Gambling among Adolescents in North America Essay Example for Free

Gambling among Adolescents in North America Essay Lottery, card games, sports betting and money wagers. These are a few kinds of gambling that adults engage in; however, the youth of today are also found to be gambling more than adults (Derevensky Gupta, 2002; Huang Boyer, 2007). According to Derevensky Gupta (2002), there is an alarmingly high percentage of children and adolescents engaged in gambling activities. In a long-term analysis between 1984 to 1999, it was found that the prevalence of youth gambling in North America increased from 45% to 66% and that the proportion of the youth who have serious gambling-related problems have increased as well from 10% to 15% in the same time period (Huang Boyer, 2007). In the past 25 years in the United States and Canada, it has been found that the youth is significantly associated with gambling-related problems; the percentage of youth classified under the Sub-clinical or problem gambling (Level 2) and the pathological gambling (Level 3) were at 14. 6% and 4. 8% respectively in 2006, which is more than twice of the adults who only have a percentage of 2. 5% and 1. 5% each (ibid). Among the youth, it has also been found that more young men gamble more than women and they are also identified to be problem gamblers than young women and even among adults (Huang Boyer, 2007). In North America today, approximately 80% of adolescents have participated in some form of gambling for money within in their lifetime (Felsher, Derevensky Gupta, 2003; Messerlian Derevensky, 2005). This is an alarming rate. The number of youth who are engaged in adolescent gambling is higher today more than ever before and it is starting to become a serious public health issue that many nations, especially the United States and Canada, are trying to address (Messerlian Derevensky, 2005). Considerable research by psychologist and sociologists are being conducted regarding this problem. This paper will identify the causes of adolescent gambling, its consequences and what psychologists and the government are doing to treat this issue. Causes of Adolescent Gambling The availability and accessibility of gambling increased progressively in the United States and Canada from 1984-1999, which was also the time that an increase in youth gambling also occurred (Derevensky Gupta, 2002). This increase in youth gambling has been attributed to the support of the two governments in the lucrative gambling industry. Political economy theories of Sauer maintain that this is due to the need for revenue generation of the large governments (Messerlian Derevensky, 2005). The youth have become exposed to numerous gambling establishments, directly and indirectly (Felsher et al, 2003). The widespread legalization of the different kinds of gambling in North America has greatly exposed the youth to the addictive game (ibid; Huang Boyer, 2007). Gambling has already become a â€Å"well-established recreational form of entertainment† (Felsher et al, 2003) and there is already an estimated 15. 3million adolescents in North America who have engaged in gambling activities and 2. 2 million of these are problem or pathological gamblers (Huang Boyer, 2007). Among 12-17 year old Americans, 4%–8% of them are already pathological gamblers and another 10%–15% of the youth are at risk of developing a serious problem (Felsher et al. , 2003; Messerlian Derevensky, 2005). Adolescents gamble because they are tempted by the â€Å"lure of excitement, entertainment, and potential financial gain associated with gambling† (Messerlian Derevensky, 2005). Increased exposure to gambling will teach the kids to gamble, and the social learning theory of Albert Bandura points out the role of observation and imitation in the acquisition and maintenance of socially desirable and undesirable characteristics (Felsher et al. , 2003). The increased exposure they have in gambling influences them to do the same. Family and friends are the primary reference groups, but it is the parents who have a stronger influence since they occur earlier than the peer group (ibid). The parents are observed to be having fun and adolescents surveyed said they gamble because their parents play for enjoyment and excitement, and it is the parents who play their children and engage them in gambling (ibid). In the social learning theory, there are six mechanisms identified that is involved in the development of gambling and these are: 1) affective states such as anxiety or depression; 2) cognitive distortions about gambling; 3) behavioral reinforcement schedules; 4) social and institutional determinants such as opportunity to gamble; 5) sub-cultural conditions like prevailing attitude towards gambling and values of the adolescent’s social context and reference groups (as seen in the preceding paragraph); and 6) internal fantasy relationships with personifications like the parents or â€Å"lady luck† (Upfold, 2007). Lottery is the most favored form of gambling by adolescents because of its ease of accessibility and the minimal amount of money required to participate in the draw (Felsher et al. , 2003). Parents purchase the lottery tickets and they include their children in their gambling activity by asking for their advice, such as what number/s they should pick, let them carry the money, fill in the lottery stubs, scratching the numbers, etc. (ibid). This observation and direct participation of gambling from significant reference groups, such as the parents, influences the youth’s participation in gambling activities (Messerlian Derevensky, 2005). The parental acceptance of gambling as a recreational activity further encourages the youth to partake in it (Felsher et al. , 2003). Adolescents who gamble say that they have learned it from their parents. 15% of children made first bet with their parents and another 20% with other family members (Messerlian Derevensky, 2005). Parents gamble in close proximity to their children and they have a poor understanding of the negative consequences that this will have on their child (ibid). The Cognitive-Behavioral Model, which is part of the social-learning theory, may explain this cause. The model is based on the principles of learning from imitation, observation, schedules of enforcement and cognition or how the youth would interpret and draw conclusions about the events around him or her (Upfold, 2007). They are enforced to gamble since the adolescents report that their parents are aware of their gambling and that they do not object to it; 50% of parents are aware and are not worried, disregarding the age of the child (Felsher et al. , 2003). 58. 5% of children in the study of Felsher et al. (2003) also say that they wager money with their parents, hence they are taught to gamble; some parents even purchase lottery tickets for their child’s behalf and it has been found that the more severe gambling a child is doing, the more tickets there are purchased by parents. Also, adolescents who were found to be regularly gambling report that they gamble with their family members and 40% say they do it with their parents (Messerlian Derevensky, 2005). â€Å"Problem gambling is governed by a complex set of interrelating factors, causes, and determinants: biological, familial, behavioral, social, and environmental† (ibid). Under environmental, ease of access of online-gambling sites on the Internet is a new problem since the youth can easily access it and can be enticed by the visual appeals of Internet gambling (ibid). Another important reference point and part of the environmental factor which indirectly teaches gambling to children and reinforces it is the school. There are schools who promote gambling through fundraising activities including lottery, raffle draws, bingo, casino nights, and by permitting card playing within schools (ibid). Another explanation for causes of gambling is the Psychodynamic Model, which proposes that personal problems â€Å"lie within the psyche and are an attempt at self-healing or a strategy of resolving unconscious psychic conflicts†¦beyond voluntary control,† (Upfold, 2007), hence the individual continues to engage in gambling. There are three main components in this model and they are: 1) Gambling is an unconscious substitute for aggressive outlets; 2) Gambling involves an unconscious desire to lose- a wish to be punished in reaction to guilt; and 3) Gambling is a medium for continued enactment of psychological conflict (ibid). Adolescents do not engage in gambling for money but for excitement and enjoyment; through video lottery terminals, sports betting, cards, lotteries, bingo and other forms of gambling, adolescents with a gambling problem exhibit a number of dissociative behaviors such as escape into another world where they have altered egos (Derevensky Gupta, 2002). Their personality traits that are correlated with risk-taking behavior such as excitable, extroverted, anxious and lower self-discipline show that they have poor coping and adaptive skills, so when they cannot cope with many hardships in their life or the stress of being a teenager, they gamble to â€Å"escape from the realities of daily life† (ibid). Gambling has been a way for adolescents who experience negative life events and use emotional-coping strategies to escape their problems, even if they have claimed to have social support from their peers (ibid; Bergevin, Gupta Derevensky, 2006). The Trait Theory of Gambling is also part of the psychodynamic model and it show that there are certain personalities that is related to the problem of gambling such as depression, anti-social personality disorder- particularly for pathological gamblers, and narcissism- as seen in the compulsive gamblers (Upfold, 2007). Other identified risk factors that may lead to adolescent gambling include male gender, alcohol and drug use, deviant peers, family history of gambling, and impulsive behavior (Pietrzak, Ladd Petry, 2003). Consequences of Adolescent Gambling The consequences of adolescent gambling are somewhat similar to that of adult gamblers; they not only affect themselves but society as a whole. Adolescent gambling does not only affect the individual adolescent but their families, peers, communities and health services (Messerlian Derevensky, 2005). The consequences the adolescent gamblers face are widespread and affects their psychological, behavioral, legal, academic, family and interpersonal domains- they become delinquent, have poor academic performance, impair their academic performance or even drop out from school, disrupt their relationship with family and friends, and display criminal behavior (ibid). They face negative health, psychological, social, personal and financial consequences that is why gambling is becoming a public health issue (ibid). It has been found that there is a strong correlation between adolescent gambling and the increased likelihood to drink alcohol, smoke tobacco and use drugs (Hardoon, Gupta Derevensky, 2004). Huang Boyer (2007) also says that adolescent gamblers are more likely to experience psychiatric problems, especially substance use disorders. The common factors that lead to this among adolescents are low self-esteem, depression, suicidal thoughts, victim of abuse, poor school performance, history of delinquency, poor impulse control, being male, early onset of gambling, parental history of gambling, and community/family acceptance of gambling (ibid). This will greatly affect the future of the youth since all that they indulge in is gambling. They become dissociated from the real world and spend much of their time gambling that they do not get to develop themselves as individuals anymore. They become more susceptible to suicide ideation and attempts, they replace their old friends with their gambling associates and they have a higher risk to develop an addiction or poly addictions (Gupta Derevensky, 2002). In the study of Felsher et al. (2003), they found that 94% of young male gamblers and 93% of young female gamblers are not afraid to get caught. This shows their lack of concern on what may happen to them if they are caught and this may also show the acceptance of their parents. Since parents and most institutions fail to recognize gambling as a serious problem or certain activities to be gambling (Derevensky and Gupta, 2002), the adolescents are at a higher risk to further develop their gambling addiction. The course of gambling varies from one individual to another; however, the social learning theory shows that since gambling behavior is acquired it can be thought of as a continuum or stages from problem-free gambling all the way to pathological gambling (Messerlian Derevensky, 2005; Upfold, 2007). Messerlian Derevensky (2005) states that â€Å"as gambling escalates and one moves along the continuum of gambling risk, the negative outcomes begin to outweigh any potential benefits† and this is when they would start experiencing different kinds of impaired personal, health, financial and social consequences. Treatments to Adolescent Gambling The numerous psychosocial costs of gambling to the individual, his/her family and to the community shows that this is a problem that must be addressed and treated (Derevensky and Gupta, 2002). Some adolescents do not know that they have a gambling addiction or disorder and this prevents them from getting proper treatment (ibid) however, with the intervention of family, friends or event the school, the adolescent may get treated. There are several kinds of treatment for adolescents who are already problem or pathological gamblers. Before these are discussed, prevention models for gambling will be discussed first since prevention is better than cure. Government policies should be stricter regarding gambling, particularly On-line gambling since that is readily accessible to the youth. Public policies that can influence the social environment and minimize unhealthy gambling behavior such as â€Å"legislation on advertising and promotion, laws regulating minimum age-requirements and their enforcement, provision of programs for harm minimization, fiscal measures, and regulation of the availability of products† should be balanced with the economic gains of the gambling industry (Messerlian Derevensky 2005). Other prevention models suggested by Derevensky Gupta (2002) include the need for awareness of the problem; activities that increase knowledge on adolescent gambling; programs to help modify and change attitude that gambling is not harmless; teaching of effective coping and adaptive skills to prevent problematic gambling; changing inappropriate conceptions about skill and luck, the illusion of control and independence in gambling activities; and identification, assessment and referral of students who are indicative of being at risk to gambling problems. Psychosocial approaches are one of the methods used to treat pathological gambling and this for adults this includes Gamblers Anonymous (Pietrzak et al. , 2006). For the adolescents several youth groups have been formed such as youthbet. net in Canada and wannabet. org in the United States; these website are managed by youths and non-governmental organizations to offer assistance and collaboration to adolescents (Messerlian Derevensky, 2005). Piertzak et al. (2006) found that cognitive-behavior therapy (CBT) and eclectic therapy have been helpful in reducing problematic gambling behaviors. CBT involves altering the inaccurate perceptions, beliefs and attitudes of adolescents about gambling. The eclectic therapy is the individual approach to treating gambling problems and consists of: detailed assessment, acceptance of the problem, development of effective coping skills, restructuring of free time, involvement of family and social supports, cognitive restructuring, establishment of debt payment plans and relapse prevention (ibid). The motivational enhancement therapy (MET) is also used and is based on the concept that behavior change occurs through identifiable stages: pre-contemplation, contemplation, action and maintenance (ibid). In this approach, the therapist is non-confrontational and elicits the adolescent’s understanding of the consequences of gambling and strengthens the commitment to change the ways of the individual; since it has a shorter duration that CBT and other therapies, MET is recommended for onset problems (ibid). A disease model is also sometimes used to treat gambling problems. In this approach, the compulsive gambler is made to embrace abstinence from gambling, to participate in self-help groups and to maintain abstinence by going through therapy to deal with previous or latent psychological problems (Upfold, 2007). There is also the Ecological Approach wherein gambling behavior is viewed from multiple perspectives and addresses the behavior from an individual and socio-environmental level where interventions are made at five levels that affects an individual to gamble: biological, familial, behavioral, social and environmental (Messerlian Derevesnky, 2005). Internal and external factors cause an adolescent to gamble. Occasional gambling is harmless but once exposed to gambling especially at a young age, gambling problems may occur and develop into an addiction, which may affect the social, academic and personal life of the adolescent. Treatments vary such as cognitive-behavioral therapy, eclectic therapy, motivational-enhancement therapy and ecological approach; however, prevention of adolescent gambling is still the best and this can be done through increased awareness about the public health problem and stricter government policies regarding access of adolescents to gambling venues, especially online gambling. Bibliography Bergevin, T. , Gupta, R. and Derevensky, J. (2006). Adolescent gambling: Understanding the role of stress and coping. Journal of Gambling Studies, (22), 195-208. Derevensky, J. L. and Gupta, R. (2002). Youth gambling: A clinical and research perspective. The Electronic Journal of Gambling Issues. Retrieved April 9, 2008 from http://www. camh. net/egambling/issue2/feature/index. html Felsher, J. R. , Derevensky, J. L. , Gupta, R. (2003). Parental influences and social modelling of youth lottery participation. Journal of Community Applied Social Psychology, 13: 361-377. Hardoon, K. K. , Gupta, R. and Derevensky, J. L. (2004). Psychosocial variables associated with adolescent gambling. Psychology of Addictive Behaviors, 18 (2), 170 – 179. Huang, J. H. and Boyer, R.. (2007). Epidemiology of youth gambling problems in Canada: A national prevalence study. The Canadian Journal of Psychiatry, 52 (10). Messerlian, C. and Derevensky, M. (2005). Youth gambling: A public health perspective. Journal of Gambling Issues (14). Pietrzak, R. H. , Ladd, G. T. and Petry, N. M. (2003). Disordered gambling in adolescents: Epidemiology, diagnosis and treatment. Pediatr Drugs, 5 (9), 583 – 592. Upfold, Darryl. (2007). An introduction to conceptual models of problem gambling. Center for Addiction and Mental Health. Retrieved April 13, 2008, from http://www. problemgambling. ca/EN/ResourcesForProfessionals/Pages/AnIntroductiontoConceptualModelsofProblemGambling. aspx

The Adventures of Tom Sawyer :: essays research papers

The Adventures of Tom Sawyer, by Mark Twain B. This type of book is realistic fiction. C. The main character is Thomas Sawyer, a twelve year old boy, whose parents are dead. Tom lives with his aunt, Polly. Tom is busy either making trouble or thinking up new schemes. Another character is Huckelberry Finn, hated by all mothers and loved by all children. Tom is friends with Huck and they share many adventures together. Becky Thatcher, the daughter of a judge, who likes Tom but sometimes fights with him. Injun Joe is an indian who kills someone named Dr. Robinson and makes everyone believe that the real killer is a man named Muff Potter. Mr. Potter, a nice man, helps Tom and Huck to fish and fly kites. D. This story takes place in St. Petersburg, Missouri, in the mid-1800's. E. The main problem in this story is the many ways which Tom tries to avoid Injun Joe because as a witness to the murder of Dr. Robinson, Injun Joe is trying to kill Tom. Poor Tom also has to deal with being punished on a Saturday when he could be out playing. The last problem is how Becky and Tom will escape from a cave. II. Tom, Sid, Tom' half brother, and Tom's Aunt Polly were sitting down at the table eating supper. Aunt Polly asked Tom questions hinting that she suspected him of playing hooky and going swimming instead of going to school. Aunt Polly gave up but then Sid pointed out that Tom had a different color thread than the one Aunt Polly sewed on Tom's collar. Tom's punishment was to whitewash the fence, but Tom wanted to go out and play. Tom used reverse psychology to make his friends think that whitewashing was an honor and they even gave him trinkets for the honor of whitewashing the fence. At school, Tom meets a new girl, Becky Thatcher, daughter of Judge Thatcher. Becky and Tom both like each other but Tom mentioned that he was engaged to Amy, and Becky hated him for it. Tom and his friend Huck go to the cemetery with a dead cat, a supposed wart cure. While at the cemetery they see Injun Joe kill Dr. Robinson while blaming Muff Potter. Both Tom and Huck swear to themselves that they will not say a thing about the murder. One day when looking for treasures in a haunted house, Tom and Huck overhear Injun Joe talking with another man about finding treasures. Tom and Huck decide to track the men in order to find the treasures which the men hide in "the number 2".

Volunteering Changed My Life :: Contribution to My Community Service

Community Service is a great opportunity to make a difference in the area you live in. There are so many ways to volunteer. Some people are given chances to do community service when they need to pay off fines for tickets. Most people simply do because they love getting involved. It’s their way of making the community a cleaner, healthier place. Tutoring kids is one type of community service. I can say from experience teaching kids to learn is a great feeling. I know because I’ve been tutoring kids for almost seven months. You’ll be surprised how it makes you feel. To have one of your students’ parents thank you because there child has never been able to make an â€Å"A† in there reading or math class. Just hearing those words lets me know that I am already making a difference. The place that I volunteer at is Casa De Amigos and the children that go there really look up to you. Yes you’re helping them to be able to reach their goals but you’re also teaching them that helping the community can change so many lives. There are many activities that will help the community. Another way that I have experience is picking up trash. This one is very important because you are helping the environment and town that you live in. So why not help your environment to be able to apply for a scholarship. It’s also a fun way to meet people that enjoy making a difference. Picking up trash is one of the most common types of community service. There are so many volunteers a day picking up trash in their neighborhood and all around town. To be able to get involved all you do is call the Midland City Department and they will be glad to guide you where to go so you can help our community. Another service that I have done has been to volunteer at the West Campus Hospital gift shop. It was a great experience for me; if I had the time I would make the effort to volunteer again. For people that is good at socializing with others and love organizing I would recommend volunteering at the gift shop. Volunteering Changed My Life :: Contribution to My Community Service Community Service is a great opportunity to make a difference in the area you live in. There are so many ways to volunteer. Some people are given chances to do community service when they need to pay off fines for tickets. Most people simply do because they love getting involved. It’s their way of making the community a cleaner, healthier place. Tutoring kids is one type of community service. I can say from experience teaching kids to learn is a great feeling. I know because I’ve been tutoring kids for almost seven months. You’ll be surprised how it makes you feel. To have one of your students’ parents thank you because there child has never been able to make an â€Å"A† in there reading or math class. Just hearing those words lets me know that I am already making a difference. The place that I volunteer at is Casa De Amigos and the children that go there really look up to you. Yes you’re helping them to be able to reach their goals but you’re also teaching them that helping the community can change so many lives. There are many activities that will help the community. Another way that I have experience is picking up trash. This one is very important because you are helping the environment and town that you live in. So why not help your environment to be able to apply for a scholarship. It’s also a fun way to meet people that enjoy making a difference. Picking up trash is one of the most common types of community service. There are so many volunteers a day picking up trash in their neighborhood and all around town. To be able to get involved all you do is call the Midland City Department and they will be glad to guide you where to go so you can help our community. Another service that I have done has been to volunteer at the West Campus Hospital gift shop. It was a great experience for me; if I had the time I would make the effort to volunteer again. For people that is good at socializing with others and love organizing I would recommend volunteering at the gift shop.

Do You Speak American? Essay

Absolutely, the answer was no. In the past, I thought American English was only a language which pronounced â€Å"r† heavily. Surprisingly, according to the map of dialect, America can be divided by seven parts. They are Eastern New English, NYC,Philadelphia, The North, The Midland, The South and The West. And different regions of America have different dialects. In terms of the dialect of American English, I have a re-understanding of this language. I find it is interesting, even surprising, and I am more curious about that. The dialects of American English is really interesting. Honestly, when I hear a conversation or a speech, I can hardly recognize the accents without special note, although sometimes I can recognize the obvious accents according to the meaning of the sentence. For example, most young California say [? ] to replace [? ], say â€Å"like† as â€Å"lake†. According to my personal experience, when I traveled to Miami, Florida, I heard that most people in there said â€Å"lift† as â€Å"left†. Moreover, Net English used among young people is another part of interest. For example, â€Å"das kool† equals â€Å"that is cool†, â€Å"lol† means â€Å"laugh out loud†, â€Å"How ya doin hun† is â€Å"how are you doing honey? †, â€Å"g2g† means â€Å"got to go†, etc. Maybe they think typing English in this way is more convenient and fashionable, however, I do not think so. Furthermore, experts recommend that TV series is a good way to recognize and learn dialects since the actors of a program are come from different regions. At last, teenagers prefer to use some new words of phrases to express an common meaning, such as â€Å"bling bling† refers to expensive jewelry. This is popular and sometimes I also use that to express myself. Actually, I am surprised about the dialects of American English in the following aspects. Firstly, in North America, people will laugh at lobsterman’s dialect and make fun with the way they speak. As far as I am concerned, we should respect different languages and cultures. Even though we cannot understand the way of communication, every dialect must has its own value to exist. Moreover, although people dislike some dialects, they can always imitate those dialects they hate. It is unbelievable. In addition, I watched these three DVDs without subtitle. So when I watched the CD2 which introduced the dialects in the mid-land, I found it was difficult for me to understand what people said. However, it is easier to understand what the north and west people said. I think it means that the people of mid-land and south have strong accents. Frankly, there are some points that I do not know before I watching this video. First of all, Philadelphia shakes the American speech more than any other city. Secondly, the Black and the White cannot communicate with each other by using English at the beginning. Thirdly, some people who come from the mid-land consider New Yorker speak bad English, since New Yorker say â€Å"water† as â€Å"[w? :d? ]†. To be honest, as for me, I like the dialect of New York. Fourthly, some pronounciation of dialect are totally different from the original pronounciation. For example, in Ohio and Michigan, â€Å"yins† means â€Å"you†, and in north, â€Å"ayuh† is equal to â€Å"yes†, etc. Finally, looking at magazines to find new words is a job, its purpose is to update the dictionary. To sum up, I don’t think I am speaking American even though I am in New York now. The dialects in United States are diverse. In my opinion, dialect is a component of cultural activities. And some dialects are related to history, some are related to the life style of different region. There are a variety of expressions for dialects. Those include the differences of pronounciation, the new words for common meaning, net English, etc. Most important, no matter what kind of language we say, we should respect all of them and admit the existence value of them. At last, I think watching different American TV series is a good way for me to improve my American English.

An Analysis via Erikson’s Theory Essay

Hillary Clinton is a well-known political figure, with many contradictions in her personality. This difficult Democratic primary election process has revealed interesting features of her personality, from her strong, resolute character, reflected in her perseverance despite political challenges, to her vulnerability, which she has shown in several moments, like that well-publicized tearful scene in the New Hampshire primary, in front of all the cameras. I chose Erikson’s theory of personality to help explain the development of Hillary Clinton’s personality. Erikson proposes that an individual develops her personality by passing through various life stages, each marked by a specific area of conflict. Hence, I will apply Erikson’s stages to Hillary Clinton’s personality development and life events. Erikson’s first life stage is trust versus mistrust, followed by the second stage of autonomy versus shame and doubt. During Hillary’s infancy and early childhood, Hillary was born into a supportive family with a strong religious background. Her parents nurtured her emotional development. In such a supportive environment, her personality flourished, as she found her caregivers and family caring and reliable. Independence and self-reliance were encouraged at an early age in Hillary’s family. Erikson’s third stage is the conflict of initiative versus guilt. Early in her childhood, Hillary was encouraged by her parents to be assertive. Personal drive was strongly encouraged, as she excelled early in school, and as she was encouraged to stand up for her rights. One popular incident was illustrated by Hillary’s mother when one time, Hillary came home crying because she was being bullied. After a long talk with her mother, Hillary came back to school, and punched her bully. Erikson’s fourth stage of industry versus inferiority is a major period of success for Hillary Clinton. From the time of her early childhood to high school, she excels in school, graduating first in her class. Hillary develops a strong feeling of purpose and self-worth, which carries forward her ambitions later in life. Her sense of industry and accomplishment are further validated by her academic achievement in Wellesley College and Yale University. Erikson’s fifth stage of identity versus role confusion is often matched to an individual’s  teenage years, but this stage covers many events in Hillary’s personality development, extending beyond her teenage years. Hillary’s parents allowed her to gain her own voice. She was encouraged to break free beyond the traditional female roles of her time, to pursue higher education and a career. Her political leanings radically changed, as she left her earlier registration in the Young Republican party, to join the Democratic Party. In her valedictory speech at Wellesley College, she embraced the strong sentiment against the Vietnam War and full support for the civil rights movement. Like many members of her generation that time, Hillary tried to find her identity in the turbulent society of the 1960’s. The sixth stage of Erikson corresponds to an individual finding love, in a struggle of finding intimacy versus isolation. As a law student at Yale University, Hillary met her husband, Bill Clinton. While Bill Clinton’s infidelity will challenge this relationship, the relationship between Hillary and Bill Clinton is a true partnership. Despite the proposals of cynics that Hillary stuck with Bill Clinton because of his political connections, many sources still acknowledge that the love between Hillary and Bill Clinton has been genuine. This family unit, also built around their sole daughter Chelsea Clinton, has helped the Clintons weather political turmoil. Erikson’s seventh stage of generativity versus stagnation is a major question that keeps recurring in Hillary Clinton’s life. Hillary Clinton has worked hard on her legacy, and continues to do so. During her husband’s administration, Hillary took up active roles in formulating government policy, including an attempt at health care reform, far beyond the traditional roles of a First Lady. Not content after Bill Clinton left the White House; Hillary Clinton decided to pursue her own ambitions by running for the Senate. Finally, as she attempts to clinch the Democratic presidential nomination, Hillary strives to make history as America’s first female president. Perhaps, it is this driving force to leave a legacy which is the source of Hillary Clinton’s tenacity during the Democratic primary. The final stage of Erikson’s life development, involving ego identity versus despair, is an open chapter in Hillary’s life. If she fails to secure her lifelong dream of becoming the first American female president, will her personality turn to despair? Or instead – will she instead be satisfied with her family and her political accomplishments? Time will decide how Hillary’s personality  development will unfold. In summary, Erikson’s life stages of development offer a useful framework for understanding Hillary Clinton’s motivations and personality development. The various conflicts in Erikson’s theory highlight the life of Hillary Clinton, who faced many challenges to reach her current unique position of success and historical significance.

Leni Riefenstahl Essay

Some people are swept along by events. Some individuals use events to advantage. How accurate is this statement in relation to the personality you have studied? â€Å"Leni Riefenstahl exploits events and other people to serve her own egotistical, obsessive and selfish ambition. † Leni Riefenstahl was born on the 22nd of August 1902 in Berlin. Her full name was Helene Amalie Bertha Riefenstahl. She accomplished a lot during her 101 years of living. She had successful careers as a dancer, actress, director, producer, editor, photographer, author, and mountain climber, as well as one of the world’s oldest active scuba divers. Furthermore, she has been induced as one of The 100 Most Influential Women of All Time. However her accomplishments will always be frowned upon given her association with Adolf Hitler and the Nazi Party. Riefenstahl had been known to edit scenes from her life, alter details and omit events to suit her purposes. She did this so others would see her as flawless. This has been proven by her quote â€Å"reality doesn’t interest me†. When considering the above thesis statement, 2 differing perspectives arise. The first supports the thesis and is that Riefenstahl was so driven to be worldly famous and recognised that she didn’t care what the cost. The second objects the thesis and is that Riefenstahl could not have possibly predicted the purpose and effects of her films, or Hitler’s intentions for world domination. An historian who supports the first perspective is Steven Bach. In ‘The life and work of Leni Riefenstahl’ he argues that Riefenstahl was obsessed with her career and moulding her image, and that these things are the keys to understanding her behaviour throughout her life. He believes she knew more about Nazism than she would have liked people to believe. An historian who supports the second view is Audrey Salkeld. In ‘A portrait of Leni Riefenstahl’ she argues that much of the condemnation of Riefenstahl came from hindsight. According to Salkeld, Riefenstahl could not have known of the horrors that occurred under Nazism. Three influential events during Riefenstahl’s lifetime that create debate in relation to the thesis are; the direction of â€Å"Tiefland†, The Nuremburg rallies movies (Victory of faith, and Triumph of the will), and her documentary of the Berlin Olympics (Olympia). Tiefland Tiefland is a 1954 film that Leni Riefenstahl scripted, directed, starred in, and edited. She began developing the script in 1934, and shot the movie between 1940 and 1944. The film, however, was not completed by the end of World War II and eventually was finalized and released on February 11, 1954. The film was set in Spain, and so Riefenstahl needed people who looked of Spanish decent to play extras in the film. She cast a group of gypsies that were being held in a camp. These Gypsies were destined for Auschwitz, and many that appeared in the film were later murdered in concentration camps. Riefenstahl’s decision to use these extras formulates a debate. It again links back to the thesis and the points of views which arise from it. One perspective is in support of the thesis and is that Riefenstahl used the Gypsies inhumanly or immorally as she knew of their destiny, but used them anyway to create some sort of realism or authenticity to her film. Steven Bach is in support of this perspective and points out in his feature document ‘The puzzle of Leni Riefenstahl’, that Riefenstahl had publicly claimed to have seen ‘all the Gypsies who worked on Tiefland after the war. Nothing happened to a single one of them’. However, this is not true. In reality, of 48 Gypsies who can be documented, 20 died in Nazi concentration camps, most of them in Auschwitz to which they were transported almost directly from the film set. The other perspective objects to the thesis and is that Riefenstahl had no choice in using the Gypsies as extras and the decision to use them was that of the SS and was out of her control. It also says that Riefenstahl did not know of their destiny. This perspective is supported by the fact that after the war, in 1949, the tribunal that investigated Riefenstahl’s activities during the war declared she was innocent. The court stated that although there were rumours that Leni Riefenstahl used Gypsies from concentration camps for her film Tiefland,  ¬and that most of them had been killed in gas chambers, the judges found no reason to believe this and Riefenstahl was acquitted for this point once and forever. However, no gypsy who had served as an extra was present at that time in the court and with time some started to talk. Indeed, there were few survivors; many stated that family members who had played in the film had been gassed in Auschwitz shortly after having worked with Riefenstahl. The Nuremburg Rallies Films Victory of Faith was the first documentary film Leni Riefenstahl directed. She was hired despite opposition from Nazi officials who resented employing a woman and a non-Party member for that matter. Her film recounts the Fifth Party Rally of the Nazi Party, which occurred in Nuremberg from 30 August to 3 September 1933. Triumph of the Will was the other Nuremburg rally propaganda film made by Leni Riefenstahl. It chronicles the 1934 Nazi Party Congress in Nuremberg. The film contains excerpts from speeches given by various Nazi leaders at the Congress, most notably, portions of speeches by Adolf Hitler. The central theme of the film is the return of Germany as a great power, with Hitler as the True German Leader who will bring glory to the nation. Triumph of the Will was released in 1935 and rapidly became one of the best-known examples of propaganda in film history. After many years of people viewing the two Nuremburg rally movies ‘Victory of Faith and Triumph of the will’, two perspectives arise in relation to Riefenstahl’s contribution and purpose. The first perspective, which supports the thesis, is that Riefenstahl created the films knowing of their propaganda intent and potential. She took advantage of the success and popularity of the Nazis at the time, and willingly and purposely created the propaganda films to further her credentials as a film maker and to make her name well known. Author Ken Webb is in support of this perspective and in his book ‘Leni Riefenstahl 1902-2003’ (part of the ‘everything you wanted to know about†¦ but were to afraid to ask’ series. ) makes the argument that, â€Å"Riefenstahl’s film was a clear promotion of the Fuhrer Cult. A major piece of Nazi propaganda was the presentation of Hitler as a special kind of leader, capable of ending the depression, restoring German pride and leading the country into a great future. The film’s only star is Hitler. His adoring fans are there to merely worship and stare in reverential awe. The other perspective that emerges, objects to the thesis, and is that the films were not made under the intentions for Nazi propaganda, but rather just brilliant documentaries with skilful camera and film techniques that inspired people. Audrey Salkeld is in support of this view and argues that it is unfair to judge Riefenstahl through the benefit of hindsight. In 1934, no-one knew that Hitler’s regime would kill 6 million people. Riefenstahl’s films say next to nothing about racist dogma and political persecution, and Salkeld argues that it is because the rally did not do this. Salkeld also refers to Riefenstahl’s statement in Ray Muller’s 1993 film that ‘Triumph of the will’ could not be propaganda because there was no commentary telling people what to think. However, this only means that the pictures speak for themselves, and what do they say? Well according to Salkeld â€Å"She may not have set out to glorify Hitler†¦ but her feelings for him at the time were so worshipful that she could portray him only through the shining eyes of admiration†¦ the Fuhrer represented†¦ this is what she filmed. † Olympia  The International Olympic Committee granted Berlin the 1936 Olympic Games in 1931. When Hitler became chancellor in January 1933, his initial reaction was to condemn the Olympic Games as an evil invention by Jews. The minister of propaganda and enlightenment, Josef Goebbels, however convinced and informed Hitler of the media potential, and the chance to advertise to the world the successes of the new Nazi regime. This lead to the birth and was the basis of Riefenstahl’s sports documentary/propaganda film ‘Olympia,’ which premiered in Berlin on the 20th of April 1938. Like Riefenstahl’s other documentaries under the Nazi regime, this one strikes debate whether it was propaganda for Nazi ideology, or just another innocent documentary which others interpreted it as propaganda. The perspective that ‘Olympia’ was no doubt a piece of Nazi propaganda is in support of the thesis as it debates that Riefenstahl compromised her moral integrity for her own benefits and successes. Author Ken Webb is in support of this view and in his book ‘Leni Riefenstahl 1902-2003’ (part of the ‘everything you wanted to know about†¦ ut were to afraid to ask’ series. ) makes the argument that, ‘ despite its technical brilliance, it was really nothing more than a piece of Nazi propaganda. The aim of the film was to present the essence of the Nazi message, which was the primacy of race. ’ The point of view that it was just another documentary, maintains that it was just a film trying to capture the essence of Aryan superiority and the beauty of the human race. This view is in contrast to the thesis. Rainer Rother is one who believes that the film is not of Nazi propaganda. He argues that the â€Å"fascist aspects of Riefenstahl’s films do not necessarily conform to the definition of fascist art as, above all, ‘a utopian aesthetics’ – that of physical perfection. † Rother challenges the view that the film is fascist art. He claims that although Riefenstahl definitely celebrates beauty and athleticism, he then asks, that don’t the images appear too smooth? He then argues that the images as a result of being ‘too smooth’ suppress any actual effort. He questions â€Å"Can Riefenstahl’s films really contribute much to the ideologization of events which are already empathically ideological in their own right†? In rebut to the above argument, indeed the idea of the filming was to capture the beauty of the human race, and this was the prime force behind the Nazi regime. Further evidence to rebut the argument in the previous paragraph, is that the financing of her film came under the control of Goebbels’ propaganda ministry. Therefore, it makes no sense that the Nazis would give Riefenstahl 1. 5 million marks to finance a film, unless the film was for Nazi purposes, which was to create a propaganda film for them.

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Submit 1-page reflection on your analysis - Article Example I have heard a lot about the communicative material way of learning i.e. the students can contribute through speech while learning. The discussion session is considerably the most fruitful manner of learning since the students would be able to recall the reasons posed by peers back to back (Moorey 16). Also, the contributions of different civilizations could not have been discussed more effectively than by writing about it. The essay was yet another extension to the experience of learning session in the classroom. It has also helped me in writing the experience in the shape of points. Overall, my experience in the classroom was very effective. Especially, the contributions of the Egyptians were quiet interesting to know during the learning session. I would not just limit my experience of learning the contributions of different civilizations to myself but I would also like to continue researching about it. Finally, I would suggest that the classroom session must have discussion and speech to recall the contributions