Nagarjuna's Concept of Emptiness versus Buddhist Philosophical Essay

Nagarjuna's Concept of Emptiness versus Buddhist Philosophical Teaching - Essay Example The beliefs of emptiness is not just an ultimate error but the foundation for attachments that humans have, besides this, it is responsible for the adhering to and development of numerous prejudices. On the other hand, Buddhist philosophical teaching has narrations which are a style of representing a topic and not its theme; this is the core of Buddhist art. The representation becomes a narrative when its representation unfolds as a chain of events or at times it becomes a story that consists of various episodes; the representation revolves around an action that progress into time and later into space. Nagarjuna's concept of emptiness has the notion of intrinsic and independent existence that is often incompatible with causation because causation signifies contingency and dependence; therefore, something that poses independence is usually immutable and self-enclosed. Everything is composed of events that are dependently related and have phenomena that are continuous interacting with an essence that is not fixed or immutable hence they have a relation that is constantly changing. Both occasions and possessions are bare and do not possess permanent essence, realities that are intrinsic or an absolute being that make them afford impartiality. Infirmity takes place when there is grasping of autonomous existence; this eventually leads to a series of actions that are destructive, sufferings, and reactions. In addition to this, the theory of Nagarjuna emptiness has profound ethical and psychological implications (Olson, 45). For instance, ideologies responsible for dividing humanity come from the tendency of people to perceive things to be inherently divided and disconnected; this misconception brings about the belief that the divisions are essentially independent and self-existent. On the other hand, Buddhism narration involved ancient classics and the story and all related action unfolds out of disclosure; they often evolve from a chain of stories that are not linke d together. Discourse and introduction of the story initiates moral in the story and supports it, same applies to the other story and the other except for the case of visual narration which is somewhat different. In visual narration, moral is deducted but does not come at the beginning of the narration; likewise, it has the discourse technique but it is not on the ground to take off. The narrator is required to be precise when selecting episodes that are able to reveal the whole story; moreover, the narrator has to know how to portray actors, represent spaces in the story and shape the time during which the story unfolds (Edelglass, 602). Literary narratives have stories that manipulate time and space; for instance, in a sentence that talks about two people who met in France after five years and they both had grown beards has time and space appearing in the narrative body. It is said that in one of his first sermons, the Buddha made a prescription of a middle path between the charac ters of self indulgence and self mortification, stating that there had to be a balance between the two. Nagarjuna, who came in a later period, made a citation of the same but while this was the case, he went even further by stating that there was a middle way between existence and non-existence and also between what is permanent and what is not. According to this philosopher, the development of ignorance among individuals tends to be the source of all the suffering that they

Literature Review Essay Example | Topics and Well Written Essays - 750 words - 11

Literature Review - Essay Example ost positioning and customer preference, market structure is an issue that has lived with aerospace companies since time immemorial, with very little done to subdue the situation effectively. On this note, one of the global aerospace core players, Kuehen+Nagel, also found itself on the receiving end when the market structure refused to accept its traditional model in various countries. It had to manipulate the business model in order to survive (Lovelock, 2010). Owing to the vastness of the air logistics transport sector and the criticality of the subject at hand, several previous research works have been done in the same area, however, most of the past research dwelt on the general subject of issues faced by Kuehne+Nagel as an aerospace logistics company. Obviously, that is a very extensive subject, and unless enough resources, time being one of them, are put forward for such broad studies, the findings are bound to be inaccurate. However, this does not mean that no such studies have come out as accurate; there are some that are considered very accurate, and which addressed the issue in question. But still, the issue is shallowly covered as the study seeks to address several issues at once. Other such previous expeditions also focused on the market structure and its effect on the global aerospace logistics companies (Bayazit & Karpak, 2013). It is from such studies that this research aims to borrow from to come up with findings that are mo re comprehensive. Overall, this section aims to find, analyse, compare, and contrast various previous studies, discussions, and coverage on this research topic. A study entitled, â€Å"Customer Satisfaction Measurement in Air Logistics Company Services: An Empirical Study of Need –Gap Analysis,† compares Kuehne+Nagel’s customer satisfaction with what the market requires (Upadhyaya, 2013). It gives precise attention to cost positioning and its effects on customer satisfaction and their subsequent retention. The author

Semiotic analysis of how reality television affects our society Research Paper

Semiotic analysis of how reality television affects our society - Research Paper Example Like any other form of media exposure, the reality television also has certain effects on the society. However, the positive effects of these shows is limited to entertainment for viewers, benefits for the producers, higher returns for the sponsors and fame for the starring characters. Hence, this paper aims to analyze the impact of reality shows on the society and focuses more on the negative effects it has on people. Television exposure has a great impact on people’s perceptions and views. The impact of, reality television, is crucial as the reality shows portray the real life experiences of certain people. O’ Guinn and Shrum (1997) shed the light on this issue by asserting that people believe in what is being exposed on the television and perceive it to be true. Regardless of the over-representations and extreme exposure of changing attitudes, emotions and behaviours added to grab the attention of the viewers. This over-represented picture of reality, hence, is adopted by a large viewership. A number of studies have been conducted to affirm this claim that the whole society is affected by television exposure. An American individual spends approximately 4 hours in a day watching television (O’Guinn, Shrum & Wyer, 1998). The effects of reality Television are more severe and long lasting than other shows. The reason to this fact is the finding of research studies that people w ho watch TV are affected by the exposure in one way or the other. They often try to fit their own life and existing circumstances to the ones they watched on the TV. Reality shows, which repeatedly emphasize that the characters and the incidents are all real, affect people even more. There is, however, a camera effect on the behaviours of the characters starring in the reality television which is, most of the times, ignored by the viewer. To understand the possible effects of reality television on the society, let us consider an

A Problem Exists Essay Example | Topics and Well Written Essays - 2000 words

A Problem Exists - Essay Example And above all, considering the aspect of consulting group activities may give rise to groupism within the classroom environment and also at times may involve a substantial time to find solution to the stated problem. Emphasizing these disadvantages the paper further recommends certain solution measures in resolving the identified issue. A Problem Exists With the advent of globalization and the rapid development in the field of technology, it has been viewed that competitiveness amid people to strengthen their professional identification and recognition in the global world, is also growing at a rapid pace. Correspondingly, English as a language has become one of the mostly used and demanded skills among competent professionals around the globe in today’s increasingly competitive business world. People strive to learn the language as it provides them additional opportunity to get a better job in the corporate world. Considering the growing needs of the language it has been viewe d that people, especially from the Asian region are moving to western countries to pursue their higher education and also to gain proficiency in the language. However, it has been viewed that numerous problem exist amid them when they move to the countries like the US or the UK. In this context, various solutions have been identified, which would help in mitigating the identified problem of foreign learners facing problem in speaking English owing to their perceived discrimination, if implemented effectively (Kuwahara, 2005). Thesis Statement With reference to the identified problem i.e. perceived discrimination among English learners from foreign communities, it has been viewed that the issues can be considered as a minor problem in-contrast to other glitches that exist worldwide. However, it is worth mentioning that the prescribed solutions for the establishment of special class sessions, conducting group activities, working in collaboration with special organizations and proving learning materials like audio clips among others may contain certain loop holes. This thesis will therefore intend to identify three possible disadvantages that may obstruct the effective implementation of the prescribed solutions. Discussion The problem area of perceived discrimination amid English learners from foreign communities is considered to be one of the major problems in the academic sector, especially in the western countries. With the growing need of English language, it has been viewed that people from Asian countries are migrating in the US and the UK as research conducted by many prestigious centers have listed these two nations to offer services of the world’s best universities and colleges resulting in attracting more foreign students and professors in the search of academic excellence (TSL Education Ltd., 2010). However, as English is considered to be the prime language spoken in these nations, foreigners’ ability to speak in this language often raise s barriers to their performance and duration of them to be settled in these western societies. It has often been viewed in this context that there exists a sense of perceived disc

In Spanish - Personajes Essay Example for Free

In Spanish Personajes Essay STELLA KOWALSKI La hermana menor de Blanche, aproximadamente veinticinco ai os y de una disposicii n que visiblemente la pone aparte de sus vecinos mi s vulgares. Stella posee la misma herencia aristocri tica que Blanche, pero se fue de Mississippi de Nueva Orleans. Alli , Stella se casi con la clase inferior Stanley, con quien ella comparte una relacii n sexual. La unii n de Stella con Stanley es animal, espiritual y violenta. Despui s de la llegada de Blanche, Stella se divide entre su hermana y su marido. Eventualmente, ella apoya a Stanley, quizi s en parte porque ella va a tener un niio de el. Mientras ella ama y compadece a Blanche, ella no puede creer las acusaciones de Stanley hacia Blanche. La negacii n al final de la obra muestra que tiene mi s en comi n con su hermana de lo que ella pensaba. HAROLD MITCH MITCHELL El compinche de Stanley, el colega, y el compinche de pi ker, que hace la corte a Blanche hasta que i l averigua que ella le miente sobre su pasado. Mitch, como Stanley, tiene alrededor de treinta ai os. Aunque i l sea torpe, sudoroso, y tenga intereses no refinados, Mitch es mi s sensible y mi s caballeroso que Stanley y sus otros amigos, quizi s porque i l vive con su madre, que se esta muriendo. Mitch no encaja en el hi roe caballeresco, en los suei os del hombre ideal de Blanche que vendri para rescatarla. Sin embargo, cuando el doctor se lleva Blanche contra su voluntad, Mitch es la i nica persona ademi s de Stella que se desesperan por la tragedia. Quizi s porque i l vive con su madre que muere, Mitch es perceptiblemente mi s sensible que otros amigos de pi ker de Stanley. Los demi s se meten con i l Mitch destaca sobre el comportamiento de los demi s. Mitch aparece ser un ser humano amable, bi sicamente decente de quiin, aprendemos en la Escena Seis, espera casarse y tener una mujer para poder presenti rsela a su madre. Mitch carece de la perspectiva romi ntica de Blanche y de la espiritualidad, asi como su entendimiento de poesi a y literatura. Ella juega con su carencia de inteligencia por ejemplo, cuando ella le habla en franci s porque ella sabe que i l no lo entenderi. Aunque ellos vengan de mundos completamente diferentes, Mitch y Blanche se unen por una necesidad comi n de compai erismo y apoyo, y ellos por lo tanto creen directamente el uno en el otro. Ellos tambii n descubren que han experimentado la muerte de un amado. La trampa en su relacii n sexual. Blanche repetidamente rechaza los afectos fi sicos de Mitch, rechazando dormir con i l. Una vez que i l descubre la verdad sobre el pasado sexual de Blanche, Mitch esti tan enfadado que la castiga. La diferencia de comportamiento de Stanley y Mitch es primordial, Mitch es caballeroso. Aunque i l desea y quiere dormir con Blanche, Mitch no la viola y se marcha cuando ella grita. Tambii n, las li grimas de Mitch delatan que se preocupa por ella. De hecho, Mitch es la i nica persona junto con Stella que parecen entender la tragedia de la locura de Blanche. EUNICE La amiga de Stella, vive n el piso de arriba, es linda, y es la casera. Eunice y su marido, Steve, representan la clase baja. Como Stella, Eunice acepta los afectos de su marido a pesar de su abuso fi sico hacia ella. Al final de la obra, cuando Stella cuestiona a posteriori su decisii n de quedarse con Stanley, Eunice prohi be que Stella haga preguntas sobre su decisii n y le dice que ella no tiene otra opcii n, si lo creer a Blanche. ALLAN GREY- El joven con aspiraciones poi ticas de quien Blanche se enamori y se casi. Una tarde, ella descubrii a Allan en la cama con un viejo amigo. Esa tarde, despuis de que ella anunciase su repugnancia de su homosexualidad, i l corrii fuera y se pegi un tiro en la cabeza. La muerte de Allan, marci el final de la inocencia sexual de Blanche, Ji VEN MENSAJERO- un adolescente que viene a la puerta de los Kowalskis cuando Blanche esta en casa sola. El muchacho se marcha desconcertado despui s de que Blanche le diera un beso apasionado de despedida. i l manifiesta la obsesii n de Blanche con la juventud y por lo visto le recuerda a su amor adolescente, el poeta joven Allan Grey, con el que ella se casi y perdii al suicidarse. El flirteo de Blanche con el joven manifiesta su preocupaciin sexual malsana por muchachos adolescentes. SHEP HUNTLEIGH un antiguo pretendiente de Blanche con el cual ella se encontri un ai o antes de su llegada a Nueva Orleans pasando las vacaciones en Miami. A pesar del hecho de que Shep esti casado, Blanche espera que i l le proporcione apoyo financiero y asi poder convencer a Stella para que escape de Stanley. Como la estabilidad mental de Blanche deteriora, su fantasi a de que Shep la salvara tambii n se desvanece. Shep nunca apareceri. STEVE el compinche de pi ker de Staley que vive arriba con su esposa, Eunice. Como Stanley, Steve es bruto, apasionado, fisicamente encaja como macho y marido abusivo. PABLO el compinche de pi ker de Stanley. Como Stanley y Steve, Steve es fi sicamente apto y bruto. Pablo es hispano, y su amistad con Steve, Stanley, y Mitch acenti a la naturaleza culturalmente de diversidad de la vecindad. Una Mujer Negra En la escena la mujer Negra se sienta sobre los pasos que se dirigen a Eunice cuando Blanche llega, y ella encuentra los gestos abiertamente sexuales de Stanley hacia Stella alegre. Mi s tarde, en la Escena Diez, nosotros la vemos apresurarse a travi s de la etapa por la noche como ella saquea el bolso perdido de una prostituta. EL DOCTOR En el final de la obra, el doctor llega para llevar a Blanche a una institucii n. i l y la enfermera parecen ser despiadados institucionales, pero, al final, el doctor aparece mi s amable. Esta imagen del doctor, iri nicamente conformara a las nociones de Blanche del caballero caballeresco del Sur que ofreceri su salvacii n. Una mujer mexicana vendedora de flores una vendedora de decoraciones mexicanas de entierro que Blanche la llama lastimera el pi rrafo de Flores los muertos, el que significa (piensa) Flores para los muertos. para muertos LA ENFERMERA Tambii n llamada la Matrona, ella acompaia al doctor para recoger a Blanche y traerle a una institucii n. Ella posee una manera severa, infemenina y tiene un talento para someter a pacientes histi ricos. SHAW un amigo, fuente para las historias del pasado de la mala reputacii n de Blanche en Laurel, Mississippi. Shaw viaja con regularidad por Laurel. LA PROSTITUTA los Momentos antes de que Stanley viole a Blanche, la pared trasera del apartamento de los Kowalskis se hace transparente, y Blanche ve a una prostituta en la calle siendo perseguida por un borracho masculino. La situacii n de la prostituta evoca el propio apuro de Blanche.

Affective Personality and Primary Emotion Systems

Affective Personality and Primary Emotion Systems Affect is the subjective experiential-feeling component that accompanies bodily stimulation found in physiological aspects such as: the homeostatic drive of hunger and thirst, the external stimulation of taste and touch and the emotional stimulation of environmental events. All are compound central functions of the brain, which are triggered by perceptions, becoming experientially refined. Such affective experiences are typically conceptualized in terms of: valence, such as positive and negative feelings. Arousal; which refers to the intensity of the feeling and also power, concerning the effect of the feeling on the mental state (Panksepp, 2005). There exists a large number of affective states each representing different neuro-dynamics within the brain. Such brain systems operate as an evolutionary adaption situated in subcortical networks and lower brain regions which produce these basic affects, with learning and higher brain functions considered secondary and tertiary processes ( Davis Panksepp, 2011). Such systems are located in ancient brain regions and are predominantly homologous in all mammals. These brain systems generate instinctual behavioural responses that are closely linked to the primitive affects that accompany such activity. (Panksepp, 1998a). Panksepps theory of affective personality (Panksepp, 1998a) suggests that such affective states modulated by these systems when induced by emotional stimuli act as the basis for personality. By employing techniques such as deep (subcortical) electrical stimulation (DBS) and pharmacological manipulation, the construction of six distinct primary emotion systems (SEEK, CARE, PLAY, FEAR, ANGER and SADNESS), anchored in phylogenetically old brain areas, have been developed (Panksepp, 1998a) (Primary emotional systems are printed in capital letters, as a formal designation for primal systems in all mammalian brains and to distinguish them from the vernacular emotional terms traditionally used in emotional and personality research). The affective personality model suggests that Individual differences in these emotional systems promote varying affective states, acting as the basis for individual differences in personality. Each system influences different affective activity which can correspond to a different fundamental personality trait. The six emotional systems are divided into two categories in correspondence to their associated valence. The positive system encompasses SEEK, CARE and PLAY while FEAR, ANGER and SADNESS fall into the negative system. The first of the three positive systems can be classed as SEEK. This precipitates behaviours such as enthusiasm, curiosity and learning. It produces motivation to search for things the organism needs, craves and desires. The system is proposed to correspond with the medial forebrain bundle or the brain reward system. It has been found to be largely driven by dopamine activity following a neural circuit surrounding the ventral-tegmental area of the midbrain and medial frontal cortex (Panksepp, 2010). For instance, it is noted in Trowill, Panksepp, Gandelman (1989) how the manipulation of dopamine activity in medial frontal cortex resulted in the exhibition of coherent emotional responses representing foraging or seeking. Further studies regarding self-stimulation reward have noted a complex neuronal system for appetitive desire which mediates an articulate organismic urge to explore the environment and seek resources in response to bodily needs and external incentives (Ikemoto Panks epp, 1999). The CARE system concerns behaviours such as empathy and nurture and is argued to be more active in females then males because of an evolutionary adaptation to ensure offspring survival. It is proposed to be heavily related to hormone Oxytocin, which is more present in females then males, and has been found to be involved in trust, pair bonding, and generosity (Panksepp, 2010). It is believed to operate around a neural system in the forebrain coursing the hypothalamus, posterior lobe and the nucleus accumbens and may increase affiliative behaviour by dampening amygdala activity (Theodoridou, Rowe, Penton-Voak Rogers, 2009). For example, a study by Kirsch et al (2005) found that the manipulation of oxytocin activity around the posterior lobe increased perceptions of trustworthiness in participants. Furthermore, a fMRI study by Petrovic, Kalso, Petersson Ingvar (2008) found reduced amygdala activity to be related to increased perception of generosity. Finally, the PLAY System refers to feelings of excitement, exploration and the instinctual nature of rough and tumble play demonstrated in human childhood and most young mammals. It is believed to influence learning of social structures, and several social processes such as defeat and social-appetitive motor skills (Panksepp, 1998a). Much like the seek systems it has been found to be linked to stimulation of the ventral tegmental area via dopamine (Panksepp, 2010). Evidence of this can be seen in studies which show the behaviour to survive radical decortication with animals possessing no neocortex still exhibiting play behaviour (Panksepp, Normansell, Cox Siviy, 1994). Furthermore, placing psychostimulants such as amphetamine into the ventral striatum (nucleus accumbens) can promote stimulation of laughter and feelings of joy (Burgdorf, Knutson, Panksepp, Ikemoto, 2001) and engaging in playful activities also provokes a robust arousal of the same brain area in humans (Mobbs, Greici us, Abdel-Azim, Menon, Reiss, 2003). The first system in the negative grouping is named ANGER which relates to feeling of annoyance, displeasure and hostility and is often aroused when the seeking system is inhibited. The system is related to the activity of the neuropeptide glutamate within a neural network extending from the amygdala and hypothalamus to the periaqueductal gray (PAG) (Located in the tegmentum) (Panksepp, 2010), a region shown to influence defensive behaviour and aggression (Tovote et al, 2016). In a neuroimaging review by Bruehl, Burns, Chung Chont (2009) it was found that opioid dysfunction in the rostral anterior cingulate cortex, orbitofrontal cortex, anterior insula, amygdala, and PAG was related to direct verbal or physical expression of anger. The FEAR system influences behaviours such as alarm and panic when an organism is put in a threatening situation. The system is heavily related to the concept of flight or fight, as activation can lead organisms to flee or elicit a freezing response. It is related to neuropeptide Y and corticotropic activity stimulated by the hypothalamus (Panksepp, 2010). This system was established on the basis of experiments showing that localized DBS within an anterior hypothalamic trajectory could generate coherent fear responses and anxiety (Pankepp, 2005). Furthermore, stimulation of this system at various points along the neuroaxis resulted in animals consistently attempting to escape DBS applied to such brain sites (Panksepp, 1998a). Finally, the SADNESS system includes feelings of grief, unhappiness and regret. Relevant sub-cortical areas of control include the anterior cingulate, the bed-nucleus of the stria terminalis, the ventral septal and dorsal preoptic areas, the dorsomedial thalamus, and the PAG. Such areas have been found to linked to the detection and appraising of social processes as well the expression of negative emotion (Etkin, Egner Kalisch (2012). Some of these areas, most notably the ventral septal and dorsomedial thalamus, are known to control feelings of physical pain with shallow levels of brain stimulation within the PAG still being able to evoke emotional distress (Eisenberger, Lieberman, Williams, 2003). Similarly, it has been reported that social exclusion and depression activates anterior cingulate regions that are known to regulate pain within the human brain (Mayberg, 2004). Moreover, localized electrical stimulation of the stria terminalis can provoke crying (Herman Panksepp, 1981) with neuroimaging imaging studies highlighting similar trajectories of brain activation when experiencing intense sadness (Damasio, Grabowski, Bechara, Damasio, Ponto, Parvizi, 2000). The ANPS On the basis of such evidence for brain affective systems, it can be inferred that a great deal of variation in personality may be related to the strengths and weaknesses found the activity of these systems. This implies that evaluation of personality can be based on empirically relevant indicators along the lines of these brain systems. This precipitated the construction of the affective neuroscience personality scale (ANPS; Davis, Panksepp Normansell, 2003). Modelled after the Spielbergers State-Trait Personality Inventory (STPI; Spielberger, 1975) and based on such neurological studies, the ANPS was designed to approximate self-reported feedback concerning the individual differences of these six neural based networks. The ANPS contrast to traditional measures of personality such as questionnaires based on the five-factor model (FFM; Goldberg, 1990) which primarily focus on linguistic representations of personality. As the FFM is based on a lexical (adjective-based) approach it do es not assist in hypothesizing about neural emotional systems underlying the human personality. For example, it has been found that emotional distress is related to stimulation of the PAG (Eisenberger et al, 2003). Therefore, such neural activity can be attributed to participants indicating high levels of distress on the ANPS, whereas reporting emotional distress via a lexical-based personality tool would indicated the presence of linguistic representation rather than hinting at the neural correlates. This can be seen in a study by Montag Reuter (2013) which highlights the use of the ANPS in helping identify the monoamines and neuropeptides involved in the molecular genetic basis of personality. However, the FFM can be argued to be the most influential tool in the measurement of personality, with thousands of studies within the realms of social and cognitive psychology, genetics and psychopathology employing its use Costa McCrae (1995). Therefore, the ANPS should be able to relate to the FFM in terms of the connection between the affective systems and the traditional adjectival descriptive personality dimensions (Extroversion, Introversion, Openness, Agreeableness and Conscientiousness). Research shows a theoretical relationship between the ANPS and the FFM with each of the six ANPS sub-scales reporting a significant correlation with at least one FFM sub-scale. The most robust associations have been reported between Extraversion and PLAY, Openness and SEEK with Agreeableness positively related to CARE and negatively with ANGER Conscientiousness seems to be more weakly related with the three negative emotions. (Davis et al, 2003). Such findings make theoretical sense as many of the behavioural facets defined in each sub-scale relate to corresponding sub-scales in the other model. For example, both the SEEK system and Openness sub-scale include facets relating to curiosity. It is suggested in Davis Panksepp (2011) that the six affective systems form the foundation for substantial parts of the adult five-factor personality structure. For example, that the root of Extraversion, as defined in the FFM, may be the PLAY system. This first emerges as infant smiling, laughter, and sensitivity to tickling, then in later development as childhood games and social interaction and is elaborated in adult personalities as they as joke telling and social engagement. Personality Attachment One area in which the FFM has been greatly utilized, is adult attachment. Adult attachment is a theory designed to explain thoughts, feelings and behaviours in the context of adult relationships. The theory was first developed in Mikulincer Shaver (2003) where it was suggested that close adult relationships mirror the relationship between mother and child, where, for example, a securely attached individual is comforted when their attachments are present and anxious when they are absent. Shaver and Brenner (1992) is one of the earliest examples for the examination of the relationship between attachment and personality. Most studies in the area have focused on the associations between attachment measures and the big five personality traits. Results have generally followed theoretically predictable patterns. Since the publication of Shaver and Brennans (1992) study, several other researchers have reported correlations between a variety of different attachment measures and different mea sures of the Big Five. In general, these studies show attachment security to be moderately-negatively correlated with neuroticism and moderately-positively correlated with extraversion, agreeableness and conscientiousness. With attachment security rarely showing a correlation with openness (Noftle Shaver, 2006). Such relationships tend to situate around a r = .30 correlation, implying the sub-scales are not simply redundant with each other (Noftle Shaver, 2006). These findings are further developed in studies examining the underlying cognitive and behavioural constructs behind such a relationship. For example, it has been noted how introversion is a form of insecurity in a similar way to insecurity in attachment. An Insecure attachment occurs when a caregiver is unreliable, leading to feelings of vulnerability in the child which relates heavily to the vulnerability and anxiety sub-scales of introversion in the FFM (Thompson, 1999). More recent research has attempted to study this relationship as a possible construct in clinical realms. For example, it has been reported how early traumatization affects brain areas in emotional states which verbal treatment cannot reach, resulting in hindered personality development and attachment malfunction (Ammon, 2010). Personality and attachment profiles have also been found to be important indicators for treatment of drug addiction in patients with children as well as for relapse prevention programmes for sex-offenders (Francescade, 2014, Lu Lung, 2010). Brain imaging studies have also contributed to literature concerning attachment and personality, to a lesser degree. Studies examining the neural correlates of attachment have found several overlapping areas such as the amygdala and the midbrain nuclei to be involved in the activation of the attachment-system (Lenzi et al, 2015) as well as regulation of the SEEK system (Trowill, 1989). This connection is better illustrated in Narvaezs (2017) theory of human biosocial plasticity. It is suggested that the primary caregiver acts as an external psychobiological regulator whose behaviour helps shape the construction of the childs affective neural systems. During prenatal and perinatal life, the maturation of the neocortex is rapidly developing. Under typical developmental conditions, before four months postnatally, the connections between the amygdala and regions mediating motor activity and environmental provocations have not become fully mature (Weber, Watts, Richardson, 2003). From fi ve six months however, reactions to environmental stimuli are patterned clearly. During this development, the relationship between the caregiver and child act as a template for interactions between the self and the social environment. The infant and the caregivers attachment system provides an instrument by which the elementary nervous system of the infant can be co-constructed by the caregiver to help develop psycho-behavioural potentials patterned into the affective emotional systems (Schore, 2001, in Narvaez, 2017). This is further illustrated in a study by Farinelli et al (2015) which found a relationship between affective personality and attachment style in adults. A group of stroke patients with lesions to certain areas of the brain were compared to a group of control patients, in terms of affective personality and attachment style. It was found that those with lesions to midline regions involved in the regulation of the positive emotional system displayed significantly lower levels of SEEK, and higher levels of SADNESS and insecure attachment. Similar results were found in those with lesions to the motor cortex, with the addition of increased levels of ANGER. Dopamine activity surrounding the motor cortex and midbrain regions has been found to play a role in the modulation the ANGER system (Hosp, Pekanovic, Mengia, Rioult-Pedotti Luft, 2011). Neuroimaging studies have also focused on more specific relations between personality and attachment. Most notably, a substantial amount of research has underlined the relationship between the CARE system and the anxiety sub-type of attachment. There exists two sub-types of attachment, attachment anxiety and attachment avoidance, which refer to different measures of the construct. There are many different dimensions of attachment such as the traditional: secure, insecure avoidant and insecure anxious constructs (Ainsworth Bowlby, 1991). However, attachment anxiety and attachment avoidance refer to measures of these different dimensions Mikulincer Shaver (2003). Attachment anxiety also referred to as the model of self refers to concepts such as self-awareness and self-consciousness in the context of relationships. This is opposed to attachment avoidance or model of others which refers to ones feelings and cognitions concerning others in the relationship dynamic. Many brain imaging s tudies have focused on the activity of the neuropeptide oxytocin in terms of the CARE system and attachment anxiety. For example, there is neural evidence indicating the importance of oxytocin in helping develop the model of self during the earliest stages of attachment. Insel (2003) highlights the importance of oxytocin for facilitating mother-infant bonding, maternal urges, and solidification of social memories. It has also been found to reduce separation distress and facilitate social bonding from the infants perspective (Nelson Panksepp, 1998). This activity can be seen to relate to similar neural behaviour involved in aspects of the PLAY system, such as empathy and maternal behaviour. For example, the posterior lateral hypothalamus is involved in introspection and self-awareness (Fabbro, Aglioti, Bergamasco, Clarici Panksepp, 2015) as well as maternal behaviour, of which both are modulated by oxytocin administration (Sripada, Phan, Labuschagne, Welsh, Nathan Wood, 2013). Oxy tocin also mediates the activation of the posterior temporal sulcus, which is involved in the mentalizing and processing of self-other distinction (Decety Lamm, 2007) as well as empathy (Paulus, MÃ ¼ller, Jansen, Gazzola, Krach SÃ ¶ren, 2015).

Mentoring Theory Analysis

Mentoring Theory Analysis The aim of this report is to investigate and analyse mentoring theory and methods so that valid conclusions can be drawn on the ideal mentoring approach. This analysis will be utilised in a real-life mentoring scenario with a group of ELB007 students. Mentoring can occur in an assortment of situations including in education, starting new jobs, further training and development of personnel. In these scenarios, the mentor generally will have more experience and is easily approachable and accessible for the mentee. Society in the 21st century have grown up with the impression that they must constantly pursue the advice of other people. It is more common for an individual to have multiple mentors; the traditional older mentors but also peer mentors and coaches. In this era, mentorship is viewed as a two-way road and takes more commitment and patience to guide young adults of today. The mentoring relationship that is developed should be mutually beneficial where both sides are expected to contribute to one anothers goals and expectations. A crucial component of a successful mentoring relationship is having both the mentor and mentee to have an openness to changes and are eager to learn.[1] This type of relationship can be valuable when the progression of the mentee depends on their development of additional skills. [2] This is because it enables them to absorb more information and gain valuable advice and support needed to grow themselves in both a personal and professional way. Some situations do not easily allow for obtaining objective advice, help and support. Having a mentoring scheme within an organization incorporates all these important services. A mentor is an experienced and trusted advisor (Collins English Dictionary, 2016). Another definition of a mentor and its role, more specifically in the business sector includes: An employee training system under which a senior or more experienced individual (the mentor) is assigned to act as an advisor, counselor, or guide to a junior or trainee. The mentor is responsible for providing support to, and feedback on, the individual in his or her charge. [3] People perceive mentoring in slightly different ways depending on their experience and the use of the mentor-mentee relationship. In addition to this, each organisation has different definitions of mentoring but, within an organisation, everyone possesses the same understanding of what is expected of a mentor in that specific scheme. [4] For this report, the focus is on group mentoring as it is what will be put into practice with the Part B students. This type of mentoring differs from the typical one-to-one. Group projects linked to group mentoring enhance the learning of participants and develop an understanding of how teams operate. Looking at the history of mentoring and its origins, Greek mythology depicts the first insight of a mentor. This can be seen in one of the Greek poems written by Homer. The poem Odyssey describes the journey home of a Greek hero after the fall of Troy. Odyssey, the king of Ithaca, was a Greek hero that entrusted the care of his household to a man named Mentor whilst he was away fighting in the Trojan War. In the poem, mentor serves as a teacher and overseer of Odysseus son, Telemachus. In time, Telemachus ventures in search of his father whilst Athena, Goddess of war, accompanies him and in doing so, undertakes the form of Mentor. [5] From this, the word mentor has evolved to mean trusted advisor, friend, teacher and wise person. Human development relies on various forms of mentoring where one person invests time, energy and personal know-how in assisting the growth and ability of another person. Whilst this is the perceived origin of the term mentor, there are alternative ideas which will be discussed further into this report. There are certain qualities in which a mentor must have in order to accomplish a successful mentoring relationship. The main qualities include: being perceptive, a motivator, have the ability to advise and instruct without interfering, and finally being able to listen, question and feedback to the mentees. In modern day times, coaching and mentoring get used interchangeably but have major differences which are often overlooked. Coaching is an enabling and helping process whereas mentoring is fundamentally a supportive one. Mentors must act objectively when discussing situations with their mentees and allowing the mentees to explore their own idea to achieve a solution is imperative. [6] In this section, the methods and theories of mentoring will be investigated. As explained in section 3.0, the concept of mentoring has been around for many years which has allowed for vast speculation and a wide range of conceptual theories to be created. Many theorists such as Kram, Levinson and Erikson have contrasting theories towards the concept of mentoring. Levinson created his theory in the 1970s where it saw mentoring as a single and hierarchical relationship between two people. Kram, another theorist, also agreed with this mentality and it was only in the 2000s that other concepts were developed by Williams and Baugh indicating that there are many types of mentoring including group mentoring. Following on from this development, Kram updated her theory to agree with this new-found approach. Looking more into Krams mentoring theories, she alluded towards a two-dimensional concept which highlighted the two main functions of mentoring being for psychological support and vital for career development. The mentoring relationship would start with learning each others learning style and habits followed by the mentee learning from the mentor leading to career advancement. This concept focuses on role-modelling, counselling and friendship to be successful. Similar to this, Levinsons theory developed in the 1970s suggests that mentors function as guides and counsellors. This theory implies that both sides of the mentoring relationship to benefit. The mentee gains fundamental knowledge and the mentor gains a sense of well-being from passing on their knowledge to the next generation. [7] This sense of well-being is also confirmed in the theory created by Erikson. This framework states that he mentors main concern is to establish and guide the next generation through nurture. [8] The article written from the point of view of a Marxist feminist suggests different perspectives of the Odyssey poem by Homer. It implicates Athena as being a mentor figure as well as the advisor, Mentor. Athena provides support to Telemachus on his journey to locate Odyssey. She possesses caring and selfless traits, both of which are expected in the mentoring figure of today. This judgement of the poem provides a modern-day outlook of the mentoring concept and aligns with the theories provided by Kram and Erikson which were mentioned above. From the article, mentor is considered in diverse ways. To continue with the theory that Athena was more of a mentor, it is suggested that in the Greek myth, Mentor was a weak man. The goddess Athena was required to intervene with Mentors role to prevent disorder. In Greek mythology, gods and goddess are expected to do everything possible to keep order amongst the people. Athenas actions prove that she was a true mentor as recognised by the people of today. She used her powers to ensure the continuation of a man controlled society by helping Telemachus locate his father and thus preventing his mother taking over jurisdiction. Later in history, as described in the article, mentoring changes from being a natural human function. This enhancement comes from investigating relationships between exceptional people such as Socrates and Plato. These relationships contain an emotional bond which is not spoken of in the Odyssey poem but is anticipated in modern-day mentoring. Levinsons theory, complies with the Odyssey evidence which depicts that only the wealthy (powerful) could have successful mentoring relationships. This idea has progressed throughout the ages and it can now be proven that this mentoring relationship also works with the powerful mentoring the weak and the weak mentoring the weak. Weak and powerful people can be defined through a variety of ways including social status, knowledge, age and professional standing within an organisation. Mentoring interactions in the modern era must be based upon a certain level of trust between the members. It can be seen through this article as well as with the the orists concepts that mentoring has progressed vastly over the years. [5] As stated in section 2.0, the mentoring analysis will take place on a Part B project group. This type of mentoring is different to the typical one-on-one relationship. There are many ways to approach group mentoring including: facilitated group mentoring, peer-group mentoring and finally team mentoring. Facilitated group mentoring allows people to participate in a learning group and benefit from the experience and expertise of the mentor. The richness of the experience multiplies as each group participant brings personal experiences into the conversation. The facilitator asks questions to keep the dialogue thought-provoking and meaningful, shares their own personal experiences, provides feedback and serves as a sounding board. Peer-group mentoring brings together peers with similar learning interests or needs. The group is self-directed and self-managed. Finally, team mentoring offers a methodology for facilitating the learning of an intact team. Together team individuals articulate goals and work simultaneously with mentors who guide them through the process. This allows the team to be supported and to learn from each others experience and knowledge. Having discussed mentoring theories already in this section, the next part is based on methods of mentoring which have been developed over the years. Some of these relate to the theories created and similarities can be drawn from all the methods about to be deliberated. These methods all agree on key skills needed to be an effective mentor which include active listening, advising, receptiveness and the ability to question the mentee through inputting but not dominating the discussion. When the mentee starts to question the mentor, that is when trust has been built. [6] Eric Parsloe provided a mentoring model consisting of four stages. The first stage involves identifying the development needs and objectives of the mentee. This is the stage where the mentor and mentee will build a rapport that will enable them to establish a mutual understanding of how each other work. The first meeting allows both people to gain each others trust and to share the expectations of what they wish to achieve from the relationship. In doing so, any disappointment will be avoided. The next stage focuses on encouragement of the mentee to carry out the actions independently that were decided upon in the first meeting. During the next few meetings, a timetable of meetings should be drawn up and the mentor needs to recognise the development and learning needs of the mentee and how these can be achieved. The third phase of Parsloes model illustrates that the mentor needs to help the mentee execute their actions by guiding them and offering advice and drawing on previous exper iences. After the objectives of the mentee have been met, an evaluation meeting should take place to critically analyse the process and the relationship that has been established. [4] Organisations should monitor the progress of relationships as they develop to maintain a smooth and effective process and to identify and adapt to potential difficulties at an early stage. Another mentoring model is GROW: Goals, Reality statement, Obstacles and Way forward. This model can be considered a map; guiding mentoring partnerships from their current position through to their final destination. GROW provides a structured approach which permits the mentees to find solutions to their problems. It has been used since the 1980s and allows for a full understanding of what is to be expected of the group. A goal is created by using the SMART principles. Every goal decided upon must be specific, measureable, agreed, realistic and timed. A reality statement can be generated to illustrate how far away the mentee is from the GOAL. After this, the mentee needs to find the obstacles that are stopping them from reaching their goal. Obstacles can be found in the mentees environment, resources or lack of and the limitations in knowledge and experience. The last step in the model is isolating the way forward. [10] This is completed by selecting the most appropriate sequences an d combinations of options that will enable the mentee to fulfil all the goals. The path chosen needs to be specific and detailed so that the progress can be gauged. Another model available for mentoring that was also created in the 1980s is the CLEAR model. This was developed by Peter Hawkins and relies on the activities: Contracting, Listening, Exploring, Action and Review. Contracting is similar to the goal making of the GROW model. An open discussion takes place in order to establish the desired outcomes of both the project and from the mentoring relationship. Listening is the next part of the CLEAR model. In mentoring, listening is one of the most important skills that a mentor needs to possess. After listening, exploring allows the mentor to challenge the mentee on their thoughts. When doing this, criticism needs to be kept simple and constructive in this stage by concentrating on the mentees behaviour and not their personal attributes. Action ensues the exploration and supports the mentee in choosing the next steps. After this, a review is carried out which reinforces what has been covered in the meetings and the decisions made. [11] Furth ermore, a review also highlights what needs to be improved and altered in the mentoring relationship so that both parties gain maximum benefit from the partnership. The final review phase is crucial to dictate future meetings. In carrying out either of these models, the motivation of the mentee will increase as well as their building upon their self-confidence. The mentoring relationship can be view upon as a system. When taking systems theory approach to mentoring, one must first understand a system. Systems are interrelated and interact with their environments and through these interactions, they evolve much alike the mentoring relationship. It is first necessary to understand the individual system elements as well as the relationships between them. Putting this into a mentoring context, one mentoring session often has the ability to create an immediate change in an individual. This changed individual will react to the environment in a different way and therefore causes an impact on the environment as well as others that inhabit that environment. A possible implication of applying this theory is the suggestion that individuals should not be coached or mentored in isolation but always in the context of the group (system) in which they work. [4] During the lectures given on this module, the Moore Method was discussed. After further research, it can be seen that this method of mentoring is held in high regard across the academic sector and within teaching. The Moore Method is a Socratic method of teaching and was developed by Robert Lee Moore in the early 1900s. Its main principle draws on encouraging students to solve problems using their own skills of critical analysis and creativity. [12] This method worked by Moore giving his students a theorem and making them come up with a solution without the aid of him or other students in the same class. In turn, the students who had a plausible solution would write it on the board. If an error was found in their solution, the other students will be called upon to find a correction. Where students made improvements on the theorems, they would be rewarded by having their name referred to alongside that theorem. Moore was opposed to ridicule and instead encouraged the students to be open with their solutions without the fear of being put down if they were incorrect. For the more timid students, he would involve them in class discussion and they would gradually gain the confidence to also write their solutions on the board in front of the class. However, the greatest struggle of the Moore Method is patience. When a student is struggling or not has run out of ideas, the mentor or teacher must wait for them to figure out the problem on their own. The mentor must take a back seat for this method to work as it should. The main points to take from this method include the mentoring needing to be confident in their approach from the beginning. This will immediately improve the trust in the mentoring relationship. An additional point is for the mentee to realise that some solutions will come quicker and easier than others. [13] For this report, it was necessary to put the researched mentoring methods into practice. Each Part B group were assigned a pair of Part D mentors. This type of assignment was a means of development for both the mentor and the mentee. In this instance, the Part D mentors were told to take the approach of an individual mentoring a group rather than a group mentoring a group. The module leaders for both ELB007 and ELD033 arranged appropriate times and dates for the mentors to meet their groups for the first time. The first meeting with the Part B group was a chance for everyone to get to know each other and to start building a rapport. This would be vital for a successful mentoring relationship. Gaining a certain level of trust would enable the Part B group together or as individual to easily approach the mentor and ask questions freely. In addition to this, a brief discussion took place to indicate the reason for the part D mentors to be involved in the Part B project and how best to utilise having such an asset readily available for the group. In addition to the introductions and exchange of contact details, this first meeting ensued a topic was chosen and the goals of the project were outlined. It was decided that the main form of communication would be through the mobile application, WhatsApp. This is a messaging application that allowed the mentors and mentees to communicate with each other as and when required. This could be for arranging other meetings or catching up with missed information or even asking questions about their part of the report which was unclear. As the mentor, listening to the discussion taking place allowed for an assessment of the group dynamics to take place. The group was put together randomly and after the first meeting; it still hadnt become clear the roles in which the members would individually play. Naturally, a leader will form in a group of this type who will take control of the situation and organise the group. There were a few contenders for this position in the group as they all seemed confident with the task ahead. To conclude this meeting, future times and dates of meetings were agreed to ensure the best availability for the majority of the people involved. Successful mentoring practice requires both parties agree on the purpose and extent of the relationship including the means, frequency and how confidentiality will be maintained. [1] In these group projects, a limitation that can be identified is the difficulty of finding a time suitable for everyone to be available for a meeting. Amidst these meetings, it can clearly be seen that the GROW method has started to be exploited. The above paragraph outlined the first two stages: Identifying goals and creating a reality statement. These stages were alluded to by employing questions as prompts. To help the Part B students realise specific goals, questions such as: what do you want to achieve? and What are your objects? were asked. Following on from these, they were asked what stage they were currently at and a self-assessment was requested so that the group and mentor understood their positioning in the project and the next steps that needed to be taken. Furthermore, limitations within the group include having limited knowledge of systems methods, and the lack of understanding of the topic and overall project. This type of limitation can induce the phenomenon of groupthink. This can occur when a group makes faulty decisions because group pressures lead to a deterioration of mental efficiency and moral judgement. A group is especially vulnerable when its members are similar in background and when the group is insulated from outside opinions. [13] The Part B group have similar backgrounds when it comes to knowledge of the topic therefore careful observations need to be made and advisement form the mentor needs to be voiced clearly but not in an overpowering manner. For mentoring to work, as discussed in previous sections, the mentor needs to be passive in the meetings and avoid dominating their opinions over the group discussion. In the meetings that followed, each member of the group took responsibility of a section from the chosen topic to work on over the coming weeks leading up to the deadline. During this time, a problem occurred with one of the group members who was unable to complete their section of the report. This was overcome with a discussion with the lecturer and with all the group members agreeing to pick up components of the missing section. As a newly formed group the bonding was easily achieved and everyone able to complete their work, did so in the allotted time. These meetings just described conclude the GROW method by having the group assess their options and a way forward. This, again, was prompted by the mentor by asking the following types of questions: What can you do to bridge the gap? Who can help? What do you need? What are the actions? What is the timing plan and actions following? These enabled the group to gain a full understanding of the project and its direction. This method also included informal mentoring techniques due to the setting and scenario that had been arranged. To reflect on this study, there are many benefits as well as some disadvantages that came from this mentoring project. To start with, being able to work with a group and form a relationship with them allowed us, as mentors, to put into practice some of the approaches that had been researched. This embedded the skills that had been learnt throughout the process and it could easily be seen which methods were more effective than others. However, the process had its disadvantages. To begin with the group did not fully comprehend the extent at which the Part D mentors would be able to assist them in their report even after discussing the reasons behind being involved in the meetings. Having previous knowledge. This was the mentors first time at mentoring a group. To begin with, not knowing the individuals in the group was intimidating and it was difficult for them to initiate the mentoring relationship. A possible alteration for this could have been one-to-one mentoring sessions before the project was started to fully form bonds between the individuals. The mentors personality is not as outgoing as others may have been so asking questions and prompting the group proved more difficult and the mentor was reluctant, at some points, to catechize for answers. However, this did not prevent the mentor from taking a back seat in the meetings and becoming an active listener. If the individuals in the group had questions, the mentor would be able to clearly advise them towards a proper solution. This mentoring process can be seen to correspond with the Moores method. Additionally, more meetings could have been arranged by the group to make full use of the mentors expertise. It is noticeable by the result obtained that there were parts of the report where the mentors knowledge and experience would have helped them obtain a greater result. There were occasions where the mentor ended up invited themselves to the group meetings once a suitable time had surpassed without contact. In the work place, the mentee would normally arrange the meetings with the mentor. This is done as the mentor would not have the time to continuously question if the mentee needed advising or had any questions. In this situation, the mentor had other commitments which took priority over chasing up the group for meetings. Looking back over the whole process, the actions that this mentor would do differently include: Asking more questions. Prompting more contact time with the group. Putting aside more time to get to know the group. Encouraging them to think outside of the box and discuss ideas at meetings as a group rather than trying to work as individuals. By fully employing a method with similar principles as the Moores method, it will enable the above changes to be adopted with ease. Consistently applying this type of approach will make for a more successful mentoring experience. Would have been hard to put the mentoring techniques into practice with the lack of communicating The information I have gathered through the various research I have undertaken for this assignment, indicates that mentoring is a two-way mutually beneficial learning situation where the mentor provides advice, shares knowledge and experiences, and teaches using a low pressure, self-discovery approach. It can be seen that each mentoring scheme within different organisations will vary and the techniques which the mentors will undertake will also differ between mentoring individuals. The methods and theories discussed have been adapted to the changes in society over time.