Biological Personality Perspective by William Sheldon Essay Example for Free

Biological Personality Perspective by William Sheldon Essay According to William Sheldon, an American psychologist, personality of persons and their temperaments are developed according to the type of physical appearance the person has. Sheldon became to believe that there are three fundamental elements that contributed to person’s actual physique. He devoted his time trying to find the relationship between one’s physique and one’s character and personality. The process he underwent is examining photographs of various people, of various cultures and of various body types. He examined photographs by front, back and side views and generated information which he believes could determine one’s personality. After careful study, he generated the 3 body types which are: endomorphy, mesomorphy, and ectomorphy. According to Sheldon, those persons with endomorphic body are those with soft bodies, underdeveloped muscles, round-shaped and over-developed digestive system. It is said that persons with this type of body are usually tolerant, sociable, relaxed and has the need for affection. On the other hand, persons with mesomorphic body are those with hard, muscular body, overly mature appearance and usually are in upright posture. Characteristics associated with the person with this type of body are being adventurous, courageous, assertive, bold and has love for physical activities and risks. Persons with ectomorphic bodies are physically characterized by being thin, flat-chested, tall, lightly muscled and with delicate built. Usually they are self-conscious, introvert, artistic and emotionally restrained. Dissociative Disorder Reference: www.mayoclinic.com/health/dissociative-disorders/DS00574 Dissociative   disorder is a psychiatric condition in which the person chronically escape in involuntary, unhealthy ways ranging from suppressing memories to assuming alternate identities. (Mayo Clinic, 2007). For a normal person, we tend to daydream when we watch movies, imagining we are one of the characters and enjoy the escape from reality for a short while and as the movie comes to an end we slowly get back to reality. For a person with dissociative disorder, he gets totally lost in his imaginations and has difficulty snapping out from the situations running in his mind. Treatments of this mental disorder include psychotherapy, hypnosis and medications.

Dimmesdales Guilt and Internal Struggle in Hawthornes The Scarlet Letter :: essays research papers

In Nathaniel Hawthorne’s The Scarlet Letter, Mr. Dimmesdale’s greatest fear is that the townspeople will find out about his sin of adultery with Hester Prynne. Mr. Dimmesdale fears that his soul could not take the shame of such a disclosure, as he is an important moral figure in society. However, in not confessing his sin to the public, he suffers through the guilt of his sin, a pain which is exacerbated by the tortures of Roger Chillingworth. Though he consistently chooses guilt over shame, Mr. Dimmesdale goes through a much more painful experience than Hester, who endured the public shame of the scarlet letter. Mr. Dimmesdale’s guilt is much more damaging to his soul than any shame that he might have endured. When the reader first meets Roger Chillingworth standing watching Hester on the scaffold, he says that he wishes the father could be on the scaffold with her. â€Å"‘It irks me, nevertheless, that the partner of her iniquity should not, at least, stand on the scaffold by her side† (46). At this point, Chillingworth wishes that Mr. Dimmesdale was also receiving the sort of shame Hester is being put through. Throughout the first few chapters of the novel, however, Chillingworth’s motives become more and more malicious. By the time Chillingworth meets Hester in her prison cell, he has decided to go after Mr. Dimmesdale’s soul. Chillingworth turns to this goal because Mr. Dimmesdale did not endure Hester’s shame on the scaffold. Had Mr. Dimmesdale chosen to reveal himself at the time of Hester’s shame, he would not have had to endure the pain of Roger Chillingworth’s tortures of his soul. When Mr. Dimmesdale finally confesses to the townspeople in the last hour of his life, he reveals what many saw to be a red A on his chest. Whether the letter was carved by him in an act of self-mutilation, if it was merely a figment of his guilt-ridden imagination, of if it was indeed created by Chillingworth’s torture, it is a symbol of the guilt that Mr. Dimmesdale endured. While it may seem like a poor mockery of Hester’s letter, which was visible to everyone, Mr. Dimmesdale’s caused him much more pain than Hester’s caused her. Over time, Hester’s letter came to be accepted by the townspeople, and once Hester had been accepted there was discussion of allowing her to remove it. In contrast, Mr. Dimmesdale’s letter was not visible to the public, though it caused him much pain. Dimmesdale's Guilt and Internal Struggle in Hawthorne's The Scarlet Letter :: essays research papers In Nathaniel Hawthorne’s The Scarlet Letter, Mr. Dimmesdale’s greatest fear is that the townspeople will find out about his sin of adultery with Hester Prynne. Mr. Dimmesdale fears that his soul could not take the shame of such a disclosure, as he is an important moral figure in society. However, in not confessing his sin to the public, he suffers through the guilt of his sin, a pain which is exacerbated by the tortures of Roger Chillingworth. Though he consistently chooses guilt over shame, Mr. Dimmesdale goes through a much more painful experience than Hester, who endured the public shame of the scarlet letter. Mr. Dimmesdale’s guilt is much more damaging to his soul than any shame that he might have endured. When the reader first meets Roger Chillingworth standing watching Hester on the scaffold, he says that he wishes the father could be on the scaffold with her. â€Å"‘It irks me, nevertheless, that the partner of her iniquity should not, at least, stand on the scaffold by her side† (46). At this point, Chillingworth wishes that Mr. Dimmesdale was also receiving the sort of shame Hester is being put through. Throughout the first few chapters of the novel, however, Chillingworth’s motives become more and more malicious. By the time Chillingworth meets Hester in her prison cell, he has decided to go after Mr. Dimmesdale’s soul. Chillingworth turns to this goal because Mr. Dimmesdale did not endure Hester’s shame on the scaffold. Had Mr. Dimmesdale chosen to reveal himself at the time of Hester’s shame, he would not have had to endure the pain of Roger Chillingworth’s tortures of his soul. When Mr. Dimmesdale finally confesses to the townspeople in the last hour of his life, he reveals what many saw to be a red A on his chest. Whether the letter was carved by him in an act of self-mutilation, if it was merely a figment of his guilt-ridden imagination, of if it was indeed created by Chillingworth’s torture, it is a symbol of the guilt that Mr. Dimmesdale endured. While it may seem like a poor mockery of Hester’s letter, which was visible to everyone, Mr. Dimmesdale’s caused him much more pain than Hester’s caused her. Over time, Hester’s letter came to be accepted by the townspeople, and once Hester had been accepted there was discussion of allowing her to remove it. In contrast, Mr. Dimmesdale’s letter was not visible to the public, though it caused him much pain.

How Far Do Sociologists Agree That Education Benefits the Ruling Class Essay

The debate outlined above suggests that some sociologists believe that education benefits the ruling class, however other sociologists may argue that education benefits everyone or just men. To address this issue I will be looking at both sides of the argument and I will assess to what extent sociologists agree that education benefits the ruling class. Some sociologists; such as Marxist agree with the statement above that education benefits the ruling class. One reason for this is that they believe that education brings about social class reproduction, to benefit them. This means that rich can afford to go to big successful private schools, and then go onto having successful jobs, whereas the poor will continue being poor, as they cannot afford to go to private schools and therefore will not achieve the same grades as the ruling class and will not get as well paid jobs. They believe that the working class do not achieve in education because of their material deprivation and cultural deprivation meaning that the working class will not achieve as much as the ruling class, as they cannot afford to buy books, tutors or equipment like the ruling class can. Another reason Marxists agree with this statement is because they believe that through education the wealthy learn to rule, and the working class learn to be ruled. They believe that there is a hidden curriculum where the working class learn respect, authority, punctuality and hard work. This will then prepare them to be obedient workers for the ruling class, who will then exploit them to make a profit. Furthermore, Marxists believe that education transmits ideology; this means it puts the working class in a false consciousness this means that the working class cannot see that education therefore they do not start to revolve, and do anything about it. According to Marxists meritocracy is just a myth, and education is not fair as it favours the wealthy. On the other hand, other sociologists such as functionalists disagree that education benefits the ruling class. According to the functionalism education benefits the whole of society. They believe that the main purpose of education is secondary socialisation; this is where pupils learn important norms and values e.g. respect, manners, punctuality, and hard work. They learn this through social control and sanctions; these sanctions could be punishments, rewards, formal or informal. Functionalists believe that education helps maintain order in society, and without order there would be chaos (anomie). They also believe that education provides a sense of national identity, like being a British citizen. Another reason that functionalists disagree with the statement is because they believe that education performs occupational role allocation, this is where pupils will get a job according to their talents or skills therefore the most talented or most skilled will get the highest paid jobs. Functionalists believe that education provides the institution of work with skilled workers; this is the idea of organic analogy, where each institution is society work together to benefit one another. Functionalists claim that education is a meritocracy and that education is fair and based on equality of opportunity. They also believe that education provides an opportunity of social mobility, where the working class can move up the social class system if they work hard enough. Another function of education is that it provides child minding, therefore when the child is at school it allows both parents to work and earn money. Another view this is the feminists view, they disagree that education benefits the ruling class, however they believe that education benefits men. They claim that the role of education is to benefit males, to maintain a patriarchal society, where men dominate society. They do this by socialising students into traditional gender roles, where the females learn to be a housewife and the males learn to be the breadwinner. This is achieved through subject choice, and career advice, these are often based on stereotypes. For example, males will learn engineering at school, whereas females will not more domestic subjects such as cooking and sewing. However, this view may not be as relevant today as since the 1980s girls have been achieving better at all levels, which suggests that society is now less patriarchal and girls now have more opportunities. After assessing both sides of the argument, it is evident that education does benefit both the ruling class, and the working class. I think this because although education doesn’t benefit the working class as much, it does teach them important morals such as not to steal etc., I also believe that the education does benefit the ruling class, as it teaches them skills for the future, however I feel as though education is no long patriarchal as girls are achieving better then boys. Overall, I have come to the conclusion that education benefits everyone, some maybe not so much, but I believe everyone gains from education whether it is skills to work, or morals.

The Impact Of Students Learn On An Educational Environment...

Educational Psychology Research Paper Rachael Sanchez Educational Psychology 354 November 4, 2014 Introduction The way in which students learn in an educational environment is greatly affected by many things. Many argue that students are affected by teachers, peers, mentors, and the environment that they are brought up in and expected to grow in physically and mentally. However, while all of this can be true, students are also greatly impacted by the way they learn in any environment that they are placed in. Chickering Gamson have written about how being a successful student allows the student to grow from their experiences in the classroom if the course includes interaction with others as well as hands-on training†¦show more content†¦Kong incorporates technology, mainly by use of a cognitive tool, to show how students learn through one another and hands-on training, not just by listening to lecture and completing worksheets all day in school. In his study, Kong explains how students can be more successful with the use of computers while interacting and having less lec ture time (Kong, 2011). The results of the study were conclusive to Kong s theory that the use of cognitive tools, in this case a computer, as well as hands-on activities, can help students succeed in their education. The control group in the study that had mainly lecture class sessions was not as successful at retaining the information taught to them as the students that were encouraged to interact when using the computer devices in the classroom sessions for the experimental group. Overall, the 22 classroom sessions that were recorded proved that the cognitive tool as well as peer interaction was more successful for students in the experimental group than the lectures from teachers and less group work that was used in the control group (Kong, 2011). Introduction to Study In the study by Kong (2011), cognitive tools, or CTs, were used by the students. These tools are devices that help to guide the student s cognitive process and assist them in learning the selected course