Stages of Personality Development

Introduction Personality refers to the characteristics of an individual that sets him/her apart from other individuals when subjected to varying circumstances. The development of personality is as a result of the interaction between an individual’s genetic composition and the surrounding. Personality development begins even before birth and is influenced by many external factors.Advertising We will write a custom term paper sample on Stages of Personality Development specifically for you for only $16.05 $11/page Learn More Many theories have been invented to explain the concept of personality development. This discussion explores the stages of personality development developed by Sigmund Freud and Erik Erikson. The psychoanalytic theory was developed by Sigmund Freud and dealt with the emotional development from a sexual perspective. This theory was later modified by Erik Erikson who focused on the role of social interactions in personality develo pment. Sigmund Freud’s Psychosexual Theory According to Sigmund Freud’s theory, a developing child has a particular â€Å"erogenous zones† like the anus, mouth and genitals that are sensitive at each stage. Therefore, a child focuses on what stimulates his â€Å"erogenous zones† at each stage. The needs of a child at each stage need to be met, otherwise he/she will end up getting stuck in that stage and this will affect him in adulthood. Freud came up with five stages of development which include the oral, anal, phallic, latency, and genital stages (Engler, 2008). The oral stage commences when a child is born. This stage lasts for about one and half years. At this stage, the mouth is the main point of focus for the child and the child spends most of the time sucking and trying to put everything in the mouth. At this stage, the ego and superego are not yet fully developed and, therefore, the child uses the id. With time, the baby realizes that satisfaction of its needs might not occur immediately and, therefore, he/she must behave in a certain way in order to speed it up. For instance, a baby cries when he/she wants the needs to be satisfied. When a baby is weaned, he/she experiences a sense of loss and the baby realizes that he/she must not always get what he/she wants. A child whose demands are not met at this stage develops a personality of sarcasm, envy, pessimism, and suspicion. Too much or too little oral satisfaction has a negative impact. A person who gets stuck in this stage may develop habits like biting nails and chewing things like pens as an adult. Someone who does not get enough oral satisfaction at this stage may also develop habits of eating and drinking excessively. However, a child whose needs are met at this stage ends up being optimistic and admires the surrounding environment (Engler, 2008). The anal stage begins when the child is about one and half years; when he/she starts getting trained on how to use the toil et. At this stage, the child’s focus is on expelling body wastes. A child may choose either to expel or retain the waste. The way in which the parents handle this conflict determines its resolution.Advertising Looking for term paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More This crisis gets resolved when the child manages to adjust to the demands of the parents and the parents handle the child reasonably. Thus, with time the child will understand the importance of being orderly and clean, and will, therefore, end up being an adult with self control. If the parents are very harsh when training the child to use the toilet, the child may choose to comply and develop a personality of orderliness. However, a child who refuses to comply with the demands of the parents ends up being disorderly in future. A child who enjoys excreting irresponsibly will end up being careless, reckless, messy, defiant, and disorganized. On t he other hand, a child who enjoys prolonging the retention of body wastes ends up being orderly, miserly, stubborn, precise, and neat. This stage lasts for around two years (Larsen and Buss, 2009). Next is the phallic stage in which the child’s attention is on the genital area. The children become aware of the differences in their bodies and that of other children of the opposite sex. At this stage the child is obsessed with the parent of the opposite sex and desires to get rid of the other one. A male child will desire to possess the mother but sees his father as a hindrance. He starts getting envious of the father who he sees as his rival in the competition for the mother’s love. However, the boy is afraid that the father might castrate him. When the boy realizes that he cannot possess the mother, he tries to be like his father so that he can win her. Therefore, he tries to acquire the characteristics of his father. Thus, he learns his male sexual role, and this mark s the resolution of the crisis. On the other hand, the female child realizes that she does not have a penis and starts longing to have one. She blames her mother for her lack of a penis and develops â€Å"penis envy†. She feels that she cannot own the mother since she does not have a penis. When she realizes that she cannot get the mother, she gets attracted to the father. The girl learns her sexual role by trying to become like the mother so as to possess the father. Thus, the conflict is resolved. Failure to resolve this conflict may lead to women having very low self esteem, a desire to prove that they are superior to men or developing habits of flirting with men. For the men, failure to overcome this stage leads to them having high aspirations and arrogance. Failure to resolve the conflicts in this stage and identify with the parent of the same sex leads to recklessness, pride, fear of close love, and conditions like homosexuality (Larsen and Buss, 2009). The next stage i s the latency period in which the child’s sexual desires remain inactive. At this stage, children focus on other activities like games, schooling, and making friendships of the same sex. This stage occurs just before puberty. Failure to overcome the conflicts in the phallic stage might affect an individual in this stage and prevent him/her from engaging in the expected activities (Larsen and Buss, 2009).Advertising We will write a custom term paper sample on Stages of Personality Development specifically for you for only $16.05 $11/page Learn More The next stage is the genital stage. At this stage, a child’s attention shifts back to the genitals and he/she starts making friendships with people from the opposite sex. At this stage, individuals try to detach themselves from parents and deal with the conflicts that were not resolved in the earlier stages. A child who resolved all the conflicts in the phallic stage will have healthy and proper relationships with the members of the opposite sex. However, a child who did not overcome the conflicts at that stage will end up having troubled relationships with the opposite sex (Larsen and Buss, 2009). Sigmund Freud’s theory has several weaknesses. Firstly, personality cannot be developed only on the basis of sexuality. Erik Erikson also does not agree on the concept of basing personality development on sexual drive alone. Moreover, the stages of development are not supported by any scientific data but on case studies. Contrary to Freud’s theory that an individual cannot have the ego and superego from an early age, studies show that these entities are evident in children earlier than at the ages he suggested (Ewen, 1998). Erik Erikson’s Psychosocial Theory Erikson also believes that personality development occurs in stages. However, he does not agree with Sigmund Freud’s theory of psychosexual stages. He believes that personality development occurs as a result of social interaction with the environment. Through interaction with the environment, human beings develop an ego. At each stage of development, an individual is concerned with getting competent. If one manages to go through a stage successfully, their ego will be boosted and they will develop a sense of competence. However, failure to manage the stage properly will result in a feeling of insufficiency. At each stage, an individual goes through a conflict that can either build or destroy their personality (Engler, 2008). The first stage of personality development is that of trust or mistrust and occurs since a child is born up to when he/she attains the age of one year. At this stage the child is helpless and depends entirely on others to take care of him/her. The infant will develop feelings of either trust or mistrust depending on the care that he/she receives from the parents. If the people taking care of the child are able to efficiently take care of the child, he/sh e will develop trust and will always feel secure and safe. However, if the parents of the child show rejection and neglect to the child, he/she will develop mistrust and will have feelings of insecurity. This child might develop depression as a child and this may go on even in adulthood (Larsen and Buss, 2009).Advertising Looking for term paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The next stage is when the children develop as sense to control the functions of the body and a sense of autonomy. This occurs between the ages of one and three. Children begin to make choices between food, clothes and toys. During this stage, a child can either develop a personality of autonomy or that of doubt or shame. A child who exercises autonomy is always exploring the surrounding environment and trying to make new discoveries on his/her own. A child who develops feelings of doubt or shame is less confident and is less interested in exploring new surroundings. If a child successfully goes through this stage, he/she will develop feelings of security and confidence in future. Those who do not manage this stage well end up with feelings of insufficiency and doubt all their lives (Newman and Newman, 2007). Before children begin going to school, they go through another stage where they can develop feelings of either initiative or guilt. This is usually between ages three and six. At this stage the children develop their personality by interacting with others through playing and other activities. Those who develop feelings of initiative will tend to perform tasks to completion. However, children who develop a sense of guilt will be reluctant to express themselves and their interests and unwilling to try out challenging tasks. If a child manages through this stage, they will develop feelings of capability and a sense of leadership. Those who do not successfully go through this stage will end up feeling guilty, doubtful of their abilities, and devoid of inventiveness (Loevinger, 1997). Between the age of five to eleven years, children go through a stage of industry or inferiority. Through interacting with others, children begin to take pride in their achievements and talents. Children who develop feelings of industry like taking responsibilities because they believe in their abilities. On the other hand, children who develop feelings of inferiority at this stag e hate responsibilities because they doubt their ability in completing those assignments satisfactorily. The parents, teachers, and other people can contribute to the development of feelings of either inferiority or industry. If children receive encouragement from their teachers and parents because of their abilities and achievements, they will develop feelings of proficiency and confidence in their abilities. However, those who do not receive any support from teachers or parents end up doubting their capability to succeed in life (Loevinger, 1997). The next stage occurs during adolescence and individuals can either develop a sense of identity or confusion. This happens between ages 12 to 18. Individuals who feel a sense of identity will have a sense of direction in life and will be very sure about what they would like to become in life. For this reason, they go through this stage with their minds focused on achieving that purpose and their self esteem will be high. However, individ uals who feel a sense of confusion will lead a life devoid of purpose or direction and will not be sure about what they want to become in life. Such individuals will not be aiming to achieve any goals in life and will be leading a life without any future plans. These individuals’ self esteem is likely to be low. At this stage, individuals discover themselves and if they get sufficient support, they develop a good sense of independence, self consciousness, and control. Those who do not successfully go through this stage will end up being unsure about their lives and will remain confused and insecure in future (Loevinger, 1997). The next stage is early adulthood, between 18 to 35 years, where individuals start developing personal relationships. At this stage, people can either develop a sense of intimacy or that of isolation. People who manage to develop healthy relationships at this stage end up having secure and committed relationships in future. These individuals will be abl e to form stable relationships that can end up in marriage. However, those who fail at this stage end up having poor relationships and feelings of loneliness, depression, and isolation. Such people will have very few friends and will find it difficult to be involved in serious relationships that could lead to marriage (Larsen and Buss, 2009). When an individual enters adulthood, he/she can either develop a personality of generativity or stagnation. During this stage, people build their families and careers. A person who develops feelings of generativity will tend to be involved in some sort of productive work and will have an attitude of helping others. An individual who experiences stagnation will not be engaged in productive work and will be reluctant to help others. People who are successful in their careers and family life will end up feeling productive since they are contributing to the society. However, those who do not succeed in their careers and family life will end up feel ing fruitless and unproductive in life (Larsen and Buss, 2009). The final stage of personality development according to Erikson occurs in old age. In this stage, individuals look back at how they have lived through their lives and may develop feelings of either despair or integrity. Individuals who look at their life and feel that they have accomplished their purpose develop feelings of honor and satisfaction and will have few or no regrets. As they near their death, they feel at peace and feel that they have accomplished everything that they ever wanted to. Therefore, they do not fear to die as there is nothing that they would wish to change if they were given another chance. They are absolutely contented with the way they lived their lives. On the other hand, people who at this stage look back and feel that they have wasted their lives and have not accomplished their dreams will have regrets. They will wish that they had lived their lives differently. Consequently, they will end u p feeling bitter and desperate. They may develop a feeling that life is worthless. These people also fear death as they wish for another chance or more time to live so that they can do things differently and correct the mistakes that they made in the past (Loevinger, 1997). Even though Erikson’s theory of personality development has enhanced people’s understanding of social development, it has some weaknesses. The theory is unclear and does not state the real causes of personality development. It does not give a clear explanation about the factors that make individuals to develop in various ways and the impact of each stage on an individual’s personality. The theory also does not clearly explain the method of overcoming the crises at each stage and moving on to the next. It also does not state what an individual is supposed to do in order to successfully go through the problems experienced at each stage (Newman and Newman, 2007). Moreover, all the stages do not match with the stages that all individuals go through in life. In some cultures, there is very little time between childhood and adulthood to discover one’s identity since the individuals are married off at an early age. In other communities, an individual has no freedom to make choices as most of them are made by the parents, for instance, choice of career or marriage partner (Newman and Newman, 2007). Conclusion From the above discussion, it is clear that many theories have been invented to explain the stages that individuals go through in developing their personalities. Sigmund Freud felt that an individual goes through five stages that are influenced by the sexual drive. On the other hand, Erik Erikson differed with Freud’s theory and invented eight stages of personality development that are influenced by the interaction of an individual with the surrounding. However, both theories have their shortcomings and have been criticized by other people. Both theories of p ersonality development might differ but at least the two agree on some things; like the fact that personality does not develop at once but over time and in distinct stages. Reference List Engler, B. (2008). Personality Theories: An Introduction (8th ed.). Boston: Houghton Mifflin. Ewen, R. B. (1998). Personality, a Topical Approach: Theories, Research, Major Controversies, and Emerging Findings. New Jersey: Lawrence Erlbaum Associates. Larsen, R.J., and Buss, D. M. (2009). Personality Psychology: Domains of Knowledge about Human Nature (4th ed.). New York: McGraw-Hill. Loevinger, J. (1997). Stages of personality development. Handbook of personality psychology, (pp. 199-208). Newman, B.M., and Newman, P.R. (2007). Theories of Human Development. USA: Routledge. This term paper on Stages of Personality Development was written and submitted by user Jul1us to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Comprised of Revisited

Comprised of Revisited â€Å"Comprised of† Revisited â€Å"Comprised of† Revisited By Maeve Maddox More than one reader has chided me for writing â€Å"comprised of† in a recent post. Here’s the culprit: In the ancient Roman army, a centurion was the officer in charge of a century, a unit originally comprised of 100 men. Anyone who has ever read a popular language blog has seen this dictum stated as an adamantine rule: One must never use the phrase comprised of. I’ve certainly read many articles that explain in great detail why â€Å"comprised of† is not only merely wrong, but really, most sincerely wrong. I was on the verge of writing to Daniel to ask him to change comprised to composed, but then I read my sentence again and had to admit that I don’t see anything wrong with it. Plenty of other writers reach for â€Å"comprised of† without remembering that it’s a no-no. The usage is found in edited articles published in The American Scholar, The Atlantic, The Christian Science Monitor, The New Yorker, The New York Times, and The Washington Post. This confession from Francine Prose, a contributing editor to the Oxford American Writer’s Thesaurus and author of a string of books published by the world’s most prestigious publishing houses, illustrates the writer’s dilemma: It has been pointed out to me, more often than I care to admit, that you can say: The book comprises five sections. But you should not say: The book is comprised of five sections. In the second example, use compose instead: The book is composed of five sections. I have lost hope of ever getting it straight, so for now I find synonyms, and wait for so many others to make the same mistake that- as so often happens- grammarians simply give up, and decide that both usages are correct. I mistrust a rule of usage that is not only supremely forgettable but also targets a phrase that writers of formal English have been using for centuries. Even respected language commentators who officially uphold the notion that â€Å"comprised of† must not be used with the meaning of â€Å"consists of† recognize the hopelessness of remembering this particular â€Å"rule†: And no one will mind if you avoid â€Å"comprise.† Just say, â€Å"made up of.† Mignon Fogarty, Grammar Girl. But there’s so much confusion surrounding the usage of [comprise] that it may be better to avoid it altogether. Paul Brians, Common Errors in English Usage. The editors at Oxford Dictionaries Online state that â€Å"comprised of† is â€Å"more or less synonymous† with â€Å"consists of† and that this usage is â€Å"part of standard English.† The Oxford English Dictionary- without any indication that the usage is nonstandard- includes this definition for the â€Å"passive form† of comprise: â€Å"To be composed of, to consist of.† The earliest OED citation for this use is dated 1874. Several linguistic discussions of the topic reference earlier uses dating from 1704. Even the editors at Merriam-Webster, after defending the use of â€Å"comprised of† as acceptable usage, capitulate to the bogus rule: You should be aware, however, that if you use [â€Å"comprised of†] you may be subject to criticism for doing so, and you may want to choose a safer synonym such as  compose  or  make up. Geoff Nunberg calls the â€Å"comprised of† proscription â€Å"a pedant’s veto†: It doesn’t matter if you consider a word to be correct English. If some sticklers insist that its an error, the dictionaries and style manuals are going to counsel you to steer clear of it to avoid bringing down their wrath. That can be the prudent course, especially in an age when email and Web comment threads make things easy for what William Safire used to call the â€Å"gotcha gang.† All of us have our linguistic pet peeves, usage that produces â€Å"blackboard moments† of discomfort. They may not be defensible, but that doesn’t make them any less annoying to us. In deference to readers who cringe when they hear or see the phrase â€Å"comprised of,† I won’t use it in future DWT articles. But I will permit my centurion sentence to stand. Related post: Usage That Provokes â€Å"Blackboard Moments† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:100 Idioms About NumbersDo you "orient" yourself, or "orientate" yourself?Using Writing Bursts to Generate Ideas and Enthusiasm

The assessment for this module is an End Course Assessment (ECA) Essay

The assessment for this module is an End Course Assessment (ECA) constituting report based on the MINI case study - Essay Example This failure can have a profound negative impact on the brand equity of the parent or corporate brand. The second positive application of this strategy deals with the addition of a new brand in the brand portfolio of the parent company. This step gives a fresh outlook to the corporate brand portfolio and enables it to nurture a â€Å"Star†. This strategy, also gives some breathing space to the aging brands of the corporation, thereby extending the lifecycle of the entire brand portfolio. Let’s analyze the marketing strategy of MINI on pertinent dimensions: 4P’s Framework: The marketing mix or 4P’s, as they are called, reflects the important strategies of the organization regarding the product, price, promotion, and place (Fill, 2009). Product The product under consideration is the MINI car, which launched its new model in 2001. In addition to this model the company has the following brands of cars: New MINI, MINI One, MINI Cooper, Cooper S, Cooper D, MINI Convertible, MINI Clubman and MINI Countryman. Price The pricing method used by the company to appraise its cars is â€Å"value-based pricing†. This method of pricing is consistent with the strong brand equity of the car. Since the car is a symbol of a specific kind of lifestyle, therefore it carries immense value for the followers of this kind of lifestyle. These followers are willing to give extra when it comes to expressing their peculiar lifestyle. This makes MINI exclusive and inaccessible to every car buyer. Promotion Industry followers have always found MINI’s marketing campaigns to be very innovative, lively and peculiar. These attributes make these campaigns very successful. When MINI launched its new 2001 model, it employed adventure campaigns to enhance brand awareness. This campaign had at its core the concept of buzz marketing. By the use of this concept the company amplified its core association of: Excitement, Uniqueness and Fun. Through this campaign th e company very successfully raised the level of awareness of its brand, and created a word of mouth effect among its customer community. This campaign employed both traditional and contemporary marketing tools and tactics, for instance media houses were brought into this campaign, print and online advertising was done along with promotional material being planted in hot spots(important public centers). Through â€Å"Bondage Fetish leather†, the company extended its adventurous and likely nature. In this entire promotional campaign the company engaged its target audience and fan community. The company employed methods which led to their (audience and community) participation. In this endeavor the company also made use of digital community forums like social networking sites e.g. Face Book, Twitter, YouTube. One unique method used in this endeavor was MINI Space, which brought together the MINI community. This community used to engage in online conversations in the form of thre ads, to communicate their opinions about the car. Direct marketing tools like emails and instant messages were also used. A unique king of email was sent to customers, containing a game in it. This mail was very

Customer Behaviour Essay Example | Topics and Well Written Essays - 3000 words

Customer Behaviour - Essay Example Three key concepts, service quality, satisfaction, and customer loyalty are no longer the centre of creating a relationship with consumers. The latest trend in emphasis in relationship to the consumer is value (Foss 2011). Creating value for the consumer, or at the very least the appearance of value, has emerged as the economic crisis has created a dynamic in which economic restraint is in fashion. Therefore, expenditures are assessed for the value in contrast to the cost that is experienced by the consumer. While value may be at the forefront of the corporate goals in relationship to consumer expectations, service quality, satisfaction and customer loyalty comes through the value that is attached to a product or service. While these concepts may seem to have become set aside in favour of value, value is defined by these aspects so that the consumer feels they are getting the best possible service and product for their money. One cannot truly create value if quality and satisfaction are not met, and without quality and satisfaction, loyalty will not be the result. In trying to determine value, it is important to set criteria through which the company can operate and the consumer can perceive the value of their purchase. As an example, if a company can build computers for a lower rate, but still maintain high quality that have added an aspect of value for the consumer. ... Customer value comes when people become customers through repetitive buying behaviours, though adapting to the culture of the product line, and through becoming a resource that is then tapped in order to create further success. Understanding how customer value is achieved requires understanding consumer behaviour. Thus an understanding of the relationship between the organisation and the consumer can be achieved (Samover, Porter, and McDaniel 2011). The necessity to understand how value to the consumer and customer value is achieved must be attained through an understanding of relationships as they are defined through service quality, satisfaction and customer loyalty provides for the comprehensive understanding of customer value and in achieving value for the customer. Without the foundational concepts, the idea of value becomes a meaningless term with no basic understanding. It is essential that service quality, satisfaction and customer loyalty be involved in the construction of t he overall dynamic of the relationship that exists between the organisation and the consumer. Through these concepts, value is constructed Value The idea of value is based upon the exchange of use for benefit. From the perspective of the consumer, a product provides value through the benefits that are achieved in its use in comparison to the money that was spent to achieve the purpose that was intended. Value to a consumer, in this economic stage of history, is defined on a great number of levels, some of which are at the basic level, others residing at the level of self-actualisation. If Maslow’s Theory of Needs is applied to the concept of value, the basic needs such as food, shelter, and safety are

Pornography Should Be Free

Pornography Should Be Free from Government Control Essay Whether one feels strongly about the viewing, making and distribution of pornography by consenting adults, one cannot argue that sex isn’t everywhere. Evident in videos, movies, pictures, and advertisements, it’s a fact that sex sells. Who is to say that because pornography can be viewed easily in many ways, that it’s not a bad thing? Yet in the discourse of pornography as a whole, where does morality and money come into play? To whatever extent pornography is considered immoral; everyone should be entitled their own intellectual freedom. The government has made some steps in order to limit the spread of pornography, yet it is apparent that little can be done to ultimately affect it. In 1968, the Supreme Court case of Ginsberg v. New York held that the government can legally prohibit children from accessing certain types of sexually explicit material, the same material that can’t be banned for adults. Even though the Supreme Court ruled that a minor does not have the constitutional right to the same content as an adult, the task of restricting content on the internet is shaky, due to the difficulty of distinguishing adults from children. In 1973, a following Supreme Court case, Miller v. California, established the phenomenon of â€Å"variable tolerance†. Leaving a variable tolerance existing for explicit material, the Supreme Court allowed communities to decide what was indecent or obscene. Different levels of tolerance of pornography from community to community could be a successful system if in fact, pornography distribution can be limited community by community. Because people are mobile and the internet is boundary-free, the government cannot effectively restrict its availability to everyone (and possibly to anyone). Another notable court case involved with pornography was the 1982 case, Ferber v. New York. This case basically addressed all material showing a ‘sexual performance’ by a child under the age of 16, as obscene. It defined a sexual performance as, â€Å"actual or simulated sexual intercourse, deviate sexual intercourse, sexual bestiality, masturbation, sado-masochistic abuse, or lewd exhibition of the genitals.† It’s a federal offense to knowingly receive child pornography. According to the International Federation of Library Associations and Institutions, â€Å"intellectual freedom is the right of every individual both to hold and express opinions and to seek and receive information.† The freedom of an adult to view pornography involving other adults is not really recognized as a recreational activity, mainly because it is scorned upon in many religions. Even the majority of parental figures in the world seem to demonize pornography when raising their youth. Yet no one really steps back and asks, why exactly is pornography immoral? One of the major arguments towards pornography being immoral is that in many pornographic depictions, people (usually women) seem to be victimized for a viewer’s pleasure. The only difference between an African American woman playing a role as a slave in the civil war era, an African American woman posing in shackle-like bracelets in a skinny jean advertisement, and an African American woman in a pornographic film, is that each different role requires certain talents and understandings that come together in order to entertain an audience. Immoral or not, pornographic material is nothing more than another way to make money. It’s seen or referenced to in many advertisements, and it’s difficult to find an â€Å"R† rated movie with out at least one nudity scene. Once again, sex sells. Wherever there is demand, there will be supply, and the statistics behind internet pornography are somewhat staggering. According to Information Science professor and researcher, Paul F Burton, â€Å"47% of the 11,000 most popular searches on the Internet are targeted towards pornography.† The money aspect of pornography is almost incomprehensible. There are over 1.5 million internet users viewing pornography every minute. From that audience, $3,075.64 is spent on pornography each second, and every 40 minutes, a new pornographic video is made in the United States alone. The market for pornography is huge.

Comparing Dziga Vertovs Film, Man with a Movie Camera and Run Lola Run

Comparing Dziga Vertov's Film, Man with a Movie Camera and Run Lola Run " The main and essential thing is : the sensory exploration of the world through film. We therefore take as a point of departure the use of the camera as a keno-eye, more perfect than the human eye, for the exploration of the chaos of visual phenomena that fills space." - Dziga Vertov , Manifesto The Council of Three (1923) The innovative theories and filmmaking techniques of Dziga Vertov revolutionized the way films are made today. Man With a Movie Camera (1929), a documentary that represented the peak of the Soviet avant-garde film movement in the twenties, displayed techniques in montage, creative camera angles, rich imagery, but most importantly allowed him to express his theories of his writings of Kino-eye (the camera). The film has a very simple plot that describes an average day in Russia, yet the final pieces of this film emerge a complex and fast-paced production that excites the audience. Vertov's ability to use radical editing techniques with unconventional filming to present ordinary things has inspired many directors around the world. And still now modern avant-garde movies apply many of these same techniques to dramatize simple and complex stories. Vertov was one of the greatest innovators of Soviet cinema in the post WWI era. During this time, the freedom to make films was limited due to low stock of supply. Vertov and his colleagues had to be very creative and innovative if they were going produce anything at all. 'The Kuleshov Workshop', a workshop class at the Moscow Film School led by Lev Kuleshov included famous Soviet filmmakers like Vsevolod Pudovkin and Sergei Eisenstein, but excluded Vertov. This is significant to the ... ...ught to life these ideas on a new level in Run Lola Run, which glorifies the camera's results with movement in every frame. Run Lola Run feeds the kino-eye with collision, contrast, and conflicting scenes, which make the film a huge success in giving the audience a new type of story with suspense, comedy and drama. Works Cited Bordwell, David (1972a) Dziga Vertov: An Introduction. In: Film Comment 8,1, pp. 38-45 Denkin, H., "Linguistic Models in Early Soviet Cinema." Cinema Journal XVII / 1, Fall 77; p.1-Lynton, Norbert, The Story of Modern Art, Oxford: Phaidon Press Limited, 1980 Mast, Gerald, Kawin Bruce F., A Short History Of The Movies. Allyn & Bacon, 2000. Vertov, Dziga, Kino-eye: The Writings of Dziga Vertov / edited with an introduction by Annette Michelson; translated by Kevin O'Brien. Berkeley, CA.: University of California Press, c1984.

The Social-Emotional, Cognitive and Physical Benefits of Physical Activity

The social-emotional, cognitive and physical benefits of physical activity During childhood our body and mind changes very fast. I believe that nowadays parents focus more on the brain developement of their children than their physical activity. When I was a little girl – over 20 years ago – we spent most of our time outside playing, running and enjoying fresh air and being in movement. Physical activity of children can secure them health and well being in their adulthood as well as teach them a lot of very importants aspects like social relations and behaviors in different situations.Now I see that a lot of children spend their time at home or at after school activities that don’t involve a lot of movement. According to Child Development and Education â€Å"a series of studies shows that reductions in physical education are not associated with increase in academic achievement†. It is important to teach a children how to play piano or improve their mathema tical skills but we should also remember how important is a physical activity in their development.Also as Child Development and Education states: â€Å"One of the problems is that adults tend to want children to remain still and quiet, particularly in groups, whereas many children prefer more rambunctious activities. † According to The Journal of Pediatrics physical activities of children vary with age, type of exercise, and setting. Physical activity begins in infancy with pushing up, turning, crawling, and eventually walking, and it progresses to more complex activities as neuromuscular control develops.Basic movement patterns develop during preschool ages and are the foundation for a wide range of physical activities at later ages. With growth, maturation, and experience, basic movements are integrated and coordinated into more specialized and complex movement skills that characterize the free play, games, sports, and other activities of school-age youth. Guided instructi on and supervised practice, specifically by qualified teachers, coaches, and others who work with children, are important in learning movement skills. Types and contexts of activities are variable and change with age during childhood and adolescence.Activities of children aged 6 to 9 years are largely anaerobic (as in non-sustained activities or games such as ‘‘tag’’), and they help the child learn basic and more specialized motor skills. As youth move into the pubertal transition (about age 10-14 years, earlier in girls than in boys), these skills are incorporated into a variety of individual and group activities and many organized sports. Mature structure and function are approached or attained in late adolescence (age 15-18 years), so that physical activity programs can be more structured.Physical activity has not only physical benefits. It also has a very big impact on social-emotional and cognitive aspects of child’s live. According to Centers f or Disease Control and Prevention â€Å"The development of a physically active lifestyle is a goal for all children. Traditional team and competitive sports may promote healthy activity for selected youth. Individual sports, noncompetitive sports, lifetime sports, and recreational activities expand the opportunity for activity to everyone.The opportunity to be active on a regular basis, as well as the enjoyment and competence gained from activity, may increase the chances that a physically active lifestyle will be adopted. † Team sports for example not only provide physical activity for children. They also introduce them to the meaning of â€Å"teamwork† and ability to find their own place in a group. Especially in sports, where roles change and they need to wait for their turn. When I was little we used to play badminton but unfortunately had only two sets of rackets that we needed to share.There was usually 6-8 of us playing together and I remember how we managed to be a public and players. This was one of my first lesson of sharing and adapting into a situation that I can’t change. Also it is important for children to learn a little bit about competition, since it is present in our whole lives. We have competition at work, college and different areas in our lives and I hardly believe that when person learns that sometimes you are first, sometimes second and sometimes last as early as you are a child it will be easier for the person to accept that you can’t be always first in adult life.During physical activities children interact with each other and getting to know their friends. Very often on the outdoor playgrounds we can see how quickly they meet other children. If they get bored they start looking for a new friend that can play with them. Encouraging children to those type of behaviors teach them how to be open in relationships with new people in their lives and how to interact with new friends. Adults should be aware of the right ways in encouraging their children’s physical activity.It is very important to know, that physical activity is an essential part of children’s day and teachers as well as parents should know how to promote it among children. First of all they should remember about even short activity breaks in between learning. The Journal of Pediatrics states that â€Å"The recommended 60 minutes or more of physical activity can be achieved in a cumulative manner in school during physical education, recess, intramural sports, and before and after school programs.In this regard, the Centers for Disease Control recommends daily quality physical education from kindergarten through grade 12. Both physical education and recess afford opportunities to achieve the daily physical activity goal without any evidence of compromising academic performance. Opportunities to influence youth participation in physical activities are readily available at home and school, as well as in community and health care settings. † They should also Provide an appropriate equipment and make exercising an enjoyable experience.Children tent to get bored if they do one thing for a long time, that is why diversity in exercising is very important. As a adults we should remember how important it is to take care of the physical activities of children. They can not only stay in good physical shape because of them but also develop on many other levels like social, emotional and cognitive. References McDevitt T. M. Ormord J. E. , (2012). Child Development and Education. 5th ed. USA: Pearson, pp. 157-77 WILLIAM B. STRONG, MD, ROBERT M. MALINA, PHD, CAMERON J. R. BLIMKIE, PHD, STEPHEN R.DANIELS, MD, PHD, RODNEY K. DISHMAN, PHD, BERNARD GUTIN, PHD, ALBERT C. HERGENROEDER, MD, AVIVA MUST, PHD, PATRICIA A. NIXON, PHD,JAMES M. PIVARNIK, PHD, THOMAS ROWLAND, MD, STEWART TROST, PHD, AND FRANCXOIS TRUDEAU, PHD,, (2005). EVIDENCE BASED PHYSICAL ACTIVITY FOR SCHOOL-AGE YOUTH. The Journal of Pediatr ics. e. g. 32 (e. g. 2), pp. 732-7 Centers for Disease Control and Prevention. Guidelines for school and community programs to promote lifelong physical activity among young people. MMWR Morb Mortal Wkly Rep. 1997;46(RR-6):1–36