...Fundamentals of Psychoanalytic Psychology T-ata DeHart-Williams PSY/250 August 23, 2012 Dr. Wendy Conaway Fundamentals of Psychoanalytic Psychology Sigmund Freud, Carl Jung, and Alfred Adler influenced psychology and psychiatry with their psychoanalytic theories that continue to impact modern psychology. This paper will compare and contrast their theories and reveal those with which I agree and disagree. I will also discuss Freud’s psychosexual theory and explain the effects on the characteristics of personality, in addition to the concept of id, ego, and superego. Freudism Freud’s theory maintained that the unconscious mind is driven by psychosexual urges and can best be accessed through one’s dreams. Manifest content is the part of the dreams or psychological experiences that is easily remembered. Latent content is the parts that contain hidden messages or a deeper meaning than what the manifest content yields. Freud’s theory categorized the structure of the mind into 3 parts. Id represents the primitive core of personality, present at birth that contains the source of all psychic energy and operates on the pleasure principle. Id seeks instant gratification of needs and desires and if there is not instant gratification, tension and anxiety surface. Individuals absent of a properly functioning id often act on impulse and are self-centered. “Throughout life the pleasure seeking id constantly struggles with the reality checking ego.” (Friedman & Schustack, 2012...
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...Olivarez College – Graduate School in Business | Principles on the Theories of Motivation | Human Resource Management | Engr. Mary Jane A. Badillo | PRINCIPLES ON THE THEORIES OF MOTIVATION WHAT IS MOTIVATION? Many people incorrectly view motivation as a personal trait. Some people have it, and others don’t. But motivation is defined as a set of forces that causes an individual to behave in a particular way. It is generally what energizes, maintains and controls behavior, it acts as a stimulus for desirable actions. Motivational concerns would be addressed if we were to ask, for example, What motivates employees to go to work each morning? Many people get great satisfaction from their work and take great pride in it; others may view it as a burden, and simply work to survive. This question of motivation has been studied by management theorists and social psychologists for decades, in attempts to identify successful approaches to management. From a manager’s viewpoint, the objective is to motivate people to behave in ways that are in the organization’s best interest. THE IMPORTANCE OF MOTIVATION What people want from an organization and how they think they can achieve it plays an important role in determining their motivation to work. Some people want money, some want challenge and some want power. The difference between highly effective organizations and less effective ones often lies in the motivations of their members. Managers strive to motivate...
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...understand the methods used to effectively educate each student and how they impact student learning. To relay the importance of direct instruction, I would introduce the instructional model as described by the National Institute of Direct Instruction. According to the National Institute of Direct Instruction, “Direct Instruction (DI) is a model for teaching that emphasizes well-developed and carefully planned lessons designed around small learning increments and clearly defined and prescribed teaching tasks (http://www.nifdi.org/).” I would describe how direct instruction is a method of teaching considered most effective by various researchers. I would explain how the direct instruction model utilized in the Charlotte-Mecklenburg School system (CMS) allows students to learn more in less time. To demonstrate the direction instruction model, I would provide parents an opportunity to review the lesson plan format (Appendix 1) as prepared by CMS. Parents will be directed to notice how classes are structured to allow for: link to prior learning, teacher modeling, guided practice, independent practice, closure, and student assessments. Each of these items will be broken down using research based information to explain the break down of learning into smaller increments (Appendix 2) for the direct instruction model. Parents will be advised how the link to prior learning is very similar to a review of a students’ background knowledge. This portion should be limited to...
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...DEMONSTRATE KNOWLEDGE OF THEORY IN RELATION TO MANAGEMENT IN ORGANIZATIONS SUBMITION - TO: RAGINI LAWRENCE BY: NUSHRAT JAHAN ------------------------------------------------- DIPLOMA IN BUSINESS AND ENTERPRISE MANAGEMENT LEVEL 7 DEMONSTRATE KNOWLEDGE OF THEORY IN RELATION TO MANAGEMENT IN ORGANIZATIONS SUBMITION - TO: RAGINI LAWRENCE BY: NUSHRAT JAHAN TABLE OF CONTENTS Introduction p – 3 Schools of thought in Management p – 3 Organizational Structure p – 7 Sources of Power p – 8 Delegation, Participation & Decision Making p – 9 Vertical & Horizontal Coordination p -10 Motivation p – 11 Major Content Theory p – 11 Major Process Theory p – 12 Managerial Approaches p – 14 Managerial Style p – 15 Job Design p – 15 Social Influences p – 16 Leadership p – 16 Leadership Style p - 17 BEGINNING Management Theories Management theories are an accumulation of thoughts which put forward...
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...think represents an addition to the standard alternatives in metaethics. I shall indicate how it connects to historical approaches and to some leading views in the contemporary literature. There are several recent authors working along similar lines, but the view emerged in my own work from an extended treatment of emotion, which supplies a somewhat different moral- psychological basis.2 The view is meant to contrast with noncognitivist accounts of ethics in terms of emotion (emotivism and more recent versions of expressivism), but I shall not review in detail the arguments that the basis it assigns to ethics allows for moral realism.3 Instead I want mainly to present the view here and to recommend it for further attention, first in more or less the form in which it emerged, as a way of explaining the special motivational force of moral judgments (Section II), and then recast in somewhat artificial terms, for comparison with another (at least arguably) realist approach to metaethics known as "response-dependency" (Section III).4 My own view can be seen as a social or two-level version of response-dependency, but with a less rigid account of motivational force introduced by the move to the social level. I shall go on to acknowledge some difficulties but also to cite further advantages of my suggested approach on issues of justification (Section IV) and on the question of the relevance of emotion to moral judgment (Section V). In a nutshell: A response-dependent account explains...
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...GH 60620 LEADERSHIP: THEORY, DISCOVERY & APPLICATION Spring 2016, University of Notre Dame, Eck Institute for Global Health Master of Science in Global Health “Motivation and inspiration energize people, not by pushing them in the right direction as control mechanisms do but by satisfying basic human needs for achievement, a sense of belonging, recognition, self-esteem, a feeling of control over one's life, and the ability to live up to one's ideals. Such feelings touch us deeply and elicit a powerful response.” - John Kotter INSTRUCTOR Heidi Beidinger-Burnett, PhD, MPH Assistant Professor, Eck Institute for Global Health Office: 120 Brownson Hall Phone: 574.631.7636 Email: hbeiding@nd.edu CLASS TIME Fridays 10:30am – 12:00pm OFFICE HOURS Fridays 12:00pm – 1:00pm (after class) and by appointment COURSE STATUS Required, 1 credit, for Master of Science in Global Health REQUIRED TEXTS Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership: For college students who want to make a difference. San Francisco, CA: Jossey-Bass. COURSE DESCRIPTION Leadership is the ability to create and communicate a shared vision for a changing future; champion solutions to organizational and community challenges; and energize commitment to goals. The purpose of this course is to support and encourage your development as a global health leader who is focused on the common good and purposeful change. We will explore and study the Relational...
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...cation A Classification of Motivation Theories (Content vs. Process) Motivation theories can be classified broadly into two different perspectives: Content and Process theories. Content Theories deal with “what” motivates people and it is concerned with individual needs and goals. Maslow, Alderfer, Herzberg and McCelland studied motivation from a “content” perspective. Process Theories deal with the “process” of motivation and is concerned with “how” motivation occurs. Vroom, Porter & Lawler, Adams and Locke studied motivation from a “process” perspective. 1. Content Theories about Motivation Abraham Maslow’s Hierarchy of Needs When motivation theory is being considered the first theory that is being recalled is Maslow’s hierarchy of needs which he has introduced in his 1943 article named as “A Theory of Human Motivation”. According to this theory, individual strives to seek a higher need when lower needs are fulfilled. Once a lower-level need is satisfied, it no longer serves as a source of motivation. Needs are motivators only when they are unsatisfied. In the first level, physiological needs exist which include the most basic needs for humans to survive, such as air, water and food. In the second level, safety needs exist which include personal security, health, well-being and safety against accidents remain. In the third level, belonging needs exit. This is where people need to feel a sense of belonging and acceptance. It is about relationships, families...
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...question 1: Motivational theories exclusive to the United States or more widespread: Motivation is the process of creating zeal among the individual in an organization or in group of task to bring an effective outcome motivation deals with three key elements which includes intensity, direction, and persistence. Intensity describes how hard a person tries. High intensity is unlikely to lead to favorable job performance outcome unless the effort is changeable in a direction that benefit the organization. Motivation has a persistence direction. This measures how long a person can maintain effort. Motivated individuals stay with a task long enough to achieve their goal. (pearson) The motivational theories fall into two main categories such as content theories of m otivation and process theories of motivation where content theories explains the dynamics of human needs such as why people have different needs at different time whereas Process theories do directly explains how needs emerge through deriving the process through which needs are translated into behavior. It explains why people behave the way they do .Content theories of motivation are universalistic theories and they are those theories discussed in this chapter which are not only exclusive to the united states but also more widespread everywhere. And those theories are described below: Maslow’s Need Hierarchy Theory: This theory is probably safe to say the best-known theory of motivation. According to (Maslow, 1970)...
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...Motivation is a theoretical construct, used to explain behavior. It is the scientific word used to represent the reasons for our actions, our desires, our needs, etc. Motives are hypothetical constructs, used to explain why people do what they do. A motive is what prompts a person to act in a certain way or at least develop an inclination for specific behavior.[1] For example, when someone eats food to satisfy the need of hunger, or when a student does his/her work in school because they want a good grade. Both show a similar connection between what we do and why we do it. According to Maehr and Meyer, "Motivation is a word that is part of the popular culture as few other psychological concepts are".[2] Wikipedia readers will have a motive (or motives) for reading an article, even if such motives are complex and difficult to pinpoint. At the other end of the range of complexity, hunger is frequently the motive for seeking out and consuming food.Types of theories and models[edit] Motivation theories can be classified on a number of basis. Natural vs. Rational based on whether the underlying theory of human Cognition is based on natural forces (drives, needs, desires) or some kind of rationality (instrumentality, meaningfulness, self-identity). Content vs. Process based on whether the focus is on the content ("what") motivates vs process ("how") motivation takes place. Monist and pluralistic motivational theories[edit] A class of theories about why people do things seeks...
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...Adair For their invaluable assistance with the project This material is available in alternative format by request. Contact Bilingual Education at 360-753-2573, TDD 360-664-3631. The Office of the Superintendent of Public Instruction complies with all federal and state rules and regulations and does not discriminate on the basis of race, color, national origin, sex, disability, age or marital status. Table of Contents (click on page number for access) Introduction......................................................................................................................... 1 Executive Summary ............................................................................................................ 3 Chapter One Language Acquisition and the Language Learner .......................................................... 7 Section One: How Does First Language Develop? .................................................... 7 Section Two: How Does Second Language Develop? ............................................... 9 Foundational Theories ............................................................................................ 9 Creative Construction ......................................................................................... 9 Error Analysis ................................................................................................... 10 Interlanguage..................................................................................
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...| AbstractThere is a constant effort to understand and map business processes in both online and offline worlds. It is easy to imagine a combination of BPR and a digital service taxonomy to not only reshape the core business processes, but also ensure that the technical and connecting components neatly interface and optimize the core business needs. By examining two articles, one utilizing BPR and another a digital service taxonomy, that each have a different take on how to address, evaluate and form the interactions necessary in the emergent digital service category. This paper concludes that BPR can in most cases be used with the digital service taxonomy and should as such be highly complementary. It also concludes that the future development in digital service taxonomies will greatly expand and widen the complexity of future versions.IntroductionThere is a constant effort to understand and map business processes in both online and offline worlds. Business Process Reengineering (BPR) is an older tool to try to reshape a company’s workflow and produce something better. With the movement from physical to digital goods, many companies need to reinvent the way they think and work. A way to pave the road for changing the company could be with digital service taxonomies that have been cropping up in the recent years. It is easy to imagine a combination of BPR and a digital service taxonomy to not only reshape the core business processes, but also ensure that the technical and connecting...
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...represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts while staying in the third person. Gustave Flaubert pioneered this style in Madame Bovary, as in this passage: “Sometimes she thought that these were after all the best days of her life, the honeymoon, so-called.” Objective narration: A style in which the narrator reports neutrally on the outward behavior of the characters but offers no interpretation of their actions or their inner states....
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...TEACHER’S ATTITUDES TOWARDS TEACHING, PATTERN OF CLASSROOM INTERACTIONS AND PUPILS ACHIEVEMENT IN SCIENCE A thesis Presented To the Faculty of the Graduate School RAMON MAGSAYSAY MEMORIAL COLLEGES General Santos City In Partial Fulfillment Of the Requirement of the Degree Master of Arts in Education By WILFREDO PIL UTRERA January 2012 APPROVAL SHEET This thesis entitled “TEACHER’S ATTITUDE TOWARDS TEACHING, PATTERNS OF CLASSROOM INTERACTIONS AND PUPILS’ ACHIEVEMENT IN SCIENCE” prepared and submitted by Wilfredo Pil Utrera, in partial fulfillment of the requirements for the degree leading to Master of Arts in Education, has been examined and is recommended for acceptance and approval for Oral Examination. JOHNNY S. BANTULO, MA . Adviser Comprehensive Examination – Passed ------------------------------------------------------------------------------------------------------------ PANEL OF EXAMINERS GERALDINE D. RODRIGUEZ, Ed. D. Chairman ___________________________ ___________________________ Panel Member Panel Member ___________________________ Panel...
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...Press Stable URL: http://www.jstor.org/stable/2780199 . Accessed: 18/10/2013 11:39 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to American Journal of Sociology. http://www.jstor.org This content downloaded from 158.143.192.135 on Fri, 18 Oct 2013 11:39:24 AM All use subject to JSTOR Terms and Conditions Economic Action and Social Structure: The Problem of Embeddedness' Mark Granovetter State University of New York at Stony Brook How behavior and institutions are affected by social relations is one of the classic questions of social theory. This paper concerns the extent to which economic action is embedded in structures of social relations, in modern industrial society. Although the usual neoclassical accounts provide an "undersocialized" or atomized-actor explanation of such action, reformist economists who attempt to bring social structure back in do so in the "oversocialized"way criticized by Dennis Wrong...
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...PGCE Secondary Mathematics: Assignment 1 – The Teaching and Learning of Mathematics Part 1: The Nature and Place of Mathematics in the School Curriculum When I studied maths at secondary school I had no real understanding of its importance in our society, I enjoyed the satisfaction of solving problems but, like many young people, believed that maths was going to be unnecessary in the real world. As an adult it became abundantly clear to me that mathematics was a vital component in not just personal success but in the success of society. The notion of what mathematics should be taught and how it should be taught differs dramatically between different educational ideologies; Industrial Pragmatist, Mathematical Purists, Progressive Educator and Social Reformer. These ideologies are not real groups or organisations but represent the competing influences in mathematics education. “The industrial pragmatists see mathematics as an established collection of very useful techniques and skills that can be applied to a large range of technical and scientific contexts.” (Johnston-Wilder, Johnston-Wilder, Primm, & Lee, 2011) Mathematics is needed in the school curriculum for the prosperity of our country; industry needs the future workforce to have the necessary skills to push the economy forward. For this reason it is seen as important for education to provide good standards of numeracy, data handling skills and use of ICT. Although I acknowledge this is an important requirement...
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