in place for all new staff and clear policies are in staff handbook. All adults in the Nursery receive regular training to raise their awareness of abuse, and to improve their knowledge of Safeguarding procedures that have been agreed locally. The maximum period of time before refresher training must take place is three years. All staff have appraisals and yearly performance management which are informed by peer on peer observations. When to be concerned Staff should be concerned about a pupil if he or she:- * has any injury which is not typical of the bumps and scrapes normally associated with children’s injuries * regularly has unexplained injuries   * frequently has injuries (even when apparently reasonable explanations are given) * gives confused or conflicting explanations on how injuries were sustained * exhibits significant changes in behaviour, performance or attitude * indulges in sexual behaviour which is unusually explicit and/or inappropriate to his or her age * discloses an experience in which he or she may have been harmed * gives other cause to believe that he or she may be suffering significant harm Dealing with a disclosure If a pupil discloses that he or she has been abused in some way, the member of staff should:- * listen to what is being said without displaying shock or disbelief * accept what is being said * allow the child to talk freely * reassure the child but not make promises which it might not be possible to keep * not promise confidentiality – it might be necessary to refer to Children Schools and Families * reassure him or her that what has happened is not his or her fault * stress that it was the right thing to tell * listen, rather than ask direct questions * if necessary, ask open questions, not leading questions * not criticise the alleged perpetrator * explain what has to be done next and who has to be told. Record keeping and monitoring When a pupil has made a disclosure, the member of staff should:- * make brief notes during and as soon as possible after the conversation * not destroy the original notes in case they are needed by a court * record the date, time, place and any noticeable non-verbal behaviour and the words used by the child * complete the diagram with an outline of a body shape, to indicate the position of any bruising or other injury * record statements and observations rather than interpretations or assumptions on the incident report form. * the DSP is required to undertake an annual Safeguarding Checklist Dealing with a disclosure from a child, and a Safeguarding case in general, is likely to be a stressful experience. The member of staff should, therefore, consider seeking support for him/herself and discuss this with the DSP. Whistleblowing It is important to Jack in the Box that any fraud, misconduct or wrongdoing by employees or people at Jack in the Box is reported and properly dealt with. At Jack in the Box we encourage all individuals to raise any concerns that they may have about the conduct of others in the setting or the way in which the setting is run. At Jack in the Box, we recognise that effective and honest communication is essential if malpractice is to be effectively dealt with. histleblowing relates to all staff and volunteers who work within the setting, who may from time to time think that they need to raise with someone in confidence certain issues relating to Jack in the Box. Whistleblowing is separate from the grievance procedures. If you have a complaint about your own personal circumstances you need to follow the grievance procedures highlighted in the ‘staff hand book’. If you are concerned about malpractice within Jack in the Box the following procedures need to be followed: * Report any concerns to Jenny Underwood or Zoe Tearle * All staff are aware of preventing and eliminating wrongdoing within Jack in the Box and are watchful for illegal, inappropriate or unethical conduct and report anything of that nature to the managers. * Staff understand that any matter raised under this procedure will be investigated thoroughly, promptly and confidentially, and the outcome of the investigation will be reported back to you. * No one will be victimised for raising the matter under this procedure and continued employment and opportunities for future promotion or training will not be prejudiced because of a legitimate concern. * Victimisation of an individual for raising a qualified disclosure will be a disciplinary offence. * If misconduct is discovered as a result of any investigation under this procedure Jack in the Box disciplinary procedure will be used, in addition to any appropriate external measures. * If a malicious, vexatious or false allegation is made then this will be considered to be a disciplinary offence and disciplinary action will be taken. * Any instruction to cover up wrongdoing is itself a disciplinary offence. If you are told not to raise or pursue any concerns, even by a person in authority such as a manager, you should not agree to remain silent. In this event you should report the mater to either Jenny Underwood or Zoe Tearle. Allegations against staff If an allegation is made against a member of the nursery staff (or a volunteer helper), advise would be taken from the LADO and Children Schools and Families will be contacted immediately. If it is felt, after these initial investigations, that a further enquiry is needed, then the member of staff will be suspended. Suspension is a neutral act, and in no way implies that the person is guilty of any wrongdoing. However, it is acknowledged that this would be distressing for the person concerned, and the Nursery will do all it can to balance the interests of any individual with that of the need to keep children safe. The Nursery will seek advice from Children Schools and Families on these matters, and comply with national and locally agreed guidance. Physical restraint There may be times when adults, in the course of their duties, have to intervene physically in order to restrain children and prevent them from coming to harm. Such intervention will always be the minimum necessary to resolve the situation. We follow the guidance given in the DfES circular 10/98 on The Use of Force to Control or Restrain Pupils. The managers will require the adult(s) involved in any such incident to report the matter to him or her immediately. Confidentiality DfEE 10/95 acknowledges that Safeguarding Children raises issues of confidentiality that must be clearly understood by all staff in schools. The Circular advises that all staff in the nursery have: â€Å"a responsibility to share relevant information about the protection of children with other professionals, particularly the investigative agencies (Children Schools and Families and the Police). If a child confides in a member of staff and requests that the information is kept secret, it is important that the member of staff tells the child sensitively that he or she has a responsibility to refer cases of alleged abuse to the appropriate agencies for the child’s sake. Within that context, the child should, however, be assured that the matter will be disclosed only to people who need to know about it. Staff who receive information about children and their families in the course of their work should share that information only within appropriate professional contexts. Child Prot ection records should be kept securely locked†. Employment and recruitment Jack in the Box ensures that people looking after children are suitable to fulfil the requirements of their roles. We have effective systems in place to ensure that practitioners, and any other person who is likely to have regular contact with children are suitable. Practitioners must tell managers if they are expected to disclose any convictions, cautions, court orders, reprimands and warnings which may affect their suitability to work with children (whether received before or during their employment at the setting). Jack in the Box does not allow people whose suitability has not been checked, including through a criminal records check, to have unsupervised contact with children being cared for. Managers record information about staff qualifications and the identity checks and vetting processes that have been completed (including the criminal records disclosure, reference number, the date a disclosure was obtained and details of who obtained it). Jack in the box meets their responsibilities under the Safeguarding Vulnerable Groups Act 2006. We will do all we can to ensure that all those working with children in our nursery are suitable people. This involves scrutinising applicants, verifying their identity and obtaining references, as well as the mandatory checks and enhanced CRB. We follow the DfES guidance set out in Safeguarding Children: Preventing Unsuitable People from Working with Children and Young Persons in the Education Service, DfES. We ensure that all staff have sufficient understanding and use of English to ensure the wellbeing of children in our care. Family Support The Nursery School will take every step in its power to build up trusting and supportive relationships between families, staff and volunteers in the group. Where abuse at home is suspected, the Nursery School will continue to welcome the child and family while investigations proceed. Liaise with other bodies The Nursery School and children’s schools and families will work together: 0300 1234040 0300 1234040 Safeguarding Children Concerns 0845 3300222 0845 3300222 Police

Stochiometry lab

Immediately turned too navy blue color Same musty looking cloud that floated and did not mix well, brought out the blue lour Immediately changed color to a musty yellow color, not very see through anymore either No Change Caused creamy white substance that did not mix well, not immediate reaction Enhanced light blue color with creamy substance not mixing into the middle Turned to a dark blue color with a hint of brown looking Musty cream cloud that did not mix.Brought out the yellow Made the yellow color a shade darker, not much change Cream specks, mixed better than others, faster reaction as well Darkened the yellow tint and mixed well with original Darker the yellow color, as well as making It seem a hint of orangeMusty cream that mixed a little and faded with a clear looking substance Minimal Change, blended into clear substance Created a dark white color, very hard to see through, thick looking substance No Change Muggy cream that took over the clear color substance, immediate r eaction Must cream color, almost looks like a cloud, very enhanced over the black paper More grey colored and more visible to see the bottom Musty cloud, that did not mix but brought the light green out in the dye No change, blended to clear with small hint of green No ChangeGreenish Cream Substance, mixed decently but still see through Teal color created with the musty cream color still around Same teal tint created as solution before Conclusion: Throughout this experiment, I learned that mixing Ionic compounds can cause a different reaction for each. All compounds included sodium, which made it interesting to see the different reactions occur Just by changing one chemical in the compound. The reactions that took place were all physical reactions, mostly being a color change or the addition of the creamy color look. Dark paper makes all colors ore easily spotted, whether a change took place or not.My personal favorite was adding the Nappy simply because it brought out all of the or iginal colors of the solutions. This helped me understand the changes that were taking place as I went throughout the rest of the experiment. For many of the additions, as time passed they became more defined. Ionic compounds typically carry two charges, one positive and one negative. This is why the white participate is formed in all of the equations. Sodium Sulfate and Sodium Chloride both had little to no change to the substance in al reactions, this lead Error could occur in this experiment, but it was very difficult.

Economic Constitution essays

Economic Constitution essays "The Constitution of 1787 was written solely to advance the economic interests of the upper classes of the United States." At the time the Constitution of 1787 was written, America had just won its independence from the monarchy of England. In England, the king and the aristocracy controlled the land and the money at the expense of the people. This limited the people's chances for economic advancement. When these oppressed people broke away from English rule, the newly founded country was based on the principle "that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness." (Declaration of Independence, Page 100 in Documents of American History). With freedom from England, Americans now had the chance for economic equality. However, the more educated and prosperous Americans now controlled an unequal amount of land and money. As a result, they wanted to keep their wealth and not be overly taxed for the sake of democracy. This situation posed a dramatic contradiction in that these rich Ameri cans were acting in a very similar manner to the English aristocracy which they had fought against to eventually gain their independence. These Americans were the same people who wrote the Constitution of 1787 of the United States. However, they wrote the Constitution in such a way that they would confuse the common people and allow the wealthy to constitutionally retain their riches. Among these wealthy Americans were men such as James Madison and Alexander Hamilton. To defend their economic interests, they issued essays to convince the majority of Americans, lower class than themselves, that they should have their wealth protected. These essays were known as the Federalist Papers, and one in particular expressed their economic interests through the fog of preserving liberty and avoiding "the violence of faction" (The Federalis...

Free Essays on Wallace Stegner

â€Å"We simply need th[e] wild country available to us, even if we never do more than drive to its edge and look in. For it can be a means of reassuring ourselves of our sanity as creatures, a part of the geography of hope (153).† Wallace Stegner makes this statement at the end of â€Å"Coda†, a letter included in his book The Sound of Mountain Water. In this letter Stegner asks David Pesonen, who was working on the Outdoor Recreation Resources Review Commission, to work to preserve what wilderness is left in the United States. In publishing the letter in this book, Stegner is arguing not only to Pesonen but to the American people that wilderness is a necessary part not just of the physical American landscape, but the emotional and social landscapes as well. Throughout The Sound of Mountain Water Stegner relates his experiences traveling in the western United States, and in the second part reflects upon the ties of the western writer to history. This paper is mostly concerned with the first part of this book in which Stegner writes directly about his experiences with landscape. The book is a collection of writings that come from many different points in Stegner’s life, and therefore, throughout Part I of the book the reader is able to see the authors views change regarding certain environmental issues pertaining to the west. In the Introduction, Stegner writes, â€Å"†¦I am dismayed to find myself, in ‘The Rediscovery of America’, speaking admiringly of Hoover Dam and Lake Mead. I know better now†¦ But I have not changed the essay, or any of the essays†¦ They represent the way I felt when I wrote them (10).† Because of this, The Sound of Mountain Water reads somewhat like a literary time capsule , capturing Stegner’s views and responses to the landscapes he encounters, from the carefree â€Å"Rediscovery†¦Ã¢â‚¬  to the more philosophical and concerned â€Å"Coda†. The main points of this essay will relate the authors views and ... Free Essays on Wallace Stegner Free Essays on Wallace Stegner â€Å"We simply need th[e] wild country available to us, even if we never do more than drive to its edge and look in. For it can be a means of reassuring ourselves of our sanity as creatures, a part of the geography of hope (153).† Wallace Stegner makes this statement at the end of â€Å"Coda†, a letter included in his book The Sound of Mountain Water. In this letter Stegner asks David Pesonen, who was working on the Outdoor Recreation Resources Review Commission, to work to preserve what wilderness is left in the United States. In publishing the letter in this book, Stegner is arguing not only to Pesonen but to the American people that wilderness is a necessary part not just of the physical American landscape, but the emotional and social landscapes as well. Throughout The Sound of Mountain Water Stegner relates his experiences traveling in the western United States, and in the second part reflects upon the ties of the western writer to history. This paper is mostly concerned with the first part of this book in which Stegner writes directly about his experiences with landscape. The book is a collection of writings that come from many different points in Stegner’s life, and therefore, throughout Part I of the book the reader is able to see the authors views change regarding certain environmental issues pertaining to the west. In the Introduction, Stegner writes, â€Å"†¦I am dismayed to find myself, in ‘The Rediscovery of America’, speaking admiringly of Hoover Dam and Lake Mead. I know better now†¦ But I have not changed the essay, or any of the essays†¦ They represent the way I felt when I wrote them (10).† Because of this, The Sound of Mountain Water reads somewhat like a literary time capsule , capturing Stegner’s views and responses to the landscapes he encounters, from the carefree â€Å"Rediscovery†¦Ã¢â‚¬  to the more philosophical and concerned â€Å"Coda†. The main points of this essay will relate the authors views and ...

Quotes Essay Example | Topics and Well Written Essays - 500 words - 2

Quotes - Essay Example To give some leeway to the other side of the argument, there is certainly a cost associated with getting an education since college is not cheap. It is not really easy to fund a degree since it may require an individual to take out loans, put in their time as well as effort and eventually get a degree that confirms their going to college and obtaining the required training. However, that process in and of itself is such a beneficial training for life that many employers require college education and also ask for higher degrees for higher positions within the same organization. Of course, such an education becomes rewarding since it allows a person to be greater than what they would have been had they not got their required educational qualifications. Overall, I feel that the process of education may be with its ups and downs but the overall affect of the process can not be considered a negative one. In fact, it becomes so positive that the whole process remains a good experience for those who are willing to undertake it. I fully agree with the statement since hope is perhaps the only thing which keeps us alive. Even Shakespeare suggested that in some cases it might be easier to give in to the thousands of sorrows that mortal flesh is heir to yet perhaps it is nobler to remain steadfast against them with hope that one can oppose and overcome them. It is hope for a better tomorrow which keeps us fighting against impossible odds and a hope for a better world which allows us to continue working towards some impossible goal. Without hope, it is unlikely that a person could simply go on living just to stay alive. I feel that the human spirit needs hope since it allows them to look at the future and see a silver lining even if there isn’t one. Without hope, we can actually fall prey to mental diseases which may manifest them as physical ailments or mental ailments

Social Constructionism Research Paper Example | Topics and Well Written Essays - 4250 words

Social Constructionism - Research Paper Example It is strongly argued that social constructionism is directly responsible for the â€Å"critical† status given to modern social psychology. Gough & McFadden site four main fundamental ideals within social constructionism, which may also be applied to critical social psychology. First of all, the individual is always (and already) existent and located within society. Secondly, the individual is always situated within systems of difference and inequality within society to some extent. Thirdly, power within society is frequently associated with language and presentation. Finally, research should aim to challenge oppression and promote social change. Gough and McFadden believe that ‘the first and crucial point to make is that social constructionism represents a ‘turn to language’ in social theory.’ Therefore the representation, meaning and interpretation of events are what form the key elements comprising the social constructionists agenda whilst simultan eously providing a basis for critical social psychology. Since the introduction of the social constructionist theory, the main attention of critical social psychology has become focussed upon breaking down and studying differing accounts of everyday social activity.Social learning suggests that aggression is something that is learned and acquired by the self through direct experience or simply by observing the behaviour of others (modelling). Using these methods, the self assimilates the ability to seek appropriate occasions to exercise this particular character trait.