Ecological Self :: essays research papers

Diversity is a whirlwind of color through a society. There are no two people in the world that are exactly alike. Individuality distinguishes one person or thing from others (Landau, 364 Ed). A person’s environment as a whole: an interaction with others, experiences, and time, makes a collage of traits that distinguishes someone as an individual. David Sibley’s theory of the â€Å"Ecological Self† or Identity is bound by his determents of social, cultural, and spatial context. Sibley believes that class, race, gender, and nation shapes our identity, it is a single concept that is molded by our experiences from the world. I do not agree with this claim because people are individuals, not a development of their surroundings. Identity is not a single concept, there are many factors that shape it, environment cannot just effect identity. Sibley is a British sociologist that has dedicated his life to the studies behind the â€Å"Ecological Self.† Sibley claims that the â€Å"Ecological Self† is not internal, it cannot be separated from the physical. â€Å"The social positioning of the self means that the boundary between self and other is formed through a series of cultural representations of people and things which frequently elide so that the non-human world also provides a context for selfhood (Sibley, 250).† The â€Å"other,† that is being spoken of, is also known as the â€Å"Generalized Other.† This is when we cannot separate from the physical and consider it to be the norm.   Ã‚  Ã‚  Ã‚  Ã‚  How do I know who I am? Where do I fit in? Internal and external forces mold our sense of self. Heredity and personal moral are examples of internal forces. Children are often most effected by this. â€Å"The forces of physical inheritance takes place mainly in childhood, though even as adults we have the possibility of dealing in our personal development (Grunewald, 2).† Environment also plays an important role in the formation of self-identity. The surroundings, which can include people, places, and experiences, mold an individual into whom they become. The past shapes our identities, and builds from our experiences. â€Å"It is our memories which help us make the connections, gives us the insights, and provides us with the sense of continuity, which is so important for our personal identity (http://ozcountry.com/life/tip5.html).† â€Å"When we go through times of crisis, massive changes, serious illness, deep conflicts or stress, our sense of sel f can be seriously challenged, particularly if we have not faced such experiences before. Ecological Self :: essays research papers Diversity is a whirlwind of color through a society. There are no two people in the world that are exactly alike. Individuality distinguishes one person or thing from others (Landau, 364 Ed). A person’s environment as a whole: an interaction with others, experiences, and time, makes a collage of traits that distinguishes someone as an individual. David Sibley’s theory of the â€Å"Ecological Self† or Identity is bound by his determents of social, cultural, and spatial context. Sibley believes that class, race, gender, and nation shapes our identity, it is a single concept that is molded by our experiences from the world. I do not agree with this claim because people are individuals, not a development of their surroundings. Identity is not a single concept, there are many factors that shape it, environment cannot just effect identity. Sibley is a British sociologist that has dedicated his life to the studies behind the â€Å"Ecological Self.† Sibley claims that the â€Å"Ecological Self† is not internal, it cannot be separated from the physical. â€Å"The social positioning of the self means that the boundary between self and other is formed through a series of cultural representations of people and things which frequently elide so that the non-human world also provides a context for selfhood (Sibley, 250).† The â€Å"other,† that is being spoken of, is also known as the â€Å"Generalized Other.† This is when we cannot separate from the physical and consider it to be the norm.   Ã‚  Ã‚  Ã‚  Ã‚  How do I know who I am? Where do I fit in? Internal and external forces mold our sense of self. Heredity and personal moral are examples of internal forces. Children are often most effected by this. â€Å"The forces of physical inheritance takes place mainly in childhood, though even as adults we have the possibility of dealing in our personal development (Grunewald, 2).† Environment also plays an important role in the formation of self-identity. The surroundings, which can include people, places, and experiences, mold an individual into whom they become. The past shapes our identities, and builds from our experiences. â€Å"It is our memories which help us make the connections, gives us the insights, and provides us with the sense of continuity, which is so important for our personal identity (http://ozcountry.com/life/tip5.html).† â€Å"When we go through times of crisis, massive changes, serious illness, deep conflicts or stress, our sense of sel f can be seriously challenged, particularly if we have not faced such experiences before.

Hockey Sport Essay

Hockey is a fast, exciting sport played by two teams on a sheet of ice called a rink. Each team has six players on the ice, one goalie, two defensemen, two wingers, and one center man. The players skate up and down the ice shooting or passing a hard rubber disk called a puck with sticks. They score points by hitting the puck into the net. Hockey is much faster and swifter than any other sport. As the players streak across the ice, their powerful shots and passes can send the puck faster than 100 miles [160 kilometers] per hour. A goalkeeper on each team defends his net from the puck going in. They must often make quick slides across the on their skates, stomachs, knees or backs to stop the puck from going into the net. A puck that crosses the goal line is a called a goal and scores a point for the other team. The side that scores the most goals wins the game. To keep the action fast, hockey has an unusual rule. It is the only major sport that allows players to change or substitute during play. The game is rough and includes lots of hitting and some fights, although fighting is against the rules. The ancient Egyptians, Greeks, Persians, Romans, and Arabs, perhaps among the earliest of stick-and-ball games, played forms of hockey. A sport similar to hockey, called Hurling, is known to have been played during the 1st millennium in Ireland, and other Europeans in the Middle Ages adopted similar sports. The historians don’t know for certain where the name Hockey came from. But most of them thought the name hockey have been adapted by the English from the French word hoquet (shepherd’s crook). How ever was the name first given to the sport in the 18th century, but was not in common usage until the 19th century. Hockey then started in Canada in the mid-1800’s. By the 1900’s it had become Canada’s national sport. Since then, hockey has become popular in many other countries including Russia, Sweden and the United States. Hockey is grouped in many different divisions including minor hockey, which is grouped into age categories, SJHL, WHL, OHL and IHL, which involve the smaller cities in province or state, and NHL, which involve the bigger, better known cities in Canada and the United States. Each period begins with a face-off at the center face-off spot. A face-off also starts play again after it has been stopped for any reason. During play, the puck must normally be kept moving. If it is hit over the boards, held by the goalie, out of the referee’s sight, frozen between opposing players, or is otherwise temporarily out of play, an official blows a whistle for a face-off. A player may move the puck along the ice, pass it to a teammate, or shoot it at the goal, but rules limit these plays in certain ways. One extremely important rule states that no player of the attacking team may be in the attacking zone ahead of the puck. One player must carry or shoot the puck across the attacking blue line before any other player on the team crosses the blue line. For violations of this rule, an official signals the offending team offside and conducts a face-off in the neutral zone. A player may pass to a teammate anywhere in the same zone. The player may also pass from the defending zone to a teammate in their team’s half of the neutral zone. If the pass is received past the centerline an official signals the pass offside and conducts a face-off where the play began. Hockey requires a variety of skills. They include checking, skating, passing, stick handling and shooting. Checking is the way a player takes the puck away from the opponent. There are two main types of checks: stick checks and body checks. For a stick check the player uses his stick to hook or poke the puck away from the opponent. In a body check the player bumps against the opponent with a hip or a shoulder to try any block the opponent’s progress or throw the opponent off balance. Both stick checking and body checking are allowed only against a player in control of the puck or the last player to control it. Skating is the most important hockey skill. Players must be able to turn sharply, skate backwards and perform many other maneuvers while skating at top speed. They must be able to do this with their head up and while stick handling the puck. Passing occurs when a player who has the puck passes it to another player. In most cases the players use their sticks to propel the puck toward the receiver. These passes are either flat passes or flip passes. To make a flat pass the player sends the puck traveling along the surface of the ice. To make a flip pass the player causes it to rise off the ice to avoid interception by an opponent. Sometimes the passer simply leaves the puck behind, so that a teammate can get it, this is called a drop pass. Stick handling is the use of the stick to control the puck. The player first moves the puck with one side of the blade and then with the other side while skating. The player makes some sweeps of the stick some wide and some narrow. In this way the player keeps the opponent guessing as to the next move and also makes it difficult to steal the puck. Shooting is the skill needed to drive the puck into the net and score goals. Most shots are either wrist shots or slap shots. In a wrist shot the blade does not leave the ice. The player uses strong wrist action to propel the puck. For a slap shot the player raises the stick for a back swing and brings it down against the puck with great force. Slap shots are more powerful but less accurate than wrist shots. Offside plays and icing account for most violations of the rules. For these violations, the offending team risks losing control of the puck in the resulting face-off. For more serious violations, players receive penalties ranging from two minutes in the penalty box to removal from the game, but each team must always have at least four players on the ice. If a third player is penalized while two teammates are in the penalty box, a substitute may replace the player on the ice. A teammate may serve the goaltender’s penalty. Hockey has five main kinds of penalties: minor penalties, major penalties, misconduct penalties, match penalties and penalty shots. Minor penalties are given for violations like holding, tripping or hooking resulting in two minutes in the penalty box. The team must play short-handed until the time is up or the other team scores. But if the same minor penalty is awarded against players on both teams they sit for the full to minutes and two different players may replace them on the ice. Major penalties are given mainly for fighting or cutting or drawing blood with a stick, they result in five minutes in the penalty box. The penalized team must play short-handed for the full five minutes, but if a player on each team receives a major penalty at the same time, substitutes may replace both players on the ice. Misconduct penalties are given mainly toward the improper treatment towards an official, which results in ten minutes in the penalty box, but a substitute may replace the penalized player. A game misconduct penalty is given mainly for more serious offences against officials. Match penalties are given for deliberately injuring or attempting to injure an opponent. The offending player is removed for the rest of the game and usually given extra penalty minutes depending on the severity of the incident, which a player on that team has to serve. Penalty shots are free shots at the opposing goal defended by only the goalie. They are awarded against the defending team when an attacking player throws his stick or is pulled down from behind and is so prevented from taking the shot. Those are the rules and regulations of the fun and exciting game of hockey.

Drones and Its Impact - Free Essay Example

Sample details Pages: 6 Words: 1866 Downloads: 9 Date added: 2019/08/16 Category Society Essay Level High school Tags: Drones Essay Did you like this example? The idea of utilizing unmanned lethal technology in warfare has been heavily debated for a number of reasons. As the newest way of fighting, drone warfare currently has little legal restrictions that dictate what a government can or cannot order their soldiers to do (Thompson). One of the most prominent debates revolves around the psychological effects drone warfare has. Don’t waste time! Our writers will create an original "Drones and Its Impact" essay for you Create order Drone warfare not only has a negative psychological effect on the drone pilots, it also holds a psychological impact on the everyday citizen who becomes witness to these drones (Owen). In order to determine the ethics of drone warfare, governments must also consider the psychological damages that this new technology can bring. If governments wish to incorporate drone warfare, they should also implement ways to control the psychological impacts this technology holds. Despite drone warfare being considered new technology, many researchers have already conducted studies in regards to the psychological impacts. First of all, even the support personnel of the drone pilots, who do not kill the people they see on their screens, are psychologically affected by drone warfare (Otto). In theory, this should be a relatively easy task. They would not suffer from killing someone and they are still providing valuable information for the military. However, what should happen in theory does not. Though they are not killing anyone, these support personnel are forced to watch some of the most terrible things that can be done to another human being (Otto). In a survey conducted by the Air Force, they found that almost one in five of every drone operator has been witness to a rape in this year alone (Otto). For some, they have witnessed more than 100 different cases of a person being raped or killed (Otto). These factors lead to these support personnel having a grea ter chance of being diagnosed with post-traumatic stress disorder (Thompson). In comparison to the 2.1% of non-intelligence support personnel who get PTSD, 2.5% of intelligence support personnel are clinically diagnosed with PTSD (Thompson). Despite this happening, the drone operators have no choice but to continue watching what is happening (Otto). As their job, it is their duty to keep watching as they continue to watch out for threats (Otto).   Next, drone warfare has lead to built up stress in the pilots. Despite working in the safety of a building, these pilots experience the same amount of stress that a regular soldier would. With only what they see on the screen as their guide, these pilots must determine whether they are attacking a group of terrorists or a group of innocents. After doing so, they are expected to return home unaffected by their previous actions. When the Air Force conducted the PCL-M, the militarys test and evaluation for PTSD, they found that 1.6% of RPA operators experience a form of PTSD that could be considered an existential conflict (Chappelle). Because of all the guilt that is brought forth by their actions, drone pilots are much more susceptible to getting what is considered moral injuries (Chappelle). Those who get moral injuries have feelings of guilt, shame, anxiety, loss of self-worth, existential and spiritual issues, and questionings about their morality (Chappelle). These feelings end up bringing about devastating consequences. Similar to Vietnam War veterans, drone pilots also exhibit patterns in regards to emotional distress that is associated with their killings (Prince). With a higher frequency in killings, drone pilots become more susceptible to thoughts of suicide by two times in comparison to pilots that are considered to kill a moderate amount of people (Prince).   Not only can drone warfare cause post-traumatic stress disorder, it can also lead to mental fatigue. Chappelle, a psychologist specializing in military personnel, conducted a number of studies utilizing the Fatigue Scale, Fatigue Assessment Scale, Checklist Individual Strength Concentration Subscale, the World Health Organization Quality of Life Assessment Energy and Fatigue Subscale, and the Maslach Burnout Inventory Emotional Exhaustion Subscale in order to measure the fatigue experienced by drone operators. The tests showed that 53.6% of crew members in charge of artificial intelligence in warfare met the criteria for shift work sleep disorder (Chappelle). Shift work sleep disorder causes difficulties adjusting to a different sleep/wake schedule, which results in significant issues with falling asleep, staying asleep, and sleeping when desire (Chappelle). Not to mention, 51.5% of the tested drone operators were found to be above the cut-off of the Epworth Sleepiness Scale which me asures how sleepy a person is during the daytime (Tvarynas). This fatigue leads to a higher possibility of work burnout. The Maslach Burnout Inventory-General Survey conducted four different studies in order to measure the possibility of job burnout in drone operators (Tvarynas). Three aspects of occupational burnout are explored with the MBI-GSs: cynical behavior, emotional exhaustion, and productiveness (Tvarynas). In these three studies, the survey found that of the drone pilots, 14-33% experience emotional exhaustion, 7-17% suffer from cynicism, 0-6% are below the diagnosed cut-off for occupational productiveness (Tvarynas).   Another psychological aspect that should be considered when determined the ethics of artificial intelligence in warfare is the effects on the innocents caught in the crossfires of combat engaged by drones. In countries such as Afghanistan, Iran, and Pakistan, citizens are becoming increasingly familiarized with the sound of a drone flying above (Owen). Using artificial intelligence to fight wars has brought up a considerable issue: artificial intelligence is unable to differentiate between enemies and innocents (Owen). These drones hover above the villages, infringing on their right to privacy and bringing with them a source of fear and lethality (Owen). In a study led by Stanford University and New York University researchers called Living Under Drones, citizens of the region of Waziristan confessed to living in constant fear of the buzzing above their heads (Owen). When hearing the drones in the sky, some of these citizens were prone to anxiety attacks and the majority of them suff ered from insomnia (Owen). This constant fear disrupts their previous daily lives as well. Nearly all Waziristan children do not go to school and previous daily activities are avoided unless direly needed (Owen). There are a number of variables that could have affected the results observed for the psychological effects of drone warfare. First of all, the number of available studies on this topic is incredibly limited. Drone operators are not permitted to reveal any information of their occupation unless they are revealing the details to someone with adequate security clearances. Thus, most studies are only conducted after being requested by the Air Force and still then the Air Force is in charge of the researchers, often employing the same researchers consecutively. Also, all the current available research concentrates only on a single person, instead of the group as a whole. Following the whole operations team in charge of drone warfare could provide a more clear understanding of how these psychological effects develop. Last of all, one limitation could be the language barrier between different countries. Other nations may have done studies on the topic, but these studies were not made avail able to this report in the form of English-language journals. Despite the strategic advantages unmanned weaponry may bring, governments must take into consideration how this technology mentally affects not only the innocents caught in the warzone, but their own military personnel. Countries should begin to take action to create new policies that address the limits of using drones to prevent collateral casualties that lead to anxiety amongst the innocents. They should also ensure that the psychological needs of their soldiers are tended to, such as in the form increased accessibility of psychologists.   Work Cited Chappelle, W., Goodman, T., Reardon, L., Thompson, W. (2014). An analysis of posttraumatic stress symptoms in United States Air Force drone operators. Journal of Anxiety Disorders, 28, 480-487. doi:10.1016/j.janxdis.2014.05.003. Chappelle, W., McDonald, K., Prince, L., Goodman, T., Ray-Sannerud, B. N., Thompson, W. (2014a). Assessment of occupational burnout in United States Air Force Predator/Reaper drone operators. Military Psychology, 26(5-6):376-385. doi: 10.1037/mil0000046. Chappelle, W. L., McDonald, K. D., Prince, L., Goodman, T., Ray-Sannerud, B. N., Thompson, W. (2014b). Symptoms of psychological distress and post-traumatic stress disorder in United States Air Force drone operators. Military Medicine, 179(8S), 63-70. doi:10.7205/MILMED-D-13-00501. Chappelle, W., McDonald, K., Thompson, B., Swearengen, J. (2012). Prevalence of high emotional distress, symptoms of post-traumatic stress disorder in U. S. Air Force active duty remotely piloted aircraft operators (2010 USAFSAM survey results). Technical report, USAF School of Aerospace Medicine, Brooks City-Base, Texas, December 2012. Chappelle, W., Prince, L., Goodman, T., Thompson, W., Cowper, S., Ray-Sannerud, B. (2014c). Occupational health screening of the virtual warrior: Distributed common ground system intelligence operators compared with non-combatant support personnel. Technical report, USAF School of Aerospace Medicine, Brooks City-Base, Texas, February 2014. https://oai.dtic.mil/oai/oai?verb=getRecordmetadataPrefix=htmlidentifier=ADA60 Chappelle, W., Salinas, A., McDonald, K. (2011). Psychological health screening of USAF remotely piloted aircraft (RPA) operators and supporting units. Symposium on Mental Health and Well-Being Across the Military Spectrum, Bergen, Norway, 12 April 2011. https://www.dtic.mil/dtic/tr/fulltext/u2/a582856.pdf Chappelle, W., Swearingen, J., Goodman, T., Cowper, S., Prince, L., Thompson, W. (2014). Occupational health screenings of US Air Force remotely piloted aircraft (Drone) operators. Technical report, USAF School of Aerospace Medicine, Brooks City-Base, Texas, April 2014. https://oai.dtic.mil/oai/oai?verb=getRecordmetadataPrefix=htmlidentifier=ADA60 Otto, J. L., Webber, B.J. (2013). Mental health diagnoses and counseling among pilots of remotely piloted aircraft in the United States Air Force. MSMR,20(3), 3-8. Ouma, J. A., Chappelle, W. L., Salinas, A. (2011). Facets of occupational burnout among US Air Force active duty and National Guard/Reserve MQ-1 Predator and MQ-9 Reaper operators. Technical report, USAF School of Aerospace Medicine, Brooks City-Base, Texas, June 2011. https://oai.dtic.mil/oai/oai?verb=getRecordmetadataPrefix=htmlidentifier=ADA54 Owen, Taylor. Drones Dont Just Kill. Their Psychological Effects are Creating Enemies. The Globe and Mail. 8 April 2018. https://www.theglobeandmail.com/opinion/drones-dont-just-kill-their-psychological-effects-are-creating-enemies/article9707992/ Prince, L., Chappelle, W., McDonald, K., Goodman, T. (2012). Main sources of occupational stress and symptoms of burnout, clinical distress, and post-traumatic stress among Distributed Common Ground System intelligence exploitation operators (2011 USAFSAM survey results). Technical report, USAF School of Aerospace Medicine, Brooks City-Base, Texas, September 2012. https://oai.dtic.mil/oai/oai?verb=getRecordmetadataPrefix=htmlidentifier=ADA57 Prince, L., Chappelle, W.L., McDonald, K.D., Goodman, T., Cowper, S., Thompson, W. (2015). Reassessment of psychological distress and post-traumatic stress disorder in SR of military drone operators. United States Air Force distributed common ground system operators. Military Medicine,180(3S), 171-178. doi:10.7205/MILMED-D-14-00397. Thompson, W. T., Lopez, N., Hickey, P., DaLuz, C., Caldwell, J. L., Tvaryanas, A. P. (2006). Effects of shift work and sustained operations: Operator performance in remotely piloted aircraft (OP-REPAIR). Technical Report, Air Force Research Laboratory, Brooks City-Base, Texas, January 2006. https://oai.dtic.mil/oai/oai?verb=getRecordmetadataPrefix=htmlidentifier=ADA44 3145 Tvaryanas, A. P., MacPherson, G.D. (2009). Fatigue in pilots of remotely piloted aircraft before and after shift work adjustment. Aviation, Space, Environmental Medicine,80(5), 454-461. doi:10.3357/ASEM.2455.2009 Tvaryanas, A. P., Thompson, W. T. (2006). Fatigue in military aviation shift workers: Survey results for selected occupational groups. Aviation, Space, and Environmental Medicine, 77(11), 1166-1170.