World War II Debates Essay Example for Free

World War II Debates Essay Despite the fact that the 1920’s started with a great viewpoint for harmony, towards the decade's end and all through the 1930’s the billows of war were framing. Tyrants emerged in nations that were disappointed with the aftereffects of World War I. Germany, Italy, and Japan took forceful activities, and neither the League of Nations nor the popularity based nations had the option or ready to stop them. English Prime Minister Chamberlain proposed the most ideal approach to manage Hitler was the strategy of pacification. Moves were made that pushed Europe toward war. The discussion over the reasons for World War II gives alternate points of view. There were a few factors with respect to why the world was dove into World War II in 1939. Toward the finish of WWI, the Treaty of Versailles was set up. This being one of those issues having exasperated numerous countries. In model, reparations regularly promotion to be paid for things like war harms just as being compelled to decrease their militaries. Both Italy and Japan were guaranteed land-they never got the land-so at last this prompted sentiment of vengeance for their outrage regarding the circumstance. The Great Depression hugy affected Germany’s monetary difficulty. This made the individuals want a pioneer who was solid as well as be a legitimate figure for their country. Being that legitimate figure, both Hitler and Mussolini rose to control. This set off the start of WWII. Particularly with the power that Hitler was happy to utilize when saying that Germany expected to join every one of its kin under one government-the Reich-to do this, he accepted that they expect ed to battle to get what the need achieved. This power being the â€Å"sword† (AS SEEN IN DOCUMENT 1) Settlement is surrendering to an aggressors requests so harmony will be had. European nations frequently felt this was the correct moves to make. Submission is a long way from a compelling method to managing animosities. Submission has to do with the hostility of the pivot countries in World War II. This occurred when Italy attacked Ethiopia. In the long run to overcome and retaliate for the misfortune to Ethiopians in 1896. Haile Selassie, Ethiopian lord, claims to the League of Nations. Without much of any result. Which was driven by Britain and France, to help in fending off Mussolini’s powers. The League of Nations demonstrated incapable. This demonstrates Britain and France detested any battle. Haile needed to stop the Italian hostility. In the event that the hostility was not halted, he, the assailant, would assault others. Aggressors ought not be mollified (AS SEEN IN DOCUMENT 2). As observed by Winston Churchill, the attacker must be halted, Britain, France, and different nations must consolidate in an aggregate security to stop animosity. They ought to have halted Hitler when he held onto Austria or compromised Czechoslovakia, which was later dominated. The British government is to be faulted, as it debilitated the League of Nations and didn't develop their protections leaving the state in a catastrophe. The British government additionally didn’t prevent Germany from modifying the military. It is called attention to us that Winston accepted that Britain lost the opportunity to expand Nazi Germany. (AS SEEN IN DOCUMENT 6). (AS SEEN IN EXCERPT 7), Kennan offers his conviction that submission was superfluous in light of the fact that Czechoslovakia was sufficiently able to spare itself. What's more, German authorities were going to oust Hitler. (AS SEEN IN DOCUMENT 8), Historian Taylor guard pacification. He additionally expresses that there was little reason for proposing that Germans would dismiss Hitler since they had placed him in power and bolstered him. Different nations were likewise stressed over Russian venture into Europe. Additionally, (AS SEEN IN DOCUMENT 5) Chamberlain recommended pacification since he accepted â€Å"good will and assurance: could illuminate contrasts among nations calmly. He said they couldn't battle to spare Czechoslovakia since it is a little nation, But he is eager to battle about huge issues, Specifically, he says he will battle to stop a nation that is utilizing power to assume control over the world , yet he doesn't need war and rather inclines toward settlement. Another factor incorporates an infringement of the Treaty of Versailles, by Hitler, when sending German soldiers into the Rhineland as he said it was the ideal opportunity for Germany to be treated as an equivalent to the remainder of the nations of Europe and no longer as a crushed, rebuffed country. France anyway went to the League of Nations and asked that Germany be expelled from the Rhineland strategically or by a more grounded power whenever seen fundamental. Western majority rule governments were received with the settlement to keep the harmony. The League of Nations didn't make a move to end these assaults (AS SEEN IN DOCUMENT 3). The Munich understanding likewise demonstrates that submission isn't the response for harmony. During the Munich Conference, Germans got the OK to possess Sudetenland, Czechoslovakia just if to vow not to attack more nations (AS SEEN IN DOCUMENT 4). (AS SEEN IN DOCUMENT 9) Keith Eubank claims that the nations of Europe, including Britain and France, were not ready to battle since Hitler had never really warrant their coming back to the conditions they had endured in WWI. All the nations had different interests and they were not ready to join to stop Hitler. Aggregate security was not the course to take as of now. Stalin, Roosevelt and Churchill requested Germany split into groups to be constrained by their individual nations and France, yet Hitler won't. Associated powers and the Red Army attacked Berlin and Hitler ended it all. America immediately finished the war in the Pacific with two atomic weapons dropped on Japan. The War finished in the Summer of 1945. It is evaluated that 50 million individuals lost their lives during World War 2.

In the Mood for Love Movie Review Example | Topics and Well Written Essays - 750 words

In the Mood for Love - Movie Review Example ses are taking part in an extramarital entanglements with one another, both were discouraged, begun to fill the hole in their lives by carrying more feelings to their fellowship. The topic of the story was melancholic portraying how two dispirited and misdirected individuals discovered harmony with each other’s organization despite the fact that they thought not to be as their companions. It has been said that Wong has made cranky climate utilizing a mix of mise-en-scene, cinematography and his one of a kind heading in the film. The most motivating part of In the Mood for Love is its splendid cinematography. A large portion of the scenes in the film were shot with the ordinary focal point so as to evade obvious twists so the watchers can feel being simply the piece of the film. The shut shots and close-ups were taken from the zooming focal point as it gives a vibe of individual experience to the watcher. In a meeting, Wong announced that he needed to shoot a film like Vertigo by Hitchcock in which most scenes were taken outside the edge leaving the lay on the viewer’s creative mind. A large number of the scenes were shot from behind the windows, segments and flame broils so as to make tension as attested by the chief. Another significant part of cinematography is Wong’s bearing was the utilization of following shots to slide faultlessly between spaces. ( Roger 105). Wong by stressing on the cinematography kept the vast majority of the scenes longer with the goal that the crowd would not be hindered by the cuts and scene advances. This additionally enables the crowd in getting the chance to enjoy inside the plot and sink with the story line. Christopher Doyle and Pin Bing Lee, the cinematographers of the film have been acclaimed extraordinary thankfulness on the splendid work they have done in the film. Pundits guarantee that the missing components in the film like music or exchange in certain scenes were incredibly secured by wise encircling and shooting of the characters which give us enough insight concerning the scene and the story. They utilized methods like bringing down the

MGT 448 WK 1 Self-Assessment Questions Essays

MGT 448 WK 1 Self-Assessment Questions Essays MGT 448 WK 1 Self-Assessment Questions Essay MGT 448 WK 1 Self-Assessment Questions Essay MGT 448 WK 1 Self-Assessment Questions BY ntta2660 MGT 448 Self-Assessment Questions Week One: Contemporary Global Business Environment Note: Answers to questions show up on the last page of this record. One of the two factors that appear to underlie the pattern toward globalization is change in correspondence, data, and transportation advances. The other factor is the destruction of socialism in Russia. declining exchange boundaries. the quality of the U. S. dollar and Japanese Yen. less global clashes. the impact of the United Nations. Which is a result of the globalization of creation and markets? In the most recent decade, world exchange has not developed as fast as world yield. In the most recent decade, world exchange has developed at a similar pace as world yield. Outside direct speculation has declined. Serious weights have diminished in numerous enterprises. Imports have gotten progressively conspicuous on the planets mechanical countries. are dynamic beliefs about what a general public accepts to be acceptable, right, and attractive. Standards Social principles Values Cultures Traditions Pragmatic patriotism considers the to be venture as a settler device for abusing host nations. Genuine False In a(n) arriers to exchange between part nations are evacuated, yet every nation decides its own outer exchange strategy. customs association basic market financial association organized commerce territory political association Proponents of globalization accept the entirety of the accompanying EXCEPT: Falling boundaries to worldwide exchange and venture drive the worldwide economy toward more noteworthy thriving. Expanded global exchange and cross-outskirt venture will bring about lower costs for merchandise. Expanded worldwide exchange and cross-outskirt venture power organizations to move producing Jobs to nations where work compensation are lower. Globalization raises the wages of buyers. It makes Jobs in nations that decide to take an interest in worldwide exchanging frameworks. Pundits of globalization are worried that unhindered commerce urges firms to move fabricating offices to countries that are growing, yet need guidelines to ensure workers and the earth. Genuine Generally, worldwide enterprises are the most widely recognized type of partnerships. have no territorial or national ties. have solid territorial and national ties. are directed by the European Union and the United States Government. have no assessment obligation. MGT 448 Self-Assessment Answers

What leaders need to know about the future of teams

Teams are set to play a critical role in the organization of the future.   In fast-moving markets, traditional hierarchical structures are giving way to agile teams that can respond quickly to new challenges, solve problems and innovate at speed.   In a new book, faculty Mike Brent and Fiona Dent from Hults Executive Education campus, Ashridge, look at the challenges this poses for team leaders and give advice on how they need to respond. 1.  The march of the Millennials Generation Y employees will play a big part in the teams of the future, so it’s important for team leaders to understand how to get the best out of them.   Our research shows that Millennials want challenging and interesting work, flexible working patterns and frequent praise.   They want informal, friendly relationships with their managers, and for their bosses to share their knowledge and experience with them.   They are digital natives who have grown up with technology and expect to be able to use it to its fullest extent in the workplace.   Much of this is alien to team leaders, who have grown up against a more hierarchical, slow-moving backdrop.   Trying to force Millennials into what is rapidly becoming an outdated mode is futile.   If leaders want to get the best out of their Generation Y team members, they need to tap into what motivates and engages them. 2.  Multi-generational teams The typical team of the future will be made up not just of different cultures, but also different generations.   Demographic changes, coupled with changes in pension legislation, mean that ‘Baby Boomer’ employees will be working well beyond traditional retirement age.   The challenge for team leaders will be to get the generations working together harmoniously.   Over 50s will need to adjust to new ways of working, embrace new technologies and come to terms with the fact they may be reporting to people from a less experienced, younger generation.   Millennials will need to focus on developing relational and interpersonal skills so that they can work effectively with older colleagues and learn from their knowledge and experience. 3.  New ways of working The world is changing too quickly for us to be able to ignore the collective intelligence of the team. What this means is that the way teams work together and are led is set to change radically in the future.   Instead of teams having a single leader who is in charge, every single team member will have to develop the ability to both lead and follow.   Team leaders and team members will have to develop their skills in areas such as facilitation, motivation and managing change.  Ã‚     The ability for teams to learn on their feet is vital.   The environment is changing quickly and the capacity of teams to learn new skills and adapt needs to keep pace. 4.  Networks of teams In the future, it’s likely that everyone will have a network of teams to which they belong.   Research suggests that already, only 38 per cent of companies are organized by function, so we will see more and more cross-functional, multi-cultural and virtual teams.  Ã‚   Teams will be forming and disbanding more rapidly as business needs change.  Ã‚   Team leaders will have to develop the ability to create teams, get them performing effectively and then disband them on a positive note.   They will also have to be skillful in their ability to collaborate, flex their style and relate to a wide range of people – and to equip their team members to do the same.  Ã‚   Team-based rather than individual reward is also becoming more common.   This is a highly emotional area that will demand a step change in attitude and approach and real skill on the part of the leader. 5.  Building engagement Engaged teams work more effectively.   Research by Gallup shows that engaged employees have 22% higher productivity, 65% lower turnover and 41% fewer defects.   At a time when employee engagement is at an all-time low, the challenge for team leaders will be how to keep team members engaged.   Having a strategic vision and being able to translate this into clear objectives is key to success.   People need to understand why what they do matters, and how it fits into the bigger picture.   Leaders also need to make sure people feel valued and appreciated for their efforts and to show an active interest in team members, their aspirations and what drives them. ‘The Leadership of Teams:   How to develop and inspire high-performance teamwork’, Mike Brent and Fiona Elsa Dent, part of the  Bloomsbury/Hult series, 2017. If you would like to find out more about our business programs,  download a brochure here. Grow your leadership capabilities with an MBA in international business at Hult. To learn more, take a look at our blog A new model for leadership development in the 21st century, or give your career a boost with our Masters in International Business. Download a brochure or get in touch today to find out how Hult can help you to learn about the business world, the future, and yourself. Hult Rotation offers you a chance to study in a truly global way. Our rotation program allows you to study and be immersed in some of the finest cities in the world. 📠¸: @jasminmanzano . Hult Rotation offers you a chance to study in a truly global way. Our rotation program allows you to study and be immersed in some of the finest cities in the world. 📠¸: @jasminmanzano . Each year, Hult seeks to enroll a talented and ambitious incoming class from all over the world. We look for diverse students with a wide range of experiences, perspectives, and interests—students who will thrive in our unique educational atmosphere. Are you ready for a truly global experience? 📠¸: @iambrunadiniz . Each year, Hult seeks to enroll a talented and ambitious incoming class from all over the world. We look for diverse students with a wide range of experiences, perspectives, and interests—students who will thrive in our unique educational atmosphere. Are you ready for a truly global experience? 📠¸: @iambrunadiniz . We’re excited to start 2020 on a ranking high! Hult is proud to have been placed #28 in Poets Quants 2020 rankings for Best Undergraduate Business Schools in the US. Taking a huge leap of 32 places from our 2019 position, we’re also very happy to have secured top positions in key categories like: life-changing experience, practicality of the degree, and global immersion. . With five global campuses, a student body of over 130 nationalities, and a learn-by-doing approach—Hult offers a student experience like no other. . We’re excited to start 2020 on a ranking high! Hult is proud to have been placed #28 in Poets Quants 2020 rankings for Best Undergraduate Business Schools in the US. Taking a huge leap of 32 places from our 2019 position, we’re also very happy to have secured top positions in key categories like: life-changing experience, practicality of the degree, and global immersion. . With five global campuses, a student body of over 130 nationalities, and a learn-by-doing approach—Hult offers a student experience like no other. . â€Å"I’m from an engineering background and needed a whole new skill set for the industry I wanted to switch to. I learned a lot about myself and how I deal with being out of my comfort zone. I learned both soft and hard skills, from how to work in very diverse teams to key accounting metrics and strategy. I was surprised by how weak I was at certain tasks in English or how strong I actually was in other areas. Hult gave me opportunities to try new things and meet people from places I never thought I would have friends. . My internship experiences gave me the chance to broaden my view of different cultures and different companies. I had the opportunity to work and live with people whose values differed from people in my home country. I thought that this would be difficult, but it gave me the chance to reflect on my own values and assess if they were a result of my home country environment or if they were intrinsically mine. . Diederick ter Kulve (@diederick.terkulve) Netherlands Masters in International Business . â€Å"I’m from an engineering background and needed a whole new skill set for the industry I wanted to switch to. I learned a lot about myself and how I deal with being out of my comfort zone. I learned both soft and hard skills, from how to work in very diverse teams to key accounting metrics and strategy. I was surprised by how weak I was at certain tasks in English or how strong I actually was in other areas. Hult gave me opportunities to try new things and meet people from places I never thought I would have friends. . My internship experiences gave me the chance to broaden my view of different cultures and different companies. I had the opportunity to work and live with people whose values differed from people in my home country. I thought that this would be difficult, but it gave me the chance to reflect on my own values and assess if they were a result of my home country environment or if they were intrinsically mine. . Diederick ter Kulve (@diederick.terkulve) Netherlands Masters in International Business . Say a big hello to our Bachelor of Business Administration program cover star, Elisa Orus Plana âÅ" ¨ . â€Å"I’m excited for the future—especially that I cant predict whats going to happen. Maybe Ill end up in Mexico working for a trading company or maybe in Africa, developing my own business. Everything is possible, and the options are constantly changing. I love the idea that Im never going to be stuck doing the same job until the end of my life if I dont want it to be like this. . Hult really supports me and my ambitions and truly believes that we deserve to be considered as professionals as well as students. Here, I get to express not just my opinions but all elements of myself. From my creative side with the Fashion Society to my finance and business sides in Trading Club and the Management Consulting Club. We get a different type of learning here. Not just essential knowledge and theory, but practical skills and mindset. The school is always evolving. We’re encouraged to innovate and to always look for new ways of doing traditional things. We learn how to be more confident and become aware of how we can impact our environment. The school aims to help you become a better version of yourself and to stand out from the crowd.â€Å" . Elisa Orus Plana French Bachelor of Business Administration Class of 2021 Say a big hello to our Bachelor of Business Administration program cover star, Elisa Orus Plana âÅ" ¨ . â€Å"I’m excited for the future—especially that I cant predict whats going to happen. Maybe Ill end up in Mexico working for a trading company or maybe in Africa, developing my own business. Everything is possible, and the options are constantly changing. I love the idea that Im never going to be stuck doing the same job until the end of my life if I dont want it to be like this. . Hult really supports me and my ambitions and truly believes that we deserve to be considered as professionals as well as students. Here, I get to express not just my opinions but all elements of myself. From my creative side with the Fashion Society to my finance and business sides in Trading Club and the Management Consulting Club. We get a different type of learning here. Not just essential knowledge and theory, but practical skills and mindset. The school is always evolving. We’re encouraged to innovate and to always look for new ways of doing traditional things. We learn how to be more confident and become aware of how we can impact our environment. The school aims to help you become a better version of yourself and to stand out from the crowd.â€Å" . Elisa Orus Plana French Bachelor of Business Administration Class of 2021"> During the final days of 2019, you probably reflected on what you’ve accomplished this year—and even this decade—and what you’d like to achieve in 2020. Let us know in the comments below. During the final days of 2019, you probably reflected on what you’ve accomplished this year—and even this decade—and what you’d like to achieve in 2020. Let us know in the comments below. â€Å"The first time we did group work on the program, I went head-to-head with a colleague. It taught me a lot about how I see people, how people see me, and how conflict can be resolved in a kind and productive way. The best feedback you get, when delivered constructively, is the most critical because it really feeds into how you lead. I’ve completely reversed my leadership style—the result is so much richer and more powerful when you lead from behind and lead with strength. . Studying in tandem with working, whilst challenging, gave me the perfect platform to directly apply learning concepts into my business environment, the competitive landscape, and the real-estate industry as a whole. When I started the program, I was very happy in my corporate role. But my courage and aspirations grew to the point that I took on a whole new direction. Having my career coach, Joanna, as a sounding board allowed me to really be strategic and get to know myself. She coached me thro ugh all the interviews, the research, and the questions. It went in parallel with what I was doing academically and after six months everything just clicked. . I went into the EMBA knowing I had nothing to lose and I’ve come out with everything. Great strength, global friends, amazing learning, mentors from professors, a job I love, and the knowledge that I can set my mind to achieve anything and with the right support and resources I’ll get there.† . Kashani Wijetunga British, New Zealand Sri Lankan Associate Director Senior Strategy Consultant CBRE EMBA Class of 2019 . â€Å"The first time we did group work on the program, I went head-to-head with a colleague. It taught me a lot about how I see people, how people see me, and how conflict can be resolved in a kind and productive way. The best feedback you get, when delivered constructively, is the most critical because it really feeds into how you lead. I’ve completely reversed my leadership style—the result is so much richer and more powerful when you lead from behind and lead with strength. . Studying in tandem with working, whilst challenging, gave me the perfect platform to directly apply learning concepts into my business environment, the competitive landscape, and the real-estate industry as a whole. When I started the program, I was very happy in my corporate role. But my courage and aspirations grew to the point that I took on a whole new direction. Having my career coach, Joanna, as a sounding board allowed me to really be strategic and get to know myself. She coached me thro ugh all the interviews, the research, and the questions. It went in parallel with what I was doing academically and after six months everything just clicked. . I went into the EMBA knowing I had nothing to lose and I’ve come out with everything. Great strength, global friends, amazing learning, mentors from professors, a job I love, and the knowledge that I can set my mind to achieve anything and with the right support and resources I’ll get there.† . Kashani Wijetunga British, New Zealand Sri Lankan Associate Director Senior Strategy Consultant CBRE EMBA Class of 2019 . â€Å"It was now or never. I knew that I’d have likely stayed in my neighborhood for years to come if I didn’t take this opportunity. I’d not lived or studied outside of the U.S. before. So I left my job as a global strategist at an advertising agency and moved halfway around the world. I’ve come back a more culturally aware, well-versed person. I’ve realized that everything is a learning experience and an opportunity for growth. Ill definitely carry this mindset with me into the future. Technology and social media allow us to be different people in several places at once. Im excited to see how I can establish myself in whatever city Ill be lucky enough to call home and still maintain deep connections with people all over the world. I’m inspired by my classmates every day. Hearing some of their life stories and how getting this degree fits into their greater mission has been very humbling. My biggest challenge has been finding the ‘right’ path for me. There have been rooms Ive felt like I shouldnt be in, but now Im proud to feel as though I truly belong, wherever I am.† . Dwayne Logan, Jnr. American MBA Class of 2019 . â€Å"It was now or never. I knew that I’d have likely stayed in my neighborhood for years to come if I didn’t take this opportunity. I’d not lived or studied outside of the U.S. before. So I left my job as a global strategist at an advertising agency and moved halfway around the world. I’ve come back a more culturally aware, well-versed person. I’ve realized that everything is a learning experience and an opportunity for growth. Ill definitely carry this mindset with me into the future. Technology and social media allow us to be different people in several places at once. Im excited to see how I can establish myself in whatever city Ill be lucky enough to call home and still maintain deep connections with people all over the world. I’m inspired by my classmates every day. Hearing some of their life stories and how getting this degree fits into their greater mission has been very humbling. My biggest challenge has been finding the ‘right’ path for me. There have been rooms Ive felt like I shouldnt be in, but now Im proud to feel as though I truly belong, wherever I am.† . Dwayne Logan, Jnr. American MBA Class of 2019 . Happy New Year, Hultians! . Happy New Year, Hultians! .

Christianity, Islam, And Judaism - 1375 Words

Christianity, Islam, and Judaism are three of the most influential world religions in history. Judaism is not as large as Islam and Christianity, however it has had a powerful influence on the world. These three have been called â€Å"Abrahamic religions† because their history has been traced to the Hebrew Bible and more specifically Abraham. Christianity, Judaism and Islam have similar beliefs in reference to their view of a deity, the afterlife, sin, salvation, and style of worship. The view each religion has of deity is one of monotheism, although Christians differ in that they have a Trinitarian monotheistic view instead of a strict one like the Jews and Muslims. Christians believe in the Trinity – God the Father, God the Son, and God the Holy Spirit. Three parts all divided but also all one. Jesus – the Son of God – is recognized as the one who was sent to save humankind from sin and death. Christians believe that Jesus – being God, but also th e Son of God – took the form of a man; He was born of a virgin, and lived a sinless life on earth. After Jesus was crucified on the cross, and was resurrected, He ascended into heaven. God now lives on earth in the form of the Holy Spirit. Muslims, like Christians â€Å"believe that God is the all-powerful Creator of a perfect, ordered universe.†1 The single most important belief in Islam, and perhaps the dominant theme of Islam, is that there is one God. The Muslim name for God is Allah – which literally means â€Å"The God†. MuslimsShow MoreRelatedJudaism, Christianity, And Islam992 Words   |  4 PagesJudaism, Christianity and Islam are three of the most recognized monotheistic religions worldwide. These religions are often referred to as the Abrahamic religions because of their history to the founding father, Abraham. Judaism, Christianity and Islam are closely related with varying differences. Christianity was born from within the Jewish tradition , and Islam developed from both Christianity and Judaism. We take a look at some of the major similarities and major differences of these widely practicedRead MoreJudaism, Christianity, and Islam1538 Words   |  6 PagesJudaism, Christianity and Islam Christianity and Islam are the most influential religions in the world. Judaism has only fourteen million followers across the continents which makes Judaism the 12th largest religion. Although Judaism is not as large as Christianity and Islam, It still has an impact on the world. Prophet Abraham is the called in Islam the father of all prophets and because of that, sometimes Christianity, Islam and Judaism are called Abrahamic Religions. There are many known differencesRead MoreJudaism, Christianity, And Islam1052 Words   |  5 PagesAubrey Fletcher 3/9/15 Humanities Professor Michaud 417868 Judaism, Christianity, and Islam There are roughly 4,200 different religions in the world today, among them the largest are Judaism, Christianity, and Islam. These three religions are more similar then one would think. Christianity is the largest religion in the world with 2 billion followers and are called Christians. Islam is the second largest religion in the world with 1.3 billion followers. They are called Muslims, which means â€Å"oneRead MoreJudaism, Christianity, And Islam875 Words   |  4 Pageshave believed in a higher power or powers. Christianity, Islam and Judaism, the three most dominant religions are no different. They are all Monotheistic meaning they believe in one sole higher power or God. 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Even though Islam came afterwards, it spread quickly around the worldRead MoreJudaism, Christianity, And Islam1016 Words   |  5 Pagesthat keeps many people going in life but at the same time, the same reason our world has so many problems and has been torn apart. Through studying the main tenets in call, Judaism, Christianity and Islam were analyzed for weeks. Christianity and Islam take the cake for the two biggest religions in today’ s population however, Judaism plays the smallest role. These three religions, although different, are easily able to be compared and contrasted because of all of the history and information we have attainedRead MoreJudaism, Christianity, And Islam1087 Words   |  5 PagesJudaism, Christianity, and Islam are among the best known and most widely practiced religions today, and have had enormous cultural, ideological, and historical impact on the peoples of every continent. Arguably more so than any other ideological systems, Abrahamic religion has been among the most influential forces in human history. The shared elements of their traditions have allowed them to develop in part through a multi-faceted dialogue with each other. These faiths, despite sharing a common

The Journal Article Linking Lack Of Care - 936 Words

The Journal Article â€Å"Linking Lack of Care in Childhood to Anxiety Disorders in Emerging Adulthood: the Role of Attachment Styles† discusses the research of what the title suggests, which is aimed at looking at the effects of childhood neglect and anxious-ambivalent attachment styles in the development in anxiety disorders (Schimmenti 42). Recently, the idea of emotional neglect â€Å"playing a key role† (Schimmenti 41) in the development of anxiety disorder has been a growing interest for Psychology researchers. Emotional neglect happens when a parent unintentionally overlooks the signs that that a child needs attention or comfort and not fulfilling a child’s emotional needs. Examples of this behavior includes: rejecting the child, withholding love, constant belittling, denying the child opportunities for interacting, and failing to provide psychological care. The role of attachment styles is also assumed to have a big impact on anxiety disorders in adulthoo d. 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Middle Ages And The Renaissance Essay Example For Students

Middle Ages And The Renaissance Essay Middle Agesand The RenaissanceIn many eras, events happened as a reaction,and often an overreaction, to events of the prior era. In the MiddleAges, a proper education was extremely rare for the common people. As a reaction to the Middle Ages, in the early renaissance, there was astrong focus on a classical education consisting of Greek, Latin, the classics,and art. As the population and economy grew and books became more readilyavailable, people became disillusioned with the impractical classical education,demanding an education leading to practical professions. In the early renaissance, emphasis wasredirected from clerical to secular life. The secular humanist ideaheld that the church should not rule civic matters, but should guide onlyspiritual matters. The church disdained the accumulation of wealth andworldly goods, supported a strong but limited education, and believed thatmoral and ethical behavior was dictated by scripture. Humanists,however, believed that wealth enabled them to do fine, noble deeds, thatgood citizens needed a good, well-rounded education, and that moral andethical issues were related more to secular society than to spiritual concerns. Humanists paid close attention to classical studies because most of thehumanist philosophy was based on Greek and Roman ideas. In addition tothe study of Latin and Greek, a classical education consisted of scientificmatters, government, rhetoric, philosophy and art. In the Middle Ages, the church discouragededucation to keep people under the control of the church. Peoplewere guided by the teachings of the church and had little opinion to whatwas being told to them. Books were also very costly and were mostlywritten in Latin, an unfamiliar language to the common people. Peoplewere taught Greek and Latin so that they could understand the books availableto them. In 1445, Gutenberg invented the printing press, making booksmore plentiful and therefore affordable for the educated middle class. They also began printing books in European languages. By the late stages of the renaissance,the population started to rise dramatically and the economy started toboom. With a larger population, more merchants and tradesman andother people with practical skills were needed. With books more readilyavailable, people demanded books in the many languages of Europe. As a result, the concentration in education focused on local languages,practical mathematics, science and trades. Although the renaissance reversed the practicesof medieval times by restoring education in the classics and gave rebirthto independent thought, the masses demanded a redirection of educationto practical and useful skills. The focus on humanism forced theChurch to play a secondary role in peoples lives. Despite the changesin education and philosophy during the renaissance, Europe eventually moldeditself into a well-rounded society.

Parentâ€Child and Sibling Relationships

Introduction This section lays a foundation on the subject of sibling relationships. The goal is to give the reader a highlight of the content of the paper. Research on children relationships takes three divergent routes. The research on parent–child relationships focuses on how parents establish and/or maintain relationships with their children.Advertising We will write a custom thesis sample on Parent–Child and Sibling Relationships specifically for you for only $16.05 $11/page Learn More The second approach entails how children form relationships with their peers in different social settings such as schools. The third approach, which is the focus of this thesis, is on children relationships with their siblings. This relationship exists long after the demise of one’s parents and long before one meets his or her spouse. In this sense, it may be regarded as the longest relationship that people form in their lives. It determines child ren social capabilities and their capacity to resolve conflicts positively. Hence, the connection is critical in their emotional and cognitive developments (Kennedy, Kramer, 2008, p. 568). Using peer-reviewed journal articles, the current thesis begins with a discussion of the general informational and historical background of sibling relationships. It then discusses impacts of sibling relationships, their differences across cultures, factors that influence them and their effects on siblings. In the last section, the thesis addresses the ways of ensuring closeness in sibling relationships. The Sibling Relationships Historical Views on Sibling Relations This section presents the psychoanalytic approach to family relations as one of the earliest attempts to explain sibling relationships. This school of thought is associated with psychologist Sigmund Freud. Sigmund interpreted sibling relations as a manifestation of Oedipus complex where male siblings competed for maternal attention w hile female siblings compete for the attention of their fathers (De Vleminck, 2010, p. 173).Advertising Looking for thesis on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Although contentious, psychologists such as Alfred Adler assert that siblings build their personality through struggles to gain significance from their parents and that birth order is an important determinant of the development of sibling personalities (Boll, Ferring, Filipp, 2005, p. 155). According to Howe (2012), psychologist David Levy suggested in 1941 that siblings exhibit rivalry with older siblings (p. 1). They show an aggressive behavior towards new infant siblings in such a typical way so that it can be sufficiently considered a normal character of sibling relationships. Any behavior towards a newborn sibling is related to the perception of different changes in the previous relationships between firstborns and the parents so that people’s psy chological processes can be said to influence sibling relationships. Cross-section and longitudinal researches that were conducted in the 21st century reveal that sibling relations influence the personality of individuals. With the identified risk factors to poor sibling relationships, various studies by identify aggression prevention and conflicts prevention as important strategies for creating positive sibling relationships (Murray, Dwyer, Rubin, Knighton-Wisor, Booth-LaForce, 2014, p.1361; Buist Vermande, 2014, p.529). In the literature on quality of sibling relationships, the focus has been made on studying psychological implications of sibling relationships, variations in sibling relationships in societies, and the implications of their successful and unsuccessful development. Characteristics of Sibling Relationships This bit presents sibling relationships as an issue that is characterized by conflicts, intimacy, rivalry, and warmth during childhood, adolescence, and adulthoo d (Dixon, Reyes, Leppert Pappas, 2008, p. 119).Advertising We will write a custom thesis sample on Parent–Child and Sibling Relationships specifically for you for only $16.05 $11/page Learn More The type of sibling relationships depends on different factors such as attachment levels, the environment in which children are brought up, and/or family constellation. For example, the process of modernization and industrialization increases social mobility such that siblings become detached from one another with time (Knigge, Maas, Leeuwen, Mandemakers, 2014, p.549). Attachment between children and their parents has a powerful role in the development of social-emotional traits at childhood. Ward, Vaughan, and Robb (1988) posit that parent-child attachments predict future child aptitude and interaction behaviors with peers and siblings since the kids tend to emulate their parents’ behaviors (p.643). A scholarly contention has been witnessed that early children relationships are critical in determining their identity and personality. Since parents and siblings form the first relationships with infants, there has been intense interest in studying the influence of parents and sibling relationships on psychological development of children from infancy and early childhood through adolescence to adulthood (Kolak, Volling, 2011, p. 214). Hence, it is crucial to investigate the issue of conflicts that characterizes parent-sibling interactions.Advertising Looking for thesis on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conflict among siblings is a common characteristic of the sibling relationship. Conflicting relationships among siblings may result from learning (Bascoe, Davies, Cummings, 2012, p. 2121). Children learn to be violent from observing parents and adults who engage in violent acts. Therefore, it is possible for children brought up by parents who regularly have domestic wrangles to be violent. Siblings also learn conflict resolution and management from their immediate environment. Sibling rivalry is also a common phenomenon. Children learn rivalry from their environment. When parents, relatives, and neighbors involve themselves in rivalry, children consider enmity an acceptable behavior (Campione-Barr, Bassett Greer, Schwab Kruse, 2014, p. 666). Therefore, they follow by imitating and replicating the behavior. However, the development of such characteristics is highly dependent on individual child’s characteristics and guidance from parents. Impact of Sibling Relationships This section explores the benefits of successful sibling relations with peers, parents, relatives, and teachers. The section further explores the effects of unsuccessful sibling relationships. Successful sibling relationship refers to a situation where people from a certain family end up demonstrating a long-lasting mutual relationship that is marked by the cooperation of all members, regardless of their marital status or job rank as they grow up. Benefits of Successful Sibling Relationships As this section reveals, sibling relations are associated with benefits such as the privilege of enjoying the companionship of each other and the sharing of each other’s emotions in a joyous setting. Individuals who have successful relationships end up enjoying the companionship of each of the siblings. Feinberg, Sakuma, Hostetler, and McHale (2013) assert that most people in the US are more likely to have siblings to get the aforementioned camaraderie (p.97). In the European-American context , the authors also reckon that children’s most time is spent in the company of siblings as opposed to any other person. In the minority groups, siblings play the role of companionship and care giving (Feinberg et al., 2013, p.97). Therefore, it is important to ensure sibling closeness as a strategy that guarantees positive interactions. Feinberg et al. (2013) present SAS (Siblings Are Special) program for preventing adolescence-related behavioral problems, which may decrease sibling closeness by impairing the quality of their relationships (p. 98). Analysis of the program reveals that SAS model is important in increasing sibling engagements. Sibling interactions form the basic tenets for developing relationship skills. Building positive relationships is impossible without a compromise. Indeed, Feinberg et al. (2013) assert that sibling relations are built on frequent and high conflict levels compared to any other close relationship in people’s lives (p.98). Aggressive behavior is also common among siblings. Therefore, the closeness between siblings can be increased by encouraging constructive conflicts to help in establishing avenues for building trust among them. In this process, attention should be focused on reducing antagonism, quests for domineering other siblings, and negative criticism. Specifically, parents have major responsibilities to ensure fairness and equality amongst siblings to minimize power struggles. Siblings who have successful associations exchange their emotions in an environment of love, engagement in conflicts, and support. Although aggression among siblings has been considered an acceptable phenomenon, it potentially influences childhood and adolescent adjustments (p.2). The researcher finds proactive aggressive behavior among siblings, increased use of substances, and high depressive moods as important risk factors for child delinquency. These relationships persist even after the researchers adjust various family differe nces, stress, and even social-graphic variations (Tucker et al., 2014, p.1). Therefore, minimization of proactive aggression among siblings can aid in increasing their closeness. Oh et al. (2015) examined the longitudinal trajectories in behaviors of young children towards their infants in the context of avoidance, antagonism, and positive engagement (p. 126). 50% of all the investigated children were well engaged. Such children portrayed outstanding levels of engagement with their siblings’ infants who were characterized by little incidents of avoidance and antagonism (Oh et al., 2015, p.126). This claim suggests that reducing antagonism and avoidance behaviors towards infants by other siblings through enhancing positive engagement can help to increase closeness among siblings. For adolescents who are transiting to colleges, Lindell, Campione-Barr, and Greer (2014) reckon the need to put in place strategies for ensuring continued positive relationships between the first and second born as the firstborn transits into college is important for the sustenance of close sibling relationships in the future years, including adulthood (p. 79). Such strategies entail maintaining adequate egalitarian relationship during childhood and reducing sibling conflicts both in childhood and in adolescence (Lindell et al., 2014, p.80). Negative Effects of Unsuccessful Sibling Relations As this section reveals, unsuccessful sibling relationships have negative implications such as sibling victimization and psychological issues that lead to conflicts. Sibling victimization may involve physical assault, which leads to injury. Such injuries produce negative psychological effects on the victim. The situation may lead to rivalry and lower warmth between siblings. Although psychology scholars contend that aggression is normal among siblings, aggression that leads to victimization indicates unsuccessful sibling relationships. Iturralde et al. (2013) identify moderating effects of s uccessful sibling relationships in adjusting to inter-parental conflicts (p. 716). Therefore, unsuccessful sibling relations heighten the threshold of negative effects of inter-parental conflicts. There is growing research evidence that links psychological issues to sibling relationships. For example, Buist and Vermande (2014) assert that sibling relationships have identifiable implications on psychosocial functioning of children (p.529). Some of the indicators of the level of quality sibling relationships are warmth and conflicts (Randell, Peterson, 2009, p. 859). Warmth refers to the psychological feeling of intimacy and the capacity of a sibling to provide companionship (Gamble, Yu, Kuehn, 2011, p. 606). Emotional attraction towards one’s siblings determines whether to connect more or retract from the siblings’ warmth or companionship. Hatred constitutes a psychological emotion that influences sibling relationships. Hatred and perceptions of competition for parent al attention can influence the degree of closeness between siblings. The two elements have the potential of forming sibling relationships based on negative conflicts and proactive aggression. Influences on Sibling Relationships Introduction This section provides various studies that have been done concerning the influence of cross-cultures on sibling relations. The section presents cross-culture, identity, personality, and social development as some of the areas that sibling relationships tend to influence. Cross-Culture Effects Individualist customs that are prevalent in America and some parts of Europe highlight individual accomplishment, irrespective of the cost of team ambitions. Such customs lead to a tough rivalry. Collectivist customs that are common in China focus on the folks and group agenda, as opposed to personal needs. In their literature review on cross-cultural differences in sibling relationships, Buist, Paalman, and Branje (2014) identify different studies that conf irm cultural differences in sibling relationships among western and non-western societies (p. 267). They reveal how past studies define sibling relationships in terms of love-hate dimension, which reflects individuation and competition that are associated with western cultures (Buist et al., 2014, p.267). In the western cultures, siblings have a discretionary type of sibling interactions. They are encouraged to remain in close contact. Some elder brothers and sisters may be required to assume the role of taking care of their other younger blood relatives while their parents assume the main duty of attending to their kids. However, in the case of non-industrialized cultures, forming relationships with younger siblings constitutes an obligation for older siblings (Buist et al., 2014, p.267). This observation suggests that cultural norms and values advocate strong cooperation and closeness among siblings in such cultures (Kretschmer, Pike, 2010, p. 411). Culture defines norms, values, and ways of thinking of a given group of people. These aspects may determine the mechanisms for forming social relationships between siblings. Buist et al. (2014) examined sibling relationships in the cross-cultural context by comparing the quality of sibling associations among the Moroccan and Dutch sibling samples (p. 269). After collecting data through questionnaires and analyzing it, the researchers found a significant difference in the quality of sibling relationships amongst Moroccan and Dutch adolescents. The Moroccan siblings reported high levels of quality relationships and lower prevalence levels of behavior problems compared to the Dutch adolescents (Buist et al., 2014, p.269). Nevertheless, problems of anxiety and depression among the siblings in both Moroccan and Dutch samples were similar (Buist et al., 2014, p.272). Different cultures adopt different parenting styles. In the Mexican descent society, Gamble and Yu (2014) observe how democratic parenting supports sibli ng relationships that are characterized by less egoism and high levels of warmth (p.223). Identity As this paragraph confirms, different identities and socialization processes that form the personality of siblings may impair sibling associations due to disagreements and low cooperation levels. Through differentiation, during puberty and maturity, siblings distinguish themselves from others to create uniqueness in behaviors and socialization processes (Wong et al., 2010, p.674). Cultures such as Indonesia and Costa Rica are identified by their value of the family unit (Yaman, Mesman, Jzendoorn, Bakermans-Kranenburg, Linting, 2010, p. 619). Hence, children and teenagers show more security, intimacy, companionship, and satisfaction when they are with their siblings than when they are with their friends. Youths in countries such as the USA find happiness and acceptance from their friends (Yaman et al., 2010). Time for most of the USA children is spent in shared activities with friends. Family-oriented societies, also known as collectivistic cultures, enhance more sibling interdependence where the situation of children looking out for each other defines the daily life (Yaman et al., 2010, p. 621). In South Asian communities, children play important responsibilities in the course of their continued existence. Running of home properties, birthright sharing, and important formal procedures are effectively taken care of by brothers and sisters. In idiosyncratic societies, a high significance is given to personal accomplishments. Yaman et al. (2010) conduct a study on collectivist and individualistic cultures (p. 618). According to Yaman et al. (2010), collectivist cultures are identified by their participation in cooperative tasks (p. 621). Besides, much focus is given to what people have in common. Individualistic societies are characterized by participation in competitive duties. Much weight is given to what makes the individuals unique (Yaman et al., 2010, p. 621). Affluence, independence, and variety among siblings are given importance in the individualistic setting. Siblings in the individualistic settings grow to be strong and self-independent (Yaman et al., 2010, p. 620). Eccentricity exists in Western Europe and a large part of the US while the communal society is evident in Asia and some Europe regions among other places. Due to the self-independent nature of the individualistic society, children in such a society mature and discover themselves at an early age. Development prevails in the individualistic society because siblings value personal achievement and sovereignty (Yaman et al., 2010, p. 621). Personality This section shows how sibling relationships shape the personality of many kids, when it comes to the sharing of skills and ideas with their peers, especially if they have same age bracket where they spend most of their times interacting as a team. Children utilize most of their time with their peers than their parents while gro wing up. Through this interaction, Cicirelli (1995) confirms how they form their characters and learn effective skills on socializing and taking care of each other (p. 23). Therefore, siblings act as cultural brokers who transfer values and practices across generations. Regardless of the widespread inclination in sibling associations, the society shows differences in family affairs. In industrialized nations such as the United States, siblings are defined mainly by biological relations, which focus on the immediate family as the defining factor of relationship. In other countries, all kids within an equivalent age bracket are considered brothers and sisters, while other cultures deploy a discrete characterization to distinguish brothers and sisters by considering their masculinity or femininity traits and birth arrangements. More respect and responsibility are usually placed on older siblings across all generations. Children influence each other as they grow. A kid’s peers de termine his or her character. Parents across cultures are always aware of this fact since most of them end up advising their kids on the groups of peers that they need to interact with or avoid. They have always been judgmental of their children’s company. While growing, children consider things such as birth order, sex, and age to select their mates (Robertson, Shepherd, Goedeke, 2014, p.37). Collective cultures and individualistic cultures differ when it comes to sibling relationships. Collective cultures tend to be more family-oriented (Yaman et al., 2010). They have shown a significant level of sibling relations and involvement. Brothers and sisters in communal backgrounds such as the Latinos utilize approximately half of their valuable moments with their peers and relatives as opposed to the American kids who do not utilize as much duration with their relatives. They tend to find more value in spending time with their friends. Social Development This segment shows how c ollectivistic societies instill the culture of family cohesion, cooperation, togetherness, and conformity to the set standards. The section shows how this culture cultivates an environment of unity and love where all members are free to seek and get crucial advice from the rest when it comes to accomplishing any task in the family. The idiosyncratic society upholds personal growth and the communication of individual issues. When the American children who grew in an individualistic society are asked to express themselves or narrate a story that they had been told before, most of them are specific. They describe the story from a personal experience than Korean or Chinese kids who grew up in a collective society (Yaman et al., 2010, p. 619). Children in the collective society evaluate stories from a positive aspect and discuss other people more than the American children. The mind of children in individualistic societies is more specific. It focuses on individual situations that they h ave encountered. On the other hand, the mindset of children in a collective society is more general and less emotional. Their thinking is social relationship-focused. These patterns and differences in mindset and reasoning are seen because western cultures enhance autonomy (Yaman et al., 2010, p. 620). They put significance on personal qualities. Hence, siblings in such cultures are raised to stand out and speak for themselves, whereas eastern cultures improve togetherness and give importance to the group. Siblings here are brought up to focus on the society around them. The cultural differences in siblings across culture persist even into their adult life. College students in the individualistic society talk about personal preferences and autonomy in relation to their partners in the collective society. Despite the differences in a relationship due to cultural differences, siblings can integrate more than their culture when exposed to a different environment where they can form a b icultural identity (Yaman et al., 2010, p. 619). Influence on the Quality of Sibling Relations Successful Relationships Parent/Peer-Child Interaction As this section reveals, successful sibling relationships produce positive effects on the growth and development of children from their childhood through adolescence to adulthood. Such effects can be grouped into peer/parent-child, child-environment interaction, and child-power status. Sibling relationships constitute one of the long lasting relationships in an individual’s life (Iturralde, Margolin, Shapiro, 2013, p.717). Such interactions also act as the foundation for the formation of other relationships such as a positive affiliation with peers and parents (Downey et al., 2015, p. 274). For instance, successful sibling associations increase warmth and emotional attachments between children and their parents and peers (Buist Vermande, 2014, p.529). Therefore, success in inducing positive sibling relationships is important f or better sibling interaction with other peers in their adolescent and adulthood (Campione-Barr, Smetana, 2010, p. 464). Cultural value theory and ethnic equivalence hypothesis explain how differences in familial relationships influence the quality sibling relationships (Padilla-Walker, Harper, Jensen, 2010, p. 420). Families that have different ethnicity when compared to the main cultures thrive in alternative value systems. This situation has the implication of encountering similar experiences among specific family contexts to produce deviations in the meaning of certain elements that define sibling relationships among minority families. Ethnic equivalence theory holds that familial relations do not have direct impacts on the outcomes of children since they surpass any ethnic boundary to display universality in terms of their influence. This claim implies that no significant differences in sibling relationships are anticipated in cross-cultural contexts. The assemblage of famili es, their structure, and traits of each child influence value sibling relationships. Assemblage implies the number of brothers and sisters, birth progression, kids and grownups’ gender and years, the level of interaction (taken up or brother/sister), and kids’ intervals. Despite the fact that different types of family relationships play a key part in influencing sibling relationships, the quality of parent-children relationship greatly influences sibling relationships. Differences that are peculiar to each child are important in influencing their interaction (Shalash, Wood, Parker, 2013, p.288). For example, young children have temperament as an important factor that determines their relationships while older children have cognitive, personality, and social skills, which are important determinants of sibling relationships (Murray et al., 2014, p.1363). Factors that influence the quality of sibling rapport are related to one another. For example, Dixon et al. (2008) ob served the relationships between personality and birth order in large families (families with 6 or more siblings) using a sample size of 361 siblings (p. 119). The researchers focused on Neuroticism, Psychoticism, and extraversion personality traits (Dixon et al., 2008, p.119). Using hierarchical model, the researchers also scrutinized the impacts of age, size of families, and gender on the siblings’ personality. They identified an age effect on the extraversion personality while the size of families and gender did not produce any significant impacts on any of the investigated personality aspects (Dixon et al., 2008, p.119). This observation suggests that age has an effect on the quality of sibling relationships. As the age increases, it influences the personality of individual siblings. Oh, Volling, and Gonzalez (2015) indicate that the quality of sibling relationships changes with time, as it is emotionally less intense among middle-aged siblings and those in the adolescent stage (p.120). Although the family environment during the siblings’ childhood may have produced high-quality relationships, they (siblings) experience lower quality relationships at adulthood due to the competing pressures of their work and individual families. Child-Environment Interaction The environment in which siblings are brought up influences the quality of their relationships. The environment can be shared or not (Dixon et al., 2008, p.120). Mutual surroundings such as growing up in the same home produce more similarities in terms of character definition while the non-shared atmosphere is associated with character variations that may be observed among brothers and sisters. Siblings may also fail to share the same environment due to their birth order. Thus, they undergo different experiences, which influence their personalities differently (Dixon et al., 2008, p.120). Although the birth sequence may affect the quality of interaction in terms of their people’s d istinctiveness, there lacks scholarly evidence and agreement on how it exactly influences the personality of individuals. However, the power difference that is associated with the birth order has effects on the quality of sibling relationships. Child-Power Status Firstborns are co-caregivers in many nonwestern societies. Thus, they function as surrogates parents. This situation makes them enjoy high power over other siblings in a family. The power status increases with an increasing age gap between siblings. It also varies depending on gender. For example, older girls are known in some cultures as better caregivers and teachers to their younger siblings relative to older boys. Dixon et al. (2008) assert that birth order has effects on the quality of sibling relationships (p.120). Firstborns feel more threatened by a second born since they have to share their power and parents’ attention and affection with the second and subsequent births. Second and subsequent births may not feel this threat since they find power already vested in the firstborn sibling. In a cross-sectional study, Whiteman, McHale, and Crouter (2007) examined the influence of older siblings on younger siblings (p. 970). They assessed aspects such as peer competence, interests in sports and arts, and engagement in risky behaviors. The researchers found a positive correlation between the reported temporary involvement together with intimacy and positive influence for younger siblings (Whiteman et al., 2007, p.963). Indeed, siblings reported similarities in terms of engagement, interest in the examined domains and high competence when older ones had the power of influence to the younger ones (Whiteman et al., 2007, p.970). In nonwestern cultures, sibling relationships are characterized by high cooperation. To verify this claim, Song and Volling (2015) examined the relationship between co-parenting, temperament among firstborns, and cooperative behaviors upon request by their mothers to hel p in changing their one-month-old infant diapers (p. 130). Questionnaires were given to gather primary data concerning the assessment of parents’ temperament and cooperative behaviors of their children. Song and Volling (2015) confirm the study results that suggest that irrespective of mothers’ demographic characteristics, co-parenting influences the quality of sibling relationships whereby soothability acts as an important determinant of cooperation among siblings (p. 130). Unsuccessful Relationships Many factors cause unsuccessful relationships among siblings. They include sibling birth and aggressive behavior/victimization. This segment considers poor reception of a subsequent birth by other siblings an important determinant of failing sibling relationships. Volling et al. (2014) assert that mothers report high opposition behaviors among firstborns against their siblings in three weeks after birth (p.634). This situation causes noncompliance and naughty conducts amo ng firstborns. For mothers, such manners cause a considerable amount of stress. Firstborns who eagerly wait for their siblings’ birth respond in an affectionate manner as a call for caring of the infant sibling few days after birth (Volling et al., 2014, p.634). This claim suggests that where firstborns receive their second born and subsequent siblings as threats to their power structures with their parents, they (subsequent siblings) are likely to receive them negatively. This case leads to poor quality sibling relationships at an early age where the family environment does not shape the initial negative perceptions accordingly. Indeed, among adult siblings, the quality of their relationships depends on their childhood familial environment (Dixon et al., 2008, p.120). Through LPA (latent profile analysis), Volling et al. (2014) researched the reactions of children to their fathers or mothers’ interactions with newborn sibling infants (p. 634). The examined parents rep orted a high prevalence of behavioral problems among children after one to four months of sibling birth. A new birth creates an emotion of jealousy in an older sibling (Volling et al., 2014, p. 634). This case creates a rivalry behavior. Nevertheless, having a sibling has positive effects on educational skill attainment. Downey, Condron, and Yucel (2015) found that children who did not have siblings lagged behind in the attainment of social skills from kindergarten to the fifth grade compared to those who had either brothers or sisters (p. 273). This observation suggests that siblings influence one other positively through social skill development where each relative is free to share his or her social skills such as playing particular games and group singing among other social activities. In fact, as Downey et al. (2015) confirm with reference to social skill development, the quality of sibling affiliation, which increases social skill attainment, depends on sibling interactions in a family context (p. 273). The quality of such interactions then influences the capacity of siblings to form positive relationships with their peers in other social settings such as schools. Tanrikulu and Campell (2014) investigated the engagement of siblings in bullying behavior (p. 1). Drawing from 455 participants from grade 5-12, the findings indicated a high percentage of traditional bullying behavior for siblings relative to bullying by peers. Despite the low number of intimidators in cyber and other localities, brothers and sisters mentioned unfair treatment and sophisticated deeds in the process of carrying out harassment. Maltreatment is a negative behavior. It affects people’s creativity levels, reduces morale, may cause accidents, influences negatively moral and ethical judgment capacity, and/or hinders people from realizing their full potential in their areas of talent (Feinberg et al., 2013, p. 97). Thus, its possession among siblings indicates unsuccessful sibli ng relations. Aggression and victimization are associated with unsuccessful sibling relations. For example, Tucker, Finkelhor, Turner, and Shattuck (2014) present a growing body of research that indicates how victimization among siblings has direct relationships with poor mental health (p.625). The researchers hypothesize that conflicts between parents and violence in families influence experiences of children in victimization. Upon conducting a multinomial regression analysis, the results indicate that sibling victimization relates to negative family experiences. This observation implies that parent–children relationships are important not only for a successful development of sibling relations, but also for mitigation of sibling engagement in family conflicts (Recchia Howe, 2008, p. 1564). However, although negative conflicts among siblings may indicate unsuccessful sibling relations, positive conflicts are important as the basis of developing respect and trust among siblin gs. Conclusion This study has established issues that parents should focus on in their parenting roles to ensure that siblings develop and maintain positive relationships from childhood to adolescence and even in adulthood. The study emphasizes that parents should note that although issues that influence the quality of sibling relationships such as their separation when they attend colleges or relocation in search of jobs are inevitable, they have the capacity to create and control the environment for developing and sustaining their positive relationship. They need to mitigate factors that lead to poor quality sibling relationships. Research on various normative issues that influence sibling relations at adulthood identifies childhood environment as an important issue that determines the quality of the relationship. Siblings who grow up in families that have cohesive ties exhibit closer relationships. Psychological factors such as emotional attention between siblings and warmth affe ct the element of closeness among siblings. Proactive aggression and negative conflicts have the effect of lowering the quality of sibling relationships. Thus, to create closeness among siblings, parents need to provide an enabling environment for facilitating their close interactions by eliminating risk factors that allow the growth of conflicts, which may lead to the emergence of aggressive behaviors among siblings. Reference List Bascoe, M., Davies, T., Cummings, M. (2012). Beyond Warmth and Conflict: The Developmental Utility of a Boundary Conceptualization of Sibling Relationship Processes. Child Development, 83(6), 2121-2138. Boll, T., Ferring, D., Filipp, S. (2005). Effects of Parental Differential Treatment on Relationship Quality with Siblings and Parents: Justice Evaluations as Mediators. Social Justice Research, 18(2), 155-182. Buist, K., Vermande, M. (2014). Sibling Relationships and their Associations with Child Competence and Problems Behavior. Journal of Family Psy chology, 28(4), 529-537. Buist, K., Paalman, C., Branje, S. (2014). Longitudinal Effects of Sibling Relationships Quality on Adolescent Problems Behavior: A Cross-Ethnic Comparison. Cultural Diversity and Ethnic Minority Psychology, 20(2), 266-275. Campione-Barr, N., Smetana, J. (2010). Who Said You Could Wear My Sweater?’’ Adolescent Siblings’ Conflicts and Associations With Relationship Quality. Child Development, 81(2), 464–471. Campione-Barr, N., Bassett Greer, K., Schwab, K., Kruse, A. (2014). Differing Domains of Actual Sibling Conflict Discussions and Associations with Conflict Styles and Relationship Quality. Social Development, 23(4), 666-683. Cicirelli, G. (1995). Sibling Relationships across The Life Span. New York, NY: Plenum Press. De Vleminck, J. (2010). Oedipus and Cain: Brothers in arms. International Forum of Psychoanalysis, 19(3), 172-184. Dixon, M., Reyes, C., Leppert, M., Pappas, L. (2008). Personality and Birth order in Large Fami lies. Personality and Individual Differences, 44(1), 119-128. Downey, D., Condron, D., Yucel, D. (2015). Number of Siblings and Social Skills Revisited Among American Fifth Graders. Journal of Family Issues, 36(2), 273-296. Feinberg, M., Sakuma, K., Hostetler, M., McHale, S. (2013). Enhancing Sibling Relationships to Prevent Adolescent Problems Behaviors: Theory, Design And Feasibility of Sibling Are Special. Evaluation and Program Planning, 36(3), 97-106. Gamble, W., Yu, J. (2014). Young Children’s Sibling Relationship Interactional types: Associations with Family Characteristics, Parenting, and Child Characteristics. Early Education and Development, 25(1), 223-239. Gamble, W., Yu, J., Kuehn, E. (2011). Adolescent Sibling Relationship Quality and Adjustment: Sibling Trustworthiness and Modeling, as Factors Directly and Indirectly Influencing These Associations. Malden, MA: Blackwell Publishing. Howe, C. (2012, Nov. 24). Sibling Rivalry: One Long Food Fight. The NYT, pp. 1-3. Iturralde, E., Margolin, G., Shapiro, L. (2013). Positive and Negative Interactions Observed Between Siblings: Moderating Effects for Children Exposed to Parents Conflict. Journal of Research on Adolescence, 23(4), 716-729. Kennedy, D., Kramer, L. (2008). Improving Emotion Regulation and Sibling Relationship Quality: The More Fun With Sisters and Brothers Program. Family Relations, 57(1), 567–578. Kennedy, M., Betts, L., Underwood, J. (2014). Moving Beyond the Mother–Child Dyad: Exploring the Link between Maternal Sensitivity and Siblings’ Attachment Styles. The Journal of Genetic Psychology: Research and Theory on Human Development, 175(4), 287-300. Knigge, A., Maas, I., Leeuwen, M., Mandemakers, K. (2014). Status Attainment of Siblings during Modernization. American Sociological Review, 79(3), 549-574. Kolak, A., Volling, B. (2011). Sibling Jealousy in Early Childhood: Longitudinal Links to Sibling Relationship Quality. Infant and Child Development, 20(1), 213–226. Kretschmer, T., Pike, A. (2010). Associations Between Adolescent Siblings’ Relationship Quality and Similarity and Differences in Values. Journal of Family Psychology, 24(4), 411–418 Lindell, A., Campione-Barr, N., Greer, K. (2014). Associations between Adolescent Sibling Conflicts and Relationship Quality during Transitions to College. Emerging Adulthood, 2(2), 79-91. Murray, K., Dwyer, K., Rubin, K., Knighton-Wisor, S., Booth-LaForce, C. (2014). Parent-Child Relationships, Parental Psychological Control and Aggression: Maternal and Parental Relationships. Journal of Youth Adolescence, 43(1), 1361-1373. Oh, W., Volling, B., Gonzalez, R. (2015). Trajectories of Children’s Social Interactions with their Infant Sibling in the First Year: A Multidimensional Approach. Journal of Family Psychology, 29(1), 119-129. Padilla-Walker, L., Harper, J., Jensen, A. (2010). Self-Regulation as a Mediator Between Sibling Relationship Quality and Earl y Adolescents’ Positive and Negative Outcomes. Journal of Family Psychology, 24(4), 419-428. Randell, A., Peterson, C. (2009). Affective Qualities of Sibling Disputes, Mothers’ Conflict Attitudes, and Children’s Theory of Mind Development. Malden, MA: Blackwell Publishing. Recchia, H., Howe, N. (2008). Associations Between Social Understanding, Sibling Relationship Quality, and Siblings’ Conflict Strategies and Outcomes. Child Development, 80(5), 1564–1578. Robertson, R., Shepherd, D., Goedeke, S. (2014). Fighting Like Brother and Sister: Sibling Relationships and Future Adult Romantic Relationship Quality. Australian Psychologist, 49(1), 37-43. Shalash, M., Wood, D., Parker, S. (2013). Our Problems Are Your Sibling’s Fault: Exploring the Connections Between Conflict Styles of Siblings During Adolescence and Later Adult Committed Relationships. American Journal of Family Therapy, 41(4), 288-298. Song, J., Volling, B. (2015). Co-parentin g and Children’s Temperament Predict Firstborns’ Cooperation in the Care of an Infant Sibling. Journal of Family Psychology, 29(1), 130-135. Tanrikulu, I., Campell, M. (2014). Sibling Bullying Perpetration: Associations with Gender, Grade, Peer Perpetration, Trait Anger, and Moral Disengagement. Journal of Interpersonal Violence, 1(1), 1-15. Tucker, C., Finkelhor, D., Turner, H., Shattuck, A. (2014). Family Dynamics and Young Children’s Sibling Victimization, Journal of Family Psychology, 28(5), 625-633. Tucker, C., Gundy, K., Wiesen-Martin, D., Sharp, E., Rebellon, C., Strcuzzi, N. (2014). Proactive and Reactive Sibling Aggression and Adjustment in Adolescence. Journal of Interpersonal Violence, 1(1), 1-23. Volling, B., Yu, T., Gonzalez, R., Kennedy, D., Rosenberg, L., Oh, W. (2014). Children are Responses to Mother-Infant and Interaction with a Baby Sibling: Jealousy or Joy? Journal of Family Psychology, 28(5), 634-644. Ward, M., Vaughan, B., Robb, M. (19 88). Social-Emotional Adaptations and Infant-Mother Attachment in Siblings: Role of the Mother in Cross-Sibling Consistency. Child Development, 59(1), 643-651. Whiteman, S., McHale, S., Crouter, A. (2007). Explaining Sibling Similarities: Perceptions of Sibling Influences. Journal of Youth Adolescence, 36(1), 963-972. Wong, T., Branje, S., VanderValk, I., Hawk, S., Meeus, W. (2010). The Roles of Sibling in Identity Development in Adolescence and Emerging Adulthood. Journal of Adolescence, 33(2), 673-682. Yaman, A., Mesman, J., Jzendoorn, M., Bakermans-Kranenburg, M., Linting, M. (2010). Parenting in an Individualistic Culture with a Collectivistic Cultural Background: The Case of Turkish Immigrant Families with Toddlers in the Netherlands. Journal of Child Family Studies, 19(5), 617-628. This thesis on Parent–Child and Sibling Relationships was written and submitted by user Alessandra O. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Instructional Leadership And Curriculum Example

Instructional Leadership And Curriculum Example Instructional Leadership And Curriculum – Coursework Example Instructional Leadership and Curriculum Insights in the instructional Leadership and Curriculum The instructional leadership and the curriculum lead to gain of several insights in the education leadership. The instructional leadership provides insight on leadership content knowledge, that is, the knowledge requirement by the administrators in carrying out their roles as leaders as well as facilitating the students’ study. It outlines the essence of postholing for leaders by provision of the insight on the need to gain in-depth understanding and mastery of a particular subject by the leader in bid to enhance its teaching to students. In addition, the instructional training provides an insight on the dynamics of leadership especially with an increase in the concerned organizational structure (Mitgang, 2007). The instructional leadership and curriculum development provides the principals with management skills on the flaws that presents in their new areas of work. In addition, it is a quality addition medium through which leaders are empowered to develop exceptional skills in managing daily challenges within educational leadership. The instructional leadership therefore offers a wide range of insight that are significant in the development of leadership ability and skills (Mitgang, 2007).How to use the Insight in the Leadership The insights from the instructional leadership and curriculum provide a guideline on the development of personal leadership skills of the leader, in this case, the principals. The concept of postholing, for instance, can be utilized in building the knowledge base that is necessary for efficient and productive leadership. The insights on the identification of flaws within an organization can serve as pivotal points to initiate the transformations in a given organization.ReferenceMitgang, L. D. (2007). Getting Principal Mentoring Right: Lessons from the Field. Perspective. Wallace Foundation. pp 1-23

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The Kennedy Space Center Essay I am the most typical American man who is born in Pensacola Florida. Most people dream of visiting Florida, but I get to live there. What I find interesting about Florida is that it was part of Spain until 1845, when it became a State of the United States; making it the twenty seventh State to join the Union. Most of the population in other states has to shop at a grocery store for oranges or orange juice, but for myself, orange groves are nearby and I can smell the fresh ripe oranges that ripened on the trees and are available for my breakfasts for when ever I chose. What I find humorous at times when I hear other people speak of Florida is our Alligators and that we should be fearful of them. But we are not, they are just part of our life style and they are much protected from the government. Even if the Alligator is walking on a sidewalk, it is illegal to remove them, the ideal of the situation is to give them total respect and stay out of their way. 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I utilize all my army gear to fight these distorted aliens. I even go to their planets with my Banche which is a flying aircraft and is loaded with necessary weapons to succeed my strengths mission. The object is to take over their planet as well. If I use the Blanche, or the Warthog or I may chose to move in the tank, what ever the case may be, I am assured to have the necessary weapons to be successful. When I am not playing the video games, I am a typical male who checks out the â€Å"hotties† at the mall. My buds and I just hang around, trying to look not interested but we don’t miss a thing. But the ways I have some down time is to put on my headphones and jam to the â€Å"Beastie Boy’s†, and look through some car magazines. I like to get my hands dirty and love hearing my engine of my 1969 engine purr. I spent many pain staking hours working on that machine, but I successfully was able to soup up my car and am the envious of many of my peers as I drive it to my school. 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