Youtube Case Study Essay Example for Free

Youtube Case Study Essay Question 1: There are several competitive forces challenging the movie industry. Film corporations are currently facing the challenges of websites offering free downloadable movie torrents along with DVD readers on computers, portable video devices, and the start up of the website YouTube in February 2005. Free online film downloads are four times more popular than legal film downloads that are paid for. This new industry is giving customers power to challenge movie store prices, customers are substituting pricey blockbuster rentals with free online downloads. This is transforming Movie rental establishments into price takers, rather than price makers. The online market is a new market for the movie industry; this is a problem because large film corporations are overcharging for their online products. They do not realize that Twenty dollars for a 24 hour movie rental is not going to appeal to customers. Another problem the movie industry is facing is that 30 to 70 percent of Hollywood derived content has been submitted to YouTube without legal consent. YouTube is profiting on movies that cost major production studios over $129 million to make. These problems are forcing film companies to enter the digital firm where business relationships are digitally enabled. They are entering agreements with online companies such as CinemaNow and Movielink, selling their products online via download. This has transformed the entire way the film industry marketed their movies. The strategic value of entering the online world is basically for mere survival of the industry. The problem of YouTube has also added complication to the creation of films. It has caused companies to resort to hiring more staff in an attempt to monitor the website. It has also forced the development of new technology such as Video ID which has been added to films in order to prevent unauthorized videos from appearing on YouTube. Question 2: Disruptive technologies such as YouTube and other free media websites have severely impacted the companies discussed in this case. Viacom (The world’s fourth largest media conglomerate) has resorted to filing a lawsuit against YouTube for $1.25 billion dollars in damages because more than 150,000 unauthorized clips if Viacoms copyrighted material has appeared on YouTube. Disruptive technologies have caused companies like NBC universal to resort to new job positions involving searching YouTube everyday for property posted without consent. So on top of losing money from lack of sales revenue, companies are forced to spend money filing lawsuits and hiring employees to tackle this new interfering technology. Question 3: Because YouTube is such a powerful company, studios have decided against Viacom’s decision (filing a lawsuit) and are developing a more constructive solution. Companies such as NBC Universal, Time Warner’s Warner Brothers and Twentieth Century Fox have entered into negotiations with YouTube to establish licensing agreements. They are shifting into information system trends like using websites (YouTube) for advertising. The goal of this response is basically to maximise revenue streams made possible by this new technology. It allows companies to earn revenues where their products might otherwise have been distributed illegally. This is something learned from the music industry. The movie industry needs to follow in the footsteps of the music industry; iTunes music store sells music for .99 cents per song. I think lowering the fee for online movie downloading could definitely benefit the industry. The music industry has been dealing with copyright infringement for several years; the movie business needs to team up with the online music conglomerate to learn from their experience and to work together to find an overall better way to overcome the challenge of copyright infringement. Question 4: I think motion picture companies should most definitely continue to use YouTube to promote their new films. YouTube is a heavily trafficked website reporting over 100 million video views per day; this provides valuable exposure for companies in the film industry. Information Technology is only going to grow larger, the film industry needs to find a way to take part in this revolution and take advantage of what Information Technology has to offer or else it will become a thing of the past with VHS’s and Cassette tapes.

Cheerleading in the US

Cheerleading in the US Cheerleading Cheerleading is popular worldwide and its more then just standing on the sidelines cheering on your high school team. Cheerleading is a sport and its a very challenging one. There is two different types of cheerleading and they often get mistaken as the same thing School cheerleading is less challenging then all-star cheer. Usually when you start doing school cheer you start in the 7th grade. You do pep rallies, fight songs, sideline cheers, crowd involvement and stuff around your community. A lot of girls do it to experience the Friday night lights. There is Junior Varsity and Varsity when you are on varsity for 1 year at the end of the year you can get a lettermen. If you are really good at what you do girls get scholarships to go cheer in college. Its all fun and games until your peers start labeling you by saying all cheerleaders are mean or sluts or we wear our skirts to short for attention. Most people think cheerleaders are mean and snobby just because they cheer. They work just as hard as football, baseball, soccer and etc. High school cheerleaders deserve more credit for what they do. All-Star cheerleading also known as competition cheer is more difficult then school cheer. You travel around the world performing a 2 minute and 30 second routine consisting of tumbling, jumps, stunts and dancing in front of a panel of judges. Blood sweat and tears go into practices that last 3 plus hours 3 times a week. It takes a lot of keeping you body healthy and in shape. People say that cheer is easy and its not hard, you dont understand how much effort it takes until you try it. In July competitive cheer became recognized as a sport by the Arkansas Activities Association. Lance Taylor the director told arkansassports360.com,Its a sport amongst of them if you have and watched them. On Jan 27 the supreme court held that cheerleading is not only a sport but it is also a contact sport. The fact is that cheerleading is a highly dangerous sport involving throwing bodies in the air over hard surfaces, said by Naugler. Its not just girls who can cheer but guys can also, people tend to think that it is just a girls sport but some guys tend to be better then girls at it. Once you become a cheerleader it starts to become a lifestyle, with all the traveling, practice and all the money that is put into it. For some its more then just a sport its what they love and live for. Despite all the hate that cheerleaders get girls and guys go to practice and do what makes them happy. The damage cheerleading does on your body is crazy so many injuries happen all the time. The most common injurie is a sprained ankle, the reason for this is the surface. They practice on mats with wood and spring under it. Other injuries are the neck, back, wrist and knees, a lot of the injuries happen to the spots or bases. The bigger and more catastrophic injuries happen to the head, skull fractures and concussions others include spinal cord issues and the main cause for these injuries are caused by pyramids and basket tosses. When a cheerleader gets hurt they are usually told to ice it , wrap it, put icy hot it or just suck it up and deal with it. If a girl is injured while performing they dont stop the music or the routine. Cheerleaders are told to keep going no matter what, but if it is really serious they will stop it and get her the help she needs. Even if it is a small injury they usually become more chronic because Bert Jacobson, professor of health and human performances at OSU stated because cheerleading season extends 12 months, small injuries become chronic injuries. They never heal. If it is a small injury then girls just suck it and deal with it. When it gets worse they will most likely go see a doctor or specialist. There are different levels in competitive cheer, levels 1 to 6. level one skills start out at back walk overs front walk overs and kart wheels, and those are the more basic skills you learn when cheerleaders start cheer. Level 2 is back hand springs or also known as flip-flops, and straight ride basket tosses.Level 3 is front punches and back tucks and twisting basket tosses. The higher more elite levels are 4-6 these levels are the harder skilled teams. Levels 5 and 6 are the worlds teams, they travel all the Florida to compete against the best of the best. Its almost like the cheerleading super bowl, besides NCA that is as big as worlds but all levels can compete at that one. All cheerleaders dream of winning all the big competitions or at least top 3. If you win these your team and gym are considered the best of the best. All it takes is hard work and dedication and the coming together of your team to want to win and will do anything to go out on the floor and nail the perfect routine to show the crowd and judges. Some girls cheer for 13 plus years and will never know what it is like to win one of the big competitions. When you ask football or baseball players if cheerleading is a sport they will probably say no until the cheerleader shows them their muscles. When cheerleaders workout they lift weights run and do just as much as other sports, except cheerleaders do not get enough credit for all of their hard work. Just like other sports if the cheerleader is really good he or she could have the chance to get a scholarship to the school of your dreams. Cheerleading scholarships are not as popular as football and baseball but they can still happen. If you dont get the scholarship the cheerleader can still apply and attend the tryouts. Tryouts for cheer is probably one of the most stressful weeks or couple of days for a cheerleader, Learning a certain amount of material and having to do it in front of judges you dont even know. When the cheerleader s trying out she can not let the nerves get to her because she only has one tryout, no redos. In January 2017, Governor Brown signs a new bill that says cheerleading is a sport. Cheerleaders finally get the recognition they deserve, even though it wasnt official that cheer was a sport every cheerleader has considered it one. They will defend their sport and have plenty of evidence to support the argument. We dont have to prove it is a sport. Said Land O Lakes senior Hayley Jones, an All-American. It is a sport. Work and skill are involved. It is not just a cheer team, it is performing and it includes dance and gymnastics. When people start to agree that cheerleading is a sport it makes cheerleaders happy and lets them know that they are heard and people have the cheer worlds back. Cheer is only going to get bigger and more difficult, as the rules get changed, coaches are going to get more creative with making routines. Cheerleading is going to be around forever because little girls have big passions for it and look up to the high level teams and the famous cheerleaders, the little ones want to be just like them. There are famous cheerleaders, you just dont hear about like you do famous football players because only people in the cheer world understand why they are famous and what they are famous for. They are famous for their tumbling skills and a lot of flyers are famous for bring such good flyers. Cheerleading is a growing sport and its different then what you would see on the sidelines at a football game. Said by Patrick Mislan. As cheerleaders grow and the gyms grow the cheer world is going to soon be on TV as a sport to watch and will get credit for what it deserves. Mislan also says that over 100 that have cheerleading national originations with 4.5 million registered athletes, its not small. Cheerleading is a great sport to help you with self-confidence and performing in front of huge crowds. It is really enjoyable, you make new friends and it helps get you in shape its for all ages and sizes boys and girls. Most of the gyms are friendly environments and a happy place to be. Despite all the hate and calling it not a sport, cheerleaders are athletes. Instead of doubting them encourage them to be proud of something they do and love. You cant judge them until you are un their shoes because cheerleading is a sport.

Is There a Real Difference Between a Neurosis and a Psychosis Essay

Is There a Real Difference Between a Neurosis and a Psychosis A major part of clinical psychology is the diagnoses and treatment of mental disorders. This can often be difficult and controversial due to the fact that many of the disorders can be confused with others; there aren’t always clear guidelines in which to follow. An example of this confusion can be seen in the disorders Neurosis and Psychosis. Neither neurosis nor psychoses appear as major categories in the Diagnostic and Statistical Manual of Mental Disorders (DSM-III). The main reason for this is that both categories were fairly broad and included a number of mental disorders with quite dissimilar symptoms. Consequently, mental health professionals did not always agree on the diagnosis for a particular patient. Neurosis is a functional (Psychogenic) disorder consisting of a symptom or symptoms caused, though usually unknown to the patient, by a mental disorder. The four commonest are Anxiety State, Reactive Depression, Hysteria and Obsessive-Compulsive Neurosis. We all know what it is to feel anxious. Anxiety becomes abnormal when it is out of all proportion to the cause, or when it continues long after the cause has been removed. Patients with other mental illnesses often feel anxious from time to time, but the term anxiety neurosis is used to describe the illness in which anxiety is the main feature and the patient feels anxious all the time. Reactive Depression is a form of depression where the cause is known i.e. marriage break-up or bereavement. Reactive depression can be classed as a neurosis as it is an exaggeration of the normal expected response to such situations. In medical language the word Hysteria is used to mean that a symptom is beyond the patients control. If I have to take an examination tomorrow and to get out of it I ring up and say that I cannot attend because I am going to the dentist, I am malingering. I am quite deliberately telling a lie to get out of taking the examination. But if, on the morning of the examination, I wake up with a raging toothache although there is nothing wrong with my tooth, this is hysteria. There is nothing wrong, but the pain is genuine. I am quite truly incapable of sitting the examination. The symptom is out of my conscious control and has become hysterical. Hysterical symptoms always serve to get us out of som... ...ers, neurosis and psychosis, may appear small but they can help in the diagnoses and treatment of patients. It can be very difficult to treat a patient when the cause of their illness is unknown or when the illness itself is difficult to understand. It is for this reason that mental health professionals need to categorise mental disorders as clearly and concisely as possible. The DSM-III dropped the entries of neurosis and psychosis and split them down into subdivisions to try to enable better diagnosis but there is still confusion as to the differences between neurosis and psychosis. There is not only a difference between the two but also a difference in each individual case. Different things effect people in different ways and many people although share the same illness have completely different symptoms. Every case should be looked at individually and treated as such. Instead of looking for the best treatment for neurosis, it would be better to look for the best treatment for an individual. References Introduction to psychology - Atkinson - Hilgard - 1983 The science of mind and behaviour - Gross - 1999 The oxford companion to the mind - Gregory - 1987

John Milton :: essays research papers

John Milton was born in London, England (1608), to Sarah Jeffrey and his father, who was also named John. His mother was the daughter of a merchant sailor. His father was a law writer and also composed music. He inherited a love for art and music from his father. By the time he was twelve he entered Christ’s college, Cambridge, where he wrote much religious poetry in Latin, Italian, and English. Milton was picked on often in the University, and he was expelled after starting a fist fight with his tutor. After that he spent six years at his father’s home, spending his days writing. During those six years he wrote: L'ALLEGRO, IL PENSEROSO (1632), COMUS (1634), and LYCIDAS (1637). In 1635, John Milton and his family moved to Horton, Buckinghamshire, where he continued his studies in Greek, Latin, and Italian. He traveled to France and Italy in the late 1630s, meeting the theologian Hugo Grotius in Paris, France, and the astronomer Galileo in Florence, Italy. Milton returned to London in 1639, where he set up a school for his nephews. He did not write much, for he was silenced by the civil war for twenty long years. Milton was concerned for the puritan cause, so during the civil war, he wrote a series of pamphlets against episcopacy (1642), on divorce (1643), in defense of the liberty of the press (1644), and in support of the regicides (1649). After the death of King Charles, Milton published THE TENURE OF KINGS AND MAGISTRATES (1649) sustaining the view that the citizens had the right to overthrow and punish tyrants. In 1951, he was faced with several unpleasant occurrences. He lost his eyesight for one, but even after that was put on trial for his controversial writings and political opinions. After the Restoration of Charles II in 1660, Milton was arrested as a noted defender of the Commonwealth, but was soon released. Milton paid a massive fine for his opposition. Besides the publicly setting fire to his works EIKONKLASTES (1649) and the first DEFENSIO (1651) in Paris and Toulouse, Milton escaped from further penalty following Restoration, but he lost much of his money and became a reasonably poor man, although Paradise lost sold over 1,800 copies.

The Effects of Colonization on the Native Americans Essay examples --

The Effects of Colonization on the Native Americans Native Americans had inherited the land now called America and eventually their lives were destroyed due to European Colonization. When the Europeans arrived and settled, they changed the Native American way of life for the worst. These changes were caused by a number of factors including disease, loss of land, attempts to export religion, and laws, which violated Native American culture. Native Americans never came in contact with diseases that developed in the Old World because they were separated from Asia, Africa, and Europe when ocean levels rose following the end of the last Ice Age. Diseases like smallpox, measles, pneumonia, influenza, and malaria were unknown to the Native Americans until the Europeans brought these diseases over time to them. This triggered the largest population decline in all recorded history. Fifty percent of the Native American population had died of disease within twenty years. Soon after, Native Americans began to question their religion and doubted the ability of shamen to heal. This was the first step towards the destruction of Native cultures. The Native Americans had never experienced anything like these deadly diseases before and they came to believe that Europeans had the power to kill or give life. Many Native groups, because they were nomadic, didn't see land as belonging to one person. The idea that someone could come in, claim a piece of land and ban them f...

Punitive Articles of the Ucmj Article 89 Essay

â€Å"Any person subject to this chapter who behaves with disrespect toward his superior commissioned officer shall be punished as a court-martial may direct.† Context. (1) That the accused did or omitted certain acts or used certain language to or concerning a certain commissioned officer; (2) That such behavior or language was directed toward that officer; (3) That the officer toward whom the acts, omissions, or words were directed was the superior commissioned officer of the accused; (4) That the accused then knew that the commissioned officer toward whom the acts, omissions, or words were directed was the accused’s superior commissioned officer; and (5) That, under the circumstances, the behavior or language was disrespectful to that commissioned officer. Explanation. (1) Superior commissioned officer. (a) Accused and victim in same armed force. If the accused and the victim are in the same armed force, the victim is a â€Å"superior commissioned officer† of the accused when either superior in rank or command to the accused; however, the victim is not a â€Å"superior commissioned officer â€Å"of the accused if the victim is inferior in command, even though superior in rank. (b) Accused and victim in different armed forces. If the accused and the victim are in different armed forces, the victim is a â€Å"superior commissioned  officer† of the accused when the victim is a commissioned officer and superior in the chain of command over the accused or when the victim, not a medical officer or a chaplain, is senior in grade to the accused and both are detained by a hostile entity so that recourse to the normal chain of command is prevented. The victim is not a â€Å"superior commissioned officer† of the accused merely because the victim is superior in grade to the accused. (c) Execution of office. It is not necessary that the â€Å"superior commissioned officer† be in the execution of office at the time of the disrespectful behavior. (2) Knowledge. If the accused did not know that the person against whom the acts or words were directed was the accused’s superior commissioned officer, the accused may not be convicted of a violation of this article. Knowledge may be proved by circumstantial evidence. (3) Disrespect. Disrespectful behavior is that which detracts from the respect due the authority and person of a superior commissioned officer. It may consist of acts or language, however expressed, and it is immaterial whether they refer to the superior as an officer or as a private individual. Disrespect by words may be conveyed by abusive epithets or other contemptuous or denunciatory language. Truth is no defense. Disrespect by acts includes neglecting the customary salute, or showing a marked disdain, indifference, insolence, impertinence, undue familiarity, or other rudeness in the presence of the superior officer. (4) Presence. It is not essential that the disrespectful behavior be in the presence of the superior, but ordinarily one should not be held accountable under this article for what was said or done in a purely private conversation. (5) Special defense—unprotected victim. A superior commissioned officer whose conduct in relation to the accused under all the circumstances departs substantially from the required standards appropriate to that officer’s rank or position under similar circumstances loses the protection of this  article. That accused may not be convicted of being disrespectful to the officer who has so lost the entitlement to respect protected by Article 89. Nonjudicial Punishment (Article 15) Commander’s Tool for Discipline ART. 15. COMMANDING OFFICER’S NON-JUDICIAL PUNISHMENT (a) Under such regulations as the President may prescribe, and under such additional regulations as may be prescribed by the Secretary concerned, limitations may be placed on the powers granted by this article with respect to the kind and amount of punishment authorized, the categories of commanding officers and warrant officers exercising command authorized to exercise those powers, the applicability of this article to an accused who demands trial by court-martial, and the kinds of courts-martial to which the case may be referred upon such a demand. However, except in the case of a member attached to or embarked in a vessel, punishment may not be imposed upon any member of the armed forces under this article if the member has, before the imposition of such punishment, demanded trial by court-martial in lieu of such punishment. Under similar regulations, rules may be prescribed with respect to the suspension of punishments authorized by regulations of the Secretary concerned, a commanding officer exercising general court-martial jurisdiction or an officer of general or flag rank in command may delegate his powers under this article to a principal assistant. (b) Subject to subsection (a) any commanding officer may, in addition to or in lieu of admonition or reprimand, impose one or more of the following disciplinary punishments for minor offenses without the intervention of a court-martial— (1) Upon officers of his command— (A) Restriction to certain specified limits, with or without suspension from duty, for not more than 30 consecutive days; (B) if imposed by an officer exercising general court-martial jurisdictions or an officer of general flag rank in command— (i) arrest in quarters for not more than 30 consecutive days; (ii) forfeiture of not more than one-half of one month’s pay per month for two months; (iii) restriction to certain specified limits, with or without suspension from duty, for not more than 60 consecutive days; (iv) detention of not more than one-half of one month’s pay per month for  three months; (2) upon other personnel of his command— (A) if imposed upon a person attached to or embarked in a vessel, confinement on bread and water or diminished rations for not more than three consecutive days; (B) correctional custody for not more than seven consecutive days; (C) forfeiture of not more than seven days’ pay; (D) reduction to the next inferior pay grade, if the grade from which demoted is within the promotion authority of the officer imposing the reduction or any officer subordinate to the one who imposes the reduction; (E) extra duties, including fatigue or other duties, for not more than 14 consecutive days; (F) restriction to certain specified limits, with or without suspension from duty, for not more than 14 consecutive days; (G) detention of not more than 14 days’ pay; (H) if imposed by an officer of the grade of major or lieutenant commander, or above— (i) the punishment authorized under clause (A); (ii) correctional custody for not more than 30 consecutive days; (iii) forfeiture of not more than one-half of one month’s pay per month for two months; (iv) reduction to the lowest or any intermediate pay grade, if the grade from which demoted is within the promotion authority of the officer imposing the reduction or any officer subordinate to the one who imposes the reduction, by an enlisted member in a pay grade above E-4 may not be reduced more than two pay grades; (v) extra duties, including fatigue or other duties, for not more than 45 consecutive days; (vi) restriction to certain specified limits, with or without suspension from duty, for not more than 60 consecutive days; (vii) detention of not more than one-half of one month’s pay per month for three months. Detention of pay shall be for a stated period of not more than one year but if the offender’s term of service expires earlier, the detention shall terminate upon that expiration. No two or more of the punishments of arrest in quarters, confinement or bread and water or diminished rations, correctional custody, extra duties, and restriction may be combined to run consecutively in the maximum amount impossible for each. Whenever any of those punishments are combined to run consecutively, there must be an apportionment. In addition, forfeiture of  pay may not be combined with detention of pay without an apportionment. For the purpose of this subsection, â€Å"correctional custody† is the physical restraint of a person during duty or non-duty hours and may include extra duties, fatigue duties, or hard labor. If practicable, correctional custody will not be served in immediate association with persons awaiting trial or held in confinement pursuant to trial by court-martial . (c) An officer in charge may impose upon enlisted members assigned to the unit of which he is in charge such of the punishment authorized under subsection (b)(2)(A)-(G) as the Secretary concerned may specifically prescribe by regulation. (d) The officer who imposes the punishment authorized in subsection (b), or his successor in command, may, at any time, suspend probationally any part or amount of the unexecuted punishment imposed and may suspend probationally a reduction in grade or forfeiture imposed under subsection (b), whether or not executed. In addition, he may, at any time, remit or mitigate any part or amount of the unexecuted punishment imposed and may set aside in whole or in part the punishment, whether executed or unexecuted, and restore all rights, privileges and property affected. He may also mitigate reduction in grade to forfeiture or detention of pay. When mitigating— (1) arrest in quarters to restriction; (2) confinement on bread and water or diminished rations to correctional custody; (3) correctional custody confinement on bread and water or diminished rations to extra duties or restriction, or both; or (4) extra duties to restriction; the mitigated punishment shall not be for a greater period than the punishment mitigated. When mitigating forfeiture of pay to detention of pay, the amount of detention shall not be greater than the amount of the forfeiture. When mitigating reduction in grade to forfeiture or detention of pay, the amount of the forfeiture or detention shall not be greater than the amount that could have been imposed initially under this article by the officer who imposed the punishment mitigated. (e) A person punished under this article who considers his punishment unjust or disproportionate to the offense may, through proper channels, appeal to the next superior authority. The appeal shall be promptly forwarded and decided, but the person punished may in the meantime be required to undergo the punishment adjudged. The superior authority may exercise the same powers  with respect to punishment imposed as may be exercised under subsection (d) by the officer who imposed the punishment. Before acting on appeal from a punishment of— (1) arrest in quarters for more than seven days; (2) correctional custody for more than seven days; (3) forfeiture of more than seven days’ pay; (4) reduction of one or more pay grades from the fourth or a higher pay grade; (5) extra duties for more than 14 days; (6) restriction for more than 14 days; or (7) detention of more than 14 days’ pay; the authority who is to act on the appeal shall refer the case to a judge advocate or a lawyer of the Department of Transportation for consideration and advice, and may so refer the case upon appeal from any punishment imposed under subsection (b). (f) The imposition and enforcement of disciplinary punishment under this article for any act or omission is not a bar to trial by court-martial for a serious crime or offense growing out of the same act or omission, and not properly punishable under this article; but the fact that a disciplinary punishment has been enforced may be shown by the accuse upon trial, and when so shown shall be considered in determining the measure of punishment to be adjudged in the event of a finding of guilty. (g) The Secretary concerned may, by regulation, prescribe the form of records to be kept under this article and may also prescribe that certain categories of those proceedings shall be in writing. CUSTOMS 4-1. The Army has its own customs, both official and social. Some have been handed down from the distant past while others are of comparatively recent origin. Those customs that endure stand on their own merits. As a long established social organization, the Army observes a number of customs that add to the interest, pleasure, and graciousness of Army life. Often it is these customs and traditions, strange to the civilian eye but solemn to the soldier, that keep the man in the uniform going in the unexciting times of peace. In war they keep him fighting at the front. The fiery regimental spirit fondly polished over decades and centuries possesses him in the face of the enemy. [The soldier] fights for the regiment, his  battalion, his company, his platoon, his section, his comrade. 4-2. A custom is an established practice. Customs include positive actions-things you do, and taboos-things you avoid. All established arts, trades, and professions, all races of people, all nations, and even different sections of the same nation have their own practices and customs by which they govern a part of their lives. 4-3. Many Army customs compliment procedures required by military courtesy, while others add to the graciousness of garrison life. The breach of some Army customs merely brands the offender as ignorant, careless, or ill bred. Violations of other Army customs, however, will bring official censure or disciplinary action. The customs of the Army are its common law. These are a few: * Never criticize the Army or a leader in public. * Never go â€Å"over the heads† of superiors-don’t jump the chain of command. * Never offer excuses. * Never â€Å"wear† a superior’s rank by saying something like, â€Å"the first sergeant wants this done now,† when in fact the first sergeant said no such thing. Speak with your own voice. * Never turn and walk away to avoid giving the hand salute. * Never run indoors or pretend you don’t hear (while driving, for example) to avoid standing reveille or retreat. * Never appear in uniform while under the influence of alcohol. * If you don’t know the answer to a superior’s question, you will never go wrong with the response, â€Å"I don’t know sir, but I’ll find out.† COURTESIES 4-4. Courtesy among members of the Armed Forces is vital to maintain discipline. Military courtesy means good manners and politeness in dealing with other people. Courteous behavior provides a basis for developing good human relations. The distinction between civilian and military courtesy is that military courtesy was developed in a military atmosphere and has become an integral part of serving in uniform. 4-5. most forms of military courtesy have some counterpart in civilian life. For example, we train soldiers to say sir or ma’am when talking to a higher ranking officer. Young men and women are sometimes taught to say sir to their fathers or ma’am to their mothers and likewise to other elders. It is often considered good manners for a younger person to say sir or ma’am when speaking to an older person. The use of the word sir is also common in the business world, such as in the salutation of a letter or in any well-ordered institution. 4-6. Military courtesy is not a one-way street. Enlisted personnel are expected to be courteous to officers and likewise officers are expected to return the courtesy. Mutual respect is a vital part of military courtesy. In the final analysis, military courtesy is the respect shown to each other by members of the same profession. Some of the Army’s more common courtesies include rendering the hand salute, standing at attention or parade rest, or even addressing others by their rank.

Foundations of Psychology Essay

Psychology is the process of understanding ones mental processes such as how and why one thinks, feels, and behaves the way they do. Psychology is the process by which the scientific method is used to better understand and test these processes (Allport, 1985). Psychology was established as a means to blends these two differing schools of thought into one. Psychology quickly separated into different schools of thought as a means to explain the human mind and its behaviors. In this paper we will discuss in more depth about a few of them such as structuralism, functionalism, psychoanalysis, behaviorism, and humanism (Allport, 1985). Wilhelm Wundt is thought to be one of psychologies founding fathers. He was a pioneer using laboratory research as a way to back up his theories of the mind. One of Wundt’s students Edward Titchener used Wundt’s theory of introspection as his basis of his new school of thought called structuralism. Structuralism is the study of the contents of the mind (Britannica, 2001). Just like his predecessor Titchener believed that the scientific method was the only means to the science of the mind. Structuralism was only one of two schools that dominated psychology in its early years. The other was functionalism. Functionalism was the product of one Harvard graduate named William James. James believed structuralism was a great start, however felt the mind still needed further explaining and hence functionalism was born. Where structuralism focused its efforts on the mental processes themselves, functionalist conserved their efforts on the role those processes play. Functionalism is the study of how ones psychological processes helps one adapt to their environment (Britannica, 2001). Psychoanalysis was founded by Sigmund Freud. Freud believed that the unconscious mind influenced behavior. Freud believed that the human mind was comprised of three elements: the id, the ego, and the super eg o. â€Å"The id is composed of the primal urges, while  the ego is the component of personality charged with dealing with reality. The superego is the part of personality that holds all of the ideals and values we internalize from our parents and culture. Freud believed that the interaction of these three elements was what led to all of the complex human behaviors (Sheehy, & Forsythe, 2013).† Freud’s school of thought has not gone without controversy, however Freud’s school of thought has influenced other of psychology’s greats such as Anna Freud, Carl Jung, and Erik Erikson (Psychology, 2005). Behaviorism formed as a reaction to the theories of John B. Watson, Ivan Pavlov, and B. F. Skinner. Behaviorism took off and became the dominant school of thought during the 1950’s. Behaviorists focused their efforts of observable behavior. Behaviorist believe that all behavior can be explained by ones environment rather than by ones internal forces (Lee, 2005). Classical conditioning was invented by Ivan Pavlov. He believed that classical conditioning was the learning process that occurs through associations between ones environmental stimulus and the naturally occurring stimulus. Operant conditioning was the thoughts of B. F. Skinner. Skinner believed that learning can occurs through rewards and punishments for behavior. Skinner believed that through o perant conditioning, an association is made between a behavior and a consequence for that behavior (Lee, 2005). Humanism is the product of Abraham Maslow and Carl Rogers. Humanism focused on an individual’s free will, self-actualization, and personal growth (Lee, 2005). â€Å"While early schools of thought were largely centered on abnormal human behavior, humanistic psychology differed considerably in its emphasis on helping people achieve and fulfill their potential (Lee, 2005).† â€Å"Humanistic psychology remains quite popular today and has had a major influence on other areas of psychology including positive psychology. This particular branch of psychology is centered on helping people living happier, more fulfilling lives (Jimerson, 2007).† Understanding a person requires special attention to not only ones biology, their psychological experience, and their social context. Psychology was established as a science in order to differentiate from biology and the philosophy of thought. In this paper we discussed in more depth about just a few of them such as structuralism, functionalism, psychoanalysis, behaviorism, and humanism and how they differ from one another. Although they each may have a different outlook, they all have the same goal to better understand one’s  mind and one’s behavior. References Allport, G. W (1985). â€Å"The historical background of social psychology†. In Lindzey, G; Aronson, E. The Handbook of Social Psychology. New York: McGraw Hill. p.5 â€Å"Evolutionary Psychology: Theoretical Foundations.† Encyclopedia of Cognitive Science. Hoboken: Wiley, 2005. Credo Reference. 2 Feb. 2010. Web. 23 Oct. 2013. Retrieved 2014-10-26. Retrieved from: http://www.credoreference.com.ezproxy.apollolibrary.com/entry/wileycs/evolutionary_psychology_theoretical_foundations. â€Å"Functionalism.† Encyclopedia Britannica. Encyclopedia Britannica Online. Encyclopedia Britannica, 2011. Retrieved 2014-10-26. 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