Criticism of The Storm by Kate Chopin Essay -- Kate Chopin Storm Sexua

Criticism of The Storm by Kate ChopinWhile it has traditionally been men who have attached the ball and chain philosophy to marriage, Kate Chopin gave readers a charrs view of how repressive and confining marriage can be for a woman, both spiritually and sexually. While many of her works incorporated the spirit of women as repressed beings ready to erupt into a sexual a hurricane, none were as tempestuous as The Storm. Kate Chopin was a woman whose feminist viewpoints were cold ahead of her time, which of course garnered her more(prenominal) than her share of criticism. In a time when women were expected to behave properly and sexual desire was considered to be something only go through by men, Chopin spoke with exceptional openness about human sexuality. She lambasted society for its perpetual close-mindedness in a time when righteousness was considered to be an attribute, and she helped to generate more enlightened attitudes among both the women and men of her time. In The Sto rm, the character of Calixta is unable to fulfill societys standards of virtue, despite her perceived purity by her lover Alcee. When Alcee professes, If she was not an immaculate plunk in those days, she was still inviolate (p. 34), he is basically saying that just because a woman is not chaste, does not mean she is not pure of heart. by and by all, it was Calixtas marriage which had stripped her of her chastity status. So why should her morality be called into question? Of course the morality i...

Title IX and Impacts on Womens Education Essay -- essays research pap

Title IX and the impacts on women and their educationHISTORYTitle IX of the educational Amendments of 1972 is the landmark legislation that bans trip out discrimination in schools, whether it is in academics or athletics. Title IX states No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal aid.Athletics has created the near controversy regarding Title IX, but its gains in education and academics are notable. Before Title IX, many schools refused to admit women or enforced strict limits. Some statistics set off the advancements follow In 1994, women received 38% of medical degrees, compared with 9% in 1972. In 1994, women earned 43% of law degrees, compared with 7% in 1972. In 1994, 44% of all doctoral degrees to U.S. citizens went to women, up from 25% in 1977. Title IX governs the overall equity of treatment and opportunity in ath letics while grownup schools the flexibility to choose sports based on student body interest, geographic influence, budget restraints, and gender ratio. In other words, it is not a matter of women existence able to participate in wrestling or that exactly the same amount of money spent per womens and mens basketball player. Instead, the focus is on the unavoidableness for women to have equal opportunities as men on a whole, not on an individual basis. Concerning intercollegiate athletics, there are three primary areas that narrow if an institution is in compliance 1.athletic financial assistance 2.accommodation of athletic interests & abilities 3.other program areas Appraisal of compliance is on a program-wide basis, n... ...d numbers. Indeed, the joined States stands alone and is a world leader in opening the doors of higher education to women. FUTUREEven today, we acknowledge the many advances women have made in academics, employment and athletics, we lighten need to recogni ze some dismaying facts in our efforts to achieve equity. While sex discrimination is no longer routinely authoritative in education and has been prohibited since Title IX became law, the incidences of internal harassment and assault that are continually reported show that freedom from threats to learning still has not been achieved. In response, the Office for Civil Rights of the Department of Education has released its final policy guidance on sexual harassment to help educators recognize sexual harassment and formulate age-appropriate responses to prevent or resolve incidences of this form of sex discrimination.

Gabriel Prosser :: essays research papers

The sky flushed as they put him in the cart,and suddenly Gabriel thought of others, the ones who wereto follow him, the ones who waited in their cells because ofhis leadership, these and others, others, and still others, aworld of others who were to follow( Gabriels Rebellion).Gabriel Prosser was a slave leader who in 1800 proposed aplan to liberate slaves. Gabriel drew up a plan to free hisfellow slaves in Richmond, Virginia and the surroundingcountryside. Gabriel was a blacksmith, working inBrookfield and in Richmond, who had learned to read andwrite. He was inspired by the declarations of freedom duringthe Revolutionary War. During the late spring and earlysummer of 1800 he made a plan of revolt and had hundredsof followers to back him up, including his two brothers,Martin and Solomon. His plan called for a band of armedslaves, mainly black and white laborers and artisans, to enterRichmond, Virginia and burn down the business district, takethe governor as hostage and seize som e(prenominal) arms they could.Then the black slaves would win there freedom. However,on August 13, 1800, the day planned for the revolt, anunusually violent storm broke stunned, washing out bridges androads and stopping all travel. They could not reachRichmond. Also, slaves Tom and Pharoah informed theremaster. He brought the news to the governor, JamesMonroe, who had a guard lay at every marked spot forattack, called out state militia, and ordered a series ofarrests. By September fifteenth, ten people included in theopen revolt were hanged. Gabriel was captured onSeptember twenty fourth and hanged on October seventh,his execution having been delayed twice in hopes that hewould make a confession. In all thirty six people were caughtand hanged. Many other uprisings followed this one.Although, the carefully planned uprising never took place itleft fear in the wagon of whites and pride in the hearts ofblacks. As a result of Gabriels uprising whites who hadpreviously spoken on behalf of the slaves found themselvessilenced in the stop number South. White Southerners whofavored the colonization of blacks, sending them to Africa,received more widespread support. The plot revealed therisks that blacks were prepared to take to have their

blurred lines Essay -- essays research papers

Blurred LinesToday we live in a world that keeps us on the run. There is a way to get in contact with anyone at any given time. There is no such thing as get away because we have created a society of people that want to be found. however it is also through this technology, the same one that keeps us connected to the exterior(a) world, that we can get lost. The simplest video game can help a person escape into a different reality, spending hours on end in front of a computer screen, looking for nothing in particular on e-bay. This gets us lost. We engulf ourselves in things that have nothing to do with our workaday lives because weve had enough, our life is too a great deal to handle. So we focus on AIM, or video games, anything that can take us out of our life, and into something better. provided then where do we draw the line? When does it become okay to spend an entire day on the computer because life was too stressful? Or, still worst, when the life we drive to get away, becomes our effortless life. We lie about our lives and retell occurrences that really did not take place. Things that happened on our mental breaks become reality. These lies then have to proceed and grow, because we shamt want to be exposed. That cannot happen because that would add more stress, but what we jadet realize is that by perpetuating the lies we become more and more stressed. The accurate reason we needed to get away has come back full circle. In the play Whos Afraid of Virginia Woolf? the line between truth and fancy has very nearly disappeared. No longer does the reader know when the character is telling the truth or embellishing a lie. Even still is the character himself is world honest to his personality. George and Martha have a very tumultuous marriage. In some respects it is obvious that there is some deep rooted love. The simple position that they have been married for twenty three years shows that although they are high spirited, there is love. What does not match up very w... ...mans, it is in our nature to move up an easy solution for a problem. In many cases it is a means of escaping, and key outing something better. For these four characters, the partialitys they used to get out of the stresses of normal life, become their lives. kinda of dealing with issues with their spouses and getting what they want in life they blur themselves to reality. It becomes a question of when is reality too much to handle? For these characters reality was too much to handle the minute they got scared. The second the future was in jeopardy, or their reputation was on the line. This is not unlike society today. People are desperate for panegyric and will seek this by any means. Without acclamation from others we cease to exist or be content. And for many contentment is also something that must be achieved. But for these four characters contentment only came at the expense of others. Their happiness depended on the illusions they concocted. T hese illusions, the ones that used to just help them escape reality and be happy became their reality. The lies became truths and the truths were no longer evident. Their realities were too much for anyone to handle. blurred lines Essay -- essays research papers Blurred LinesToday we live in a world that keeps us on the run. There is a way to get in contact with anyone at any given time. There is no such thing as getting away because we have created a society of people that want to be found. But it is also through this technology, the same one that keeps us connected to the outside world, that we can get lost. The simplest video game can help a person escape into a different reality, spending hours on end in front of a computer screen, looking for nothing in particular on e-bay. This gets us lost. We engulf ourselves in things that have nothing to do with our daily lives because weve had enough, our life is too much to handle. So we focus on AIM, or video games, any thing that can take us out of our life, and into something better. But then where do we draw the line? When does it become okay to spend an entire day on the computer because life was too stressful? Or, still worst, when the life we give to get away, becomes our daily life. We lie about our lives and retell occurrences that really did not take place. Things that happened on our mental breaks become reality. These lies then have to proceed and grow, because we dont want to be exposed. That cannot happen because that would add more stress, but what we dont realize is that by perpetuating the lies we become more and more stressed. The withdraw reason we needed to get away has come back full circle. In the play Whos Afraid of Virginia Woolf? the line between truth and illusion has very nearly disappeared. No longer does the reader know when the character is telling the truth or embellishing a lie. Even still is the character himself is world honest to his personality. George and Mart ha have a very tumultuous marriage. In some respects it is obvious that there is some deep rooted love. The simple situation that they have been married for twenty three years shows that although they are high spirited, there is love. What does not match up very w... ...mans, it is in our nature to find an easy solution for a problem. In many cases it is a means of escaping, and finding something better. For these four characters, the illusions they used to get out of the stresses of normal life, become their lives. sooner of dealing with issues with their spouses and getting what they want in life they blur themselves to reality. It becomes a question of when is reality too much to handle? For these characters reality was too much to handle the minute they got scared. The second the future was in jeopardy, or their reputation was on the line. This is not unlike society today. People are desperate for approval and will seek this by any means. Without approval from others we cease to exist or be content. And for many contentment is also something that must be achieved. But for these four characters contentment only came at the expense of others. Their happiness depended on the illusions they concocted. These illusions, the ones that used to just help them escape reality and be happy became their reality. The lies became truths and the truths were no longer evident. Their realities were too much for anyone to handle.

Sweet Choices Essay -- Business, Dairy Queen, Grandpa McCullough

I. The Beginnings of Dairy QueenThe founders of Dairy Queens famous soft serve glass cream, bathroom Fremont Grandpa McCullough and his son Alex McCullough, originally established the Homemade Ice Cream Company in 1927 in Davenport, Iowa. The father and son duo originally sold an sort of ice cream crossroads in and around places like Moline and Rock Island, Illinois, and Bettendorf and Davenport, Iowa, until the need to expand in the early 1930s caused the McCulloughs to decide to relocate their ice cream miscellanea plant to a former cheese factory in Green River, Illinois. The process the McCulloughs used to make ice cream was difficult and complexButterfat, milk solids, sweetener, and stabilizer were initial combined, then mixed, and finally put into a batch freezer where the combination was chilled, given a specific amount of air (technically called overrun), and flavored. The product was denser and richer than most ice creams, with less overrun. When the temperature reac hed 23 degrees Fahrenheit, a spigot was opened in the freezer and the soft ice cream flowed into three-gallon containers. The containers were covered with lids, shabby at minus-ten degrees Fahrenheit, and delivered to customers. When an ice cream store was ready to serve the product, the ice cream was put into a dipping cabinet and the temperature increased to five degrees Fahrenheit. (IDQ 1920-40)At the time, ice cream was frozen solid to accommodate manufacturers and store owners when they transferred the ice cream from one location to another location. However, when ice cream is served at such cold temperatures, it causes consumers taste buds to become numb which, subsequently, meant that consumers could not get the full flavor of the ice... ...65 in Canada, 123 in Japan, and over 30 in eight other outside(prenominal) countries. (IDQ 1970)While the addition of the Peanut Butter Parfait and the Hot Fudge Brownie Delight in the 1980s proved to be very successful, it was the B lizzard that propelled the company to the figure of speech one spot in Americas treat chain industry. This unique soft serve medley, mixed with fruit, cookies, and candy, sold over 175 million units in its first year alone. (IDQ 1980-90)The company gradually continued domestic and international growth in the early 1990s. Around the U.S., stores began to open in more non-traditional areas such as airports, railroad stations, shopping malls, and even office complexes. Internationally, the company planned to open stores in Western and Eastern Europe while development was started in Thailand, Cyprus, Kuwait, Oman, Taiwan, and Indonesia. (IDQ 1980-90)

Sweet Choices Essay -- Business, Dairy Queen, Grandpa McCullough

I. The Beginnings of Dairy QueenThe founders of Dairy Queens famous soft serve ice skim off, John Fremont Grandpa McCullough and his son Alex McCullough, originally naturalized the Homemade Ice Cream Company in 1927 in Davenport, Iowa. The father and son duo originally sold an assortment of ice cream products in and around places like Moline and Rock Island, Illinois, and Bettendorf and Davenport, Iowa, until the need to expand in the early 1930s caused the McCulloughs to decide to relocate their ice cream mix plant to a condition cheese factory in Green River, Illinois. The process the McCulloughs used to make ice cream was difficult and complexButterfat, milk heartys, sweetener, and stabilizer were first combined, wherefore mixed, and finally put into a batch freezer where the combination was chilled, given a specific amount of air (technically called overrun), and flavored. The product was denser and richer than most ice creams, with little overrun. When the temperature re ached 23 degrees Fahrenheit, a spigot was opened in the freezer and the soft ice cream flowed into three-gallon containers. The containers were covered with lids, frozen at minus-ten degrees Fahrenheit, and delivered to customers. When an ice cream store was ready to serve the product, the ice cream was put into a dipping cabinet and the temperature increased to five degrees Fahrenheit. (IDQ 1920-40)At the time, ice cream was frozen solid to accommodate manufacturers and store owners when they transferred the ice cream from one location to another location. However, when ice cream is served at such cold temperatures, it causes consumers taste buds to become desensitize which, subsequently, meant that consumers could not get the full flavor of the ice... ...65 in Canada, 123 in Japan, and over 30 in eight other foreign countries. (IDQ 1970)While the addition of the earth-ball Butter Parfait and the Hot Fudge Brownie Delight in the 1980s proved to be very successful, it was the B lizzard that propelled the company to the number one spot in Americas treat chain industry. This unique soft serve medley, mixed with fruit, cookies, and candy, sold over 175 million units in its first year alone. (IDQ 1980-90)The company piecemeal continued domestic and international growth in the early 1990s. Around the U.S., stores began to open in more non-traditional areas such as airports, railroad stations, shopping malls, and correct office complexes. Internationally, the company planned to open stores in Western and Eastern Europe while development was started in Thailand, Cyprus, Kuwait, Oman, Taiwan, and Indonesia. (IDQ 1980-90)

High School and School Counseling Interventions Essay

Introduction and rationale for the research In the fields of counseling, education, and psychology, thither has been a strong emphasis memorized on evidence-based practices to determine the effectiveness of instruct counseling interventions. In this article, two types of Meta-Analysis interventions were employ during this study. Meta-Analysis 1 involved manipulation-control comparisons and Meta-Analysis 2 involved pretest-posttest differences. The overall comely weight down effect size of it for direct counseling interventions was . 30.This study determined how effective moderator variables influenced effect size of, guidance curriculum, individual planning, responsive services, and system support. Analyses of moderator variables ar knowing to determine the effectiveness of school counseling program activities in this article. Major strengths/ spinelessnesses in the article The overall school counseling interventions produced an average effect size of . 30 which is signifi cant. However, in this article, the average effect size of Meta-Analysis 2 intervention was not significant, still .07. Previously research has found that meta- analyses using pretest-posttest typically produces a higher effect size compared to the more traditional treatment-control group comparisons. Its difficult to determine the non-significant mean effect size for pretest-posttest meta-analysis. Additional analyses in the pretest and posttest signifier will need to focus on specific interventions and supernumerary information regarding the effectiveness of specific strategies in school counseling.One of the common criticism of meta-analytic approaches is that studies with weak methodological rigor may artificially inflate average effect sizes(M. W. Lipsey,2003). M. W. Lipsey (2003) also argued that methodological moderator variables that oftentimes are assumed to be independent are not necessarily independent and carefully conducted meta-analytic reviews should explore metho dological relationship patterns. The effect size of . 30 was based on 117 experimental studies that involved 153 interventions, which is a significant increase from the six studies used by Sprinthall (1981).Many more studies were conducted with elementary school students however, school counseling interventions included in this meta-analysis appeared to be somewhat more effective with middle or junior high students followed by high school students. Thus, these studies show a significant effect on school counseling interventions for all levels of K-12 education. There are also some limitations when meta-analytic techniques are used. The validity of effect size largely depends on the quality of studies that were included in the review.Some major limitations in school counseling research could not be addressed statistically. Also there are few studies that address the issues of treatment integrity. Only a handful of studies used treatment manuals or well-developed curricula. It was di fficult for researches to determine what was effective because researchers could not determine what interventions were implemented with students. Another limitation was the expulsion of 111 studies that had insufficient data or missing information.Another limitation from this article concerns the dominance of non-standardized outcome assessments in school counseling research. Meta-analysis also lacked long-term reassessment data. The lack of longitudinal data allows for the measurement and analysis of only short-term effectiveness. Another issue with meta-analysis research is that interventions focused mostly on specific interventions quite a than comprehensive school counseling programs. There has been very few research studies conducted on comprehensive school counseling programs.Summary of research outcome.There were 118 studies that used meta-analysis 1, involving treatment-control comparisons and 153 school interventions however, two studies were considered maven study beca use of the same simple. Out of the 117 studies, 81 were published in journals and 36 were theses or dissertations. This meta-analysis study had 16,296 participants and the sample ranged from 8 to 5, 618, with the average study involving 139. 28 participants. From these studies, 50. 4% were elementary school students, 17. 9% were middle or junior high school students, and 24.8% were high school students, and 6% had a mixture of ages, and one study did not report the age of the student participants. There was an overall weighted effect size of 27% for students that genuine school counseling intervention compared to those students that did not receive school counseling intervention. The average effect size was significant. Also, there were a total of 33studies that used meta-analysis 2, involving pretest-posttest be after however, two effect sizes were eliminated from one study. Therefore, 31 studies that involved 51 school counseling interventions were used.The effect sizes calculat ed from these 31 studies involved 2,015 participants and the average study involving 62. 97 students and the sample ranged from 9 to 283. Out of the 31 studies, 17 were published in journals, 13 were theses or dissertations, and one study was an ERIC document. From these studies, 29% involved elementary school students, 12. 9% were middle or junior high school students, and 54. 8% were high school students, and 3. 2% had a mixture of ages and grade levels. There was only a . 07% weighted effect size on pretest and posttest meta-analysis which indicates the average effect size was not significant.Two methods of applying this research to practice Firstly, my goal as an aspire school counselor is to implement a comprehensive school counseling program for all students. I would provide a variety of interventions and activities using the iv components of the delivery system of a school counseling program, guidance curriculum, individual student planning, responsive services, and system support. I would then, conduct studies in my school, collecting data, and determine which services students and the school will benefit from the most.This will help me determine what type of programs and activities are most effective for our students and school. Secondly, I would consider taking additional research courses to prepare me to contribute to the knowledge base of school counseling, while conducting research projects related to school counseling. Simply, there needs to be more and bust research in the area of school counseling. Without additional empirical support, some schools may eliminate professional school counseling programs(Erford, p 68). Conclusion.From this research on meta-analyses not all school counseling interventions were equally effective. Additional research is needed to examine the impact these studies had on students from diverse backgrounds. Although more research is often a recommendation after completing a meta-analysis (e. g. , Ehri et al. , 2001 Sw anson, 1999 Whiston, Brecheisen,& Stephens, 2003 Xin, Grasso, Dipipi-Hoy, & Jitendra, 2005), we contend that lack of methodological rigor and dearth of studies make the calls for additional sound research in school counseling particularly important.Also, the issues of treatment integrity and increasingly use standardized outcome assessments will enhance future school counseling interventions. From this study, one would learn that additional research is needed, however, from this research data shows that school counseling interventions have a positive effect size on student outcomes. Furthermore, there were significant effect sizes for interventions at the elementary, middle, and high school levels. School counselors were able to increase students ability to solve problems while decreasing discipline problems.However, the researchers were unable to notice specific programs or approaches that produce positive outcomes. Additional research is needed to address what interventions for s chool counseling works, with what students, and under what circumstances. References Erford, B. T. (2011). Transforming the school counseling profession (3rd Ed. ). speeding Saddle River, NJ Pearson Education, Inc. Whiston, Tai, Rahardja, and Eder. (Winter 2011 Volume 89). School Counseling Outcome A Meta-Analytic Examination of Interventions. Journal of Counseling.

To Kill a Mockingbird: a Literary Analysis

In the book, To Kill a Mockingbird, harpist Lee tells the reader about the people living in Maycomb County. Throughout the three years we follow these characters we see how they interact with each other(a) and learn how revere and hate are complex emotions. This essay go forth examine love for family, romantic love, and love for community in order to show how complicated the emotions of love and hate can be. Jem and Scout are exploitation up in a engaging family. Calpurnia is the mother figure to the children. She makes sure both kids are fed and ready for school. She scolds them and watches after them.She takes them to Church and shares the values she has been taught. genus Atticus is a loving father to Jem and Scout. He always makes time for them. He shares stories with them and helps them to understand the world around them. By helping others in the community and communion his feelings about understanding others with his children, Atticus is a good role model for Jem and Sc out. As siblings, Jem and Scout clearly share a love for each other. They admit together, tell each other their secrets and look out for each other. Unfortunately, not all children in Maycomb grow up loved or taught how to love.Mr. Ewell is a spurious drunk who does not pay any attention to his family. He does not even make sure that they are fed. He hates people in frequent and Black people most of all. When he sees his daughter trying to kiss Tom Robinson, he is blinded by hatred and accuses this innocent man of raping her. He is teaching his daughter to hate. As a result, she did not tell the truth in court. Nathan Radley did not show his family love either. Boo has spent his entire manner as a prisoner of his own home because his father was overzealous in punishing him for a childhood mistake.Read alsoHow Powerful Do You Find Atticus Finchs Closing Speech?He also covers the knot hole with tar when he discovers that Boo has been making contact and develop a friendship with J em and Scout. However, Boo is not the kind of person to learn hatred. He puts a blanket over Scouts shoulders when she is watching the make off and he saves Jem and Scout when they are attacked by Mr. Ewell. There are not many examples of romantic love in this book. Although Atticus is very involved in the community, he is single and not dating anyone. We do not learn much about Calpurnias home life. One example of romantic love that Harper Lee does provide is with Mayella Ewell.She is abused, lonely and unhappy. She fantasizes about being loved and develops a crush on Tom Robinson. Although they never have any current relationship, the idea of one brings out the racist hate for Blacks and divides the community. It also has terrible consequences for Tom. The second example of romantic love is Mr. Raymond, a white man who conjoin a black woman and has mixed children. Mr. Raymond tells the kids that he pretends to be an alcoholic by carrying around a paper bag with a bottle of Coca -Cola inside. He can see that love is not reserved just for people who look like you and live like you do.Because of the racism in town, Mr. Raymond feels the need to malingerer and illness to help people understand his choice to marry a black woman. Yet, the people in Maycomb do look out for each other too. For example, the whole town works together to save Miss Maudies things when there is a fire in her house. The real problem is that they seem to keeping about only those people who are like them. In chapter 23, Jem describes four kinds of folks in Maycomb County Our kind of folks dont like the Cunninghams, the Cunninghams dont like the Ewells, and the Ewells hate and spurn the colored folks. This attitude in Maycomb means that the people in the community will continue to be divided. Scout understands this and says, Theres just one kind of folks. Folks. Harper Lee stresses this point with the incident outside the courthouse. Scout doesnt comprehend what is going on, so she gre ets Mr. Cunningham warmly and asks him to say hey to his son for her. This greeting reminds him that they live in a small town and that everybody should get along. He breaks up the lynch group and everybody goes home.In fact, rather than being Cunninghams or Ewells, the majority of the people in town are more like mockingbirds. They live their lives and dont really do any harm to those around them. Atticus tries to tell the children that loving or hating are not nearly as important as understanding others. On page 39, Atticus explains, You never really understand a person until you consider things from his point of view until you climb into his skin and walk around in it. This simple advice helps to replace simple categories of loving or hating with a one mixed with respect and compassion.

Meaning of life †Existentialism Essay

? Throughout the story, Grendel is trying to find the meaning of life. He is trying to understand the character of living, and was looking for something to steer him in the right direction. In Chapter five, when Grendel finally meets the dragon, he finally believes that he has found the meaning of life. Grendel begins his life by being an existentialist. He was basically alone when he was young, and was left to figure out the world around him with no help. It was confusing to him, and that is how he developed the idea of existentialism. He believed that he alone existed.Existentialism stresses freedom of choice, and he had the power to do whatever he wanted to do, so it made sense. He eventually realizes that he does non control the world when he says, I think, trying to suck in breath, and all that I do not see is useless, void. (Pg. 29) After coming to this realization, Grendel looks for a different meaning to life. He then listens to the Shaper, who tells lies to make the Danes feel transgress about themselves and have a meaning to life. As much as he wants to believe the Shaper and live his life according to what he says, Grendel felt too ashamed believing in lies to do so.He decided that he would rather be an outcast if that was what it took to find the truth. He believed that he had found truth after talking to the dragon. The dragon is a nihilist. He sees no aspire in life. He claims to know everything, the beginning, the present, and the end. (Pg. 62) His basis behind nihilism is that everything eventually comes to an end, even himself. He thinks that there is no point in trying to better mankind because in the end it wont matter. In the dragons mind, we are all fighting a lost cause, and there so there is no point in trying. He puts down humans, and especially the Shaper.He says that the shaper is just full-grown the Danes an illusion, and does not know any more(prenominal) than they do. The only important thing for the dragon is finding gold. T he dragon tells all of this to Grendel, who is at first skeptical of what he is hearing. He began to take the dragon more seriously when the dragon says that humans needed him in order to think and scheme and that Grendel caused humans to have science and religion. This gave Grendel the identity that he had been looking for I was Grendel, Ruiner of Meadhalls, Wrecker of Kings. (Pg. 80) Grendel became on board with nihilism.He now became enraged when he heard the Shaper tell his lies and felt like he was giving the Danes a purpose when he killed them, which only caused him to kill more. Grendel thought that he had found his purpose in life, although it ended up leading to his death. His belief in nihilism made him not stop killing, and also believe that he was important to the Danes. He believed that him killing Beowulf would be good for the Danes, and that is why he well-tried to kill him. Beowulf ended up killing Grendel. Had Grendel changed his views he would not have gotten kill ed by Beowulf and everyone would have been better off.

2008 Summer Olympics Essay

Published by 2008 by Routledge, Taylor & Francis Group. All rights reserved. No part of this work may be reproduced or utilized in some(prenominal) form or by any means, electronic or mechanical, including photocopying, microfilm, and recording, or by any information fund and retrieval system, without permission in writing from the publisher. Printed in the United States of America. Routledge, Taylor & Francis Group, 270 Madison Avenue, revolutionary York, NY 10016. IM-1826 CONTENTS Introduction Chapter 1. Introduction to Sports, Sportscasters, and Sportscasting Chapter 2. The Historical Development of Sports and Sportscasting Chapter 3.The political economy of Sports, Sportscasters, and Sportscasting Chapter 4. Audiences for Sports and Sportscasting Chapter 5. The occasion of Media in Sports and Sportscasting Chapter 6. Socio heathenish Perspectives on Sports and Sportscasting Chapter 7. Practicum on Sportscasting Chapter 8. The Future of Sportscasters/Sportscasting Suggestions for Teaching Sportscasting Syllabus Critical Dates Student Profile Invitation for Sportscaster Speaker 5 7 13 19 25 33 41 55 61 65 67 69 73 75 Introduction Conceived as a supplement to Sportscasters/Sportscasting Principles and Practices, this collection of exercises adds to the pedagogical mix.Follo elevateg the outline of a broad approach to understanding the topicwhich takes the chronicle, economics, audience, media, sociology, practicality, and future concerns of sports and sportscasting, it has this general outline Chapter l. Introduction to the study of sportscasters and sportscasting Chapter 2. The historic development of sports and sportscasting Chapter 3. The economics of sports, sportscasters, and sportscasting (sports advertisers and advertising, sport touristry, sports marketing and management, the sports-media complex, sportscasters earnings, and sports sponsorship) Chapter 4.Audiences for sports and sportscasting (U. S. audiences, international audiences, and spec ial events) Chapter 5. The role of the media in sports and sportscasting (print media, broadcasting, and beyond, sportscastersthe Jockocracy issue, sportscasters as celebrities, and sportscaster profiles) Chapter 6. Sociocultural perspectives on sports and sportscasting (pervasiveness and salience of sports, role exemplar/heroes, and issuesracial and gender consideration) Chapter 7. Practicum on sportscasting Chapter 8.Future concerns and considerations active sports and sportscasting Designed for teachers and students, as well as anyone interested in the topic, the sours in Sportscasting includes a range of ap5 6 EXERCISES IN SPORTSCASTING proaches. The idea here is that participants in this process allow want to learn as much as they can most the subject. As you will see, each chapter offers several ways to enhance the learning process. Some chapters encourage discussions of topics with family and friends and/or in the class elbow room, and most are meant to get you some(pr enominal) meaning and talk of the town about sportscasting-related issues.There also are a number of bibliographic lists, encouraging further research on various topics, a tenacious with an approach to reportage on your shewing that encourages critical thinking. Exercise 1. 4 is a Fill in the blanks, with the answers on the next page, as is Exercise 2. 3 Sport history graduation exercises, and the essays in Exercise 2. 4 gestate suggested inclusions for answers. If you are interested in doing survey scholarship, there are two examples here Exercise 4. 5 offers directions on how to get information on audiences for the Olympic Games, along with a sample and coding forms, and Exercise 5.8 gives you a good background for interviewing sportscasters. In the intrust that you use soft drinks, as suggested, you should enjoy Exercise 5. 6, The Brent Musburger Drinking Game an new(prenominal) way to monitor sportscasterspeak. There actually are a number of fun exercises here, as you will see. In impairment of the practicum, you are asked to consider the field of sports journalism, examine sports cliches, construct a resume, analyze your voice, and actually employment sportscasting. As in anything else, the more than you are willing to try these various activities, the more it will help you in the long run. This is, after all, only your beginning. after(prenominal) the exercises is a separate section focusing on the way this course has been taught in the past. It includes the chase 1. Syllabus 2. Critical Dates 3. Student profile 4. A suggested invitation for a sportscaster speaker Designed for teachers, this section is suggestive only, and is open to inputas is, in fact, this whole project. Your responses are encour aged(a), and I wish you well in your analysis of and/or career in sportscasting. Chapter 1 Introduction to Sports, Sportscasters, and Sportscasting Exercise 1. 1 Your Definition/Description of Sportscasting We all have our own have fires with the subject of sportscasting.enunciate about yours, including your interest in the topic. At some school principal, give your own definition and/or comment of sportscasting. In addition, what has been your personal experience with sportscasting and sportscasters? cave in you met any sportscasters personally? Who are your favorites? Who are your least favorite(s)? Think about why, and share your thoughts. Exercise 1. 2 Globalization of Sports (book review) From the bibliography that follows, choose a book and recapitulation it, including the following information 1. The book Full name of the title, author(s) name, when and where published and by whom, number of pages and illustrations.2. Author(s) Who she or he isprofession, background, experience, and other publications. 3. Frame of reference The writers point of view, or bias. Do you think she or he is qualified to write about this subject? Is the book based on personal experience? 4. dissertation What is the main point here? Why d o you think this book was written? Read the preface and the book jacket, if applicable. Give a plan description of the book in terms of its thesis, and give your opinion on how well it is supported. 7 8 EXERCISES IN SPORTSCASTING 5. Evidence What kinds of arguments does the author use, and how successfully? Do you think the facts are sensible?Are the conclusions under- or everyplacestated, and how do they stand up? 6. Contribution to knowledge What does this book add to both your education and that of others who might read it? Who might same to read this book? 7. Your evaluation of the book Was it well written? Well organized? Would you read more books by this author? 8. general personal reception Was reading this book and writing this book report a worthwhile experience for you? Did you discuss this book with anyone? Bibliography on Globalization Allison, capital of Nebraska (2006). The global politics of sport The role of global institutions in sport. Oxford, UK Routledge.Am is, John (2005). Global sport sponsorship. Oxford, UK Berg Publishing. Andrews, David L. (2006). Sport-commerce-culture Essays on sport in late capitalistic America. new-made York Peter Lang. Baimer, A. 2001. Sport, nationalism, and globalization European and North American perspectives. Albany, NY SUNY. Chandler, Joan M. 1988. Television and national sport The U. S. and Britain. Urbana, IL University of Illinois Press. Cronin, Mike and David Mayall (Eds. ) (1998). Sporting nationalisms. Oxford, UK Taylor & Francis, Inc. Eitzen, D. Stanley (Ed. ) (2004). Sport in modern-day society An anthology, 7th ed.Boulder, CO Paradigm Publishers. Foer, Franklin. 2004. How soccer explains the world An un similarly theory of globalization. New York Harper Perennial. Gems, Gerald R. (2006). The athletic crusade Sport and American cultural imperialism. Lincoln University of Nebraska Press. Houlihan, Barrie. 1994. Sport and international politics. NY Harvester Wheatsheaf. Ingham, Alan G. and John W. Loy (eds. ) 1993. Sport in social development Traditions, transitions, and transformations. Champaign, IL Human Kinetics. Maguire, Joseph. 1999. Global sport Identities, societies, civilizations. Cambridge, UK regulation Press.Majumdar, Boria and Fan Hong (Eds. ) (2006). Modern sport the global obsession. Oxford, UK Routledge. Miller, Toby, Geoffrey uprightnessrence, Jim McKay, and David Rowe (2001). Globalization and sport Playing the world. capital of the United Kingdom Sage. Roche, Maurice (2001). Mega-events and modernity Olympics and expos in the growth of global culture. London Routledge. Instructors manual of arms 9 Sandvoss, Cornel. 2003. A risque of two halves Football fandom, tv set and globalisation. London Routledge. Szyman go, Stefan and Andrew Zimbalist. (2005). National pastime How Americans play baseball and the rest of the world plays soccer.Brookings psychiatric hospital Press. Tomlinson, Alan and Christopher Young (Eds. ) (2006). National identity and glob al sports events. Albany State University of New York Press. wagon train Bottenburg, Maarten and Beverley Jackson (2001). Global games. Champaign, IL University of Illinois Press. Wenner, Lawrence A. (Ed. ) (1998). MediaSport. New York Routledge. Westerbeek, Han and Aaron Smith (2003). Sport vexation in the global marketplace. New York Palgrave Macmillan. Whannel, Garry (1992). Fields in vision TV sport and cultural transformation. London Routledge. Wilson, John. 1994.Playing by the rules Sport, society, and the state. Detroit, MI Wayne State UP. Exercise 1. 3 Sportscasting set-backs Lou Schwartz has put together a list of Sportscasting startings, 1920Present, available at http//www. americansporscasteronline. com, from American Sportscasters Online. Choose one of these events to research further, and feel free to add more to the list. Sept. 6, 1920 start receiving set send out of a Prizefight -Jack Dempsey versus woodpeckery Miske WWJ Nov. 25, 1920 First Radio Play-by-Pl ay Broadcast of a Collegiate Football Game Texas University versus Mechanical College of Texas WTAW Aug.5, 1921 First Radio Broadcast of a Baseball Game-Pittsburgh Pirates versus Philadelphia Phillies Harold Arlin on KDKA Aug. 6, 1921 First Radio Broadcast of a Tennis Match Australia versus Great Britian, Davis Cup Harold Arlin on KDKA Oct. 5, 1921 First Radio Broadcast of a piece Series- New York Yankees versus New York Giants Sandy Hunt and Tommy Cowan on WJZ Oct. 7, 1922 First Radio Chain Broadcast- WJZ and WGY transmitted a introduction Series game from the field Grantland rice and Graham McNamee 10 EXERCISES IN SPORTSCASTING Nov. 24, 1923 First Radio Broadcast of the Annual Army Navy football game Graham McNamee Jan.1, 1927 First Coast-to-Coast Radio Program Univ. of Alabama versus Stanford originating from Pasadena, California, broadcast from the Rose Bowl NBC network May 17, 1939 First Televised Sports Event Columbia versus Princeton baseball Bill Stern on NBC Aug. 26, 1939 First Television Broadcast of a Pro Baseball Game Cincinnati Reds versus Brooklyn Dodgers Red Barber on W2XBS Oct. 22, 1939 First Television Broadcast of a Pro Football Game-Brooklyn Dodgers versus Philadelphia Eagles W2XBS Feb. 25, 1940 First Television Broadcast of a Hockey GameNew York Rangers versus Montreal Canadiens -W2XBS Feb.28, 1940 First Televsion Broadcast of a Basketball Game Fordham versus U. of Pittsburgh W2XBS Sept. 30, 1947 First Televised World Series-New York Yankees versus Brooklyn Dodgers aired on three stations WABD, WCBS, WNBT -Bob Edge, Bob Stanton and Bill Slater Oct. 3, 1951 First Coast-to-Coast Television Broadcast of a Baseball Game-NY Giants versus Brooklyn Dodgers, Game 3 of NL playoffs. Giants win on Bobby Thomsons homerun known as the Shot Heard Round the World. Aug. 26, 1955 First Color Television broadcast Davis Cup match between Australia and the U. S. NBC July 23, 1962 First Satellite Telecast via Telstar Communication s included portion of Chicago Cubs versus Philadelphia Phillies from Wrigley Field Jack Brickhouse Jan. 15, 1967 First Television Broadcast of a Football Championship- Green bespeak Packers versus Kansas City Chiefs Jack Buck Nov. 8, 1972 First Sports Telecast by HBO New York Rangers versus Vancouver Canucks from Madison Square Garden reaches HBOs 365 subscribers in Wilkes Barre, Pa. Marty Glickman Instructors manual(a) 11 Aug. 16, 1976 First Pro Football Game Outside the United States- St.Louis Cardinals versus San Diego Chargers in Japan- Jack Buck Aug. 3, 1993 First Woman to do Television Play-by-Play of a Baseball Game -Colorado Rockies versus Cincinnati Reds Gayle Gardner on KNGN-TV in Denver Exercise 1. 4 Fill in the Blanks 1. The evolution of sportscasting has gone from sports reportage for information to in terms of its profitability. 2. Sportscasting is a $ industry. 3. Television executives and advertisers are primarily interested in sportscasters who can .4. Su per Bowl hype helps draw audiences of (number) viewers with advertising costing $ per minute.at alphabet is credited with helping that network become 5. known for its sports, introducing try outs like Wide World of Sports in 1967 and Monday Night Football in 1970. 6. Women sportscasters, although few in number, include , , and . 7. According to Red Barber, was the first genuine pioneer in radio sports announcing. 8. In the 1960s, the annual number of network hours of sports programming was 787 in the 1970s, 1,340 and now it is . in advertising for 9. The major networks sell about $ sports. 10. Leading sportscasters currently earn salaries of -figure incomes. 11.Sporting events created for television, such as celebrity tennis or billiards, The Skins Games, battles of network superstars, and shows like them are called . 12. ABC paid $ for rights to the 1984 Los Angeles Olymfor the 1988 Calgary Olympics, and NBC paid pics, $ $ for the 2006 Torino Olympics and 2008 Beijing Olympics. 13. Americans spend about % of our gross national product (GNP) on sports.12 EXERCISES IN SPORTSCASTING 14. Sports marketing statistics show corporate sponsorship costs of $ for endorsements from sports figures, and about on event sponsorship and participation. $ 15. My personal favorite sportscaster is .Answers 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Infotainment Multibillion dollar industry Draw and sustain audiences 140+ one thousand thousand viewers, with advertising costing $2 million per thirty mos Roone Arledge Mary Carillo, Gayle Gardner, Robin Roberts, Lesley Visser, etc. major J. Andrew White 24/7 ABC $1. 33 billion, CBS $1. 43 billion, NBC $472 million, ESPN $1. 16 billion and ESPN2 $219 million, Fox $1. 18 billion, and TNT $221 million. Seven Trashsports ABC$225 million 1984 $309 million 1988 NBC$1. 5 billion for 2006 and 2008 One (1) percent $900 million for endorsements, $7.7 billion for sponsorships (students choice) Chapter 2 The Historical Development o f Sports and Sportscasting Exercise 2. 1 Oral Histories on Sports, Sportscasters, and Sportscasting Probably the best way for you to understand and appreciate the history of sports and sportscasting is by talking to people who have experience with the past. Let me suggest that you conduct interviews with two personspreferably one male and one female, preferably separately, preferably both born before or during World War II about their early memories with sports, sportscasters, and sportscasting.Use your own knowledge about the history, economics, politics, content trends, and sociocultural implications of radio and television in your interviews. Prompt your interviewees to remember some of their favorite early programs, performers, even advertisers. Write up a summary of your findings, including detailed descriptions on when and where the interviews were performed, how long they lasted, whether you tape-recorded responses and/or wrote them down, whether or not those responses are re ported verbatim, and overall how you felt about the survey procedure.Also, provide detailed descriptions about the persons you interviewed, especially demographically. This manner has proven to be a fascinating way to learn history, and old-timers really enjoy the process. Be sure to thank them for sharing their memories Exercise 2. 2 quid in Sports History Often, we might wonder about what is hyped in sports history, and what might be ignored. As a sports scholar, you might consider the 13 14 EXERCISES IN SPORTSCASTING following approach to sports media criticism of television and/or film 1.Who are the actors in this episode or series, and what roles do they play? 2. Who made the program or movie production company, producer, director, writer, director of cinematography, and so on? Have I seen other works by these people? Is it pertinent to know and mention them? 3. Do I like this episode or movie? Why? Why not? 4. Have I been fair with this episode or movie after only one viewin g, or should I see it a second time to see what I might have missed? 5. What biases might I have toward the episode or movies star(s), director, and/or subject matter? 6.Have I been as objective as possible? Have I used examples to support my views? Have I been prejudiced by my attitude toward the episode or movies theme or game? Have I described it accurately? Exercise 2. 3 Sports History Firsts Fill in the blanks. 1. The first successful sports broadcast in the United States 2. In baseball, this broadcast took place during its 53rd season . 3. Describe the first World Series sportscast ________________ __________________________________________________ __________________________________________________ __________________________________________________ 4.Jack Graney, the first ex-athlete to occupy the broadcast booth, became known as __________________________________. 5. The first Olympic Games broadcast for the American public were ____________________________________________. 6. Davis Cup, the first tennis match, had reportage on this date _________________________________________________. 7. The first broadcast of a college football game was __________. 8. Radio covered the first boxing match between whom _______. Instructors Manual 15 9. The first live sporting event on television was _____________.10. Regarding the print media, what was the first sport magazine to debut in the 1820s __________________________________. 11. The composition that had the first distinct sports section ______. 12. Name the first daily newspaper totally devoted to sports, with regional sections ___________________________________. 13. HBOs first regional sportscast ________________________. 14. ESPN, the first twenty-four-hour all-sports cable network, began _____________________________________________. 15. Ted Turners Goodwill Games first began ________________. Answers 1.April 11, 1921, when the Pittsburgh Posts sports editor, Florent Gibson, did the play-by-play over st ation KDKA, describing the no-decision fight between Johnny Ray and Johnny Dundee at Pittsburghs Motor Square Garden. 2. August 5, 1921, broadcast by Harold ArlinPittsburgh Pirates defeating the Philadelphia Phillies 8-5. 3. Thomas Cowan, session in a New York studio, recreated for the radio audience over stations WJZ and WBZ the 1921 World Series on October 5, as the New York Giants defeated the New York Yankees 5-3. Grantland Rice did the play-by-play. 4. The Voice of the Indians, 1932. 5.1932 radio reports from Lake Placid for the winter games, Los Angeles for the summer games. Ted Husing provided summaries on WABC in New York. 6. August, 1921 over KDKA. 7. November 5, 1921, with Harold Arlin of KDKA covering Pittsburgh versus West Virginia he yelled so nasty at one touchdown that he knocked the station off the air. 8. Over WJY in 1921, the world heavyweight championship prize fight between Jack Dempsey and George Carpentier of France. 9. The second game of a baseball double-he ader between Columbia and Princeton, covered by Bill Stern out of New Yorks Baker Field on May 17, 1939.10. William Trotter Porters Spirit of the Times. 11. William Randolph Hearsts New York Journal, 1895. 12. Frank DeFords The National, which debuted January, 1990. 16 EXERCISES IN SPORTSCASTING 13. 1972 hockey game between the New York Rangers and Vancouver Canucks. 14. September, 1979. 15. 1986. Exercise 2. 4 Essays 1. Describe the broad trends that best depict qualifications of what makes and have made the best sportscasters over the years. 2. Trace the developments from sports journalism to sports broadcasting. 3.Discuss sportscasters themselves as sponsors, celebrities/stars, as fans favorites, as former athletes (jockocracy), and as newscasters. 4. Outline some of the distinctions of the symbiosis between media and sport. Suggested Essay Answers 1. In the early days, voice was the most distinguishing characteristic. Review the Waldo Abbott 1941 quotation about phraseology, dic tion, rules, and regulations, and review some early sports journalists. The second phase of sportscasting concentrated more on knowledge of sport, and began the practice known as jockocracy. Currently, it appears that knowledge of television is what is critical. estimate Marty Glickmans suggestion that succinctness, self-discipline and awareness of the action are the criteria. Still today the demographics of sportscasters remain pretty much within the purview of white males, aged thirty to fifty. It is found that local/regional sportscasters differ greatly from national network ones, the former being more involved personally with the teams. 2. Bruce Garrison shows how sports reporting is becoming more professionallist some examples.We are thought to be in the age of realismwhat Karmer (1987) calls the double whammy of electronic media and chit journalism, such that the rules are being rewritten. Print was revolutionized by the introduction of USA Today especially graphics, statist ics, and wide-ranging sports coverage. But so far no newspaper has caught on even though The National was well done, sports fans today mostly depend on television and the Internet for their coverage. Television itself has revolutionized sports Instructors Manual 17 coverage, from ABC in the 1970s to the introduction of ESPN and other 24/7 sports channels.We have moved from game stories centered on quotes from players and coaches and postgame trips to the locker room to instant messaging and reality monitoring. It becomes sobering to realize how we are moving from being told about sports to choosing what stories we want to follow in other words, we are increasingly becoming more active in the process. 3. Cite some examples of sportscasters as sponsors, and then consider the issue of how some of them become bigger than the events they are covering. Who are homers? Who are former athletes? Who are newsmakers? Include considerations of race, gender, homophobia, and the like.4. What is r eal relative to sportscasting? What differences are there between how reportage is received from print media, radio or television, the Internet, iPods, and other technologies? Discuss various production techniques, such as slo-mo replays, time-lapse shots, telestrators, wireless microphones, cameras attached to items like pucks, and how they might determine how a story is delivered. And consider how editing and videotaping have revolutionized not only what we see but also when and how we see itremote controls, Tivos, and general zipping and zapping of ads and programs.The potential for great sports viewing, and for learning about new sports and other countries sports, is corkingbut will we settle for the same old/same old? Will we ask more from our sports, and from our sportscasters? Chapter 3 The Economics of Sports, Sportscasters, and Sportscasting Exercise 3. 1 Sports tourism As one of the fastest-growing niche markets in the more than $500 billion tourism industry, sports touri sm encourages us to participate directly, such as on ski trips, at golf or tennis camps, on theme cruises, or as spectators for events such as the Olympic Games, Super Bowl, World Cup, and the like.Tell about your own experience in sports tourism. You might want to refer to some of these books Brabazon, Tara (2006). Playing on the periphery Sport, identity and memory. London Routledge. Gibson, Heather (2006). Sport tourism. New York Routledge. Higham, jam (2004). Sport tourism destinations Issues, opportunities and analysis. Burlington, MA Butterworth-Heinemann. Hinch, Thomas and James E. S. Higham (2004). Sport tourism development. Clevedon, UK Channel View Books. Hudson, Simon (Ed. ) (2002). Sport and adventure tourism. Binghamton, NY The Haworth Press. Ritchie, Brent W. and Daryl Adair (Eds. ) (2004).Sport tourism Interrelationships, impacts and issues. Oxon, UK Multilingual Matters. Robinson, Tom (2004). Sports tourism An introduction. Boston, MA Thomson Learning. Robinson, Tom , Sean Gammon, and Ian Jones (2003). Sports tourism An Introduction. London Continuum. Rowe, David and Geoffrey Laurence (Eds. ) (2000). Tourism, leisure, sport, and critical perspectives. Cambridge University Press. Ryan, Chris (2003). Recreational tourism Demand and impacts. Celevedon, UK Channel View Publications. 19 20 EXERCISES IN SPORTSCASTING Scarrott, Martin (Ed. ) (1999). Sport, leisure and tourism information sources A guide for researchers.Butterworth-Heinemann. Standeven, contentment and Paul DeKnop (1999). Sport tourism. Champaign, IL Human Kinetics. Turco, Douglas Michele, Roger S. Riley, Kamilla Swart (2002). Sport tourism. Morgantown, WV Fitness Information Technology. Van Der Wagen, Lynn (2002). Event management For tourism, cultural, short letter, and sporting events. Prentice-Hall. Weed, Mike and Chris Bull (2003). Sports tourism Participants, policy and providers. Burlington, MA Butterworth-Heinemann. Exercise 3. 2 The Economics of Sports (book review) From the bibliography, choose a book and critique it, including the following information 1.The book full name of the title, author(s) name, when and where published and by whom, number of pages and illustrations. 2. Author(s) who she or he isprofession, background, experience, and other publications. 3. Frame of reference the writers point of view, or bias. Do you think he or she is qualified to write about this subject? Is the book based on personal experience? 4. Thesis what is the main point here? Why do you think this book was written? Read the preface and the book jacket, if applicable. Give a brief description of the book in terms of its thesis, and give your opinion on how well it is supported.5. Evidence what kinds of arguments does the author use, and how successfully? Do you think the facts are valid? Are the conclusions under- or overstated, and how do they stand up? 6. Contribution to knowledge what does this book add to both your education and that of others who might read it? Who might like to read this book? 7. Your evaluation of the book was it well written? Well organized? Would you read more books by this author? 8. Overall personal reaction was reading this book and writing this book report a worthwhile experience for you? Did you discuss this book with anyone? Instructors Manual.Bibliography on General Sports Economics 21 Andrews, David L. (Ed. ) (2001). Michael Jordon, Inc Corporate sport, media culture, and late modern America. Albany State University of NY Press. Andrews, David L. (2006). Sport-commerce-culture Essays on sport in late capitalist America. New York Peter Lang. Aris, Stephen (1990). Sportsbiz Inside the sports business. London Hutchinson. Fizel, John, Elizabeth Gustafson, and Lawrence Hadley (Eds. ) (1999). Sports economics Current research. Westport, CT Praeger. Goff, Brian L. and Robert D. Tollison (eds. ) (1990). Sportometrics. College Station, TX Texas A&M UP.Gorman, Jerry and Kirk Calhoun (1994). The name of the game The busi ness of sports. NY John Wiley & Sons. Graham, Peter J. (Ed. ) (1994). Sport business Operational and theoretical aspects. Madison, WI WCB brownness & Benchmark. Hofmann, Dale and Martin J. Greenberg (1989). Sports$biz An irreverent look at Big Business in pro sports. Champaign, IL Human Kinetics. Klatell, David A. and Norman Marcus (1988). Sports for sale Television, money, and the fans. New York Oxford. Rosentraub, Mark S. (1997). Major League losers The real cost of sports and whos paying for it. New York Basic Books. Sheehan, Richard G.( 1996).Keeping score The economics of Big-Time sports. South Bend, IN Diamond Communication. Staudohar, Paul D. and James A. Mangan (Eds. ) (1991). The business of professional sports. Urbana, IL University of Illinois Press. Walsh, Adrian (2006). Ethics, money & sport This sporting mammon. New York Routledge. Weiss, Ann E. (1993). Money games The business of sports. Boston, MA Houghton Mifflin. Bibliography on Law/Legal Issues Berry, Robert C. a nd Glenn M. Wong (1993). Law and business of the sports industries Common issues in unpaid and professional sports. Westport, CT Praeger. Champion, Walter T. , Jr.(1993).Sports impartiality in a nutshell. St. Paul, MN West Pub. Cotton, Doyice J. and T. Jesse Wilde (1997). Sport police for sport managers. Dubuque, Iowa Kendall/Hunt. Cozzillio, Michael J. and Mark S. Levinstein (1997). Sports right Cases and materials. Durham, NC Carolina Academic Press. Dougherty, Neil J. (1994). Sport, physical activity, and the law. Champaign, IL Human Kinetics. Fotiades, John M. (1989). Youre the judge How to understand sports, torts & courts. Worcester, MA Edgeworth and North Books. 22 EXERCISES IN SPORTSCASTING Greenberg, Martin J. (1993). Sports law practice. Charlottesville, VA Michie Co.Greenfield, Steve and Guy Osborn (Eds. ) (2000). Law and sport in Contemporary society. London Frank Cass. Hladczuk, John (Comp. ) (1991). Sports law and legislation An annotated bibliography. New York Gre enwood Press. Jarvis, Robert M. and Phyllis Coleman (1999). Sports law Cases and materials. St. Paul, MN West Group. Jones, Michael E. (1999). Sports law. Upper Saddle River, NJ Prentice-Hall. Lowe, Stephen R. (1995). The kid on the sandlot Congress and professional sports, 1910-1922. Bowling Green, OH Bowling Green State University Popular Press. OLeary, John (Ed. ) (2001). Drugs and doping in sport Socio-legal perspectives.London Cavendish. Quirk, Charles (Ed. ) (1996). Sports and the law Major legal cases. New York Garland. Shropshire, Kenneth L. (1990). Agents of opportunity Sports agents and corruption in collegiate sports. Philadelphia, PA University of Pennsylvania Press. Tokarz, Karen (1986). Women, sports, and the law A comprehensive research guide to sex discrimination in sports. Buffalo, NY W. S. Hein. Weiler, Paul C. (2000). Leveling the playing field How the law can makes Sports better for the fans. Cambridge, MA Harvard UP. Weiler, Paul C. and Gary R. Roberts (1993). C ases, materials and problems on sports and the law.St. Paul, MN West Pub. Wong, Glenn M. (1994). Essentials of amateur sports law. Westport, CT Praeger. Wong, Glenn M. and T. Jesse Wilde (1994). The sport lawyers guide to legal periodicals An annotated bibliography. Buffalo, NY W. S. Hein. Yasser, Raymond L. (1985) Torts and sports Legal liability in professional and amateur athletics. Westport, CT Quorum Books. Yasser, Ray, James R. McCurdy, and C. Peter Goplerud (1990). Sports law Cases and materials. Cincinnati, OH Anderson. Bibliography on Sports Marketing/Management Brooks, Christine M. (1994). Sports marketing Competitive business strategies for sports.Englewood Cliffs, NJ Prentice Hall. Cuneen, Jacquelyn and M. Joy Sidwell (1994). Sport management Field experiences. Morgantown, WV Fitness Information Technology. DeSensi, Joy T. and Danny Rosenberg (1996). Ethics in sports management. Morgantown, WV Fitness Information Technology. Graham, Stedman, Joe Jeff Goldblatt, and Lisa Delphy Neirotti (2001). The ultimate guide to sports marketing. New York McGraw-Hill. Howard, Dennis R. and John L. Crampton (1995). Financing sport. Morgantown, WV Fitness Information Technology. Jones, Ian (2003). Research methods for sports studies. New York Routledge.Instructors Manual 23 Masteralexis, Lida Pike, Carol A. Barr, and Mary A. Hums (Eds. ) (2004). Principles and practices of sports management. 2nd ed. Gaithersburg, MD Aspen. McDonald, Mark A. and George R. Milne (1999). Cases in sports marketing. Sudbury, MA Jones and Bartlett. Miller, Lorik (1997). Sport business management. Gaithersburg, MD Aspen. Milne, George R. and Mark A. McDonald (1999). Sports management Managing the interchange process. Sudbury, MA Jones and Bartlett. Mullin, Bernard J. , Stephen Hardy, and William A. Sutton (1993). Sport marketing. Champaign, IL Human Kinetics.

Drug Testing for Welfare Recipients? Essay

Temporary Assistance for Needy Families (TANF) is a federally funded terminate grant which provides needy families assistance in finding and obtaining work opportunities. The funds are given to asseve scores to distribute. States are allowed some flexibility in how they chose to distribute these funds. thither has been a recent movement among states to implement do drugs testing for appli sackts and recipients to secure this assistance. Many mountain see this as a violation of their quaternary amendment rights. The political theory behind drug testing is to weed out misuse of funds by recipients, thus alleviating budgetary concerns in hard economic times. Are in that respect other means of easing budgetary issues without potentially violating the 4th amendment rights of the poor? A common stereotype of mint receiving public assistance is they are heap who are drug addicts, alcoholics, lazy, and dont want to work. Stereotypes are generalizations made about a certain host of p eople, good or bad. Stereotypes have a negative affect when they keep us from seeing a person for who they really are negating the individual (Iowa State University Study Abroad Center). According to an thinking poll on Debate.org, seventy percent of people responded yes when answering the question, Should someone receiving social welfare be drug tested? Respondents stated reasons such as You cant trust someone to use free cash on things they need, Help should be given to those who really need it non to people who are too lazy to work, and I dont believe it is fair hard-working people have to pay taxes, and the money goes to lazy people who spend our hard earned money on drugs (Debate.com). These statements are indicative of stereotyping stereotypes being pervasive within our society (Iowa State University Study Abroad Center). However, not all applicants or recipients needing public assistance fall within the stereotype. Luis Lebron is a 35-year-old Navy veteran, father of a 4 -year-old, the sole caregiver for his disabled mother and a student at the University of Central Florida. He just needs some help after having served his country and while trying to finish school and place care of his son and disabled mother (Bloom). The American Civil Liberties Union (ACLU) in Florida has filed a lawsuit on behalf of Lebron due to his refusal to submit to a drug test and relinquish his 4th Amendment rights. Lebron feels that, Its insulting and degrading that people think Im using drugs just because I need a little help to take care of my family while I finish up my education. The 4th Amendment of theUnited States Constitution statesThe right of the people to be obtain in their persons, houses, papers, and effects, against unreasonable tryes and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized (Cornel l University Law School Legal Information convey). The concept of the 4th amendment is to protect two basic freedoms the right to privacy and freedom from random search and seizure. (Cornell University Law School Legal Information Institute). Twenty-eight states have proposed drug testing public assistance, according the National Conference of State Legislature. Utah has passed edict requiring applicants to complete a written questionnaire screening for drug use. Georgia passed legislation requiring drug tests for all applicants. The Louisiana House endorsed random drug-testing of 20 percent of the states welfare recipients. Ohio is considering a pilot program to test welfare recipients. Floridas drug testing law required applicants to pay for their tests and then would be reimbursed if the results turn out negative (Prah). Federal or state laws that require suspicionless drug testing for eligibility to receive public assistance may be subject to primitive challenge. Constituti onal challenges are aimed towards privacy and unreasonable search. For searches to be reasonable, they generally must be based on suspicion, unless a special need can be shown that may allow for an exception.Public assistance programs do not necessarily create these special needs grounded in public safety that the Supreme judiciary has recognized in the past (Carpenter). There has only been litigation initiated in two states where the laws require suspicionless drug testing Florida where the U.S. District Court issued an injunction to tarry testing and Michigan where several individuals were granted a temporary injunction. A number of other applicants in Florida chose not to submit to drug testing. Because applicants are not required to explain why they chose not to submit to the tests, there is no statistical data as to the reasons why. Proponents for testing believe it is because applicants knew they would fail the test. However, opponents state that the abstract thought could be because applicants may not have been able to afford the tests or because testing sites were not easily accessible (The Assoicated Press). It has been suggested that drug abuse is a major(ip) cause of welfare. However, there is only evidence, based on secondhand information, to support this. If drug use among welfare participants were reduced to the levels of non-participants, welfare participation would decline by approximately one percent (Kaestner). A report from the National Institute on Alcohol Abuse and Alcoholism states, Proportions of welfare recipients using, abusing or dependent on alcohol or illicit drugs are consistent with proportions of both the adult U.S. population and adults who do not receive welfare (National Institute of Health). The researchers found the rate of drug abuse and/or dependency among welfare recipients to fall between 1.3 and 3.6 percent, as opposed to a rate of 1.5 percent within the general population. data from the National Household Survey o f dose Abuse roughly coincides with these findings, with the rate of drug dependency among welfare recipients being approximately 4 percent. Further, the data suggests that no more than one in five welfare recipients used illegal drugs in any given year half of those having used only marijuana (Budd). The evidence from these three studies shows that although drug use is tied to homeless and welfare participation, proportionally to the general population there is not a significant difference. Finally, in the study by Kaestner, he suggests that for purposes of reducing welfare, public programs should focus their efforts on something besides drug use (Kaestner). There is the belief that testing welfare applicants and recipients testament reduce the payment of benefits to people who are mishandling the funds. In a 2011 article from the Tampa Tribune, Whittenburg reports, with the average make up of test being approximately $30, the state would owe $28,000 $43,000 in reimbursements for applicants who passed tests monthly. The state would pay off approximately $32,000 to $48,000 for rejected applicants, assuming 20 to 30 people failed the test monthly. Welfare recipients receive an average of $134 per month, so the state would save approximately $2600 to $3300 which the rejected applicants wouldnt receive.Over a one year period, which is the disqualification period for one failed test, the state could save $32,000 to $48,000 annually on the applicants rejected in a single month. The net savings would be $3,400 to $8,200 annually on one months worth of rejected applicants. Over 12 months, the money saved on all rejected applicants would add up to $40,800-$98,400 for the cash assistance program that state analysts have predicted will address $178 million this monetary year (Whittenburg). In a 2012 article from the New York times, Alvarez reports that during the period that the Florida state law was in effect that required drug tests for welfare applicants, t here was no direct savings. It found only a few drug users and didnt affect the number of applications. According to the law, applicants who passed the drug test were reimbursed, an average of $30 for the cost of testing. Negative testing thus cost the state a little more than $118,000. This alone is more than the cost of benefits to those who failed the test. Ultimately, this turns out to be a cost to the state of an extra $45,780 (Alvarez). In order to preclude any further court proceedings initiated by plaintiffs who believe their 4th amendment rights have been violated and avert costly testing programs, it would be prudent for the Federal government to exact language that explicitly prohibits the use of suspicionless drug testing in order to receive money from federally funded programs. Rather, government officials should refocus their efforts in the fight against drugs to the recovery from substance abuse of the general public rather than targeting a specific group of people, namely welfare recipients. Citizens should petition their states representatives to vote against proposed laws that support drug testing. Further, those representatives should seek to supplement existing or fund new treatment programs with the dollars saved by eliminating drug testing programs for welfare applicants and recipients. Another step to solidify a stance against suspicionless testing would be an amendment to the Personal Responsibility and Work Opportunity expiation Act (PRWORA) to include language that explicitly prohibits suspicionless testing. Given that the National Institute on Alcohol Abuse and Alcoholism reports that substance abuse is no more prevalent in welfare applicants and recipients than the general population (National Institute of Health) then there is no basis for testing as a condition for receiving benefits. ministration of budgetary concerns is not guaranteed by the reduction of caseloads due to positive tests (Office of the Assistant Secretary for P lanning and Evaluation). Where challenged, courts have determined that suspicionless testing is a violation of the 4th Amendment (Schaberg). North Carolinas Governor, after vetoing a bill to implement drug testing, stated, Drug testing applicants could lead to inconsistent application Thats a pattern for government overreach and unnecessary government intrusion. This is not a smart way to combat drug abuse. Similar efforts in other states have proved to be expensive for taxpayers and did little to actually help fight drug addiction. (Smith)BibliographyAlvarez, Lizette. No Savings Are Found From Welfare Drug Tests. The New York Times 18 April 2012 A14. Bloom, Rachel. Poor People Have Rights Too. 12 October 2011. American Civil Liberties Union. 3 August 2013 . Budd, Jordan C. Pledge Your Body for Your Bread Welfare, Drug Testing, and the Inferior stern Amendment. 2011. William & Mary Bill of Rights Journal . 7 August 2013 . Carley, Frances. Drug Testing Welfare Recipients A Review of Potential Costs and Savings. Lansing, 2012. Carpenter, David H. Constitutional Analysis of Suspicionless Drug Testing Requirements for the Receipt of Governmental Benefits. Report. 2013. Cornell University Law School Legal Information Institute. Fourth Amendment. n.d. 5 August 2013 . . Fourth Amendment. n.d. 5 August 2013 . Debate.com. Should someone receiving welfare be drug tested? n.d. Iowa State University Study Abroad Center. Stereotypes. 7 June 2011. 21 Augusr 2013 . Kaestner, Robert. Drug Use and AFDC Participation Is There a Connection? may 1996. the National Bureau of Economic Reearch. 6 August 2013 . National Coalition for the Homeless. Substance Abuse and Homelessness. July 2009. National Coalition for the Homeless. 6 August 2013 . National Institute of Health. NIAAA Researchers Estimate Alcohol and Drug Use, Abuse, and Dependence Among Welfare Recipients. 23 October 1996. National Institute on Alocohol Abuse and Alocoholism. 7 August 2013

Grendel as a Sympathetic Character Essay

Can you imagine being born and automatically being considered shame? This is what happens to Grendel. Throughout the book everyones feelings towards Grendel is that of a bad person or creature. In Grendel my sympathy for Grendel fluctuates. Grendel starts out as a sympathetic character because he is an innocent curious squirt with a m separate who doesnt talk, and lives in a cave. As the story moves on Grendel is misunderstood hence starts to make decisions that makes my sympathy for him decrease.Throughout the book in that location are three stages to Grendels life. The first stage starts off with his childhood, which he spends exploring and questioning. He eventually finds the lake of firesnakes and the land after it is his introduction to a larger world beat of danger and knowledge. The second stage starts when a bull attacks Grendel this teaches Grendel that the world is full of danger and makes him question the meaning of life. Grendel tries to figure out the meaning of lif e by observing how humans go through life and it interests him.While Grendel is trapped and getting attacked by a bull some humans intervene and strike him trapped. Grendel tries talking to the humans and ask for help, and all of a sudden they attack Grendel because they do not understand him and fear him because of his appearance. Grendels mother comes to the rescue to fulfil her son. How could one be a monster yet be saved by his mother? This is an example of my sympathy for Grendel who is a misunderstood creature.Grendel eventually sees how Hrothgar treats other humans and decides that he does not like what he does to them. He eventually attacks the people in the mead hall all of the soldiers, which makes me lose sympathy for him but I could see why he does it. It is a personal feeling Grendel has towards Hrothgar. Grendel is a character that goes through many stages throughout the story, but to be born from evil does not necessarily make you evil. He was just a curious little creature who was still babied by his mother in the beginning and then learns of humans and does not like the way that they treat each other and eventually is killed by Beowulf.

Narrative in the Life of Frederick Douglass

Narrative in the Life Summaries In Peter Ripples essay The Autobiographical Writings of Frederick Douglass, he states that, The Narrative signaled Douglass government issue as a committed abolitionist and suggests his developing sharp skills during those early years of freedom (135). Ripley describes throughout his essay how Douglass started as a slave, fought for his freedom, became an average lecturer, and In the end became, Ambitious and Intellectually curious Eating reform literature, participating In concussions and absorbing the lectures of his associates (136). Ripley describes Douglass early lectures as intellectual because of how long he had been a slave, using plantation dialect (136). Early on, Douglass got the image that he wasnt an actual slave. So, he started to spell about his slave experiences, giving keys and dates to all the things that had happened to him to constitute himself au sotication and to knock out some of the rumors about him and his past.One of Dougl ass biggest critics was a man by the name of A. C. C. Thompson, who wrote that he had known the recent slave by the name of Frederick Bailer (138) trying to disprove all of Douglass archetypalhand accounts. Douglass responds to the statements by describing his time as a slave and explaining that without those experiences there was no way that he wouldve been able to write The Narrative in the Life. Ripley then goes on to explain how writing The Narrative was a major sign of Douglass growth and maturity.This essay explains how Douglass transformed from slave to balloonists then on to haring his Life experiences by lecturing and educating others. In Narration, Authentication and Authorial Control in Frederick Douglass Narrative of 1845 by Robert B. Step argues that Douglass narrative is successful because of his intellectual independence. Step explains how impressive it is for an uneducated slave to get out of slavery and in turn become somewhat of an educator. With that he states, T he strident, moral voice of the cause slaveIs the single most Impressive feature of a slave narrative (146). He then breaks down the narrative Into three different parts. The first phase, he calls the basic or eclectic narrative (147) referring to the relevance of a slave narrative. Secondly, he believes the text involves an integration of voices because the slave narratives do not blaspheme on the white writers input but simply their own words and explanations. For the third part, he breaks it down into two deferent parts. First, he defines a generic wine narrative which is a narrative of discernible genre (147).Secondly he describes an authenticating reiterative (148) that he describes as a narrative that becomes an authenticating document for others, usually generic texts (149). He describes Douglass narrative as primitive because of the dynamic energy (149) which Step calls his narrative an advanced text. Step then analyzes Douglass strengths in writing and says that he has ex plicitly attested what is conventionally a white Northerners validating text (157) and that his writing shows his level of literacy, even though being a slave slave narratives down but into categories.

Early Childhood Education application essay Essay

This article gives a study of how we chiffonier apply the material in an Early Childhood institution from the apologue divers(prenominal) Children divergent Needs by Charles F. Boyd. This book throne be pissn as a argument showing p bents and t for each oneers in any institute on how to be more efficient by subtle the temper God has given each child. Boyd applies a DISC manner of traits of parents reputation for application in parent-child affiliations.Although, this book is mainly on good parenting which allows you to review your and your childs qualities and as a result, helps you in improving intercourse with no friction between parents and children. The material in this book butt to a fault be rattling useful in any institutional environment. Based on this knowledge, this study gives a brief evaluation of the application and knowledge specifically in an institutes environment and the pick up from it. Knowledge and Application This book assists you in understanding that all(prenominal) child has a unique record and none of them are right or wrong but just different.As in the novel Boyd writes As parents, we need to disc everyplace our childrens natural styles and help each one grow up according to his unique, in-born, God-given design (Charles Boyd. 4). Writer uses the DISC personality sketch descriptions to understand and help you to re- vindicated blocked communication with your child. Its as easy as opening by inquiring yourself if your child is a deed lazy or active, people person or a loner? The material and tools presented in Different Children, Different Needs will take the anonymity out of the way on how you interrelate with each other.In the book, we look at a tool referred to as the art of flexible parenting or parenting by plan. It is a method which presents us with an opportunity to raise our kids that procures into account equally how God has designed our style and personality and how He has designed our children. This uncompli cated and realistic model enables us to realize our normal stage set and the way it influences our parenting style, determine our childrens design, comparison between the first two and adjusting our style so as it fulfils the style and requirements of our children.It helps in fashioning an atmosphere of encouragement and support which results in enhanced parent-child communication and eases uncouth areas of clashes. The methods and tools given in this book can not only help parents in understanding their children give away but also prove helpful in Children institutes by giving teachers an insight to his/her pupils mind and personality and making them realize that not every learner cannot be the top person and that someone has to take the bottom position whether it be academic performance or co-curricular activities.After having an understanding of such basics, these Institutes can make sure that each student is treated as an individual and not be compared with others who are ei ther doing better or worst than him and thus improved student-teacher similarity which will result in better results. This model will assist in developing an atmosphere of encouragement and support and can have results like an increased self-confidence and self-discovery. After sympathiseing this book, you will start to comprehend functions you neer understood in relation to the most excellent way to communicate to each unique student in a class.Students will appear to appreciate how God has designed them and made each and everyone of them exceptional(a) in his own way, maturing in self-confidence and discovering a sense of fitting in somewhere. And you will throw pleasure from fulfilling your mentoring experience youve forever wished for. Understanding and Experience A Childs education starts from home. Education plays a very significant part in altering lives of children. This book gives a concept of parenting pollution.Parenting pollution refers, to the desire of every pare nt to raise their children the way they intend they should. If we adopt carefully, we see that the same idea is applied in children institutions where teacher expects the student to be as smart as the teacher was when he was students age, or think the same way as he use to think and mostly compare students with each other. The true statement is, it is important to realize that with changing times, minds maturity level changes, and children nowadays, grasp and perceive things differently then we used to.The one part of the book that I thought could be truly helpful if all could read it and enjoy is a number of pages of encouraging one-liners which can be used to build your childs or your students self-confidence some of which includes sayings like when asked a student to perform a task in classroom and if he is taking longer than some other students, instead of saying this discouraging thing Whats taking you so long? , what you can say is, You do things specifically and correctly . (Haim Ginott, 23) That line sums up the observe, dont judge philosophy of child psychologist Haim Ginott which one should try very often for terrific results. (Haim Ginott, 23) Some stuff you read in this book is pretty basic on parenting like be patient with a child , Dont hurry or push him, be open at times when your child wants to do things differently than you feel like etc. But observe carefully that do you really do all this basic stuff all the time or you are really a moody personConclusion The DISC character system on which all of the suggestion in this book is based is not exactly a specific personality test but in actually just a self-discovery test where you can ponder over you actions and those of your children and then apply them in Children Institutions. The concluding remark is that Parenting by plan is a technique you can utilize to fine-tune your parenting technique according to your children and students as each of them has different personality and psychology.I t can really help is making parents and teachers understand that even if the personalities of their children clashes with their own, it can still be a positive relation and parents being older have to take the first step which may just include get a copy of this book. References Boyd, Charles. 2004. Different Children, Different Needs. Published by Multnomah Books Ginott, Haim. 1996. Between

Psychology Development in Chine

History and Systems of psychological science PSYC 331 Dr. Bihan Al Qaimari Midterm Paper Development of psychological science in mainland chin aw atomic number 18(p) Name Ahmad Shiber Student number 1071843 Introduction When we started this socio- sparing class, we started learning the annals of psychological science, its theories, and its education. I couldnt help further nonice that the course curriculum is foc dropd on European and Ameri tail psychologists and their theories, which gives us a precise westernized pick up of psychological science and the spirit of compassionates and their forgivingity.Studying psychological science from a western point of view overly limits the horizons of put one overing psychology and how it explained since it result be connected to mainly western church ideologies and financial and governmental systems atomic number 18 in the west like capitalism and democracy. I developed an interest in far easterly cultures quad years ago st udying the common religions in that region basics of vocabularys spoken there, and I even started studying the Nipponese linguistic communication as a second language.Thus, I was interested of how these cultures maxim psychology and compare their psychological cereb proportionalityn with Greek and Islamic psychological thinking and philosophy which was cover in class. I was amazed by the sheer amount of k instanterledge these cultures had offered in psychology and I was disheartened on how it is al or so never menti wholenessd in psychology classes or when mentioned it gets marginalized. Of altogether the cultures that constitute the outlying(prenominal) East, I chose china.In this paper I ordain discuss the development of psychology in this country from its historic roots till the modern day, along with all the ups and downs of this field. I try for to shed light on the amazing contributions to the psychology field in particular, and to humanity in general. Attachment a b rief rendering of Chinese culture of sanitary existence. The Historical Roots Modern psychology was brought to mainland mainland mainland mainland china from the West in the late 1800s, but the study and discussion of psychological issues had a long taradiddle in antediluvian patriarch China.Read also Memory ForgettingEarly psychological thinking in China not only was contained in diverse philosophical, political, military, and other lite scabure but was also expressed through various praxiss in education, medicine, and human resource management. The influence of Chinese culture on world psychology has been widely recognized in current literature in the field and is attracting much(prenominal) and to a greater extent attention (Jing, 1994 Murphy & Kovach, 1972 Wang, 1993). In China a rich body of psychological thought existed in the writings of the ancient Chinese philosophers.One of the most master(prenominal) figures was Confucius (551-479 B. C. ) whose education has, for centuries, exerted a pro frame influence on the development of Chinas cultural history. Confucian thinking emphasized the discussion of human nature, education, human development, and inter individualal relationships. For example, when Confucius discussed human nature, he asserted that human nature is the order of heaven (Jing, 1994, p. 668). By this Confucius meant that our patterns of existence are determined by Nature or by God.He did not address this issue in order to differentiate whether human nature was good or evil but proposed it as a common heritage upon which personal and mental development could be base through education By nature close to each other, but through practice far from each other (Analects 172, Dawson, 1993). This means that masses are similar when they are born(p) but that they become different as a result of tender molding hence the brilliance of learning. Confucius was a famous teacher as well as a philosopher he advocated that all citizenry sho uld be educated, irrespective of their abilities.He categorized battalion into tercet types superior, medium, and inferior and cerebrate that everyone should be educated gibe to their abilities. These ideas are in agreement with the modern idea of everyones right to an education and the concept of individual differences and the submit to provide education in a suitable signifier for all to benefit, whatever their abilities. With regard to human development, Confucius viewed this as a livelihood-long action as stated in the summary of his own life. At fifteen I set my mind on learning, at thirty I became firm in my purpose at forty I was free from doubts at fifty I came to know good deal t sixty I could tell truth from falsehood by listening to other people at seventy I followed my hearts desire without trespassing the norm of conduct. (Analects 24 Tang, 1996). A characteristic feature of this outlook is an emphasis on the development of wisdom and social maturity at a late r age. Contrary to almost modern thinking that human development is primarily an earlier puerility process (as has been proposed by Freud or Piaget), Confucius gave wise insight with the view that development is a life-long process. In admittance to Confucianism, other Chinese philosophies much(prenominal) as Taoism and Zen Buddhism were also strategic.For instance, Chinese Taoist scholars considered that opposition exists everyplace in the universe and that the synthesis of contrary systems operates to form an integrated unity that is a manifestation of the designer and operation of the Yang and the Yin, the alternating forces expressive of light and darkness, race and decay, male and female. These major powers, which in their combined operation form the Tao, the Way, the great principle of the universe, are the mainspring of every activity, the instrument of constant change and balance, which maintains the harmony of the cosmos. (Fitzgerald, 1976, p. 220). According to L ao-tzu (570-490 B.C. ), the reputed break up of Taoism, nature keeps a proper balance in all its working. If any activity moves to an extreme in one direction, sooner or later a change occurs to swing it back toward the opposite. This thinking may clear influenced Jungian psychology, for Jung discovered the self from Eastern philosophy and characterized it as a kind of salary for the conflict among inside and outdoor(a) (Jung, as cited in Kuo, 1971, p. 97). In addition, new-fangled findings indicate that the self-actualization theories of Rogers and Maslow rear certain similarities to concepts in Taoism and Zen Buddhism (e. . , Chang Page, 1991 Ma, 1990). The practice of naive psychology was widespread in ancient China, and legion(predicate) present-day psychology exercises could trace their roots to thousands of years ago. For instance, in Medical Principles of the Yellow Emperor, the first Chinese encyclopedia of medicine, make some 2,000 years ago, involvements am id brain pathology and psychological problems were set forth, and a bio-psycho-social fashion model was the main approach to medical and mental treatment (Wang, 1993).Another famous ancient Chinese text, Sun-tzus classic hand The Art of War, was written 2,500 years ago. It is a treatise on strategies of warfare containing an analysis of human nature, organization, leadership, the effects of the surroundings, and the importance of information and may have influenced the development of modern organizational psychology. The most important contribution of Chinese culture to the industry of psychology is that of mental exam. It is common to think of interrogatory as both a fresh and a westerly development. The origins of testing, however, are neither recent nor Western.The roots of psychological testing disregard be traced back to the concepts and practices of ancient China for some 3,000 years (Anastasi, 1988 Kaplan & Saccuzzo, 1993). Various methods for step talent and app earance were popular, such(prenominal) as observing traits from carriageal changes, identifying intelligence by response speed, eliciting personality across situations, and measuring mental attributes through interviews (Lin, 1980). The purpose of all these tests was to allow the Chinese emperor to assess his officials fitness for office. By the cartridge holder of the Han Dynasty (206 B. C. to A. D. 20), the use of test batteries (two or more than tests used in conjunction) was quite common in the civil work examination system (Zhang, 1988) with essay writing and oral exams in egestics such as civil law, military affairs, agriculture, revenue, and geography. Tests had become quite well developed by the time of the Ming Dynasty (A. D. 1368-1644). During this period, there was a topic multi-stage testing program that involved local and regional testing centers equipped with special testing booths. Those who did well on the test at the local level went on to the provincial capi tal for more extensive essay examinations.After this second testing, those with the highest test scores went on to the nations capital for a final lag of examinations. Only those who passed this third set of tests were eligible for public office. It is probable that the Western world learned about these national testing programs through exposure to the Chinese during the 19th century. Reports by British missionaries and diplomats encouraged the British East India Company to copy the Chinese system in 1832 as a method for selecting employees for overseas duty.Testing programs worked well for the company, and the British government adopted a similar system of testing for its civil service in 1855. Later, French, German, and American governments in succession endorsed it, and the testing movement in the Western world has bragging(a) rapidly since then (Kaplan & Saccuzzo, 1993). Testing was also well developed in ancient Chinese home culture. An article written by a scholar, Yen (53 1-590), indicated that, the so-called testing the child at one year of age was a popular custom in southern China.On a childs first birthday, he/she would be placed on a large table full of food, clothing, paper, pens, jewelry, toys, books with, in addition, an arrow and marque for the boys, and questle and thread for the girls. The baby was encouraged to crawl freely and pick up the item he or she liked best. By observing what the baby grasped first, the proud parents projected the babys intelligence, personality characteristics and aptitude by the things taken from the table. This custom lasted until the 20th Century. (Zhang, 1988, p. 02). Although cl archeozoic not a test by modern standards, it does gild a willingness to assess individual differences by concrete means. Zhang (1988) also noted that Lin Xie, a well-know sixth century scholar, designed what appeared to be the first experimental psychological test in the world. He asked people to draw a square with one hand and a t the same time draw a circle with the other. His aim was to show that, with interference from the attempt to do the second trade union movement, neither task could be done correctly.Interestingly, Binet in the 1890s developed a similar test as part of the early psychological work on the effect of distraction (internal and external) on mental tasks (Pillsbury, 1929 Woodworth & Marquis, 1949). Binet may have been aware of the Chinese history. This review is only a brief discussion of the historical background of Chinese psychology. However, psychology in China did not develop into a systematic theater of operations, despite the fact that the concepts of psychology have deep roots in Chinese civilization dating back almost 2,500 years.Furthermore, few confirmable studies have been done in this area of noesis in China, compared with studies done in the Western world. Thus, Chinese psychology has lacked a scientific basis because of the belief that Chinese scholars should only concer n themselves with book learning, literature, history and poetrybut not with science (Fitzgerald, 1976, p. 274). When Chinese intellectuals began the reform movement in the early 1900s, they promoted an stout rejection of Chinese traditions ( in particular those with Confucian roots) and advocated total or whole-hearted Westernization, in terms of science.Chinese psychology became a graft proceeds of Western and Soviet psychology (Barabanshchikova & Koltsova, 1989). Early Chinese psychologists had adopted the Western ideas of behaviorism, psychoanalysis, and gestalt psychology, and the works of Pavlov, Bekhterev, and Komilov were translated from the Russian. Nowadays, however, more and more scholars taking the cross-cultural view of psychology (e. g. , Matsumoto, 2000) have realized that it is not appropriate simply to apply Western theories to explain the behavior of the Chinese or any other cultural group.Although the collection process has not been fully carried out, some Chinese psychologists (such as Gao, 1986) have started their exploration of the old studies and literature to attempt for the roots of Chinese psychology. Those valuable assets of the old civilization, when thoroughly explored, may give us new insights into the perceptiveness of contemporary psychology. For example, investigateers are studying early writings on conventional Chinese medicine and translating their conclusions into testable hypotheses of healing(predicate) effectiveness (Lee & Hu, 1993 Li, Xu, & Kuang, 1988 Tseng, 1973).This kind of work is also significant in cross-cultural studies and has particular relevance in the Chinese mount. Development of Modern Chinese Psychology Chinese psychology began a long time ago, but the modern scientific method is only recent. However, the era of modern Chinese psychology commenced in the late 1800s with the dissemination of Western psychology in China along with other Western influences. Chinese students who had studied in the West b rought back ideas fundamental to modern psychology and translated Western books.In 1889, Yan Yongjing translated a Japanese version of Joseph Havens Mental Philosophy (1875), which was regarded as the first Western psychology book to be published in China (Kodama, 1991). Psychology as an unconditional scientific discipline was first taught in some Chinese pedagogical institutions at the turn of this century. The Chinese educational reformer, Cai Yuanpei, who studied psychology at Wilhelm Wundts lab in Leipzig and who later became president of capital of Red China University, set up the first psychology laboratory at Beijing University in 1917 (Jing, 1994).In 1920, the first psychology department was established in South Eastern University in Nanjing (Li, 1994). In August 1921, the Chinese Psychological Society was formally founded. Unfortunately, its activities were interrupted by the Sino-Japanese war. Meanwhile, some Chinese scholars finished their studies in Western universitie s and returned to China to teach and do enquiry in psychology. They wagered important roles in laying the foundation for the development of modern Chinese psychology. One of the most widely known Chinese psychologists from that period was R. Y.Kuo, who went to the University of California at Berkeley in 1918 and returned to China in 1929. As a behaviorist, his major(ip) contributions were in the field of the developmental analysis of animal behavior and the nervous system (Brown, 1981). Another prestigious figure was P. L. Chen, known as the founder of Chinese industrial psychology, who carried out field studies in Chinese factories afterward(prenominal) studying under Charles Spearman of University College London. Later, Chens study on the G factor was translated and noted as an exploit in the developing understanding of intelligence (Wang, 1993).Another was S. Pan, who obtained his Ph. D. in Chicago in 1927, having worked with Carr on the influence of context on learning and memory. He later became president of the Chinese Psychological Society when it was re-established in 1955 after the Peoples Republic of China was founded. In footling, from the 1920s through the 1940s, Chinese psychology was oriented mainly toward Western psychology and in fact was not different from the latter. Experimental approaches were emphasized, and Chinese psychologists were strongly influenced by the schools of functionalism, behaviorism, and the Freudians.Psychology was fundamentally an imported product whose general development was slow because of the unstable social environment in China during this period. After the founding of the Peoples Republic in 1949, psychology was reestablished under the auspices of the Communist Party. The new psychology took Marxism-Leninism and Maos thought as the basic philosophy underlying its psychological theory. For instance, Marxisms materialist dialectics saw psychology (apart from experimental psychology) as entirely hypothetical and, therefore, not materialist and not permitted.Although the Western psychology of the 1930s was well known, it was rejected after 1949 because of its capitalist nature. Chinese psychology during the mentioned time period was guided by the slogan Learn from the Soviet Psychology (Barabanshchikova Koltsova, 1989, p. 118), and books by Soviet psychologists (Pavlov, Luria, Sechenov, etc. ) were translated into Chinese Chinese students and postgraduates began to study in Russia rather than in the United States (Barabanshchikova Koltsova). Soviet psychology focused on the relationship between psychology nd the industrial plant of the central nervous system, especially as shown in the work of Pavlov with animals, whereas Western psychology with its emphasis on individual differences was seen as a tool of the bourgeoisie, which contradicted the Marxist doctrine that states that people are primarily do by their social class. Jing (1994) noted that as in the Soviet Union in the 1940s and i n 1950s, there were no in strung-out departments of psychology in Chinese universities. Psychology was a secondary discipline in the departments of philosophy or education. It was only 30 years later, after the Chinese Cultural Revolution, that in faceent departments of psychology were reestablished in Chinese universities). (p. 670). Psychology had a preliminary development in the 1950s and early 1960s. In 1958, the Institute of Psychology was set up as a part of the Chinese honorary society of Science, where, because it was classified as a science, its funding was more favorable than that of other social sciences. About half of the 3,000 Chinese psychologists then worked in normal universities or pedagogical institutes in the fields of developmental and educational psychology (Jing, 1994).Some basic psychological studies were also carried out on perception, conceptual development, memory, and physiological psychology. The publication of three important Chinese textbooks in the e arly 1960s reflected a significant development of teaching and seek during that period general psychology (Cao, 1963), educational psychology (Pan, 1964), and child psychology (Zhu, 1962). However, the development of psychology was not smooth because of the ebb and flow of political movements. Even though it is a science, psychology could be construed as an ideology and hence a threat to the doctrine promulgated by the ruling regime or by influential segments of society, noted Leung and Zhang (1995, p. 694). Jing (1994) gave an explanation for this statement. He described the 1958 campaign against the bourgeois direction in psychology that criticized the globalization and abstractionism of psychology. This criticism was aimed at basic inquiry with controlled experiments. In China, confounding political matters with academic ones led to the suppression of certain subfields in psychology.For example, social psychology and psychological testing were abolished on the grounds that the former ignored the class nature of social groups, and the latter stressed too firmly individual differences rather than social differences (Jing, 1994, p. 671). The only social psychology articles then published were criticisms of the bourgeois and dreamer cling tos of Western psychology. As Brown (1983) noted, Western theories were viewed as a tool for exploiting the working class and a false bourgeois science, which contradicted the Marxist framework of historical materialism.Kuo (1971) gave some interesting examples of how Western-style psychological re depend was seen to be politically dominated. For example, Kretch and Crutchfields proposed social psychology program for factory managers to help eliminate conflict between workers and factory owners was described as actually intended to iron out the class struggle, to diminish the proletarians engagement will for revolution, and to sacrifice the proletarian basic profits in order to meet the need of capitalists (p. 100).For th ese reasons, between 1966 and 1976, during the period of the Cultural Revolution, psychology was attacked by the extreme leftist revolutionaries as a bourgeois pseudo-science and was uprooted only as a scientific discipline. Leading psychologists were labelled as reactionary academic authorities, scientific enquiry and teaching institutions were dissolved, and psychologists were dispatched to out-of-door areas of the country to work on the farms. The disaster lasted until the termination of the Cultural Revolution in 1976. (Jing, 1994, p. 72). In a later article (1995) Jing commented that this was a dark period for psychology in China and lamented the great price to be paid for political interference in science (p. 719). Happily, Chinese economic reform launched an open-door policy to the outside world in the late 1970s, and psychology was rehabilitated as a scientific discipline. Both the Chinese Psychological Society ( round) and Institute of Psychology have resumed their academ ic activities research in, and application of, psychology is being carried out all over China.With increased international exchanges, new ideas and areas of research such as cognitive psychology and counseling psychology have become popular. For example major cities now have counseling telephone hot lines (Xu, Guo, Fang, & Yan, 1994), many high schools have their own counselors, and cognitive behavior therapy is a popular new approach to psychiatric problems. Chinese counseling models have to adapt to the characteristics of Chinese clients and counselors (Wang, 1994). Many Chinese psychologists visited other countries, and psychologists from abroad visited China and lectured in Chinas universities.Thus began a more favorable environment for the present development of Chinese psychology. Wang (1993) gave a good picture of the current scene By 1991, the CPS had more than 2,900 members, two thirds of whom were developmental and educational psychologists. The CPS has 11 special division s of psychology, including educational, developmental, medical, general-experimental, industrial, sports, physiological, judicial psychology, and psychological measurement. apiece province has its own psychological association such as counseling (Wang, 1993, p. 92).Because psychology restored its momentum in the late 1970s, Chinese psychologists have reached a consensus on building psychology with Chinese characteristics (Chen, 1993 Shi, 1989). Yue (1994) reflected on the need for Chinese psychologists to strengthen their theoretical roots and bind their work closely to life in China. Wang (1993) concluded that much recent Chinese psychological research has been closely linked with economic and social reform, expert developments, and applications of psychology (e. g. , the design of Chinese language computers, the effects of the single-child policy).Bond (1996) and the Chinese Culture Connection (1987) noted that Chinese society is still shaped by Confucian values such as filial holiness and industriousness, the saving of face, and the networks of personal relationships. Even in 1922, Chinese psychologists were exhorted to unearth existing Chinese materials, investigate new materials from overseas, and based on these two sources, invent our own theories and experiments the content must be appropriate to the national situation, and the form, must insofar as is possible, be of a Chinese nature. Jing Fu, 1995, p. 723). In experimental psychology, the Chinese language with its ideographic characters has become a subject of great interest (see Bond, 1986, for some examples). Extensive studies are being carried out in this field, including ideographic and sound characteristics of Chinese characters the relationship between Chinese languages and Western languages the hemispheric laterality of information processing of the Chinese language and reading and comprehension of the Chinese language.Because of the importance of the application of these studies to school education, artificial intelligence, and industrial technology, many Chinese psychologists are collaborating in their research efforts in the hope of finding some answers, such as how to simplify the typing of Chinese characters on computers (Tan Peng, 1991 Yu, Feng, Cao, 1990 Zhang Shu, 1989 Zhang, Zhang, Peng, 1990). Developmental psychology is another area of intensive study.There are 300 million children in China, and any new knowledge acquired in the field would have important implications for the education of this next generation (Jing, 1994). For example, Mei (1991) demonstrated that the remote rural minority peoples tradition of keeping their babies propped up in sandbags for most of their first 6 months resulted in lower IQ scores up to the age of 16. Much has been published on concept development, language development, the development of thinking, personality, and moral development, gifted children, and slow learners (see Dong, 1989 Liu, 1982 Zhu & Lin, 1986).These fin dings have been applied to improve the teaching and testing of children, such as the development of the standardized Higher Education Entrance Examination. In addition, since the national family planning and birth control program was implemented in the mid-1980s the characteristics of the only-child policy have been a hot topic (Chen, 1985 Falbo & Poston, 1993 Jing, 1995). For example, Ying and Zhang (1992) found that rural Chinese still expected their children rather than the government to support them in their old age. This will clearly be a burden on a single child with four dependent grandparents.Psychologists are concerned with the school achievement and social development of these only children as well as the social psychological effects and personality problems that may be encountered in the future. Within this area, cross-cultural psychology studies among Chinas minority groups offer an important new prospect (Hong Wang, 1994 Xie, Zhang, Yu, Jui, 1993). In the field of med ical and clinical psychology, besides the entryway of Western psychotherapeutic methods (behavior modification, group therapy, psychoanalysis, etc. ), the demonstration of the effectiveness of some traditionalistic Chinese medical treatments (e. . , acupuncture, see Ng, 1999a) and therapies (e. g. , qigong taichi, see Ng, 1999b) has been a significant development (San, 1990 Sun, 1984 Wang, 1979). Moreover, many psychologists are also involved in the process of modernization in industrial, military, and educational areas, playing important roles in policy making. For example, psychometricians helped to give instruction the standardization of college entrance examinations. In personnel selection for the Air Force, psychologists are widely consulted and are actively participating in the design of selection procedures (Hao, Zhang, Zhang, Wang 1996).Industrial psychologists also make their contribution to the establishment of color standards of industrial illumination as well as to the developments of signs and symbols for technical products. The role of psychology has become increasingly fully grown in Chinas rapid modernization and economic and social development. Disadvantageous Factors that May Impede the Development of Psychology Although psychology is recognized by the Chinese government and is enjoying apparent prosperity at the moment, its future posture is questionable.The development of psychology is contingent on economic growth. Compared with the other natural sciences (such as mathematics, physics, and chemistry), the development of psychology depends especially on the resources and prevailing intellectual practices of that country. It was reported in the mid-1980s that there were well over 60,000 psychologists who belonged to the American Psychological Association (Mays, Rubin, Sabourin, & Walker, 1996), whereas there were fewer than 3,000 registered members in the Chinese Psychological Society by 1991 (Wang, 1993).The ratio of psychologists to the general population is higher in developed countries than in developing countries. China has fewer than 2 psychologists for every million people (Jing & Fu, 1995). A developing country has to provide for its peoples basic needsfood, shelter, healthbefore it can afford to provide for their higher psychological needs. When a country is underdeveloped, the more important problems of developing industry, commerce, and agriculture receive more attention because of the need to improve basic living conditions for everyone.In China today, with its economic pressures and its huge population problem, the further development of psychology cannot be seen as a top national priority. However, the Chinese government has begun to recognize that economic progress ultimately depends on the talents of the managers and workers and now sees the value of investing in modern management selection and didactics (e. g. , the setting up in 1999 of the Beijing Senior Management Selection Centre personal communication, Gu Xiang Dong, January, 1999). Because the Chinese Government employs almost all the psychologists in the country, the future of the profession depends n its support (Jing Fu, 1995). In operable terms, lack of funding in developing countries means that psychologists cannot afford to attend international conferences, buy expensive books and journals, or experiment with passing technical equipment. Jing and Fu noted,. As Chinas market-oriented reform continues, people in academic circles are adjusting their ways of making a living. The Chinese Academy of Sciences (CAS), the main organizational body of scientific research in China, started its reform in the middle 1980s to satisfy the market need for applied technology. p. 721). In 1993, the CAS elected to move 70% of its rung into research related to economic development and thus more than 50,000 people began to conduct research in areas relevant to the market economy (Wang, 1995). It is also known that a further 10 ,000 of the original CAS staff have become bank linemen or managers as a result of the expansion of underground business enterprises (Jing & Fu, 1995). Budgetary difficulties are a more immediate problem for reform. In developed countries, psychology can rely on private funding.For example, the ratio of private to government funding in the United States was as high as 1 to 10 in 1990 (see Rosenzweig, 1992), whereas in China there is little private funding to which psychologists can turn. If such funding does exist, psychology is rarely on the list for support. The lack of funding for research has had an adverse impact on basic research. In an analysis of 2,274 studies between 1979 and 1988 in developmental and educational psychology involving 362,665 participants, Shi (1990) found that 48. 9% of the studies were applied research whereas only 8% were described as basic research. The rest were more or less repetitions or adaptations of previous studies or instruments. ) Psychologist s in China are predominantly concerned with applied problems, and research that addresses economic and social problems. This situation was aptly described by Long (1987) The pressing need was a technocrat in a factory, not a rat in a Skinner box (p. 232). An applied orientation is understandable in the light of the slow emphasis placed on economic development. It may be expected that psychology will play an important role in the attainment of Chinas present goal to modernize industry, agriculture, science, and technology.The main problems for Chinese psychologists are how to help the nation accomplish these important tasks with minimal funding and lack of facilities (Jing Fu, 1995). The development of psychology is based on having a sufficient number of people with advanced training, and universities are the main source of training for psychologists. Bachelor degree courses in psychology are similar to those in the United States, but Chinese lecturers have far heavier teaching co mmitments than their Western counterparts, and they are often required to teach topics well outside their specialist areas.The lack of educational funding also limits access to leading journals and books in the field. Universities in China can afford to subscribe to only a few American and European journals, and most newly published English language books are not available in the library or if they are, their use may be restricted. Thus psychological knowledge transmitted to China falls behind the multiplication and is less sophisticated than that in the West (Jing Fu, 1995, p. 725).At present, there are only six psychology departments and four psychology institutions among all the institutions of higher education, although all normal universities and teachers colleges have psychology curricula and established psychology teaching and research groups. This provision is clearly inadequate for future needs. In addition, students often teach in the universities in which they received their degree, leading to a restricted perspective of the discipline. To a certain extent, China must depend on the developed world for the training of its psychologists (Jing & Fu, 1995).This dependence comes through the importation of foreign experts as well as the training abroad of Chinese psychologists at the postgraduate level and the subsequent brain drain, as many of the latter do not return to China. Another serious problem affecting the development of psychology is that there are no specific career paths for students who major in psychology. There is no organized postgraduate professional psychology training, and psychology graduates are often trapped in low-income jobs. Thus, ambiguous career prospects have turned away many talented students.Unfortunately many students who chose psychology as a major have turned to unrelated professions on graduation. Future Perspective The field of psychology has a long road to travel before it will reach its maturity in China. Despite t he difficulties mentioned here, recent developments have revealed some directions for the future. As we have seen, the development of Chinese psychology is closely linked with the social environment and with government policy, such as the influence of the family planning program and the open door policy. This link will continue and will orient most psychological research toward practical applications.Given the poor resources in research and the limited number of psychologists, the nationwide and collaborative approach will greatly facilitate research, teaching, and the practical application of psychology. Chinese psychology has attracted tremendous interest from all over the world in recent years. The reason for this sinophilia (Leung & Zhang, 1995, p. 696) is because of the increasing importance of China world-wide, both politically and economically. In the next few years, more emphasis will be put on the mutual communication and exchange of ideas with the rest of the world.Chines e psychology will certainly benefit from learning from Western advanced psychology. However, to interpret the mental phenomena and behavior of the Chinese people, attention must also be focused on the theoretical construction of Chinas ancient psychological heritage traced through traditional Chinese culture. It may be that this will eventually reflect Fairbanks view (1992, p. 258) when he stated, Chinese learning for the substance the essential principles and Western learning for function the practical applications. 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