This document summarizes two articles about Abraham Maslow's hierarchy of needs theory. The first article discusses how Maslow's theory has been applied and tested in business over time, with some rethinking of the hierarchy into only three parts of existence, relatedness, and growth. The second article analyzes the placement of love needs in Maslow's pyramid, arguing that love should be considered a more basic need than previously thought based on evidence of humans risking lives for loved ones. Both articles discuss reevaluations and refinements of Maslow's original hierarchy of needs theory.
Text Floyd, Kory (2017). Interpersonal Communication. Third Editi.docxarnoldmeredith47041
Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition. McGrawHill,
New York. ISBN: 9781307190458
Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition.McGrawHill, New York. ISBN: 9781307190458
Chapter One
1. Explain how communication contributes to physical health and well-being.
2. What are the basic 5 “needs” fulfilled in competent interpersonal communication?
3. Identify ways that good interpersonal communication can improve personal relationships.
4. Define communication competence.
5. Define ethics and discuss the importance of ethical communication.
Chapter Two
1. The United States is sometimes criticized for being as individualistic as it is. What are some positive aspects about growing up in an individualistic culture? In what ways would growing up in a collectivistic culture be better?
2. Are masculinity and femininity different cultures? What are some reasons to think they are?
3. Define ethnocentrism. Have you had any personal experiences with it? Explain.
4. Define the concept of biological sex and differentiate it from gender role.
5. Discuss gender differences in the expression of emotion and note how they differ according to the type of emotion being examined
Chapter Three
1. In what ways has your self-concept changed over the course of your adolescent and adult life? What parts of your self-concept have remained relatively constant?
2. Of the three types of face needs—fellowship face, competence face, autonomy face—which is the most important to you? Under what circumstances do the others become more important?
3. Define self-monitoring and articulate the pros and cons of being a high self-monitor.
4. Discuss the risks of self-disclosure, using concrete examples.
5. Explain how self-esteem is affected by culture and gender.
Chapter Four
1. Identify and explain the three stages of the perception-making process.
2. If we recognize that our perceptions are always limited, what can we do to improve our perception making? How can we make our perceptions less limited?
3. What is the difference between a fact and an interpretation? How can you tell the difference?
4. Define attributions.
5. Explain and give examples of locus, stability, and controllability as characteristics of attributions
Chapter Five
1. Explain the symbolic and arbitrary nature of language.
2. Define the Sapir-Whorf hypothesis and explain how it illustrates the connection between language and culture.
3. Define euphemism and explain its purpose in social interaction.
4. What is the process of persuasion? Discuss how you utilize persuasion on a daily basis either at school, work or with your family.
5. Compare and contrast I-statements and you-statements
Chapter Six
1. Define nonverbal communication and distinguish it from verbal communication.
2. Discuss the ways in which nonverbal communication is ever-present in relational interaction.
3. Discuss the various communicative functions of touch.
Text Floyd, Kory (2017). Interpersonal Communication. Third Editi.docxtodd191
Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition. McGrawHill,
New York. ISBN: 9781307190458
Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition.McGrawHill, New York. ISBN: 9781307190458
Chapter One
1. Explain how communication contributes to physical health and well-being.
2. What are the basic 5 “needs” fulfilled in competent interpersonal communication?
3. Identify ways that good interpersonal communication can improve personal relationships.
4. Define communication competence.
5. Define ethics and discuss the importance of ethical communication.
Chapter Two
1. The United States is sometimes criticized for being as individualistic as it is. What are some positive aspects about growing up in an individualistic culture? In what ways would growing up in a collectivistic culture be better?
2. Are masculinity and femininity different cultures? What are some reasons to think they are?
3. Define ethnocentrism. Have you had any personal experiences with it? Explain.
4. Define the concept of biological sex and differentiate it from gender role.
5. Discuss gender differences in the expression of emotion and note how they differ according to the type of emotion being examined
Chapter Three
1. In what ways has your self-concept changed over the course of your adolescent and adult life? What parts of your self-concept have remained relatively constant?
2. Of the three types of face needs—fellowship face, competence face, autonomy face—which is the most important to you? Under what circumstances do the others become more important?
3. Define self-monitoring and articulate the pros and cons of being a high self-monitor.
4. Discuss the risks of self-disclosure, using concrete examples.
5. Explain how self-esteem is affected by culture and gender.
Chapter Four
1. Identify and explain the three stages of the perception-making process.
2. If we recognize that our perceptions are always limited, what can we do to improve our perception making? How can we make our perceptions less limited?
3. What is the difference between a fact and an interpretation? How can you tell the difference?
4. Define attributions.
5. Explain and give examples of locus, stability, and controllability as characteristics of attributions
Chapter Five
1. Explain the symbolic and arbitrary nature of language.
2. Define the Sapir-Whorf hypothesis and explain how it illustrates the connection between language and culture.
3. Define euphemism and explain its purpose in social interaction.
4. What is the process of persuasion? Discuss how you utilize persuasion on a daily basis either at school, work or with your family.
5. Compare and contrast I-statements and you-statements
Chapter Six
1. Define nonverbal communication and distinguish it from verbal communication.
2. Discuss the ways in which nonverbal communication is ever-present in relational interaction.
3. Discuss the various communicative functions of touch.
OverviewThis activity is to be completed after studying the pres.docxkarlhennesey
Overview
This activity is to be completed after studying the presentation, Turning Your Review of the Literature into a Draft Answer, and its accompanying discussion questions.
For this activity, you will evaluate a sample response to the discussion question with which you worked earlier. Please read the sample response below and then follow the directions to evaluate the response.
Humanistic Psychology is also called Third-Force Psychology. Discuss the change that Humanistic Psychology brought, and how this affected psychologists' ways of understanding human behavior. Also, address the ways in which Humanistic Psychology asked questions and conducted research, and analyze how they differed from Behaviorism. Provide at least two peer-reviewed articles to support your ideas.
Sample Response to the Discussion Question
In this response, there will be four main points. They are, first, the change that humanistic psychology brought; second, how that change affected psychologists' understanding of human nature; third, ways the humanistic psychologists asked their questions and conducted their research; and fourth, how those methods differed from behaviorists' ways of doing so.
Abraham Maslow, considered the founder of third force or humanistic psychology, wrote in 1969 that he found it necessary to avoid being “anti-Freudian” or “anti-behaviorist,” and to adopt—even if it meant taking serious intellectual risks—an untested attitude; namely, to view human beings from the perspective of psychological health and potential rather than otherwise. He wrote that it was time for psychology to concern itself with understanding what human beings could do if properly nourished and nurtured (what was their potential?), rather than trying to elucidate merely their behavioral functioning or their mental illnesses. He advocated a key change in psychologists’ view of science, as he had written in his earlier Psychology of Science (1966): to consider human beings as free and autonomous persons and to shift psychology as a science away from the idea that our goal is prediction and control of human beings. In his words, “Do we ourselves want to be predicted and predictable? Controlled and controllable?” (1966, p.729). These ideas—looking at human healthiness and potential, treating humans as free and autonomous persons, and viewing our science as a science of spontaneity and of the real concerns of real people living in their real worlds—formed the central core of the new third force in psychology, which deliberately separated itself from the older dominating schools of thought, behaviorism and psychoanalysis.
How did these ideas affect psychologists’ understanding of human nature? In their fascinating review of George Kelly’s view of the human person—personal construct psychology—Franz Epting and Mark Paris (2006) wrote that Kelly’s use of the term “constructive” embraced four related but quite distinct meanings. The first contrasts “constructive” with “regressiv ...
Running head INTEGRATIVE PERSONALITY THEORY1INTEGRATIVE PERSON.docxcowinhelen
Running head: INTEGRATIVE PERSONALITY THEORY 1
INTEGRATIVE PERSONALITY THEORY 2
Enter Title of paper
Enter Student’s name
PSY 330
Enter Instructor’s name
Enter Date submitted
Title of Paper
Replace the above with the title of your paper. Start the paper with a one-two paragraph introduction. Provide a general introduction to the topic of theories of personality. Explain what you plan to cover and describe the direction your paper will take.
Included Concepts
Psychodynamic Model
From the psychodynamic model, I have chosen to include XXX’s concept of XXX. (Examples: Freud’s concept of the structure of personality, Freud’s concept of defense mechanisms, Jung’s concept of the collective unconscious, Erikson’s concept of psychosocial development…) Explain the concept briefly. Explain why you have included it. There is a sample of this in the week three assignment tab in the left hand navigation bar.
Neurobiological Model
From the Neurobiological model, I have chosen to include XXX’s concept of XXX. (Examples: Thomas and Chess’ classification of temperament, Eysenck’s three factor model, Pert’s concept of neuropeptides and opiate receptors…) Explain the concept briefly. Explain why you have included it.
(Note: The above concepts are due in week three. The following concepts are to be competed for the final submission.)
Trait Model
Ditto
Cognitive Model
Ditto
Behavioral Model
Ditto
Interpersonal Model
Ditto
Self-Psychology Model
Ditto
Excluded Concepts
Concept One (replace this heading with the name of the concept you have chosen).
From the (choose one) model, I have chosen to exclude XXX’s concept of XXX. These can be any concept with which you disagree from any of the models.
(Note: One concept is due in week three. Two more need to be added for the final submission)
Concept Two
Ditto
Concept Three
Ditto
Healthy and Unhealthy Personalities
This is a brief discussion of your theory about what contributes to the development of healthy or unhealthy personalities.
Heredity, the Environment, and Epigenetics
This is your analysis of the roles these play in the development of personality.
Assessment and Measurement
What are the primary ways of assessing and measuring used in some of the concepts that you have chosen to include? This section is not due until the final submission.
Self-Reflection
How have your views changed (or not changed) since the beginning of the class? Do not copy and paste your week one paper here. Just provide a brief summary and analysis.
Provide a brief conclusion to your paper.
References
(List all your references in APA format in alphabetical order. Remember that each source on this list should be cited in the paper and each citation in the paper should be on this list. The following is a sample of how to format your references. Refer to the Ashford Writing Center for more details.)
Bach, S., Haynes, P., & Lewis Smith, J. (2006). Online learning ...
Text Floyd, Kory (2017). Interpersonal Communication. Third Editi.docxarnoldmeredith47041
Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition. McGrawHill,
New York. ISBN: 9781307190458
Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition.McGrawHill, New York. ISBN: 9781307190458
Chapter One
1. Explain how communication contributes to physical health and well-being.
2. What are the basic 5 “needs” fulfilled in competent interpersonal communication?
3. Identify ways that good interpersonal communication can improve personal relationships.
4. Define communication competence.
5. Define ethics and discuss the importance of ethical communication.
Chapter Two
1. The United States is sometimes criticized for being as individualistic as it is. What are some positive aspects about growing up in an individualistic culture? In what ways would growing up in a collectivistic culture be better?
2. Are masculinity and femininity different cultures? What are some reasons to think they are?
3. Define ethnocentrism. Have you had any personal experiences with it? Explain.
4. Define the concept of biological sex and differentiate it from gender role.
5. Discuss gender differences in the expression of emotion and note how they differ according to the type of emotion being examined
Chapter Three
1. In what ways has your self-concept changed over the course of your adolescent and adult life? What parts of your self-concept have remained relatively constant?
2. Of the three types of face needs—fellowship face, competence face, autonomy face—which is the most important to you? Under what circumstances do the others become more important?
3. Define self-monitoring and articulate the pros and cons of being a high self-monitor.
4. Discuss the risks of self-disclosure, using concrete examples.
5. Explain how self-esteem is affected by culture and gender.
Chapter Four
1. Identify and explain the three stages of the perception-making process.
2. If we recognize that our perceptions are always limited, what can we do to improve our perception making? How can we make our perceptions less limited?
3. What is the difference between a fact and an interpretation? How can you tell the difference?
4. Define attributions.
5. Explain and give examples of locus, stability, and controllability as characteristics of attributions
Chapter Five
1. Explain the symbolic and arbitrary nature of language.
2. Define the Sapir-Whorf hypothesis and explain how it illustrates the connection between language and culture.
3. Define euphemism and explain its purpose in social interaction.
4. What is the process of persuasion? Discuss how you utilize persuasion on a daily basis either at school, work or with your family.
5. Compare and contrast I-statements and you-statements
Chapter Six
1. Define nonverbal communication and distinguish it from verbal communication.
2. Discuss the ways in which nonverbal communication is ever-present in relational interaction.
3. Discuss the various communicative functions of touch.
Text Floyd, Kory (2017). Interpersonal Communication. Third Editi.docxtodd191
Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition. McGrawHill,
New York. ISBN: 9781307190458
Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition.McGrawHill, New York. ISBN: 9781307190458
Chapter One
1. Explain how communication contributes to physical health and well-being.
2. What are the basic 5 “needs” fulfilled in competent interpersonal communication?
3. Identify ways that good interpersonal communication can improve personal relationships.
4. Define communication competence.
5. Define ethics and discuss the importance of ethical communication.
Chapter Two
1. The United States is sometimes criticized for being as individualistic as it is. What are some positive aspects about growing up in an individualistic culture? In what ways would growing up in a collectivistic culture be better?
2. Are masculinity and femininity different cultures? What are some reasons to think they are?
3. Define ethnocentrism. Have you had any personal experiences with it? Explain.
4. Define the concept of biological sex and differentiate it from gender role.
5. Discuss gender differences in the expression of emotion and note how they differ according to the type of emotion being examined
Chapter Three
1. In what ways has your self-concept changed over the course of your adolescent and adult life? What parts of your self-concept have remained relatively constant?
2. Of the three types of face needs—fellowship face, competence face, autonomy face—which is the most important to you? Under what circumstances do the others become more important?
3. Define self-monitoring and articulate the pros and cons of being a high self-monitor.
4. Discuss the risks of self-disclosure, using concrete examples.
5. Explain how self-esteem is affected by culture and gender.
Chapter Four
1. Identify and explain the three stages of the perception-making process.
2. If we recognize that our perceptions are always limited, what can we do to improve our perception making? How can we make our perceptions less limited?
3. What is the difference between a fact and an interpretation? How can you tell the difference?
4. Define attributions.
5. Explain and give examples of locus, stability, and controllability as characteristics of attributions
Chapter Five
1. Explain the symbolic and arbitrary nature of language.
2. Define the Sapir-Whorf hypothesis and explain how it illustrates the connection between language and culture.
3. Define euphemism and explain its purpose in social interaction.
4. What is the process of persuasion? Discuss how you utilize persuasion on a daily basis either at school, work or with your family.
5. Compare and contrast I-statements and you-statements
Chapter Six
1. Define nonverbal communication and distinguish it from verbal communication.
2. Discuss the ways in which nonverbal communication is ever-present in relational interaction.
3. Discuss the various communicative functions of touch.
OverviewThis activity is to be completed after studying the pres.docxkarlhennesey
Overview
This activity is to be completed after studying the presentation, Turning Your Review of the Literature into a Draft Answer, and its accompanying discussion questions.
For this activity, you will evaluate a sample response to the discussion question with which you worked earlier. Please read the sample response below and then follow the directions to evaluate the response.
Humanistic Psychology is also called Third-Force Psychology. Discuss the change that Humanistic Psychology brought, and how this affected psychologists' ways of understanding human behavior. Also, address the ways in which Humanistic Psychology asked questions and conducted research, and analyze how they differed from Behaviorism. Provide at least two peer-reviewed articles to support your ideas.
Sample Response to the Discussion Question
In this response, there will be four main points. They are, first, the change that humanistic psychology brought; second, how that change affected psychologists' understanding of human nature; third, ways the humanistic psychologists asked their questions and conducted their research; and fourth, how those methods differed from behaviorists' ways of doing so.
Abraham Maslow, considered the founder of third force or humanistic psychology, wrote in 1969 that he found it necessary to avoid being “anti-Freudian” or “anti-behaviorist,” and to adopt—even if it meant taking serious intellectual risks—an untested attitude; namely, to view human beings from the perspective of psychological health and potential rather than otherwise. He wrote that it was time for psychology to concern itself with understanding what human beings could do if properly nourished and nurtured (what was their potential?), rather than trying to elucidate merely their behavioral functioning or their mental illnesses. He advocated a key change in psychologists’ view of science, as he had written in his earlier Psychology of Science (1966): to consider human beings as free and autonomous persons and to shift psychology as a science away from the idea that our goal is prediction and control of human beings. In his words, “Do we ourselves want to be predicted and predictable? Controlled and controllable?” (1966, p.729). These ideas—looking at human healthiness and potential, treating humans as free and autonomous persons, and viewing our science as a science of spontaneity and of the real concerns of real people living in their real worlds—formed the central core of the new third force in psychology, which deliberately separated itself from the older dominating schools of thought, behaviorism and psychoanalysis.
How did these ideas affect psychologists’ understanding of human nature? In their fascinating review of George Kelly’s view of the human person—personal construct psychology—Franz Epting and Mark Paris (2006) wrote that Kelly’s use of the term “constructive” embraced four related but quite distinct meanings. The first contrasts “constructive” with “regressiv ...
Running head INTEGRATIVE PERSONALITY THEORY1INTEGRATIVE PERSON.docxcowinhelen
Running head: INTEGRATIVE PERSONALITY THEORY 1
INTEGRATIVE PERSONALITY THEORY 2
Enter Title of paper
Enter Student’s name
PSY 330
Enter Instructor’s name
Enter Date submitted
Title of Paper
Replace the above with the title of your paper. Start the paper with a one-two paragraph introduction. Provide a general introduction to the topic of theories of personality. Explain what you plan to cover and describe the direction your paper will take.
Included Concepts
Psychodynamic Model
From the psychodynamic model, I have chosen to include XXX’s concept of XXX. (Examples: Freud’s concept of the structure of personality, Freud’s concept of defense mechanisms, Jung’s concept of the collective unconscious, Erikson’s concept of psychosocial development…) Explain the concept briefly. Explain why you have included it. There is a sample of this in the week three assignment tab in the left hand navigation bar.
Neurobiological Model
From the Neurobiological model, I have chosen to include XXX’s concept of XXX. (Examples: Thomas and Chess’ classification of temperament, Eysenck’s three factor model, Pert’s concept of neuropeptides and opiate receptors…) Explain the concept briefly. Explain why you have included it.
(Note: The above concepts are due in week three. The following concepts are to be competed for the final submission.)
Trait Model
Ditto
Cognitive Model
Ditto
Behavioral Model
Ditto
Interpersonal Model
Ditto
Self-Psychology Model
Ditto
Excluded Concepts
Concept One (replace this heading with the name of the concept you have chosen).
From the (choose one) model, I have chosen to exclude XXX’s concept of XXX. These can be any concept with which you disagree from any of the models.
(Note: One concept is due in week three. Two more need to be added for the final submission)
Concept Two
Ditto
Concept Three
Ditto
Healthy and Unhealthy Personalities
This is a brief discussion of your theory about what contributes to the development of healthy or unhealthy personalities.
Heredity, the Environment, and Epigenetics
This is your analysis of the roles these play in the development of personality.
Assessment and Measurement
What are the primary ways of assessing and measuring used in some of the concepts that you have chosen to include? This section is not due until the final submission.
Self-Reflection
How have your views changed (or not changed) since the beginning of the class? Do not copy and paste your week one paper here. Just provide a brief summary and analysis.
Provide a brief conclusion to your paper.
References
(List all your references in APA format in alphabetical order. Remember that each source on this list should be cited in the paper and each citation in the paper should be on this list. The following is a sample of how to format your references. Refer to the Ashford Writing Center for more details.)
Bach, S., Haynes, P., & Lewis Smith, J. (2006). Online learning ...
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
· Critical thinking paper · · · 1. A case study..docxgerardkortney
· Critical thinking paper
·
·
· 1.
A case study.
Deborah Shore, aged 45, works for a small corporation in the Research and Development department.
When she first became a member of the department 15 years ago, Deborah was an unusually creative and productive researcher; her efforts quickly resulted in raises and promotions within the department and earned her the respect of her colleagues. Now, Deborah finds herself less interested in doing research; she is no longer making creative contributions to her department, although she is making contributions to its administration.
She is still respected by the coworkers who have known her since she joined the firm, but not by her younger coworkers.
Analyze the case study from the psychoanalytic, learning, and contextual perspectives: how would a theorist from each perspective explain Deborah's development? Which perspective do you believe provides the most adequate explanation, and why?
2. Interview your mother (and grandmothers, if possible), asking about experiences with childbirth. Include your own experiences if you have had children. Write a paper summarizing these childbirth experiences and comparing them with the contemporary experiences described in the text.
3. Identify a "type" of parent (e.g., single parent, teenage parent, low-income parent, dual-career couple) who is most likely to be distressed because an infant has a "difficult" temperament. Explain why you believe that this type of parent would have particular problems with a difficult infant. Write an informational brochure for the selected type of parent. The brochure should include an explanation of temperament in general and of the difficult temperament in particular, and give suggestions for parents of difficult infants.
4. Plan an educational unit covering nutrition, health, and safety for use with preschoolers and kindergartners. Take into account young children's cognitive and linguistic characteristics. The project should include (1) an outline of the content of the unit; and (2) a description of how the content would be presented, given the intellectual abilities of preschoolers. For example, how long would each lesson be? What kinds of pictures or other audiovisual materials would be used? How would this content be integrated with the children's other activities in preschool or kindergarten?
5. Visit two day care centers and evaluate each center using the information from the text as a guide. Request a fee schedule from each center. Write a paper summarizing your evaluation of each center.
Note:
Unless you are an actual potential client of the center, contact the director beforehand to explain the actual purpose of the visit, obtain permission to visit, and schedule your visit so as to minimize disruption to the center's schedule.
6. Watch some children's television programs and advertising, examine some children's toys and their packaging, read some children's books, and listen to some children's recor.
· Coronel & Morris Chapter 7, Problems 1, 2 and 3
· Coronel & Morris Chapter 8, Problems 1 and 2
A People’s History of Modern Europe
“A fascinating journey across centuries towards the world as we experience it today. ... It is
the voice of the ordinary people, and women in particular, their ideas and actions, protests
and sufferings that have gone into the making of this alternative narrative.”
——Sobhanlal Datta Gupta, former Surendra Nath Banerjee
Professor of Political Science, University of Calcutta
“A history of Europe that doesn’t remove the Europeans. Here there are not only kings,
presidents and institutions but the pulse of the people and social organizations that shaped
Europe. A must-read.”
——Raquel Varela, Universidade Nova de Lisboa
“Lively and engaging. William A Pelz takes the reader through a thousand years of
European history from below. This is the not the story of lords, kings and rulers. It is the
story of the ordinary people of Europe and their struggles against those lords, kings and
rulers, from the Middle Ages to the present day. A fine introduction.”
——Francis King, editor, Socialist History
“This book is an exception to the rule that the winner takes all. It highlights the importance
of the commoners which often is only shown in the dark corners of mainstream history
books. From Hussites, Levellers and sans-culottes to the women who defended the Paris
Commune and the workers who occupied the shipyards during the Carnation revolution in
Portugal. The author gives them their deserved place in history just like Howard Zinn did
for the American people.”
——Sjaak van der Velden, International Institute of Social History, Amsterdam
“The author puts his focus on the lives and historical impact of those excluded from
power and wealth: peasants and serfs of the Middle Ages, workers during the Industrial
Revolution, women in a patriarchic order that transcended different eras. This focus not
only makes history relevant for contemporary debates on social justice, it also urges the
reader to develop a critical approach.”
——Ralf Hoffrogge, Ruhr-Universität Bochum
“An exciting story of generations of people struggling for better living conditions, and for
social and political rights. ... This story has to be considered now, when the very notions of
enlightenment, progress and social change are being questioned.”
——Boris Kagarlitsky, director of Institute for globalization studies and social
movements, Moscow, and author of From Empires to Imperialism
“A splendid antidote to the many European histories dominated by kings, businessmen
and generals. It should be on the shelves of both academics and activists ... A lively and
informative intellectual tour-de-force.”
——Marcel van der Linden, International Institute of Social History, Amsterdam
A People’s History
of Modern Europe
William A. Pelz
First published 2016 by Pluto Press
345 Archway Road, London N6 5AA
www.pluto.
· Complete the following problems from your textbook· Pages 378.docxgerardkortney
· Complete the following problems from your textbook:
· Pages 378–381: 10-1, 10-2, 10-16, and 10-20.
· Pages 443–444: 12-7 and 12-9.
· Page 469: 13-5.
· 10-1 How would each of the following scenarios affect a firm’s cost of debt, rd(1 − T); its cost of equity, rs; and its WACC? Indicate with a plus (+), a minus (−), or a zero (0) whether the factor would raise, lower, or have an indeterminate effect on the item in question. Assume for each answer that other things are held constant, even though in some instances this would probably not be true. Be prepared to justify your answer but recognize that several of the parts have no single correct answer. These questions are designed to stimulate thought and discussion.
Effect on
rd(1 − T)
rs
WACC
a. The corporate tax rate is lowered.
__
__
__
b. The Federal Reserve tightens credit.
__
__
__
c. The firm uses more debt; that is, it increases its debt ratio.
__
__
__
d. The dividend payout ratio is increased.
__
__
__
e. The firm doubles the amount of capital it raises during the year.
__
__
__
f. The firm expands into a risky new area.
__
__
__
g. The firm merges with another firm whose earnings are countercyclical both to those of the first firm and to the stock market.
__
__
__
h. The stock market falls drastically, and the firm’s stock price falls along with the rest.
__
__
__
i. Investors become more risk-averse.
__
__
__
j. The firm is an electric utility with a large investment in nuclear plants. Several states are considering a ban on nuclear power generation.
__
__
__
· 10-2 Assume that the risk-free rate increases, but the market risk premium
· 10-16COST OF COMMON EQUITY The Bouchard Company’s EPS was $6.50 in 2018, up from $4.42 in 2013. The company pays out 40% of its earnings as dividends, and its common stock sells for $36.00.
· a. Calculate the past growth rate in earnings. (Hint: This is a 5-year growth period.)
· b. The last dividend was D0 = 0.4($6.50) = $2.60. Calculate the next expected dividend, D1, assuming that the past growth rate continues.
· c. What is Bouchard’s cost of retained earnings, rs?
· 10-20WACC The following table gives Foust Company’s earnings per share for the last 10 years. The common stock, 7.8 million shares outstanding, is now (1/1/19) selling for $65.00 per share. The expected dividend at the end of the current year (12/31/19) is 55% of the 2018 EPS. Because investors expect past trends to continue, g may be based on the historical earnings growth rate. (Note that 9 years of growth are reflected in the 10 years of data.)
The current interest rate on new debt is 9%; Foust’s marginal tax rate is 40%, and its target capital structure is 40% debt and 60% equity.
· a. Calculate Foust’s after-tax cost of debt and common equity. Calculate the cost of equity as rs = D1/P0 + g.
· b. Find Foust’s WACC
· 12-7SCENARIO ANALYSIS Huang Industries is considering a proposed project whose estimated NPV is $12 million. This estimate assumes that economic conditions wi.
· Consider how different countries approach aging. As you consid.docxgerardkortney
· Consider how different countries approach aging. As you consider different countries, think about the following:
o Do older adults live with their children, or are they more likely to live in a nursing home?
o Are older adults seen as wise individuals to be respected and revered, or are they a burden to their family and to society?
· Next, select two different countries and compare and contrast their approaches to aging.
· Post and identify each of the countries you selected. Then, explain two similarities and two differences in how the countries approach aging. Be specific and provide examples. Use proper APA format and citation. LSW10
.
· Clarifying some things on the Revolution I am going to say som.docxgerardkortney
· Clarifying some things on the Revolution
I am going to say something, and I want you to hear me.
I am a scholar of the Revolution. That's the topic of my dissertation. Please believe me when I say that I know a lot about it.
I also happen to know--and this is well-supported by historians--that the Revolution was a civil war in which, for the first several years, Revolutionaries and Loyalists were evenly matched.
I will repeat that. Evenly matched. Loyalists were not merely too cowardly to fight, and they were not old fogies who hated the idea of freedom. Most had been in the Colonies for generations. Many of them took up arms for their King and their country. And when they lost, you confiscated their homes and they fled with the clothes on their back to Canada, England, and other places of the Empire. Both sides--both sides--committed unspeakable atrocities against civilians whom they disagreed with.
Now, a lot of you love to repeat some very fervent patriotic diatribe about how great the Revolution was. That's not history. That's propaganda. Know the difference.
History has shades of gray. History is complex and ambiguous. Washington, for instance, wore dentures made from the teeth of his slaves. Benjamin Franklin's son was the last royal governor of New Jersey. Did you know that the net tax rate for Americans--they always conveniently leave this out of the textbooks--was between 1.9 and 2.1%, depending on colony.? And that was if they had paid the extra taxes on tea and paper.
And, wait for it, people who support California independence use the same logic and arguments as they did in 1775. Did you know that the Los Angeles and Washington are only a few hundred miles closer than Boston and London? That many of the same issues, point by point, are repeating here in California? So put yourself in those shoes. How many of you would have sided with the Empire (whether American or British) based on the fact that you don't know how this will shake out? Would you call someone who supports Calexit a Patriot? Revolutionary? Nutcase? Who gets to own that word, anyway?
You can choose that you would have supported the revolutionaries--but think. Think about the other side. They matter, and their experiences got to be cleansed out of history to make you feel better about the way the revolutionaries behaved during the War. Acknowledge that they are there, and that their point of view has merit, even if you not agree with it.
· Clarifying Unit III's assignment
I have noticed a few consistent problems with the letter in the Unit III issue. Here are some pointers to make it better.
1. Read the clarifying note I wrote above. Note that the taxes aren't actually as high as you have been led to believe, but the point is that they should not be assigned at all without your consent.
2. Acknowledge that this is a debate, that a certain percentage are radicalized for independence, but there are is also a law-and-order group who find this horrific, and want .
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· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
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Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
· Critical thinking paper · · · 1. A case study..docxgerardkortney
· Critical thinking paper
·
·
· 1.
A case study.
Deborah Shore, aged 45, works for a small corporation in the Research and Development department.
When she first became a member of the department 15 years ago, Deborah was an unusually creative and productive researcher; her efforts quickly resulted in raises and promotions within the department and earned her the respect of her colleagues. Now, Deborah finds herself less interested in doing research; she is no longer making creative contributions to her department, although she is making contributions to its administration.
She is still respected by the coworkers who have known her since she joined the firm, but not by her younger coworkers.
Analyze the case study from the psychoanalytic, learning, and contextual perspectives: how would a theorist from each perspective explain Deborah's development? Which perspective do you believe provides the most adequate explanation, and why?
2. Interview your mother (and grandmothers, if possible), asking about experiences with childbirth. Include your own experiences if you have had children. Write a paper summarizing these childbirth experiences and comparing them with the contemporary experiences described in the text.
3. Identify a "type" of parent (e.g., single parent, teenage parent, low-income parent, dual-career couple) who is most likely to be distressed because an infant has a "difficult" temperament. Explain why you believe that this type of parent would have particular problems with a difficult infant. Write an informational brochure for the selected type of parent. The brochure should include an explanation of temperament in general and of the difficult temperament in particular, and give suggestions for parents of difficult infants.
4. Plan an educational unit covering nutrition, health, and safety for use with preschoolers and kindergartners. Take into account young children's cognitive and linguistic characteristics. The project should include (1) an outline of the content of the unit; and (2) a description of how the content would be presented, given the intellectual abilities of preschoolers. For example, how long would each lesson be? What kinds of pictures or other audiovisual materials would be used? How would this content be integrated with the children's other activities in preschool or kindergarten?
5. Visit two day care centers and evaluate each center using the information from the text as a guide. Request a fee schedule from each center. Write a paper summarizing your evaluation of each center.
Note:
Unless you are an actual potential client of the center, contact the director beforehand to explain the actual purpose of the visit, obtain permission to visit, and schedule your visit so as to minimize disruption to the center's schedule.
6. Watch some children's television programs and advertising, examine some children's toys and their packaging, read some children's books, and listen to some children's recor.
· Coronel & Morris Chapter 7, Problems 1, 2 and 3
· Coronel & Morris Chapter 8, Problems 1 and 2
A People’s History of Modern Europe
“A fascinating journey across centuries towards the world as we experience it today. ... It is
the voice of the ordinary people, and women in particular, their ideas and actions, protests
and sufferings that have gone into the making of this alternative narrative.”
——Sobhanlal Datta Gupta, former Surendra Nath Banerjee
Professor of Political Science, University of Calcutta
“A history of Europe that doesn’t remove the Europeans. Here there are not only kings,
presidents and institutions but the pulse of the people and social organizations that shaped
Europe. A must-read.”
——Raquel Varela, Universidade Nova de Lisboa
“Lively and engaging. William A Pelz takes the reader through a thousand years of
European history from below. This is the not the story of lords, kings and rulers. It is the
story of the ordinary people of Europe and their struggles against those lords, kings and
rulers, from the Middle Ages to the present day. A fine introduction.”
——Francis King, editor, Socialist History
“This book is an exception to the rule that the winner takes all. It highlights the importance
of the commoners which often is only shown in the dark corners of mainstream history
books. From Hussites, Levellers and sans-culottes to the women who defended the Paris
Commune and the workers who occupied the shipyards during the Carnation revolution in
Portugal. The author gives them their deserved place in history just like Howard Zinn did
for the American people.”
——Sjaak van der Velden, International Institute of Social History, Amsterdam
“The author puts his focus on the lives and historical impact of those excluded from
power and wealth: peasants and serfs of the Middle Ages, workers during the Industrial
Revolution, women in a patriarchic order that transcended different eras. This focus not
only makes history relevant for contemporary debates on social justice, it also urges the
reader to develop a critical approach.”
——Ralf Hoffrogge, Ruhr-Universität Bochum
“An exciting story of generations of people struggling for better living conditions, and for
social and political rights. ... This story has to be considered now, when the very notions of
enlightenment, progress and social change are being questioned.”
——Boris Kagarlitsky, director of Institute for globalization studies and social
movements, Moscow, and author of From Empires to Imperialism
“A splendid antidote to the many European histories dominated by kings, businessmen
and generals. It should be on the shelves of both academics and activists ... A lively and
informative intellectual tour-de-force.”
——Marcel van der Linden, International Institute of Social History, Amsterdam
A People’s History
of Modern Europe
William A. Pelz
First published 2016 by Pluto Press
345 Archway Road, London N6 5AA
www.pluto.
· Complete the following problems from your textbook· Pages 378.docxgerardkortney
· Complete the following problems from your textbook:
· Pages 378–381: 10-1, 10-2, 10-16, and 10-20.
· Pages 443–444: 12-7 and 12-9.
· Page 469: 13-5.
· 10-1 How would each of the following scenarios affect a firm’s cost of debt, rd(1 − T); its cost of equity, rs; and its WACC? Indicate with a plus (+), a minus (−), or a zero (0) whether the factor would raise, lower, or have an indeterminate effect on the item in question. Assume for each answer that other things are held constant, even though in some instances this would probably not be true. Be prepared to justify your answer but recognize that several of the parts have no single correct answer. These questions are designed to stimulate thought and discussion.
Effect on
rd(1 − T)
rs
WACC
a. The corporate tax rate is lowered.
__
__
__
b. The Federal Reserve tightens credit.
__
__
__
c. The firm uses more debt; that is, it increases its debt ratio.
__
__
__
d. The dividend payout ratio is increased.
__
__
__
e. The firm doubles the amount of capital it raises during the year.
__
__
__
f. The firm expands into a risky new area.
__
__
__
g. The firm merges with another firm whose earnings are countercyclical both to those of the first firm and to the stock market.
__
__
__
h. The stock market falls drastically, and the firm’s stock price falls along with the rest.
__
__
__
i. Investors become more risk-averse.
__
__
__
j. The firm is an electric utility with a large investment in nuclear plants. Several states are considering a ban on nuclear power generation.
__
__
__
· 10-2 Assume that the risk-free rate increases, but the market risk premium
· 10-16COST OF COMMON EQUITY The Bouchard Company’s EPS was $6.50 in 2018, up from $4.42 in 2013. The company pays out 40% of its earnings as dividends, and its common stock sells for $36.00.
· a. Calculate the past growth rate in earnings. (Hint: This is a 5-year growth period.)
· b. The last dividend was D0 = 0.4($6.50) = $2.60. Calculate the next expected dividend, D1, assuming that the past growth rate continues.
· c. What is Bouchard’s cost of retained earnings, rs?
· 10-20WACC The following table gives Foust Company’s earnings per share for the last 10 years. The common stock, 7.8 million shares outstanding, is now (1/1/19) selling for $65.00 per share. The expected dividend at the end of the current year (12/31/19) is 55% of the 2018 EPS. Because investors expect past trends to continue, g may be based on the historical earnings growth rate. (Note that 9 years of growth are reflected in the 10 years of data.)
The current interest rate on new debt is 9%; Foust’s marginal tax rate is 40%, and its target capital structure is 40% debt and 60% equity.
· a. Calculate Foust’s after-tax cost of debt and common equity. Calculate the cost of equity as rs = D1/P0 + g.
· b. Find Foust’s WACC
· 12-7SCENARIO ANALYSIS Huang Industries is considering a proposed project whose estimated NPV is $12 million. This estimate assumes that economic conditions wi.
· Consider how different countries approach aging. As you consid.docxgerardkortney
· Consider how different countries approach aging. As you consider different countries, think about the following:
o Do older adults live with their children, or are they more likely to live in a nursing home?
o Are older adults seen as wise individuals to be respected and revered, or are they a burden to their family and to society?
· Next, select two different countries and compare and contrast their approaches to aging.
· Post and identify each of the countries you selected. Then, explain two similarities and two differences in how the countries approach aging. Be specific and provide examples. Use proper APA format and citation. LSW10
.
· Clarifying some things on the Revolution I am going to say som.docxgerardkortney
· Clarifying some things on the Revolution
I am going to say something, and I want you to hear me.
I am a scholar of the Revolution. That's the topic of my dissertation. Please believe me when I say that I know a lot about it.
I also happen to know--and this is well-supported by historians--that the Revolution was a civil war in which, for the first several years, Revolutionaries and Loyalists were evenly matched.
I will repeat that. Evenly matched. Loyalists were not merely too cowardly to fight, and they were not old fogies who hated the idea of freedom. Most had been in the Colonies for generations. Many of them took up arms for their King and their country. And when they lost, you confiscated their homes and they fled with the clothes on their back to Canada, England, and other places of the Empire. Both sides--both sides--committed unspeakable atrocities against civilians whom they disagreed with.
Now, a lot of you love to repeat some very fervent patriotic diatribe about how great the Revolution was. That's not history. That's propaganda. Know the difference.
History has shades of gray. History is complex and ambiguous. Washington, for instance, wore dentures made from the teeth of his slaves. Benjamin Franklin's son was the last royal governor of New Jersey. Did you know that the net tax rate for Americans--they always conveniently leave this out of the textbooks--was between 1.9 and 2.1%, depending on colony.? And that was if they had paid the extra taxes on tea and paper.
And, wait for it, people who support California independence use the same logic and arguments as they did in 1775. Did you know that the Los Angeles and Washington are only a few hundred miles closer than Boston and London? That many of the same issues, point by point, are repeating here in California? So put yourself in those shoes. How many of you would have sided with the Empire (whether American or British) based on the fact that you don't know how this will shake out? Would you call someone who supports Calexit a Patriot? Revolutionary? Nutcase? Who gets to own that word, anyway?
You can choose that you would have supported the revolutionaries--but think. Think about the other side. They matter, and their experiences got to be cleansed out of history to make you feel better about the way the revolutionaries behaved during the War. Acknowledge that they are there, and that their point of view has merit, even if you not agree with it.
· Clarifying Unit III's assignment
I have noticed a few consistent problems with the letter in the Unit III issue. Here are some pointers to make it better.
1. Read the clarifying note I wrote above. Note that the taxes aren't actually as high as you have been led to believe, but the point is that they should not be assigned at all without your consent.
2. Acknowledge that this is a debate, that a certain percentage are radicalized for independence, but there are is also a law-and-order group who find this horrific, and want .
· Chapter 9 – Review the section on Establishing a Security Cultur.docxgerardkortney
· Chapter 9 – Review the section on Establishing a Security Culture. Review the methods to reduce the chances of a cyber threat noted in the textbook. Research other peer-reviewed source and note additional methods to reduce cyber-attacks within an organization.
· Chapter 10 – Review the section on the IT leader in the digital transformation era. Note how IT professionals and especially leaders must transform their thinking to adapt to the constantly changing organizational climate. What are some methods or resources leaders can utilize to enhance their change attitude?
.
· Chapter 10 The Early Elementary Grades 1-3The primary grades.docxgerardkortney
· Chapter 10: The Early Elementary Grades: 1-3
The primary grades are grades 1-3.
Although educational reform has had an effect on all children, it is most apparent in the early elementary years. Reform and change comes from a number of sources and the chapter begins by reminding you of this. Let’s examine a few of these sources...
Diversity. There has been a rise in the number of racial and ethnic minority students enrolled in the nation's public schools; this number will (most likely) continue to rise. Teaching children from different cultures and backgrounds is an important piece to account for when planning curriculum.
Standards. Standards is a reason for reform. We've already looked at standards; these are something you must keep in mind when planning lessons.
Data-Driven Instruction may sound new, but it is not a new concept to you. We’ve done a great deal of discussing the outcomes of test-taking and assessments. You've probably all heard "teaching to the test."
Technology. Today’s students have had much experience with technology, therefore, it’s important to provide them with opportunities to learn with technology. It may take a while for you to be creative and think of ways to use it in your teaching (if you haven’ t been).
Health and Wellness. Obesity is a major concern in this country. Therefore, it is important to make sure that children have the opportunity to be active. Unfortunately, due to the pressure of academics, many schools have been taking physical education/activity time out of the curriculum.
Violence: One issue that I notice this new edition of the text has excluded is violence. However, I think that this topic is important; we need to keep children safe when they are at school. As a result of 9/11 (and, not to mention that many violent events have happened on school campuses in recent years), many school districts now have an emergency system in place that they can easily use if there is any type of incident in which the children’s safety is at risk.
WHAT ARE CHILDREN IN GRADES ONE TO THREE LIKE?
Your text explains that the best way to think of a child’s development during this time is: slow and steady. During this stage, there is not much difference between boys and girls when it comes to physical capabilities. Although it is always important to not stereotype based on one’s gender, it is especially important during these years. These children are also entering into their "tween" years, thus; being sensitive to the children's and parents' needs in regards to such changes is important.
It is important to remember that children in the primary grades are in the Concrete Operations Stage. This stage is children ages 7 to 12. The term operation refers to an action that can be carried out in thought as well as executed materially and that is mentally and physically reversible.
These children are at an age in which they can compare their abilities to their peers. And, therefore, children may develop learned helplessnes.
· Chap 2 and 3· what barriers are there in terms of the inter.docxgerardkortney
· Chap 2 and 3
· what barriers are there in terms of the interpersonal communication model?
Typically, communication breakdowns result from lack of understanding without clarification; often, there wasn't even an attempt at clarification. If barriers to interpersonal communication are not acknowledged and addressed, workplace productivity can suffer.
Language Differences
Interpersonal communication can go awry when the sender and receiver of the message speak a different language -- literally and figuratively. Not everyone in the workplace will understand slang, jargon, acronyms and industry terminology. Instead of seeking clarification, employees might guess at the meaning of the message and then act on mistaken assumptions. Also, misunderstandings may occur among workers who do not speak the same primary language. As a result, feelings may be hurt, based on misinterpretation of words or of body language.
Cultural Differences
Interpersonal communication may be adversely affected by lack of cultural understanding, mis-perception, bias and stereotypical beliefs. Workers may have limited skill or experience communicating with people from a different background. Many companies offer diversity training to help employees understand how to communicate more effectively across cultures and relate to those who may have different background experiences. Similarly, gender barriers can obstruct interpersonal communication if men and women are treated differently, and held to different standards, causing interpersonal conflicts in the workplace.
Personality Differences
Like any skill, some people are better at interpersonal communication than others. Personality traits also influence how well an individual interacts with subordinates, peers and supervisors. Extraversion can be an advantage when it comes to speaking out, sharing opinions and disseminating information. However, introverts may have the edge when it comes to listening, reflecting and remembering. Barriers to interpersonal communication may occur when employees lack self-awareness, sensitivity and flexibility. Such behavior undermines teamwork, which requires mutual respect, compromise and negotiation. Bullying, backstabbing and cut throat competition create a toxic workplace climate that will strain interpersonal relationships.
Generational Differences
Interpersonal communication can be complicated by generational differences in speech, dress, values, priorities and preferences. For instance, there may be a generational divide as to how team members prefer to communicate with one another. If younger workers sit in cubicles, using social networking as their primary channel of communication, it can alienate them from older workers who may prefer face-to-face communication. Broad generalizations and stereotypes can also cause interpersonal rifts when a worker from one generation feels superior to those who are younger or older. Biases against workers based on age can constitute a form of disc.
· Case Study 2 Improving E-Mail Marketing ResponseDue Week 8 an.docxgerardkortney
· Case Study 2: Improving E-Mail Marketing Response
Due Week 8 and worth 160 points
Read the following case study.
A company wishes to improve its e-mail marketing process, as measured by an increase in the response rate to e-mail advertisements. The company has decided to study the process by evaluating all combinations of two (2) options of the three (3) key factors: E-Mail Heading (Detailed, Generic); Email Open (No, Yes); and E-Mail Body (Text, HTML). Each of the combinations in the design was repeated on two (2) different occasions. The factors studied and the measured response rates are summarized in the following table.
Write a two to three (2-3) page paper in which you:
1. Use the data shown in the table to conduct a design of experiment (DOE) in order to test cause-and-effect relationships in business processes for the company.
2. Determine the graphical display tool (e.g., Interaction Effects Chart, Scatter Chart, etc.) that you would use to present the results of the DOE that you conducted in Question 1. Provide a rationale for your response.
3. Recommend the main actions that the company could take in order to increase the response rate of its e-mail advertising. Provide a rationale for your response.
4. Propose one (1) overall strategy for developing a process model for this company that will increase the response rate of its e-mail advertising and obtain effective business process. Provide a rationale for your response.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Build regression models for improving business processes.
. Design experiments to test cause-and-effect relationships in business processes.
. Use technology and information resources to research issues in business process improvement.
. Write clearly and concisely about business process improvement using proper writing mechanics.
Read each discussion 1-4 and then write a 200 word response for each.
With your response, you can either expand on the initial post with similar, formally cited, specific examples or additional information regarding the original example(s) (be sure the additional information isn’t simply a re-statement of what has already been posted) or you can respond with a well-supported (based on formally cited information) counter point.
APA FORMAT
Response should have 1 source for each discussion
1. A message in sports is brought to sports economists in Jeremiah 29:11. This verse states, “For I.
· Briefly describe the technologies that are leading businesses in.docxgerardkortney
· Briefly describe the technologies that are leading businesses into the third wave of electronic commerce.
· In about 100 words, describe the function of the Internet Corporation for Assigned Names and Numbers. Include a discussion of the differences between gTLDs and sTLDs in your answer.
· In one or two paragraphs, describe how the Internet changed from a government research project into a technology for business users.
· In about 100 words, explain the difference between an extranet and an intranet. In your answer, describe when you might use a VPN in either.
· Define “channel conflict” and describe in one or two paragraphs how a company might deal with this issue.
· In two paragraphs, explain why a customer-centric Web site design is so important, yet is so difficult to accomplish.
· In about two paragraphs, distinguish between outsourcing and offshoring as they relate to business processes.
· In about 200 words, explain how the achieved trust level of a company’s communications using blogs and social media compare with similar communication efforts conducted using mass media and personal contact.
· Write a paragraph in which you distinguish between a virtual community and a social networking Web site
· Write two or three paragraphs in which you describe the role that culture plays in the development of a country’s laws and ethical standards.
QUESTION 1
Lakota peoples of the Great Plains are notably:
nomadic and followed the buffalo herds
Sedentary farmers, raising corn, northern beans, and potatoes
peaceful people who tried to live in harmony with neighboring tribes and the environment
religious and employed a variety of psychoactive plants during religious ceremonies
QUESTION 2
Tribal peoples of the Great Plains experienced greater ease at hunting and warfare after the introduction of:
Hotchkiss guns
smokeless gunpowder
horses
Intertribal powwows
all of the above
QUESTION 3
The Apaches and Navajos (Dine’) of the southwestern region of North America speak a language similar to their relatives of northern California and western Canada called:
Yuman
Uto-Aztecan
Tanoan
Athabaskan
Algonkian
QUESTION 4
The Navajo lived in six or eight-sided domed earth dwellings called:
wickiups
kivas
hogans
roadhouses
sweat lodge
QUESTION 5
Pueblo Indians, such as the Zuni and Hopi tribes, are descendants of the ancient people known as the:
Anasazi
Ashkenazi
Athabaskan
Aztecanotewa
Atlantean
2 points
QUESTION 6
1. Kachinas, or spirits of nature, were believed to:
Assist in the growth of crops and send rain
Help defend the Navajo against all foreign invaders
Provide medical assistance to the Hopi when doctors were not available
Combat evil spirits such as Skin-walkers or Diablitos
All of the above
2 points
QUESTION 7
1. The preferred dwellings among the Lakota Sioux were:
wickiups
adobe pueblos
pit houses
teepees
buffalo huts
2 points
QUESTION 8
1. Native Americansbenef.
· Assignment List· My Personality Theory Paper (Week Four)My.docxgerardkortney
· Assignment List
· My Personality Theory Paper (Week Four)
My Personality Theory Paper (Week Four)
DUE: May 31, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
May 4, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
My Personality Theory Paper
Instructions:
For this assignment, you will write a paper no less than 7 pages in length, not including required cover and Reference pages, describing a single personality theory from the course readings that best explains your own personality and life choices. You are free to select from among the several theories covered in the course to date but only one theory may be used.
Your task is to demonstrate your knowledge of the theory you choose via descriptions of its key concepts and use of them to explain how you developed your own personality. It is recommended that you revisit the material covered to date to refresh your knowledge of theory details. This is a "midterm" assignment and you should show in your work that you have studied and comprehended the first four weeks of course material. Your submission should be double-spaced with 1 inch margins on all sides of each page and should be free of spelling and grammar errors. It must include source crediting of any materials used in APA format, including source citations in the body of your paper and in a Reference list attached to the end. Easy to follow guides to APA formatting can be found on the tutorial section of the APUS Online Library.
Your paper will include three parts:
I. A brief description of the premise and key components of the theory you selected. You should be thorough and concise in this section and not spend the bulk of the paper detailing the theory, but rather just give enough of a summary of the key points so that an intelligent but uniformed reader would be able to understand its basics. If you pick a more complicated theory, you should expect explaining its premise and key components to take longer than explaining the same for one of the simpler theories but, in either case, focus on the basics and keep in mind that a paper that is almost all theory description and little use of the theory described to explain your own personality will receive a significant point deduction as will the reverse case of the paper being largely personal experience sharing with little linkage to clearly described key theory components.
II. A description of how your chosen theory explains your personality and life choices with supporting examples.
III. A description of the limitations of the theory in explaining your personality or anyone else’s.
NOTE: Although only your instructor will be reading your paper, you should still think about how much personal information you want to disclose. The purpose of this paper is not to get you to share private information, but rather to bring one .
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must .
· Assignment 3 Creating a Compelling VisionLeaders today must be .docxgerardkortney
· Assignment 3: Creating a Compelling Vision
Leaders today must be able to create a compelling vision for the organization. They also must be able to create an aligned strategy and then execute it. Visions have two parts, the envisioned future and the core values that support that vision of the future. The ability to create a compelling vision is the primary distinction between leadership and management. Leaders need to create a vision that will frame the decisions and behavior of the organization and keep it focused on the future while also delivering on the short-term goals.
To learn more about organizational vision statements, do an Internet search and review various vision statements.
In this assignment, you will consider yourself as a leader of an organization and write a vision statement and supporting values statement.
Select an organization of choice. This could be an organization that you are familiar with, or a fictitious organization. Then, respond to the following:
· Provide the name and description of the organization. In the description, be sure to include the purpose of the organization, the products or services it provides, and the description of its customer base.
· Describe the core values of the organization. Why are these specific values important to the organization?
· Describe the benefits and purpose for an organizational vision statement.
· Develop a vision statement for this organization. When developing a vision statement, be mindful of the module readings and lecture materials.
· In the vision statement, be sure to communicate the future goals and aspirations of the organization.
· Once you have developed the vision statement, describe how you would communicate the statement to the organizational stakeholders, that is, the owners, employees, vendors, and customers.
· How would you incorporate the communication of the vision into the new employee on-boarding and ongoing training?
Write your response in approximately 3–5 pages in Microsoft Word. Apply APA standards to citation of sources.
Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 3 Grading Criteria
Maximum Points
Chose and described the organization. The description included the purpose of the organization, the products or services the organization provides, and the description of its customer base.
16
Developed a vision statement for the organization. Ensured to accurately communicate the goals and aspirations of the organization in the vision statement.
24
Ensured that the incorporation and communication strategy for the vision statement is clear, detailed, well thought out and realistic.
28
Evaluated and explained which values are most important to the organization.
24
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate r.
· Assignment 4
· Week 4 – Assignment: Explain Theoretical Perspectives for Real-life Scenarios
Assignment
Updated
Top of Form
Bottom of Form
For each of the following three scenarios, use a chart format to assess how each traditional theoretical perspective would best explain the situation that a social worker would need to address. You may create your charts in Word or another software program of your choice. An example chart follows the three scenarios.
Scenario 1
You are a hospital social worker who is working with a family whose older adult relative is in end-stage renal failure. There are no advanced directives and the family is conflicted over what the next steps should be.
Scenario 2
You are a caseworker in a drug court. Your client has had three consecutive dirty urine analyses. She is unemployed and has violated her probation order.
Scenario 3
You are a school social worker. A teacher sends her 9-year-old student to you because he reports that he has not eaten in 2 days and there are no adults at home to take care of him.
Chart Example:
Your client, an 11-year-old girl, was removed from home because of parental substance abuse. She is acting out in her foster home, disobeying her foster parents and not following their rules.
Theory
Explanation for Scenario – please respond to the questions below in your explanation
Systems Theory
What systems need to be developed or put in place to support the child? Would Child Protective Services need to become involved? What other systems would support her and a successful outcome for being in foster care?
Generalist Theory
What is the best intervention or therapy to use based on this child’s situation? Given her circumstances, how could you best improve her functioning?
Behavioral Theory
What behaviors are being reinforced? What behaviors are being ignored or punished? What would you suggest to maintain this placement? Would this involve working with the foster parents?
Cognitive Theory
How would you help your client to examine her thinking, emotions, and behavior? What would this entail from a cognitive developmental framework?
Support your assignment with a minimum of three resources.
Length: 3 charts, not including title and reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards where appropriate. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Assignement 3
State the function of each of the following musculoskeletal system structures: Describe the structures of the musculoskeletal system.
Skeletal muscle
Tendons
Ligaments
Bone
Cartilage
Describe each of the following types of joints:
Ball-and-socket
Hinge
Pivot
Gliding
Saddle
Condyloid
Newspaper Rubric
CATEGORY
4
3
2
1
Headline & Byline & images
16 points
Article has a .
· Assignment 2 Leader ProfileMany argue that the single largest v.docxgerardkortney
· Assignment 2: Leader Profile
Many argue that the single largest variable in organizational success is leadership. Effective leadership can transform an organization and create a positive environment for all stakeholders. In this assignment, you will have the chance to evaluate a leader and identify what makes him/her effective.
Consider all the leaders who have affected your life in some way. Think of people with whom you work—community leaders, a family member, or anyone who has had a direct impact on you.
· Choose one leader you consider to be effective. This can be a leader you are personally aware of, or someone you don’t know, but have observed to be an effective leader. Write a paper addressing the following:
· Explain how this leader has influenced you and why you think he or she is effective.
· Analyze what characteristics or qualities this person possesses that affected you most.
· Rate this leader by using a leadership scorecard. This can be a developed scorecard, or one you develop yourself. If you use a developed scorecard, please be sure to cite the sources of the scorecard. Once you have identified your scorecard, rate your leader. You decide what scores to include (for example, scale of 1–5, 5 being the highest) but be sure to assess the leader holistically across the critical leadership competencies you feel are most important (for example, visioning, empowering, strategy development and communication).
· Critique this individual’s skills against what you have learned about leadership so far in this course. Consider the following:
· How well does he/she meet the practices covered in your required readings?
· How well has he/she adapted to the challenges facing leaders today?
· If you could recommend changes to his/her leadership approach, philosophy, and style, what would you suggest? Why?
· Using the assigned readings, the Argosy University online library resources, and the Internet including general organizational sources like the Wall Street Journal, BusinessWeek, or Harvard Business Review, build a leadership profile of the leader you selected. Include information from personal experiences as well as general postings on the selected leader from Internet sources such as blogs. Be sure to include 2–3 additional resources not already included in the required readings in support of your leadership profile.
Write a 3–5-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 2 Grading Criteria
Maximum Points
Explained how this leader has been influential and why you think the leader is effective showing analysis of the leader’s characteristics or qualities.
16
Analyzed the characteristics or qualities the leader possesses that have affected you most..
16
Rated your leader using a leadership scorecard and supported your rationale for your rating.
32
Criti.
· Assignment 1 Diversity Issues in Treating AddictionThe comple.docxgerardkortney
· Assignment 1: Diversity Issues in Treating Addiction
The complexities of working with diverse populations in treating disorders, such as addictions, require special considerations. Some approaches work better with some populations than with others. For example, Alcoholics Anonymous (AA) programs are spiritually based and focus on a higher power. Some populations have difficulty with these concepts and are averse to participating in such groups.
Select a population—for example, African Americans; Native Americans; or lesbians, gays, or bisexual individuals. Research your topic by using articles from the supplemental readings for this course or from other resources such as the Web, texts, experience, or other journal articles related to diversity issues and addictions.
Write a three- to five-page paper discussing the following:
· Some specific considerations for working with your chosen population in the area of addiction treatment
· Whether your research indicates that 12-step groups work with this population
· Any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult
· Any language or other barriers that this population faces when seeking treatment
Prepare your paper in Microsoft Word document format. Name your file M4_A1_LastName_Research.doc, and submit it to the Submissions Area by the due date assigned Follow APA guidelines for writing and citing text.
Assignment 1 Grading Criteria
Maximum Points
Discussed some specific considerations for working with your chosen population in the area of addiction.
8
Discussed whether your research indicates that 12-step groups work with your chosen population.
8
Discussed any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult .
8
Discussed any language or other barriers that this population faces when seeking treatment.
8
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
4
Total:
36
· M4 Assignment 2 Discussion
Discussion Topic
Top of Form
Due February 9 at 11:59 PM
Bottom of Form
Assignment 2: Discussion Questions
Your facilitator will guide you in the selection of two of the three discussion questions. Submit your responses to these questions to the appropriate Discussion Area by the due date assigned. Through the end of the module, comment on the responses of others.
All written assignments and responses should follow APA rules for attributing sources.
You will be attempting two discussion questions in this module; each worth 28 points. The total number of points that can be earned for this assignment is 56.
Minority Groups
Many minority groups experience stress secondary to their social surroundings. For example, a family living in poverty may face frequent violence. Limited income makes meeting the day-to-day need.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
1. [InternetShortcut]
URL=https://mediasite.video.ufl.edu/Mediasite/Play/0c2bf4768f
1042b9ad6c259c3048e5961d
Abraham Maslow and the pyramid that beguiled business
In this article by William Kremer and Claudia Hammond
of the BBC give and a different approach to Maslow’s hierarchy
of needs. At first, they do go in-depth to explain what the
hierarchy is and how it is broken down into various levels, also
how it has played a role in the workforce since it was published
in 1943, and the positive and negative effects of it in the
workforce. Also the article explains how After Maslows’ death
his theory was put to the test in field studies to test the
hierarchy needs (Kremer et al., 2013). Since then his theory has
been broken down and completely re-thought and in one case
even re-categorized into only three parts Existence, relatedness,
and growth.
Kremer, W., & Hammond, C. (2013, September 1). Abraham
Maslow and the pyramid that beguiled business. Retrieved
from https://www.bbc.com/news/magazine-23902918 (Links to
an external site.).
Rethinking the Place of Love Needs in Maslow’s Hierarchy of
Needs
This Article analyzes and rearranges the place of the “love
need” on Maslow’s hierarchy pyramid. The author gives a well-
explained version on why the “love need” places a large level of
importance and need to be included in the basic needs category,
2. or even then before those needs. He also gives a time span
tracing back millennia on how we humans even though lacking
in what we consider survival needs, the lack of love is the true
need that all of us as humans crave and is essential feeling we
thirst for, long before we may seek shelter or food. Also his
defining point in his theory, he points out that people go to
great lengths to risking their lives in order to save loved ones’.
This human selflessness shows the power of love (Oved, Or.,
2017).
Oved, Or. (2017, October 16). Rethinking the Place of Love
Needs in Maslow's Hierarchy of Needs. Retrieved from
https://link.springer.com/article/10.1007/s12115-017-0186-x.
1
College of Professional and Continuing Studies
University of Oklahoma
LSTD 3003 - Interdisciplinary Inquiry
Unit 8.1
Interdisciplinary Critical Analysis Essay
Maslow’s Hierarchy of Needs
1. This paper will require a minimum of 3 sources. You must
use the article A Theory Of
3. Human Motivation by Abraham Maslow as one of your sources.
One will be from the
unit 7.3 bulletin board that was posted by another student. The
final (3rd source) will be
one that you found on your own.
2. Write an 8-10 page interdisciplinary critical analysis essay as
described in the instructions
below.
3. Use APA formatting as described in the PACS APA style
guide found at the APA student
resource page, for information on how to correctly format and
cite your writing
assignments: https://canvas.ou.edu/courses/122820
4. Cite all 3+ resources in the “References” section at the end of
your paper.
5. Proper use of in-text citation is required. (see the PACS APA
style guide for proper use
of on in-text citations).
*************************************
FORMATTING: Double spaced, Times New Roman font, 12
point text, and one inch page
margins. College level writing is expected. The paper will be
graded, in part, for content,
grammar, spelling, punctuation, and sentence structure.
*************************************
https://canvas.ou.edu/courses/122820
2
4. INTRODUCTION (1 page)
• Capture the attention of the reader with an introduction,
ending with a strong thesis
statement centered around these two questions: Does Maslow's
research reveal to us that
in order to achieve our full potential we need to be an
interdisciplinary person and
thinker? Why or why not? Be specific and explain your answers.
Does Maslow's research
reveal to us that the key to self-actualization is
interdisciplinarity? (see CONCLUSIONS
section for more details.)
BODY (6-8 pages)
The bulk of your paper should be in evaluating each of
Maslow’s needs levels. Each level should
contain the following.
• Basic (Physiological) needs (1-2 pages)
o An overview of the basic physiological needs.
o Discuss how other disciplines are using this level as described
in the articles.
o Give your personal reflection and insights about this level of
needs. How does
it relate to your life?
• Safety needs (1-2 pages)
o An overview of the safety needs.
o Discuss how other disciplines are using this level as described
in the articles.
o Give your personal reflection and insights about this level of
needs. How does
it relate to your life?
5. • Love and belonging needs (1-2 pages)
o An overview of the love and belonging needs.
o Discuss how other disciplines are using this level as described
in the articles.
o Give your personal reflection and insights about this level of
needs. How does
it relate to your life?
• Esteem needs (1-2 pages)
o An overview of the esteem needs.
o Discuss how other disciplines are using this level as described
in the articles.
o Give your personal reflection and insights about this level of
needs. How does
it relate to your life?
• Self-Actualization needs (1-2 pages)
o An overview of the self-actualization needs.
o Discuss how other disciplines are using this level as described
in the articles.
o Give your personal reflection and insights about this level of
needs. How does
it relate to your life?
CONCLUSIONS (1 page)
By its very nature Abraham Maslow's hierarchy of needs
pyramid contains interdisciplinary
components. It includes aspects of all three areas of knowledge
that you have studied in this
course (humanities, social sciences, and natural sciences) and
includes disciplines ranging from
biology to art and creativity. You have identified and defined
6. the disciplines associated with each
of Maslow's needs levels. You have also explored each level in
the context of your own life. In
your conclusion, give us your critical analysis of these two
questions: Does Maslow's research
reveal to us that in order to achieve our full potential we need
to be an interdisciplinary person
and thinker? Why or why not? Be specific and explain your
answers. Does Maslow's research
reveal to us that the key to self-actualization is
interdisciplinarity? Why or why not? Be specific
and explain your answers.
College of Professional and Continuing StudiesUniversity of
OklahomaLSTD 3003 - Interdisciplinary InquiryUnit
8.1Interdisciplinary Critical Analysis EssayMaslow’s Hierarchy
of Needs
1
College of Liberal Studies
University of Oklahoma
LSTD 3003 - Interdisciplinary Inquiry
Units 7 & 8
Interdisciplinary Critical Analysis Essay
Abraham Maslow’s Hierarchy of Needs.
Abraham Maslow is one of the most influential social scientists
of the 1900’s. He is one of the
founding fathers of humanistic psychology. He is most famous
for his article A Theory of Human
Motivation, which appeared in the July 1, 1943 edition of
7. Psychological Review. This article
produced a theory of motivation more commonly known as
Maslow’s Hierarchy of Needs. This
hierarchy had five levels:
Maslow stated that people are motivated to achieve certain
needs. When one need is fulfilled a
person seeks to fulfil the next one, and so on. One must satisfy
lower level basic needs before
progressing on to meet higher level growth needs. Once these
needs have been reasonably
satisfied, one may be able to reach the highest level called self-
actualization. Every person is
capable and has the desire to move up the hierarchy toward a
level of self-actualization.
Unfortunately, progress is often disrupted by the problems of
every-day life and the complexity
of the world around us.
What follows is the actual article A Theory of Human
Motivation by Abraham Maslow that
started it all. Please read it carefully. I helps to keep the brief
summary above in mind as you
read. As you read please be observant of a couple of important
things. First, you may find parts
of it difficult to follow. This is a good example of how scholars
talk to each other. His audience
is fellow psychologists so try to think of yourself as a person in
that profession as you read.
Second, notice the citations throughout the paper and the list of
references at the end. The reason
we are asking you to do the “research and documentation”
assignments in each unit is because
proper documentation is a must in academic research. Notice the
priority Maslow gives it
throughout the paper. We now present Abraham Maslow.
8. A THEORY OF HUMAN MOTIVATION
BY A. H. MASLOW
Brooklyn College
I. INTRODUCTION
In a previous paper (13) various propositions were pre-
sented which would have to be included in any theory of
human motivation that could lay claim to being definitive.
These conclusions may be briefly summarized as follows:
1. The integrated wholeness of the organism must be one of
the foundation stones of motivation theory.
2. The hunger drive (or any other physiological drive) was re-
jected as a centering point or model for a definitive theory of
motivation. Any drive that is somatically based and localizable
was shown to be atypical rather than typical in human
motivation.
3. Such a theory should stress and center itself upon ultimate
or basic goals rather than partial or superficial ones, upon ends
rather than means to these ends. Such a stress would imply a
more central place for unconscious than for conscious
motivations.
4. There are usually available various cultural paths to the
same goal. Therefore conscious, specific, local-cultural desires
are
not as fundamental in motivation theory as the more basic, un-
conscious goals.
9. 5. Any motivated behavior, either preparatory or consumma-
tory, must be understood to be a channel through which many
basic
needs may be simultaneously expressed or satisfied. Typically
an
act has more than one motivation.
6. Practically all organismic states are to be understood as
motivated and as motivating.
7. Human needs arrange themselves in hierarchies of pre-
potency. That is to say, the appearance of one need usually rests
on the prior satisfaction of another, more pre-potent need. Man
is a perpetually wanting animal. Also no need or drive can be
treated as if it were isolated or discrete; every drive is related to
the
state of satisfaction or dissatisfaction of other drives.
8. Lists of drives will get us nowhere for various theoretical and
practical reasons. Furthermore any classification of motivations
370
A THEORY OF HUMAN MOTIVATION 371
must deal with the problem of levels of specificity or
generalization
of the motives to be classified.
9. Classifications of motivations must be based upon goals
rather than upon instigating drives or motivated behavior.
10, Motivation theory should be human-centered rather than
10. animal-centered.
n. The situation or the field in which the organism reacts
must be taken into account but the field alone can rarely serve
as
an exclusive explanation for behavior. Furthermore the field
itself
must be interpreted in terms of the organism. Field theory
cannot
be a substitute for motivation theory.
12. Not only the integration of the organism must be taken
into account, but also the possibility of isolated, specific,
partial
or segmental reactions.
It has since become necessary to add to these another
affirmation,
13. Motivation theory is not synonymous with behavior theory.
The motivations are only one class of determinants of behavior.
While behavior is almost always motivated, it is also almost
always
biologically, culturally and situationally determined as well.
The present paper is an attempt to formulate a positive
theory of motivation which will satisfy these theoretical de-
mands and at the same time conform to the known facts,
clinical and observational as well as experimental. It derives
most directly, however, from clinical experience. This theory
is, I think, in the functionalist tradition of James and Dewey,
and is fused with the holism of Wertheimer (IQ), Goldstein
(6), and Gestalt Psychology, and with the dynamicism of
Freud (4) and Adler (i). This fusion or synthesis may arbi-
trarily be called a 'general-dynamic' theory.
11. It is far easier to perceive and to criticize the aspects in
motivation theory than to remedy them. Mostly this is be-
cause of the very serious lack of sound data in this area. I
conceive this lack of sound facts to be due primarily to the
absence of a valid theory of motivation. The present theory
then must be considered to be a suggested program or frame-
work for future research and must stand or fall, not so much
on facts available or evidence presented, as upon researches
yet to be done, researches suggested perhaps, by the questions
raised in this paper.
372 A. H. MASLOW
II. THE BASIC NEEDS
The 'physiological' needs,—The needs that are usually
taken as the starting point for motivation theory are the so-
called physiological drives. Two recent lines of research
make it necessary to revise our customary notions about these
needs, first, the development of the concept of homeostasis,
and second, the finding that appetites (preferential choices
among foods) are a fairly efficient indication of actual needs
or lacks in the body.
Homeostasis refers to the body's automatic efforts to
maintain a constant, normal state of the blood stream. Can-
non (2) has described this process for (i) the water content
of the blood, (2) salt content, (3) sugar content, (4) protein
content, (5) fat content, (6) calcium content, (7) oxygen con-
tent, (8) constant hydrogen-ion level (acid-base balance) and
(9) constant temperature of the blood. Obviously this list
can be extended to include other minerals, the hormones,
vitamins, etc.
12. Young in a recent article (21) has summarized the work
on appetite in its relation to body needs. If the body lacks
some chemical, the individual will tend to develop a specific
appetite or partial hunger for that food element.
Thus it seems impossible as well as useless to make any
list of fundamental physiological needs for they can come to
almost any number one might wish, depending on the degree
of specificity of description. We can not identify all physio-
logical needs as homeostatic. That sexual desire, sleepiness,
sheer activity and maternal behavior in animals, are homeo-
static, has not yet been demonstrated. Furthermore, this
list would not include the various sensory pleasures (tastes,
smells, tickling, stroking) which are probably physiological
and which may become the goals of motivated behavior.
In a previous paper (13) it has been pointed out that
these physiological drives or needs are to be considered un-
usual rather than typical because they are isolable, and be-
cause they are localizable somatically. That is to say, they
are relatively independent of each other, of other motivations
A THEORY OF HUMAN .MOTIVATION 373
and of the organism as a whole, and secondly, in many cases,
it is possible to demonstrate a localized, underlying somatic
base for the drive. This is true less generally than has been
thought (exceptions are fatigue, sleepiness, maternal re-
sponses) but it is still true in the classic instances of hunger,
sex, and thirst.
It should be pointed out again that any of the physio-
logical needs and the consummatory behavior involved with
them serve as channels for all sorts of other needs as well.
13. That is to say, the person who thinks he is hungry may ac-
tually be seeking more for comfort, or dependence, than for
vitamins or proteins. Conversely, it is possible to satisfy the
hunger need in .part by other activities such as drinking water
or smoking cigarettes. In other words, relatively isolable as
these physiological needs are, they are not completely so.
Undoubtedly these physiological needs are the most pre-
potent of all needs. What this means specifically is, that in
the human being who is missing everything in life in an ex-
treme fashion, it is most likely that the major motivation
would be the physiological needs rather than any others. A
person who is lacking food, safety, love, and esteem would
most probably hunger for food more strongly than for any-
thing else.
If all the needs are unsatisfied, and the organism is then
dominated by the physiological needs, all other needs may
become simply non-existent or be pushed into the background.
It is then fair to characterize the whole organism by saying
simply that it is hungry, for consciousness is almost com-
pletely preempted by hunger. All,capacities are put into the
service of hunger-satisfaction, and the organization of these
capacities is almost entirely determined by the one purpose
of satisfying hunger. The receptors and effectors, the in-
telligence, memory, habits, all may now be defined simply as
hunger-gratifying tools. Capacities that are not useful for
this purpose lie dormant, or are pushed into the background.
The urge to write poetry, the desire to acquire an automobile,
the interest in American history, the desire for a new pair of
shoes are, in the extreme case, forgotten or become of sec-
374 A. H. MASLOW
14. ondary importance. For the man who is extremely and
dangerously hungry, no other interests exist but food. He
dreams food, he remembers food, he thinks about food, he
emotes only about food, he perceives only food and he wants
only food. The more subtle determinants that ordinarily
fuse with the physiological drives in organizing even feeding,
drinking or sexual behavior, may now be so completely over-
whelmed as to allow us to speak at this time (but only at
this time) of pure hunger drive and behavior, with the one
unqualified aim of relief.
Another peculiar characteristic of the human organism
when it is dominated by a certain need is that the whole
philosophy of the future tends also to change. For our
chronically and extremely hungry man, Utopia can be de-
fined very simply as a place where there is plenty of food.
He tends to think that, if only he is guaranteed food for the
rest of his life, he will be perfectly happy and will never want
anything more. Life itself tends to be defined in terms of
eating. Anything else will be defined as unimportant. Free-
dom, love, community feeling, respect, philosophy, may all
be waved aside as fripperies which are useless since they fail
to fill the stomach. Such a man may fairly be said to live
by bread alone.
It cannot possibly be denied that such things are true but
their generality can be denied. Emergency conditions are,
almost by definition, rare in the normally functioning peaceful
society. That this truism can be forgotten is due mainly to
two reasons. First, rats have few motivations other than
physiological ones, and since so much of the research upon
motivation has been made with these animals, it is easy to
carry the rat-picture over to the human being. Secondly, it
is too often not realized that culture itself is an adaptive tool,
one of whose main functions is to make the physiological
emergencies come less and less often. In most of the known
15. societies, chronic extreme hunger of the emergency type is
rare, rather than common. In any case, this is still true in
the United States. The average American citizen is experi-
encing appetite rather than hunger when he says "I am
A THEORY OF HUMAN MOTIVATION 375
hungry." He is apt to experience sheer life-and-death hunger
only by accident and then only a few times through his
entire life.
Obviously a good way to obscure the 'higher' motiva-
tions, and to get a lopsided view of human capacities and
human nature, is to make the organism extremely and chron-
ically hungry or thirsty. Anyone who attempts to make an
emergency picture into a typical one, and who will measure
all of man's goals and desires by his behavior during extreme
physiological deprivation is certainly being blind to many
things. It is quite true that man lives by bread alone—
when there is no bread. But what happens to man's desires
when there is plenty of bread and when his belly is chronically
filled?
At once other (and 'higher') needs emerge and these, rather
than physiological hungers, dominate the organism. And
when these in turn are satisfied, again new (and still 'higher')
needs emerge and so on. This is what we mean by saying
that the basic human needs are organized into a hierarchy of
relative prepotency.
One main implication of this phrasing is that gratification
becomes as important a concept as deprivation in motivation
theory, for it releases the organism from the domination of a
relatively more physiological need, permitting thereby the
16. emergence of other more social goals. The physiological
needs, along with their partial goals, when chronically gratified
cease to exist as active determinants or organizers of behavior.
They now exist only in a potential fashion in the sense that
they may emerge again to dominate the organism if they are
thwarted. But a want that is satisfied is no longer a want.
The organism is dominated and its behavior organized only
by unsatisfied needs. If hunger is satisfied, it becomes un-
important in the current dynamics of the individual.
This statement is somewhat qualified by a hypothesis to
be discussed more fully later, namely that it is precisely those
individuals in whom a certain need has always been satisfied
who are best equipped to tolerate deprivation of that need in
the future, and that furthermore, those who have been de-
376 A. H. MASLOW
prived in the past will react differently to current satisfactions
than the one who has never been deprived.
The safety needs.—If the physiological needs are relatively
well gratified, there then emerges a new set of needs, which
we may categorize roughly as the safety needs. All that has
been said of the physiological needs is equally true, although
in lesser degree, of these desires. The organism may equally
well be wholly dominated by them. They may serve as the
almost exclusive organizers of behavior, recruiting all the
capacities of the organism in their service, and we may then
fairly describe the whole organism as a safety-seeking mech-
anism. Again we may say of the receptors, the effectors, of
the intellect and the other capacities that they are primarily
safety-seeking tools. Again, as in the hungry man, we find
that the dominating goal is a strong determinant not only of
17. his current world-outlook and philosophy but also of his
philosophy of the future. Practically everything looks less
important than safety, (even sometimes the physiological
needs which being satisfied, are now underestimated). A
man, in this state, if it is extreme enough and chronic enough,
may be characterized as living almost for safety alone.
Although in this paper we are interested primarily in the
needs of the adult, we can approach an understanding of his
safety needs perhaps more efficiently by observation of in-
fants and children, in whom these needs are much more simple
and obvious. One reason for the clearer appearance of the
threat or danger reaction in infants, is that they do not
inhibit this reaction at all, whereas adults in our society have
been taught to inhibit it at all costs. Thus even when adults
do feel their safety to be threatened we may not be able to
see this on the surface. Infants will react in a total fashion
and as if they were endangered, if they are disturbed or
dropped suddenly, startled by loud noises, flashing light, or
other unusual sensory stimulation, by rough handling, by
general loss of support in the mother's arms, or by inadequate
support.1
1 As the child grows up, sheer knowledge and familiarity as
well as better motor
development make these 'dangers' less and less dangerous and
more and more man-
A THEORY OF HUMAN MOTIVATION 377
In infants we can also see a much more direct reaction to
bodily illnesses of various kinds. Sometimes these illnesses
seem to be immediately and per se threatening and seem to
make the child feel unsafe. For instance, vomiting, colic or
18. other sharp pains seem to make the child look at the whole
world in a different way. At such a moment of pain, it may
be postulated that, for the child, the appearance of the whole
world suddenly changes from sunniness to darkness, so to
speak, and becomes a place in which anything at all might
happen, in which previously stable things have suddenly be-
come unstable. Thus a child who because of some bad food
is taken ill may, for a day or two, develop fear, nightmares,
and a need for protection and reassurance never seen in him
before his illness.
Another indication of the child's need for safety is his
preference for some kind of undisrupted routine or rhythm.
He seems to want a predictable, orderly world. For instance,
injustice, unfairness, or inconsistency in the parents seems to
make a child feel anxious and unsafe. This attitude may be
not so much because of the injustice per se or any particular
pains involved, but rather because this treatment threatens
to make the world look unreliable, or unsafe, or unpredictable.
Young children seem to thrive better under a system which
has at least a skeletal outline of rigidity, in which there is a
schedule of a kind, some sort of routine, something that can
be counted upon, not only for the present but also far into
the future. Perhaps one could express this more accurately
by saying that the child needs an organized world rather than
an unorganized or unstructured one.
The central role of the parents and the normal family
setup are indisputable. Quarreling, physical assault, separa-
tion, divorce or death within the family may be particularly
terrifying. Also parental outbursts of rage or threats of
punishment directed to the child, calling him names, speaking
to him harshly, shaking him, handling him roughly, or actual
ageable. Throughout life it may be said that one of the main
conative functions of
education is .this neutralizing of apparent dangers through
19. knowledge, e.g., I .am not
afraid of thunder because I know something about it,
378 A. H. MASLOW
physical punishment sometimes elicit such total panic and
terror in the child that we must assume more is involved than
the physical pain alone. While it is true that in some children
this terror may represent also a fear of loss of parental love,
it can also occur in completely rejected children, who seem to
cling to the hating parents more for sheer safety and protec-
tion than because of hope of love.
Confronting the average child with new, unfamiliar,
strange, unmanageable stimuli or situations will too fre-
quently elicit the danger or terror reaction, as for example,
getting lost or even being separated from the parents for a
short time, being confronted with new faces, new situations
or new tasks, the sight of strange, unfamiliar or uncontrollable
objects, illness or death. Particularly at such times, the
child's frantic clinging to his parents is eloquent testimony
to their role as protectors (quite apart from their roles as
food-givers and love-givers).
From these and similar observations, we may generalize
and say that the average child in our society generally prefers
a safe, orderly, predictable, organized world, which he can
count on, and in which unexpected, unmanageable or other
dangerous things do not happen, and in which, in any case,
he has all-powerful parents who protect and shield him from
harm.
That these reactions may so easily be observed in children
is in a way a proof of the fact that children in our society,
20. feel too unsafe (or, in a word, are badly brought up). Chil-
dren who are reared in an unthreatening, loving family do
not ordinarily react as we have described above (17). In such
children the danger reactions are apt to come mostly to ob-
jects or situations that adults too would consider dangerous.2
The healthy, normal, fortunate adult in our culture is
largely satisfied in his safety needs. The peaceful, smoothly
* A 'test battery' for safety might be confronting the child with
a small exploding
firecracker, or with a bewhiskered face, having the mother leave
the room, putting him
upon a high ladder, a hypodermic injection, having a mouse
crawl up to him, etc.
Of course I cannot seriously recommend the deliberate use of
such 'tests' for they might
very well harm the child being tested. But these and similar
situations come up by
the score in the child's ordinary day-to-day living and may be
observed. There is
no reason why these stimuli should not be used with, for
example, young chimpanzees.
A THEORY OF HUMAN MOTIVATION 379
running, 'good' society ordinarily makes its members feel
safe enough from wild animals, extremes of temperature,
criminals, assault and murder, tyranny, etc. Therefore, in
a very real sense, he no longer has any safety needs as active
motivators. Just as a sated man no longer feels hungry, a
safe man no longer feels endangered. If we wish to see these
needs directly and clearly we must turn to neurotic or near-
neurotic individuals, and to the economic and social under-
21. dogs. In between these extremes, we can perceive the ex-
pressions of safety needs only in such phenomena as, for
instance, the common preference for a job with tenure and
protection, the desire for a savings account, and for insurance
of various kinds (medical, dental, unemployment, disability,
old age).
Other broader aspects of the attempt to seek safety and
stability in the world are seen in the very common preference
for familiar rather than unfamiliar things, or for the known
rather than the unknown. The tendency to have some reli-
gion or world-philosophy that organizes the universe and the
men in it into some sort of satisfactorily coherent, meaningful
whole is also in part motivated by safety-seeking. Here too
we may list science and philosophy in general as partially
motivated by the safety needs (we shall see later that there
are also other motivations to scientific, philosophical or re-
ligious endeavor).
Otherwise the need for safety is seen as an active and
dominant mobilizer of the organism's resources only in emer-
gencies, e.g., war, disease, natural catastrophes, crime waves,
societal disorganization, neurosis, brain injury, chronically
bad situation.
Some neurotic adults in our society are, in many ways,
like the unsafe child in their desire for safety, although in
the former it takes on a somewhat special appearance. Their
reaction is often to unknown, psychological dangers in a
world that is perceived to be hostile, overwhelming and
threatening. Such a person behaves as if a great catastrophe
were almost always impending, i.e., he is usually responding
as if to an emergency. His safety needs often find specific
22. 380 A. H. MASLOW
expression in a search for a protector, or a stronger person on
whom he may depend, or perhaps, a Fuehrer.
The neurotic individual may be described in a slightly
different way with some usefulness as a grown-up person who
retains his childish attitudes toward the world. That is to
say, a neurotic adult may be said to behave 'as if he were
actually afraid of a spanking, or of his mother's disapproval,
or of being abandoned by his parents, or having his food
taken away from him. It is as if his childish attitudes of fear
and threat reaction to a dangerous world had gone under-
ground, and untouched by the growing up and learning pro-
cesses, were now ready to be called out by any stimulus that
would make a child feel endangered and threatened.8
The neurosis in which the search for safety takes its
clearest form is in the compulsive-obsessive neurosis. Com-
pulsive-obsessives try frantically to order and stabilize the
world so that no unmanageable, unexpected or unfamiliar
dangers will ever appear (14). They hedge themselves about
with all sorts of ceremonials, rules and formulas so that every
possible contingency may be provided for and so that no new
contingencies may appear. They are much like the brain
injured cases, described by Goldstein (6), who manage to
maintain their equilibrium by avoiding everything unfamiliar
and strange and by ordering their restricted world in such a
neat, disciplined, orderly fashion that everything in the world
can be counted upon. They try to arrange the world so that
anything unexpected (dangers) cannot possibly occur. If,
through no fault of their own, something unexpected does
occur, they go into a panic reaction as if this unexpected
occurrence constituted a grave danger. What we can see
only as a none-too-strong preference in the healthy person,
e.g., preference for the familiar, becomes a life-and-death
23. necessity in abnormal cases.
The love needs.—If both the physiological and the safety
needs are fairly well gratified, then there will emerge the love
and affection and belongingness needs, and the whole cycle
8 Not all neurotic individuals feel unsafe. Neurosis may have at
its core a thwart-
ing of the affection and esteem needs in a person who is
generally safe.
A THEORY OF HUMAN MOTIVATION 381
already described will repeat itself with this new center.
Now the person will feel keenly, as never before, the absence
of friends, or a sweetheart, or a wife, or children. He will
hunger for affectionate relations with people in general,
namely, for a place in his group, and he will strive with great
intensity to achieve this goal. He will want to attain such
a place more than anything else in the world and may even
forget that once, when he was hungry, he sneered at love.
In our society the thwarting of these needs is the most
commonly found core in cases of maladjustment and more
severe psychopathology. Love and affection, as well as their
possible expression in sexuality, are generally looked upon
with ambivalence and are customarily hedged about with
many restrictions and inhibitions. Practically all theorists
of psychopathology have stressed thwarting of the love needs
as basic in the picture of maladjustment. Many clinical
studies have therefore been made of this need and we know
more about it perhaps than any of the other needs except
the physiological ones (14).
24. One thing that must be stressed at this point is that love
is not synonymous with sex. Sex may be studied as a purely
physiological need. Ordinarily sexual behavior is multi-de-
termined, that is to say, determined not only by sexual but
also by other needs, chief among which are the love and
affection needs. Also not to be overlooked is the fact that
the love needs involve both giving and receiving love.4
The esteem needs.—All people in our society (with a few
pathological exceptions) have a need or desire for a stable,
firmly based, (usually) high evaluation of themselves, for
self-respect, or self-esteem, and for the esteem of others. By
firmly based self-esteem, we mean that which is soundly
based upon real capacity, achievement and respect from
others. These needs may be classified into two subsidiary
sets. These are, first, the desire for strength, for achieve-
ment, for adequacy, for confidence in the face of the world,
and for independence and freedom.5 Secondly, we have what
4 For further details see (is) and (*6, Chap. 5).
6 Whether or not this particular desire is universal we do not
know. The crucial
question, especially important today, is "Will men who are
enslaved and dominated,
382 A. H. MASLOW
we may call the desire for reputation or prestige (defining it
as respect or esteem from other people), recognition, atten-
tion, importance or appreciation.8 These needs have been
relatively stressed by Alfred Adler and his followers, and have
been relatively neglected by Freud and the psychoanalysts.
More and more today however there is appearing widespread
25. appreciation of their central importance.
Satisfaction of the self-esteem need leads to feelings of
self-confidence, worth, strength, capability and adequacy of
being useful and necessary in the world. But thwarting of
these needs produces feelings of inferiority, of weakness and
of helplessness. These feelings in turn give rise to either
basic discouragement or else compensatory or neurotic trends.
An appreciation of the necessity of basic self-confidence and
an understanding of how helpless people are without it, can
be easily gained from a study of severe traumatic neurosis (8).7
The need for self-actualization.—Even if all these needs are
satisfied, we may still often (if not always) expect that a new
discontent and restlessness will soon develop, unless the in-
dividual is doing what he is fitted for. A musician must
make music, an artist must paint, a poet must write, if he is
to be ultimately happy. What a man can be, he must be.
This need we may call self-actualization.
This term, first coined by Kurt Goldstein, is being used
in this paper in a much more specific and limited fashion.
It refers to the desire for self-fulfillment, namely, to the
tendency for him to become actualized in what he is poten-
tially. This tendency might be phrased as the desire to
become more and more what one is, to become everything
that one is capable of becoming.
inevitably feel dissatisfied and rebellious?" We may assume on
the basis of com-
monly known clinical data that a man who has known true
freedom (not paid for by
giving up safety and security but rather built on the basis of
adequate safety and
security) will not willingly or easily allow his freedom to be
taken away from him.
But we do not know that this is true for the person born into
26. slavery. The events of
the next decade should give us our answer. See discussion of
this problem in (s).
6 Perhaps the desire for prestige and respect from others is
subsidiary to the desire
for self-esteem or confidence in oneself. Observation of
children seems to indicate
that this is so, but clinical data give no clear support for such a
conclusion.
k 'For more extensive discussion of normal self-esteem, as well
as for reports of
various researches, see (n).
A THEORY OF HUMAN MOTIVATION 383
The specific form that these needs will take will of course
vary greatly from person to person. In one individual it
may take the form of the desire to be an ideal mother, in
another it may be expressed athletically, and in still another
it may be expressed in painting pictures or in inventions. It
is not necessarily a creative urge although in people who have
any capacities for creation it will take this form.
The clear emergence of these needs rests upon prior satis-
faction of the physiological, safety, love and esteem needs.
We shall call people who are satisfied in these needs, basically
satisfied people, and it is from these that we may expect the
fullest (and healthiest) creativeness.8 Since, in our society,
basically satisfied people are the exception, we do not know
much about self-actualization, either experimentally or clini-
cally. It remains a challenging problem for research.
27. The preconditions for the basic need satisfactions.—There
are certain conditions which are immediate prerequisites for
the basic need satisfactions. Danger to these is reacted to
almost as if it were a direct danger to the basic needs them-
selves. Such conditions as freedom to speak, freedom to do
what one wishes so long as no harm is done to others, freedom
to express one's self, freedom to investigate and seek for in-
formation, freedom to defend one's self, justice, fairness,
honesty, orderliness in the group are examples of such pre-
conditions for basic need satisfactions. Thwarting in these
freedoms will be reacted to with a threat or emergency re-
sponse. These conditions are not ends in themselves but
they are almost so since they are so closely related to the basic
needs, which are apparently the only ends in themselves.
These conditions are defended because without them the
basic satisfactions are quite impossible, or at least, very
severely endangered.
8 Clearly creative behavior, like painting, is like any other
behavior in having
multiple determinants. It may be seen in 'innately creative'
people whether they
are satisfied or not, happy or unhappy, hungry or sated. Also it
is clear that creative
activity may be compensatory, ameliorative or purely economic.
It is my impression
(as yet unconfirmed) that it is possible to distinguish the artistic
and intellectual prod-
ucts of basically satisfied people from those of basically
unsatisfied people by inspec-
tion alone. In any case, here too we must distinguish, in a
dynamic fashion, the overt
behavior itself from its various motivations or purposes.
28. 384 A. H. MASLOW
If we remember that the cognitive capacities (perceptual,
intellectual, learning) are a set of adjustive tools, which have,
among other functions, that of satisfaction of our basic needs,
then it is clear that any danger to them, any deprivation or
blocking of their free use, must also be indirectly threatening
to the basic needs themselves. Such a statement is a partial
solution of the general problems of curiosity, the search for
knowledge, truth and wisdom, and the ever-persistent urge to
solve the cosmic mysteries.
We must therefore introduce another hypothesis and speak
of degrees of closeness to the basic needs, for we have already
pointed out that any conscious desires (partial goals) are more
or less important as they are more or less close to the basic
needs. The same statement may be made for various be-
havior acts. An act is psychologically important if it con-
tributes directly to satisfaction of basic needs. The less
directly it so contributes, or the weaker this contribution is,
the less important this act must be conceived to be from the
point of view of dynamic psychology. A similar statement
may be made for the various defense or coping mechanisms.
Some are very directly related to the protection or attain-
ment of the basic needs, others are only weakly and distantly
related. Indeed if we wished, we could speak of more basic
and less basic defense mechanisms, and then affirm that
danger to, the more basic defenses is more threatening than
danger to less basic defenses (always remembering that this is
so only because of their relationship to the basic needs).
The desires to know and to understand.—So far, we have
mentioned the cognitive needs only in passing. Acquiring
knowledge and systematizing the universe have been con-
sidered as, in part, techniques for the achievement of basic
safety in the world, or, for the intelligent man, expressions
29. of self-actualization. Also freedom of inquiry and expression
have been discussed as preconditions of satisfactions of the
basic needs. True though these formulations may be, they
do not constitute definitive answers to the question as to the
motivation role of curiosity, learning, philosophizing, experi-
menting, etc. They are, at best, no more than partial answers.
A THEORY OF HUMAN MOTIVATION 385
This question is especially difficult because we know so
little about the facts. Curiosity, exploration, desire for the
facts, desire to know may certainly be observed easily enough.
The fact that they often are pursued even at great cost to the
individual's safety is an earnest of the partial character of
our previous discussion. In addition, the writer must admit
that, though he has sufficient clinical evidence to postulate
the desire to know as a very strong drive in intelligent people,
no data are available for unintelligent people. It may then
be largely a function of relatively high intelligence. Rather
tentatively, then, and largely in the hope of stimulating dis-
cussion and research, we shall postulate a basic desire to
know, to be aware of reality, to get the facts, to satisfy curi-
osity, or as Wertheimer phrases it, to see rather than to be
blind.
This postulation, however, is not enough. Even after we
know, we are impelled to know more and more minutely and
microscopically on the one hand, and on the other, more and
more extensively in the direction of a world philosophy, re-
ligion, etc. The facts that we acquire, if they are isolated or
atomistic, inevitably get theorized about, and either analyzed
or organized or both. This process has been phrased by some
as the search for 'meaning.' We shall then postulate a desire
to understand, to systematize, to organize, to analyze, to look
30. for relations and meanings.
Once these desires are accepted for discussion, we see that
they too form themselves into a small hierarchy in which
the desire to know is prepotent over the desire to understand.
All the characteristics of a hierarchy of prepotency that we
have described above, seem to hold for this one as well.
We must guard ourselves against the too easy tendency to
separate these desires from the basic needs we .have discussed
above, i.e., to make a sharp dichotomy between 'cognitive'
and 'conative' needs. The desire to know and to under-
stand are themselves conative, i.e., have a striving character,
and are as much personality needs as the 'basic needs' we
have already discussed (19).
386 A. H. MASLOW
III. FURTHER CHARACTERISTICS OF THE BASIC NEEDS
The degree of fixity of the hierarchy of basic needs.—We have
spoken so far as if this hierarchy were a fixed order but ac-
tually it is not nearly as rigid as we may have implied. It
is true that most of the people with whom we have worked
have seemed to have these basic needs in about the order
that has been indicated. However, there have been a number
of exceptions.
(1) There are some people in whom, for instance, self-
esteem seems to be more important than love. This most
common reversal in the hierarchy is usually due to the de-
velopment of the notion that the person who is most likely
to be loved is a strong or powerful person, one who inspires
respect or fear, and who is self confident or aggressive. There-
31. fore such people who lack love and seek it, may try hard to
put on a front of aggressive, confident behavior. But essen-
tially they seek high self-esteem and its behavior expressions
more as a means-to-an-end than for its own sake; they seek
self-assertion for the sake of love rather than for self-esteem
itself.
(2) There are other, apparently innately creative people
in whom the drive to creativeness seems to be more impor-
tant than any other counter-determinant. Their creativeness
might appear not as self-actualization released by basic satis-
faction, but in spite of lack of basic satisfaction.
(3) In certain people the level of aspiration may be per-
manently deadened or lowered. That is to say, the less pre-
potent goals may simply be lost, and may disappear forever,
so that the person who has experienced life at a very low level,
i.e., chronic unemployment, may continue to be satisfied for
the rest of his life if only he can get enough food.
(4) The so-called 'psychopathic personality' is another
example of permanent loss of the love needs. These are
people who, according to the best data available (9), have
been starved for love in the earliest months of their lives and
have simply lost forever the desire and the ability to give
and to receive affection (as animals lose sucking or pecking
reflexes that are not exercised soon enough after birth).
A THEORY OF HUMAN MOTIVATION 387
" (5) Another cause of reversal of the hierarchy is that
when a need has been satisfied for a long time, this need may
be underevaluated. People who have never experienced
chronic hunger are apt to underestimate its effects and to
32. look upon food as a rather unimportant thing. If they are
dominated by a higher need, this higher need will seem to
be the most important of all. It then becomes possible, and
indeed does actually happen, that they may, for the sake of
this higher need, put themselves into the position of being
deprived in a more basic need. We may expect that after a
long-time deprivation of the more basic need there will be a
tendency to reevaluate both needs so that the more pre-
potent need will actually become consciously prepotent for
the individual who may have given it up very lightly. Thus,
a man who has given up his job rather than lose his self-
respect, and who then starves for six months or so, may be
willing to take his job back even at the price of losing his
self-respect.
(6) Another partial explanation of apparent reversals is
seen in the fact that we have been talking about the hierarchy
of prepotency in terms of consciously felt wants or desires
rather than of behavior. Looking at behavior itself may give
us the wrong impression. What we have claimed is that the
person will want the more basic of two needs when deprived
in both. There is no necessary implication here that he will
act upon his desires. Let us say again:that there are many
determinants of behavior other than the needs and desires.
(7) Perhaps more important than all these exceptions are
the ones that involve ideals, high social standards, high values
and the like. With such values people become martyrs; they
will give up everything for the sake of a particular ideal, or
value. These people may be understood, at least in part, by
reference to one basic concept (or hypothesis) which may be
called ' increased frustration-tolerance through early gratifica-
tion.' People who have been satisfied in their basic needs
throughout their lives, particularly in their earlier years, seem
to develop exceptional power to withstand present or future
thwarting of these needs simply because they have strong,
33. 388 A. H. MASLOW
healthy character structure as a result of basic satisfaction.
They are the 'strong' people who can easily weather dis-
agreement or opposition, who can swim against the stream
of public opinion and who can stand up for the truth at
great personal cost. It is just the ones who have loved and
been well loved, and who have had many deep friendships
who can hold out against hatred, rejection or persecution.
I say all this in spite of the fact that there is a certain
amount of sheer habituation which is also involved in any
full discussion of frustration tolerance. For instance, it is
likely that those persons who have been accustomed to rela-
tive starvation for a long time, are partially enabled thereby
to withstand food deprivation. What sort of balance must
be made between these two tendencies, of habituation on the
one hand, and of past satisfaction breeding present frustration
tolerance on the other hand, remains to be worked out by
further research. Meanwhile we may assume that they are
both operative, side by side, since they do not contradict
each other. In respect to this phenomenon of increased
frustration tolerance, it seems probable that the most im-
portant gratifications come in the first two years of life. That
is to say, people who have been made secure and strong in
the earliest years, tend to remain secure and strong thereafter
in the face of whatever threatens.
Degrees of relative satisfaction.—So far, our theoretical dis-
cussion may have given the impression that these five sets of
needs are somehow in a step-wise, all-or-none relationships to
each other. We have spoken in such terms as the following:
"If one need is satisfied, then another emerges." This state-
34. ment might give the false impression that a need must be
satisfied 100 per cent before the next need emerges. In ac-
tual fact, most members of our society who are normal, are
partially satisfied in all their basic needs and partially un-
satisfied in all their basic needs at the same time. A more
realistic description of the hierarchy would be in terms of
decreasing percentages of satisfaction as we go up the hier-
archy of prepotency. For instance, if I may assign arbitrary
figures for the sake of illustration, it is as if the average citizen
A THEORY OP HUMAN MOTIVATION 389
is satisfied perhaps 85 per cent in his physiological needs, 70
per cent in his safety needs, 50 per cent in his love needs, 40
per cent in his self-esteem needs, and 10 per cent in his self-
actualization needs.
As for the concept of emergence of a new need after satis-
faction of the prepotent need, this emergence is not a sudden,
saltatory phenomenon but rather a gradual emergence by
slow degrees from nothingness. For instance, if prepotent
need A is satisfied only 10 per cent then need B may not be
visible at all. However, as this need A becomes satisfied 25
per cent, need B may emerge 5 per cent, as need A becomes
satisfied 75 per cent need B may emerge 90 per cent, and so on.
Unconscious character of needs.—These needs are neither
necessarily conscious nor unconscious. On the whole, how-
ever, in the average person, they are more often unconscious
rather than conscious. It is not necessary at this point to
overhaul the tremendous mass of evidence which indicates
the crucial importance of unconscious motivation. It would
by now be expected, on a priori grounds alone, that uncon-
scious motivations would on the whole be rather more im-
35. portant than the conscious motivations. What we have called
the basic needs are very often largely unconscious although
they may, with suitable techniques, and with sophisticated
people become conscious.
Cultural specificity and generality of needs.—This classifica-
tion of basic needs makes some attempt to take account of
the relative unity behind the superficial differences in specific
desires from one culture to another. Certainly in any par-
ticular culture an individual's conscious motivational content
will usually be extremely different from the conscious motiva-
tional content of an individual in another society. However,
it is the common experience of anthropologists that people,
even in different societies, are much more alike than we would
think from our first contact with them, and that as we know
them better we seem to find more and more of this common-
ness. We then recognize the most startling differences to be
superficial rather than basic, e.g., differences in style of hair-
dress, clothes, tastes in food, etc. Our classification of basic
390 A. H. MASLOW
needs is in part an attempt to account for this unity behind
the apparent diversity from culture to culture. No claim is
made that it is ultimate or universal for all cultures. The
claim is made only that it is relatively more ultimate, more
universal, more basic, than the superficial conscious desires
from culture to culture, and makes a somewhat closer ap-
proach to common-human characteristics. Basic needs are
more common-human than superficial desires or behaviors.
Multiple motivations of behavior.—These needs must be
understood not to be exclusive or single determiners of certain
kinds of behavior. An example may be found in any be-
36. havior that seems to be physiologically motivated, such as
eating, or sexual play or the like. The clinical psychologists
have long since found that any behavior may be a channel
through which flow various determinants. Or to say it in
another way, most behavior is multi-motivated. Within the
sphere of motivational determinants any behavior tends to
be determined by several or all of the basic needs simultane-
ously rather than by only one of them. The latter would be
more an exception than the former. Eating may be partially
for the sake of filling the stomach, and partially for the sake
of comfort and amelioration of other needs. One may make
love not only for pure sexual release, but also to convince
one's self of one's masculinity, or to make a conquest, to feel
powerful, or to win more basic affection. As an illustration,
I may point out that it would be possible (theoretically if not
practically) to analyze a single act of an individual and see
in it the expression of his physiological needs, his safety needs,
his love needs, his esteem needs and self-actualization. This
contrasts sharply with the more naive brand of trait psy-
chology in which one trait or one motive accounts for a certain
kind of act, i.e., an aggressive act is traced solely to a trait
of aggressiveness.
Multiple determinants of behavior.—Not all behavior is de-
termined by the basic needs. We might even say that not
all behavior is motivated. There are many determinants of
behavior other than motives.9 For instance, one other im-
•1 am aware that many psychologists and psychoanalysts use the
term 'mo-
tivated' and 'determined' synonymously, e.g., Freud. But I
consider this an ob-
A THEORY OF HUMAN MOTIVATION 391
37. portant class of determinants is the so-called 'field* deter-
minants. Theoretically, at least, behavior may be deter-
mined completely by the field, or even by specific isolated
external stimuli, as in association of ideas, or certain condi-
tioned reflexes. If in response to the stimulus word 'table,'
I immediately perceive a memory image of a table, this re-
sponse certainly has nothing to do with my basic needs.
Secondly, we may call attention again to the concept of
'degree of closeness to the basic needs' or 'degree of motiva-
tion.' Some behavior is highly motivated, other behavior is
only weakly motivated. Some is not motivated at all (but
all behavior is determined).
Another important point10 is that there is a basic differ-
ence between expressive behavior and coping behavior (func-
tional striving, purposive goal seeking). An expressive be-
havior does not try to do anything; it is simply a reflection
of the personality. A stupid man behaves stupidly, not be-
cause he wants to, or tries to, or is motivated to, but simply
because he is what he is. The same is true when I speak in a
bass voice rather than tenor or soprano. The random move-
ments of a healthy child, the smile on the face of a happy
man even when he is alone, the springiness of the healthy
man's walk, and the erectness of his carriage are other ex-
amples of expressive, non-functional behavior. Also the style
in which a man carries out almost all his behavior, motivated
as well as unmotivated, is often expressive.
We may then ask, is all behavior expressive or reflective
of the character structure? The answer is 'No.' Rote,
habitual, automatized, or conventional behavior, may or may
not be expressive. The same is true for most 'stimulus-
bound' behaviors.
38. It is finally necessary to stress that expressiveness of be-
havior, and goal-directedness of behavior are not mutually
exclusive categories. Average behavior is usually both.
Goals as centering principle in motivation theory.—It will
be observed that the basic principle in our classification has
fuscating usage. Sharp distinctions are necessary for clarity of
thought, and precision
in experimentation.
10 To be discussed fully in a subsequent publication.
392 A. H. MASLOW
been neither the instigation nor the motivated behavior but
rather the functions, effects, purposes, or goals of the behavior.
It has been proven sufficiently by various people that this is
the most suitable point for centering in any motivation
theory.11
Animal- and human-centering.—This theory starts with
the human being rather than any lower and presumably
'simpler' animal. Too many of the findings that have been
made in animals have been proven to be true for animals
but not for the human being. There is no reason whatsoever
why we should start with animals in order to study human
motivation. The logic or rather illogic behind this general
fallacy of 'pseudo-simplicity' has been exposed often enough
by philosophers and logicians as well as by scientists in each
of the various fields. It is no more necessary to study ani-
mals before one can study man than it is to study mathe-
matics before one can study geology or psychology or biology.
We may also reject the old, naive, behaviorism which
39. assumed that it was somehow necessary, or at least more
'scientific' to judge human beings by animal standards. One
consequence of this belief was that the whole notion of pur-
pose and goal was excluded from motivational psychology
simply because one could not ask a white rat about his
purposes. Tolman (18) has long since proven in animal
studies themselves that this exclusion was not necessary.
Motivation and the theory of psychopathogenesis.—The con-
scious motivational content of everyday life has, according
to the foregoing, been conceived to be relatively important
or unimportant accordingly as it is more or less closely re-
lated to the basic goals. A desire for an ice cream cone might
actually be an indirect expression of a desire for love. If it
is, then this desire for the ice cream cone becomes extremely
important motivation. If however the ice cream is simply
something to cool the mouth with, or a casual appetitive
reaction, then the desire is relatively unimportant. Every-
day conscious desires are to be regarded as symptoms, as
11 The interested reader is referred to the very excellent
discussion of this point
in Murray's Explorations in Personality (is).
A THEORY OF HUMAN MOTIVATION 393
surface indicators of more basic needs. If we were ,to take
these superficial desires at their face value we would find our-
selves in a state of complete confusion which could never be
resolved, since we would be dealing seriously with symptoms
rather than with what lay behind the symptoms.
Thwarting of unimportant desires produces no psycho-
pathological results; thwarting of a basically important need
40. does produce such results. Any theory of psychopathogenesis
must then be based on a sound theory of motivation. A con-
flict or a frustration is not necessarily pathogenic. It be-
comes so only when it threatens or thwarts the basic needs,
or partial needs that are closely related to the basic needs (10).
The role of gratified needs.—It has been pointed out above
several times that our needs usually emerge only when more
prepotent needs have been gratified. Thus gratification has
an important role in motivation theory. Apart from this,
however, needs cease to play an active determining or or-
ganizing.role as soon as they are gratified.
What this means is that, e.g., a basically satisfied person
no longer has the needs for esteem, love, safety, etc. The
only sense in which he might be said to have them is in the
almost metaphysical sense that a sated man has hunger, or a
filled bottle has emptiness. If we are interested in what
actually motivates us, and not in what has, will, or might
motivate us, then a satisfied need is not a motivator. It
must be considered for all practical purposes simply not to
exist, to have disappeared. This point should be emphasized
because it has been either overlooked or contradicted in every
theory of motivation I know.12 The perfectly healthy, nor-
mal, fortunate man has no sex needs or hunger needs, or
needs for safety, or for love, or for prestige, or self-esteem,
except in stray moments of quickly passing threat. If we
were to say otherwise, we should also have to aver that every
man had all the pathological reflexes, e.g., Babinski, etc., be-
cause if his nervous system were damaged, these would appear.
It is such considerations as these that suggest the bold
13 Note that acceptance of this theory necessitates basic
revision of the Freudian
theory.
41. 394 A. H, MASLOW
postulation that a man who is thwarted in any of his basic
needs may fairly be envisaged simply as a sick man. This is
a fair parallel to our designation as 'sick' of the man who
lacks vitamins or minerals. Who is to say that a lack of love
is less important than a lack of vitamins? Since we know
the pathogenic effects of love starvation, who is to say that
we are invoking value-questions in an unscientific or illegiti-
mate way, any more than the physician does who diagnoses
and treats pellagra or scurvy? If I were permitted this
usage, I should then say simply that a healthy man is pri-
marily motivated by his needs to develop and actualize his
fullest potentialities and capacities. If a man has any other
basic needs in any active, chronic sense, then he is simply
an unhealthy man. He is as surely sick as if he had suddenly
developed a strong salt-hunger or calcium hunger.13
If this statement seems unusual or paradoxical the reader
may be assured that this is only one among many such para-
doxes that will appear as we revise our ways of looking at
man's deeper motivations. When we ask what man wants of
life, we deal with his very essence.
IV. SUMMARY
(1) There are at least five sets of goals, which we may call
basic needs. These are briefly physiological, safety, love,
esteem, and self-actualization. In addition, we are mo-
tivated by the desire to achieve or maintain the various
conditions upon which these basic satisfactions rest and
by certain more intellectual desires.
42. (2) These basic goals are related to each other, being arranged
in a hierarchy of prepotency. This means that the most
prepotent goal will monopolize consciousness and will tend
of itself to organize the recruitment of the various ca-
pacities of the organism. The less prepotent needs are
" If we were to use the word 'sick' in this way, we should then
also have to face
squarely the relations of man to his society. One clear
implication of our definition
would be that (i) since a man is to be called sick who is
basically thwarted, and (2)
since such basic thwarting is made possible ultimately only by
forces outside the in-
dividual, then (3) sickness in the individual must come
ultimately from a sickness in
the society. The 'good* or healthy society would then be defined
as one that per-
mitted man's highest purposes to emerge by satisfying all his
prepotent basic needs.
A THEORY OF HUMAN MOTIVATION 395
minimized, even forgotten or denied. But when a need
is fairly well satisfied, the next prepotent ('higher') need
emerges, in turn to dominate the conscious life and to
serve as the center of organization of behavior, since
gratified needs are not active motivators.
Thus man is a perpetually wanting animal. Ordinarily
the satisfaction of these wants is not altogether mutually
exclusive, but only tends to be. The average member of
our society is most often partially satisfied and partially
unsatisfied in all of his wants. The hierarchy principle is
43. usually empirically observed in terms of increasing per-
centages of non-satisfaction as we go up the hierarchy.
Reversals of the average order of the hierarchy are some-
times observed. Also it has been observed that an in-
dividual may permanently lose the higher wants in the
hierarchy under special conditions. There are not only
ordinarily multiple motivations for usual behavior, but in
addition many determinants other than motives.
(3) Any thwarting or possibility of thwarting of these basic
human goals, or danger to the defenses which protect
them, or to the conditions upon which they rest, is con-
sidered to be a psychological threat. With a few excep-
tions, all psychopathology may be partially traced to
such threats. A basically thwarted man may actually be
defined as a 'sick' man, if we wish.
(4) It is such basic threats which bring about the general
emergency reactions.
(5) Certain other basic problems have not been dealt with
because of limitations of space. Among these are (a) the
problem of values in any definitive motivation theory,
(b) the relation between appetites, desires, needs and what
is 'good' for the organism, (c) the etiology of the basic
needs and their possible derivation in early childhood, (d)
redefinition of motivational concepts, i.e., drive, desire,
wish, need, goal, (<?) implication of our theory for hedon-
istic theory, (/) the nature of the uncompleted act, of
success and failure, and of aspiration-level, (g) the role of
association, habit and conditioning, (A) relation to the
396 A. H. MASLOW
44. theory of inter-personal relations, (^[implications for psy-
chotherapy, (/) implication for theory of society, (k) the
theory of selfishness, (I) the relation between needs and
cultural patterns, (m) the relation between this theory and
Allport's theory of functional autonomy. These as well as
certain other less important questions must be considered
as motivation theory attempts to become definitive.
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