Foreign Players in English Football Free Essays

On 30 December 2009, the Barclays Premier League football coordinate among Arsenal and Portsmouth made English football history as the principal coordinate not to incorporate any British players. Arsenal’s group of multi-million pound outside stars dominated the match serenely, 4-1; some would contend this is the only thing that is important, however the individuals who are energetic about football †the genuine experts of the English game †will perceive a profound fundamental issue. Cutting edge football is unrecognizable contrasted with what has gone before it. We will compose a custom paper test on Remote Players in English Football or on the other hand any comparable subject just for you Request Now In times past, groups were molded by sustaining youthful home-developed ability and reinforcing the crew with a couple of fellows from Scotland and Ireland. Presently the regular agreement is that to make any progress it is important to grab the eye of an exceedingly well off oil head honcho who will purchase the club and continue to spend ? 200 million every year on overrated ability from the four corners of the world. This ethos is pulverizing British football. For instance in the Premier League there are 337 enrolled remote players speaking to an aggregate of 66 unique nations. That compares to a normal of 17 outside players for each crew; the midpoints in Italy, France and Spain are all around 10. On the main day of the debut Premier League season in 1992 only 22 non-British players began; on the primary day of this season 124 began. It isn’t right that achievement ought to be founded on account, right? In 2004 Russian very rich person Roman Abramovich purchased Chelsea F. C. , a group which hadn’t won the alliance since 1954. He sprinkled a luxurious measure of cash on the creme de la creme of outside ability from around the world. Three seasons later they encountered phenomenal achievement which, could never have occurred without the money infusion. Nonetheless, it was totally accomplished with only three normally playing British players, who just made the crew since they were outstanding abilities which cash couldn't supplant. This set another benchmark for all the top groups in the land, making an understood explanation that in the event that they needed to coordinate Chelsea’s achievement they would need to coordinate Chelsea’s spending and penance their home-developed players or hazard being abandoned. In 1995 the British exchange record was ? 7,000,000; by 2006 the record had forcefully ascended to ? 30,800,000, and player compensation were spiraling wild. The facts confirm this has lead to more grounded crews, and the Premier League being seen as the most grounded class in the World, with predictable accomplishment in Europe, however would it be able to be on the whole correct to forfeit our own players for this achievement? I think not. Columnists, savants and pretty much every football fan in England have framed their own speculations concerning England’s hopeless disappointment at the 2010 World Cup in South Africa. Numerous causes have been recommended, yet to me the explanation is self-evident. On the off chance that one examinations the groups which were best in South Africa, an unmistakable pattern shows up. Spain won the World Cup this year. Many contend that they arrived at the last against Holland basically in light of the fact that 77. 1% of footballers in their household association are able to play for the national group, an immediate aftereffect of home-developed players being given the open door in their clubs’ first groups. In the Premier League less than 40% of players are English. Jose Luis Astiazaran, leader of the Spanish Football League, said. Our technique is to buckle down with youthful home-developed players and to attempt to have a blend among them and experienced players†¦ we put moreâ and more in youthful Spanish players than in youthful outside players. Britain hasâ many times taken youthful players from outside†¦ these sorts of players are not English . This is one of the most significant contrasts among Spain and England. We contribute inâ young Spanish players†¦ possibly this is the reason right now you are not making youthful English players. † One view is that outside players advantage the English players, who clearly perform better close by the World’s best. I think †don’t you? that if more cash, time, and consideration were placed into developing the bounty of youthful English ability, the English players themselves would be the world’s best. The Premier League have perceived this, and this year the F. A. executed new crew rules controlling the quantity of outside players in every crew. This is a beginning towards lessening the measure of outside players in the class, yet the principles are excessively free and simple to go around. Outside players can be purchased in since early on and created in the institutes; this implies the youthful Englishmen still don’t get the considerati on they pine for so as to propel their vocations. As I would like to think the flood of outside players in England is the absolute most hindering variable in the game, prompting over-expanded exchange charges, increment in ticket costs, a work in progress of home-developed players and eventually the decimation of the national group. The Premier League must audit its arrangements, and clubs must put resources into their foundations or English national football will keep on disintegrating great into the future, thus numerous youthful hopeful footballers will be thrown away, and I for one can't witness that to the game I thus numerous different Brits love. The most effective method to refer to Foreign Players in English Football, Papers

The Cask Of The Amontillado - Revenge :: essays research papers

A Tale of Revenge in The Cask of the Amontillado "The Cask of Amontillado" is an amazing story of retribution. Montresor, the vile storyteller of this story, vows vengeance upon Fortunato for an affront. Montresor plans to look for retribution on the side of his family witticism: "Nemo me impune lacessit."("No one assaults me with impunity.") On the ensign, which bears this adage, shows up " [a] tremendous human foot d'or, in a field of purplish blue; the foot pulverizes a snake wild whose teeth are implanted in the heel." It is significant for Montresor to have his casualty realize what is befalling him. Montresor will get delight from the way that "...as Fortunato gradually passes on, the idea of his dismissed chances of departure will sting him with insufferable lament, and as he calms with dread, the last blow will originate from the leveling that his hankering for the wine has driven him to his fate. "The Cask of Amontillado" is around small time's family vengeance on another family. In structure, there can be no uncertainty, that both Montresor's arrangement of retribution and Poe's story are deliberately made to make the ideal impact. Poe composes this story from the point of view of Montresor who promises vengeance against Fortunato with an end goal to help his noble family witticism: "Nemo me impune lacessit" or "No one pounces upon me with impunity." (No one can assault me without being rebuffed.) Poe doesn't mean for the peruser to feel for Montresor in light of the fact that Fortunato has wronged him, yet rather to pass judgment on him. Recounting to the story from Montresor's perspective, strengthens the impact of good stun and frightfulness. By and by, the peruser is welcome to dig into the internal activities of a vile brain. This piece of the story is extremely upsetting and touchy. Fortunato experiences a change from chuckling and thinking a down to earth joke is being played on him to a moaning acknowledgment that he is a dead man. This is where we decided to make our venture. Albeit a few characters are referenced in this story, the genuine center lies upon Montresor, the detestable storyteller of this story of loathsomeness, who promises retribution upon Fortunato for an affront.

Project-based Learning What It Is and How It Benefits Students

Project-based Learning What It Is and How It Benefits Students (11) Project-based learning has proven to be one of the most effective ways to engage students and provide a practical application for what they’re learning.  Rachelle Dene Poth shares her insights into what project-based learning looks like, and how it helps students master key skills as they complete each project. Read on for some tips and helpful information! Project-based learning (PBL) is something that I have been trying to integrate into my classes more over the past few years. I started thinking about alternate ways to enable students to: produce authentic assessments, create and study something that was interesting and engaging for them, and provide some real-world learning experiences. Project-based learning not only provides opportunities for students to collaborate or drive their own learning, but it also teaches them skills such as problem solving, and helps to develop additional skills integral to their future, such as critical thinking and time management. And maybe more importantly, it provides students with an opportunity to create authentic projects which are personal and meaningful to them. Students have the chance to pursue their own interests and as a result, opportunities for learning for students and teachers are tremendous. SUPPORTING ALL STUDENTS As a foreign language teacher, I need to assess my students in a variety of ways on a regular basis. As we all know, not every person learns the same way or has the same interests. In terms of assessment, some students can learn the material really well, but when a traditional test is given, their information and knowledge somehow disappears. When this first happened in my classes, I began looking more at ways to assess my studentsâ€"but to provide assessments which led to more authentic and personalized work. I wanted to provide an equal opportunity for students to achieve success in showing what they know (and can do) with the information that they have learned. A great way to do this is through project-based learning. There are an increasing number of tools available for use in the classroom that enable students to have a choice and be creative, while also learning valuable technology skills for their future. These tools give students options for showing what it is they have learned and can do with the material, but in a way that is comfortable and relevant and meets their interests and needs. Most importantly, the students have choices and this makes a huge difference. BENEFITS OF USING DIGITAL TOOLS FOR PBL The options provide students with a variety of choices for showing their creativity, make learning more meaningful, and students become more engaged in what they are doing. Students can focus on an area of personal interest and decide how to show what they have learned and can do, in a way that is meaningful and engaging. Many tools are available, both on the web and as apps, that serve to engage, motivate, and inspire students to learn more. The benefit of using web tools for PBL is twofold. First, students can create something vibrant, engaging, and meaningful because they have chosen their area of interest, put their personal touches on it and, as a result, attach the content material with what they have created. They then retain the information better because they have created something for a real world experience. It also teaches them the vital technology skills that they need moving forward, and gives them skills that can be used in other classes, and for their future. Learning to create multimedia presentations, to problem solve, think critically, quickly access resources, and communicate with others helps to empower students, and give them more control in their learning and growth process. We want to empower our students in their learning. PAPER OR DIGITAL, PBL BENEFITS EVERYONE There are many options available for implementing and producing evidence of project-based learning, whether it be in the traditional paper format style or through technology. Either way, giving students the opportunity to create a project to evidence their learning is beneficial. It not only leads to authentic products and meets the students where they are, but also gives them an opportunity to express themselves in unique ways, because it is more personalized and pertinent to their needs and interests. PBL leads to a more student-centered classroom and provides opportunities for students to learn from one another. It also enables the teacher to become more of a facilitator, and in addition to learning about the students, it reinforces the student-centered classroom, where students are empowered in their learning.

Understanding PTSD and Methods of Treatment Essay

A study in 2008 showed that about 300,000 Iraq and Afghanistan war veterans suffer from PTSD or major depression, and about 320,000 may have experienced at least a mild concussion or brain injury in combat (Zoroya). American society is witnessing a hasty rise in the need for treatment of PTSD for returning soldiers from Afghanistan and Iraq. The medical definition of PTSD is that the person has been exposed to a traumatic event in which both the following were present: The person experienced, witnessed, or was confronted with an event or events that involved actual or threatened death or serious injury, or a threat to the physical integrity of self or others, The person’s response involved intense fear, helplessness, or horror†¦show more content†¦Soldiers wounded during combat in Iraq and Afghanistan often develop post-traumatic stress disorder and depression months after getting out of a hospital, instead of soon after suffering their injuries, a new study found. T he earlier the syndrome is identified and treated, the better (Bernstein). Premature treatment is better because symptoms of PTSD may get worse. Dealing with them earlier aids in stopping the symptoms from worsening in the future. If the disorder progresses, an individual may fail to benefit from formal treatment or drop out of treatment early. Many soldiers tend to find it much simpler to self medicate with drugs or alcohol rather than using appropriate treatment. Unfortunately, use of alcohol and drugs can actually intensify symptoms of PTSD or depression over time. Increased substance use is also a potential risk factor for suicide. (Finnegan) There are many treatments for this developing disease. The first step to being treated is admittance. When a soldier can move forward without being in denial, it is so much easier to receive treatment effectively. Denial is refusal to acknowledge the truth about something. Denial is a defense mechanism used to protect against anxiety or em otional pain. Often, soldiers may try to convince themselves that everything is all right and they do not need help. (Lanham) Fortunately, there are many ways, traditional andShow MoreRelatedPost Traumatic Stress Disorder ( Ptsd ) Essay1162 Words   |  5 PagesSocial Identity, Groups, and PTSD In 1980, Post Traumatic Stress Disorder (PTSD,) was officially categorized as a mental disorder even though after three decades it is still seen as controversial. The controversy is mainly founded around the relationship between post-traumatic stress (PTS) and politics. The author believes that a group level analysis will assist in understanding the contradictory positions in the debate of whether or not PTSD is a true disorder. The literature regarding this topicRead MoreEvaluation Of A Program Evaluation1227 Words   |  5 PagesFeedback from stakeholders is necessary to confirm the program is operating to the highest quality and standards (Astramovich Coker, 2007). The program conducted serves adult military personnel who are diagnosed with Post Traumatic Stress Disorder (PTSD). The program implements Cognitive Behavioral Therapy (CBT) through a twelve-week program consisting of twenty-four, sixty minute sessions. The stakeholders include military personnel and their family, veterans and their family, The U.S. DepartmentRead MoreRape1253 Words   |  6 Pageswhich victims of sexual assault experience PTSD symptoms and which treatments help prevent these symptoms from occurring. The sample includes 100 women diagnosed with posttraumatic stress disorder (PTSD) attributed to rape who participated in a randomized clinical trial. Findings were assessed through coding and analyzed through participants written statements at three separate time points: before treatment, during treatment, and one year after treatment ceased. Prior research found that some victimsRead MoreMethods of Treating Post Traumatic Stress Disorder Essay924 Words   |  4 Pag esTraumatic Stress Disorder (PTSD) is a psychological illness that results from the occurrence of a â€Å"terribly frightening, life-threatening, or otherwise unsafe experience† (Posttraumatic Stress Disorder (PTSD), 2012). This condition often leads to unbearable stress and anxiety. PTSD is significantly prevalent as indicated by data from the National Co-morbidity Survey which shows that at a particular time in their lives, 7.8% of 5, 877 adults in America suffered from PTSD (Andrew Bisson, 2009). InRead MoreArticle Analysis : Healing Touch With Guided Imagery For PTSD1046 Words   |  5 PagesHealing Touch with Guided Imagery for PTSD Post-traumatic stress disorder (PTSD) is a common and persistent problem in military populations with an estimated 21.8% of veterans diagnosed after Iraq and Afghanistan. Along with PTSD, there is an increase in substance abuse, depression, and interpersonal conflicts in this population. The more a solider is exposed to combat, the higher the risk is for developing PTSD. There is a strong negative stigma against mental health care for active or recentlyRead MorePtsd Essay1401 Words   |  6 Pagescancer, anxiety disorders, PTSD, chronic pain and multiple sclerosis. Despite it having restrictions, many states have approved the use of cannabis for the treatment of medical and psychological illnesses. In some states, PTDS is among the recommended conditions for medical marijuana (Steenkemp, Blessing, Galatazer-Levy, Hollahan Anderson, 2017). The extended therapeutic effects and support of the biological plausibility of the contents of the drug underscore the need for PTSD military peo ple to useRead MoreThe Health Group Will Take The Pcl M1448 Words   |  6 Pagesmeasured by the variation between the two groups change score. The scores measured will be from the PCL-M taken at the beginning and end sessions of the CBT treatment. The PCL-M is a 17 item self-report measure that is based on the DSM-IV symptoms. It is frequently used for screening, aiding in diagnostic assessment, and monitoring change in PTSD symptoms. It focuses on experiences served while active in the military. Sample items include â€Å"Repeated, disturbing memories, thoughts, or images of aRead MorePosttraumatic Stress Disorder ( Ptsd )1514 Words   |  7 PagesDescription Posttraumatic Stress Disorder (PTSD) is defined as â€Å"a condition that generates waves of anxiety, anger, aggression, depression and suspicion; threatens a person’s sense of self; and interferes with daily life functioning† (Smeltzer, Bare, Hinkle Cheever, 2010, p. 99). As human beings, we are built with different type of emotions and feelings that can endanger us or benefit us. When faced with a traumatic life event, an individual will either overcome the event and become strongerRead MorePost Traumatic Stress Disorder ( Ptsd ) Essay1260 Words   |  6 PagesPost-Traumatic stress disorder (PTSD) affects thousands, from abused children to men and women in the military. PTSD can be caused by physical and or emotional trauma, it is not exclusive to one race, gender or age group. PTSD can effect anyone who is exposed to severe trauma and is diagnosed at alarming rates. What neurological damage is caused, where in the brain is this damage caused and how is it studied ? With modern science we are able to view how Post –Traumatic stress disorder effects theRead MoreTreatment For Veterans With Ptsd1439 Words   |  6 PagesTreatment for Veterans with PTSD Although American service members have felt the lasting effects of combat throughout the history of the nation, it was not until 1980 that Post-Traumatic Stress Disorder was formally added to the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders. Once referred to as â€Å"irritable heart† or â€Å"shell-shock,† PTSD made its way into the national spotlight in the years following the wars in both Iraq and Afghanistan due to U.S. military

The Power of Secrets in The Book Thief by Markus Zusak Essay

â€Å"‘Book burning’ refers to the ritual destruction by fire of books or other written materials. Usually carried out in a public context, the burning of books represents an element of censorship and usually proceeds from a cultural, religious, or political opposition to the materials in question.† (United States Holocaust Memorial Museum) The night of May 10, 1933, German students from some of the best universities in the world, gathered in Berlin to burn books with un-German ideas. The students, along with Nazi officials, threw hundreds of books into a bonfire while giving the Hitler salute and singing Nazi anthems. The students gave up everything that they had believed in due to their unwavering adoration for Hitler and his beliefs.†¦show more content†¦Liesel also knows that if she stays quiet, no one can do anything about it. â€Å"†¦ ‘The Party’ she whispered. Papa stopped. He fought off the urge to open the door and look up the street. ‘They’re checking basements to make shelters.’ He set her down. ‘Smart girl,’ he said, then called for Rosa.† (Zusak, 342). Liesel knows that she has to keep a secret, a very important one too. She gets hurt in order to save Max and her family from severe repercussions.s that if she tells everyone what she’s thinking, there will be trouble. Liesel also knows that if she stays quiet, no one can do anything about it. â€Å"†¦ ‘The Party’ she whispered. Papa stopped. He fought off the urge to open the door and look up the street. ‘They’re checking basements to make shelters.’ He set her down. ‘Smart girl,’ he said, then called for Rosa.† (Zusak, 342). Liesel knows that she has to keep a secret, a very important one too. She knows that the thoughts in her head will be discovered if she doesn’t act fast. Liesel understands the power of secrets. She can hide her beliefs i n her head, but she can’t hide a Jew in her head as well. Just like the books, an author can have and idea in his or her head, but once a book is written and published, people can destroy the idea because it becomes tangible. The most famous book burning happened on the night of May 10, 1933 in Berlin, but many other book burins happenedShow MoreRelatedThe Book Thief And Erik Larson1639 Words   |  7 Pageshow you view life. Markus Zusak, author of the Book Thief and Erik Larson, author of The Devil in the White City use perspective to show how people can personify an identity, treatment of others and never change regardless of time. In light of using perspective to identify, we see people in the Book Thief and The Devil in the White City that have a positive and negative attitude towards life because of events. In chapter the grave digger’s handbook Death narrates â€Å"The book thief and her brother wereRead MoreThe Book Thief by Markus Zusak1154 Words   |  5 PagesThe Book Thief (2013), directed by Brian Percival, is about a young old girl living in Nazi Germany (between 1939 and 1943) in the fictional town of Molching, Germany. Death narrates the story of the main protagonist, Liesel Meminger, beginning when she is nine years old and suffering from the death of her brother and separation from her mother. Liesel then goes to live with Hans and Rosa Hubermann (played by Geoffrey Rush and Emily Watson). When Liesel arrives, she is illiterate and is made funRead MorePersonal Project4460 Words   |  18 PagesPersonal Project: Book Review Blog - Phase 4 Searage Arabi 10A Supervisor: Miss Oznur Australian International Academy Tables of Contexts Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦................†¦.. Page 3. About My Personal Project †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Page 3. Area Of Interaction (AOI) Used †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Page 4. Plan Layout †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 4. Summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreBelonging Essay4112 Words   |  17 PagesStephen, Billy Elliot Making Multicultural Australia, www.multiculturalaustralia.edu.au It is also suggested you choose 3-4 related texts as you will have more to discuss. You do not have to read a full book; a story from an anthology can be enough. You can also choose a poem, a picture book, film or photographs. Remember though that you will need to discuss at length the relevance of the chosen piece to write about how belonging is represented in the text, how are the ideas about belonging brought

Carl Jung Theory Free Essays

Jung’s theory divides the psyche into three parts. The first is the ego, which Jung identifies with the conscious mind. Closely related is the personal unconscious, which includes anything that is not presently conscious, but can be. We will write a custom essay sample on Carl Jung Theory or any similar topic only for you Order Now The personal unconscious is like most people’s understanding of the unconscious in that it includes both memories that are easily brought to mind and those that have been suppressed for some reason. But it does not include the instincts that Freud would have it include. But then Jung adds the part of the psyche that makes his theory stand out from all others: the collective unconscious. You could call it your â€Å"psychic inheritance. † It is the reservoir of our experiences as a species, a kind of knowledge we are all born with. And yet we can never be directly conscious of it. It influences all of our experiences and behaviors, most especially the emotional ones, but we only know about it indirectly, by looking at those influences. There are some experiences that show the effects of the collective unconscious more clearly than others: The experiences of love at first sight, of deja vu (the feeling that you’ve been here before), and the immediate recognition of certain symbols and the meanings of certain myths, could all be understood as the sudden conjunction of our outer reality and the inner reality of the collective unconscious. Grander examples are the creative experiences shared by artists and musicians all over the world and in all times, or the spiritual experiences of mystics of all religions, or the parallels in dreams, fantasies, mythologies, fairy tales, and literature. A nice example that has been greatly discussed recently is the near-death experience. It seems that many people, of many different cultural backgrounds, find that they have very similar recollections when they are brought back from a close encounter with death. They speak of leaving their bodies, seeing their bodies and the events surrounding them clearly, of being pulled through a long tunnel towards a bright light, of seeing deceased relatives or religious figures waiting for them, and of their disappointment at having to leave this happy scene to return to their bodies. Perhaps we are all â€Å"built† to experience death in this fashion. Archetypes The contents of the collective unconscious are called archetypes. Jung also called them dominants, imagos, mythological or primordial images, and a few other names, but archetypes seem to have won out over these. An archetype is an unlearned tendency to experience things in a certain way. The archetype has no form of its own, but it acts as an â€Å"organizing principle† on the things we see or do. It works the way that instincts work in Freud’s theory: At first, the baby just wants something to eat, without knowing what it wants. It has a rather indefinite yearning, which, nevertheless, can be satisfied by some things and not by others. Later, with experience, the child begins to yearn for something more specific when it is hungry — a bottle, a cookie, a broiled lobster, a slice of New York style pizza. The archetype is like a black hole in space: You only know its there by how it draws matter and light to itself. The mother archetype The mother archetype is a particularly good example. All of our ancestors had mothers. We have evolved in an environment that included a mother or mother-substitute. We would never have survived without our connection with a nurturing-one during our times as helpless infants. It stands to reason that we are â€Å"built† in a way that reflects that evolutionary environment: We come into this world ready to want mother, to seek her, to recognize her, to deal with her. So the mother archetype is our built-in ability to recognize a certain relationship, that of â€Å"mothering. † Jung says that this is rather abstract, and we are likely to project the archetype out into the world and onto a particular person, usually our own mothers. Even when an archetype doesn’t have a particular real person available, we tend to personify the archetype, that is, turn it into a mythological â€Å"story-book† character. This character symbolizes the archetype. The mother archetype is symbolized by the primordial mother or â€Å"earth mother† of mythology, by Eve and Mary in western traditions, and by less personal symbols such as the church, the nation, a forest, or the ocean. According to Jung, someone whose own mother failed to satisfy the demands of the archetype may well be one that spends his or her life seeking comfort in the church, or in identification with â€Å"the motherland,† or in meditating upon the figure of Mary, or in a life at sea. Mana You must understand that these archetypes are not really biological things, like Freud’s instincts. They are more spiritual demands. For example, if you dreamt about long things, Freud might suggest these things represent the phallus and ultimately sex. But Jung might have a very different interpretation. Even dreaming quite specifically about a penis might not have much to do with some unfulfilled need for sex. It is curious that in primitive societies, phallic symbols do not usually refer to sex at all. They usually symbolize mana, or spiritual power. These symbols would be displayed on occasions when the spirits are being called upon to increase the yield of corn, or fish, or to heal someone. The connection between the penis and strength, between semen and seed, between fertilization and fertility are understood by most cultures. The shadow Sex and the life instincts in general are, of course, represented somewhere in Jung’s system. They are a part of an archetype called the shadow. It derives from our prehuman, animal past, when our concerns were limited to survival and reproduction, and when we weren’t self-conscious. It is the â€Å"dark side† of the ego, and the evil that we are capable of is often stored there. Actually, the shadow is amoral — neither good nor bad, just like animals. An animal is capable of tender care for its young and vicious killing for food, but it doesn’t choose to do either. It just does what it does. It is â€Å"innocent. † But from our human perspective, the animal world looks rather brutal, inhuman, so the shadow becomes something of a garbage can for the parts of ourselves that we can’t quite admit to. Symbols of the shadow include the snake (as in the garden of Eden), the dragon, monsters, and demons. It often guards the entrance to a cave or a pool of water, which is the collective unconscious. Next time you dream about wrestling with the devil, it may only be yourself you are wrestling with! The persona The persona represents your public image. The word is, obviously, related to the word person and personality, and comes from a Latin word for mask. So the persona is the mask you put on before you show yourself to the outside world. Although it begins as an archetype, by the time we are finished realizing it, it is the part of us most distant from the collective unconscious. At its best, it is just the â€Å"good impression† we all wish to present as we fill the roles society requires of us. But, of course, it can also be the â€Å"false impression† we use to manipulate people’s opinions and behaviors. And, at its worst, it can be mistaken, even by ourselves, for our true nature: Sometimes we believe we really are what we pretend to be! Anima and animus A part of our persona is the role of male or female we must play. For most people that role is determined by their physical gender. But Jung, like Freud and Adler and others, felt that we are all really bisexual in nature. When we begin our lives as fetuses, we have undifferentiated sex organs that only gradually, under the influence of hormones, become male or female. Likewise, when we begin our social lives as infants, we are neither male nor female in the social sense. Almost immediately — as soon as those pink or blue booties go on — we come under the influence of society, which gradually molds us into men and women. In all societies, the expectations placed on men and women differ, usually based on our different roles in reproduction, but often involving many details that are purely traditional. In our society today, we still have many remnants of these traditional expectations. Women are still expected to be more nurturant and less aggressive; men are still expected to be strong and to ignore the emotional side of life. But Jung felt these expectations meant that we had developed only half of our potential. The anima is the female aspect present in the collective unconscious of men, and the animus is the male aspect present in the collective unconscious of women. Together, they are referred to as syzygy. The anima may be personified as a young girl, very spontaneous and intuitive, or as a witch, or as the earth mother. It is likely to be associated with deep emotionality and the force of life itself. The animus may be personified as a wise old man, a sorcerer, or often a number of males, and tends to be logical, often rationalistic, and even argumentative. The anima or animus is the archetype through which you communicate with the collective unconscious generally, and it is important to get into touch with it. It is also the archetype that is responsible for much of our love life: We are, as an ancient Greek myth suggests, always looking for our other alf, the half that the Gods took from us, in members of the opposite sex. When we fall in love at first sight, then we have found someone that â€Å"fills† our anima or animus archetype particularly well! Other archetypes Jung said that there is no fixed number of archetypes that we could simply list and memorize. They overlap and easily melt into each other as needed, and their logic is not the usual kind. But here are some he mentions: Beside s mother, their are other family archetypes. Obviously, there is father, who is often symbolized by a guide or an authority figure. There is also the archetype family, which represents the idea of blood relationship and ties that run deeper than those based on conscious reasons. There is also the child, represented in mythology and art by children, infants most especially, as well as other small creatures. The Christ child celebrated at Christmas is a manifestation of the child archetype, and represents the future, becoming, rebirth, and salvation. Curiously, Christmas falls during the winter solstice, which in northern primitive cultures also represents the future and rebirth. People used to light bonfires and perform ceremonies to encourage the sun’s return to them. The child archetype often blends with other archetypes to form the child-god, or the child-hero. Many archetypes are story characters. The hero is one of the main ones. He is the mana personality and the defeater of evil dragons. Basically, he represents the ego — we do tend to identify with the hero of the story — and is often engaged in fighting the shadow, in the form of dragons and other monsters. The hero is, however, often dumb as a post. He is, after all, ignorant of the ways of the collective unconscious. Luke Skywalker, in the Star Wars films, is the perfect example of a hero. The hero is often out to rescue the maiden. She represents purity, innocence, and, in all likelihood, naivete. In the beginning of the Star Wars story, Princess Leia is the maiden. But, as the story progresses, she becomes the anima, discovering the powers of the force — the collective unconscious — and becoming an equal partner with Luke, who turns out to be her brother. The wise old man guides the hero. He is a form of the animus, and reveals to the hero the nature of the collective unconscious. In Star Wars, he is played by Obi Wan Kenobi and, later, Yoda. Notice that they teach Luke about the force and, as Luke matures, they die and become a part of him. You might be curious as to the archetype represented by Darth Vader, the â€Å"dark father. † He is the shadow and the master of the dark side of the force. He also turns out to be Luke and Leia’s father. When he dies, he becomes one of the wise old men. There is also an animal archetype, representing humanity’s relationships with the animal world. The hero’s faithful horse would be an example. Snakes are often symbolic of the animal archetype, and are thought to be particularly wise. Animals, after all, are more in touch with their natures than we are. Perhaps loyal little robots and reliable old spaceships — the Falcon– are also symbols of animal. And there is the trickster, often represented by a clown or a magician. The trickster’s role is to hamper the hero’s progress and to generally make trouble. In Norse mythology, many of the gods’ adventures originate in some trick or another played on their majesties by the half-god Loki. There are other archetypes that are a little more difficult to talk about. One is the original man, represented in western religion by Adam. Another is the God archetype, representing our need to comprehend the universe, to give a meaning to all that happens, to see it all as having some purpose and direction. The hermaphrodite, both male and female, represents the union of opposites, an important idea in Jung’s theory. In some religious art, Jesus is presented as a rather feminine man. Likewise, in China, the character Kuan Yin began as a male saint (the bodhisattva Avalokiteshwara), but was portrayed in such a feminine manner that he is more often thought of as the female goddess of compassion! The most important archetype of all is the self. The self is the ultimate unity of the personality and is symbolized by the circle, the cross, and the mandala figures that Jung was fond of painting. A mandala is a drawing that is used in meditation because it tends to draw your focus back to the center, and it can be as simple as a geometric figure or as complicated as a stained glass window. The personifications that best represent self are Christ and Buddha, two people who many believe achieved perfection. But Jung felt that perfection of the personality is only truly achieved in death. How to cite Carl Jung Theory, Papers

Sustaining the transformation free essay sample

This book puts emphasis on the transformation of an American citizen into a marine and the importance of sustaining the change. It is imperative because our war fighting ability depends on a lasting transformation not only during the time of the individual’s Marine Corps career but also when he or she returns to their civilian communities. 2. General plot/story line: The Marine Corps does two things: make marines and win our nation’s battles. Winning battles depend on how well we make marines. Those who have earned the title have been polished and honed by attentive mentoring. We have to remember that to sustain the transformation because it ensures that the flame of enthusiasm does not wane. The reason for such a juristic transformation from a normal citizen to a marine was because we saw a change in the operating environment where our marines would be deployed to and to prepare them for future battles. We will write a custom essay sample on Sustaining the transformation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The way of fighting has truly changed in the 21st century, because now we fight in decentralized operations, we use advanced technology, increasing weapons lethality, mixing of combatants and non-combatants along with urban combat. To succeed in ever changing operating environments, marines need to be good decision makers, trained to the highest standards and self-confident. In order for NCOs, staff NCOs and officers to help implement ways to sustain the transformation, they need to first understand the different phases of transformation: Phase 1: Recruitment. Recruiters screen young people with solid character, good moral standards and personal values. Phase 2: Recruit Training. The Drill Instructor becomes the next person to transform the individual’s life. They become their role models. The recruits will learned that they can exceed their own personal limitations through teamwork, perseverance, and courage. Phase 3: Cohesion. Once in the fleet, leaders must try to strengthen the cohesion that was born during recruit training because it binds marines together. Cohesion could be implemented by: A. Individual morale: leaders must know our marines and look out for their welfare. B. Confidence in the unit’s combat capability: The longer marines serve and train together in a unit the more effective they become and the more confident they are in their unit’s capabilities. Success in battle can be attributed to a unit’s overall confidence in its level of performance. C. Confidence in unit leaders: It is earned as marines spend time in company of their seniors and learn to trust them. Leaders must earn the respect of their marines. D. Horizontal cohesion: Peer bonding of a sense of trust and familiarity between individuals of the same rank. Enhanced personnel stability promotes familiar and effective working relationships. E. Vertical cohesion: Mutual sense of trust and respect among individuals of different rank. Leaders that show concern for their marines and lead by example will earn the trust and respect of their subordinates. Ultimately, it increases fighting power, provides positive peer pressure and reinforces our core values. Phase 4: Sustainment is continuous. Implement wherever practicable: †¢Deployment †¢Family day †¢6-month recognition †¢Unit training and exercises †¢Unit events †¢Battle anniversary †¢One month recognition †¢In-briefs †¢Graduation and unit reception †¢Command involvement Phase 5: Citizenship. People transformed by their marine experience and enriched by their internalization of our ethos, ideals and values become a legacy of productive citizens. They are transformed by their experiences while on active duty and enriched by their internalization of our ethos, ideals and values. 3. What I learned from this book: What I learned from this book is that although we’ve all earned the title marine, our core values and ways doesn’t just end at the conclusion of boot camp, we have to bring it with us to the fleet and eventually use our Military teachings back with us as citizens. We can contribute good into our communities because our customs and curtsies, respect, core values, adaptation abilities, leadership traits, etc. , would be what sets us out to be different than the general population. 4. Why others should/should not read this book: I feel that marines of all ranks should read this book. Near the end of boot camp, I remember my Drill Instructors telling my platoon about how terrible marines sometimes acted when they were clearly taught otherwise in boot camp. I remember them telling me that they wanted to be a Drill Instructor because they wanted to make a positive and long lasting impact on people. They also told us that no matter how hard they’ve trained and honed us in the way they wanted us to be, as soon as we leave, we would still be whoever we wanted to be, it would be our choice whether or not to keep those teachings with us. And they were right, I’ve met a lot of marines that have abandoned them. This book emphasizes on the importance of keeping our transformation, not only for our Marine Corps career but also for the good of our communities.