Projective Techniques Essay Example for Free

Projective Techniques Essay Such tests are based loosely on the psychoanalytic concept of projection, the assumption being that respondents project unconscious aspects of their personalities on to the test items and reveal them in their responses †¦ The website of the Association of Qualitative Practitioners (AQR 2004) defines projective techniques as follows: A wide range of tasks and games in which respondents can be asked to participate during an interview or group, designed to facilitate, extend or enhance the nature of the discussion. Some are known as ‘projective’ techniques, being loosely based on approaches originally taken in a psychotherapeutic setting. These rely on the idea that someone will ‘project’ their own (perhaps unacceptable or shameful) feelings or beliefs onto an imaginary other person or situation †¦ Projective techniques may be used in qualitative as well as quantitative studies (Levy 1994) and they are useful (Boddy 2004b) in both. 240 International Journal of Market Research Vol. 47 Issue 3 Projective techniques are commonly used in qualitative market research (Gordon Langmaid 1990) where the aim of the techniques is to facilitate the gaining of a deeper understanding of the area being researched. In discussing projective techniques they distance the use of projective techniques in qualitative market research from that of psychoanalytical practice, and suggest a more pedestrian and pragmatic definition: Projection [is] the tendency to imbue objects or events with characteristics or meanings which are derived from our subconscious desires, wishes or feelings. Dichter (1964) defined projection as meaning ‘to project subjective ideas and contents onto an object’, and said that one person could ascribe their own problems or difficulties to someone else. He described these techniques as being widely used in psychological work (Dichter 1960) and said that they are a non-directive interview technique where the respondent can project himself onto another and thus reveal some of the respondent’s own thoughts, feelings and fears. Projective vis-a-vis enabling techniques The market researchers Chandler and Owen (2002) define projective and enabling techniques quite succinctly and in a way with which most qualitative market research practitioners (Gordon Langmaid 1990; Goodyear 1998) would probably agree. This differentiation is useful to make at the beginning of this paper as the techniques are often used interchangeably and the distinction between them may have become blurred in the minds of some qualitative market researchers. Classically, the idea of a projective technique relates to a device that allows the individual research participant to articulate repressed or otherwise withheld feelings by projecting these onto another character. The idea of enabling techniques relates to a device which allows the individual research participant to find a means of expressing feelings, thoughts and so on which they find hard to articulate. Enabling techniques are held to be the simpler (Will, Eadie MacAskill 1996) of the two techniques as they just help people to talk about themselves. Will et al. ake the useful distinguishing point that while all projective techniques may be enabling, not all enabling techniques involve projection. Other researchers (Lysaker Bradley 1957) make the point that even pictorial devices, which do not function as projective techniques 241 Projective techniques in market research (i. e. devices researchers would nowadays refer to as enabling techniques), may still have utility in generat ing responses. Gordon and Langmaid (1990) state that the use of projective as opposed to enabling techniques is a false distinction in market research as the aim of both techniques is to facilitate deeper understanding. However, they do go on to say that in enabling techniques people are asked to do something that itself has no interpretive value (and so doesn’t itself need to be interpreted). In terms of analysis there is a distinction because with enabling techniques the research participants are talking as themselves (that is not to say that this speech should always be taken at face value), whereas with projective techniques the research participants are talking as someone else and the researcher makes the interpretative assumption that they are talking as themselves. This agreement over the definition of projective techniques is about as far as most research textbooks get on the subject. How they are subsequently used is little discussed and how they are then analysed is hardly explicitly touched on at all (Levy 1994; Catterall 1998), which is a situation that has hardly changed from ten or more years ago. This paper aims to look at current reports of how projective techniques are analysed and what support for their reliability and validity exists, and aims to stimulate debate in this area of market research so that a better and more accessible understanding of the subject can be offered to those entering research as potential practitioners, to interested clients, and to researchers who are more used to a quantitative or direct questioning approach. The origins of projective techniques Projective techniques were employed in market research from the 1940s (Catterall Ibbotson 2000) to encourage research participants to express feelings and attitudes that might otherwise be withheld due to embarrassment or fear if more direct questioning methods were used. Market research originally borrowed (Robson 2000; Boddy 2004a) projective techniques from psychoanalysis and clinical psychology where they are still used (Richman 1996) to gain insights into personality and personality disorders. Projection, as a concept, originated from Freud’s work on paranoia (Lilienfeld, Wood Garb 2000), where he conceptualised projection as a defence mechanism by which people unconsciously attribute their own negative personality traits to others. Lilienfeld et al. say that Freud’s work 242 International Journal of Market Research Vol. 47 Issue 3 was subsequently developed by psychoanalysts and clinical psychologists. This development was based on the hypothesis that ‘research participants project aspects of their personalities in the process of disambiguating unstructured test stimuli’, and several different techniques were developed such as the well-known Rorschach technique, or ‘ink-blot test’, where subjects are assumed to project aspects of their personality onto the ambiguous features of a set of inkblots. Projective techniques in market research A commonly used completion technique (Gordon Langmaid 1990; Will et al. 1996) in qualitative market research is ‘bubble drawing’. This is a device based on a technique called the Thematic Apperception Test where, according to Tucker-Ladd (2001), clinical psychologists use a series of standard pictures and ask subjects to make up stories about them. TuckerLadd says that what people see in the pictures says something about themselves and thus reveals their personality. Projective techniques can be used in a variety of market research situations as well as in social and educational research (Catterall Ibbotson 2000), and these do not have to be aiming at uncovering aspects of personality of any great depth. For example, a bubble drawing was used (Boddy 2004a) by one researcher to uncover students’ underlying attitudes towards the delivery of a lecture on marketing research rather than to uncover any deeper aspects of their own personalities. Projective and enabling techniques are thus useful when research participants have difficulty expressing opinions or feelings and researchers need some way of accessing these from the participants’ minds (Gordon Langmaid 1990; Kay 2001).

Endocrine System Communication

Endocrine System Communication Explain the importance of intercellular communication and describe the mechanism involved. Intercellular communication is important because it assist the nervous system to elongate the long-term process of growth, development, or reproduction. The endocrine system uses chemical messengers to relay information and instructions between cells. One of the mechanisms involved in intercellular communication is know as direct communication this communication is rare but is important when it occurs. This is when two cells of the same type and the cells must be in extensive physical contact. The cells are so close they function as one. The majority of the communication is known as paracrine communication which is where the cell continuously exchanges chemical messages between each other so they are in sink with one another. Compare and contrast the modes of intercellular communication used by the endocrine and nervous systems and discuss the functional significance of the differences between the two systems. The nervous system performs short term â€Å"crisis management† and the endocrine system regulates long-term, ongoing metabolic processes. The endocrine system uses endocrine communication which helps regulate hormones through the circulatory system and the nervous system dose not have the capability to do this. Another significant difference is synaptic communication, the nervous system uses this form of communication of neurons to release neurotransmitter at a synapse very close to a target cell that bears the right receptors. This form of communication allows the body to react quickly to situations to escape from harm. Explain the general mechanisms of hormonal action and identify which hormone types work through each mechanisms. A hormone receptor is a protein molecule to which a particular molecule binds strongly. Each cell has receptors for responding to several different hormones, but cells in different tissues have different combinations of receptors. For every cell, the presence or absence of a specific receptor determines the cells hormonal sensitivities. Hormone receptors are located either on the cell membrane or inside the cell. The mechanisms of hormonal action are that receptors for catecholamines, peptide hormones and eicosanoids are in the cell membrane of target cells. Thyroid and steroid hormones cross the cell membrane and bind to receptors in the cytoplasm or nucleus, activating or inactivating specific genes. Describe the control of endocrine organs. The endocrine organs are controlled by three mechanisms of the hypothalamic control. One is the secretion of regulatory hormones to control activity of anterior lobe of pituitary gland. Two the production of ADH and oxytocin. And finally is the control of sympathetic output to adrenal medullae. Explain the structural and functional relationship between the pituitary gland and the hypothalamus. The pituitary gland releases nine important peptide hormones that all bind to the membrane receptors and use cyclic-AMP as a second messenger. The pituitary gland hangs inferior to the hypothalamus which all the anterior lobe of the pituitary gland to help in the function of the hypophyseal portal system. By the hypothalamus secreting specific regulatory hormones it controls the production of hormones in the anterior lobe. This whole system works to secret hormones from the hypothalamus through the pituitary gland in a network of capillaries that are connected. All this ensures that all the hypothalamic hormones entering the portal vessels will reach the target cells in the anterior lobe of the pituitary gland before entering general circulation. Predict how alternations in hormone production, delivery, or reception by target tissues would affect its action and blood concentration levels. Describe the factors that could determine a cells hormonal sensitivity. Cells sensitivity is determined by two factors down-regulation and up-regulation. Down regulation is a process in which the presence of a hormone triggers a decrease in the number of hormone receptors. This process is when levels of particular hormones are high, cells become less sensitive to it. Up-regulation is a process in which the absence of a hormone triggers an increase in the number of hormone receptors. In this process the levels of a particular hormone are low, cells become more sensitive to it. Identify the hormones produced by the anterior and posterior lobes of the pituitary gland and specify the functions of those hormones. The anterior lobe produces seven hormones: Thyroid-stimulating hormone (TSH) targets the thyroid gland and triggers the release of thyroid hormones. As circulation concentrations of thyroid hormones rise, the rate of TRH and TSH production decline. Adrenocorticotropic hormone (ACTH) stimulates the release of steroid hormones by the adrenal cortex and targets cells that produce glucocorticoids. Gonadotropins regulate the activities of the gonads. Follicle-stimulating hormone (FSH) promotes follicle development in females and, in combination with luteinizing hormone, stimulates the secretion if estrogen by ovarian cells. In males, FSH stimulates sustentacular cells, specialized cells in the tubules where sperm differentiate. Luteinizing hormone (LH) induces ovulation, the production of reproductive cell in females. Also promotes the secretion, by the ovaries, of estrogen and the progestin, which prepare the body for pregnancy. In male hormone is sometimes called interstitial cell- stimulating hormone (ICSH), because it stimulates the production of sex hormones by the interstitial cells of the testes. Prolactin (PRL) works with other hormones to stimulate mammary gland development. Growth hormone (GH) stimulates cell growth and replication by accelerating the rate of protein synthesis. The posterior lobe produces two hormones: Antidiuretic hormone (ADH) is released in response to a variety of stimuli, most notably a rise in the solute concentration in the blood or a fall in blood volume or blood pressure. A rise in the solute concentration stimulates specialized hypothalamic neurons. Oxytocin (OT) stimulates smooth muscles contraction in the wall of the uterus, promoting labor and delivery. After delivery this hormones stimulates the contraction of myoepithelial cells around the secretory alveoli and the ducts of the mammary gland, promoting the ejection of milk. Discussion the results of abnormal levels of pituitary hormones Abnormal levels of pituitary hormones can have a cast and complex impact on the growth, fertility, and function on the human body via the effect of the hormones on their target organs. Diseases anywhere from asthma to growth problems can occur. Identify the hormones produced by the thyroid gland, specify the functions of those hormones, and discuss the causes and results of abnormal levels of thyroid hormones. The thyroid gland produces thyroglobulin, tyrosine, and thyroxine. The functions of these hormones are: Thyroid hormones enter target cells by means of an energy dependent transport system and they affect almost every cell in the body. Thyroid hormones bound to cytoplasmic receptors are held in storage until intracellular levels of thyroid hormone decline. Thyroid hormones bound to mitochondria increase ATP production. Thyroid hormones bound to receptors in the nucleus activates genes that control energy utilization. The calorigenic effect: the cell consumes more energy resulting in increased heat generation. In growing children, thyroid hormones are essential to normal development of the skeletal, muscular, and nervous systems. The thyroid gland is primarily responsible for a strong, immediate, and short-lived increase in the rate of cellular metabolism. The major factor controlling the rate of thyroid hormone release is the concentration of TSH in the circulating blood. The causes of abnormal levels of thyroid hormones can create an iodide deficiency because in the U.S. we consume more than they daily amount needed. Thyroid hormone production declines, regardless of the circulating levels of TSH. Describe the functions of the parathyroid hormones, and the effects of abnormal functions of each hormone. Parathyroid hormone has four major effects: 1. It stimulates osteoclasts, accelerating mineral turnover and the release of Ca2+ from bone. 2. It inhibits osteoblasts, reducing the rate of calcium deposition in bone. 3. It enhances the reabsorption of Ca2+ at the kidneys, reducing urinary losses. 4. It stimulates the formation and secretion of calcitriol at the kidneys. The effects of calcitriol complement or enhance those of PTH, but one major effect of calcitriol is the enhancement of Ca2+ and PO43- absorption by the digestive tract. The parathyroid glands, aided by calcitriol, are the primary regulators of blood calcium I levels in healthy adults. When the parathyroid calcium levels become abnormal there are two disorders that can occur. Hypoparathyroidism the gland secretes low calcium concentrations in body fluid. Hyperparathyroidism is when calcium concentrations become abnormally high. Identify the hormones produced by the adrenal cortex and medulla and specify the functions of each hormone The adrenal cortex secrets the hormones adrenocortical, mineralocorticoids, glucocorticoids and androgens. The adrenocortical steroids or corticosteroids are vital: if the adrenal glands are destroyed or removed, the individual will die unless corticosteroids are administered. Mineralocorticoids increase renal reabsorption of Na+ and water which accelerates urinary loss of potassium. Glucocorticoids release amino acids from skeletal muscles and lipids from adipose tissue; promote liver formation of glucose and glycogen; promotes peripheral utilization of lipids; anti-inflammatory effects. Androgens are not important in men; encourages bone growth, muscle growth, and blood formation in children and women. The adrenal medulla secrets epinephrine and norepinephrine. These hormones increase cardiac activity, blood pressure, glycogen breakdown, blood glucose levels; releases lipids by adipose tissue. Also this is where the fight or flight syndrome is sparked. Discuss the results of abnormal levels of adrenal hormone production When the adrenal hormone becomes abnormal it produces several different disorders. The first is hypoaldosteronism; the zona glomerulosa fails to produce enough aldosterone, generally either as an early sign of adrenal insufficiency or because the kidneys are not releasing adequate amounts of rein. A rare but serious disorder can occur called Addisons disease which results from inadequate stimulations of the zona fasciculata by the pituitary hormone ACTH or, more commonly, from the inability of the adrenal cells to synthesize the necessary hormones, generally from adrenal cell loss caused by autoimmune problems. Another disease is Cushings disease which results from overproduction of glucocorticoids. There is another aspect of abnormal production of adrenal hormones that affects men and womens sexual characteristics called adrenogenital syndrome. In women, this condition leads to the gradual development of male secondary sex characteristics, including body and facial hair patters. In male to causes an increase of estrogen resulting in larger breast tissue or other female secondary sex characteristics. Last but not least there is a disorder of the adrenal medulla called pheochromocytoma which is an overproduction of epinephrine that causes a tumor that produces catecholamines in massive quantities. Describe the functions of the hormones produced by the pineal gland. It contains pinealocytes, which synthesize the hormone melatonin. The suggested functions of the pineal gland is that it inhibits reproductive functions, protects against damage by free radicals, and sets circadian rhythms. Identify the hormones produced by the pancreas and specify the functions of those hormones. The pancreas contains both exocrine and endocrine cells. Cells of the endocrine pancreas form clusters called pancreatic islets (islets of Langerhans). The pancreatic islets release insulin and glucagons. Insulin is released when blood glucose levels rise, and it stimulates glucose transport into and utilization by, peripheral tissues. Glucagon is released when blood glucose levels decline, and it stimulates glycogen breakdown, glucose synthesis and fatty acid release. Discuss the results of abnormal levels of pancreatic hormone production. When the pancreatic hormones produce abnormal levels of insulin and glucose it causes an individual to be diabetic. Diabetes mellitus is characterized by glucose concentration that is high enough to overwhelm the reabsorption capabilities of the kidneys. Glucose appears in the urine, and urine production generally becomes excessive. Describe the functions of the hormones produced by the kidneys, heart, thymus, testes, ovaries, and adipose tissue. Control of the heart, kidneys, thymus, gonads, and adipose tissue. The kidneys release erythropoietin and calcitriol into the red bone marrow, intestinal lining, bone and kidneys. All of the hormones releases are to stimulate red blood cell production and calcium and phosphate absorption and it also stimulates calcium ions from bone; inhibits PTH secretion. The heart controls the hormones natriuretic that targets the kidneys, hypothalamus and adrenal gland. These hormones increase water and salt loss at kidneys; decrease thirst; and suppress secretion of ADH and aldosterone. The adipose tissue contain two hormones that support to different functions, first is leptin which targets the hypothalamus for suppression of appetite; permissive effects on GnRH and gonadotropin synthesis. Second is resistin that targets cell throughout the body that suppresses insulin response. Last but not least are the gonads with the hormones androgens, inhibin, estrogen and progestin. All these hormones are targeted by the pituitary glands to support the reproductive organs in males and females. In males the interstitial cells of the testes produce androgens. Testosterone is the most important sex hormone in males. Sustentacular cells in the testes support the differentiation and physical maturation of sperm. Under FSH stimulation, these cells secrete the hormone inhibin, which inhibits the secretion of FSH at the anterior lobe. The female body develops oocytes in the follicles; follicle cells produce estrogens, especially estradiol. After ovulation, the remaining follicle cells reorganize into a corpus luteum. Those cells release a mixture of estrogens and progestins, especially progesterone. Explain how hormones interact to produce coordinated physiological responses. Hormones interact to produce coordinated physiological responses in four ways: 1. antagonistic (opposing) effects 2. synergistic (additive) effects 3. permissive effects, in which one hormone is necessary for another to produce its effect 4. integrative effects, in which hormones produce different, but complementary, results Identify the hormones that are especially important to normal growth, and discuss their roles. There are several hormones that are important for normal growth: GH, insulin, PTH, calcitriol, reproductive and thyroid hormones. The circulation concentrations of these hormones are regulated independently. Changes produce unique individual growth patterns. Growth Hormone (GH): effects are most apparent in children where GH supports muscular and skeletal development. In adults GH assists in the maintenance of normal blood glucose concentrations and in the mobilization of lipid reserves. Thyroid hormones: if these hormones are absent during fetal development or for the first year after birth, the nervous system will fail to develop normally and mental retardation will result. If T4 concentrations decline before puberty, normal skeletal development will not continue. Insulin: without insulin the passage of glucose and amino acids across cell membranes will be drastically reduced or eliminated. Parathyroid Hormone (PTH) and Calcitriol: promote the absorption of calcium salts for subsequent deposition in bone. Without adequate levels of both hormones, bones will be weak and flexible. Reproductive Hormones: the sex hormones (androgens in males, estrogens in females) stimulate cell growth and differentiation in their target tissues. Differential growth induced by each hormone accounts for gender-related differences in skeletal proportions and secondary sex characteristics. Define the general adaptation syndrome. Any condition that threatens homeostasis is a stress. Our bodies respond to a variety of stress-causing factors through the general adaptation syndrome (GAS), or stress response. The GAS can be divided into three phases: the alarm phase the resistance phase the exhaustion phase Reference page: S.Schaffer. Chapter 18. The endocrine system. Retrieved January 20, 2008 from http://www.harford.edu/faculty/SSchaeffer/Endocrine%20Outline.doc Martini. Chapter 18. The endocrine system. Retrieved January 20, 2008 from http://www.miramar.sdccd.cc.ca.us/faculty/kpetti/Bio160/Martini7DetailLectOutlines/18-Detailed_Lect_Out_LO.pdf.pdf

The Vietnam Counter-Culture Essay -- youth counter-culture of the 70’s

For some it was all about knowledge and enlightenment. For others it was the drive to show that they were not puppets under the marionette master. But for the masses, it was just what the other kids were doing. Yet, when it really all came down to it, regardless of what they were representing, the youth counter-culture of the 1970’s was quite powerful. Who would have thought that the youth who in all previous wars had heeded their parents call now rejected and abandoned their ideals and almost formed their own sect in the political spectrum? In order to give a just analysis, to give an examination of the Vietnam Counter-Culture, one would have to look to the preliminary causes, the debates and diplomacy of the youth themselves, and the reflection where this has influenced today’s youth. Due to the volatile conditions of the Vietnam War, the protestors believed that they should not be involved in a war that they cared so little about. Public opinion heavily swayed during the war as only one senator dissented from the overwhelming opinion to fight the war (Amter 45). However, as President Johnson escalated the war and the Draft increased by 25% in 1968, those youths being conscripted were infuriated (Dougan 118). Not only this, the North Vietnamese began a ruthless offensive on American soldiers by merciless attacking our bases. This resulted in US victories, but also US casualties (Dougan 116). Also, the marines stationed at the bases began to use offensive attacks to deter Viet Cong assault against the wishes of General Taylor (Karnov 443). With these new less defensive strategy, Nixon announced plans to start operations in Cambodia, and to increase the bombings overall in Southeast Asia (Dougan 180). Some missions even began t... ... also foreign policy. We are now less violent towards other cultures and governments that simply just don’t make sense. The Counterculture may not have directly caused any diplomacy, but this belief has been implemented in basically all that America does anymore, like with the UN, relief efforts, and increased welfare for our own people. In order to give a just analysis, to give an examination of the Vietnam Counter-Culture, one would have to look to the preliminary causes, the debates and diplomacy of the youth themselves, and the reflection where this has influenced today’s youth. I am proud to say that as an American I am proud of the simple origins of the peace and love philosophy. Coupled with the causes of freedom, comes a cause for peace and love. Simply put, why can’t we be friends? Why can’t we love our neighbors in the world? Why not peace and love?

Epic of Beowulf Essay - Beowulf as the Ultimate Hero :: Epic Beowulf herobeo

Beowulf as the Ultimate Hero In the poem Beowulf, translated by Constance B. Hieatt, Beowulf is a hero. A hero is one who places himself or herself at great risk while performing acts of courage. Not only is Beowulf a hero because of his physical strength, but rather than basking in the resulting glory, he gives the glory to God. Beowulf is the ultimate hero who put his life on the line for an entire kingdom. Beowulf's heroism can be seen when he takes 14 of the bravest in his land to go help Hrothgar. Hrothgar was Beowulf's father's close friend who had been plagued by attacks for twelve years that threatened an entire kingdom. Beowulf did not have to offer Hrothgar's kingdom help, but does so because he wants to uses his God given strength to the best of his ability. As soon as Beowulf heard of the troubles in this land he set sail immediately. Beowulf continues to show his thankfulness by thanking God for giving them safe travel across the sea. Beowulf is lead to Hrothgar and offers him is "services." "-Now sit down to the feast, and, in due time, listen to lays of warriors' victories, as your heart may prompt you. (15) Beowulf is asked by the warriors to tell of his past defeats while eating in Hrothgar's palace. Beowulf is already a hero to the people of this land for he is about to rid them of their enemy. The warriors are anxious to here what he has done and what he plans to do to Grendel. Here Beowulf "puts on his running shoes" and runs through his battle plan mentally just as any great athlete would do before a big meet. As the Banquet continues, Hrothgar thanks Beowulf, and promises him great treasure if he succeeds in defeating Grendel. As an ultimate hero, Beowulf decides, to be far, he will not use weapons in his battle against Grendel since Grendel reputedly does not use them. "I do not consider myself a lesser fighter than Grendel does himself; therefore I will not kill him with a sword, and deprive him of life in that way....No: this night we two will abstain from swords.

Wal-Mart International Success and Failure :: Business, Culture, Language

Wal-Mart was founded in 1962 by Sam Walton (1). Wal-Mart grew to two hundred seventy-six stores in their first decade of service (1). Wal-Mart’s plan was to sale products at low cost while delivering on outstanding service and customer relations (1). Wal-Mart also felt that they could target more customers if they offered convenient hours of business (1). Wal-Mart currently operates in fifteen countries around the world, supplying different needs, preferences and services depending on local retail habits (2). By servicing each geographic location in its own way and supplying the needs of a particular area they seem to do very well (2). Wal-Mart adjusts and adapts to local culture and serves the community in a way that the customers are accustomed to being served (2). Wal-Mart usually enters a foreign country by purchasing an existing chain and simply changing the name to Wal-Mart while retaining key personnel such as management who already know the culture (2). Wal-Mart spends lots of time researching and planning before entering a new market. It sometimes takes years to open in a new market overseas (Class notes). First they try to learn the culture, language, and habits of the citizens of a certain culture. Then they study the products which seem to do well in each different are and try to target these products for these cultures at low prices worldwide (Class notes). In the past two decades Wal-Mart has taken advantage of the internet technological advances to change the way many companies do business worldwide (3). The sheer size of Wal-Mart enables the company to buy in bulk at lower prices allowing the discount retail prices given to customers (3). Wal-Mart is able to by all products in great volumes and in return their supplier cuts some of the cost due the amount of product sold. Wal-Mart has great marketing and management plans before entering a market which allows the company to do very well in many different countries and cultures (3). Wal-Mar t has also had a hand in helping manufactures realize the advantages of customer satisfaction through quality (3). Despite all of Wal-Mart’s international success they have also learned some valuable lessons, mainly in South Korea and probably the biggest debacle of all, Germany (Class notes). When Wal-Mart originally decided to move into Germany in 1997 the potential for success seemed quite promising (4). The company made their entrance into the German market by purchasing "Wertzkauf" which included twenty-one locations (4).

Van Gogh Starry Night

Starry, Starry Night â€Å"Starry, starry night, paint your palette blue and grey, look out on a summer's day, with eyes that know the darkness in my soul. † (Don MacLean) I chose to write about the painting, The Starry Night by Dutch artist Vincent van Gogh. Van Gogh painted the view outside his sanitarium room window located in southern France at night. But Van Gogh painted it from memory during the day. I feel that this painting has Asymmetrical Balance. From our handouts – â€Å"In this case balance is achieved with dissimilar objects that have equal visual weight or equal eye attraction. The Starry Night is a picture of the night sky with stars and trees and the moon. We read that Nature is not symmetrical. Even the stars are different sizes and give off different light. â€Å"Shape and Texture also attracts our attention and is used in Asymmetrical Balance. † The Rhythm of this painting appears to be Legato Rhythm. The handout says â€Å"some rhythms are called legato, meaning connecting and slowing. This work gives a feeling of relaxing and calm. † The stars make up most of the painting – they are different in brightness, along with the moon.When we look at the stars, they are all yellow and round, vary in size and placement, and they have halo like light encircling them. â€Å"Sketch the trees and the daffodils, Catch the breeze and the winter chills. † (DL) The breeze and the winter chills give off a Legato rhythm flowing with the swirling wind and the round brush strokes throughout the painting. The Lines in this painting show movement in the sky as well as distance. The cypress tree in front is a thicker stroke as to the trees and bushes in the background.The lines that make up the buildings get thinner as your eye looks further and deeper into the painting. The vertical lines such as the green cypress tree and church tower softly break up the composition, but keep your eyes moving around them. Van Gogh used â€Å"dot-to-dot† lines to depict the wind movement and accentuate the light the stars and moon were giving off. I read that Van Gogh was concerned with the unity of his paintings. In Starry Night, the swirling brush strokes and use of cool colors seems to unify the pieces of the painting and create the feeling that everything belongs together.Van Gogh used a painting technique called impasto. This is a thick application of paint that makes no attempt to look smooth. This technique is textured, and shows off brush and palette knife marks. â€Å"Colors changing hue, morning fields of amber grain,† as much as I don’t want to disagree with Don McLean, but a color cannot change a hue, it is in fact the other way around. Van Gogh chose vibrant hues such as violet, blue, yellow, and green. Since the painting is bright stars and moons in the dead of the night, shows how he used the Value of the colors.He also used white and yellow to create a spiral effect and draws a ttention to the sky. The Tint was this use of white around the stars to make them appear to light up the town even in the dark of night where he uses Shade to darken the rest of the sky. The buildings in the middle of the painting are small blocks of different yellows, oranges, and greens with a dash of red to the left of the church. The dominant color of blue is balanced by the orange of the night sky. He used intensity to make the stars light up the dark blue sky.Van Gogh chose to paint with an analogous color scheme, meaning he stayed close to a certain color, blue in this case, on the color wheel, and ventured left and right to the violets and greens. He painted with rich colors of the night and uses these colors to suggest feeling and emotion. Emotion that he truly had which Don McLean let the world know with his chorus in his song, Vincent. â€Å"For they could not love you, but still your love was true. And when no hope was left in sight, on that starry, starry night. You to ok your life as lovers often do. But I could have told you, Vincent, this world was never meant for one as beautiful as you. †

Carl rogers Essay

Carl Rogers (1902-1987) was a humanistic psychologist who agreed with the main assumptions of Abraham Maslow, but added that for a person to â€Å"grow†, they need an environment that provides them with genuineness (openness and self-disclosure), acceptance (being seen with unconditional positive regard), and empathy (being listened to and understood). Without these, relationships and healthy personalities will not develop as they should, much like a tree will not grow without sunlight and water. Rogers believed that every person can achieve their goals, wishes and desires in life. When, or rather if they did so, self actualization took place. This was one of Carl Rogers most important contributions to psychology and for a person to reach their potential a number of factors must be satisfied. Self Actualization â€Å"The organism has one basic tendency and striving – to actualize, maintain, and enhance the experiencing organism† (Rogers, 1951, p. 487). Rogers rejected the deterministic nature of both psychoanalysis and behaviorism and maintained that we behave as we do because of the way we perceive our situation. â€Å"As no one else can know how we perceive, we are the best experts on ourselves.† Carl Rogers (1959) believed that humans have one basic motive, that is the tendency to self-actualize – i.e. to fulfill one’s potential and achieve the highest level of ‘human-beingness’ we can. Like a flower that will grow to its full potential if the conditions are right, but which is constrained by its environment, so people will flourish and reach their potential if their environment is good enough. However, unlike a flower, the potential of the individual human is unique, and we are meant to develop in different ways according to our personalit y. Rogers believed that people are inherently good and creative. They become destructive only when a poor self-concept or external constraints override the valuing process. Carl Rogers believed that for a person to achieve self-actualization they must be in a state of congruence. This means that self-actualization occurs when a person’s â€Å"ideal self† (i.e. who they would like to be) is congruent with their actual behavior (self-image). Rogers describes an individual who is actualizing as a fully functioning person.  The main determinant of whether we will become self-actualized is childhood experience. The Fully Functioning Person Rogers believed that every person could achieve their goals wishes, and desires in life. When they did so self-actualization took place. For Rogers (1961) people who are able be self-actualize, and that is not all of us, are called fully functioning persons. This means that the person is in touch with the here and now, his or her subjective experiences and feelings, continually growing and changing. In many ways Rogers regarded the fully functioning person as an ideal and one that people do not ultimately achieve. It is wrong to think of this as an end or completion of life’s journey; rather it is a process of always becoming and changing. Rogers identified five characteristics of the fully functioning person: 1. Open to experience: both positive and negative emotions accepted. Negative feelings are not denied, but worked through (rather than resort to ego defence mechanisms). 2. Existential living: in touch with different experiences as they occur in life, avoiding prejudging and preconceptions. Being able to live and fully appreciate the present, not always looking back to the past or forward to the future (i.e. living for the moment). 3. Trust feelings: feeling, instincts and gut-reactions are paid attention to and trusted. People’s own decisions are the right ones and we should trust ourselves to make the right choices. 4. Creativity: creative thinking and risk taking are features of a person’s life. Person does not play safe all the time. This involves the ability to adjust and change and seek new experiences. 5. Fulfilled life: person is happy and satisfied with life, and always looking for new challenges and experiences. For Rogers, fully functioning people are well adjusted, well balanced and interesting to know. Often such people are high achievers in society. Critics claim that the fully functioning person is a product of Western culture. In other cultures, such as Eastern cultures, the achievement of the group is valued more highly than the achievemen t of any one person. Personality Development Central to Rogers’ personality theory is the notion of self or self-concept. This is defined as â€Å"the organized, consistent set of perceptions and beliefs about oneself†. The self is the humanistic term for who we really are as a  person. The self is our inner personality, and can be likened to the soul, or Freud’s psyche. The self is influenced by the experiences a person has in their life, and out interpretations of those experiences. Two primary sources that influence our self-concept are childhood experiences and evaluation by others. According to Rogers (1959), we want to feel, experience and behave in ways which are consistent with our self-image and which reflect what we would like to be like, our ideal-self. The closer our self-image and ideal-self are to each other, the more consistent or congruent we are and the higher our sense of self-worth. A person is said to be in a state of incongruence if some of the totality of their experience is unaccept able to them and is denied or distorted in the self-image. The humanistic approach states that the self is composed of concepts unique to ourselves. The self-concept includes three components: Self worth (or self-esteem) – what we think about ourselves. Rogers believed feelings of self-worth developed in early childhood and were formed from the interaction of the child with the mother and father. Self-image – How we see ourselves, which is important to good psychological health. Self-image includes the influence of our body image on inner personality. At a simple level, we might perceive ourselves as a good or bad person, beautiful or ugly. Self-image has an affect on how a person thinks feels and behaves in the world. Ideal self – This is the person who we would like to be. It consists of our goals and ambitions in life, and is dynamic – i.e. forever changing. The ideal self in childhood is not the ideal self in our teens or late twenties etc. Self Worth and Positive Regard Carl Rogers (1951) viewed the child as having two basic needs: positive regard from other people and self-worth. How we think about ourselves, our feelings of self-worth are of fundamental importance both to psychological health and to the likelihood that we can achieve goals and ambitions in life and achieve self-actualization. Self-worth may be seen as a continuum from very high to very low. For Carl Rogers (1959) a person who has high self-worth, that is, has confidence and positive feelings about him or her self, faces challenges in life, accepts failure and unhappiness at times, and is open with people. A person with low self-worth may avoid challenges in life, not accept that life can be painful and unhappy at times, and will  be defensive and guarded with other people. Rogers believed feelings of self-worth developed in early childhood and were formed from the interaction of the child with the mother and father. As a child grows older, interactions with significant others wi ll affect feelings of self-worth. Rogers believed that we need to be regarded positively by others; we need to feel valued, respected, treated with affection and loved. Positive regard is to do with how other people evaluate and judge us in social interaction. Rogers made a distinction between unconditional positive regard and conditional positive regard. Unconditional positive regard is where parents, significant others (and the humanist therapist) accepts and loves the person for what he or she is. Positive regard is not withdrawn if the person does something wrong or makes a mistake. The consequences of unconditional positive regard are that the person feels free to try things out and make mistakes, even though this may lead to getting it worse at times. People who are able to self-actualize are more likely to have received unconditional positive regard from others, especially their parents in childhood. Conditional positive regard is where positive regard, praise and approval, depend upon the child, for example, behaving in ways that the parents think correct. Hence the child is not loved for the person he or she is, but on condition that he or she behaves only in ways approved by the parent(s). At the extreme, a person who constantly seeks approval from other people is likely only to have experienced conditional positive regard as a child. Congruence A person’s ideal self may not be consistent with what actually happens in life and experiences of the person. Hence, a difference may exist between a person’s ideal self and actual experience. This is called incongruence. Where a person’s ideal self and actual experience are consistent or very similar, a state of congruence exists. Rarely, if ever does a total state of congruence exist; all people experience a certain amount of incongruence. The development of congruence is dependent on unconditional positive regard. Carl Rogers believed that for a person to achieve self-actualization they must be in a state of congruence. According to Rogers, we want to feel, experience and behave in ways which are consistent with our self-image and which reflect what we would like to be like, our ideal-self. The closer our  self-image and ideal-self are to each other, the more consistent or congruent we are and the higher our sense of self-worth. A person is said to be in a state of incongruence if some of the totality of their experience is unacceptable to them and is denied or distorted in the self-image. Incongruence is â€Å"a discrepancy between the actual experience of the organism and the self-picture of the individual insofar as it represents that experience. As we prefer to see ourselves in ways that are consistent with our self-image, we may use defense mechanisms like denial or repression in order to feel less threatened by some of what we consider to be our undesirable feelings. A person whose self-concept is incongruent with her or his real feelings and experiences will defend because the truth hurts. Carl Rogers Quotes â€Å"When I look at the world I’m pessimistic, but when I look at people I am optimistic.† â€Å"The very essence of the creative is its novelty, and hence we have no standard by which to judge it† (Rogers, 1961, p. 351). â€Å"I have gradually come to one negative conclusion about the good life. It seems to me that the good life is not any fixed state. It is not, in my estimation, a state of virtue, or contentment, or nirvana, or happiness. It is not a condition in which the individual is adjusted or fulfilled or actualized. To use psychological terms, it is not a state of drive-reduction, or tension-reduction, or homeostasis† (Rogers, 1967, p. 185-186). â€Å"The good life is a process, not a state of being. It is a direction not a destination† (Rogers, 1967, p. 187). References Rogers, C. (1951). Client-centered Therapy: Its Current Practice, Implications and Theory. London: Constable. Rogers, C. (1959). A Theory of Therapy, Personality and Interpersonal Relationships as Developed in the Client-centered Framework. In (ed.) S. Koch, Psychology: A Study of a Science. Vol. 3: Formulations of the Person and the Social Context. New York: McGraw Hill. Rogers, C. R. (1961). On Becoming a Person-A Psychotherapists View of Psychotherapy. Rogers, C. R., Stevens, B., Gendlin, E. T., Shlien, J. M., & Van Dusen, W. (1967).Person to person: The problem of being human: A new trend in psychology.Lafayette, CA: Real People Press.