Things Guys Should Know About Girls free essay sample

For all we talk about how hot guys are. We mostly care about there personality. Though a hot body is a plus 2) We are Just as shy as you are about relationships 3) Many of us dont let you see us cry, unless we want you to comfort us 4) We like dropping small flirts, to see if you are interested.But we will later deny it or make it into a joke 5) Most of us prefer to be call beautiful than hot or sexy. But not all of us 6) We only wear mini skirts, tank tops and skimpy cloths for you (unless Its REALLY REALLY hot outside). So if you dont like what we wear say something likely look really ice today, but you know Think I like you in Jeans better 7) We travel in groups for one of two reasons 1) because we want to share some form of gossip with each other or get advice on something 2) B/c we dont want to get caught by ourselves with you because we wont know what to say and are afraid well make a fool of ourselves 8) MOST girls spend about 15% of the time thinking about specific guys, 20% thinking of guys in general, 25% thinking of how to get guys to notice us and what to say when we do, 30% of the time TALKING about guys (even if someone else isnt listening), and 10% of the time doing something else ) Girls automatically assume that all guys are and only want to get into our pants until you prove otherwise (and even then some small part of us still thinks that) 10) Most girls are under the impression that guys only want skinny hot girls 1 1) Most girls enjoy being paraded around once In awhile In front o f your friends. We will write a custom essay sample on Things Guys Should Know About Girls or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We enjoy having you show us off to your friends, kind of like, Hey, look at my hot ass girlfriend! Arent you Jealous? But we dont enjoy being nothing but a trophy girl 12) Nicknames like Babe, or darling are safe to call just about any girl. But beware of Princess or Angel.Some girls will take offense to this thinking you are calling 13) Speaking of nicknames, almost every girl has ONE nickname that they Just love to be called 14) Most girls will drop lots of hints to tell you that they like you, but wont come right out and say I like you or l love you. If you think they like you, there is a good chance they do. 1 5) Scenario time! -You like a girl named Ashley, Ashley has a friend named Brenda. Brenda comes up you in the hall and asks Do you like Ashley? More often than not in this scenario Ashley asked Brenda to ask you because she is to shy to ask you herself. And even if she didnt the first thing Brenda is going to do with your answer is tell Ashley. Now you are thinking WHAT!? NO!! DONT TELL HER THAT!!! but in reality, this is a good thing.Because there is a good chance she already likes you. And if she doesnt, she will now be looking at you in a different way, and let me tell you. Its a lot easier to fall for a guy if you already know they like you. So its safe. So go ahead and tell Brenda that you like Ashley. Take a chance. 16) Girls hate it when guys say perverted things. 17) Girls love to feel special, even though they might not show it 8) Girls talk about everything with their girl friends. So unless you tell us not to tell them about something, they WILL know about it within 3 days. And if you are the girls boyfriend, that means, youre possibly 90% of their conversation.And believe me, trash talking takes up most of it, unless youre a Greek god, which youre not 19) Girls hate guys with bad hygiene. 20) Girls love it when a guy pulls them close by the waist 21) Most girls like a guy that will willing dance with them, even if he doesnt know how 22) Usually, when a girl is sarcastically mean to you, it means theyre attracted to you, UT are afraid that theyll be showing too much 23) A kiss on the hand with the right timing can be a REAL TURN-ON 24) Some girls can think about their crushes for 18+ hours straight. No exaggeration 25) When a guy says something really sentimental, girls will remember it forever happened. 27) Girls daydream about their crushes ALL the time. They Just dont show it. 8) When a girl is upset and wants you to listen, she wants you to listen. She doesnt need you to fix it or tell her how to. She Just wants you to listen. 29) When a girl is crying, she feels a lot safer if you pull her close and tell her that everything is going to be all right. And more likely than not, it will endear them to you more than anything else. 30) Girls love it when guys say their name 31) Girls love confidence 32) When a girl cooks for you, you know you mean a lot to her 33) Girls hate it when other girls flirt. Yet they flirt themselves too. Ah, the beauty of irony 34) We dont enjoy talking dirty to you as much as you enjoy listening. 5) Saying something sweet might get you off the hook; doing something sweet will always get you off the hook. 36) Size does matter, but only to hoes; not girls that want relationships. 37) No matter what you say, your ex-girlfriend is a hoe to us. Not because we dont like your taste in women, because believe me WE do! Its Just that. .. We dont want to have to wonder if she is better than us. And if she is a hoe, we are better. So it makes things simple for us. 38) We are self-conscious by nature; we cant help it. But we CAN try and hide it. 39) Even if you think it is cool to burp, fart, or emit other strange gases from your body, it is not. Though we sometimes will tell you it is. 0) As far as you are concerned, we are beautiful at all times, and dont tell us different, unless you make it sound like a compliment (even if it isnt) Like, You were ally pretty yesterday when you wore -insert clothing/accessory here-, I think you should wear that more often 41) Whatever you do, dont Just show up at our house unexpected or at least without ringing the door bell We run around in our underwear Just like you do. And no matter how much you would like to see that, we will likely never talk to you again about everything. Trust me, they WILL find out and you will be dirt. 43) We want you to beware of every male relative and all guy friends. All of them would kick your ass at the drop of a hat, and a lot of them wouldnt even wait for the damn hat. We Just dont want you to be too obvious. 4) We enjoy being kissed by you in front of your friends. It makes us feel like you care a lot about us. 45) You dont have MS; so dont act like you know what its like. Dont try to understand Believe me you never will. 46) Violent statements like If that guy keeps looking at you, Im going to tear his head off are appealing 47) We dont want you to say you love us if you dont mean it 48) We love it when you make eye contact with us while we talk. 49) Most girls are afraid of losing our independence to guys (for some unknown reason) 50) If you ask a girl out directly, more likely than not, she will say yes to you. Even if she only has lukewarm feelings for you, because it will give her the chance to get to know you better and get to like you even more. 51) Most girls love it when guys ask them for advice. 2) Girls like it when you tell us what you are thinking, even if you dont understand it yourself 53) After youve been dating for a while, realize that we really have started to trust you. When you have a girlfriend who truly trusts you, you have a lot more responsibility, privilege and control than you would think. Be careful with it, most guys would kill for that kind of power, and it can be lost in a nanosecond 4) There is nothing wrong with being attentive and sensitive. However, this behavior can be carried too far. You dont have to hang on our every word or give in to our every whim. The thrill of the chase doesnt end after the first successful pick-up line. If you dont present us with some minor challenges, were likely to get bored, or worse, feel that youre creepy and obsessive. 55) Variety is the spice of life.There are patterns underlying what your woman says of these than to repeat everything she admits to enjoying until she no longer does 56) Most men think the chase ends once they have us, but truly it has only Just Egan. You must work even harder to keep us then you do you earn us. We not some trophy you can earn,put on a shelf and admire.

Free Essays on Drug Abuse

The word drug is defined as â€Å"any substance other than food that can affect the way your mind and body work.† There are hundreds of different drugs, each with its particular effect on the body's nervous system. For instance, narcotics are a series of drugs that affect the mind, causing mental changes. Unstable drugs, referred to on the streets as Crack, PCP, Ice, LSD, Speed, and many others, are made up of several chemical substances, which are produced illegally under poor circumstances. These drugs are responsible for killing thousands of young people each year, those who escape death are sometimes confined to a mental institution. People are spending their hard-earned money on Ice, Crack, LSD, and Dope!?! The money spent on drugs is less money for taxes to pay for the building of better schools, or making of better roads, money not being spent on helping a child, or even buying video cassettes. Let’s relate to the our generation: You're walking down the street, i t’s a beauti! ful Saturday afternoon, and there's a big anniversary date that night with your girlfriend. You see a guy you recognize and he offers you marijuana for $100.00. You accept the deal thinking nothing of it. Later that night the bill comes in at the Italian restaurant, that same restaurant where you had your first date at, and the bill comes out to $95.41. Now, the money you spent on drugs for Sunday would have bought you the meal, but instead you have to stay after and wash dishes to work off the money. I think that we are the people of the new millennium, we do not need drugs. People used drugs to be cool in the 70's. My parents did that, maybe because it was new thing or maybe they weren't cool enough. But now we know the effects of drug and how it can ruin our life. I expect people to use their brain and to see what is actually in drugs so they can avoid it.... Free Essays on Drug Abuse Free Essays on Drug Abuse Drug abuse is one of the most discouraged behaviors in our country. Use of illegal drugs is harmful to the user and all those with whom the user comes in contact. There are over 40 million illegal drug users in the world today and America is the biggest market for drugs. There are more drug dealers in this country, than there are dentists. Illegal drug abuse must be stopped. Every type of insurance goes up because of drug abuse, including auto, health and homeowners. Worst of all, the crime rate will sky rocket if we let this behavior continue. Illegal drugs and their abusers are a plague to society for many different reasons. Drugs have very harmful effects on the user and the people with whom the user interacts. The user is affected in many ways. The most popular drug in America, alcohol, is generally thought of as socially acceptable and relatively harmless. But it can have devastating effects. Alcohol might seem very harmless but it can harm the user very easily. Alcohol is easy to obtain and consume. It is taken as a beverage, and since it is legal, it can be purchased at the corner store. The immediate effects on the user are relaxation and a slight anesthetic effect. Alcohol is a very addictive drug. There are more than 18 million alcoholics in America, an indication of how widespread its harmful effects are. Alcoholics normally drink a lot on mornings and weeknights, times which separate them for normal "social" drinkers. Often, the alcohol will bring out a violent temper in alcoholics. They may physically and mentally abuse their friends and family. Drinking makes the drinker feel he or she is more confident. The drinker thinks he is in control, even if a little high, and he might get behind the wheel of his car and go for a drive. Drunk driving is deadly. Hundreds of thousands of people get killed every year due to drunk driving. Other physical effects of drinking are vomiting, passing out and sometimes, if enough alcohol is c... Free Essays on Drug Abuse The word drug is defined as â€Å"any substance other than food that can affect the way your mind and body work.† There are hundreds of different drugs, each with its particular effect on the body's nervous system. For instance, narcotics are a series of drugs that affect the mind, causing mental changes. Unstable drugs, referred to on the streets as Crack, PCP, Ice, LSD, Speed, and many others, are made up of several chemical substances, which are produced illegally under poor circumstances. These drugs are responsible for killing thousands of young people each year, those who escape death are sometimes confined to a mental institution. People are spending their hard-earned money on Ice, Crack, LSD, and Dope!?! The money spent on drugs is less money for taxes to pay for the building of better schools, or making of better roads, money not being spent on helping a child, or even buying video cassettes. Let’s relate to the our generation: You're walking down the street, i t’s a beauti! ful Saturday afternoon, and there's a big anniversary date that night with your girlfriend. You see a guy you recognize and he offers you marijuana for $100.00. You accept the deal thinking nothing of it. Later that night the bill comes in at the Italian restaurant, that same restaurant where you had your first date at, and the bill comes out to $95.41. Now, the money you spent on drugs for Sunday would have bought you the meal, but instead you have to stay after and wash dishes to work off the money. I think that we are the people of the new millennium, we do not need drugs. People used drugs to be cool in the 70's. My parents did that, maybe because it was new thing or maybe they weren't cool enough. But now we know the effects of drug and how it can ruin our life. I expect people to use their brain and to see what is actually in drugs so they can avoid it....

The Organizational Revolution in the United States Essay

The Organizational Revolution in the United States - Essay Example First and foremost, the growth of the US potential in the inter-war period cannot be underestimated, as the progress was of industrial type. It is likely that the United States could not develop by the rural model of the 19th century. A change should be weightier in the most innovative sectors of the industrial breakthrough, such as aviation and automobile building. With this in mind, a well-known and century-long American insurance industry had become too influential in the metropolitan life with huge and tall buildings in New York, Chicago and other significant cities of the US: In the first decade of the 20th century, the Metropolitan Life had insurance in force totaling over $2.2 billion, so it built and occupied, 1909—10, an immense temple in the sky which was 700 feet high, the world’s tallest for a time (Johnson 576). Hence, the organizational revolution presupposed a significant shift from mainly rural to industrial development, from isolation to acknowledgement, from illiteracy to educational breakthroughs with knowledge of markets, society, politics and economy at large. It was the time of overall discovery of the American potential from inside out. In fact, both human resources and intellectual capacity of Americans let the country improve on its performance on the verge of the 20th century. Looking at the figures of Henry Ford and Alfred P. Sloan, their contribution into machine-building industry was too high to ignore it. In fact, both made America the first in the world’s tempos of automobile building. It was they who established the American image of â€Å"biggerness† present in every part of a car. ... The thing is that when Ford tried to make a car affordable for every single American, Sloane coped with the best strategy for launching such cars: â€Å"While Ford made the product as well as he could, then looked for people to buy it, Sloane produced the widest possible range of cars for the maximum spread of customers† (Johnson 731). Hence, America had a huge market share in the world arena concerning automobile industry. With a more pragmatic and capitalist vision of American luminaries, it touched upon every field of scientific and technological progress. Besides, business owners and the richest families of the time tried to impose the spirit of progress and superiority to every American so as to show them the very picture of the future innovations and breakthrough, as might be seen in the post-war period. Thus, engineering, consumerism, investment trusts, turnaround of capital locally and in the international perspective were some of the main trends of the economical grow th as a consequence of the organizational revolution. Capitalism is always consumerism. In this vein, Americans got used to believe more in the actual goods and material amenities at their disposal, forgetting about the genuine virtues of the sound-minded society. This assumption comes as a result of the rural, small, and isolated community which the United States was at the outset of the independence and throughout the 19th century. However, the European basis of the five main social institutions was not neglected in the US. In turn it gave grounds to the economic expansion which became possible for the United States after the World War I and due to its isolation, to be precise. Different

Motivation Research Paper Example | Topics and Well Written Essays - 1250 words - 2

Motivation - Research Paper Example While the growth needs include, needs to know and understand, self-actualization and aesthetic needs. These are the most fundamental and important needs, and they must be met first before one is motivated for other aspirations. These needs comprise the basic needs, which include food, shelter, and clothing. Individuals cannot perform well if they have not taken food. For example, a student who has not taken break first or supper has difficulties in concentrating in class. This is because his mind is thinking of how he will get food to satisfy his need for hunger. Owing to this, various schools have started programs where food is given to students or offered at an affordable price for them to meet this need. It is appropriate for individuals or students to be provided with shelter or a home. This is a relaxation place relax after their days work. Schools have ensured that they provide the students with hostels where students go to unwind after their study. Finally, clothing is necessitated to meet physiological requirements. It is due to this reason students are provided with uniform s because learning cannot take place when people are naked (Griffin and Moorehead, Pg 92). This is the second category of needs that individuals are motivated to meet after the realization of physiological needs. Safety needs are those that make a person feel free from physical, mental, and emotional harm. Security needs are the needs met when people feel that their fears and anxieties are suppressed. The school ensures physical needs are meet by provision of tight security around the school, typically in form of guards who will ensure that strangers cannot harm the students. Discipline committee ensures that the freshmen do not experience bullying; this ensures the realization of their physical needs. Mental harm is reduced by ensuring that the timetable is not clashing

The Social context of health and social care Essay

The Social context of health and social care - Essay Example In contemporary society, status inequalities are found everywhere. Therefore, no individual can be saved from the injustice one can face in the name of status, gender, political constrains etc. Political and economic constructs used to define societal systems of stratification Societies of Britain and other European states are the example of unequal societies as they show vast and unequal division of income, property ownership, and wealth. So, all these terms can be used to describe the class societies. Other differences of culture, lifestyle attitude are not meaningless; however, they are seen to point at different level of social division (Scott, 1999). Social inequality is at the heart of social stratification. The concept of social stratification as a particular form of social division emphasises on the idea that individuals are distributed among the layers and levels of social hierarchy because of their economic relations (Scott, 1999). Class: Economic division and inequalities are used by most of the sociologist in terms of the use of the word class. These divisions are rooted in property and employment relations; in other words, it is a particular kind of social division. The economic relations of class are often contrasted with cultural matters, particularly with status that is a more visible style of life of the people that affects their standing in the community (Scott, 1999). In the society we live, class difference among the people has developed to a larger extent. People do not really look after the poor ones in the time of need. The rich are getting more concerned about class-consciousness. Gender: It is another issue that is seen in the stratification of the class. Rae Lesser Blumberg in her theory has explained the position of women in all type of societies. According to Rae Lesser Blumberg, the lesser the economic power the women have, the more they are likely to be oppressed ideologically, politically, and physically. The level of economic pow er that woman can mobilize is a positive function of their ability to participate in the production of the economic affairs and in the distribution of the economic production. It is also seen that greater women’s economic power to that by men, the more the women have control over their life. However, if they do not have economic power they are likely to have less control over their basic matters such as their fertility patterns, their marriages, their premarital sex, right to seek divorce, their access to extramarital sex, their level and type of education, their freedom to move about, and their household activities (Turner, 2003). It is seen that in our society, since women are allowed to have economic power; therefore, they do have right over these issues. However, in the societies of the third world countries, where women do not have such power, they are seen to be deprived of these rights. Factors and trends that reflect current societal change Technology has been used to overcome many primitive structures of living. On one level, where it has made the life easy for many of people, on the other hand life has become more complicated for most of the living beings. Technology has proven itself very helpful for the students as due to entity they can have a better understanding of their literature (Chanlin, 2007). But technology has also become a

Reflective essay behaviour management

Reflective essay behaviour management The purpose of this paper is for prospective teachers to reflect on major issues that are associated either with positive or negative behaviour management. I have chosen to focus on the topic of behaviour management problems in a classroom setting, based on the particular experiences of an eight-year-old Afro- French boy called Dean, who grew up in a two-parent household in an urban neighbourhood. The case scenario presented in this assignment took place at The Kingston Primary School in London  [1]  where I did my eight week school placement. The observation took place in a third grade classroom, which consisted of about 26 pupils. The first question that this raises is why focus on behaviour management problems? The answer lies in a multitude of observations I have made in most schools I have worked in. Educators face a variety of challenges in the classrooms. Behaviour management is a major issue they are confronted with. Disruptive pupils are ubiquitous in a classroom setting. These pupils come to school with all sorts of emotional and behavioural problems ranging from defiance, attention deficits, aggression and hyperactivity, resistance to authority, temper tantrums and low motivation, which may cause them to be inattentive during lessons. No matter how well organized, interesting or thought- out a lesson is, it is difficult to hold their interest. Inappropriate behaviour is dealt with by using different methods of interventions to promote development and learning opportunities which enhance pupils self-control while promoting their positive achievement. The incident was as follows: Mrs Bucks has been a teacher at the school for 30 years. Dean, one of her pupils has a reputation for disrupting lessons. Whenever the whole class is on the mat, Dean has difficulties paying attention so he distracts himself with looking about the classroom instead of at the teacher or Smartboard. When a topic captures his attention, he is very alert and interrupts the lesson by shouting out the answer, mainly because he is too impatient to wait for his turn. Mrs Bucks is firm with him and disciplines him as a result of his behaviour. She sternly tells him to go move his name onto the Red Light Traffic System from the Green Light Traffic System. Annoyed she adds Dont you ever learn to raise your hand? With his head down he does what he is told, and calls her a stupid cow under his breath. Several of his peers hear this and giggle. Unfortunate for him, Mrs Bucks hears him too and sends him to stand outside in the corridor. In addition she angrily says I ha ve had enough of you, I do not think I want you in my class anymore. Defeated the boy walks out of the class with his head hung even lower. Dean disturbed the class with his hyperactivity. Surprisingly enough his inability to behave did not come into conflict with his academic performance. He was a very intelligent boy, and he proved this in oral and written work. He also was placed in the high attainer group. Different teachers interpret a child ´s action as a breach of discipline depending on who misbehaves, where it happens, when the incident took place, why it happened and so on. Age, class, gender and ethnicity may also play a role in judging the incident. Steed, Lawrence and Young (1983) suggest that educators perceive the incident more seriously if the pupil ´s misbehaviour recurs on a regular basis. (Watkins Wagner, 1987; pg 9). Although Mrs Bucks shouted a lot to get the children ´s attention, she was not quick to discipline her other pupils as often as she did Dean. In an attempt to explain why her pupils misbehave Mrs Bucks said Back in my day corporal punishment was used to keep pupils in place. Children had more respect then. That explanation gave me an insight into her personality. She had lower tolerance for him and labelled him as one of her problem children Was it an urgent need to try to cope and carry on with school life although she feel powerless with using the school disciplinary system? After 30 years of teaching, and with retirement looming, she openly admitted that she was ready to start a new chapter in her life. Unfortunately the strategies where largely ineffective as evidenced by the fact that Dean repeated the same disruptive behaviour every time he was under Mrs Bucks supervision. Some pupils are definitely harder to manage than others but teachers have to stay calm at all times. Pupils bring their own diversity into the classroom. Mrs Bucks should have regained her composure before she responded to Dean. Secondly she should have avoided humiliating, intimiding and isolating him from the rest of the class. Mrs Bucks is a very good teacher but the vital key that she was missing was building relationships with Dean. I had a feeling that after she had labelled him as a problem child she treated him thus. Disciplinary systems are applied in the classroom setting by educators in order to enable effective teaching and learning. Maintaining good discipline controls student behaviour which leads to the establishment of a healthy learning environment. In 1987, the Secretary of State Lord Elton, created a legislation (Discipline in schools, Reports of Committee of enquiry) for classroom teachers who were facing difficulties in the area of discipline (Adams, 2009).The publication of the Elton Report on Pupil Behaviour was altered however in 2005, by Sir Alan Steer who conducted a review (Learning behaviour) which put emphasises on how the quality of learning, teaching and behaviour in schools are inseparable issues (Ibid). The legislation was guidance to schools on procedures to overcome disruptive behaviour, which includes mild behaviour (interrupting the teacher, entering the classroom late) and aggressive behaviour (bullying and verbal/physical abuse) (Blandford, 1998). The legislation al so advices each school to formulate a whole school plan that includes a code of behaviour that encourages students to develop a strong sense of personal responsibility towards others and towards attending and participating in classes on a regular basis. The legislation emphasizes the role parents play in moulding the attitude which produces good behaviour in school, therefore it is very important that educators, parents and pupils communicate and work together on a regular basis (National Educational Welfare Board). Reacting to a students disruptive behaviours seems to have the effect of reinforcing that behaviour. This is evidenced by the strategy implemented a couple of days later when a substitute teacher, Mrs Hartbrot, takes over the class for the duration of the morning. The very first thing she did when all the pupils sat on the carpet was place Dean at the very back where he did not come into contact with any one of his peers. He was fidgeting about, shouting out answers, moving the nearby chairs about, but he got no response from her, so eventually he calmed down. Mrs Hartbrot took the time to understand Deans behaviour. As a result, she was in a better position to avoid or prevent any negative behaviour. Even when he shouts out the answer she praises him for saying the correct answer but will kindly remind him that he should raise his hand or if it recurs too often he is ignored, but once he actually raises his hand he is praised for it. Many teachers would agree that to prevent misbehaviour is by encouraging good behaviour. Certain behaviours are not harmful to others but rather annoying for educators, but they should take the time to decide whether or not to intervene or not. (Wright, 2005) Looking at Dean ´s home situation might explain a few things about him. Dean lives with both of his parents and 3 siblings, 2 older brothers and a baby sister. His father works and his mother is a housewife. Often he would come to school in the morning exhausted and bragging about how he spent the night playing with the Wii box accompanied by his teenage brothers or how his new puppy would cry all night so he would have to comfort him. It is questionable whether he suffers from middle child syndrome, a syndrome which generally arises when parents give the oldest and youngest child more attention than the middle child. Could lack of attention or sleep be the root cause of the problem? Whatever the case, Mrs Bucks could have diffused his inappropriate behaviour by meeting his needs. In 2005, the psychologist David Wright drew on the theories of Abraham Maslow to explain personality and human motivation. Maslow developed a theory called the hierarchy of human needs which include general types of needs such as physiological, safety, love, and esteem that need to be met. As long these needs are met, individuals can move towards growth and towards self-actualization. Maslows ideas can be applied to the classroom. Maslow would probably explain Dean ´s behaviour as seeking to fulfil the need to feel safe. The behaviourist strongly believes that humans are good hearted and that instead of making violence (or lying, stealing and cheating) they want love and peace. Violence is only used when their human needs are hindered. By Mrs Bucks saying that she does not want him to be part of her class anymore she excluded him, making him feel alone, unaccepted, and unsafe. That sense of belonging was thwarted. One of a teachers main responsibilities is to make a pupil feel safe and comfortable in their environment and she emotionally or physically abandoned him, leaving him to feel unloved and unworthy. Although he did wrong, belittling him in front of his peers was not necessary. Regardless of any behaviour issues, the boy should still have the feeling that he is a valued part of the class, that he is unique, respected and appreciated. Naturally children who experience traumas such as sexual/physical/ verbal abuse, neglect or in some cases those that are victims of war may experience a blockage in their mind that prevent them from functioning normally(Wright, 2005). Many children who are unhappy fail to inform us what is troubling them; instead they show us through their behaviour that they are unhappy, scared or troubled about something. Is Dean ´s constant disruptive behaviour a cry for help? Behaviourists, B.F. Skinner and Albert Bandura, also established different theories on the learning behaviour of human beings: the theoretical perspectives of O perant Conditioning Theory developed by B.F. Skinner and Social Learning Theory developed by Albert Bandura. The behavioural theory, which was promoted by Burrhus Frederic Skinner (originated in the first part of the 20th century), indicates that a persons behaviour is influenced by the environment. This is called operant conditioning, which is based on the idea that actions taken by a person have consequences, which can either result in reinforcement or punishment. The concept of reinforcement is rewarding desired behaviour with a stimulus (sweets or money) and this process encourages behaviour to be repeated. On the other hand, undesired behaviour is punished (McLaughlin Muncie, 2006). Skinner demonstrated the idea of operant conditioning through experiments involving animals (rats, dogs and pigeons) in which they were taught to respond by using food as positive reinforcement as a result of the response. In this way he trained or shaped animals into what he wanted them to become. Skinner transferred this knowledge to explain human behaviour. Unlike animals, however humans have the freedom to make choices of their own and can choose not to be easily manipulated. The main weakness in Skinners behaviourist model is the dismissal of the human variable. In Beyond Freedom and Dignity the psychologist (1972) reduces behaviour strictly to stimulus and response. Skinner fails to acknowledge that human beings have thoughts and feelings that influence them to react the way they do in certain situations. In Deans situation Skinner would have probably claimed that his behaviour was reinforced by his peers giggling, and that punishments would discourage from such misbehaviour in the future, but that was not the case. Dean got himself into trouble on a daily basis, and mostly for the same reasons such as interrupting lessons by being disruptive, defiant, and disrespectful. The boy was repeatedly disciplined whether it was moving his name on the Red/Green light traffic syst em, missing out on his break, or standing in the corridor. In the course of my eight week placement it appeared that he was becoming more and more rebellious with each punishment that he received. I realized that he was experiencing a sense of a sense of low self-esteem and worthlessness after he had been sent into the corridor. After the incident I approached him to see how he was doing and he told me he wanted to be moved into another classroom. Clearly, he knew he was not wanted and may have acted the way he did so that his chances of being moved into a new classroom were higher. He was hoping to receive some type of response, and he did although it was in the form of punishment. Dean was definitely seeking attention. At the age of four, D was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). For that reason he was identified as a perfect candidate for an Individualised Educational Plan (IEP).The rude disruptive behaviour was unjustifiable, for children should know that all people should be treated with respect. However, if Mrs Bucks had taken the time to accept that he learns differently, and accommodated the differences, like Mrs Hartbrot did, she could have avoided the situation from escalating. All she saw was a child who failed to respond to her behaviour management methods and whose misbehaviour persisted over time. ADHD is also known as minimal brain dysfunction or hyperactivity. ADHD is a common behavioural disorder, which is recognized as an important social-medical problem among children but also found in adolescents. An estimated 3% to 5% of school aged children are diagnosed with the disorder, but boys are more likely to be affected than girls (Porter, 2003). Hinshaw (2000) states that having ADHD leads to a lack of emotional regulation, poor judgement, lack of organisational skills, problems with self-monitoring, a high rate of accidental injuries, impaired relationships with peers and family, emotional difficulties including depression and anxiety, and learning difficulties such as poor phonological awareness (despite having average intellectual abilities overall) (Porter, 2003; 152). Neuropsychological researchers imply that the cause of ADHD could be the result of family environment, the mothers health during pregnancy or genetic processes in the body. The use of medication such as Ritalin is an intervention that is used to help reduce the severity and frequency of challenging behaviour. Due to side effects (loss of appetite, nausea and headaches) other forms of non- medical intervention such as behavioural therapy or Individual Behaviour Plan (IBP), are also used to discipline behaviour with controlling discipline methods (Porter, 2003, Wright 2005). Skinners idea of negative and positive reinforcement is used in these therapy sessions by therapists to help patients overcome maladaptive behaviour. (Rabiner, 2010) Wright (2005) states that ADHD is not a learning disability but it will limit the childs school performance. The child may say something hurtful or act before s/he thinks about the consequences of her/his actions. Southall (2007, pg. 64) claims that often teachers, physicians and parents misdiagnose children with ADHD. They tend to forget that behaviour is a result of adapting to their environment they live in and things that they experience. Along with genes researchers believe that environmental factor contribute to children`s mental health. Southall (2005) suggests that in the 21st century there is a decline in families spending time together. Parents seem to have less time to monitor or teach their offspring. Parental involvement and lack of communication is affecting many families. Children are not encouraged to play outside anymore instead many hours are spend with the children glued on video games, on the computer or television screen, which with their fast pace tend to overlo ad their senses. It is not surprising then that their ability to focus in school is limited and that they have short attention spans. The brain gets used to being overstimulated by the flickering lights and the loud noises and fast moving action on the screen. By comparison school life is boring so they seek to create the same level of stimulation by being hyperactive and impulsive. (Southall, 2005) Banduras Social Learning Theory, also called observational theory, derives from Skinner ´s learning theory. The theory states that children learn by observing then imitating their models (peers, parents and teachers). In many cases children imitate their models, even behaviour that the latter would like to discourage such as smoking or cursing. Children are constantly learning whether it is good or bad behaviour by observation. Unlike the counterpart theory the learner has a more active role and it singles out self-regulation in explanation of behaviour. Rosenthal and Bandura (1987; 80) acknowledge in their theory that learning occurs through direct experience; a large body of research across different contexts and populations has supported the idea that observation of others influences individuals self-referent thoughts. Lickona (1991) points out that teachers should be role models, who exemplify the qualities they wish their pupils to follow such as responsibility, tolerance, fai rness, honesty and respect. (Earl, 2008) When trying to explain why Dean was disrespectful one has to consider his peers and the adults that influence him. If he is treated with little or no respect, he will probably not know how to treat others with respect. If for example his father or his siblings dismiss him as unimportant or belittle his mother, he too will see no wrong in disrespecting women in general. He needs someone to display good character, but if his teacher also belittles him, then the message that he gets is that it is fine to behave in that manner. Basically all children look to teachers who are fair, who admit when they are wrong and who are honest; all these qualities are ones that can be easily imitated by children. The influence of teachers can be life changing or damaging. Behaviour will always be an issue of concern, but it is our job as teachers to establish a supporting and trusting relationship with our pupils and their families in a collaborative manner. Only by promoting pupil`s self control and self esteem teachers can positively influence their learning, well being and academic achievement. Word count: 3,213

The Effects of Symbols In Tobias Wolffs Say Yes Essay -- Tobias Wolff

The Effects of Symbols In Tobias Wolff's "Say Yes"   Ã‚  Ã‚  Ã‚  Ã‚  The author of the short story "Say Yes," Tobias Wolff, uses a number of symbols to express his different views on racism throughout the story. Wolff uses this literary device to express a message to his readers. Symbols, something representing something else by association resemblance or convention, are used efficiently in this short story. Wolff uses colors to symbolize a hatred for an alternative race in this short story. The husband more than once makes reference to dark colors which shows the reader that the husband sees this world in black and white. The husband sees the world as good vs. evil, white vs. black society. Furthermore, the reference to color in the short story ?Say Yes?, symbolizes the husbands strong dislike for African Americans. Wolff symbolize the husbands strong dislike for African Americans when the husband states, ?The water had gone a flat gray? (Wolff 518). To some this statement might not mean much. Wolff?s decision to make reference to dark colors symbolizes the characters dislike for an alternative race. The choice of dark colors shows it is one of the African American race. The husband made reference to colors briefly after he and his wife started discussing differences over the idea of interracial relationships. The heated argument caused the wife to clean the dishes poorly resulting in dirty dishes. The husband threw the dishes back into the sink and the water se...

Britain And France Lost Their Power Of Influence History Essay

After the atomic Bomb was dropped on Hiroshima and Nagasaki ; Stalin began to be leery of America. [ Stalin ] â€Å" aˆÂ ¦his leery character led him astray by imputing to Western authorities aˆÂ ¦ † ( He believed that the Americans wanted to hold an influence in Europe that would rule the communist parts of Europe ; one would believe that this belief would farther act upon his intuition. â€Å" From 1947 on Stalin regarded the consolidation of the two axis and the comparative growing of the US influence in Europe as a foregone decision. † ( Zubok and Pleshakou, Kremlins24 ) Future USSR leaders besides had the same premise of the West ‘s involvement in ruling Eastern Europe. †¦ † he [ Khrushchev ] came to believe that West Germany politicians were utilizing the United States to derive power over GDR and to travel to domination in cardinal Europe. â€Å" ( Zubok and Pleshakou, Kremlins 198 ) â€Å" Stalin ‘s ambivalency seemed progressi vely baleful from Western position, and Washington and London began to look at the Soviet enlargement sanctioned at Yalta and Potsdam in a wholly different visible radiation. â€Å" ( Zubok and Pleshakou, Kremlins, 37 ) The writer show indicates that â€Å" Stalin feared the Americans and the British would ‘renege the Yalta understanding. ‘ † ( Zubok and pleshakou, Kremlins, 41 ) Stalin ‘s overpowering intuition lead to the Occidents on intuition which made them increases their attending on the enlargement of communism in Europe ; through the Yalta and Potsdam conference. There were many miscommunications within the USSR ; which in bend caused them to misinterpret the power and influence of the West. Some of the chief misinterpretations were brought approximately by Litvinov and Molotov who Stalin looked for to acquire accurate information on the West. Litvinov, every bit good as most perceivers, failed to anticipate the nature and way of American ‘s postwar engagement in the universe. In fact, this cognition of the United States led him to the wrong premise that Washington might return to isolationism and withdraw from international organisations. He seemed to believe that it would be much easier for the USSR and Great Britain to come to an â€Å" amicable understanding † about the European colony if the moralistic and expansionist United States would non interfere. ( Zubok and pleshakou, Kremlins,38-39 ) The false information Litvinov provided caused the leaders of the USSR to misinterpret the strength of the West. â€Å" Stalin and Molotov strongly believed that the US- British differences would be acute plenty to forestall their collusion against the Kremlin. â€Å" ( Zubok and pleshakou, Kremlins, 95 ) The concluding papers sent from the Soviet embassy in Washington to Moscow on September 27, 1946, reflected Molotov ‘s thought instead than the positions of the embassador. The United States, the wire said, abandoned its prewar tradition of isolationism and was now driven by the desire for universe supremacyaˆÂ ¦ The American authorities would halt at nil â€Å" to restrict or free the influence of the Soviet Union. â€Å" aˆÂ ¦ The wire pointed out â€Å" a secret understanding † between the Unites States and England â€Å" refering the partial division of the universe on the footing of common grants. ( zubok and Pleshakou, Kremlins, 101-102 ) â€Å" The intelligence from Washington made the Kremlin leaders believe even more that they could destruct western integrity by revenging in West Berlin. â€Å" ( Zubok and Pleshakou, Kremlins107 ) This false information lead the USSR to desire to busy West Germany as a buffer zone to protect USSR and to distribute communism. The Marshall program was created by the Unites States to resuscitate the economic system of Europe. To the USSR the Marshall program was regarded as ; â€Å" The danger of American economic blackmail of Soviet Union ( the potency usage of economic assistance as purchase ) . â€Å" ( Zoubok and pleshakou, Kremlins,104 ) The USSR refused to hold any portion of the Marshall program. â€Å" The absence of the Soviet in Paris, Molotov seemed to believe, would assist worsen the tenseness in the emerging Western axis. â€Å" ( Zubok and Pleshakou, Kremlins,106 ) Many communist believed it was good for the USSR to non hold a portion in the Marshall program. Zhdanov commented that â€Å" Communists will derive nil through peaceable cooperation within coalitionaˆÂ ¦ they may alternatively lose what they ‘ve travel. â€Å" ( Zubok and Pleshakou, Kremlins,131 ) The United States initial purpose of the Marshall program was â€Å" aˆÂ ¦ as they [ USSR ] rapidly learned, was to strip the Soviet Union of its influence in Germany and cardinal Europe. â€Å" ( Zubok and Pleshakou, Kremlins,105 ) The miscommunication with in the USSR caused them to misinterpret the connotations of the Marshall program. The Western powers wanted to stop the influence of communism in Europe and in making so ; â€Å" Western powers and leaders behaved the lone manner they could- as enemies of the Soviet Union and socialist manner of life. â€Å" ( Zubok and Pleshakou, Kremlins,89 ) In order to incorporate the spread of communism the aˆÂ ¦ † British and American business zone would be united into ‘Bizonia, ‘ the U.S military personnels would remain, and the Sovietss would be excluded from control over the Ruhr industry. â€Å" ( Zubok and Pleshakou, Kremlins,100 ) The Unites provinces was rigorous to the containment of communism that â€Å" aˆÂ ¦it made clear that it would non digest a neutralised incorporate Germany that might gravitate towards the Kremlin. â€Å" ( Zubok and Pleshakou, Kremlins,107 ) This made the USSR gain the strength and influence of the West. The Kremlin swayers understood that â€Å" the harder they drove against Western political relations, the more their opposition contributed to the execution of American separationist program in Germany and Europe. â€Å" ( Zubok and Pleshakou, Kremlins,107 ) â€Å" By 1947 it had become crystal clear that the western leaders regarded their cooperation with Stalin during the war old ages as an unfortunate episode that was to be followed by considerable withdrawal. â€Å" ( Zukob and Pleshakou, Kremlins,114 ) Although the USSR still believed that it was owed a batch for its engagement in the war. â€Å" Khrushchev steadfastly believed that the USSR has been wronged, mistreated by the United States after the terminal of the Second World War. â€Å" ( zubok and Pleshakou, Kremlins,182 ) Khrushchev ‘s belief was back up by an proclamation from the TASS. â€Å" On January 13th, 1953 TASS announced that for old ages, there had been a secret plan to assassinate Soviet leaders and that this secret plan was directed by the Western intelligence bureaus † ( Zubok and Pleshakou, Kremlins,114 ) aˆÂ ¦ With this proclamation the USSR felt betrayed by the Allies it had fought with, and sacrificed a batch for. The USSR still felt tha t was to be owed a great trade for its work. â€Å" Two coevalss of Soviet diplomats after him [ Stalin ] believed that the Soviet Union was entitled to particular security agreements in Meleagris gallopavo † ( Zubok and Pleshakou, Kremlins,98 ) aˆÂ ¦ After the decease of Stalin, there were alterations in the regulation of the USSR. Before his decease Stalin ruled USSR with his ain involvement and temper in head ; which were driven by his intuition of the West. â€Å" Most Western analysts felt that the Kremlin ‘s enterprises after Stalin ‘s decease were either new, improved Soviet tactics in engaging the cold war or execution of policy designed to cut down international tensenesss bit by bit. â€Å" ( Zubok and Plshakou, Kremlins,139 ) Khrushchev who was Stalin ‘s replacement ousted Stalin and his signifier of regulation. Khrushchev wanted to â€Å" outfox the ‘dark forces ‘ in the united States- to do them abandon their policies of haughtiness, no acknowledgment, and strength towards the USSR. â€Å" ( Zubok and Plshakou, Kremlins,184 ) The perceptual experience and misperception from the US and the USSR were really of import. They influenced or started the fire of tenseness between the two states that would subsequently on lead to scientific rebellion of atomic arms ; and the cold war. The misgiving, usage of false information, the influence of capitalist economy in states that the USSR wanted to distribute communism, the deficiency of regard and that that the USSR received for assisting the Alliess in the 2nd universe war, and the decease of Stalin and a new leader all lead to the misperception and perceptual experience between the US and USSR which was the starting point of the tenseness between the two states.

Free sample - Education is not a Fundamental. translation missing

Education is not a Fundamental. Education is not a FundamentalThe   federal constitution of the united states of America doesn’t give a right to free Education to its citizens. This right is found in the constitutions of the various states. The states have put provisions in their constitution which   guarantee   free Education through the twelfth grade (Armor, 1995). This provision is popularly referred to as the Education article. This is evidenced in the ruling of the   case San   Antonio Independent School   District v Rodriguez , 411 U.S. 1 in the year 1973. In this case, the united sates supreme court reversed a Texas three - judge District court. In a case instigated in the federal district court for the western District of Texas , where   members of a group called the Edgewood Concerned Parent Association representing   their children   sued several school Districts such as San Antonio,   the judge contented that Education was a fundamental right. The verdict said that Education wa s a fundamental right and therefore discouraged discrimination on the bases of poverty. The parents had claims that the District of Edgewood was poor with a low tax base as compared to other Districts ( Armor, 1995). The case advanced through the legal system up to the supreme court but now with the Texas state as the defendant. The case reached the Supreme court in 1972 with a new set of judges being appointed to listen to it. Justice Lewis Powell actually acted as the swing vote in the case (Armor, 1995). The Verdict in part stated that Education was neither explicitly nor implicitly protected in the constitution and that the state of Texas which was the defendant in the case had failed to create a suspect class related to poverty. The court therefore held that Education was not a fundamental right under the U.S. constitution and therefore leaving it upon the states to determine all matters pertaining Education in their areas of jurisdiction. The supreme court also doesn’t explicitly empower congress to legislate on the subject of Education. This means that most federal education legislation falls under the spending clause of the constitution. This is a clause which empowers congress to tax as well as spend for the general welfare. The constitution however gives stipulations as far as the provision is concerned. It requires   that the provision has to be consistent with other constitutional rights provided by the federal government. These include the fourteenth Amendment’s right to protection under the law and the first Amendments right to the free exercise of, as well as the non establishment of a religion. Through this stipulation, the federal government   ensures a provision free of racial segregation and other forms of discrimination. Reference   Armor, D. (1995). Forced Justice : School Desegregation and the Law. New York : Oxford University Press.

Definition and Examples of Vocabulary

Definition and Examples of Vocabulary Vocabulary refers to all the words of a language, or to the words used by a particular person or group. Also called  wordstock,  lexicon, and lexis. English has a stunningly bastard vocabulary, says linguist John McWhorter. Out of all of the words in the Oxford English Dictionary,...no less than ninetys and Observations below. Also see: Active Vocabulary and Passive VocabularyCommon Word RootsIntroduction to EtymologyLexical CompetenceLexicalizationLexicogrammar Vocabulary-Building Exercises and Quizzes Vocabulary Quiz #1: Defining Words in ContextVocabulary Quiz on the I Have a Dream Speech by Martin Luther King, Jr. EtymologyFrom the Latin, name Examples and Observations How many words are there in the English language?No easy answer is possible. In order to reach a credible total, there must be agreement about what to count as an item of vocabulary and also something physical to count or to serve as the basis for an estimate . . ..In effect, the overall vocabulary is beyond strict statistical assessment. Nonetheless, limited counts take place and serve useful ends, and some rough indications can be given about the overall vocabulary. The Oxford English Dictionary (1989) defines over 500,000 items described as words in a promotional press release. The average college, desk, or family dictionary defines over 100,000 such items. Specialist dictionaries contain vast lists of words and word-like items . . .. When printed material of this kind is taken into account, along with lists of geographical, zoological, botanical, and other usages, the crude but credible total for words and word-like forms in present-day English is somewhere over a billion items.( Tom McArthur, The Oxford Companion to the English Language. Oxford University Press, 1992) Vocabulary AcquisitionBy age two, spoken vocabulary usually exceeds 200 words. . . . Three-year-olds have an active vocabulary of at least 2,000 words, and some have far more. By five, the figure is well over 4,000. The suggestion is that they are learning, on average, three or four new words a day.(David Crystal, How Language Works. Overlook, 2005)A Bastard VocabularyEnglish, probably more so than any language on earth, has a stunningly bastard vocabulary. Somewhere between 80 and 90 percent of all the words in the OED [Oxford English Dictionary] were born from other languages. Old English, lest we forget, was already an amalgam of Germanic tongues, Celtic, and Latin, with pinches of Scandinavian and Old French influence as well.(David Wolman, Righting the Mother Tongue: From Olde English to Email, the Tangled Story of English Spelling. Harper, 2010)The vocabulary of English is currently 70 to 80 percent composed of words of Greek and Latin origin, but it is certainly not a Romance language, it is a Germanic one. Evidence of this may be found in the fact that it is quite easy to create a sentence without words of Latin origin, but pretty much impossible to make one that has no words from Old English.(Ammon Shea, Bad English: A History of Linguistic Aggravation. Pergee, 2014) Canadian English VocabularyTo summarize the comparative status of the vocabulary of Canadian English, it may be said that, where British and American English differ, Canadian English inclines usually toward American forms; that the language brought by American and British settlers was transferred to Canada largely intact, without a significant degree of differentiation caused by contact with Canadian Aboriginal languages (or with French); and that the number of true Canadianisms, which is to say Canadian words for things that have other names in other dialects, is small, but nonetheless adequate for asserting the status of Canadian English as an identifiable dialect at the lexical levela distinct type of North American English.(Charles Boberg, The English Language in Canada: Status, History and Comparative Analysis. Cambridge University Press, 2010)British English and American English[T]here is a much greater number of American words and expressions in British English than vice versa . The much stronger flow of borrowing seems to go from American to British. Moreover, in general speakers of British English appear to know more Americanisms than speakers of American English know British words and expressions.(Zoltn Kà ¶vecses, American English: An Introduction. Broadview Press, 2000) Scottish EnglishThe official and usual literary language of Scotland has for three centuries been Standard Englishpronounced, though, with a Scottish accent and retaining a few Scotticisms in vocabulary. This Scottish English co-exists with Scots in an accent and traditional-dialect set-up comparable with that found in the north of England . . ..(John Christopher Wells, Accents of English: The British Isles. Cambridge University Press, 1986)Australian EnglishAustralian English is particularly interesting for its rich store of highly colloquial words and expressions. Australian colloquialisms often involve shortening a word. Sometimes the ending -ie or -o is then added, e.g. a truckie is a truck or lorry-driver and a milko delivers the milk; beaut, short for beautiful means great and biggie is a big one. Oz is short for Australia and Aussie is an Australian.(Michael McCarthy and Felicity ODell, English Vocabulary in Use: Upper-Intermediate, 2nd ed. Cambridge University Press, 2001) The Lighter Side of VocabularyEd Miller: I was with a girl once. Wasnt a squaw, but she was purty. She had yellow hair, like, uh . . . oh, like something.Dick Liddil: Like hair bobbed from a ray of sunlight?Ed Miller: Yeah, yeah. Like that. Boy, you talk good.Dick Liddil: You can hide things in vocabulary.(Garret Dillahunt and Paul Schneider in The Assassination of Jesse James by the Coward Robert Ford, 2007) Pronunciation: vo-KAB-ye-lar-ee

Bradley effect Assignment Example | Topics and Well Written Essays - 250 words

Bradley effect - Assignment Example He lost to Republican George Deukmejian.† (CNN) Some researchers believe that the Bradley effect is just an attempt to come up with an excuse for the inaccurate results of flawed opinion polling practices (Keeler, Scott and Nilanthi Samaranayake 2007). There have been several explanations given as the cause of these polling errors, but it is generally believed that some voters, due to societal pressure, are not very forthcoming in their answers during the pre-election polls. It is believed that some white voters are concerned about being labeled as racially prejudiced, and so do not fully declare their support for white candidates in the polls before the actual elections. â€Å"A recent study found that the possibility of the Bradley effect, while the last finding suggested the possibility of a "reverse" Bradley effect in which black voters might have been reluctant to declare to pollsters their support for Obama or are under polled.† (North Carolina Statewide Survey Res earch Report 2008) President Barack Obama did not really suffer this phenomenon in the presidential elections because although this issue is something to be concerned about, it clearly is not as serious an issue as it was in the 1980s. It is notable that both racial attitudes and polling techniques have undergone a lot of change since the Bradley effect was first noticed.

Human Behaviour Essay Example | Topics and Well Written Essays - 1000 words

Human Behaviour - Essay Example One might ant to cook in order to appease hunger or to gain compliments from a spouse or to save money which would have been spent ordering food. In keeping with this cause-effect relationship, it does seem very easy to advocate that yes, we only do what we want to do. There is a complication however, which might also be considered an exception; fear. One may also do an act out of fear of the consequences if it were not done. For instance, an all too common phenomenon is thousands of people trudging to their workplaces daily out of fear of being fired or the fear of their wages being cut, or fear of awaiting bills. One may cook at home, continuing from an above example, also out of fear of extra calories or germs that outside food may contain. In such cases, strictly speaking, the individual does not want to act, but does so, since not performing the act would result in an unpleasant situation. Another consideration when attempting to figure whether we do only what we want to do, is the conflict between rationale and emotion. As Hume states, "nothing is more usual in philosophy, and even in common life, than to talk of the combat of passion and reason." The concept of what one wants to do then, would fit into the realm of passion or emotion rather than logic or reason. Hume emphasizes that reason alone can never be a motive to any action, nor can it oppose action in the direction of the will. In fact, reason is simply the discovery of the link between a driving emotion and its eventual desired consequences. (Hume, 1882) It is the knowledge of the fact that a particular thing is desired and will be achieved if acted upon in a particular manner. Thus, if reason figures only as a connection and not a cause of action, and emotions translate as 'want to do', it is easily concluded that eventually we only do what we want to do. In any case, whatever the source of action, the individual's primary concern is a selfish one. Whether an action is performed to create a pleasant consequence or to avoid an unpleasant situation, the basic driving force is a self-centered one. This brings us to the second part of the essay - whether there exist any natural virtues, which do not depend upon consequences or convenience, but yet instigate one to act in a particular manner. Strict empirical scientists would say no; it does not make logical sense for people to utilize their energies and resources without any benefit. Furthermore, it goes contrary to the survival instinct which pushes one to behave so as to obtain maximum advantages. Added, such behaviour, which social scientists now recognize as altruism, if engaged in often enough and by too many people, would completely overhaul the wheels of societies and economies that are governed by gain oriented cause-effect relationships. James Fieser emphasizes that natural virtues, (which include benevolence, meekness, charity and generosity) "are instinctive character traits of the agent which give rise to passions which in turn motivate the will to action." (Fieser, 1997) Artificial virtues, which are learnt or developed include justice, keeping promises, allegiance and chastity, and are evident to different degrees in different people, as Hume professes. Since natural virtues are instinctive, they would also be common to all