Televisions Grip on the Mind of America Essay Example | Topics and Well Written Essays - 500 words

Televisions Grip on the Mind of America - Essay Example Neil Postman rightly identifies the iron grip that the television has on minds throughout American society. Perhaps the fundamental reason for television's power is the way in which it has given "an exquisite and dangerous perfection" to the "epistemological biases of the telegraph and instancy." The telegraph brought bits of information directly to the consumer, without giving that information any sort of context, any sort of reason why that information was significant. The significance was in the novelty, or in the entertainment value. The instancy of the photograph relieves the mind of having to imagine, or even having to pay a lot of attention. An idea can be summarized, remembered, ingrained in the form of a picture. Combining the two, making a slogan with a picture, simultaneously places an idea an image in the mind. This increases the power of the idea, and gives a visual source of memory associated with that idea for the mind to clutch tightly. Another characteristic of television concomitant to this simultaneity of thought and vision is the power of speed. The telegraph took the "line-by-line, sequential, continuous form of the printed page" and reduced it to a "world of fragments and discontinuities." The photograph takes a reality that can present ideas to the mind and reduces them down to particular examples.

Trifles by Susan Glaspell Essay Example | Topics and Well Written Essays - 500 words

Trifles by Susan Glaspell - Essay Example Oh dear, I almost forgot I was in the middle of baking bread, I hope Mrs. Hale will get rid of it. After all this time the dough would to tough to use. How could I sleep through somebody strangling John in our own bed Well, I guess it's like I told Mr. Hale "I sleep sound". There's no other answer for it. Unless I actually tell them the truth. That I don't sleep in the same room with John, haven't in years. But that would be unbearable. Just think of what the other folks around here would think of me for telling that. They'd either think it was a lie to protect myself or that I was one bad wife. Either way that coming out at this time would not look good. Plus it's not like I have any way to back it up. John is dead now and he was the only other one who knew about it. This place could use a good cleaning up. No wonder people are always glad to get out of here, whether they are going to another jail or home, it's got to be better than this place. I wonder how long they will keep me in here. I hope not too long. I really need to get home and clean up my house. And now it will be even worse with all those men tracking in and out, not caring about how dirty they get the place. What do they care they don't have to clean it. I bet they'd be a lot more careful if they did. Then they'd understand how hard it is to keep a dusty farmhouse clean.

Perceptions And Attitudes Of Tourism Students Psychology Essay

Perceptions And Attitudes Of Tourism Students Psychology Essay The perceived nature of an industry is a key factor that determines the attractiveness of an industry. Many studies have projected a two- side image of the tourism industry. One was an image of glamour, reflected in aspects of the work such as associating with people, the opportunity to travel, using foreign languages and diverse job tasks (Szivas, Riley, Airey, 2003). The other was portraying a negative image whereby jobs were perceived as low status and low skilled (Szivas Riley, 1999). Students awareness of the main features of tourism jobs, such as low pay and unsociable working hours, may exert a negative influence on their behavioral intention, and force them to prematurely leave the industry (Parsons Care, 1991). Exposure to the industry through practical work experience help students to gain a better understanding of the tourism industry. They could see the advantages and shortcomings of tourism careers and obtain a clearer picture of what they liked or disliked about tourism jobs. Subsequently, enhancing their career decision making process. MORE!!! 2.2 Perceptions and attitudes of tourism students 2.2.1 Tourism programme It is worthwhile and logical to firstly, comprehend students perceptions and views towards choosing tourism programme before attempting to shed light on their attitudes towards a tourism career. Table 1 there, represents the studies of various authors concerning the attitudes and views of students vis- Ã  - vis the selection of tourism programmes, in a summarized form. 2.2.2 Tourism as a career choice Over the years, many studies have been conducted and much attention have been awarded to understand the perceptions and attitudes of young people or those individuals who are potentially likely to pursue a career in hospitality workforce in the future. Table 2 is a summarized version of the numerous studies carried out. 2.2.3 The concept of Career Intention and Choices Walton and Mallon (2001) commented that careers were regarded as chosen professions in particular areas or manifestation of career choices. These terms are appropriate as they relate to students degree of uncertainty over career intention, choice and commitment to a future career. In other words, making a career choice through pursuing the appropriate programme of studies may be a function of behavioral intention. A theory put forward by Ginzberg (1951) proposed that the ultimate decision regarding career choice is not reached at a single moment of time, but through a series of decisions taken over a period of many years as part of the process of mental and physical maturation. One stage which fits this study is the tentative period whereby, the young adult at the university level is steadily broadening their consideration and understanding of the factors underlying their emerging career choices. At first, their interest serves as the major (often the sole) basis for their choice. But, as time passes, new elements intervene, either internal or external and the students become aware that their interests have altered or new ones have emerged. Indeed, often before entering the university they have to decide on a particular career choice supported by the selection of an appropriate programme of study, plus there is pressure because of peers, parental concern, mature interest and other forces. Eventually, it is during their senior university level that the students might reconsider their choices, or support their initial career decisions. In the realistic period, a choice is made with the intention of realizing it. 2.2 The Theory of Planned Behavior Ajzen developed the Theory of Planned Behavior in 1991 as an extension of Ajzen and Fishbeins 1975 Theory of Reasoned Action. The TPB has four components: attitudes (i.e. the individuals positive or negative feelings about performing a behavior), subjective norm (i.e. the individuals perception of whether people important to the individual think the behavior should be performed), perceived behavioral control (i.e. The individuals perception on the self skills and ability of performing a behavior) and behavioral intention (i.e. an individuals readiness to perform a given behavior) Ajzen stated that for nonhabituaI behaviors that are easily executed by almost everyone without special circumstances, the theory of reasoned action was adequate. When behaviors are more difficult to execute, and when a person needs to take control over needed resources in order to act, the theory of planned behavior is a better predictor of behavior than the theory of reasoned action. In the theory of planned behavior, control is taken into account as a variable labeled perceived behavioral control, which is defined as a persons perception of how easy or difficult it would be to perform the action. The theory of Planned Behavior (TPB) has been since its development some 20 years proved to be a powerful approach to explain human behavior. Â   The Theory of Planned Behavior (TPB) predicts that planned behaviors are determined by behavioral intentions which are largely influenced by an individuals attitude toward a behavior, the subjective norms encasing the execution of the behavior, and the individuals perception of their control over the behavior (Ajzen, 1975). In simpler terms, behavioural decisions are the result of a reasoned process in which the behavior is influenced by attitudes, norms and perceived behavioral control. 2.3 The Theory of Planned Behavior: Model Icek Ajzens revised model (1991) is expressed in the diagram (figure 2) below: Figure 2: Ajzens Theory of Planned Behavior The theory of planned behavior postulates three conceptually determinants of intention. 2.4 Determinants of Behavioral Intention Attitude towards behavior Attitudes represent an individuals likes, dislikes, beliefs and opinions regarding a particular behavior. It represents a summary of evaluation of psychological object captures in attribute dimensions of good- bad, harmful- beneficial, pleasant- unpleasant, and likable- dislikable (Ajzen; 2001) Rosenberg and Hovland (1996) viewed attitude as a multi-component construct and made the following statement all responses to a stimulus object are mediated by the persons attitude towards the object. Ayres (2008) claims that traditionally there have been a career-for-life philosophy adopted by workers, whereby workers will spend their entire working life working in one industry, and, in many cases, one organization. This philosophy has in recent times, coinciding with Generation Y entering the workforce, been replaced by a more uncertain career structure, with employees frequently changing employers within their industry and many also pursuing work in different industries (Inkson, Anhur, and Pringle, 1999). Morton (2002) stated that Generation Y employees show a tendency towards valuing equality in the workplace and they seek positions that offer reasonable wages and good opportunities for training. Morton (2002) also claimed that they respect managers who empower workers and who are open and honest with employees. Martin (2005), who calls this generation Yers, describes eight main characteristics shown by Generation Y towards their careers. These eight characteristics include the Generation Y employee being self-reliant and independent, technosavvy, entrepreneurial, seeking flexibility, having an urgent sense of immediacy, wanting increasing responsibility, having a get off my back attitude and adopting a free agency attitude. Oliver (2006) claims that recent interest in the Generation Y worker has intensified in recent years, and while generalizations are plentiful, he claims that the Generation Y worker is uninterested in a job for life, instead seeking flexibility and work-life balance. Oliver (2006) states that, overall, Generation Y workers are seen to have much higher expectations of a job than previous generations, including high expectations of pay, conditions, promotion and advancement. A study conducted by Kusluvan and Kusluvan (2000) found that some of the factors that seemed to account for the negative attitudes towards careers in tourism, formed after students had undertaken a practical work assignment, are stressful jobs, lack of family life owing to the nature of the work, long working hours, exhausting and seasonal (unstable) jobs, low social status of tourism jobs, unsatisfactory and unfair promotions, low pay and insufficient benefits, unqualified managers, poor attitudes and behavior of managers towards employees, unqualified coworkers and poor attitudes and behavior of coworkers and poor physical working conditions for employees. Subjective Norms Subjective Norms is the degree to which someone wants to conform to others behavior or expectations. Usually, others are individuals (family and friends) whose preferences on a subject matter are important to him or her. This concept was introduced into theory of planned behavior to accommodate the non volitional elements inherent, at least potentially, in all behaviors (Ajzen, 2002). Although schools, peers and the students community all have an impact on the young adults self- identity and career choice, the parents expectations and perceptions of vocational fit for their children have been found to be the key roles in shaping their career choices (Ferry, 2006). In one study (Creamer and Laughlin, 2005), this influence has been so strong as to override the influence of teachers, faculty, and career field in question but were not as well- known and or trusted as to students parents for this type of decision. In an era where 49% of UK workers report that balancing work and family responsibilities is an issue of significant concern to them (IP Morgan Fleming, 2003), the influence of family and personal life and career decisions is receiving increasing amounts of media attention. Todays business school graduates are looking for a work style to go with their lifestyle, claims the HR consultancy Hay Group (The Economist, 2006). Generation X and Generation Y workers who are younger than 40, are more likely than boomers to say they put family before jobs, says an article in USA Today (Elias, 2004). Todays younger employees are working to live rather than living to work, states a newspaper manager in the journalism newsletter Fusion (Williamson, 2006). Thus, the second hypothesis formulated: Perceived Behavioral Control Perceived Behavioral Control (PBC) refers to a persons perception of the ease or difficulty of performing a particular behavior. According to Ajzen (2002), PBC is used to deal with situations where people do not have complete volitional control (i.e. external influences) over the particular behavior in question. An employees perception to any industry will, no doubt, be determined by their commitment, perceptions, and attitudes towards working in the industry as well as the types of jobs available in the industry. It is argued that this is particularly pertinent to tourism and hospitality as it has been reported that potential recruits have a negative image of working in the industry (Aksu and Koksal, 2005; Brien, 2004; Getz, 1994, Kuslavan and Kuslavan, 2000). Several researchers have also studied the perceptions of undergraduate tourism and hospitality management students. Barron and Maxwell (1993) examined the perceptions of new and continuing students at Scottish higher education institutions. They found that in general the new students had positive images of the industry, whereas the students with supervised work experience were much less positive in their views. Baron and Maxwell (19930 found significant differences between the new students perceptions of the industry compared with the students who had undertaken their industry placement. The marked differences in the perceptions of new students compared with those post placement students and graduates lie in the difference between perception and experience in the industry. West and Jameson (1990) agree and claim that the more exposure hospitality students have to the industry, the less commitment they show. 2.5 Behavioral Intention Intention is an anticipated outcome that is intended or that guides your planned actions; in the words of Ajzen, an indication of how hard people are willing to try, of how much effort they are willing to exert in order to perform the behavior. Therefore, the stronger the intention to engage in a behavior, the more likely should be its performance. (p. 181) TPB states that people act in accordance with their intentions and perceptions of control over their behavior, while intentions are influenced by attitudes toward the behavior, subjective norms and perceptions of behavioral control (Ajzen, 1985). Lam and Xiao (2000) found that young and new recruit employees had a high intention to quit the job, or leave the hospitality industry when they found that the salary package of the industry was not as competitive as others, and the pressure at work was unexpectedly high. Tempted by better conditions, higher salaries and increased opportunities for career progression, the young hospitality graduates were turning their backs on the industry and being recruited by large retailing companies (Leslie, 1991) Behavior Hsing (2002) defined behavior as the performance of an action at a certain time, in a certain context and with a certain purpose. Generally, the more favorable the attitude and subjective norm with respect to a behavior and the greater the perceived behavioral control; the stronger an individuals intention should be to perform the behavior under consideration (Ajzen, 1991). However based on varying behaviors and situation, the relative importance of attitude, subjective norm and perceived behavioral control is expected to be different. 2.6 Indicators of Behavioral Intention For the TPB to predict behaviour successfully or for maximum prediction, intention must be measured as closely as possible in time to the observation of the behaviour. The longer the interval between measurement of intention and behaviour, the greater the likelihood that an unforeseen event will occur that will lead to changes in intention and be less predictive of actual behaviour. Nevertheless, this study is not working on actual behaviour, but rather on attitudes and beliefs about the behaviour of choosing a particular career. 2.6.0 Variables of Attitude towards behavior Thus, to measure student attitudes toward behaviour, which in this context meant choosing the programme and direction, or intention to seek a career in hospitality, questions were constructed in such a way so as to shed light on the attitude and beliefs of the undergraduates: 2.6.1 Variables of Subjective Norms A second major predictor of intention in this study is the influence of important people in an individual students life as encouragement and support to perform the behaviour intention. Subjective Norm refers to a favourable or unfavourable student perception of social pressure and the relative importance of different sources of social influence on their intention (decision) to choose a programme and hospitality career. Such social influence might come from immediate family members, peers and friends, teachers and other individual and groups. As stated by Ajzen and Fishbein (1980) an individual will perform or operationalise their behaviours that they perceive as favoured by other people who are important to them. In the present study, there were items used to obtain a direct measure of students perception of significant others and the degree to which they influenced the decision to take a tourism management course. Questions which relate to parents, friends, brothers and sisters and school teachers were constructed to indicate how strongly they agreed or disagreed with such statements. Such questions were: However, according to Ajzen and Fishbein (1980) any relationship between the respondents and the referent (s) will be more or less stable over time. To assess the actual career influencer parallel to those of the students intention, an open ended question was asked:

gifted education and funding Essay -- essays research papers

How Lack Of Funding Effects Gifted Students In Ohio   Ã‚  Ã‚  Ã‚  Ã‚  This year is a landmark year for Gifted Education in Ohio; for the last few years the number of gifted children in Ohio has been growing steadily. This year for the first time the percentage of children in Ohio that were identified as Gifted and Talented finally equaled the percentage of children who were served in Special Education Classrooms. There is only one small problem with this statement. The percentage is equal only if you count the students who are identified as being Talented and Gifted, not served. There are currently only 11% of all Talented and Gifted students being served in the State of Ohio.   Ã‚  Ã‚  Ã‚  Ã‚  The Ohio Department of Education and the Federal Government gave a combined total $773 million for Special Education Programs around the state of Ohio this year. This amount includes professional development, classroom supplies, technology acquisition, testing supplies, and teacher salary. Gifted Education received $48 million from Ohio and no funding from the federal government this year. This $48 million can only spent on teacher’s salaries. This $48 million cannot be used to pay for any benefits the teacher will get by working in a school district, benefits like health insurance, and retirement. These expenses are expected to be paid by the school districts out of their funds.   Ã‚  Ã‚  Ã‚  Ã‚  In 1984, Ohio required that early identification ...

Psychological View

Psychological View Many Americans, until this day, have been diagnosed with psychotic disorders. According to the Schizophrenia Health Center, psychotic disorders are a group of serious illnesses that affect the mind. These illnesses affect a person’s responsibility to think clearly, make good judgments, respond emotionally, communicate effectively, understand reality, and behave appropriately. When symptoms are severe, people with psychotic disorders have difficulty staying in touch with reality and often are unable to meet the ordinary demands of daily life. In Edgar Allan Poe’s poem â€Å"The Raven†, we can see that the speaker of this famous piece of American literature is a man grieving over the death of his beloved, Lenore. The speaker tries to go on with his life, but he always feels grief for the person he lost. No matter what he does, the feeling comes back, and he cannot ignore it – just like we couldn’t ignore a bird in our room who was always staring at us. Based on my reading on â€Å"The Raven† by Edgar Allan Poe, the speaker was hallucinating images, suffering depression, and struggling through delirium tremens. After reading Poe’s poem, we can clearly see all of the speaker’s psychological conditions. Throughout the poem â€Å"The Raven†, the speaker suffered hallucinations. The loss of his beloved Lenore hit him hard, especially psychologically. â€Å"That I scarce was sure I heard you – here I opened wide the door; – Darkness there and nothing more† (page 468 lines 23-24). Through this quote, the speaker shows auditory hallucinations. He’s sure he heard a knock on the door, but when he opened it, there was nothing but darkness. According to my understanding of the poem, the speaker also suffered visual hallucinations, unless we assume that the speaker really did see a raven. However, it does work well as a symbol for mental disorder, especially as a raven is known for its color, and depression is often referred to as the black dog. People who have hallucinations may hear sounds or voices or see things that are not really there, just like the speaker from â€Å"The Raven† thought he saw a raven. The speaker’s loss of his beloved Lenore brought great depression upon him. â€Å"Eagerly I wished the morrow; – vainly I had sought to borrow from my books surcease of sorrow – sorrow for the lost Lenore – for the rare and radiant maiden whom the angels name Lenore† (page 467 lines 9-11). The speaker is grieving for his ‘lost Lenore’ and it is almost as if the raven has been sent as a messenger from the underworld to torment the speaker even more. According to the Depression Health Center. eeling depressed can be a normal reaction to loss, life’s struggles, or an injured self-esteem. Left untreated, depression can lead to problems at home, work, school, drug abuse, and even tragedy. Depression is a mental illness that affects most of the world’s population, but if treated correctly it could be cured. The loss of the speaker’s beloved Lenore made him fall into depression, and sadly he couldn’t get himself any help. Based on my understanding of the â€Å"The Raven†, the speaker is struggling through delirium tremens. According to an article from Medline Plus, delirium tremens is a severe form of alcohol withdrawal that involves sudden and severe mental or nervous system change. The speaker of â€Å"The Raven† had too much going at one time of his life, so most likely he turned to alcohol as a nepenthe. Nepenthe was an ancient Greek concept of a medicine for sorrow, it would be what today is classified as an anti-depressant or a â€Å"drug of forgetfulness†. Scholars have thought of it as a substitute for Opium or Wormwood. We can tell he had some drinks because he was feeling weary. â€Å"Once upon a midnight dreary, while I pondered weak and weary†¦Ah, distinctly I remember it was in bleak December† (page 467 lines 1 and 6). The speaker mentions that it is night time and that he’s in his chair feeling weak and weary. This could be possibly due to extreme alcohol consumption especially since the poem mentions that it is December, a time to be ‘merry’ with our loved ones, or perhaps just alone and drunk if we have lost our loved one just like the speaker in â€Å"The Raven† did. According to an article all about delirium tremens, the main symptoms of delirium tremens are confusion, disorientation, agitation, and fever. The speaker seemed confused and disorientated because he was still grieving the loss of his beloved Lenore. â€Å"The Raven† by Edgar Allan Poe is one of the most famous poems in American literature. Among other achievements, the poem is a detailed examination of hallucinations, depression, and delirium tremens. Poe’s protagonist moves through several specific stages of grief until he sinks into hopelessness at the poem’s conclusion. He does not come to accept his loss; he only suffers and attempts to deal with it. The raven symbolizes grief. The speaker tries to move on with his life, but something keeps pulling him back, and he can’t ignore it – just like the raven that sat in the room, staring. Throughout â€Å"The Raven† we saw many psychological conditions the speaker had to deal with. It’s very sad knowing how loosing someone we love can affect our life to a point where we just feel hopeless.

Principles of Development

PRINCIPLES OF DEVELOPMENT –Early foundations are critical. –Role of maturation and learning. –Follows definite and predictable pattern. –All individuals are different. –Each phase has characteristic behaviour. –Each phase of development has hazards. –Development is aided by simulation. –devt: is affected by cultural changes. –Social expectations in every stage. –Traditional beliefs about people of all ages. ?STAGES IN LIFE SPAN 1. PRE-NATAL PERIOD – CONCEPTION – BIRTH 2. INFANCY -Birth- end of 2w 3. BABYHOOD – 2w- 2y 4. EARLY CHILDHOOD -2-6 5.LATE CHILDHOOD -6-12 6. PUBERTY -10/11 -13/14 7. ADOLESCENCE -13/14 – 18 8. EARLY ADULTHOOD -18-40 9. MIDDLE AGE -40-50 MA / 50-60 LA 10. OLD AGE -60 -Death ?Pre-natal 270-280 days. 10 lunar months Basic body structure and organs form Rapid physical growth Vulnerability to environmental influence is great 1. Heredity endowment 2. Heredity potentials influenced strongly by envt. 3. Fixing up of sex 4. High rate of growth(1cell to 20 inches length) 5. Period of hazards 6. Attitude of significant people ?Pre-natal Hazards Period of Zygote ?starvation, Lack of Uterine preparation ? implanting wrongly, Period of Embryo ?miscarriage, ?Developmental irregularities Period of Foetus ?miscarriage, ?Pre-maturity, ?delivery complications, ?developmental Irregularities, ?Factors influence development –Age of mother, –Illness and infections –Blood RH factor –Birth complications –Drugs, x-rays, envtl. Hazards, –Paternal factors-smok,alcohol, radiations , pesticide –Maternal emotions –Diet and physical condition of the mother –Hormones ?Infancy- neonate. ?Extreme helplessness ?Shortest period ?Radical adjustment ?Loss of weight Disorganized behaviour ?High mortality ?Physical devt. ?Increase height& weight, muscles ?Bones and skeleton transformed ?Brain cells grows ?Breast feeding starts ?Reflex of new born ?Sex determination ?Nature –Nurture influence *physical- obesity,aging *cognitive-IQ *psycho-social- Personality-reacting to situations, extrovert, depression, leadership,nail biting,sleepwalking,other emotions & disorders like schizophrenia, infantile autism, alcoholism. ?Sensory capacity increases ?Touch is the earliest sense ?Smell- can distinguish different odour ?Taste sense well developed Hearing is least developed ?Vision- half of the adult- color vision is absent or minimal ? SIDS-sudden infant death syndrome-crib death Motor development ?Head control ?Hand control ?Locomotion ?Grasping ?Rolling over ?Sitting up ?Crawling ?Standing Common problems Unfavorable parental environment Multiple birth Complicated birth Post maturity- pre-maturity Infant mortality Psychological –traditional beliefs Helplessness , developmental lag, plateau, lack of stimulation, new parent blue, unfavorable attitude,.. ?Babyhood ?1. True foundation,- 2. ,Age of rapid growth & devt. 3Decreasing dependency 4 Increased individuality 5 Beginning of socialization 6. Sex role typing7. Appealing age 8,Age of creativity ? Hazardous—–(Ph)mortality, crib death, illness, accidents, malnutrition, foundation of obesity, habits, (Psy)-delayed motor devt. , delayed speech, emotional,play,social, family, // ? Rolling over , Sitting up, Crawling , Standing ?Play years 2-6 ?Physical growth ,Language devt. – chatter box , Socialisation , Peer influence, Negativism, self-centered, increased independence . Trust-vs-mistrust ,Personality-emotional, temperamental, cognitive ctivity level- regularity & predictability approach/withdrwal- initial response ?Age of troublesome, pre-school, pre-gang age ?Child abuse & neglect ?Causes__ characteristics of abuser ?90% at home, 90% not psychotic, unrealistic expectations ? Victim ?Families ?Communities ?Cultures ?Parent – child relationship ?Attachment behaviour ?Sibling relation- regress t o earlier behaviour, suck thir thumb, wet their parent, use baby talk etc ? Father to take care- interaction-play style ?Playmates ?Stranger anxiety & separation anxiety-starts 6months,active father care reduces St.A. sep. ax. related to attachment Behaviour ? Institutionalization- not harmful, if attachment and opportunities available- eg-MR ? Sociability-1-2 less, 2-increase interest in peers, imitation vocally . ?School years 6-12 ?Learning physical skills ?Learning to get along with agemate ?Appropriate sex roles ?Develop fundamental skills- reading,writing,calculating ? Develop concepts of everyday life ?Develop conscience, morality, values ?Develop social attitudes ?Phisical devt. -Height,weight,body proportion,body build, 1-2 Teeth-permanent teeth ?Emotional and social devt. ?Personality devt. -family-ordinal position-decipline, school-techers adjestment, society-socioeconomic status, culture-social pestige. ?Adolescence11-18 ?puberty ?State of growth ?State of maturation ?Co ncerns about physical changes, egocentrism ?Psychological- good look & grooming ?Social changes- peer influence ?Social groupings- close, crowds, organised, gangs ?Family relationship- generation gap, cultural gap, identity crisis, frictional, ? Personality changes-pleasing, ideal,maturity individuality, ? Social changes