The Theory Of Self Reflection Essay Example For Students

The Theory Of Self Reflection Essay Introduction Self-reflection is cognitive processes which will helps and contribute to self-awareness. It makes you aware of your strengths and weakness. Consider the process of the knowledge of the Person of true science, practice and persuasions to develop professionalism. I believe that self-reflection is one of more influential ways one can develop. Although it may carry criticism with it, however, reflecting on you’re activity, thinking about the pros and cons, thinking about alternatives. can help broaden one’s thinking and add dimension to the thinking process. As Carl Sandburg puts it, â€Å"It is necessary . We will write a custom essay on The Theory Of Self Reflection specifically for you for only $16.38 $13.9/page Order now .. for a man to go away by himself .. . to sit on a rock and ask, Who am I, where have I been, and where am I going?† It is this exercise that allows humans to introspect and gives them the opportunity to learn about themselves and their nature. Having said that, I do not think it is that easy in real life. Gibbs (1998) says self-reflection has six cycles and they have to be carefully thought about to actually get results. They are, description, feelings, evaluation, analysis, conclusion and action plan. Description is the first stage where you have to explain what you are reflecting, i.e. some background information. Feelings are where you think about what you are feeling and why you are feeling. Evaluation is where you evaluate the situation, for example how you reacted to it. Then comes the analysis where you think about what might have helped the†¦

Narrative Essay Topics Check Hooking Issues to Include in Your Story

Narrative Essay Topics Check Hooking Issues to Include in Your Story â€Å"Narrative essay might be an alarming term but in fact it is one of the simple and fun going types of essays†, customwritings.com says so. A narrative essay is simply a personal incident, or a personal feeling. We all have some stories and memories in life to share. So this is one of the ways you can share. Narrative essays ideas are not hard to find, as many of the ideas can come out of our personal experiences. Plays and movies sometimes have a narrator, a person who describes and recites the story while the action is going on. The narrator not only describes action but thoughts and feelings as well. The story that you will choose to write will be your narrative essay. Unlike other essay types, narrative essays are written in active voice or we can say that the first person is used while writing a narrative essay. Since the story is your own, you can fill it with the words I, me, my, and mine. The narrative essay can be exposed as a piece of personal experience. As told before, narrative essay ideas are derived from personal experience, a feeling or a memorable event. You can choose different ideas like a day out with friends, birthday party, visiting a museum, an unexpected event or even a nightmare. The narrative essay ideas are available for everybody as each of you has many events, incidents and thoughts which are buried in your memories and would like to be on the paper. So, you can choose any memorable incident and start writing. While writing narrative essays there are some rules which must be taken into consideration. Unlike exploratory essays, narrative essays are written taking a particular point of view. The narrative supports a particular point used in it. While writing narrative essays you should provide precise details. The use of dialogues is allowed in narrative essays. Narrative essay ideas must be carved into the essay in such a way that it generates interest of the reader and looks more eye-catching.

Colonial Latin America Essay Example | Topics and Well Written Essays - 1250 words

Colonial Latin America - Essay Example As a function of analyzing the level of superstition that existed within the Spanish Empire of Latin America, it is necessary to realize that three distinct groups comprise the majority of cultural exchange that took place within Latin America between 1518 50. As such, these three groups are as follows: the ethnic Iberian Spanish that originally moved from the old world to the New World, the African slaves that came along with the Spanish as a means of providing the labor for the plantations and natural resource extraction in the New World, and the natives that originally occupied the New World territories Firstly, as a means of understanding the coalescence of different cultures within Latin America, it is necessary to focus on this issue from three unique standpoints. The first approach that can and should be engaged is with regards to seeking to understand superstition from standpoint of the Roman Catholic tradition; the one that was most commonly exhibited with respect to the whi te Spanish colonists of the particular regions in question. The Roman Catholic tradition necessarily engaged in understanding that a differentiation between good versus evil helps to define the world they were in. Moreover, the Spanish Inquisition, having only concluded within Spain several hundred years before colonization of the New World began, had ingrained a solid understanding within the minds of the colonists that the battle between God and the devil was very much alive and was exhibited through even minute differentiations with regards to doctrines and beliefs. A further reality with regards to the overall level of superstition that existed within the early Spanish colonials was with regards to the fact that the individuals who were first responsible for settling and colonizing this New World were in fact seaman. As such, these seafaring wanderers were perhaps the most superstitious of all individuals within the Spanish Empire; as they saw each and every occurrence as some t ype of omen or superstitious sign concerning life, death, fortune, or wealth. As such, a guiding compass of the way in which this particular group integrated with an understanding of superstition was predicated upon a very narrow view of religion and the fact that evil, Satan, or the devil could exist in any number of forms with regards to the world they interacted. As such, even though many scholars and led to believe that the Spanish stakeholders within the New World were the ones who are the least superstitious, seeking to categorize Spanish in such a way is disingenuous and ineffective as will be seen with regards to the level of superstition that pervaded the remaining two groups that are under discussion and analysis within this brief essay. Due to the fact that the individuals who initially settled these New World were perhaps the most superstitious of any socio-economic strata of the Spanish culture, it comes as no surprise that they readily adapted to the superstitions of t hose that they came in contact with. Naturally, the second group of stakeholders is referenced with respect to the many Native American populations that existed within the New World long before the Spanish ever began to colonize it. By very nature of the way in whi

British Pop Art versus Nouveau Realisme Essay Example | Topics and Well Written Essays - 2000 words

British Pop Art versus Nouveau Realisme - Essay Example Pop Art emerged in 1950’s Britain and quickly took root in America and other parts of the world as well. The style formed in response to abstract; the latter being considered an overdone, muddled interpretation of reality by many artists who desired to create art that could be more easily appreciated by the masses. The fact was that with abstract art, audiences and different artists like Allan Jones felt that the works being produced were supportive of elitism. Small, trendy art audiences would attend gallery openings, discuss the paintings and in most cases were encouraged to think of themselves as a privileged bunch who were able to see through the ambiguous artwork to the ‘true meaning’. To take down this elitist mentality that was rampant in the world of art, Pop Artists decided to show their own interpretations of the world in a clear, concise manner that could be appreciated by the average person on the street. The object of Pop Art was to do just as its na me suggested: to take images, techniques and styles from popular culture and use them in the creation of new works of art. Artists admitted for the first time that they were actually targeting a larger audience than was usual, and in doing so hoped to bring an appreciation of their work to the masses instead of to a small elite group. If direct reference was made to popular culture and imagery in the art itself, then people who usually were not interested in artistic interpretation would find themselves drawn into the work. By using popular culture as the basis for the artwork, artists felt that they had a better chance of getting into the minds of the common people and encouraging them to think about their world and the messages that might be behind the art. A major factor of British Pop Art was its tendency to emphasize those aspects of the British culture that were considered mundane or banal (Chilvers 305). Artists who used different styles thought that the artwork portrayed a mindlessness inherent in British society; others thought it showed nothing more than a breakdown of art itself from an intellectual philosophical form of expression to the expression of common ignorance. Perhaps inadvertently, Pop Artists were renewing the old ties of realism to the art world after the abstract phase and because of this many other artists have been inspired to create art using unorthodox methods and imagery. Whatever the actual effect of Pop Art on its audience, the fact remains that its creators were seeking a way out of what they viewed as an

Analysis case about death Essay Example | Topics and Well Written Essays - 1000 words

Analysis case about death - Essay Example Betty’s intention is for Polly to take the ecstasy tablets and hallucinate then hurt herself by falling over or something similar. Thus, there is specific intent of causing harm directly or indirectly. Beyond having the general intent to commit a crime, Betty had the intent to achieve a specific goal, which was to have Polly hurt herself. Actus reus is the physical component of a crime and is the result of voluntary body movements. This is what the accused physically does that harms another. Under the circumstances, actus reus was discharged immediately Betty did successfully put the ecstasy tablets into a paracetemol bubble pack which Chloe unknowingly took. The crime had been enabled; the only thing awaiting was someone getting hurt. It is immaterial that the targeted Polly did not hurt herself by falling over or die. This principle is known as transferred malice; the same malice that was to hurt Polly was the one that killed Chloe. In R v Latimer (1886) 17 QBD 359, where the facts are substantially similar, the accused struck a blow with his belt at Horace which recoiled off him and injured an innocent bystander. The defendant was convicted of maliciously wounding the victim, which he appealed on the ground that it was not his intention to hurt her. The court held that the conviction would be affirmed. The defendant had committed the actus reus of the offence with the necessary mens rea; that is, he had acted maliciously. There was no requirement in the relevant act that his mens rea should relate to a named victim. Thus, Latimers malice was transferred from his intended to his unintended victim. Therefore, given the facts of this case, Betty cannot escape liability just because her intent was to have Polly hurt instead of Chloe who ended up dying. However, since her intention was not to kill Chloe, the charges can be reduced from murder to manslaughter. Polly will not be criminally

Relationship between perfectionism and social anxiety

Relationship between perfectionism and social anxiety 1.1 Introduction Perfectionism is the attitude of an individual that strives to achieve perfection in everything they do. People with perfectionism tend to outdo themselves and make sure everything is in the best form. As perfectionism strives one to be perfect, it is also taxing on the individual for they are pressured to excel, or to meet standards either imposed by others or oneself. This strive is more a common among students as they tend to excel in academic prevalence in an increasing competitive environment. Though the advantages of having this strive, there too are drawbacks, in particular, the level of social anxiety experienced by one. There a number of theorists which have discussed the potential role of perfectionism in problems of social anxiety (e.g., Heimberg Becker, 2002; Schlenker Leary, 1982), but there has been little investigation done on how perfectionist personality characteristics relate to social anxiety and its consequences. (Laurenti, Bruch Haase, 2008). Social anxiety is a disorder where one experiences higher levels of anxiety when engaged in an interaction. As such one may feel fear of being inarticulate, boring, or appearing awkward when interacting with others. According to cognitive theories of social anxiety (e.g., Schlenker Leary, 1982), reviews on interpersonal situations typically involves two aspects: an estimate of ones own abilities (i.e., social self-efficacy) and an estimate of what is an acceptable performance in that particular situation (i.e., others standards) and, presumably, it is the discrepancy between these two appraisal responses that triggers social avoidance and negative effect (Laurenti et al., 2008). Thus, this study aims to examine the relationship between perfectionism and the level of social anxiety among university students in University Putra Malaysia. This study will identify the factors which are related to perfectionism and social anxiety. These factors are referred to ones personal characteristics which include gender, personality, education stream and emotional quotient. Researching the impact of this relationship between perfectionism and social anxiety may lead to the development of an overview about the role of perfectionism in influencing the level of social anxiety among university students therefore in a way, encouraging positive social engagement among them. 1.2 Statement of the problem Is social anxiety a bad thing? Perhaps no; social anxiety can help us to be more sensitive toward others people feeling and needs which is needed in building relationships. Social anxiety will only become a problem while it is excessive or outside the norm. So what are the anxiety symptoms? What causes them to experience social anxiety? To what extent will social anxiety impact ones relationship with others? This study aims to determine the relationship between perfectionism and social anxiety among UPM students. Specifically, this study identifies factors which are related to perfectionism and social anxiety, i.e. personal characteristics (gender, education stream, personality and emotional quotient).As such we will focus on these several research questions that would guide us for the research content. How personal characteristic will influence someone perfectionism behavior? Does personal characteristic cause someone to experience social anxiety? How perfectionism will influence social anxiety? 1.3 Significance of the study The purpose of carrying out this study is to mainly determine the relationship between perfectionism and social anxiety level among students studying in UPM. Perfectionism when over done would inevitably cause nervousness or anxiety among students which in the long run will lead to stress or other serious problems such as burnout, depression or many other physiological complications. By studying this symptom among individual especially students, it may help to reduce the negative side effect of perfectionism. The study may also help individuals to cope and handle with perfectionism without adding unwanted anxiety to them. As we know that perfectionism among general people will cause signs of anxiety and stress, we want to investigate if it affects UPM students and the significance of the effect. As being a perfectionist will make a person very demanding about the standards of work done, this study will measure the amount of anxiety levels experienced by a UPM student. By measuring the anxiety levels, we will be able to understand if it causes extra stress on a UPM student and causes their performance to be affected. This study will also benefit the other students at the university level in Malaysia as it may be an indicator of how university students react to anxiety when striving to be perfect. It will help to identify the common trend among students and determine if perfectionism leads to over nervousness among students in Malaysia; which in the long run cause their performance to be affected. When perfectionism is identified early or thought correct ways to cope with it, students may be able to avoid being stressed out due to anxiety. This may help to increase the performance of university students without adding unwanted anxiety levels. 1.4 RESEARCH OBJECTIVE: General objective: The present study aims to determine the relationship between perfectionism and social anxiety among UPM students. (Gender, program of student, personality and emotional quotient) Specific objectives: To describe personal characteristics (gender, program of student, personality and emotional quotient) of the students. To describe student perceived perfectionism. To describe the social anxiety level of the students. To determine the relationship between gender and perfectionism. To compare the difference of perfectionism across student personality. To determine the relationship between emotional quotient and perfectionism. To determine the relationship between courses of student and perfectionism. To determine the relationship between gender and social anxiety. To compare the difference of students personality across social anxiety. To determine the relationship between emotional quotient and social anxiety. To compare the difference of student courses across social anxiety. 1.5 Hypotheses: The purpose of the present study is to examine how perfectionism influences social anxiety level. Given the preceding theoretical and empirical outcomes that we had collected through the study, a number of hypotheses which reflects the association between perfectionism and social anxiety level are proposed: There is no significant relationship between gender and perfectionism level There is no significant difference in perfectionisms across students education streams There is no significant relationship between personality and perfectionism There is no significant relationship between emotional quotient and perfectionism There is no significant difference between gender and social anxiety level There is no significant difference between social anxiety levels across students education streams There is no significant difference between students personality and social anxiety level There is no significant relationship between emotional quotient and social anxiety level There is no significant relationship between perfectionism and social anxiety level Conceptual framework Antecedent Variable Personal characteristic Gender Education Stream Personality Emotional quotient Independent Variable Perfectionism Dependent Variable Social Anxiety To have a more clearly illustration of the relationship between perfectionism and social anxiety among university students in UPM, a conceptual framework is prepared above. There are three types of variables in this research which are referred to antecedent variable, independent variable and dependent variable. For the antecedent variable, it includes the personal characteristics whereby gender, education stream, personality and emotional quotient is taken into view. The independent variable refers to perfectionism while the dependent variable refers to the level of social anxiety. 1.6 Definition of terminology Perfectionism Conceptual definition: Someone who has perfectionism is a person who is not satisfied with anything unless it is completely perfect. Operational definition: For this study, we used the Multidimensional Perfectionism Scale (MPS) by Hewitt Flett (1991) to assess the levels of multidimensional perfectionism in students. Social anxiety Conceptual definition: It means the interaction between a human and the environment around them that causes the feeling of worrying about something. Operational definition: The social anxiety level is measured using the Social Interaction Anxiety Scale (SIAS) developed by Mattick Clarke (1998) which has been used to assess prevalence, severity, and treatment out-comes of social phobia and social anxiety disorders. Gender Conceptual definition: The sex of a person whether its a male or female. Operational definition: This part of information is obtained from the background questionnaire form which will be filled up by the respondent. Courses of student Conceptual definition: The stream of studies of university students whether its science or arts. Operational definition: The information will be obtained by the questionnaire which will be filled up by the respondent. Personality Conceptual definition: It refers to the university students character in how they behave towards other people. Operational definition: In this study the scale used to measure the personality is The Myers-Briggs Type Indicator by Briggs (1985). Emotional quotient Conceptual definition: This means the amount or degree of a feeling such as love, hate, or anger and how they control it. Operational definition: The emotional quotient in this study will be measured using the Emotional-Quotient Inventory which is widely used worldwide. 1.7 Limitation of the study: It is to be certain that there are some limitations with respect to the present studies that need to be acknowledged. As such the data collection might be possible that it would affect the accuracy of the results. The first limitation relates with the extent to which the findings would manage to generalize beyond the previous studies. The numbers of similar research that relates to our present study is limited. Thus, further empirical or duplication of the studies are needed to enhance the current topic and thus would further support future findings. Second limitation here would mainly relate to the small sample size and its location. The small sample size would create a possibility of the data collected to be either ending up with particularly good or particularly bad. Consequently, it is difficult to find an established significant relationship from the data collected, as the statistical method used usually requires a bigger sampling to justify that the result did not fully happen by chance alone. To note, the study will be implemented at UPM, Malaysia. The respondents focused only on university students. Participants may have differed in key ways from non-respondents. Hence, this study limits the ability to generalize the findings and does not represent the population at other places. The nature of respondents also poses a risk. It is to say that, respondents may tend to answer favorably as they perceived to want to be favorable and not be labeled as others or with having a disorder by having higher levels of social anxiety. This would hamper the significance of the result and a certain degree of discretion may be needed. Besides that, there might be other factors that influence the level of social anxiety besides perfectionism which have not been identified or taken into account in our study. To make it simple, there is the possibility that there are more relevant factors to be considered that would significantly influence the dependant variable which is the level of social anxiety. However, the studies and discussion of these other factors are beyond our scope for the present study. Therefore, it would be ideal that more factors can be encompassed within the research. Furthermore, the data collection mainly relies on survey-based information in which we believe contains a certain degree of bias. Undeniably, the response rates through this method are much more satisfactory and faster; but it is possible that other relevant methods would generate different outcomes than the survey-based candidates did. The research design also prevents us from achieving better result since the nature of the data being collect, it would be better to include even more time towards the research. Therefore, it would be best that future research be more convincing if the researchers can relate even more factors into the current study theme.

Hamlet †the Character Laertes Essay -- The Tragedy of Hamlet Essays

Hamlet – the Character Laertes  Ã‚        Ã‚  Ã‚   In the Bard of Avon’s famous tragedy Hamlet the character of Laertes is less clearly presented than others. He is the chamberlain’s son, and yet he commands popular respect and support for a bid for the kingship. How does one piece together all the evidence in his life?    In â€Å"The World of Hamlet† Maynard Mack describes the interference of a possessive Polonius in the life of his son, Laertes:    â€Å"The apparel of proclaims the man,† Polonius assures Laertes, cataloging maxims in the young man’s ear as he is about to leave for Paris. Oft, but not always. And so he sends his man Reynaldo to look into Laertes’ life there – even, if need be, to put a false dress of accusation upon his son (â€Å"What forgeries you please†), the better by indirections to find directions out. (250)    Laertes makes his appearance in the drama after Marcellus, Barnardo and Horatio have already seen the Ghost and have trifled with it in an effort to prompt it to communicate with them. Laertes is in attendance at a social gathering of the court at Elsinore. Laertes, like Fortinbras a rival of Hamlet (Kermode 1138), appears with his father, Polonius, who is later shown to manipulate both him and his sister (Boklund 122). Laertes respectfully approaches the king, who asks, â€Å"And now, Laertes, what's the news with you? / You told us of some suit; what is't, Laertes?† Laertes responds in a manner befitting the son of the lord chamberlain:    My dread lord,   Ã‚  Ã‚  Ã‚   Your leave and favour to return to France;   Ã‚  Ã‚  Ã‚   From whence though willingly I came to Denmark,   Ã‚  Ã‚  Ã‚   To show my duty in your coronation [. . .] . (1.2)    After Claudius wishes Laertes a farewell for his trip back to F... ...Ed. G. Blakemore Evans. Boston: Houghton Mifflin Co., 1974.    Mack, Maynard. â€Å"The World of Hamlet.† Yale Review. vol. 41 (1952) p. 502-23. Rpt. in Shakespeare: Modern Essays in Criticism. Rev. ed. Ed. Leonard F. Dean. New York: Oxford University P., 1967.    Rosenberg, Marvin. â€Å"Laertes: An Impulsive but Earnest Young Aristocrat.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Masks of Hamlet. Newark, NJ: Univ. of Delaware P., 1992.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html No line nos.    Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000 http://www.bartleby.com/215/0816.html