Sutton&Anderson Pastoralism Summary :: essays research papers

Sutton Anderson Chapter 8 Pastoralism is the form of agriculture where the domestication and use of animals are used for the primary means of food production. There is a relationship among the animals and humans. The humans give the animals’ protection and guaranteed reproduction. Animals give humans food and other products. Most pastoral groups are loose tribes moving around, yet the household is the primary organization.   Ã‚  Ã‚  Ã‚  Ã‚  Three types of pastoralism exist, (1) nomadic (groups are very mobile and rely heavily on their animals), (2) semi-nomadic (groups are less mobile and animal products are supplemented by horticulture), and (3) semi-sedentary, (groups that are not very mobile and horticulture is a major aspect to the way of life). Herdsman husbandry and sedentary animal husbandry are components of larger agricultural systems.   Ã‚  Ã‚  Ã‚  Ã‚  Herbivores are used in pastoralism; animals include reindeer, horses, sheep, camels, cattle, and others. The origin of pastoralism is unknown; however it is believed that it arose from an agricultural system. The animals live in pastures and feed there. Grazers primarily eat grasses and low-growing plants. Browsers eat primarily foliage from bushes and trees. This makes it possible to have different species on the same pasture (habitat) while occupying different niches. Careful management of the pastures is essential for the group’s survival. Animal products include meat, blood, milk, hides, hair, wool, and dung. Most groups supplement these products with horticulture, trade and wild resources.   Ã‚  Ã‚  Ã‚  Ã‚  Unmanaged or poorly managed use of pastures can led to damage of ecosystems. The current practice of changing forest into pasture lands is causing considerable damage. The Maasai of East Africa provide us with an example of properly managed pastures. The Maasai burn brush to create pasture land, when the herd must be moved so that the pasture can regain its strength, other animals such as deer and small wild pigs enter the fallow fields, thus creating another resource of food for them. The governments of Kenya and Tanzania took about 75% of the Maasai lands to use for tourism. The land soon began to grow over and the brush took over. The large game that the government was counting on to create revenue from the tourists began to leave to find more suitable land. The governments are slowly giving the Maasai people their land back in hope that their properly managed pastures can bring the large game back.   Ã‚  Ã‚  Ã‚  Ã‚  The Navajo of the American Southwest are an example of semi sedentary pastoralists.

Conditional and Iterative Data Types :: Essays Papers

Conditional and Iterative Data Types Conditional and Iterative A programming language cannot be a programming language with out its conditional and iterative structures. Programming languages are built to accomplish the task of controlling computer input and output. A programmer must use every tool available to complete his/her given tasks, and conditional as well as iterative statements are the most basic items of programming which must be mastered. Many different programming languages can demonstrate conditional and iterative statements including C++, Java, Pascal, Qbasic, COBOL, and Scheme. Most of these languages implement conditional and iterative statements in a similar fashion; however, there are a few differences. The conditional structure is easy to understand and self-defining. The whole statement is base on a condition and its veracity. When the statement or "test" is found to be true, a statement is executed, and if it is false, another test is given or the program continues to the next block. Conditional structures include the simple, two-alternative, multi-alternative, and non-deterministic conditional. The simple conditional is the easiest to understand being the IF-THEN statement. if *Boolean expression* then *block of statements* IF a condition is met THEN execute a statement. The two-alternative conditional or IF-ELSE is also easy to understand. if *Boolean expression* then *block of statements* else *block of statements* IF a condition is met execute a statement; ELSE the condition was not met so execute a different statement. The multi-alternative conditional is very close to the two-alternative conditional. if *condition-1* then *statement-block-1* elseif *condition-2* then *statement-block-2* †¦ elseif *condition-n* then *statement-block-n* [else *statement-block-(n+1)*] end if The IF question is asked about a statement, and if it is not true, the next statement is examined. If statement number two is not true, the next statement is examined; then the next statement is examined and so forth until a condition is met, and the control is carried out of the multi-alternative conditional. The non-deterministic conditional is similar to the multi-alternative conditional, because it has multiple conditionals. if *condition-1*  *statement-sequence-1* when *condition-2*  *statement-sequence-2* †¦ when *condition-n*  *statement-sequence-n* end if The reason multi-alternative and non-deterministic conditionals are different, stems from the release of program's control or flow. The non-deterministic conditional tests each statement to see if its condition is met; whereas the multi-alternative conditional only tests statements until one of the conditions is met. After one of the conditions is met, the multi-alternative conditional releases the program control and fails to check anymore statements.

Moni Lisa Smile Andralogical Model

Movie â€Å"Moni Lisa Smiles† Related to Andragogical Style of Teaching The movie begins with Katherine Watson (Julia Roberts), in 1953, accepting an art history teaching position at the prestigious New England school for women. She is a liberal and a feminist who was inspired to come to Wellesley to â€Å"make a difference†. After a semester of teaching a progressive, less traditional teaching style, she is given conditions by the alumni that, if she is to stay at Wellesley, she will teach the outlined syllabus and submit her lessons plans for prior approval.This demonstrated the hard core traditional style view that governed Wellesley’s educators. The students were expected to memorize the textbook. The administrator made the statement, â€Å"You didn’t come to Wellesley to help people find their way; you came to help people find your way. † To compare the behavior of the students in the film, I’ll start on the first day of class; the stude nts embarrass Ms. Watson, the teacher, in front of the class evaluator by knowing everything she had prepared. The character, or teacher, seemed to demonstrate two different educational or behavioral positions.At the end of the movie, you find numerous assumptions of the andragogical model. Ms. Watson appeared as a feminist who refused to fall under the traditional educational objectives or educational theories. Therefore, she changes her educational model or theory to the andragogical style of teaching. This was a change from the beginning of the movie when she first entered the classroom with the traditional power point. Thus according to Knowles (2011), she originally followed the pedagogical model. This model is clearly defined in The Adult Learner written by Knowles, Holton, and Swanson, 2011.It explains the pedagogical model assigns the teacher full responsibility for making all decisions about what will be learned, how it will be learned, when it will be learned, and if it ha s to be learned (2011, p. 60). This is the style of teaching the administrative staff at Wellesley believed to be the best. Historically this model has been found to be less effective than the andragogical style for adult learners who have specific educational needs. The assumption that the andragogical model is based on includes: (Knowles, 2011 p. 63-67) Principals of teaching 🙠 Knowles, 2011 p. 63-67) . The learner’s need to know. -The first task of Watson was to help the students become aware of the need to know by making or demonstrating an intellectual case for the value of learning by giving them the potential tools, thus improving the quality of their lives. As an educator her goal was to help them discover the gaps between where they were and where they wanted to be. She demonstrated that there is much more to art that memorizing a textbook. This was demonstrated best in the movie when she talked to Joan about pursuing law school and seeking a career. 2. The l earner’s self-concept. Educator Watson was fully aware the girls had arrived at the self-concept that they were more than capable of reading the book and memorizing the information as they had been previously taught in the past. Educator Watson was approached with resentment and resistance by the girls demonstrating they had previously read the text. The attitude was, â€Å"We know this so just let us go out in smoke and socialize. † Watson was on top of the situation by coming to the second class introducing new thought stimulating ideas; she utilized a power point presentation that included a picture of Soutine’s â€Å"Carcass. She presented several other power points of art not found in the text and challenged the students to transition from being dependent learners, to think outside the box, transitioning and becoming self-directing learners. She also challenged them to become more than the traditional art students. Katherine tries to get the students to ex plore ideas by a metaphorical demonstration in the paint-by-numbers of the Van Gough painting ‘Sunflowers’, in which the whole class in this scene paints their own painting individually. 3. The role of the learner’s experiences. Educator Watson took teaching to another level by utilizing different learning strategies. She loved group discussions, problem solving and simulation exercises. She taught the importance of art related to individual expression and the students demonstrated their knowledge of this by each painting their own sunflower portrait. This was a demonstration of the role of the learner’s experience. With this example, she opened their minds to new approaches, encouraged expression of values, sensitivity training, and mediation through self-expression of art.She took them to her place where she had a collection of various artists that included modern to historical portraits. 4. The readiness to learn. -Ms. Watson’s new andragogical a pproach and thought provoking ideas stimulated a readiness to learn that changed from the original attitude in the first class. The girls with high expectations and obvious intellectual history became excited and ready to learn. The new approaches used by Watson changed the attitude toward the non-ivy league teacher. She encouraged them to use their experiences and valued their ideas and accepted them as people. . The orientation to learning. -Watson’s education style included real-life situations, and she taught them how art could help them to deal with problems. She used her personal history and collection to explain the importance of expression. She challenged their minds to analyze paintings and to paint for pleasure and therapeutic and social interactions. Watson wins them over when she introduces paintings not in the text, encouraging thought provoking ideas that really stimulated the minds of these students. . The motivation to learn. -Watson was an excellent motivator in the film. She never let the girls think for once that just memorization of a book was acceptable. She encouraged learning to go above the ideas of tradition. (Again; with the example of Soutine’s â€Å"Carcass† and more†¦) She motivated them to keep learning and encouraged them to be career oriented. Several times she told the students that they could be the housewife of their dreams, but to look at further education to fulfill their career dreams.When you look at the movie and the leading students, you realize at first they refuse to go along with the free thinking ideas and they think the textbook contains everything they need to know. Katherine is appalled at the fact that they actually think of their education as a way to pass their time until they are married. The behavior of three main students include: Giselle Levy (Maggie Gyllenhaal), the student that in the beginning of the movie abruptly spoke out and said, â€Å"We’re a far cry from Oakland, † in a snotty tone. She appeared to represent the class attitude.She appears to also be the most self-destructive of the students and does not seem to confront Watson’s ideas like the other two. She displayed a characteristic most would look at as being promiscuous; the film displayed her behavior as being the most feminist and she was exhibited as a student who liked to control men with her body, leading you to believe she traded sex for favors and sometimes just plain fun. The second student, Elizabeth (‘Betty’) Warren (Kirsten Dunst), whose mother is the head of the alumni, heads up the editorials for the school newspaper.Her viscous description of Ms. Watson’s roommate gets her fired. She is a malicious gossip that utilized her editorials like a knife to publicly downgrade others and doesn’t agree with Watson’s feminist ideas. This conflict of ideas is presented during the movie; they had many heated discussions. Betty strongly beli eved in the popular cultural idea that the woman’s place was in the home. Wellesley College, a prestigious New England women’s school, expected you to memorize course contents much like the pedagogical model or theory of adult model of learning.The women of that day attended prestigious schools expecting to prepare to become superb mothers, with the ultimate goal to take care of their husbands, only the elite males, and be home to care for the children. The third actor is Joan Brandwyn (Julia Stiles), who appears to be very open to the suggestion of Watson to pursue her dreams of attending law school. She struggles with the societal expectations of a woman in the 1950’s, to marry and have children, which were glorified as the ultimate prestigious goal.She is actually given a C on an assignment and goes to visit Ms. Watson when she is asked, â€Å"What is your plan after graduating? † â€Å"Just for fun,† questioned Watson, â€Å"if you could go to any law school in the country, which school would it be? † Joan told her Yale and explained Yale leaves five slots open for women and one of those five slots is for a Wellesley girl. Watson gets her an application, which she submits, and to her amazement she is accepted. She makes the decision in the movie to get married, and Ms.Watson continues to educate her that she can do both and ultimately gives her a plan on how she can be married and go to school. Watson pushes her students not to settle for the lifestyle of a housewife, but have career oriented goals. To analyze the role of the teacher promoting the conditions of learning, according to Knowles, is to look at the learning environment, not only the physical environment, but the mutual trust, respect, helpfulness, including freedom of expression and the acceptance of differences (2011, p. 92-93).The students must perceive the goals of the learning experience as their own goals. Educator Watson developed mutual trust and respect with the students. She demonstrated this in the movie when they decided they wanted her to be included in a social event. At the girls’ social, she was encouraged to drink alcoholic beverages and answer personal questions about her private affairs with men. She was open, honest and interacted with them, building a trust and demonstrating and expressing her commitment to teaching â€Å"to make a difference†.She again encouraged education to be a career building tool and iterated the goals of learning needed to be their career goals. She encouraged planning and commitment toward these goals in the movie, especially in one example where she actually got an application for Betty to Yale law school. According to our text, in review of the theories applied, Malcolm Knowles first introduced the andragogy concept or theory as an honest attempt to focus on the learner (2011 p. 2). The strength of andragogy is the fact that its six core adult learning principles can app ly to all learning situations (2011 p. ). It is a transactional model that enables those designing and conducting learning to build more effective learning processes (Knowles, 2011 p. 2). Knowles iterates the andragogy concept, when applied properly, will do everything possible to ensure the learner takes part in their learning process. This theory is best for the adult learner as their needs and capacity to learn are fully developed. We can utilize our experience and the fact that we have become responsible workers and learners.The pedagogical model assigns to the teacher the full responsibility for making all decision about what will be learned, how, and when it will be learned (Knowles 2011 p. 60). This model leaves to the learner the submissive role of following instructions and memorization. The characteristics of the prestigious Wellesley College for woman in 1953 included a satirical review of stuffy attitudes of the alumni and administration. They had rigid rules and goals f or the students. At the top of the list was getting married and college was just a place to go until that happened.Furthermore, Katherine Watson, a feminist teacher from California, whose unconventional adult teaching style was acquired from Berkeley, was shocked to learn that students viewed their education as a prerequisite for getting married. The progressive thinking taught in California was not accepted well by the staff at Wellesley. The new teachers’ class is hit and the students’ enrollment in her class increased, but the strict rules and guidelines put in place by Wellesley were not easy to swallow by Katherine who came to â€Å"make a difference. † It was obvious the institution and the educator were in conflict.At the close of the movie, Katherine decides to leave and go to Europe. Betty dedicates an editorial to her teacher claiming that Katherine is â€Å"an extraordinary woman who lived by example and compelled us all to see the world through new eyes. † As the movie ends, the students follow the taxi Katherine is in on their bicycles. Betty seems to be struggling and peddling the hardest as if to thank her for changing her life. If I was in the educational environment in the movie, I would promote learning by utilizing the framework of the six principals displayed by Knowles.The first step in acceptance of administration is to make them an active part of decision making when her new syllabus was created. As the teacher, I would empower administration with Knowles ideas and let them see my new ideas through his ideas and history. They certainly seem to feel that they must have the upper hand and make decisions and this would give the control feature they appear to need. Historically Knowles has proven himself. In the 1950’s he was the Executive Director of the Adult Education Association of the United States of America (Smith, 2002 p. 1-13).He had already published his first textbook that was a guide for educato rs and this textbook was followed by many more. If administration wanted to stay the prestigious college of the nation, they would realize it was time for change. According to the article by Smith, Knowles was responsible for a number of important ‘firsts’; he was the first to chart the rise of the adult education movement in the United States, the first to develop a statement of informal adult education practice, the first to develop a statement of informal adult education practice, and the first to attempt a comprehensive theory of adult education via the notion of andragogy) (Jarvis, 1987 p. 185). I firmly believe the administrative staff may need some education and redirection. After all, they are one of the most prestigious schools in the nation. I cannot see administration accepting to follow a less than the best for their girls, wives and future mothers. I am sure it would take patience and persistence. But if you look at the principles listed above and included the administration and persistently made them aware of the need to change to keep up with the ‘educational political hierarchy’ you would slowly ‘make a difference’.Empowerment often promotes change and Knowles was the leader in adult education of the 1950’s. When you review this film and similar films, it helps you comprehend the contemporary and historic constraints imposed on teachers and the contexts of dealing with alumni and administration. I had never really thought about the politics and social involvement of schools and teachers in the past and I can see what a dilemma it could create. I loved the movie and watched it more than once. I plan to purchase it to use for future educational reference.I can see that schools are sites of politics and culture, but as educators we must provoke the expression of students’ future identities and possibilities. References Knowles, M. S. , Holton, E. F. , & Swanson, R. A. , (2011). The adult learner . (7th ed. ). Amsterdam: Elsevier Inc. (Part I, Chapters 1-6). Smith, M. K. (2002) Malcolm Knowles, informal adult education, self-direction and andragogy’, The encyclopedia of informal education, Retrieved from: www. infed. org/thinkers/et-knowl. htm. Image Source Page: http://web. utk. edu/~start6/knowles/malcolm_knowles. html

Broken Family Essay

Family is the basic components of the society. And the parents are the most important source of youth’s behavior, which effect to their outlook in life. A home is where a family lives. It may be alternated to the word ‘house’ but a house is more appropriately referring to the material structure, whereas ‘home’ refers to the intangible things that bind together the family members. So if the parents are separated, how does it affect the youth and what can they do about it? When parents split up, there can be many emotions that a youth may have to deal with. These feelings, internalized or expressed, will result in certain behavior that will possibly affect to the youth’s outlook in life. And these feelings can cause a big impact in their performance study, socialization and personality. The most common dispute between a husband and a wife is the financial issue. This is rooted when the father, which should be the provider for the family, can’t give enough money for the sustenance of the whole family. Or early marriage could be the reason of the financial setback. Teen pregnancies are very much high in rate in the last decade. A couple that haven’t able to finish studies and started a family early would likely experience difficulty in monetary aspects. An undergraduate would have a hard time finding a lucrative job. Not mentioning that building a family needs a steadfast preparation particularly financially. BACKGROUND OF THE STUDY What is a broken family? It is a family with the children involved where parents are legally or illegally separated and whose parents have decided to go and live their lives separately for several reasons/problems. It is one where the parents (mother and father) of a child or children have split up and no longer share a single family home as a family unit. This is also known as a broken home. â€Å"Broken home† is a term used to describe a household, usually in reference to parenting, in which the family unit does not properly function according to accepted societal norms. And we choose this topic to inform other people what are the possible things that they can do to help themselves and the others who are in the same situation to overcome their negative emotions brought about by having an incomplete family.

Aviation Essay

Baker aviation-Rams take Flight George T. Baker Aviation School offers high school students a chance to explore possible opportunities with varies programs designed to enrich students with information and actual time in the field of aviation. Baker offers three main programs for students to enroll in. The Aircraft Maintenance Technician Program prepares students for the practice of Aircraft Mechanics.Those who complete the Airframe and Power plant Technician Program are qualified to take the Federal Aviation Administration written and the practice tests. The Airframe Technician Program is a two-year program designed to teach students a thorough study of aircraft structures and organization. Another two year program integrated within the Aircraft Maintenance Program is The Power plant Technician Program where students study power plant theories and maintenance of aircraft engines.Students enrolled in this program need a minimum of a 2. 0 GPA, perfect attendance, conduct, and effort. T he Electronics Technician program develops students for starter positions in electronics and avionics, and as a part of the class they also acquire knowledge of technical skills, academic skills, and experience needed to maintain a job. The course includes electronics and avionics. Program graduates of the three-year program receive an Electronic Technology program completion certificate.The last program offered by the George T. Baker Aviation School is the Aerospace Technology Program which provides students with actual knowledge and experience in a wide variety of careers in Aerospace Technology. Those interested in a career in Aircraft Mechanics have an opportunity to expand their horizon and gain real practical skill before embarking in the career they’ve dreamed of.

Mina Harker: A Strong Character Essay

A strong character is one who possesses many qualities such as being selfless, courageous and sacrificial. Dracula written by Bram Stoker portrays the young and witty Mina Harker. She is the best example to fit the description of a strong character. Mina starts off as a young school mistress who is engaged. As the plot progresses, her normal life changes and she is faced with many challenges that she overcomes, that show that she is the strongest personality in the novel. The first attribute that portrays Mina as being the strongest character in the novel is her habit of being caring of everyone. The first time we see Mina doing so is when Lucy tells her that she has been proposed to by three different men, Dr. Seward, Quincey P. Morris, and Arthur Holmwood. Lucy loves the attention that is given to her by the three men and just like any best friend she tells Mina about it. Lucy says, â€Å"Just Fancy! THREE proposals in one day!† (P. 60) Meanwhile, Jonathan, Mina’s fiancà ©e has been out of reach for the past month. Mina is quite worried about it but she hides her pain from Lucy so she doesn’t worry about her problems. This not only shows that she is caring, it also shows that she is a great friend. Another example of Mina being caring is when she was staying with Lucy and her mother. Lucy had just started sleep walking and Mina did whatever she could to stop her. Mina did that despite knowing that she was under the curse of Dracula. She wrote, â€Å"Lucy did not wake, but she got up twice and dressed herself. Fortunately, each time I awoke in time and managed to undress her without waking her, and got her back to bed.† (P.93) Mina does a lot of little things that show that she is a genuinely caring person. Mina shows the reader that she cares about the ones around her and she is willing to do anything for them, even if it means to sacrifice her wants and needs. She shows that she really loves her husband by sacrificing for his sake. Her journey of sacrificing starts when she is called to Vienne because Jonathan has been staying there because he was ill. Within a very short time of being with Jonathan, they get married. She marries a man who is not very sane at that time because of what he has been through. Jonathan’s insanity  starts to become more obvious to her when he and Mina are walking down the road and he spots the Count and says â€Å"I believe it is the Count, but he has grown young.† (P. 184) Mina says that Jonathan was â€Å"was very pale, and his eyes seemed bulging out as, half terror and half in amazement.† (P. 183) She doesn’t get upset or regret marrying Jonathan. She doesn’t break down despite everything that’s going on aroun d her. This proves how strong she really is. The heroine of the novel continues to show how strong she really is by protecting her husband. After marrying Jonathan, Mina becomes Dracula’s next victim. Even though, it is not clearly said, she is dragged into Dracula’s deceitful plan because she is Jonathan’s wife. In chapter 21, Dracula comes into Mina’s room and threatens her by saying if she screams he’ll kill Jonathan. Dracula then makes her drink blood from his chest. Mina made another sacrifice by protecting her husband by doing something very unhygienic and immoral. She shows her strengths by protecting her husband all for the great sacrifice for love. The sacrifices that she makes show how much courageous she has. Her bravery in the plan to kill Count Dracula shows that she is willing to risk her life in order to save mankind from Dracula’s immorality. Her bravery begins to show right after Lucy has become un-dead and Van Helsing wants answers from Mina. The idea of being interrogated about somebody’s death can be quite frightening. Although, Mina shows that she is brave and answers everything Van Helsing has to ask. Van Helsing and the other men start to think of her as a â€Å"new woman† rather than a Victorian woman. Her ability to be brave like a man puts her in a position in which she is thought of as to be one of them. Van Helsing says, â€Å"Ah, that wonderful madam Mina! She has a man’s brain- a brain that a man should have where he much gifted- a woman’s heart. The good God fashioned her for a purpose believe me.† (P.253) This leads to the men trusting Mina with the strong qualities that she possesses. They know that despite the fact that she is a woman, she is brave. Mina shows her bravery and courage again when the men leave her in Dr. Seward’s home while they go to Carfax. The courage the she shows in these small scenes makes her a strong person overall. Despite all of the â€Å"new woman† qualities she possess such as bravery and  intelligence. She also possesses some other attributes of a strong person. She is a great listener and very comforting. Right after Lucy’s death, Van Helsing gets caught up in trying to explain what actually happened to Lucy to the other men. Dr. Seward, Quincey P. Morris and Arthur were in love with her. They went through quite an emotional ride after finding out what happened to her. In Chapter 17, everybody decided to meet at Dr. Seward’s house. The three men that loved Lucy hadn’t really opened up to anybody about their pain. Dr. Seward went through a lot of pain after seeing what Lucy went through. He hid it from others and himself by working day and night. On the other hand, Arthur was quite upset and shared a cry with Mina. Arthur and Mina were talking about Lucy and â€Å"he turned away and covered his face with his hands.† (P.247) Mina could hear him crying. Then Mina comforted him, something that the men had never done before. She became more of a motherly personality to him. She said, â€Å"With a sob he laid his head on my shoulder and cried like a wearing child, whilst he shook with emotion.† (P.247) Arthur understood that she had comforted him so he spoke to her freely. He said, â€Å"and none other can ever know __ how much your sweet sympathy has been to me to-day.† This shows that Mina is strong because she can provide emotional support to the people around her, something that the men can’t even do.

Abraham Maslow

Abstract Abraham Maslow is considered to be the father of Humanistic Psychology. Though growing up in a cruel household, he accomplished much in his lifetime. An avid advocate of â€Å"Human Motivation†, Maslow developed many theories corresponding to the subject. This article goes into detail on his theory of Hierarchy of Needs and Self-Actualization. Maslow put forth the notion of a 5-level pyramid of needs. Psychological, Safety and Security, Love and Belonging, and Esteem were considered essential â€Å"basic† needs. These must be fulfilled before a person can reach the highest level of Self-Actualization. Maslow studied a range of historical and public figures to come to a conclusion of the characteristics of a self-actualized individual. A self- evaluation of myself concludes the essay. While evaluating yourself is never an easy task, I thought extensively on how to bring myself to a self-actualized level. I would be honored to eventually achieved the self-actualized potential, as only less than 2 percent of our population have been recorded as so. Early Life Abraham Maslow was the first-born child of Samuel and Rose Maslow. He was born on April 1, 1908 in Brooklyn, New York. His parents were destitute, uneducated immigrants from Russia. Strongly religious, they strictly adhered to the Judaism denomination. Maslow was raised the sole Jewish boy in a non-Jewish neighborhood. Due to this, he grew up lonely and found contentment in books. Maslow once said â€Å"I was a little Jewish boy in a non-Jewish neighborhood. It was a little like being the first Negro enrolled in an all-white school. I was isolated and unhappy. I grew up in libraries and among books, without friends† (Hall, 1968, p. 37) The home-life of Abraham Maslow was filled with troubled times, as well. The relationship between Maslow and his father was hostile. Being uneducated himself, Samuel Maslow forced his son to be versed in areas that were of no interest to Abraham. According to Maslow’s own recollection, his father loved whiskey, women, fighting, and regarded his son as ugly and stupid (Emrich, n. d. ). Samuel frequently humiliated his son in public, causing Maslow to think of himself as disgusting. This left marks on his self-confidence. If riding the subway, he would look for an empty car, so that no one would have to see how atrocious he was. Maslow intensely despised his mother, Rose. He felt that his mother was insensitive and unloving. Showing signs of affection or love was alien to her, especially to her own family. His disgust of his mother began when she decided to place a bolt-lock on the refrigerator. She only removed the lock when she was in a pleasant mood. Maslow had a love for animals. When he was a child, he found two deserted kittens and brought them home. One evening, Rose found young Abraham feeding the kittens milk in the basement of their home. She flew into a rage and crushed the kittens’ heads against the wall. This horrific event stuck with him for the rest of his life. As an adult, Maslow eventually reconciled with his father. In interviews, he actually spoke positively of him on a few occasions. Nevertheless, he never desired to make peace with his mother. Throughout his life, his hatred continued to grow and he even refused to go to her funeral. Through all the heartache, he managed to have a valuable relationship with his uncle that continued the full-length of his lifetime. On December 31, 1928, Abraham Maslow married his long-time love and first cousin Bertha Goodman. The couple conceived two daughters, Ann and Ellen. Maslow later stated that the moment that he married Bertha, his life changed forever. He regarded this as the â€Å"true beginning of his life† and they remained happily married until his death (Emrich, n. d. ). Education In 1922, Maslow attended the Boys High School in Brooklyn (Hoffman, 1988). In high school, his love for Social Science and Philosophy began to emerge. At the early age of 17, Maslow enrolled at the City College of New York (CCNY). He majored in science, focusing on a future career in humanities. While at CCNY, Maslow excelled in English and Social Sciences. Trigonometry was not his strong suit, causing him to be on academic probation in his second semester (Patel, 2012). In 1926, Maslow’s father pushed him to enroll at the Brooklyn Law School (BLS) to begin law studies. Abraham endured nightly law classes, while still attending day classes at CCNY. After two months, he dropped out, realizing that law was of no interest to him. In 1927, Maslow left CCNY for Cornell University in Ithaca, New York. Due to cheaper tuition, he applied to the College of Agriculture at Cornell. He majored once again in social sciences to fulfill his dream. Maslow was disheartened by an Introductory Psychology course that he took, instructed by Edward B. Titchner (Emrich, n. d. ). He found Titchner’s teaching in of Structuralism and his theory of â€Å"Scientific Introspection† dull. At the end of the semester, Maslow left Cornell to return to New York and attend CCNY once again. In 1927, Maslow was again studying Humanities and Social Sciences at CCNY. In 1928, Abraham transferred to the University of Wisconsin after hearing of its exceptional professors. In 1930, he finally was awarded his Bachelor’s Degree and in 1931 he completed his Master’s. After having a hard time finding employment as a professor, he accepted the position of a Psychology Teachers Assistant at his Alma Mater. While assisting in psychology classes, famed experimental psychologist Harry Harlow took notice of him. Maslow soon became Harlow’s research assistant and first doctoral student. Harlow and Maslow studied the social behavior and learning potential of primates. Influenced by his work with Harlow, Abraham instituted a study of investigating food in preferences in animals (Patel, 2012). He examined pigeons, dogs and monkeys throughout his studies and found that the higher the animal is on the phyletic scale, the more fluctuating the animal’s food preference will be. Maslow published a paper of his theory called â€Å"Appetites and Hunger in Animal Motivation† in 1935 (Patel, 2012) His paper displayed the dissimilarity between hunger and appetite, and showed that behavior cannot be understood as motivated by the gratification of survival needs (Hoffman, 1988). For his doctoral degree, Maslow continued his research of primates; focusing on their dominant behavior. Throughout his studies, he found that the higher the monkey was on the primate scale, the less brutality in dominance. The results of his studies lead him to go beyond his original dominance theory and recognize that something else stimulates behavior, particularly in higher levels of human nature (Wilson, 1972). After achieving his PhD in 1934, Maslow accepted a fellowship at Columbia University. Working alongside the prominent Dr. Edward L. Thorndike, he extended his research to dominance in humans. While they were actively working together, Thorndike administered an IQ test on Maslow. Much to their surprise, he responded with a result of 195. Although Maslow originally was inspired by the work that he did with Thorndike, he eventually became uninterested. Maslow was compelled to research human sexuality, which Thorndike stood behind. Between 1937 and 1942, Maslow published numerous articles based on female sexuality (Emrich, n. d. ). Throughout his studies, he found that dominant women are more likely to be extroverted. Although that may be true, he found that those women were allured to highly-dominant men, who were aggressive and vain. Vice versa, women who are less-dominant, tend to interested in men who are kind in nature. In 1937, Maslow accepted employment as a psychology professor located at Brooklyn College. For the next 14 years, he would teach at BC and continue his human sexuality studies. In 1951, was afforded the opportunity to become Chairman of the Psychology Department at Brandeis University. Soon after accepting the position, he began to question the way the psychologists came to conclusions. He had his own ideas on how to understand the human mind. He would eventually call his theory â€Å"Humanistic Psychology†. He published many documents in his later life, including the notable works â€Å"Motivation and Personality†, â€Å"Toward a Psychology of Being†, and â€Å"The Further Reaches of Human Nature†. In July 1966, Maslow was elected president of the American Psychological Association. Due to his failing health, he retired from teaching and accepted a fellowship at the Student Affairs Graduate Association. On July 8, 1970, Abraham Maslow passed away at the age of 62 after suffering a heart attack. He left behind prominent theories that are still referenced today. These theories include Maslow’s Hierarchy of Self Needs, Maligned Human Nature, Self-Actualization, and the Theory of Human Motivation. Hierarchy of Self Needs In his 1943 paper â€Å"A Theory of Human Motivation†, Abraham Maslow first introduced his concept of Hierarchy of Needs. He stated that a person must full their most basic needs in a natural hierarchy while advancing to a higher, self-actualization. His theory is most often displayed in pyramid form. The original five stages of Maslow’s Hierarchy are divided into basic or so-called deficient needs and growth needs. The lowest levels of the pyramid consist of a person’s deficient needs, eventually advancing to the more complex, growth needs at the top. Once these needs have been fulfilled, one may work on his or her) rise to self-actualization. The first level to be satisfied is a person’s â€Å"Psychological† needs. These include one’s necessity for oxygen, water, food and sleep (Cherry, n. d. ). Maslow believed that â€Å"Psychological† needs consisted of your most basic, considering that a person could not live without these attributes. Once a person’s psychological needs have been achieved, the level of â€Å"Safety and Security† comes into play. These are the needs for structure, order, security and predictability. Once the individual has a sense of being secure, safety needs have sufficiently been met. Maslow’ considered the third level of needs to be less of a priority than psychological and security needs (Cherry, n. d. ). The stage known as â€Å"Love and Belonging† corresponds to the need that drives an individual to seek relationships with others. This is based on affection towards friends, family, children, and an all-around sense of community. Satisfaction of â€Å"Belongingness† then triggers the rise of â€Å"Esteem† needs. Maslow proposed two levels of esteem needs, these being know as lower and higher stages. The lower stage pertains to the need for status, fame, recognition, attention, respect of others, appreciation, and even dominance (Boeree, 1998). The higher form relates to the needs for self-respect. This includes feelings of confidence, achievement, independence, and freedom. The lower stage is easier to lose, based on the fact of the characteristics relying on the respect of others. Self-Actualization â€Å"What a man can be, he must be. This need we call Self-Actualization. † –Abraham Maslow The highest level of â€Å"Self-Actualization† needs presents itself once all â€Å"basic† needs have been satisfied. This need is fundamentally different from the former levels in the aspect of prior needs are driven by â€Å"deficiency† (Heylighen, 1992, Pg. 41). According to Maslow, Self-Actualization pertains to â€Å"Ultimate Psychological Health† that is continually developing. This stage is also known as â€Å"Growth† needs, due to the fact that once self-actualization is reached, it cannot be lessened, only made to grow. Maslow biographically analyzed several historical and public figures in his conceptualization of the Self-Actualization theory. Abraham Lincoln, Albert Einstein, Thomas Jefferson and Eleanor Roosevelt were included in a group of individuals that Maslow believed met the standard of Self-Actualization. In his research, he examined their biographies, their acts and personally interviewed a few contemporaries. From these sources, he developed a list of common qualities that these people possessed. 1. Openness to Experience- They are eager to learn new ideas and skills, open to engage in new experiences, and try new things. 2. Accurate Perception of Reality- They tend to be truthful and are able to differentiate between genuine and dishonest. 3. Freshness of Appreciation- They are open to spontaneous feelings of awe and wonder and are more prone to peak experiences. 3. Spontaneity- They are natural, open-minded and not worried about what other people may think. 4. Creativity- They exhibit a playful attitude towards problem solving and self-expression. 5. General Attitude of Acceptance- They are not deterred by events that they cannot change, only what is, might be or ought to be. 6. Stability- They have little difficulty making decisions and know how to distinguish between good and bad. 7. Autonomy- They do not need other people, make decisions for themselves, prefer solitude, and have a need for privacy. 8. Empathy- They possess an affinity towards humanity as a whole. They are friendly to everyone that they meet, especially children. 9. Sincerity, Self-Disclosure and Intimacy- They have close personal friends, family and lovers and tend to drop all defenses. Maslow once stated â€Å"There are no perfect human beings† (McLeod, 2007). Studies have found that less than two percent of the population actually achieves self-actualization. To be self-actualized, a person did not need to display all of Maslow’s stated characteristics, yet merely achieve one’s potential.