Personal Mission Statement Essay Example for Free

Personal Mission Statement Essay Section I: My Role in my Education I recently finished a diploma program at Remington College for Medical Billing and Coding in October 2010. I successfully completed 9 months of being on the Dean’s list and had perfect attendance throughout the program. I also received the Distinguished Graduate Award for most outstanding student of the Medical Billing and Coding program. I recently decided to continue my education to obtain my Associate’s Degree in Health Information Technology. I will be finished with my Associate’s program in June 2012. In five years, I plan on working as a manager for a well-established organization. My ultimate goal is to continue my education until I obtain my Master’s Degree so that I can continue moving up the ladder until I am at the top where there is nothing else left to achieve. There are many obstacles in life that could get in the way of accomplishing my goals but I will just share three of the obstacles with you. The first and most important I think would have to be the lack of support. Even though I have moved back in with my parents while I am in school, I get no positive support from them. I really surprised them at graduation back in October for my diploma program when I was announced as the Distinguished Graduate. I am taking this no support from family as positive motivation to prove them all wrong when I obtain my educational goal which is finishing my Associate’s Degree. Another obstacle that could get in my way of achieving my goal would be my mindset or attitude. In the past when I younger and going to college I use to not have the right attitude for school. I was into just having fun and worrying about my grades. Now that I am older and know what I want, I think I have the right attitude to accomplish my educational goal. One of the reasons for my right attitude now is having a son that I didn’t have back in my younger and immature days. Finally, the last obstacle that I could have to face would be the lack of motivation and drive. This one goes hand and hand with the first two obstacles. In the first two obstacles, getting no positive support from my family and having a son now is giving me the motivation and drive I need to accomplish my educational goals. With this said, I think I have the motivation and drive that I need to succeed and overcome any obstacles that get in my way. Section II: Problem Solving for Success Step 1: Research and Define the Problem Using Present State and Desire State In my present state I am currently unemployed and receiving military funding for college through the Montgomery GI Bill. The money that I am receiving through the Montgomery GI Bill is what I am living off of right now. My desired state would be to be working at a job in my field of study to where I can be working my way up to management. I would also like to put more money in savings so that I can have a sizeable amount of savings in case any emergencies came about. Step 2: Determine the Causes of the problem * What- The problem is that I receive no support from my family in accomplishing my educational goals. * Why- This is a problem because when I was younger I never finished what I started except for High School. * Who- My family is the problem because even though I didn’t finish college when I was younger, they should still support me in finishing it now. * Where- The problem is occurring at home because that is where I see my family the most. * When- The problem occurs every day. This sometime causes me to not to want to be at home. I have to let the negativity go in one ear and out the other, and focus on accomplishing my ultimate goal. * How- The problem occurred because of my past non-accomplishments when I was young and immature. Step 3: Generate Solutions by Brainstorming There are several solutions that could be possible in solving the problem. 1. I could market myself in different cities in order to have more employers see my resume. 2. Once I get a job, I can move out and away from the negativity. 3. I can get a part-time job also to help out with expenses once I move back out on my own. At this time I have been only marketing myself with a 50 mile radius from where I live. I am going to start job searching in a 100 mile radius and possible farther out. Right now I will take a job anywhere, no matter where it is at. Based on all of the knowledge that I have learned in this class, I will be able to analyze the situation and use my critical thinking techniques to come up with the best possible solutions to my problem. Once I look at the problem from every angle possible, I can then apply the solutions based on my analysis of my present state and present issue.

Interview With an Elderly Person Essay -- social issues, illness, depr

Aging and being old was dominated by negative characteristics and conditions such as illness, depression, and isolation for a long time (Eibach, Mock, & Courtney, 2010). At first glance the terms â€Å"success† and â€Å"aging† seem to be in conflict to each other. When asking people about aging, their answers have many facets that are also found in psychological definitions: successful aging is seen as health, maturity and personal growth, self-acceptance, happiness, generativity, coping, and acceptance of age-related limitations. In the psychological sense successful aging is also often seen as the absence of age-associated characteristics (Strawbridge, Wallhagen, & Cohen, 2002). It seems that successful aging means is not aging. Methods I interviewed my 92 year old neighbor who, I believe, presents a case of successful aging. As far as I can tell, she has not experienced many limitations due to age. She is spirited, active, and bright. Other neighbors tell me that she has been somewhat physically restrained in the recent past, and she has been using a walker more frequently, but she seems to be fine with that. She grew up in Germany, a country that is very close to the United States in regards to how people view aging. According to McConatha, Schnell, Volkwein, Riley, and Leach (2003), Germans, compared to US Americans, view aging a somewhat more negatively. They are often more pessimistic about the likelihood of finding contentment in old age and generally do not expect to feel good when they are older. To my surprise, my aunts views about aging were very positive. The Interview Questions The following interview was held on the 1st of March 2014 over the phone. I asked my aunt a few questions and gave her the reason... ...velopment. Boston, MA: Allyn & Bacon. McConatha, J. T., Schnell, F., Volkwein, K., Riley, L., & Leach, E. (2003). Attitudes toward aging: a comparative analysis of young adults from the United States and Germany. International Journal Of Aging & Human Development, 57(3), 203–215. Ong, A. D., Bergeman, C. S., Bisconti, T. L., & Wallace, K. A. (2006). Psychological resilience, positive emotions, and successful adaptation to stress in later life. Journal of Personality and Social Psychology, 91(4), 730. Quoidbach, J., Gilbert, D. T., & Wilson, T. D. (2013). The end of history illusion. Science, 339(6115), 96–98. Rowe, J. W., & Kahn, R. L. (1997). Successful aging. The Gerontologist, 37(4), 433–40. Strawbridge, W. J., Wallhagen, M. I., & Cohen, R. D. (2002). Successful aging and well-being: Self-rated compared with Rowe and Kahn. The Gerontologist, 42(6), 727–33.

Frued’s Psychoanalytic Theory Essay

Legendary and groundbreaking psychoanalyst Sigmund Freud changed the way scholars and doctors alike thought about the nature of the brain. Freud’s insight created a new paradigm that focused future inquiries onto the functional aspects of the mind, rather than cerebral and somatic physicality. With this essay, I will begin by describing and defining the id, ego and superego while also discussing how they interact. I will conclude by examining the essential differences of the ego and superego and the implications these distinctions imply. According to Dr. Freud, the id is the part of the human mind that we are born with and it is primarily responsible for the instinctual drives of the individual (Sigmund). For Freud, the id is mainly motivated by libido, or the sexual instinct in its quest for pleasure and satisfaction. Further, the libido is divided into two parts: eros and thanatos. Eros is the drive to fulfill pleasure seeking actions and sexual desires while thanatos is an oppositional drive toward death that causes the aggression and destructive tendencies of humans (Freud’s). This is an important distinction that creates the impression and theory that the id belongs to the tension filled domain of the unconscious. It is the part of us that we can scarcely control, but can incite intense pleasure or aggressive destruction when these desires are fulfilled or denied. In opposition to the basic instinctual need to achieve pleasure or enact destruction lies the part of the brain shaped and defined by social and cultural influences. Freud defines this part of the brain as the superego. The superego in practical terms can be defined as the conscious mind that develops and manifests over time, beginning with inputs from parents and siblings, to schools, relationships and work. This part of the mind internalizes all of these inputs in its creation of consciousness while also being responsible for critiquing consciousness and counterbalancing the instinctual desires of the id in order to successfully navigate through society based on learned values and moral judgments. In between the id and the superego is the ego. The ego can be thought of as the part of the brain that mediates the tensions between the conscious and the unconscious; the id and the superego (Freud’s). In this capacity, the ego contains all objects of consciousness without the moralizing and criticism of the superego. In other words, the ego is the part of our minds that is aware of consciousness and the reality of other people’s consciousness. In this model then, the ego still wants to fulfill the id’s pleasure principle but it also realizes that in trying to accomplish this, the person may hurt other people in the process and must take this fact into consideration (Sigmund). The ego is also responsible for covering the impulses of the id through the development of what he called defense mechanisms. These are forms of repression and rationalization that lessen anxiety or cover troubling thoughts and memories. In addition to his personality theory, Freud also studied the psychosexual stages of development. His stages are organized chronologically beginning with the oral stage and moving through to the anal, phallic, latency, and genital stages. They all focus on the sexual pleasure drive on the psyche. Stage development can only be achieved through the resolution of the previous stage (Stevenson). The resolution or lack thereof, affects the psyche throughout life, especially when one becomes fixated at a particular stage. Each of these stages and the developing person’s id, ego, and superego are constantly mediating the latent pleasures of the psychosexual drive against societal norms. The Structural Theory proposed by Dr. Sigmund Freud has far reaching implications for the way we account for the actions and impulses of our minds. With this model, divided into the id, ego, and superego, we can explain how we can simultaneously harbor uninhibited desires in the unconscious pleasure and destructive tendencies developed by the id, but we can also mediate these instinctive drives through the self-conscious functions performed by the ego’s defense mechanisms, while in addition re-appropriating this tension through the role of the superego in order to live a morally responsible and hopefully well-balanced life. References Freud’s Personality Factors. (2008). http://changingminds. org/explanations/personality/freud_personality. htm Sigmund Freud (1856-1939). (2008). The Internet Encyclopedia of Psychology. Retrieved January 8, 2009 from. http://www. iep. utm. edu/f/freud. htm Stevenson, David. (1996). Freud’s Psychosexual Stages of Development. Brown University. Retrieved January 8, 2009 from http://www. victorianweb. org/science/freud/develop. html

The Use of Question Tags in English

A tag question is a  question added to a declarative sentence, usually at the end, to engage the listener, verify that something has been understood, or confirm that an action has occurred. Also known as a question tag. Common tags include: wont you? wasnt it? dont you? havent you? okay? and right? Examples and Observations If we knew what it was we were doing, it would not be called research, would it?(attributed to Albert Einstein)Theres nothing more exhilarating than pointing out the shortcomings of others, is there?(Randal Graves in Clerks, 1994)I like New York in June, how about you? I like a Gershwin tune, how about you? (Burton Lane and Ralph Freed, How About You, 1941)A toothbrush is a non-lethal object, isnt it? (Morgan Freeman as Red in The Shawshank Redemption, 1994)This time we almost made the pieces fit, didnt we? This time we almost made some sense of it, didnt we? (Jim Webb, Didnt We? 1968)Now eventually you might have dinosaurs on your dinosaur tour, right? (Jeff Goldblum as Dr. Malcolm in Jurassic Park, 1993)But we mustnt think it has all been wasted, must we? We must remember the good times, mustnt we? (Eva Figes, Nellys Version. Secker Warburg, 1977)To actually see inside your ear canal--it would be fascinating, wouldnt it? (Letter from Sonus, a hearing-aid company, quoted in The New Yorker, Mar. 24, 2003)I warned you, but did you listen to me? Oh, no, you knew, didnt you? Oh, its just a harmless little bunny, isnt it? (Tim in Monty Python and the Holy Grail) Clause Types With Tag Questions Question tags are not independent clauses, but they do require a response, and are highly interactive. Structurally, interrogatives are abbreviated yes/no interrogatives consisting of an operator (either positive or negative) and a pronoun, which repeats the subject or substitutes for it. Question tags are attached to one of the following clause types: Of these, the declarative is by far the most common. (Angela Downing, English Grammar: A University Course. Taylor Francis, 2006)A declarative clause: It was quiet in there, wasnt it?An exclamative clause: How quiet it was in there, wasnt it?An imperative clause: Be quiet for a moment, will you? The Danger of Tag Questions There were plenty of good seats, as it happened, for the train was not crowded, and Richard was able to select an empty compartment. He was soon joined, however, by a stout, good-natured countryman who selected the seat opposite Richard, opened his newspaper, and became immediately social. Ave ye read about second murder? he exclaimed. Richard frowned, and replied rather shortly. Yes. Gruesome, isnt it? He wished he had not added the isnt it? for this invited a continuation of the conversation, and Richard was not feeling social himself. (J. Jefferson Farjeon, The Z Murders. Collins, 1932) Commas With Tag Questions Place a comma between a statement and the brief question that follows it when the subject of the statement and the subject of the question is the same entity (example 1). When they have different subjects, the statement and the question must be punctuated as separate grammatical elements (example 2).Examples(David K Woodroof, Woodroofs Quotations, Commas and Other Things English. iUniverse, 2005)George was not there, was he?I will never stay in that hotel again. Will you? Also Known As: tag declarative, question tag (chiefly British), interrogative tag