W.E.B. Du Bois - Returning Soldiers The Crisis (1919) Essay - 1

W.E.B. Du Bois - Returning Soldiers The Crisis (1919) - Essay Example Du Bois, did not attempt to take any particular side but his primary focus was on engaging in internationalism across boundaries between nations which he terms as ‘inter- nation’ (Du Bois) ‘Returning Soldiers’ by Du Bois, in ‘The Crisis’ (1919) was an outcry of all the struggles suffered by the thousands of black men who fought bravely in bitter resignation unto their last drop of blood for America, with a hope of a better tomorrow. In Du Bois’s words –‘We fought gladly†¦for America and her highest ideals, we fought in the far – off hope, for the dominant southern oligarchy entrenched in Washington.’ (Du Bois) However, they were disillusioned because unfortunately the circumstances did not change and the struggle continued relentlessly with the war claiming destruction to both life and property. Du Bois, accuses America of being vindictive in their approach which forced the blacks to retaliate and fight. In a backlash, Du Bois expresses his views in ‘The Crisis’ which came in for heavy criticism from all quarters, because he accused, the America they fought for, of gloating in lynching, disfranchising its own citizens, encouraging ignorance, stealing from them and insulting them. In argument about lynching that Du Bois speaks of, we understand that lynching was very much present then and it ceaselessly continues even today. He describes lynching in the following words – ‘Barbarism of a degree of contemptible nastiness unparalleled in human history.’ (Du Bois) Some examples of people who were victims of lynching are Rodney King, African Americans, Mexican and Asian immigrants, Oscar Grant and many others. The lynching that Du Bois speaks of, continues even today by punishing, torturing and killing vulnerable individuals who dare to raise their voice against them. Disfranchisement of its own citizens

34 of 34 Discuss interdiction, prevention, and treatment programs as Essay

34 of 34 Discuss interdiction, prevention, and treatment programs as components of the national drug strategy. Include a discussion of the effectiveness of each strategy - Essay Example Increase in drug prices reduces their consumption. The prevention action plan which is part of the national drug strategy aims at avoiding drug use among the youths. This is one through providing information about prevention to affected stakeholders such as parents, law enforcement authorities, educators, young people and the community. It also aims to achieve this through national campaigns against drugs and funding community projects for the same purpose (Gaines & Kappeler, 2008). This has been seen to be successful in reducing car accidents resulting from drug abuse as it is seen to reduce consumption of illicit drugs to considerable levels. Although it is not easy to get the exact number of how this has been successful, since the implementation of the prevention there has been a notable degree in use of drugs among the youths. Treatment as a strategy involves taking the people who are already addicted to drugs to drug rehabilitation center where they are helped in recovering through therapy and counseling. The national drug strategy supports the treatment plan and encourages the use of new collaborative an innovative strategies that will yield better results. This has been through funding territories and provinces to reinforce drug abuse treatment systems thereby increasing the access to drug treatment services to meet the high need. Treatment has been successful in turning around the lives of drug addicts who have collaborated and who are now able to live without dependency on the drugs. United States. (2005). Drug prevention programs and the fiscal year 2006 drug control budget: Is the federal government neglecting illegal drug use prevention? : hearing before the Subcommittee on Criminal Justice, Drug Policy, and Human Resources of the Committee on Government Reform, House of Representatives, One Hundred Ninth Congress, first session, April 26, 2005. Washington: U.S.

The Human Society and its Environment Essay Example for Free

The Human Society and its Environment Essay Environment (HSIE) syllabus has a two-pronged objective that seeks ultimately to help scaffold students in their development both as persons and as citizens of local and global communities. It seeks to give them a sense of identity, and this involves an understanding of how their talents and opinions are relevant in their society. Research has shown that students (as human beings) develop, not in an isolated context or in a vacuum, but within the context of the family, community, and society in which they live (Panofsky, 2003, p. 411, Azmitia, 2002, p. 355). Therefore, allowing students to feel themselves true citizens of their society is an important aspect of creating identity and participation, according to the ideas of Vygotsky, Dewey, and Gibson, is therefore a key factor in learning (Rahm, 2002, p. 164; Wong Pugh, 2001). Separated into four strands (introduction, rationale, aims and objectives, and an overview of learning in HSIE), the syllabus’ introductory pages demonstrate how its objectives can be addressed in a classroom setting. Each strand clearly outlines how knowledge will be of benefit to the student and by extension to society. In fact, much thought and effort has been placed into determining the individual outcomes of particular aspects of the HSIE content. Though the syllabus is not particularly explicit about how these goals are to be achieved, nor does it clearly define the ideals of citizenship, it does give the teacher enough direction to facilitate the proper delivery of the information. A detailed look at the formulation of the goals in these introductory pages will demonstrate that the syllabus, though not explicit, is adequate in its explanation of how its aims are to be achieved. It will also present a view the interconnected aspects of the syllabus and how essential each is to the achievement of HSIE’s major goals. The introductory pages of the syllabus indicate that some of its content is taken from research into the thought processes of the children (Human Society and its Environment K-6, 2006, p. 9). Its writers have considered the fact that children might think differently about such issues than adults do, and have suggested suitable ways of teaching. This indicates that the syllabus intends to address how students are to be taught the material. The syllabus also indicates that the effective classroom practices of many previous teachers have informed its content, and this too indicates that effective strategies for instruction are to be included in the text of the syllabus. It appears that the strategies will involve equipping teachers with the tools necessary to create a classroom atmosphere in which students go beyond the level of hearing or reading the information to the level at which learning becomes an experience. It implies that teaching should begin on a plane with which the child is familiar and then branch of to less familiar areas, thereby building on schematic knowledge and making connections that allow them to assimilate the information gained (Human Society and its Environment K-6, 2006, p. 7). Though the explanation does not clearly delineate how the will be achieved, it is a promise that the syllabus itself will provide more explicit information on how to do this. Another way in which the introduction to the syllabus promises to demonstrate how to achieve its goals is in its deliberate organisation to allow for depth of understanding by its readers. It not only categorises the content according to the knowledge, values, and skills students ought to take from the class, but it further breaks down these areas, creating in effect a checklist of goals that teachers can try to incorporate into the planning of each lesson (Human Society and its Environment K-6, 2006, p. 8). It suggests to a certain extent the different aspects of the subject that the teachers are meant to emphasise. The goals are explicitly defined, though methods are not. Therefore, though details are not given as to how teachers should teach the lesson, this may mainly be seen as a method of allowing the creativity of each teacher to surface. The syllabus’ introduction appeals to the creativity of the teacher in its conciseness, yet does offer some direction through the thorough way in which the goals are dealt with. For example, though it does not suggest tasks that students should be made to perform in learning about the transmission of culture, it clearly states a number of ways through which culture transmission can be achieved (Human Society and its Environment K-6, 2006, p. 10). Another example is in the reference to the students’ gaining a sense of identity through their environment. The syllabus points toward learning the use of globes, diagrams, maps, and other tools that give direction and perspective about the local and global environment. Though it does not expressly tell how to teach the lessons that incorporate them, it does demonstrate that their use will aid in the achievement of the overall aims of the HSIE syllabus. The syllabus demonstrates a connection among its three main aspects and among the content from different disciplines that make up each of these parts. It argues that knowledge/understandings, skills, and attitudes/values are related in such a way that the student cannot be expected to fully grasp the ideas being presented them unless they have an adequate grasp of each of the areas (Human Society and its Environment K-6, 2006, p. 10). The knowledge provides a basis for students to gain appreciation for themselves and others, as well as for their societal groups. They are able to gain perspectives on cultures, systems, the environment, and historical facts on how these systems came into being. A key factor that contributes to the interrelatedness of the syllabus’ content is the fact that all knowledge cannot be acquired within a classroom setting. Along with exposure to this knowledge comes a similar exposure to the tools and skills that will allow students opportunity to acquire more knowledge on their own. It is to be noted that according to Howard Gardner, people have different ways of perceiving the world (Mbuva, 2003) and should learn different skills that allow them to use their own type of intelligence. All these skills allow for participation, investigation, the ability to identify biases, and the use of higher- and lower-order thinking skills. Yet the knowledge gained through these methods cannot, by itself, lead to understanding without a suitable way of processing it (State of NSW, 2003, p. 7). According to A classroom practice guide published by the Department of Education and Training of the State of New South Wales, the difference between deep knowledge and deep understanding lies in the assimilation of content that defines students’ learning (2003, p. 7). Quality instruction blended with the attitudes and values that students are desired to learn will grant them a way of processing the knowledge that they gain through classroom and out-of-class lessons (Human Society and its Environment K-6, 2006, p. 13; 2003, p. 7). They allow students to see what use they can make of the knowledge that they gain about themselves, others, their history and their environment. It inculcates a level of respect for other cultures and allows them to develop a sense of societal responsibility. Because, for example, the student understands how the society and its governmental systems work—why each part is necessary—he or she is able to appreciate the need to become a good citizen and to preserve the civilisation which he or she has inherited (Harris, 2001, p. 3). The student, being cognisant of the struggles that ancestors have gone through to create the society, will further respect and honour the traditions that have been passed down. Further historical and cultural studies will also grant respect for other cultures within the Australian society and those of the rest of the world. Students will be able to have respect for the differences between theirs and Aboriginal cultures, and this will enhance their citizenship as they will learn how to treat those citizens whose actions might portray differences to their own (Human Society and its Environment K-6, 2006, p. 13-14). After considering how each aspect of the syllabus relates to the others, it becomes evident that all sections are necessary to the complete education of the student in HSIE. Though the student might have the resources that contain knowledge, they will not be able to access that knowledge without skills that allow them to tap such repositories as the library, internet, and even textbooks. Even once this knowledge is gained, it is necessary that students be able to process it in order to turn that knowledge into understanding and into good citizenship, which is the reason usually cited for teaching HSIE (Reynolds Lewis, 1995, p. 3). Another important aspect of HSIE is to transform students into lifelong learners. All parts of the HSIE learning programme are necessary in order to add meaningfulness to the sense of knowledge acquisition so that students might consider it necessary and worthwhile to use their skills continually to gain knowledge for the betterment of society. It is often problematic that teachers have the ability to make value judgements about particular outcomes of lessons. Students often place high value on teachers’ preferences and pay keen attention to how teachers speak and feel about certain topics. However, teachers may use their influence to an advantage. Demonstrating openness especially to diversity of culture and frowning upon intolerance especially as it regards other people’s values and belief systems will help create a more tolerant class and ultimately a more tolerant society. Related to this is the fact that students will become more exposed to different religions and political views—a situation that might offer some discomfort to parents. It is important that parents be assured that culture sensitivity and tolerance (and not indoctrination) are the main goals of this kind of education. Human Society and its Environment attempts to delineate the different facets of societal groups, show how they connect with each other, and demonstrate to the student how he or she fits within one or all of them. It desires to show the variety of organisations that exist, how these organisations work, and how students with varied interests can become a part of them. It also involves the inculcation of the individual’s debt and responsibility to society—lessons that can be learned through history, environmental, and civil education. The syllabus connects three perspectives: knowledge/understandings, skills, and attitudes/values which students master through the acquisition of low- and high-order thinking skills. Yet all these facets depend upon the provision of quality instruction in a quality learning environment in order to produce deep understanding (State of NSW, 2003, p. 10). References Azmitia, M. (2002). â€Å"Interpretative reproduction: a tool for unpacking the sociocultural dynamics of development. † Human Development. Vol. 45, 355-359. Harris, C. (2001). â€Å"Curriculum control: at what cost to teachers? † AARE Annual Conference 2001. Notre Dame University. Retrieved 3rd August 2006 Available: http://www. aare. edu. au/01pap/har01535. htm Human Society and its Environment K-6: syllabus. (2006). Board of Studies, HSW. Sydney. www. boardofstudies. nsw. edu. au

Roles Of Women In Hindi Films Media Essay

Roles Of Women In Hindi Films Media Essay Bollywood, the second largest film industry is widely known for its form of creative art. It is a form of art with the ability to entertain, educate, and reflect and shape our sense of who we are and our understanding of the society in which we live. In Hindi films there exists the hero and heroine, however gender hierarchy can be seen and importance is imposed on the male actor. One would agree that the Hindi film industry is male-centric, with limited space for females to be versatile in the character they play. The roles played by the heroine are almost replicated by the same guidelines seen within the Indian society. The Indian society is an influence to Bollywood and is what shapes and defines the roles played by females in films. It has been quoted if the image [of women in the cinema] is submissive or secondary, it is the society who is responsible for it . . . filmmakers, keeping in mind the commercial aspect of films, simply highlight what exists1. The portrayal of women in Hindi films has been stable in correspondence to the norms and values contained in the Indian society. India is known to be a hierarchal society, whether it is religion, northern or southern Indian, all groups of people are ranked according to various qualities. Within gender hierarchy, men outrank women of the same or similar age, and senior relatives outrank junior relatives2. This same concept is taken into the Hindi film industry where more emphasis is created on the male actor. From the beginning of the film process importance is on the male. For example within the internal aspects of film processing the second step is acquisition of leading male role and then followed by female acquisitions3. None the less, females are a priority in films; however their portrayals in films are steady and follow certain guidelines according to the roles played. Indian society has many norms and values, one being the role played by an individual in the society. In Indian society the dominant forms of how women are seen are either as the nurturing mother, innocent wife, the vamp, or the educated modern woman. One or more forms of these roles are always portrayed in Hindi films. With these roles come specific characteristics that are viewed in the society which are then followed and expressed in Hindi films. For example it is considered ideal for a woman in Indian society to have characteristics that include, passive, victimized, sacrificial, submissive, glorified, static, one-dimensional and resilient4. These are the traits that are then brought into the film which not only reflect culture, but also shape culture. India is a religiously complex society with dominancy in the complex religion of Hinduism. In traditional Indian society there were definite and essential norms of behaviour that were usually passed down from previous generations. For example Sita, from the Hindu mythology of Ramayana was seen as ideal woman and ideal wife as she was unwaveringly loyal to her husband and obeys his wishes unquestionably5. Hindi films have achieved this ideal of wifes self devotion. The Indian society is known to be restricted to strict rules and regulations which are to be followed by women. The moral of the Indian society states no independence in women and that she should always be under the guidance of another significant male. For example a female in childhood is subjected to her father, in youth to her husband and after to her children. This interpretation of females can be seen in the film Mother India directed by Mehoob Khan. This film reveals the ideal characteristics of a mother played by Nar gis. At the beginning of the movie it seen that she plays the typical role of a female who is married in an Indian traditional manner. The song Pi Ke Ghar Aaj Pyari Dulhaniya Chali is a significant with the line that states that it is a womens fate to leave home. This applies to the traditional moral of the female being passed on from the authority of the father to her husband who now she must be committed to. This is seen in the character. Dharma referring self-subsistence or a universal law or norm, which applies at the moral, the ritual and social level6. This is another religious and mythological aspect that is inflicted upon women. This is also portrayed in the film through and expressed in the song Duniya Men Hum Aaye Hain. Here the lyrics in the song express that the only honour that a women has in her life is a womens dharma. In context of the movie it states that a women may overcome her struggles but with the conditions that are still expected with the role of a mother. Af ter her husband leaving her she still has hope that he will return and keeps faith and raises her children on her own sacrificing everything she has. This shows the over stress on the love for husband and the duties she has as a mother. It can be seen that in any case, in Indian society the first priority of females is to always keep in mind the norms and values placed on them as females. One may argue that these norms and values have changed within the Indian society with the progression of modernization. However, the lifestyle may have changed in roles of mothers, but the beliefs of the values and norms still exist. For example Kal Ho Na Ho directed by Nikhil Advani is a film set in New York with a modern setting. The role played by Jaya Bachchan shows similar characteristics of a mother which were portrayed by Nargis in Mother India. Jaya Bachchan, also a widowed female in the film experiences many difficulties due to her husband committing suicide. Even though the true reasoning behind the suicide is known by her, the blame is turned towards her by her mother-in-law. However, this does not stop her from being loyal to her husband as she stayed widowed and to the challenge to raise her children and show her devotedness to her husband. Throughout the film we see that she still supports her husband when people including her daughter talk negatively about him. Here she is also in the struggle of raising her children up on her own and sacrifices all she has to raise them and keep them happy. In both Kal Ho Na Ho and Mother India the role of the mother can be seen to be dedicated with the qualities of self sacrifice, devotion, and religious beliefs. If not seen as a traditional woman with traditional values, in Hindi films the female is then portrayed as the vamp or modernized women. Bollywood shows both the traditional and modernity of females, yet tends to portray the modern as immoral and favour the traditional aspects. The vamp is usually portrayed as morally dishonoured person and associated with everything that is disagreeable about the west7. Again this is due to the norms and values seen in the Indian society. In this case women are seen as decorative objects and used for entertainment. Courtesan is another common role played by women which is attended for an arousing effect upon men. These types of roles are usually associated with protagonist character. The female is seen modern and revealing clothes and becomes an object of male desire. In many films with picturization of this role of female is usually seen to be glamorous and captures the females beauty in a sensual manner. An example of this is seen in the movie Sho lay directed by Ramesh  Sippy in the song Mehbooba Mehbooba. Here the female dancer appears very different from the other female lead roles. She is there for entertainment and to add glamour. Her clothes are revealing and she is used for the pleasure of the antagonist. A similar but slightly different scene is also seen in Kal Ho Na Ho with the song Its the time to disco. The difference in this song is that the lead female is in the song but is portrayed with a different characteristic that is not the usual in her role. Here Naina (Preity Zinta) is raised in New York but is a casual girl. In this particular scene the audience sees that her attire is modernized, but not revealing. However, in the song a different perspective of her is seen when she gets drunk. Her clothes become more revealing and her actions are different. This is intended to show how a female may act when they go outside of their boundaries of the Indian society and the consequence of it. Jaswinder (Lilette Dubby ) in the movie is would be seen as the vamp in the movie as her clothes are trendy and she is flirty around men. Not only are women who arent seen in traditional clothes seen as vamps, but also those who dont obey traditional rules. These would include those who are adventurous, independent and have values different from the norms. Thus, women commonly in Hindi films are either the modernized seductive role or the sophisticated tradition Indian women. There are many women in the Bombay film industry. Many have reacted with different opinions on how females are being portrayed. For example quoted from Ayesha Jhulka, an actress: You have to accept the fact that its a male-dominated industry. And you have to accept that basically heroes are given much more importance than the heroineSo its better to accept it and then carry on. You have your own place which nobody else can take. What you can do, the heroes probably cant do8. Another opinion quoted by the actress Shabana Azmi: The one thing that hasnt changed only superficially I think, is in its portrayal of womenI think its a waste if you dont offer them and give them roles that are on par with their heroà ¢Ã¢â€š ¬Ã‚ ¦I think that would be very interesting, and basically do films that are pro-women8. Lastly. Actress Ritha Bhaduri states: At the moment I think character roles have more to say than the female heroine, actressà ¢Ã¢â€š ¬Ã‚ ¦There are very few films that are women-orie nted, or have a women dominating the whole thing8. From these opinions of several actresses it can be concluded that many actresses are aware of the stereotypical roles given to women in Hindi films. They do feel that there isnt much importance given to their roles, but also know that a film without a complementing female role would not do very well in the box office. Even though the roles of females are driven by the aspects in the Indian society, actresses have continued to accept the roles and play them according. As stated previously the main cause for this orientation is due to what takes place in the society. As the Indian society makes different progression a change in female roles in Hindi films will also be seen. In conclusion, the female roles played in Hindi film are very restricted and do not have space for variety. Either they are seen as objects to add glamour and entertainment to the film or they are portrayed with important roles such as mothers but with general Indian societal values that come with that role. The Indian society has a main impact on the portrayal of women in Indian cinema. The Indian society has been shaping the role of women in Hindi films Endnotes: 1 Boot, Gregory D. Making a Woman from a Tawaif: Courtesans as Heros in Hinidi Cinema. New Zealand Journal of Asian Studies, 2007: 3 (http://www.nzasia.org). 2 James Heiztman, Robert L.Worden. India Country Studies. Library of Congress Cataloging-in-Publication Data, 1995: 235. 3 Class lecture (Vishwanathan 2010) 4 Pattanayak, Saswat. Women journalists in Hindi Films:http://saswat.com/articles/bollywomen.htm. 5 Chap. 5 Indian Popular Cinema: A Narrative of Cultural Change, by Wimal Dissanayake K. Moti Gokulsing, 79. Trentham Books, 2004. 6 Chap. 6 Indian Popular Cinema: A Narrative of Cultural Change, by Wimal Dissanayake K. Moti Gokulsing, 39-44. Trentham Books, 2004. 7 Wimal Dissanayake.79.2004 8 In Bollywood a guide book to popular Hindi cinema , by Tejaswini Ganti. 187-192: Routledge

The Intricacies of Cubanness :: Personal Narrative Writing

The Intricacies of Cubanness â€Å"Hey bro, en Hialeah me quedo,† I said to my friends Eddie Safille, Alex â€Å"G† Gonzalez and Orlie Castelblanco as we finished up our Cuban coffee while playing a game of dominos. Eddie, in an enthusiastic voice, answers, â€Å"You better believe I’m staying in Hialeah. This place is our home.† We all love Hialeah, as city in Miami-Dade County located a few miles from Miami city limits and is predominantly Cuban. Hialeah is one of the only cities in this country where we don’t feel like a minority. We cling to our Cuban culture like a python clings to its prey while it squeezes the life form its lungs with its muscular body. I feel a strong bond with my Cuban heritage, every time I play my bongos, every time the Salsa beat moves my feet across the floor like a hurricane taking a town by storm, or every time I drink some cafà © while playing dominos in the park or behind La Carreta restaurant. One of my favorite memories is of my friends and I playing a game of dominos at Bayfront Park downtown with Latin music in the background, feeling the ocean breeze brush against our faces, and seeing all the skyscrapers tower over us in a seemingly endless bundle of beauty and majesty. The city, with its sun-splashed avenues has treated the Cuban people with love and respect and has contributed to my pride in where I’m from. I like to think of my cultural heritage as a chocolate chip cookie. The dough of the cookie is an Americanized version of both Cuban and Lebanese cultures making up the majority of the cookie, while the chips are a mix of many cultures that have influenced me in smaller ways, such as my father’s Irish roots. The reason the Cuban and Lebanese cultures because the most predominate is mostly as a result of how I grew up. All my life I have lived with my parents, and my mother’s parents. Although both my Cuban and Lebanese influences have greatly impacted my life, my Cuban-American culture is without doubt the most influential of all. The first language I spoke was Spanish. Most of my friends are also of Cuban decent, and the city that I grew up in, Miami, is a strong hold of Cuban power in the United States.

Essay --

Junk Food Should Be Banned At All Outlets In The UAE More than 72 McDonald's restaurants in the United Arab Emirates itself, and over 29 KFCs, only goes to reflect the popularity of junk food all over the world. Food that is prepared and served quickly is termed as 'fast food'. Such type of food suits perfectly into the fast paced life of a working individual. There is nothing more than ready-made food that a hard-working professional living in the city away from family could ask for. However, those who are against junk food highlight the adverse effect that it has on our health. Despite all the debate about the advantages and disadvantages of fast food, the industry is flourishing. Is junk food good or bad? The most evident advantage of junk food is that it saves time, taste good, cheap, and you can eat it in few minutes, there is no need to wash dishes because it's comes with plastics or paper food, also you can eat them anywhere and even standing. There is nothing better than getting a ready meal. No matter how much the chefs praise the benefits of fresh food, at the end of a hard-working day, when one returns home all tired and hungry, a pizza or a burger can be enough to stop his hunger. Besides the time an individual has to spend in the kitchen, cooking a meal also requires one to make a trip to the supermarket to buy the ingredients for the dish. Then there is the added effort and time consumed in washing and peeling the vegetables. All this makes eating fast food score more preferably over cooking a meal for a busy individual. Besides time, cost saving gives fast food an edge over the meal prepared in the kitchen. If one lives alone, then it is cheaper to buy a meal at the supermarket instead of cooking it at home. Also c... ...re their experiences. However, the junk food centers are quickly eating into this quality time. This is especially true about youngsters for whom a junk food center is a good place to hang out with friends. Finally, in my opinion junk food must be banned in all outlets in the UAE, because junk food is not good at all as I wrote above, it makes people rely on the ready male and their health will be weak and also will increase their risk of being obese as their body will use the desired number of calories. In addition the women will forget how to cook and this will affect their relationship with their husbands and their children, this is a reason of divorce for the negligence of the wife. References:- †¢ http://www.albayan.ae/economy/1265974470599-2010-03-02-1.224419 †¢ http://healthmeup.com/photogallery-healthy-living/reasons-why-fast-food-is-bad-for-health/16239

Psychoanalytic Model Paper Essay

When we talk about Psychoanalytic theory the first name that comes to mind is Sigmund Freud. Even though they are other psychologists that contributed to psychoanalytic theory and its development, Sigmund Freud is known for being the founder of this theory. He is famous for his work on sexual bias of neurosis, his study of hysteria, childhood seduction controversy, and dream analysis, among other theories like id, ego, and superego. Psychoanalytic Theory is the theory of the unconscious mind, and the personality development. Another concept, that helped shape psychoanalysis, is the early ideas of psychopathology. Like any other theory, there is always criticism, and other psychologists that do not share the same view. In Freud’s case, he was criticized for his way of collecting and recording data from his sessions with patients. Also for his theory of women having penis envy, and that he focused on the past behaviors instead of paying attention to the patient’s goals, future hopes, and motivations. Psychoanalytic Theory focuses on the study of the unconscious and abnormal behavior. Three of the major influences of psychoanalysis were philosophical speculations about the unconscious, early ideas about psychopathology, and other evolutionary theory. The theory of the unconscious mind is that it is a big influence in our life whether we are sleeping or awake. Freud’s speculated that our actions were a manifestation of the unconscious consequence of childhood  experience or emotion. It was Fechner that used the analogy that the unconscious mind is like an iceberg. This analogy helped inspire some of Freud’s work so much that he even quoted Fechner is some of his writings. There were other psychologists before Freud that suggested the theory of the unconscious mind; however Freud claimed that he found a way to study it scientifically. According to Freud, the unconscious mind slips and exposes our true thoughts, desires, emotions and behavior in dreams. This is known as the Freudian slip. Psychopathology also had a great influence on the development of Psychoanalysis. The study of mental illness dates back to 2000BC. The Babylonians believed that mental illness was the cause of demon possession and that the only treatment was thru magic and prayer. The Hebrews also believed that the cure for mental illness was thru magic and prayer. They also believed that the cause of mental illness was the cause of sins. The great Greek philosophers believed that mental illness was the cause of the disorder of thought process. The treatment was the power of the healing word. In other words, they believed that therapy was the answer to mental illness. When Christianity became popular they convinced the people that mental illness was the result of the evil spirits sending us back to 2000BC mentality. The only difference is that the Christian Church believed that the only way to get rid of evil spirits and possessions was thru torture and execution. It wasn’t until the eighteen century that mental illness was considered as a behavioral problem. People displaying irrational behavior were sent to an asylum also known as the cemetery for the still breathing. This inspired other psychiatrists to find forms of treatment for the mentally ill. The Emmanuel Movement focused on talk therapy sessions. Elwood Worcester believed that psychological issues can be in some cases the cause of mental illness. The movement became so popular that when Freud came to the United Sates with the concept of psychoanalysis they welcomed him with opened arms. Sigmund Freud is believed to be the father of psychoanalytic theories. His research was based on his theories about the conscious and unconscious mind. He believed that our actions, emotions, and true thoughts are stored deep in our unconscious. He actually got inspired by Fechner’s analogy that the mind is like an iceberg. The part that is above water represents the conscious mind, and the part that is deep in the water is the unconscious mind. Freud strongly believed that our deepest desires were stored in the mind, and no divine power could change that  not even religion. He liked using the free association technique by letting his patients talk about whatever came to mind. Freud believed that by letting the patients express their thoughts they would uncover repressed memories that were the cause of their behavior. He noticed that his patients talked about childhood suppressed memories that involved sexual issues. At first he thought that his patient’s neurosis was caused by childhood trauma of sexual abuses. Later he suspected that they were fantasies that his patients were reporting and not the actual abuse. One of his theories is that all sons have a sexual attraction towards the mother and all girls towards the father. Freud published a paper talking about his theory of childhood seduction. This paper created so much controversy that some people were angry, and other had mixed emotions. Freud believed that sexual frustration was the cause of neurosis. He was actually obsessed with the subject because of sex because of the lack of sex in his life. By analyzing his dreams he realized that the unconscious mind can manifest thru dreams. Years later he published a book â€Å"The Interpretation of Dreams† (1900). Even though Sigmund Freud’s is considered the father of psychoanalysis it was Charles Darwin’s work that inspired Freud. Most of his views came from Darwin’s ideas on psychoanalysis like the meaning of dreams, the unconscious mind, sexual arousal, and even childhood development. Frank J. Sulloway was a recognized historian of science, and he found that Freud’s way of thinking  was inspired by Darwin. â€Å"What Sulloway did was to check the books in Freud’s personal library, where he found copies of Darwin’s works. Freud had read them all and had written notes in the margins.†(Schultz, D 1969 pg293). Even though Freud contributed to the field of psychoanalysis there was criticism of his work. Some scholars believe that his work was reliable due to poor record keeping. â€Å"He did not make a verbatim transcript of each patient’s words but worked from notes made several hours after seeing the patient† (Schultz, D 1969 pg315). This means that his notes of the sessions with his  patients were compromised by his opinions and ideas. I can see way people would be concerned with his methods of data collection. There is a chance that he misunderstood what his patients were telling him. For example, when my husband and I have an argument there’s time when I misinterpreted what he said. My recollection of the argument is different from his recollection of the argument. In his case, it is important to have the most accurate information. Other scholars believed that he influenced the patient’s answers and only heard what he wanted to hear. â€Å"Examination of the actual cases referred to by Freud reveals not a single instance in which this was the case. There is no evidence that any patient ever told Freud she had been seduced by her father. This is nothing more than an inference on Freud’s part. (Kihlstorm, 1994, p.683)† (Schultz, D 1969, pg316). Concerns about the credibility of his work arose because of inconsistencies with his research, his notes, and the work he published. His work was limited to just a number of people and considered incomplete. There were other psychologists that also contributed to the development of Psychoanalysis. Carl Jung worked closely with Freud but after 1914, he developed the idea of analytical psychology. This was his own version of what psychoanalysis should be and opposed some of Freud’s work. Jung believed that what shape our personality are our goals, hopes and aspirations and not just childhood experiences like Freud suggested.  Personality can change with time. During our lifetime, we can experience several personalities depending on the experiences and the level of maturity. This means that you are not the same person you were in high school. As time passes you learn from your experiences and adapt to your environment as it changes. One of Jung’s theories is that the unconscious mind is formed by two levels. One is the personal level where all the memories, wishes, faint perceptions and suppressed memories are. The second form of unconscious is the collective unconscious this is where all the universal and  evolutionary experiences are. For example, the need and instinct to survive that gets passed on for generations. He also referred to this as archetypes of the collective unconscious. â€Å"We typically experience archetype in the form of emotions associated with significant life events such as birth, adolescence, marriage, and death or with reactions to stream danger.† (Schultz, D 1969, pg.327). He also suggested the theories of introversion and extraversion along with the types of functions and attitudes. Another psychologist, that also made a great contribution to psychoanalysis, was Alfred Adler. Like Jung, Adler did not share Freud’s views on the Oedipus complex. Adler was more interested in the conscious mind than the unconscious mind. He also believed that our plans for the future are the ones that influenced behavior and not the past experiences. Some of his theories are the creative power of the Self and that the order in which we are born matters. Karen Horney also contributed to the development of psychoanalysis. She had many disagreements with Freud’s theories except for the unconscious motivations. She did not share Freud’s view that women had penis envy; instead she suggested that man had womb envy. These psychologists helped developed psychoanalysis. They all brought interesting and exciting new ideas to the table. These theories helped shaped and develop psychoanalysis. Even though Sigmund  Freud is considered the father of psychoanalysis the one that pave the way for others to follow, in fact, it was Charles Darwin how inspired Freud theories. It was Darwin who paved the way for psychoanalysis, but Sigmund brought attention to it by claiming he found a scientific way to study the unconscious mind. Freud had many theories some were accepted by scholars, other theories were not. For example, Childhood seduction caused controversy, and some psychologists did not share his view of the Oedipus complex. Even his method of collecting data was criticized causing doubts about the credibility of his work. The one thing they did agree on  was of the existence of the unconscious mind and how it influenced a person’s thoughts, emotions, dreams, personality, and behaviors. Psychoanalysis began with just a philosophical speculation about the unconscious mind. Shaped by the early ideas about psych opathology and developed by evolutionary theories. References Schultz, D. (1969). A history of modern psychology (10e ed.). New York: Academic Cohen, T. (2003). Sigmund freud: The founder of psychoanalysis. School Library Journal, 49(9), 231. Retrieved from http://search.proquest.com/docview/211726954?accountid=458