Psychology Social Cognitive Theory

Question: Discuss about the Psychologyfor Social Cognitive Theory. Answer: Introduction Stress is activated in most human while learning to have control over the environmental demands by expanding and developing core competencies. While struggling to master over the threatening situation in academic environment, stress is aroused in students. As per the health assessment data collected from different countries, there is a high prevalence of stress among students studying in universities, which is increasing the demand for counselling services (Schofield et al., 2016). Therefore, student retention and progression is a matter of prime concern for the universities. The paper is the literature review of two theories, the theory of social cognitive theory and the theory of planned behaviour. The theories are explained in the context of their application in reducing stress among university students. Literature Review Social Cognitive Theory or SCT developed by Bandura was derived from social learning theory. SCT proposes that an individual in addition to direct instruction also learns through others behaviour by observation. Learning occurs by observing others behaviour, encoding the images of behaviour observed, reproducing them, and being motivated to perform that behaviour. The consequences that follow a particular behavior is the motivating component for an individual to perform that particular behavior. If a behvior results in rewards and being valued then an individual is highly likely to engage in such behvior and if it results in punishment then one is highly likely to refrain from it. It includes the role of cognition in determining particular behavior (Rosenthal, Zimmerman, 2014). Schunk Usher, (2012) mentioned that this theory can be applied to understand and alter the self regulatory behaviour of human beings as their functioning is an interplay of behavior, cognitive, personal and environmental influences. The study executed by Swearer et al., (2015) applied social cognitive theory or SCT in understanding the bullying behaviour that is the common cause of harassment among university students. Bullying has been reported to be the cause of victimisation of students worldwide. Bullying has resulted in increasing level of stress among other students. Therefore, SCT was applied to understand the psychological, cognitive and social characteristics in students that are responsible for bullying. Bandura had explained aggressive behvior using SCT. It will eventually help in developing interventions to transform the bullying behaviours in students into prosocial interactions. Therefore, this study identified various reasons such as growing in an environment with violent behavior, domestic violence in home, childhood abuse, and similar others. Observing such behvior and not learning it as unacceptable leads to engagement in bullying in some but not all students. Therefore, cognitive behavioural i nterventions address the dysfunctional behavior, cognition and attitudes surrounding the bullying behavior. The study results showed application of SCT as skills training or management training was effective in reducing disruptive behavior and stress among students. University students are highly stressed during examinations and presentation of dissertations due to various factors such as time limitations, pressure from parents, peers, and professors to achieve high grades for acceptance in higher education programs, and fear of failure. High stress leads to cheating incidents and not reporting the same (Schofield et al., 2016). Burnett et al., (2016) applied SCT as a framework to understand varying factors that cause students to perceive cheating as an option due to stress. Therefore, framing the students perception by identifying the viewpoints and motivational component of cheating helped reduce the behavior. According to Haider et al., (2012) high stress among university students and associated ill health is the cause of lack of physical activity. Engaging in exercises has been found to reduce the level of stress and anxiety and associated health risks such as chronic heart disease, stroke likely to occur in older adults. Social cognitive th eory was applied to exercise behavior in South Asian college students using persuasion and reinforcement. The results showed decreased stress level by implementing exercise behavior. Similar study by Br et al., (2014) used social cognitive intervention to reduce stress in university students of Hungary. In this study when the students were provided with a credit course of social cognitive intervention, it showed a reduction in mental distress. The intervention was related to provision of information such as stress reduction by use of the psychoactive substance, development of skills for reducing stress, improving communication and problem solving skills. Prior to the intervention students mental stress was assessed and compared to the results obtained after intervention. The results showed moderate but significant reduction in psychological distress. Therefore, this study implied that social cognitive theory can be integrated as a course curriculum for education in higher students. Icek Ajen proposed the Theory of planned Behavior or TPB. The theory explains human behavior and perceived behavioural control. According to this theory, an individuals behaviours and intentions are shaped by the three components, which are perceived behavioural control, subjective norms and attitude towards behavior (Ajzen, 2011). The available literature shows the application of TBP in predicting human intentions in health related field such as diet, exercise, and leisure. It has been used for developing intervention strategies by using behavioural constructs of TPB. For eliciting behavioural change in health, it is necessary to measure knowledge, self-efficacy, behavioural control, and intentions (De Leeuw et al., 2015). The cause of stress among university stress is related to low self-efficacy, and lack of self-control. Students who can feel that particular activity is achievable it determines their intention (Li et al., 2012). For example, intention to exercise depends on their attitude towards it (it I pleasant exercising next week), subjective norms (my parents feel I should exercise next week) and perceived behavioural control (I dont know if it is possible but I want to exercise next week). Perceived behavioural control in many cases has been used a predictor of willingness among university students to seek professional help during stress. It was found that the willingness was strong when the student had previous counselling experiences (Nam et al., 2013). Australian universities are witnessing growing rate of international student enrolment. Various international students studying in Australia reported tress and other emotional issues as major obstacle in studying. The concerning issues behin d stress involve cultural shock, financial crisis, family separation, and language barrier (Bexley et al., 2013). Therefore, Montano and Kasprzyk (2015) applied the TPB as framework to investigate the help seeking behavior in these students while addressing the adjustment issues and utilization of their campus counselling services. The theory has helped to identify various factors inhibiting resolution of stressful situation that assist in developing interventions to reduce stress among the students. Considering the perceived behavioural factors several researchers have examined the impact of particular behaviour and special skills on an individuals behavior that may not be under their control (Ajzen, 2011). Nam et al., (2013) studied help seeking behaviour of university students in stress using TPB. Majority of the respondents showed willingness to reduce stress consulting a psychiatrist. Similar studies were conducted with non-depressed students. They were exposed to the vignette of the depressed people. They were later asked if they were in the similar position would they like to see mental health services. Majority of the participants agreed to consult psychiatrist in such situations. Ability of most of the university students to overcome stress is the outcome of their control beliefs and behaviour. Those unable to reduce stress seeking professional help was mainly the lack of help seeking intentions (Li et al., 2014). Louis et al., (2009) tend to address the stress among university situations by predicting the intention to eat unhealthy food which further increases the stress level this is attenuated with the subjective norms and perceived behavioural control. The strength of the application of SCT is that an individual can be made to proactively engage in personal development. All it needs is to enable them to practice and control their thoughts and feelings so as to bring adaptation and change. However, its limitations include. However, it is difficult to apply theory in its entirety as it lacks one unifying principle. It is highly likely to focus on concept such self-efficacy (Schunk Usher, 2012). The strength of TPB includes provision of constructs (attitudes, perceived power and control) based on which it is easy to determine an individuals control over the behaviour responsible for a phenomenon say stress. However, the limitation of TPB is that it does not explain how to develop skills to reduce mental depression, state of anxiety and stress. The theory fails to understand that the behaviour can change over time. The theory only assumes that the behaviour of human is the result of linear decision-making process criticised (Ajzen, 20 11). Moreover, the construct of perceived behavioural control is an added construct of the theory but it does not address the time frame between the intention and the behavioural action. It also does not explain the actual control over behaviour. Conclusion There is a great body of literature showing successful application of SCT in reducing stress among university students. However, there is a lack of data on application of SCT on teachers to modify their teaching skills and its effect on reducing stress among students. This area may need intense research. The studies using TPB helped to develop interventions such as health eating, exercises and tendency to seek professional mental help for students in mental stress by analysing their intention and subjective norms. However, due to the limitations of TPB there are fewer studies on reducing stress in university students. It has only helped in developing interventions by predicting behaviour rather than explaining the way to change the behaviour making SCT is more effective in this context. References Ajzen, I. (2011). The theory of planned behaviour: reactions and reflections.Psychology health,26(9), 1113-1127. Bexley, E., Daroesman, S., Arkoudis, S., James, R. (2013). University Student Finances in 2012: A Study of the Financial Circumstances of Domestic and International Students in Australia's Universities.Centre for the Study of Higher Education. Br, ., Veres-Balajti, I., dny, R., Ksa, K. (2014). Social cognitive intervention reduces stress in Hungarian university students.Health promotion international, dau006. Burnett, A. J., Smith, T. M. E., Wessel, M. T. (2016). Use of the Social Cognitive Theory to Frame University Students Perceptions of Cheating.Journal of Academic Ethics,14(1), 49-69. De Leeuw, A., Valois, P., Ajzen, I., Schmidt, P. (2015). Using the theory of planned behavior to identify key beliefs underlying pro-environmental behavior in high-school students: Implications for educational interventions.Journal of Environmental Psychology,42, 128-138. Haider, T., Sharma, M., Bernard, A. (2012). Using social cognitive theory to predict exercise behavior among south Asian college students.Journal of Community Medicine Health Education,2012. Li, W., Dorstyn, D. S., Denson, L. A. (2014). Psychosocial correlates of college students help-seeking intention: A meta-analysis.Professional Psychology: Research and Practice,45(3), 163. Louis, W. R., Chan, M. K. H., Greenbaum, S. (2009). Stress and the theory of planned behavior: Understanding healthy and unhealthy eating intentions.Journal of Applied Social Psychology,39(2), 472-493. Montano, D. E., Kasprzyk, D. (2015). Theory of reasoned action, theory of planned behavior, and the integrated behavioral model.Health behavior: Theory, research and practice (. Nam, S. K., Choi, S. I., Lee, J. H., Lee, M. K., Kim, A. R., Lee, S. M. (2013). Psychological factors in college students' attitudes toward seeking professional psychological help: A meta-analysis.Professional Psychology: Research and Practice,44(1), 37. Rosenthal, T. L., Zimmerman, B. J. (2014).Social learning and cognition. Academic Press. Schofield, M. J., O'Halloran, P., McLean, S. A., Forrester?Knauss, C., Paxton, S. J. (2016). Depressive Symptoms Among Australian University Students: Who Is at Risk?.Australian Psychologist,51(2), 135-144. Schunk, D. H., Usher, E. L. (2012). Social Cognitive Theory and.APA educational psychology handbook,1. Swearer, S. M., Wang, C., Berry, B., Myers, Z. R. (2014). Reducing Bullying: application of social cognitive theory.Theory Into Practice,53(4), 271-277.

Learning theory free essay sample

Identify own learning style(s) and the learning style(s) of another member of the team There are four main Learning Styles; Activists, Reflectors, Theorists and Pragmatists. To describe them briefly, activists are enthusiastic about anything new and consider the consequences afterwards. They are always looking for new experiences and get bored with the long term, seeking to centre activities on themselves. Reflectors look at things from a different perspective, listening and considering the views of others. Theorists think about things in a logical way and like to analyse everything until it fits into a rational explanation. Pragmatists like trying out new ideas to see if they work in practice, they are practical people who like to get to work and try things out at the first opportunity. Using a learning styles questionnaire (attached) and reflecting on the models described above, I would identify my own learning style as a Reflector. We will write a custom essay sample on Learning theory or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is because I like to gather data, review previous experiences and think about things thoroughly before making any conclusions. I can be cautious and like to gather many people’s opinions before finally deciding on my own. I like to take in information in meetings rather than jump straight in and would prefer to keep a low profile. Considering another member of my team, I would describe a certain individual’s learning style as that of an Activists. This person likes to jump right in and are immersed in the here and now. They are very open minded which means that are up for any new experiences they are exposed to. They very rarely look at the long term, and jump from one new experience to another. This person like to involve himself with others whilst always ensuring that their interests are at the centre of everything they do. 1. 2 Use a simple technique for identifying own development needs and the development needs of another member of the team To identify my own development needs, I have decided to complete a SWOT analysis: Strengths †¢Ten years experience on OMC †¢Seven years experience covering for current coordinator †¢Safeguarding focal point on OMC †¢Good reputation led to promotion in 2009 †¢Committed and willing to do extra †¢Get on with all other in team †¢Communicate well with team members and management Weaknesses †¢Behind on AE training †¢Need to be more visible in meetings †¢Not developed/progressed as much as I could/should have done since promotion in 2009 †¢Fear of public speaking, making presentation etc Opportunities †¢Coordination positions available in the future †¢Training to be an AE will allow more opportunities †¢ILM training good for future Threats †¢Colleagues getting themselves in position to challenge for forthcoming opportunities †¢Following busy shutdown period I felt I was overworked – this has lead to negative feelings towards taking on similar responsibility in the future As a result of performing this analysis, I feel I could focus more on my strengths – the experience and reputation I have on OMC. Looking at weaknesses, it’s clear to see I need to continue development as an AE with catching up on training. I also need to focus on trying to be more confident presenting – there may be a presenting skills course I can attend. Regarding threats, I need to ensure I’m in the better position than my colleagues should any position arise. The following SWOT analysis was completed to identify the needs of another team member: Strengths †¢Committed member of OMC PC team †¢Good practical skills †¢Excellent team player Weaknesses †¢Cannot use computer system †¢Reluctant to take on more responsibility †¢Does not get on with everyone in the team Opportunities †¢Potential to be upgraded to group 2 technician †¢Chance to coordinate upcoming shutdown Threats †¢Colleagues to challenge for group 2 technician position †¢Not getting on with other impacts negatively on work After reviewing this analysis and in particular the weaknesses, this team member could attend a training course to be able to use the computer system successfully. As identified in the opportunities section, there is a potential to be upgraded to a group 2 technician. For this to happen, the team member needs to develop in to a person who gets on better with all team members so this doesn’t act negatively on his work – as identified in the weaknesses/threats. 1. 3 Identify potential barriers to learning There can be many barriers to learning in the workplace, one of which is potentially getting stuck in a rut. If the work you do is not mentally stimulating or challenging, you may not continue to improve on the job. If the culture of the workplace is one which isn’t willing to accept change, this can impact on employees growing and learning. If you believe your supervisors arent interested in hearing what you have to say, wont listen to concerns you have and dont welcome your questions, you wont keep learning and improving. Effective learning often depends on effective teaching, but not all teachers are equally skilled or willing. Many workplace skills are best learned from an expert, and experts are not always readily available. Some co-workers who do have genuine expertise are not willing to share it openly, or they may not have the necessary teaching skills to be effective. They may be concerned that if they teach colleagues the tricks of the trade his own value in the company will decline. Another barrier can be lack of Corporate Commitment to Training. A companys leadership dictates the attitudes that exist about ongoing training and education in the workplace. If the leadership doesnt value education and new ideas, the barrier to workplace learning is obvious. Finally, Conflicting Priorities can be one of the biggest barriers. These conflicting priorities force training to take a backseat to other priorities, such as daily production. Unless company leadership makes training a top priority, company operations always take precedence over a more proactive approach to business management which includes ongoing training. If a company is constantly operating in a crisis management mode, reacting to problems instead of anticipating them, finding time for training will be hard. 1. 4 Explain how barriers to learning can be overcome Being ‘stuck in a rut’: This barrier can be overcome by the company introducing variety in to job roles. The company needs to listen to what employees are saying and be willing to give them the best possible chance of learning and developing themselves. From the employees point of view, they need to make their feelings known, if they are enthusiastic to developing and learning the company will be more likely to listen. Not having enough skilled teachers: For circumstances when the teacher is a skilled colleague who is unwilling to pass on knowledge, ccompanies can overcome these issues by rewarding employees who mentor others and ensuring that there are adequate materials on hand to facilitate learning. They could also supply training or put formal processes in place to enable skills to be passes on more efficiently. Lack of Corporate Commitment to Training: This is a barrier that can be overcome by companies realising that it is in their best interest to develop people. Conflicting Priorities: This is a barrier that can only be overcome by a change in culture from management. Companies would need to move away from crisis management mode and more towards a proactive business management approach.

Japanese Management Essays - Employee Relations, Management

Japanese Management Abstract As we know, Japan's economy, situation, and condition was totally destroyed during the World War II. But surpassingly, Japan now become one of the powerful countries in the world especially in the economic in only took for less than fifty years. This the reason why I choose this topic. In this Paper we will look at how are the Japanese managing their company that is one of the key of their success in the business. Also I will comparing the Japanese way with what the western country way of how to manage. The possibility of us in putting in the Japanese Theory in our (western) world are also discussed in this paper. 1.0. INTRODUCTION As we know, Japan had a very amazing growth in economy in the 70's and 80's. We remembered that before Japan had this growth, Japan's economy was really destroyed by the World War Two. Japanese bounced back from disaster to one of the most powerful countries. Two reasons Japanese firm became so successful is how h well managed their firms are. They blend their own culture with others in operating their firms, as a result, they come out with their own unique way of management. They are also successful in the way they develop their human resources. The Japanese business and management system is strongly rooted in Japanese culture and tradition. Japanese have a very unique relationship between institutions and state , between individuals and the state, and between individuals and individuals. These relationships are linked to culture and traditional values. The Japanese is a plural homogeneous society. They have varieties of people but instead of individualism, they tend to form a group and there are no competition between group. They have very good loyalty in a group. Lee and schwendian wrote in their book," When a Japanese man asked his occupation, he will usually answer that he is a Sony or Hitachi man, not that he is an accountant, sales person, or business manager. (Japanese Management, 1982. pp 9). The Japanese also tend to look a non-Japanese as an outsider. They will treated non Japanese differently until they are learned how Japanese culture works. The Japanese often refer to their nation as our country (waga ku! ni) and non Japanese as outside people (gaijin). (Lee and Schwendiman, 1982. pp. 7). In the Japanese psyche is a concept of inside (uchi) and outside (soto) that not only defines one's membership, in a group but determines how one speaks to and interact with others. (Iwata 1977, pp. 60-65). 1.1. CULTURE INFLUENCE The Japanese have a very unique culture. They are good at mixing other cultures with their own. As a result of this blending, they come out with their own identity. China was the most importantly influenced. Buddhist and Confucian philosophy are the basic framework the Japanese use to develop their way of thinking. Buddhist was contributing the way of life. The Confucian taught the Japanese about traditional value, external values, and harmony within the society, while at the same time emphasizing the collective aspect of the social order. These systems are the most important thoughts of Japanese management system. The Japanese used these influences to reject individualism. They prefer the natural order represented by people living in human community, rather than by individual living in the state of nature. Even though Japanese culture had a lot of influence by others, Japanese still use their own culture to develop their management system. One of the Japanese traditional values is the samurai. Samurais are a leader in a society. They have three codes: first, giri, social obligation, second, on, the concept of benevolence and thus obligation to the lesser status, third, ninjo, a human felling- a kind of tolerance for human nature. These three characteristics are known as the code of ethics in a professional's life. Beside these three, samurai are also known for the loyalty to their landlord. Today's Japanese dedicate their life to a corporation for their work. These system in their society are well known and apparently will be used as long as this form of elitism justified itself through legitimate behavior. Japanese firms used ringi-sei to make a decision regarding firm decisions. Ringi-sei is a document circulated from

Using a BSN Nursing School Essay Sample to Help Write Your Essay

Using a BSN Nursing School Essay Sample to Help Write Your EssayThere are many excellent nursing school essay samples available online, and one of the most popular is the BSN nursing school essay sample. The website that offers this sample includes a series of questions and answers that are designed to guide a student through the process of writing an essay. The student is encouraged to enter the questions and answers and search the numerous resources that the website provides in order to find the essay sample that will best suit their needs. The BSN nursing school essay sample can easily be downloaded into a text editor or word processor program.There are several guidelines that are explained to the student before beginning to write their BSN nursing school essay. It is recommended that the student first read through the example questions and answers in order to familiarize themselves with the way the sample is presented. After doing so, it is recommended that the student use a whit e board or a chalkboard to help them brainstorm ideas for the essay. Using a simple essay question to begin with, will help the student to start building their thoughts. As they come up with these ideas, they should add them to the already-written essay.This is a wonderful tool for those who need to begin writing their BSN nursing school essay sample. Because the essay prompts are so similar, it is not difficult to read and follow all of the prompts within the first few pages. For those students who are just beginning to write their essays, the prompt is designed to provide a simple, short outline for the entire essay. The sample prompts are intended to help guide the student as they draft the entire essay.The BSN nursing school essay sample contains answers to a variety of basic essay prompts that help a student to organize their thoughts. Many of the prompts are for reading comprehension. They also are meant to provide the student with multiple choice questions that will help them learn more about how to construct an effective essay.Prompts such as 'What is your goal in writing the essay?' and 'Tell me about yourself' are common. Another prompt that is commonly used is 'Tell me about your career goals.' Other prompts that are helpful for the writing process include 'How did you learn to write an essay?' and 'Describe yourself as a person.'Students are encouraged to make use of as many examples as possible when learning how to format their own essays. Examples of how to use good grammar, spelling, and sentence structure are included as well. Taking a look at the samples and using the prompts provided is an excellent way to gain a better understanding of the specific areas that the student needs to work on. A good BSN nursing school essay sample is an excellent tool for writers looking to gain knowledge about the ways that effective essay writing can benefit them.Once the student has a good grasp of the prompt, they are encouraged to take the time to think abo ut each sentence carefully. The second part of the essay also is often referred to as the 'secondary analysis.' In this section, the student will focus on exploring the first part of the essay. The student will then turn to a variety of other examples to help with the creation of their final product. With a strong understanding of the different parts of the essay, the student is ready to create their own BSN nursing school essay sample.

Platos defence of philosophy understood as critical thinking, as it is represented in Socrates trial in the Apology Essays

Platos defence of philosophy understood as critical thinking, as it is represented in Socrates trial in the Apology Essays Platos defence of philosophy understood as critical thinking, as it is represented in Socrates trial in the Apology Paper Platos defence of philosophy understood as critical thinking, as it is represented in Socrates trial in the Apology Paper Essay Topic: Critical Thinking This essay will firstly, ascertain and examine what exactly critical thinking is. Secondly, it will provide a brief outline of Platos Apology, and then it will outline and assess how Platos defence is represented and understood as critical thinking. Finally, there will be a conclusion of what exactly being a critical thinker entails and a short paragraph explaining how the module has improved and expanded my own capacity for critical thinking. Young (1996, p. ) states that critical thinking is the capacity people have to question beliefs and presuppositions (their own and those of others) with a view to giving reasons for them or for amending them. Put more simply, critical thinking is the procedure for understanding and evaluating the evidence which supports a certain claim or view. Critical rationality which is the capacity to criticise, that is, to assess goals, rules and presuppositions themselves and where appropriate change them is a distinctively unique human trait, which gives human beings the power to engage critical thinking (Rationality Handout). It also involves rational decision making in whether to believe or discount a point, and it also involves accepting or rejecting certain evidence. It is not simply an exchange of opinions, but a critical and vigorous attempt to find ones way through discussion and argumentation. The Apology is Platos version of the speech given by Socrates as he defends himself against the charges of being a man who corrupted the young, refused to worship the gods, and created new deities (Schofield, 1998, p. 1). Young (1996, p. ) states that Plato sees philosophy itself as namely a style of thinking which is distinctively different from, for instance, science or religion or indeed anything else. So, philosophy for Plato is not a distinctive set of conclusions or of finished truths, but a distinctive style of thinking. For Plato, Socrates embodies this distinctive way of thinking and living that is philosophy, which Young (1996, p. 2) adds is not just another way of theorizing about life but also a new attitude toward life, even a new way of living life. Socrates begins by stating that the accusations against him began because people confused him with intellectuals who claim to have expert knowledge either in the natural sciences (cosmogonists), or in the social sciences or humanities (sophists). Socrates says There is a wise man called Socrates who has theories about the heavens above and has investigated everything below the earth, and can make the weaker argument defeat, the stronger (Young, 1996, p. 2). Socrates is, in the Apology, the very embodiment of philosophy or critical thinking, so by stating the differences he is stating that philosophy does not provide expert knowledge, but instead gives a different kind of human or limited knowledge. Socrates says of himself that it seems he really possesses this. And he hints that, limited though it be, the knowledge or wisdom that can be secured via philosophy is of decisive importance for human beings (Young, 1996, p. 3). The vital knowledge Socrates talks about is the abilities and vital skills philosophy learns people of questioning everything, being inquisitive in life and not accepting things for how they are. Socrates then goes on to tell a tall story about himself, which, as with all of the Apology, it isnt just the words spoken but the action and setting plus words left unspoken, which determine the texts meaning. Socrates tells the story of his friend Chaerephon who went to Delphi and through the oracle there asks the god if anyone was wiser than Socrates. The god said that there was no one. Socrates claims to have been astonished and then states that it was reverence toward the gods which led him by his questioning activity to challenge the leaders of the State (Young, 1996, p. 3): I knew I was making myself disliked, but felt compelled to put my duty to the god before all else And by the dog, Athenians! as I pursued my questioning at the gods command, it seemed to me that those with the greatest reputations for being wise were amongst the stupidest of all; others supposed to be their inferiors were wiser, and better people too. (Young, 1996, p. 3)) An important part of critical thinking is then, according to Socrates, having the ability and open mind to listen to and question everyones views. Socrates differentiates between the all-seeing knowledge of the gods and normal knowledge which humans can gain, and states that the wisest people are those who know that they can never have this definitive and ultimate knowledge. Young (1996, p. ) adds Socrates wisdom or knowledge consists in part in the fact that he (unlike his powerful interlocutors) knows the limits of his own knowledge (or the extent of his own ignorance), whereas they do not: a person who is ignorant of x but knows herself to be ignorant of it, is to that extent wiser than someone who does not know it either but mistakenly thinks she does. Socrates gets his accusers to admit that they are ignorant and proud; to use Platos language, they are lovers of status, power and wealth, as opposed to lovers of knowledge and truth (Young, 1996, p. ) and states they will only ever become wise and less ignorant if they change their will and desire. Translating Socrates words, Young (1996, p. 4) comments Philosophical knowledge or wisdom, then, depends upon on the will at least as much as the intellect; upon desire and upon the direction of desire at least as much as abstract intellectual ratiocination; upon practice at least as, much as theorizing. Critical thinking then is an intellectual effort aiming at acquiring human self-knowledge or self- understanding. (Young, 1996, p. 4). In order to strive to achieve this, a person must have courage, be prepared to question and challenge oneself, and to continue on even though it may be upsetting some people, just as Socrates upset those in power through his philosophy of questioning and debating. Critical thinking is a way of living which one embodies in their attitudes and practices, it is also about taking others views and beliefs into consideration, and then challenging the very presuppositions that these beliefs rest on. To be a critical thinker is to be tolerant, not take things at face value and to realise that as humans our knowledge will always be limited. This should spur one on to be open-minded and to question ones thoughts and views. However, Socrates recognises that some people may be unwilling to do this out of fear of losing their credibility and reputation. One should not automatically assume what a person says is true just because they are in power, in the same way Socrates tells the youth to think for themselves and not believe everything politicians say. Young (1996, p. ) sees philosophy as a second-order study; first-order studies being those, such as sciences that deal with facts, where as second-order study focuses on the concepts using which first-order studies study the real world and its facts with a view to clarifying the structure and role of these concepts; or again instead of engaging in first-order evaluation of the world we focus on the evaluations and judgements whereby first-order evaluating is done; and so forth. Socrates was willing to die for philosophy and the distinctive way of thinking and living it entails; the statement he made he unquestioned life is not worth living (Platos Apology, p. 12) sums up his life and beliefs perfectly. He believes that critical thinking is good for both individuals and society, and that the freedom to think in this way should be defended. In asking what the good life was and how we could attain it, Socrates made critical thinking the patrimony of potentially every person who was willing to follow his leadership. His simple call to critically examine oneself and the world would both empower and challenge his followers throughout the ages. To be fully human after the example set by the life of Socrates would require any serious person to engage in the examined life (Polelle, 2008, p. 91). Socrates was the very embodiment of what it is to be a critical thinker, and he saw it as being such a crucial part of being a human being that he was willing to die for it. The very idea of critical thinking needs defending because there will always be people who are annoyed by it and who will try to take away others freedom to practice it, just as happened to Socrates in the Apology. I must admit that I have never had time for either religion or god. When I was younger I could not understand why people spent so much time out of their lives worshipping something that has never even been proved exists. It seemed very unusual to me that people would pray to a god when things got bad because how do they even know someones listening? It seemed obvious to me at the time that surely there is no higher being because if there really was, would this almighty god allow all of the suffering that goes on in the world to continue? Can there really be a god that created our earth? After studying the critical thinking module I no longer think this way. Im open to everything, even something that cant be proved, like god. I still question the ideas on which ideas and beliefs are based, but I am now more open to all ideas, no matter how strange they seem to me at the time. Instead of just ignoring the Jehovahs Witnesses at the door, I now say hi, collect some brochures from them and have a chat, although I cant see myself ever becoming a follower of Jehovah. I am open to ideas, such as god creating the world, however I do feel this is very unlikely. I have thought there must be something out there listening to gods worshippers, and surely he must exist otherwise he would not have so many followers. But then again, perhaps the bible is a hoax. I feel more inclined to believe that a big bang created the earth, mainly because there seems proof to support the fact. To be a critical thinker means to consider and debate all ideas and beliefs and I feel I am developing my ability to think critically. However, this does not mean I have to agree with everything or everyones points of view.

Change from Qualitative to Quantitative Article

Change from Qualitative to Quantitative - Article Example Tanya L. Rogers (2010) carried out a qualitative study to further explore the aforementioned issue and elucidate the factors underlying success of students enrolled in an entry level nursing program, the findings of which have been described in the article named â€Å"Prescription for success in an associate degree nursing program (Rogers, 2010).† The current study was important as it addresses and underscores a very important issue and adds to the existing body of knowledge in this regard. However, this study has certain limitations which require further exploration, such as the degree of association between the identified factors for success and the academic performance of the students, as this would be a more objective indicator of whether there is any causal relationship or association between the identified factors underlying success and actual success, as reflected by academic performance and test scores. A quantitative study would go one step beyond the qualitative stud y by ascertaining the level of association and the degree of impact of each of the identified factors on the success in program completion and NCLEX-RN results and, thus will help in overcoming these shortcomings in the existing knowledge base. Research Purpose The qualitative study conducted by Rogers (2010) aimed at elucidating the factors underlying successful program completion and the NCLEX-RN results amongst students enrolled in an associate degree nursing (ADN) program. However, a qualitative approach would not enable researchers to objectively determine the level of association between each of the identified factors and successful program completion and the NCLEX-RN results. The best way to elucidate an association between different variables or the existence of a causal relationship and to prove or disprove a hypothesis is to conduct a quantitative study (Shuttleworth, 2008). Thus, in this case, a quantitative study is required which would enable determination of the relati onship between the factors identified for success and actual indicators of success, i.e. program completion and NCLEX-RN results. Informed Consent and Ethical Considerations The informed consent and ethical considerations would be the same as described by Rogers (2010). The study will be conducted after obtaining approval from Institutional review board (IRB) of the concerned institution. Written informed consent will be signed by each participant at the commencement of the study and complete confidentiality will be maintained throughout using pseudonyms for all participants to mask their true identities. Design The study design used by Rogers (2010) was a qualitative study design using interviews and document analysis. The current quantitative study would be a cross sectional study, i.e. observational quantitative study design (Hopkins, 2008).This design will enable the determination of an association between the identified factors for success such as experience, faculty involvemen t, study habits, etc and performance indicators including successful program completion and NCLEX-RN scores. Sample A sample comprising of 6 seniors and 3 faculty members was used by Rogers (2010) for the qualitative study. However, the quantitative study, being cross sectional in nature will use a much larger sample size. The sample size will be calculated using a 95% confidence level and 80%

Freud's Psychoanalytic Theory and Existential Psychology Essay

Freud's Psychoanalytic Theory and Existential Psychology - Essay Example Freud thinks that the human mind is made up of three components—the id, the ego, and the superego. Through his actual experience with mentally ill individuals, Freud realized that unconscious needs and childhood experiences determine behavioral patterns. From these observations, Freud created a theory that portrayed development in the form of psychosexual stages. Freud’s theory explains that as children grow or mature, they move through psychosexual stages. At every stage, the pleasure-oriented drive of the libido is concentrated on a specific body part. The effective completion of every stage results in a stable, strong personality later in life. But if a conflict stays unsettled at any specific stage, the person may stay absorbed or trapped at that specific developmental stage (Mitchell & Black 49). An obsession may arise. For instance, an individual with an ‘oral obsession’ is thought to be trapped at the oral developmental stage. Indications of an oral obsession may involve too much dependence on oral activities like eating or smoking (Cavell 214). Freud believes that conflicts in every stage can have a permanent impact on behavior and personality (Guntrip 33). ... Freud’s psychoanalytic theory had a massive influence on twentieth-century knowledge, influencing the field of psychology and mental health. Although a large number of his ideas are criticized or treated with skepticism nowadays, his impact on or contribution to psychology is unquestionable. Psychoanalytic theory was very influential at the time and until now. Those influenced by the ideas of Freud tried to expand his theory and create their own. The theories of Erik Erikson, who is considered a neo-Freudian, have been possibly the most widely recognized. Erikson’s psychosocial development stages explain change and progress all over the lifespan, placing emphasis on conflicts and social relations that emerge during each stage of development (Guntrip 29). One of the Freudian psychoanalytic concepts that was very influential was the structure of personality—the id, the ego, and the superego. According to Freud’s psychoanalytic theory, the mind is composed of two major components—the unconscious and conscious. The unconscious part involves all those external to an individual’s awareness, such as memories, impulses, desires, and aspirations that reside outside the awareness but keep on affecting behavior. On the contrary, the conscious part involves those things that an individual is aware of (Mitchell & Black 48). Freud thinks that the mind is like an iceberg. The visible part of the iceberg, which is the tip, comprises only a small fraction of the mind, while the massive portion of submerged ice embodies the much bigger unconscious part. Besides these two key portions of the mind, Freud classifies human personality into three key parts—the id, the ego, and the superego. The id is the basic component of personality that