The Self Paper Essay Example for Free

The Self Paper Essay Society wonders why people are the way they are. Sometimes our surroundings and situations in life make us who we are. The following defines the self, self-concept, emotion, self-esteem, behavior, and self-presentation. According to Dictionary.com, self is, â€Å"a combining form of self and variously used with the meanings â€Å"of the self† ( self-analysis ) and â€Å"by oneself or itself† ( self-appointed ); and with the meanings â€Å"to, with, toward, for, on, in oneself† ( self-complacent ), â€Å"inherent in oneself or itself† ( self-explanatory ), â€Å"independent† ( self-government ), and â€Å"automatic† ( self-operating ). Self-concept is best defined as how you know and understand yourself (Valencia, 2010). Self-image and self-esteem are to important concepts in self-concept. Self-image is how an individual views themselves as well as how they believe others around views them. It is important to have a good self-image based on the good qualities that a person has. Some people do not give people an opportunity to obtain knowledge of the good qualities of a person and judge beforehand, this can hurt a person greatly. Some individuals have a great deal of self-image despite of what people around them think of them. Self-esteem is how you feel about yourself (emotionally) (Valencia, 2010). Self-esteem has its pros and cons. Self-esteem can be a good when an employer is seeking to find a person for a management position. Self-esteem at times makes the individual stand out from the crowd. If the individual is confident about his or herself then the employer will see that as well. When a person has low self-esteem, a person runs the risk of hurting him or herself as well as others. Some people can also get into a serious depression stage that can only be cure only with medication and therapy. Self-concept develops through interactions with others (Valencia, 2010). A person can interact with others in different ways. People interact with one another at work, school, church, community organizations, and even in family gatherings. An individual’s thoughts, beliefs, and actions are affected by how you think about you, your self-esteem, and confidence, and it determines your relationship with others (Valencia, 2010). The environment is an important role in how a person develops self-concept. The environment that a person is in reflects on how he or she are or will be in the near future. The relationship between the self and emotion is like looking at a pair of shoes with shoe laces, one concept cannot work without the other one. One of the major theories in the social psychology of the self and emotion, self-discrepancy theory, concerns the impact of self-knowledge on how people feel and behave (Fiske, 2010). People tend to behave a certain way when they feel upset, angry, happy, sad, etc. If a person is upset then a person will usually keep quiet and have a serious face. When a person is happy they tend to have a smile on his or her face and speak about the reason he or she is happy. The theory addresses how people use self-knowledge to fit social standards and adapt to group life (Fiske, 2010). There is several self-guide (standards) to regulate behaviors; the different self-guide lines include the actual self, ought self, and the ideal self (Fiske, 2010). The actual self is a person’s own image of how he or she sees him or her at that present moment. The ought self, is usually what other people think we should be. Individuals pay more attention to those closer to them such as parents, and family. The ought self, people tell them what they be or become. The ideal self represents who a person wants to be or who somebody else want the person to be (Fiske, 2010). The ideal self comes from within a person. Like when a child is in grade school, the teacher asks the child what he or she would like to be when he or she grows up. Usually children will answer: a firefighter, police office, a nurse, a doctor, or a teacher. When a person does not become what they desired to be, he or she feels sadness, and not guilt. Can the self and emotion affect an individual’s self-esteem? The self and emotion can affect an individual self-esteem in many ways. If a person is comfortable with the actual self in the present time then a person is more likely to have a stable self-esteem. If a person focused on the ought self, then a person’s self-esteem is not stable and is seeking to please others. Usually when people do not accomplish the â€Å"should,† they feel guilty. This makes them have problems with self-esteem, they believe that they cannot accomplish anything nor can they please anyone. The ideal self usually does not affect self-esteem. The individual may get sad for not becoming what he or she wanted to be in life (career), yet this does not stop them from believing in themselves and setting other goals in the future. Self-concept defines one’s view of what is accurate, plausible, and ethical, which fits people’s motives of self-understanding and self-enhancement. Behavior is defined as the aggregate of responses to internal and external stimuli (Dictionary.com). The behaving self focuses on how a person presents him or herself to others and why (Fiske, 2010). Peoples behavior depends on how much a person is eager to belong to an organization, community, or different groups. The self-descriptions represent self-presentation, the desired view of self as expressed in social behavior (Fiske, 2010). How does this relationship (self and behavior) affect an individual’s self-presentation? Self-presentation adapts to context (goals, audience, situation and society) (Fiske, 2010). People set personal goals that they are seeking to improve or reach. A persons behavior can be the tool that can help an individual or cause the person to keep from his or her personal goal. If a person is set to make the directors list at school and has a behavior of not wanting to do his or her work, well the likely hood of making the directors list is low, but if he or she works hard and turn in assignments then they are likely to make the directors list. Students have expectations, based on the audience, namely the professor, and what they think she wants (Fiske, 2010). According to Fiske, people select aspect of themselves likely to please the audience. For example, a person is more likely to answer a question using a higher level of vocabulary to please a professor. Immediate solution is one way that people change behaviors to fit in that particular environment at that specific moment. Society matters and affects the behavior of anyone. A person is more likely to interact with people in his or her society level. This cause’s a person’s self-presentation to be not as good as if interacting with those of the same society beliefs. Just like everything a person has the power to use life situations to make them a better person or to destroy them. Self-esteem can take a person far or can destroy them completely. The environment around people makes individuals who they are without a doubt. It is how a person uses that which makes the successful in life or someone who makes up a number in statistics. Reference http://dictionary.reference.com/browse/behavior http://dictionary.reference.com/browse/self http://www.selfesteemawareness.com/self-concept.htm

Ridley Scott’s Failure to Acknowledge the Truth in 1492: Conquest of Paradise :: Movie Film Essays

Ridley Scott’s Failure to Acknowledge the Truth in 1492: Conquest of Paradise [1] Why would a person in 1992 make a historical film about Christopher Columbus’ discovery that completely ignores the then current debates that question whether or not it precipitated genocide? Director Ridley Scott set out to produce the be-all-end-all depiction of Columbus, yet he blatantly neglected to address the most heated issue: Native American genocide. In Scott’s film, the native voice is unheard, their identity is muted, and their culture is disregarded. The quincentennial celebration of Columbus’ voyage triggered a proliferation of literary criticisms addressing the controversy over the traditional Columbus myth. 1492: Conquest of Paradise, however, is silent about these issues. Having full knowledge of this multi-faceted debate, did Scott simply take the easy way out by providing another typical Columbus story? Under the pretense of a historical film, did Scott sacrifice historical truth and intellectual integrity for mass appeal at the box office? In his silence, Scott decides to avoid the genocide debate. Whether or not the discovery of the New World indeed precipitated genocide is still under debate, but it is an important one and should not be ignored. We still have a lot to learn from our heritage and need to address the important issues in order to better learn and evolve. The two strong arguments below represent the two sides of a heated debate that was not represented in the film 1492. They contain harsh truths which aren’t marketable to the American public but are vital to the understanding of the moral implications of cultural conquest. Pulling The Fleece Away From Our Eyes [2] Columbus is a mainstay of American patriotism. He is the patron saint who planted the seeds of our nation. Our culture has been lulled into his heroic myth for hundreds of years and has celebrated this man with much pomp and circumstance. Columbus’ worthiness has been the subject of much controversy and is now being linked to such un-heroic terms as mass murder, holocaust, and genocide. [3] Fueled by hundreds of years of Western propaganda, our nation created the American Dream from the realities of an American Holocaust. By refusing to recognize the desecration of the native population, an atrocity is ignored: a crime doesn’t exist without a victim.

How To Prevent Teen Pregnancy Essay

How to prevent teen pregnancy has been a question for many years now. Statistics have been running wild trying to keep up with the teenage generation. Many people have their opinions on the subject (teen pregnancy), because teens seem to be getting pregnant all so fast these days. People fail to realize that having a baby is supposed to be a sort of privilege. Many people take having a baby as a joke. Getting pregnant and having a child involves many pros/cons. For example having a child can be harder on some people than it is on others. When having a baby there are a lot of things to worry about, for the most important part financial problems seem to be the most talked about of teen pregnancy’s. In the prevention of teen pregnancy there are many things that are helpful. For example Abstinence is a for sure factor of not getting pregnant. There are also other helpful ways to help prevent teen pregnancy, such as sex education and birth control. All of these things are essential in the helpful prevention of teen pregnancy. Abstinence is when you give up something you desire or of pleasure to you. Abstaining from sexual activities is a great way to prevent teen pregnancy, and the risk of getting a disease. In the past years less sex and more condoms use has meant lower rates of teenage pregnancy and sexually transmitted disease. Abstinence is not a crime, as most teenagers and their peers seem to think. Most teens have sex because of their peers being sexually active. The percentage of sexually active males declined from 57.4 percent to 48.8 percent, essentially erasing the gender gap. In high school students alone the rate for being sexually active went from being 66.7 percent to 60.9 percent in the years of 1991-1997. Abstinence is very important, but the peers your child hangs around are just as important. † The Nurture Assumption † says that peer groups matter a lot more than parents influencing how kids turn out, because you can pass your genes, but not your values. CDC’s National Survey of Family Growth stated that teens are having less sex. CDC’s also stated that more teenagers surveyed that their closest friends were involved in some sort of sex education class, and they were not sexually active. Abstaining from sex and learning more about sex are good ways to assure your knowledge and decrease teen pregnancy. Sex education is the study of the characteristics of being a male or a  female. Such characteristics make up a person’s sexuality. Traditionally children have received information about sexuality from their parents, church, friends, their doctors, and many other people. Many young teens learn about their bodies first. They learn their body part and why they are essential for the body to keep going each day. Many people believe that sex ed. being taught in schools assures children of correct and complete information about sexuality. How sex education is taught varies greatly from on program to another, whether in school or any other program. Sex education starts in kindergarten and continues through high school. From kindergarten through 4th grade, sex ed. teaches children about their bodies and attempts to promote a whole some attitude toward the self-development process. During these years teachers attempt to correct any false ideas children may have learned about sex. In the grades 5th through 6th teachers try to prepare students for puberty. For example, the children learn about nocturnal emissions, menstruation and changes that will take place in their bodies, they also learn and study reproduction. From grades 7th through 9th most young adults interest in sex increases, so they learn more about responsibility, and boy/girl dating. In high school, students learn more about the social and psychological aspects of sexuality. Many other subject come up at this time in a teenagers life, such as marriage, abortion, homosexuality, birth control, and many other topics. Through the teenage years there are a lot of things to be learned and taught, but the most focused on is birth control as stated by John J. Burt, Ph. D., Dean, College of Health and Human Performance. Sex education is of much importance to the teenage generation. Birth control is the control of birth or of childbearing by deliberate measures to control or prevent conception, contraception. An understanding of birth control requires some knowledge of human reproduction. About every four weeks, an egg is released by one of the two ovaries in a woman’s body. The egg then passes through a fallopian tube, and if not fertilized while in the fallopian tube, it eventually disintegrates in the uterus. The egg then passes out of the body during a women menstruation. Sexually, coming from a man millions of sperm are released into the woman’s vagina. If an egg is there sperm traveling through a woman’s fallopian tube will fertilize it  fertilized by the sperm. At this point a human being develops and nine months later a child is born. Most birth control methods are made to prevent contraceptives. The most effective contraceptive method is surgical sterilization. This is when surgery is performed so it will block the spermducts in men or the fallopian tubes in women. There are also many other kinds of contraceptive methods; they involve hormone drugs in order to prevent pregnancy. In many developing nations hormone drugs are injected into the body. These injections must be given every 90 days in order to be effective. Some of the more popular birth controls today are the pill, condoms, Norplant, and the shot. All of these forms of birth control are used to prevent teen pregnancy. Studies show that those methods are becoming effective, because the teenage pregnancy rate has dropped by 11%. Birth control is important to teenagers, and they should be used if a teen should become sexually active. Parents should remember to teach their children about birth control always, just in case a teen should become curious and decide to have sex. In conclusion teen pregnancy has hard an effect on society, in many ways. Most teen pregnancies were not planned. CDS’s says about 65% of teen pregnancy’s were not even discussed with their sexual partners. All of the other percentage of teen pregnancy’s were not planned either, but it had been discussed with the teen’s sexual partner at some point in time. Most teens began having sex without knowing the consequences. Teenagers need to take responsibility and remember to keep safe, because there are various ways to prevent teen pregnancy, for example abstinence, sex education, and various types of birth control.

A Rose For Emily By William Faulkner - 931 Words

Short Stories A Rose for Emily is a short story written by William Faulkner. This story takes place in Faulkner s fictional city, Jefferson, Mississippi, in Yoknapatawpha County. Young Goodman Brown is a short story written by Nathaniel Hawthorne. This story takes place during the 17th century and discusses the Puritan belief that all of humanity exists in a state of corruption, except those who are fortunately born into a state of grace. In â€Å"A Rose for Emily,† Emily’s house is a commemoration of the only remaining emblem of a dying world of Southern aristocracy. Faulkner wrote â€Å"It was big, squarish frame house that had once been white, decorated †¦ in the heavily lightsome style of the seventies†¦Ã¢â‚¬  (217). When the story takes place, much has changed. The street and neighborhood, at one time affluent, pristine, and privileged, are no longer standing as the realm of the elite. He wrote about the old house that she lived in, â€Å"†¦ only Miss Emily’s house was left, lifting its stubborn and coquettish decay above the cotton wagons and gasoline pumps†¦Ã¢â‚¬  (Faulkner 217). The house is an extension of Emily: baring its persistent and coquettish decay to the entire town’s people. It now seems out of place among the cotton wagons, gasoline pumps, and other industrial embellishments that surround it—just as the South’s old values are out of place in a changing society. Emily’s house represents three haunting truths about Emily such as alienation, mental illness, and death. It is aShow MoreRelatedA Rose For Emily By William Faulkner923 Words   |  4 PagesA Rose for Emily; A Tale of The Old South William Faulkner was born in New Albany, Mississippi in 1897 but lived most of his life in Oxford, a small town nearby. After dropping out of high school then briefly joining the Canadian Air Force, he returned home and completed three terms at the University of Mississippi (Fulton 27). During his early twenties Faulkner spent time in New Orleans and Europe before returning to Oxford and publishing his first book of poems. In 1929 he married Estelle FranklinRead MoreA Rose For Emily By William Faulkner1729 Words   |  7 PagesJune 24, 2015 â€Å"A Rose for Emily† In every neighborhood there is always that one house that is a mystery to everyone. A house that everyone wants to know about, but nobody can seem to be able to dig up any answers. It’s the type of place that you would take any opportunity or excuse to get to explore. The littler that is known, the more the curiosity increases about this mysterious place or person. In the short story â€Å"A Rose for Emily† by William Faulkner, this mysterious person is Emily Grierson, andRead MoreA Rose For Emily By William Faulkner949 Words   |  4 PagesIn William Faulkner’s â€Å"A Rose for Emily† it is clear how Emily’s gender affects how the individuals in the town perceive her. Emily’s gender particularly affects how men understand her. Throughout the whole piece Emily is seen as a helpless individual who is lonely and has suffered losses throughout her life. When the reader reaches the end of the story the actions that Emily has taken is unexpected because of the way she is perceived by the narrator. In the beginning of the story, when the wholeRead MoreA Rose For Emily By William Faulkner1577 Words   |  7 Pagesâ€Å"A Sarah Markins Dr. Bibby ENG 107 February 11, 2015 â€Å"A Rose for Emily† by William Faulkner â€Å"A Rose for Emily†, written by William Faulkner in 1931, follows a series of peculiar events in Miss Emily Griersons life. Written in third person limited, Faulkner utilizes flashbacks to tell of the period between the death of Emily’s father and her own passing. Split into five short sections, the story starts out with the townspeople of Jefferson remembering Emily’s legacy and how each new generation ofRead MoreA Rose For Emily By William Faulkner1552 Words   |  7 PagesRyan Dunn Mrs. Williams English 11 March 11, 2016 In the short story â€Å"A Rose for Emily† by William Faulkner, the reader is given a glimpse of the internal conflict of the main character, living in the past, and the involvement of an over involved society causing the reader to look into the consciousness of an individual haunted by a past and lack of a future. The story is set in a post-Civil War town in the South. He is able to give the reader a glimpse of the practices and attitudes that had unitedRead MoreA Rose For Emily By William Faulkner1507 Words   |  7 Pages1897, William Cuthbert Faulkner was born in New Albany, Mississippi. He stands as one of the most preeminent American writers of the twentieth century. His literary reputation included poetry, novels, short stories, and screenplays. Faulkner won two Pulitzer Prizes for Fiction and the Nobel Prize in Literature. â€Å"A Rose for Emily† is a short fascinating story written by William Faulkner and it was his first short story published in a national m agazine. The story involved an old woman named Emily GriersonRead MoreA Rose For Emily By William Faulkner883 Words   |  4 PagesIn the timeless classic, â€Å"A rose for Emily† by William Faulkner we are introduced to Emily Grierson, a matured sheltered southern woman; born to a proud, aristocratic family presumably during the American Civil War. Through out the short story William Faulkner uses many literary devices such as symbolism, metaphors and allegory to play with â€Å"time† and how time reflects upon his main character Emily Grierson. Emily being one who denies the ability to see time for what it is linear and unchangeableRead MoreA Rose For Emily By William Faulkner1270 Words   |  6 PagesWilliam Faulkner’s short story â€Å"A Rose for Emily† thoroughly examines the life of a strange woman name Emily Grierson who lives in the town of Jefferson. If we examine â€Å"A Rose for Emily† in terms of formalist criticism, we see that the story dramatizes through setting, plot, characterization, and symbolism on how Miss Emily’s life is controlled by a possessive love she had for her father and lover. William Faulkner uses Emily’s life as the protagonist to examine from a formalist aspect. In orderRead MoreA Rose For Emily By William Faulkner1780 Words   |  8 PagesIn 1930, William Faulkner wrote a five-part story entitled â€Å"A Rose for Emily† that follows the life of a young woman named Miss Emily Grierson. Faulkner sets his story in the Old South, soon after the ending of America’s Civil War, and represents the decaying values of the Confederacy (Kirszner Mandell, 2013a, p. 244). One of these values which the text portrays quite often in â€Å"A Rose for Emily†, is the patriarchal custom of society viewing men as having more importance than their female counterpartsRead MoreA Rose For Emily By William Faulkner1277 Words   |  6 PagesMiss Emily Grierson, the main character in the strange short story â€Å"A Rose for Emily† written by William Faulkner. It would be best to examine her in a mental capacity as well as the circumstances that may affect her. Throughout the story, Miss Emily’s unpredictable and eccentric behavior becomes unusual, and the reader, like the townspeople in the story, is left to speculate how Miss Emily has spent years living and sleeping with the body of Homer Barron. An important quote from the story was that A Rose For Emily By William Faulkner - 931 Words In the short story A Rose for Emily written by William Faulkner narrates a story of a woman’s life, death, and funeral. The short story is separated into five sections in which each section starts in a different manner. In the first section it depicts Emily Grierson’s funeral at her house in which no one had entered in ten years. In this section we also learn that the town’s previous mayor, Colonel Sartoris, had taken Emily’s tax duties to the city after her father died; mitigating the action by stating that her father had once loaned the community an exuberant amount. When it was time for new town leaders, they did not necessarily see eye to eye with Mrs. Grierson, in which they made several unsuccessful attempts to start paying taxes again. Soon the members of the board went to her house to talk with Emily, she then asserted she does not have to pay taxes in Jefferson. In the second section the narrator flashes back to about thirty years prior to her fun eral. The main point in this section is the town’s people feel Emily will become reclusive. Her father just died and the man whom Emily was to marry just left her. It was to be said that the Griersons thought too highly of themselves, because Emily’s father drove away any man that seemed reasonable to marry his daughter. The day after her father’s death, Emily is met by the women of her town at her doorstep, the women wanted to give their condolences, when this happened Emily responded with her father was not dead. SheShow MoreRelatedA Rose For Emily By William Faulkner923 Words   |  4 PagesA Rose for Emily; A Tale of The Old South William Faulkner was born in New Albany, Mississippi in 1897 but lived most of his life in Oxford, a small town nearby. After dropping out of high school then briefly joining the Canadian Air Force, he returned home and completed three terms at the University of Mississippi (Fulton 27). During his early twenties Faulkner spent time in New Orleans and Europe before returning to Oxford and publishing his first book of poems. In 1929 he married Estelle FranklinRead MoreA Rose For Emily By William Faulkner1729 Words   |  7 PagesJune 24, 2015 â€Å"A Rose for Emily† In every neighborhood there is always that one house that is a mystery to everyone. A house that everyone wants to know about, but nobody can seem to be able to dig up any answers. It’s the type of place that you would take any opportunity or excuse to get to explore. The littler that is known, the more the curiosity increases about this mysterious place or person. In the short story â€Å"A Rose for Emily† by William Faulkner, this mysterious person is Emily Grierson, andRead MoreA Rose For Emily By William Faulkner949 Words   |  4 PagesIn William Faulkner’s â€Å"A Rose for Emily† it is clear how Emily’s gender affects how the individuals in the town perceive her. Emily’s gender particularly affects how men understand her. Throughout the whole piece Emily is seen as a helpless individual who is lonely and has suffered losses throughout her life. When the reader reaches the end of the story the actions that Emily has taken is unexpected because of the way she is perceived by the narrator. In the beginning of the story, when the wholeRead MoreA Rose For Emily By William Faulkner1577 Words   |  7 Pagesâ€Å"A Sarah Markins Dr. Bibby ENG 107 February 11, 2015 â€Å"A Rose for Emily† by William Faulkner â€Å"A Rose for Emily†, written by William Faulkner in 1931, follows a series of peculiar events in Miss Emily Griersons life. Written in third person limited, Faulkner utilizes flashbacks to tell of the period between the death of Emily’s father and her own passing. Split into five short sections, the story starts out with the townspeople of Jefferson remembering Emily’s legacy and how each new generation ofRead MoreA Rose For Emily By William Faulkner1552 Words   |  7 PagesRyan Dunn Mrs. Williams English 11 March 11, 2016 In the short story â€Å"A Rose for Emily† by William Faulkner, the reader is given a glimpse of the internal conflict of the main character, living in the past, and the involvement of an over involved society causing the reader to look into the consciousness of an individual haunted by a past and lack of a future. The story is set in a post-Civil War town in the South. He is able to give the reader a glimpse of the practices and attitudes that had unitedRead MoreA Rose For Emily By William Faulkner1507 Words   |  7 Pages1897, William Cuthbert Faulkner was born in New Albany, Mississippi. He stands as one of the most preeminent American writers of the twentieth century. His literary reputation included poetry, novels, short stories, and screenplays. Faulkner won two Pulitzer Prizes for Fiction and the Nobel Prize in Literature. â€Å"A Rose for Emily† is a short fascinating story written by William Faulkner and it was his first short story published in a national m agazine. The story involved an old woman named Emily GriersonRead MoreA Rose For Emily By William Faulkner883 Words   |  4 PagesIn the timeless classic, â€Å"A rose for Emily† by William Faulkner we are introduced to Emily Grierson, a matured sheltered southern woman; born to a proud, aristocratic family presumably during the American Civil War. Through out the short story William Faulkner uses many literary devices such as symbolism, metaphors and allegory to play with â€Å"time† and how time reflects upon his main character Emily Grierson. Emily being one who denies the ability to see time for what it is linear and unchangeableRead MoreA Rose For Emily By William Faulkner1270 Words   |  6 PagesWilliam Faulkner’s short story â€Å"A Rose for Emily† thoroughly examines the life of a strange woman name Emily Grierson who lives in the town of Jefferson. If we examine â€Å"A Rose for Emily† in terms of formalist criticism, we see that the story dramatizes through setting, plot, characterization, and symbolism on how Miss Emily’s life is controlled by a possessive love she had for her father and lover. William Faulkner uses Emily’s life as the protagonist to examine from a formalist aspect. In orderRead MoreA Rose For Emily By William Faulkner1780 Words   |  8 PagesIn 1930, William Faulkner wrote a five-part story entitled â€Å"A Rose for Emily† that follows the life of a young woman named Miss Emily Grierson. Faulkner sets his story in the Old South, soon after the ending of America’s Civil War, and represents the decaying values of the Confederacy (Kirszner Mandell, 2013a, p. 244). One of these values which the text portrays quite often in â€Å"A Rose for Emily†, is the patriarchal custom of society viewing men as having more importance than their female counterpartsRead MoreA Rose For Emily By William Faulkner1277 Words   |  6 PagesMiss Emily Grierson, the main character in the strange short story â€Å"A Rose for Emily† written by William Faulkner. It would be best to examine her in a mental capacity as well as the circumstances that may affect her. Throughout the story, Miss Emily’s unpredictable and eccentric behavior becomes unusual, and the reader, like the townspeople in the story, is left to speculate how Miss Emily has spent years living and sleeping with the body of Homer Barron. An important quote from the story was that