Elijah The Prophet In The Bible Religion Essay

Elijah The Prophet In The Bible Religion Essay Faierstein, Morris. Why do the Scribes Say That Elijah Must Come First? Journal of Biblical Literature. 100.1 (1981), pp. 75-86. Print. This resource would be vital for research as it looks at the controversy surrounding Elijahs accession to heaven and its meaning. It provides a different approach to the understanding of some of the most vital events surrounding Elijahs life. Penninger, Harold. Walking with God. New York: TEACH Services, Inc., 1996. Print. Elijahs story is well explored by the author of this book; Harold Penninger. Although the author discusses in depth the experiences of some of the icons in the Bible who, as the author puts it followed in the Gods footsteps, the Elijahs story is well explored in two parts; Part I and Part II giving the reader a vivid insight into his life and works (Penninger 51). The author stirs interest into this story by quoting important events both in the Old Testament and in the New Testament which would trigger any serious bible student to look into the life of Elijah. First, he quotes that he appeared in the New Testament during the transfiguration of Jesus, and secondly, Elijah is among the few people in the bible who were taken from this world before seeing death. Among other events surrounding Elijahs death, the writer looks into all including his miracles, his fight with King Ahab and the rise of Baal. Of the controversial aspects about Elijah, the writer points out the view of the bible students who view him as a prototype of john the Baptist. The description the bible gives regarding Elijah fits almost the same as the description given for John the baptism (Penninger 57). Part II of the Elijahs story gives mainly the encounters of Elijah and the Baal prophets and King Ahab. This book would be quite useful for anyone doing research work as it not only explores Elijahs life, but it is also provides a critical review raising important insights which might be useful for deeper understanding. Wood, Norman. Bible Characters for Your Weekly Bible Study. Virginia: Weekly Bible Study Resources. 2010. Web. This is a Christian website intended to help readers of the bible in bible study. It does not give an overview of Elijahs life or work but is rather specific to some aspects of his life. Although based on the bibles scriptures, this source gives wide information regarding Elijah and Elisha and some of the details from the historical books not necessarily included in the bible. It also explores other aspects of the Israel culture as mentioned in other scriptures which would be very beneficial for any reader seeking to understand the bible well (Wood  ¶ 21). For instance, Elisha asked for a double portion from Elijah as he was about to depart to heaven. This was according to the Israel traditions where the father gave the first born son double share of his possessions since he was supposed to be the successor as mentioned and elaborated earlier in Deuteronomy. This website reveals much about Elijahs relationship with Elisha and the events surrounding the succession of Elijahs work. The fact that this source mentions and quotes materials from other sources and other writers including published papers and journals like Christian Science Sentinel and Christian Science Journal makes it an ideal material for anyone doing research project on the topic (Wood  ¶ 21). It does not focus on merely exploring Elijahs work and life, but seeks to bring out the best understanding of Elijah as a person and as a prophet clearly interpreting all the mysteries and events surrounding his work. Elisha, being his successor is also mentioned and their interaction detailed clearly. The reader is not only gains explanations, but is also allowed to think, consider and challenged to reconsider his/her stand and understanding.

Rap Vs Poetry Essay example -- essays research papers

"When I first started rapping, me and a couple brothers would all sit around my place freestyling while someone beat boxed. I even used to tell all the girls that I was a poet. They seemed to find it a little more touching than a rapper" (Prince Paul, The Source 16) The lyrics of rappers are very similar to the words of Black poets. It is argued as to wether or not rap is a viable form of poetry. Both discuss similar subjects, write in the same style and use the same type of language in their writings. When looking at a poem or reading rap lyrics, distinguishing between the two can be difficult, if not impossible.Both Black rappers and Black poets write about the same subjects. For example the rap group NWA, and the poet Alice Walker, both cover the topic of being from a minority race. Alice Walker states in one of her poems that "there is no planet stranger than the one im from" (Walker, "Note Passed To Superman" 18-19). What Alice is saying is that the world is strange because people judge others by their skin color. The approach NWA takes is a more presumptuous one. In the song "Fuck Tha Police", NWA says " Young nigga got it bad cuz im brown / And not the other color so police think / They have the authority to kill a minority" (NWA "Fuck Tha Police" 3-5). Another common subect between Black poets and rappers is "ghetto life". Nikki Giovani's poem called "For Saundra" is about how she is going to write a poem about trees and blue skies. Then she realized that she was living in a "concrete jungle". i wanted to write / a poem / that rhymes / but revolution doesnt lend / itself to bebopping / then my neighbor / who thinks i hate / asked -do u ever write / tree poems- i like trees / so i thought / i'll write a beautiful geen tree poem / peeked from my window / to check the image / noticed the school yard was covered / with asphalt / no green - no trees grow / in Manhattan / then, well, i thought the sky / ill do a big blue sky poem / but all the clouds have winged / low since no-Dick was elected / so i thought again / and it occurred to me / maybe i shouldn't write / at all / but clean my gun / and check my kerosene supply (Giovanni "For Saundra")What all this is about is simply the reality of the urban ghettos. Gangstarr als... ...;. To all my brothers in the streets / I know u feel you have to hustle cause your peeps gotta eat / Makin moves right and exact; don't wanna see you layin' flat / Don't wanna see ya catch a bullet black / If we don't build we'll be destroyed / Thats a challenge we face in the race of poor and unemployed (Gangstarr "In Memory Of")This song by Gangstarr is about life on the streets and what one must do to survive on the streets. The messages found in theses rap songs and poems are important messages that must be listened to. They speak about what is happening in society and what we have to do to change it or in some cases stop it. In conclusion, the lyrics of rappers are very comparable to the spoken words of Black poets. There can be comparisons made in the style of writing, the subjects, language and the messages behind the writings. All of these similarities make rap a viable form of poetry that is enjoyed and understood by young people in today's society. Today's teenagers, in many cases, would, not read poetry and comprehend the message, but, they would listen to rap and be able to understand the idea the artist is trying to get across.

Anna Freud

Anna Freud (3 December 1895 – 9 October 1982) was the sixth and last child of Sigmund and Martha Freud. Born in Vienna, she followed the path of her father and contributed to the newly born field of psychoanalysis. Alongside Melanie Klein, she may be considered the founder of psychoanalytic child psychology: as her father put it, child analysis ‘had received a powerful impetus through â€Å"the work of Frau Melanie Klein and of my daughter, Anna Freud†Ã¢â‚¬Ëœ.Compared to her father, her work emphasized the importance of the ego and its ability to be trained socially. The Vienna years Anna Freud appears to have had a comparatively unhappy childhood, in which she ‘never made a close or pleasureable relationship with her mother, and was really nurtured by their Catholic nurse Josephine'. She had difficulties getting along with her siblings, specifically with her sister Sophie Freud (as well as troubles with her cousin Sonja Trierweiler, a â€Å"bad influenceâ €  on her).Her sister, Sophie, who was the more attractive child, represented a threat in the struggle for the affection of their father: ‘the two young Freuds developed their version of a common sisterly division of territories: â€Å"beauty† and â€Å"brains†Ã¢â‚¬Ëœ, and their father once spoke of her ‘age-old jealousy of Sophie'. As well as this rivalry between the two sisters, Anna had other difficulties growing up – ‘a somewhat troubled youngster who complained to her father in candid letters how all sorts of unreasonable thoughts and feelings plagued her'. It seems that ‘in general, she was relentlessly competitive with her siblings†¦ nd was repeatedly sent to health farms for thorough rest, salutary walks, and some extra pounds to fill out her all too slender shape': she may have suffered from a depression which caused eating disorders. The relationship between Anna and her father was different from the rest of her family; they were very close. She was a lively child with a reputation for mischief. Freud wrote to his friend Wilhelm Fliess in 1899: ‘Anna has become downright beautiful through naughtiness'. Freud is said to refer to her in his diaries more than others in the family.Later on Anna Freud would say that she didn’t learn much in school; instead she learned from her father and his guests at home. This was how she picked up Hebrew, German, English, French and Italian. At the age of 15, she started reading her father’s work: a dream she had ‘at the age of nineteen months†¦ [appeared in] The Interpretation of Dreams, and commentators have noted how ‘in the dream of little Anna†¦ little Anna only hallucinates forbidden objects'. Anna finished her education at the Cottage Lyceum in Vienna in 1912. Suffering from a depression, she was very insecure about what to do in the future.Subsequently, she went to Italy to stay with her grandmother, and there is evid ence that ‘In 1914 she travelled alone to England to improve her English', but was forced to leave shortly after arriving because war was declared. In 1914 she passed the test to be a trainee at her old school, the Cottage Lyceum. From 1915 to 1917, she was a trainee, and then a teacher from 1917 to 1920. She finally quit her teaching career because of tuberculosis. In 1918, her father started psychoanalysis on her and she became seriously involved with this new profession.Her analysis was completed in 1922 and thereupon she presented the paper â€Å"The Relation of Beating Fantasies to a Daydream† to the Vienna Psychoanalytical Society, subsequently becoming a member. In 1923, Freud began her own psychoanalytical practice with children and two years later she was teaching at the Vienna Psychoanalytic Training Institute on the technique of child analysis. From 1925 until 1934, she was the Secretary of the International Psychoanalytical Association while she continued ch ild analysis and seminars and conferences on the subject.In 1935, Freud became director of the Vienna Psychoanalytical Training Institute and in the following year she published her influential study of the â€Å"ways and means by which the ego wards off displeasure and anxiety†, The Ego and the Mechanisms of Defence. It became a founding work of ego psychology and established Freud’s reputation as a pioneering theoretician. In 1938 the Freuds had to flee from Austria as a consequence of the Nazis' intensifying harassment of Jews in Vienna following the Anschluss by Germany. Her father's health had deteriorated severely due to jaw cancer, so she had to organize the family's emigration to London.Here she continued her work and took care of her father, who finally died in the autumn of 1939. When Anna arrived in London, a conflict came to a head between her and Melanie Klein regarding developmental theories of children, culminating in the Controversial discussions. The w ar gave Freud opportunity to observe the effect of deprivation of parental care on children. She set up a centre for young war victims, called â€Å"The Hampstead War Nursery†. Here the children got foster care although mothers were encouraged to visit as often as possible.The underlying idea was to give children the opportunity to form attachments by providing continuity of relationships. This was continued, after the war, at the Bulldogs Bank Home, which was an orphanage, run by colleagues of Freud, that took care of children who survived concentration camps. Based on these observations Anna published a series of studies with her longtime friend, Dorothy Burlingham-Tiffany on the impact of stress on children and the ability to find substitute affections among peers when parents cannot give them. In 1947, Freud and Kate Friedlaender established the Hampstead Child Therapy Courses.Five years later, a children's clinic was added. Here they worked with Freud's theory of thedeve lopmental lines. Furthermore Freud started lecturing on child psychology: Siegfried Bernfeld and August Aichorn, who both had practical experience of dealing with children, were among her mentors in this. From the 1950s until the end of her life Freud travelled regularly to the United States to lecture, to teach and to visit friends. During the 1970s she was concerned with the problems of emotionally deprived and socially disadvantaged children, and she studied deviations and delays in development.At Yale Law School, she taught seminars on crime and the family: this led to a transatlantic collaboration with Joseph Goldstein and Albert Solnit on children and the law, published as Beyond the Best Interests of the Child (1973). Freud died in London on 9 October 1982. She was cremated at Golders Green Crematorium and her ashes placed in a marble shelf next to her parents' ancient Greek funeral urn. Her lifelong friend Dorothy Burlingham and several other members of the Freud family also rest there.One year after Freud's death a publication of her collected works appeared. She was mentioned as â€Å"a passionate and inspirational teacher† and in 1984 the Hampstead Clinic was renamed the Anna Freud Centre. Furthermore her home in London for forty years was in 1986, as she had wished, transformed into the Freud Museum, dedicated to her father and the psychoanalytical society. Major contributions to psychoanalysis Anna Freud's first article, ‘on beating fantasies, drew in part on her own inner life, but th[at]†¦ made her contribution no less scientific'.In it she explained how ‘Daydreaming, which consciously may be designed to suppress masturbation, is mainly unconsciously an elaboration of the original masturbatory fantasies'. Freud had earlier covered very similar ground in ‘†A Child is Being Beaten†Ã¢â‚¬Ëœ – ‘they both used material from her analysis as clinical illustration in their sometimes complementary pap ers' – in which he highlighted a female case where ‘an elaborate superstructure of day-dreams, which was of great significance for the life of the person concerned, had grown up over the masochistic beating-phantasy†¦ one] which almost rose to the level of a work of art'. ‘Her views on child development, which she expounded in 1927 in her first book, An Introduction to the Technique of Child Analysis, clashed with those of Melanie Klein†¦ [who] was departing from the developmental schedule that Freud, and his analyst daughter, found most plausible'. In particular, Anna Freud's belief that ‘In children's analysis, the transference plays a different role†¦ and the analyst not only â€Å"represents mother† but is still an original second mother in the life of the child' became something of an orthodoxy over much of the psychoanalytic world.For her next major work in 1936, her ‘classic monograph on ego psychology and defense mechanism s, Anna Freud drew on her own clinical experience, but relied on her father's writings as the principal and authoritative source of her theoretical insights'. Here her ‘cataloguing of regression, repression, reaction formation, isolation, undoing, projection, introjection, turning against the self, reversal and sublimation' helped establish the importance of the ego functions and the concept of defense mechanisms, continuing the greater emphasis on the ego of her father — ‘We should like to learn more about the ego' — during his final decades.Special attention was paid in it to later childhood and adolescent developments — ‘I have always been more attracted to the latency period than the pre-Oedipal phases' – emphasising how the ‘increased intellectual, scientific, and philosophical interests of this period represent attempts at mastering the drives'. The problem posed by physiological maturation has been stated forcefully by Anna Freud. â€Å"Aggressive impulses are intensified to the point of complete unruliness, hunger becomes voracity†¦ The reaction-formations, which seemed to be firmly established in the structure of the ego, threaten to fall to pieces†.Selma Fraiberg's tribute of 1959 that ‘The writings of Anna Freud on ego psychology and her studies in early child development have illuminated the world of childhood for workers in the most varied professions and have been for me my introduction and most valuable guide spoke at that time for most of psychoanalysis outside the Kleinian heartland. Arguably, however, it was in Anna Freud's London years ‘that she wrote her most distinguished psychoanalytic papers — including â€Å"About Losing and Being Lost†, which everyone should read regardless of their interest in psychoanalysis'.Her description therein of ‘simultaneous urges to remain loyal to the dead and to turn towards new ties with the living' may perhaps reflect her own mourning process after her father's recent death. Focusing thereafter on research, observation and treatment of children, Anna Freud established a group of prominent child developmental analysts (which included Erik Erikson, Edith Jacobson and Margaret Mahler) who noticed that children's symptoms were ultimately analogue to personality disorders among adults and thus often related to developmental stages.Her book Normality and Pathology in Childhood (1965) summarised ‘the use of developmental lines charting theoretical normal growth â€Å"from dependency to emotional self-reliance†Ã¢â‚¬Ëœ. Through these then revolutionary ideas Anna provided us with a comprehensive developmental theory and the concept of developmental lines, which combined her father's important drive model with more recent object relations theories emphasizing the importance of parents in child development processes.Nevertheless her basic loyalty to her father's work remained unimpaired , and it might indeed be said that ‘she devoted her life to protecting her father's legacy†¦ In her theoretical work there would be little criticism of him, and she would make what is still the finest contribution to the psychoanalytic understanding of passivity', or what she termed ‘altruistic surrender†¦ excessive concern and anxiety for the lives of his love objects'. Jacques Lacan called ‘Anna Freud the plumb line of psychoanalysis. Well, the plumb line doesn't make a building†¦ but] it allows us to gauge the vertical of certain problems'; and by preserving so much of Freud's legacy and standards she may indeed have served as something of a living yardstick. With psychoanalysis continuing to move away from classical Freudianism to other concerns, it may still be salutary to heed Anna Freud's warning about the potential loss of her father's 'emphasis on conflict within the individual person, the aims, ideas and ideals battling with the drives to k eep the individual within a civilized community. It has become modern to water this down to every individual's longing for perfect unity with his mother†¦There is an enormous amount that gets lost this way'. About essential personal qualities in psychoanalysts â€Å"Dear John †¦ , You asked me what I consider essential personal qualities in a future psychoanalyst. The answer is comparatively simple. If you want to be a real psychoanalyst you have to have a great love of the truth, scientific truth as well as personal truth, and you have to place this appreciation of truth higher than any discomfort at meeting unpleasant facts, whether they belong to the world outside or to your own inner person.Further, I think that a psychoanalyst should have†¦ interests†¦ beyond the limits of the medical field†¦ in facts that belong to sociology, religion, literature, [and] history,†¦ [otherwise] his outlook on†¦ his patient will remain too narrow. This point co ntains†¦ the necessary preparations beyond the requirements made on candidates of psychoanalysis in the institutes. You ought to be a great reader and become acquainted with the literature of many countries and cultures.In the great literary figures you will find people who know at least as much of human nature as the psychiatrists and psychologists try to do. Does that answer your question? † In perhaps not dissimilar vein, she wrote in 1954 that ‘With due respect for the necessary strictest handling and interpretation of the transference, I feel still that we should leave room somewhere for the realization that analyst and patient are also two real people, of equal adult status, in a real personal relationship to each other. Anna Freud Anna Freud (3 December 1895 – 9 October 1982) was the sixth and last child of Sigmund and Martha Freud. Born in Vienna, she followed the path of her father and contributed to the newly born field of psychoanalysis. Alongside Melanie Klein, she may be considered the founder of psychoanalytic child psychology: as her father put it, child analysis ‘had received a powerful impetus through â€Å"the work of Frau Melanie Klein and of my daughter, Anna Freud†Ã¢â‚¬Ëœ.Compared to her father, her work emphasized the importance of the ego and its ability to be trained socially. The Vienna years Anna Freud appears to have had a comparatively unhappy childhood, in which she ‘never made a close or pleasureable relationship with her mother, and was really nurtured by their Catholic nurse Josephine'. She had difficulties getting along with her siblings, specifically with her sister Sophie Freud (as well as troubles with her cousin Sonja Trierweiler, a â€Å"bad influenceâ €  on her).Her sister, Sophie, who was the more attractive child, represented a threat in the struggle for the affection of their father: ‘the two young Freuds developed their version of a common sisterly division of territories: â€Å"beauty† and â€Å"brains†Ã¢â‚¬Ëœ, and their father once spoke of her ‘age-old jealousy of Sophie'. As well as this rivalry between the two sisters, Anna had other difficulties growing up – ‘a somewhat troubled youngster who complained to her father in candid letters how all sorts of unreasonable thoughts and feelings plagued her'. It seems that ‘in general, she was relentlessly competitive with her siblings†¦ nd was repeatedly sent to health farms for thorough rest, salutary walks, and some extra pounds to fill out her all too slender shape': she may have suffered from a depression which caused eating disorders. The relationship between Anna and her father was different from the rest of her family; they were very close. She was a lively child with a reputation for mischief. Freud wrote to his friend Wilhelm Fliess in 1899: ‘Anna has become downright beautiful through naughtiness'. Freud is said to refer to her in his diaries more than others in the family.Later on Anna Freud would say that she didn’t learn much in school; instead she learned from her father and his guests at home. This was how she picked up Hebrew, German, English, French and Italian. At the age of 15, she started reading her father’s work: a dream she had ‘at the age of nineteen months†¦ [appeared in] The Interpretation of Dreams, and commentators have noted how ‘in the dream of little Anna†¦ little Anna only hallucinates forbidden objects'. Anna finished her education at the Cottage Lyceum in Vienna in 1912. Suffering from a depression, she was very insecure about what to do in the future.Subsequently, she went to Italy to stay with her grandmother, and there is evid ence that ‘In 1914 she travelled alone to England to improve her English', but was forced to leave shortly after arriving because war was declared. In 1914 she passed the test to be a trainee at her old school, the Cottage Lyceum. From 1915 to 1917, she was a trainee, and then a teacher from 1917 to 1920. She finally quit her teaching career because of tuberculosis. In 1918, her father started psychoanalysis on her and she became seriously involved with this new profession.Her analysis was completed in 1922 and thereupon she presented the paper â€Å"The Relation of Beating Fantasies to a Daydream† to the Vienna Psychoanalytical Society, subsequently becoming a member. In 1923, Freud began her own psychoanalytical practice with children and two years later she was teaching at the Vienna Psychoanalytic Training Institute on the technique of child analysis. From 1925 until 1934, she was the Secretary of the International Psychoanalytical Association while she continued ch ild analysis and seminars and conferences on the subject.In 1935, Freud became director of the Vienna Psychoanalytical Training Institute and in the following year she published her influential study of the â€Å"ways and means by which the ego wards off displeasure and anxiety†, The Ego and the Mechanisms of Defence. It became a founding work of ego psychology and established Freud’s reputation as a pioneering theoretician. In 1938 the Freuds had to flee from Austria as a consequence of the Nazis' intensifying harassment of Jews in Vienna following the Anschluss by Germany. Her father's health had deteriorated severely due to jaw cancer, so she had to organize the family's emigration to London.Here she continued her work and took care of her father, who finally died in the autumn of 1939. When Anna arrived in London, a conflict came to a head between her and Melanie Klein regarding developmental theories of children, culminating in the Controversial discussions. The w ar gave Freud opportunity to observe the effect of deprivation of parental care on children. She set up a centre for young war victims, called â€Å"The Hampstead War Nursery†. Here the children got foster care although mothers were encouraged to visit as often as possible.The underlying idea was to give children the opportunity to form attachments by providing continuity of relationships. This was continued, after the war, at the Bulldogs Bank Home, which was an orphanage, run by colleagues of Freud, that took care of children who survived concentration camps. Based on these observations Anna published a series of studies with her longtime friend, Dorothy Burlingham-Tiffany on the impact of stress on children and the ability to find substitute affections among peers when parents cannot give them. In 1947, Freud and Kate Friedlaender established the Hampstead Child Therapy Courses.Five years later, a children's clinic was added. Here they worked with Freud's theory of thedeve lopmental lines. Furthermore Freud started lecturing on child psychology: Siegfried Bernfeld and August Aichorn, who both had practical experience of dealing with children, were among her mentors in this. From the 1950s until the end of her life Freud travelled regularly to the United States to lecture, to teach and to visit friends. During the 1970s she was concerned with the problems of emotionally deprived and socially disadvantaged children, and she studied deviations and delays in development.At Yale Law School, she taught seminars on crime and the family: this led to a transatlantic collaboration with Joseph Goldstein and Albert Solnit on children and the law, published as Beyond the Best Interests of the Child (1973). Freud died in London on 9 October 1982. She was cremated at Golders Green Crematorium and her ashes placed in a marble shelf next to her parents' ancient Greek funeral urn. Her lifelong friend Dorothy Burlingham and several other members of the Freud family also rest there.One year after Freud's death a publication of her collected works appeared. She was mentioned as â€Å"a passionate and inspirational teacher† and in 1984 the Hampstead Clinic was renamed the Anna Freud Centre. Furthermore her home in London for forty years was in 1986, as she had wished, transformed into the Freud Museum, dedicated to her father and the psychoanalytical society. Major contributions to psychoanalysis Anna Freud's first article, ‘on beating fantasies, drew in part on her own inner life, but th[at]†¦ made her contribution no less scientific'.In it she explained how ‘Daydreaming, which consciously may be designed to suppress masturbation, is mainly unconsciously an elaboration of the original masturbatory fantasies'. Freud had earlier covered very similar ground in ‘†A Child is Being Beaten†Ã¢â‚¬Ëœ – ‘they both used material from her analysis as clinical illustration in their sometimes complementary pap ers' – in which he highlighted a female case where ‘an elaborate superstructure of day-dreams, which was of great significance for the life of the person concerned, had grown up over the masochistic beating-phantasy†¦ one] which almost rose to the level of a work of art'. ‘Her views on child development, which she expounded in 1927 in her first book, An Introduction to the Technique of Child Analysis, clashed with those of Melanie Klein†¦ [who] was departing from the developmental schedule that Freud, and his analyst daughter, found most plausible'. In particular, Anna Freud's belief that ‘In children's analysis, the transference plays a different role†¦ and the analyst not only â€Å"represents mother† but is still an original second mother in the life of the child' became something of an orthodoxy over much of the psychoanalytic world.For her next major work in 1936, her ‘classic monograph on ego psychology and defense mechanism s, Anna Freud drew on her own clinical experience, but relied on her father's writings as the principal and authoritative source of her theoretical insights'. Here her ‘cataloguing of regression, repression, reaction formation, isolation, undoing, projection, introjection, turning against the self, reversal and sublimation' helped establish the importance of the ego functions and the concept of defense mechanisms, continuing the greater emphasis on the ego of her father — ‘We should like to learn more about the ego' — during his final decades.Special attention was paid in it to later childhood and adolescent developments — ‘I have always been more attracted to the latency period than the pre-Oedipal phases' – emphasising how the ‘increased intellectual, scientific, and philosophical interests of this period represent attempts at mastering the drives'. The problem posed by physiological maturation has been stated forcefully by Anna Freud. â€Å"Aggressive impulses are intensified to the point of complete unruliness, hunger becomes voracity†¦ The reaction-formations, which seemed to be firmly established in the structure of the ego, threaten to fall to pieces†.Selma Fraiberg's tribute of 1959 that ‘The writings of Anna Freud on ego psychology and her studies in early child development have illuminated the world of childhood for workers in the most varied professions and have been for me my introduction and most valuable guide spoke at that time for most of psychoanalysis outside the Kleinian heartland. Arguably, however, it was in Anna Freud's London years ‘that she wrote her most distinguished psychoanalytic papers — including â€Å"About Losing and Being Lost†, which everyone should read regardless of their interest in psychoanalysis'.Her description therein of ‘simultaneous urges to remain loyal to the dead and to turn towards new ties with the living' may perhaps reflect her own mourning process after her father's recent death. Focusing thereafter on research, observation and treatment of children, Anna Freud established a group of prominent child developmental analysts (which included Erik Erikson, Edith Jacobson and Margaret Mahler) who noticed that children's symptoms were ultimately analogue to personality disorders among adults and thus often related to developmental stages.Her book Normality and Pathology in Childhood (1965) summarised ‘the use of developmental lines charting theoretical normal growth â€Å"from dependency to emotional self-reliance†Ã¢â‚¬Ëœ. Through these then revolutionary ideas Anna provided us with a comprehensive developmental theory and the concept of developmental lines, which combined her father's important drive model with more recent object relations theories emphasizing the importance of parents in child development processes.Nevertheless her basic loyalty to her father's work remained unimpaired , and it might indeed be said that ‘she devoted her life to protecting her father's legacy†¦ In her theoretical work there would be little criticism of him, and she would make what is still the finest contribution to the psychoanalytic understanding of passivity', or what she termed ‘altruistic surrender†¦ excessive concern and anxiety for the lives of his love objects'. Jacques Lacan called ‘Anna Freud the plumb line of psychoanalysis. Well, the plumb line doesn't make a building†¦ but] it allows us to gauge the vertical of certain problems'; and by preserving so much of Freud's legacy and standards she may indeed have served as something of a living yardstick. With psychoanalysis continuing to move away from classical Freudianism to other concerns, it may still be salutary to heed Anna Freud's warning about the potential loss of her father's 'emphasis on conflict within the individual person, the aims, ideas and ideals battling with the drives to k eep the individual within a civilized community. It has become modern to water this down to every individual's longing for perfect unity with his mother†¦There is an enormous amount that gets lost this way'. About essential personal qualities in psychoanalysts â€Å"Dear John †¦ , You asked me what I consider essential personal qualities in a future psychoanalyst. The answer is comparatively simple. If you want to be a real psychoanalyst you have to have a great love of the truth, scientific truth as well as personal truth, and you have to place this appreciation of truth higher than any discomfort at meeting unpleasant facts, whether they belong to the world outside or to your own inner person.Further, I think that a psychoanalyst should have†¦ interests†¦ beyond the limits of the medical field†¦ in facts that belong to sociology, religion, literature, [and] history,†¦ [otherwise] his outlook on†¦ his patient will remain too narrow. This point co ntains†¦ the necessary preparations beyond the requirements made on candidates of psychoanalysis in the institutes. You ought to be a great reader and become acquainted with the literature of many countries and cultures.In the great literary figures you will find people who know at least as much of human nature as the psychiatrists and psychologists try to do. Does that answer your question? † In perhaps not dissimilar vein, she wrote in 1954 that ‘With due respect for the necessary strictest handling and interpretation of the transference, I feel still that we should leave room somewhere for the realization that analyst and patient are also two real people, of equal adult status, in a real personal relationship to each other.

The Divine Comedy By Dante Alighieri Essay - 1691 Words

Dante Alighieri is known as one of the greatest Italian poets. One of Alighieri’s most famous works of art would be his poem called the Divine Comedy written in year 1320. The poem itself has a heavy Christian influence and it entails the journey of Dante, the protagonist as he travels through hell, purgatory and finally paradise. Additionally, the poem captures Dante’s journey as he gets closer to god. As Dante first enters Inferno, (also known as hell), he meets Virgil, who is not only his mentor and guide throughout Dante’s journey but Virgil is also known as one of the greatest poets of all time. On this journey in hell with Virgil, Dante comes across many souls who have committed sins in their life but even then, Dante enables them to speak and share their stories. The Inferno is a part of the Divine Comedy in which the reader meets multiple sinners, such as Francesca, Paolo, Ugolino and Pope Nicholas III who receive the chance to reiterate their story to Da nte, and become fortunate enough that Dante decides to include their story in his poem, giving them the prospect of becoming immortal. When I began reading the Divine Comedy I realized that Dante truly takes the time to hear what the souls want to say regarding their punishment in hell. As I read further on into purgatory, I observed that only in hell, Dante continuously emphasizes on people sharing their stories with him in each canto. Essentially there is a repeating pattern in the inferno regarding gainingShow MoreRelatedThe Divine Comedy By Dante Alighieri873 Words   |  4 Pagesâ€Å"The Divine Comedy† is an epic poem written by Dante Alighieri. He wrote the epic sometime between 1308 and 1321, the year he died. It is considered one of the greatest works of world literature. He wrote â€Å"The Divine Comedy† while he was exiled from Florence, Italy (Bishops 182). â€Å"The Divine Comedy† recounts Dante’s idea of the afterlife. It is written in a first person perspective and follows Dante’s journey through Hell, Purgatory, and Heaven. At the time Dante wrote the Divine Comed y, Italy wasRead MoreThe Divine Comedy By Dante Alighieri1725 Words   |  7 PagesIn composing the Divine Comedy, Dante Alighieri has created and brought to his readers three examples of literary brilliance. A masterfully written poem that still serves as a preface for contemporary heaven/hell/purgatory imagery, the divine comedy brings readers along for the ride on Dante’s path towards salvation. 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Advantages of Wind Power - 1724 Words

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Student Lo Samaritan Or Satan - 1545 Words

.. Yeyang Gu ESL 400 11/18/2015 WA#3 3rd Draft Student Loan: Samaritan or Satan? â€Å"Die Luft der Freiheit weht† is Stanford’s motto, which means â€Å"The wind of freedom blows.† However, selective universities are not â€Å"free† like Stanford University’s motto and even less â€Å"free† when students graduate. College students pay a huge amount of tuition every year, and yet not every college graduate can find a satisfying job. Many college students choose to take out student loans. Student loans give many students chances to go to college indeed, but it is not really good for students because it will cause major problems in the future. Student loans are more like Satan for the time being, since the total amount of student loans is overwhelming, and most†¦show more content†¦Only a small portion of the parents are able to fund their kids completely, but what happens to the college students who go to college on their own? Other than stand on their knees and pray for miracles to happen, the more realistic way to get the money is to take out loans. Peter Coy states in his article Student Loans: Debt for Life, â€Å"Two-thirds of seniors graduated while owning various institutions quite a lot of money.† In his article How The $1.2 Trillion College Debt Crisis Is Crippling Students, Parents And The Economy, a Forbes writer, Chris Denhart, wrote â€Å"According to the Consumer Financial Protection Bureau, student loan debt has reached a new milestone, crossing the $1.2 trillion mark.† There are some obvious factors that bring up together a $1.2 trillion debt. For instance, the interest rates are high. According to Federal Student Aid website page â€Å"Interest Rates and Fees† student loan interest rates vary from 4.29% to 6.84% (Federal Student Aid). Like I previously mentioned, the tuitions are sky high. The insufferable loans make many miserable students suffer a lot. Peter Coy states that a medical student in New Jersey named Thomas Smith need to pay a $310,000 stude nt loan debt, and a Brooklyn guy named Michael DiPietro is a

Managing Organizations and Job Satisfaction †Free Samples for Student

Question: Discuss about the Managing Organizations and Job Satisfaction. Answer: Introduction In the modern world, it is seen that human resources are the most significant aspect among all the resources that are owned by organizations. It is seen that in order to preserve the experienced and effective workforce within a firm it is very important to look after the total performance of the firm. In the world of business, the organizations are looked to be viable with respect to their competency in human resource (Braun et al., 2013). Therefore, in order to remain competitive, the organizations initiate on raising the satisfaction level of their human capital on a frequent basis. This has led to the creation of human capital development that has eliminated the concept of employee development that has led to fundamental transformations in the environment of the market. The sustainable development of job satisfaction is only possible with the help of improvement in the financial performance and the management initiatives of the firm. The function of human resource like any other partners of business are considered as business partners as the human resources provides capital or input in the form of human efforts and skills and in return they expect rewards and recognition (Arekar et al., 2014). Therefore, it is seen that job satisfaction is considered to be one of the basic aspects of human resource management and this is a significant process to enhance the completive edge of the firm. The paper therefore discusses about the importance of job satisfaction and how they are vital for the development of the organization and improvement in the development of the performance of the employees. Job Satisfaction The viewpoint of the employees towards their input in their organization is dependent on the level of job satisfaction. It is seen that job satisfaction has an influence on the general life satisfaction of an employee and therefore it can be said that is the end result of the attitudes that are inside an employee (Skaalvik Skaalvik 2014). The attitudes that are in discussion involve the factors like wages, working environment, social relations, immediate superiors and prompt settlement of grievances. Job satisfaction is viewed as an attitude that is an outcome of the summation and balance of particular likes and dislikes that are seen in relation to the job. The evaluation of job satisfaction can be is dependent upon the failures and success in the achievement of the personal goals (Wong Laschinger 2013). It is seen that for a more comprehensive approach, job satisfaction requires the inclusion of certain factors like the health of the employee, age of the employee and the desire and degree of aspiration (Huang et al., 2014). There are certain other factors that have an influence on the job satisfaction attitude and that involve the social status, relationship with the family and recreational outlets within the organization. The degree of job satisfaction varies from person to person and therefore it is not possible for the organizations to undertake several activities that will be influential for every employee. However, it is the competency of the management of the firm to undertake several plans that will satisfy most of the employees (Hlsheger et al., 2013). It is seen that employees generally work in an organization in order to earn income, and therefore, rewards in the form of cash or gifts can motivate the employees to work harder and satisfy their needs. The employees feel satisfied when they find that their efforts and their works are being identified and the management is providing them with added incentives for their hard work. The other factors that have an effect on the satisfaction level are secondary in nature involving the working environment, hygiene of the workplace, employee to employee relation, employee to management relation etc. Importance of Job Satisfaction It is seen that job satisfaction acts as a significant gauge of the sentiments and feelings employees have towards their job and it even acts as a forecaster of the working behaviour regarding the level of absenteeism, employee turnover etc. This process can moderately arbitrate the relationship among the variables of personality and the unexpected work behaviour (West et al., 2014). The various researches that have been undertaken with respect to job satisfaction has revealed that job satisfaction is correlated with the lifestyle of the individual. This relation is reciprocal in nature showing that an employee who is satisfied with their life are even satisfied with their jobs and the ones who are satisfied with their job are satisfied with their life. This is a significant information as it is seen that job performance and job satisfaction are directly associated to each other. Skogstad et al., (2015) explained that a happy worker is found to be a productive and efficient worker. A clear evidence is seen that employees who are dissatisfied skip their work more and are more likely to resign while satisfied employees tend to work longer with the firm. Importance to employees and organizations Occupational success and job satisfaction are the key factors in self-respect, self-development, self-esteem and personal satisfaction. It is seen that to the employees, job satisfaction reveals a flattering emotional condition and that can primarily lead to optimistic feelings regarding their work. An employee who is satisfied are seen to be more loyal, creative, innovative and flexible (Jensen Jacobsen 2015). It is seen that for the firms, the job satisfaction of their employees explains a workforce that is aggravated and committed to enhanced quality and efficient performance. It is seen that enhanced productivity and quality and quantity per hour output is discovered to be a by-product of the developed quality of the working life. It is significant to make note that the style on the relationship among the productivity and job satisfaction is neither consistent nor conclusive (Girma 2016). It is even seen that job satisfaction benefits and are advantageous to the firms as in decreases the level of grievances and complaints, employee turnover, absenteeism and termination. It is even seen that there is an improvement in the employee self-esteem and punctuality of the workers (Fortney et al., 2013). Job satisfaction is even related with a healthier and better workforce and has been discovered to be good parameter for durability. Employee Role in Job Satisfaction It is discovered that if job satisfaction is a benefit for the worker, then the employees must have the ability to contribute to their well being on their job and self satisfaction. There are various suggestions that can make help an employee discover their self satisfaction. The employees can enhance their job satisfaction by looking for opportunities to reveal their skills and talents (Tang et al., 2014). This initiative largely leads to more demanding work and enhanced accountabilities with rise in payment and various other recognitions. Job satisfaction even leads to enhancement of efficient communication skills that would develop the performance of the organizations. Conclusion In this paper, information regarding the background on job satisfaction and its significance towards the performance of the organization is explained. It is seen that the theme of the study is to construct a tool that can be utilised to evaluate the degree of satisfaction of the employees in every sector of the economy. The paper discusses about the role of job satisfaction that can be helpful to the organizations to enhance their productivity and performance in the economy. It is seen that the organizations have given stress on increasing the level of job satisfaction as rise in the level of satisfaction will lead to the lowering of employee turnover, rate of absenteeism as it is a cost to the organization. Increased job satisfaction can be useful for enhanced work productivity that will increase the completive edge of the firm and will even provide additional profit. Therefore, the role and the importance of job satisfaction is discussed as it will help the organizations to underta ke various actions that would improve their business activities. References Arekar, K., Jain, R., Desphande, B., Sherin, P. (2016). Relationship between individual and structural determinants on job satisfactionanalysis of employee turnover in the Indian context.The Journal of Developing Areas,50(6), 387-398. Braun, S., Peus, C., Weisweiler, S., Frey, D. (2013). Transformational leadership, job satisfaction, and team performance: A multilevel mediation model of trust.The Leadership Quarterly,24(1), 270-283. Fortney, L., Luchterhand, C., Zakletskaia, L., Zgierska, A., Rakel, D. (2013). Abbreviated mindfulness intervention for job satisfaction, quality of life, and compassion in primary care clinicians: a pilot study.The Annals of Family Medicine,11(5), 412-420. Girma, S. (2016). The relationship between leadership style, job satisfaction and culture of the organization.IJAR,2(4), 35-45. Huang, Y. H., Lee, J., McFadden, A. C., Murphy, L. A., Robertson, M. M., Zohar, D. (2014). The Impact of Safety Climate Beyond Safety Outcomes: Job Satisfaction, Employee Engagement and Objective Turnover Rate. InProceedings of the 11th International Symposium on Human Factors in Organisational Design and Management, Copenhagen, Denmark. Hlsheger, U. R., Alberts, H. J., Feinholdt, A., Lang, J. W. (2013). Benefits of mindfulness at work: The role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction.Journal of Applied Psychology,98(2), 310. Jensen, U. T., Jacobsen, C. B. (2015). Taking Leader and Employee Reports Seriously: Exploring the Relationship between Transformational Leadership and Job Satisfaction with Polynomial Regression and Response Surface Analysis. InXIX IRSPM Conference. Skaalvik, E. M., Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion.Psychological reports,114(1), 68-77. Skogstad, A., Aasland, M. S., Nielsen, M. B., Hetland, J., Matthiesen, S. B., Einarsen, S. (2015). The Relative Effects of Constructive, Laissez-Faire, and Tyrannical Leadership on Subordinate Job Satisfaction.Zeitschrift fr Psychologie. Tang, S. W., Siu, O. L., Cheung, F. (2014). A study of workfamily enrichment among Chinese employees: The mediating role between work support and job satisfaction.Applied Psychology,63(1), 130-150. West, C. P., Dyrbye, L. N., Rabatin, J. T., Call, T. G., Davidson, J. H., Multari, A., ... Shanafelt, T. D. (2014). Intervention to promote physician well-being, job satisfaction, and professionalism: a randomized clinical trial.JAMA internal medicine,174(4), 527-533. Wong, C. A., Laschinger, H. K. (2013). Authentic leadership, performance, and job satisfaction: the mediating role of empowerment.Journal of advanced nursing,69(4), 947-959.