Can We Talk Essay Example for Free

Can We Talk Essay The article Can We Talk? Researcher Talks About the Role of Communication in Happy Marriages gives us results as related to couples in marriages. In todays society, many couples are too busy to stop, sit down, and have a meaningful conversation with their significant others. Terri Orbach, research scientist at the Institute for Social Research at the University of Michigan, has studied 373 married couples for more than 20 years. We will examine the findings and explore some of the roles of communication in happy marriages. After reading the text and the required article, I became more aware of what self-disclosure is and how it can affect relationships. Self-disclosure is defined as sharing aspects of yourself with other people. This can be a form of showing your true colors. Sharing areas of yourself that may have been misconceived, showing interest in others, and being more involved are ways that you can open up and form close bonds. In marriages, you assume that couples are already in-the-know about their mate. But this sometimes can be a part of a learning process in the relationship. I can relate to the article because I often find myself at a loss for words. I have been in a few relationships that were on different types of levels; professional, informal and social. Within each of these relationships, there were limited sharing on my part. I would agree that self-disclosure is important in a relationship because it allows you to recognize issues and feelings, and also can help you learn something about self that was unknown. Effective communication promotes a sense of trust, that holds marriages together. Orbach states that by using her 10-minute rule, couples have a good starting point to reconnect with each other. Just 10 minutes to talk about the interests of your mate, areas of conflict, or even about the job made many marriages happier. Because men and women express themselves differently, gender does have a role in communication in relationships. Many believe that some behaviors are masculine and others are feminine. It is often discouraged for men to cry, they are taught to be strong and heroic, while women are allowed to show emotions openly.

Pragmatism, Empiricism and David Hume :: essays research papers

Pragmatism, Empiricism and David Hume   Ã‚  Ã‚  Ã‚  Ã‚  Pragmatism is based on the philosophy that ideas must be tested and re-tested, that experiences dictate reality. Pragmatists also believe in no absolute truths or values existing. David Hume argues that, â€Å"no proof can be derived from any fact, of which we are so intimately conscious; nor is there anything of which we can be certain, if we doubt this† (Treatise 2645). Hume’s empiricist ideals were roots to early pragmatic thought, by way of the theory that, in our reality, nothing is certain and everything that can be sensed must be constantly qualified to find a place in reality.   Ã‚  Ã‚  Ã‚  Ã‚  Hume’s position on our experiences deciding our veracity follows the school of pragmatism by staying away from any conclusive ideals. Thus, his angle on empiricism melds with pragmatism on the level of determining one’s self’s existence. Similar to Descartes, he explains that even, and more often than not as per constant perception, metaphysical experience can mold one’s identity. â€Å"And were all my perceptions removed by death . . . I should be entirely annihilated, nor do I conceive what is farther requisite to make me a perfect nonentity† (2645). Based so heavily in perception, he further deduces that when â€Å"insensible during sleep† and all perception of environment lies dormant, existence may halt (2645).   Ã‚  Ã‚  Ã‚  Ã‚  Hume speculates most closely on miracles and opens his essay with the stance that, â€Å"A miracle is a violation of the laws of nature . . . the proof against a miracle, from the very nature of the fact, is as entire as any argument from experience can possibly be imagined† (Enquiry 2647). He continues throughout his essay, supporting his claim and also breaking down Christianity, highly-based in such phenomena, proving the impossibility of the existence of miracles. This trend is something a pragmatist would argue against, firmly believing in there being nothing absolute. Yet, despite his resistance he concludes, â€Å"whoever is moved by faith . . . is conscious of a continued miracle in his own person . . . and gives him a determination to believe what is most contrary to custom and experience† (2650). This statement, although a bit contradictory to his thesis, appeases to pragmatist thought, allowing for an explanation to those who are still det ermined to believe in miracles and the like and allows for them to own an identity under his definition.   Ã‚  Ã‚  Ã‚  Ã‚  It is at this end where his level of pragmatism veers from Charles Peirce to William James’ end of the spectrum.

Change Agent Skills Essay

In order to be a successful sustainability change agent, an individual must have the following: 1. 2. 3. Knowledge of the environmental, economic, and social issues related to sustainability (understanding)Í ¾ A value system and self-concept to support and under gird the actions of a change agent (motivation)Í ¾ and Change agent abilities (skills). Change Agent Abilities: The following is a listing of change agent abilities compiled from numerous sources. For ease of use, these sources have all been acknowledged at the end of this document. Change agents are:  · Resilient  · Optimistic  · Tenacious  · Committed  · Passionate  · Patient  · Emotionally intelligent  · Assertive  · Persuasive  · Empathetic  · Authentic  · Ethical  · Self-Aware  · Competent  · Curious They can: Communicate ideas clearly, concisely, and precisely both orally and in writing Listen to others and incorporate their ideas and perspectives Accommodate individual differences (cultural, socioeconomic, global, etc.) in your decisions and actions and be able to negotiate across these differences. Engage in self-assessment, self-reflection, and analysis Reflect on what is happening to make meaning, gain perspective and understanding Engage in civil discourse and debate Mediate and resolve conflicts Analyze power, structures of inequality, and social systems that govern individual and communal life Recognize the global implications of their actions Span boundaries Challenge the status quo effectively when appropriate Creatively and collaboratively solve problems using critical thinking skillsÍ ¾ search for â€Å"families† of solutions for complex multi-faceted issues Collaborate, network, develop alliances and coalitions, build teams Involve others, inspire and excite participants, engender support and commitment See the big picture and the larger goal and understand the need for systemic change Adjust to the diverse and changing needs of both individuals and society as a whole Set realistic and clearly defined goals and objectives Be both a leader and a follower, as necessary Analyze and influence group dynamics Make ethical decisions which incorporate responsibility to self, community, and society Help envision, articulate and create positive scenarios for the future of society See the paths, small steps, for changes needed for a more sustainable future, convert it into a tasklist and timeline, and follow through effectively Tolerate ambiguity and cope effectively with change  © ACPA – College Student Educators International (http://www.myacpa.org/) in collaboration with the U.S. Partnership for Education for Sustainable Development (www.uspartnership.org ). May be reproduced for educational purposes with credit given. They have:  ·  ·  ·  ·  ·  · Insights into the functioning and interconnectedness of systems A commitment to finding solutions to societal problems Political efficacy, a belief that what they think and do civically and politically matters Integrity Courage An understanding of â€Å"organic† change Useful Theoretical Models: â€Å"A Social Change Model of Leadership Development† (1996) â€Å"Systemic Leadership† (Allen & Cherrey, 2000) â€Å"Reframing Organizations†¦Ã¢â‚¬  (Bolman & Deal, 2003) â€Å"Relational Leadership† (Komives, S. R., Lucas, N., & McMahon, T. R., 1998) â€Å"Social Entrepreneurship† â€Å"Servant Leadership† Resources and References: A social change model of leadership development: Guidebook (Version III). (1996). Los Angeles: University of California Los Angeles Higher Education Research Institute. Allen, K. E., & Cherrey, C. (2000). Systemic leadership: Enriching the meaning of our work. Washinton, DC: University Press of America. Astin, A. W., & Astin, H. S. (2000). Leadership reconsidered: Engaging higher education in social change. Battle Creek, MI: W. K. Kellogg Foundation. Bolman, L. G., & Deal, T. E. (2003). Reframing Organizations: Artistry Choice and Leadership (third ed.). San Francisco: Jossey-Bass. Colby, A., Ehrlich, T., Beaumont, E., & Stephens, J. (2004). The role of higher education in preparing undergraduates for lives of civic responsibility. In K. Ferraiolo (Ed.), New Direction in civic engagement: University avenue meets main street (pp. 51-58). Charlottesville, VA: Pew Partnership for Civic Change. Drayton, B. (2005). Everyone a changemaker. Peer Review, 7(3), 8-11. Freire, P. (1972). Pedagogy of the oppressed. New York: Herder and Herder. Hines, S. M. (2005). The practical side of liberal education: An overview of liberal education and entrepreneurship. Peer Review, 7(3), 4-7. Komives, S. R., Lucas, N., & McMahon, T. R. (1998). Exploring leadership: For college students who want to make a difference (2nd ed.). San Francisco: Jossey-Bass. Loeb, P. R. (1999). Soul of a citizen: Living with conviction in a cynical time. New York: St. Martin’s Press. Loeb, P. R. (Ed.). (2004). The impossible will take a little while: A citizen’s guide to hope in a time of fear. New York: Basic Books. Lorde, A. (1984). Learning from the 60s. In Sister outsider: Essays and speeches (pp. 134-144). Trumansburg, NY: Crossing Press. Musil, C. M. (2006). Assessing global learning: matching good intentions with good practice. Washington, D.C.: Association of American Colleges and Universities. Recklies, D. What Makes a Good Change Agent? Retrieved December 19, 2006, from http://www.themanager.org/Strategy/change_agent.htm Rowe, D. (2002). Environmental Literacy and sustainability as core requirements: Success stories and models. In W. L. Filho (Ed.), Teaching Sustainability at Universities. New York: Peter Lang Scientific Publishers. Rowe, D., Bartleman, D., Khirallah, M., Smydra, M., Keith, G., & Ponder, M. (1999). Reduce cynicism and apathy and create positive change agents: Essential and missing components of our educational curricula. Paper presented at the Chair Academy Conference Proceedings, Long Beach, CA. Stein, K. (2006). University of Delaware IFST Capstone Course Syllabus. Thomas, N. (2004). Educating for citizenship in a diverse and interdependent society. In K. Ferraiolo (Ed.), New direction in civic engagement: University avenue meets main street (pp. 43-50). Charlottesville, VA: Pew Partnership for Civic Change.

Essay on Personal Narrative A Valuable Lesson - 508 Words

Summer vacation, and school ends for about three months, and then you have as much fun as you can, then back to school†¦ right? Well I had to go to summer school, but it wasn’t as bad as I thought it would be. Everything was going fine, I had a job after summer school, and that was going fine as well. They say that summer is supposed to be fun and exciting, and it usually is for me and my family. However in July my father started coughing up blood. My father usually doesn’t make it his top priority to go to the doctors, so he waited about four weeks until he really didn’t feel good. When dad finally went to the doctors, they told him it was a virus of some sort. My parents really didn’t go into detail about the visit. My father then went†¦show more content†¦It turned out to be the wrong specialist. My grandmother told one of her friends (who happened to be a nurse), and she suggested my dad go to pulmonary specialist. So, my father reluctant ly scheduled an appointment at Ellis Hospital. Thank god he did. After a few scans and a few blood tests, the doctors found three blood clots in my father’s body. Dad had a clot in both of his lungs, and one in his leg. The worst was yet to come. The doctors were not pleased with his blood results. He had a very low white blood cell count, and his platelet levels were low as well. They needed to find the cause. One doctor had an idea. The doctors did what is called a bone marrow extract, this is when they drill a needle into your hip, through the bone, and take out bone marrow. The results were not something I wanted to hear. I was at my grandmother’s house at the time when my father called. The doctors found cancer, Acute Leukemia, and it was traveling through my father’s entire blood stream. The weeks that followed were very difficult. My mother ended up changing her hours at work so she could visit my father in the hospital. On the weekends my mom would spend from Friday when she got home from work, to Sunday night in the hospital. I have an older brother and a younger brother; they are lazy most of the time, so the only help I got was from my grandmother. Unfortunately, my older brother wasn’t present for three weeks for certain reasons, which left my ten year oldShow MoreRelatedJournal Article by Robin D. Groce787 Words   |  4 Pageshow elementary teachers used their experiences in a storytelling inservice training to teach| | | |lessons in language arts, science, social studies, and bilingual education. Qualitative research methods were used in simultaneously | | | |collecting and analyzing data. 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The author perhaps wrote this specific essay to act as a catalyst for the audience to realize the larger injustices that happen to people around the world like the level of severity in poverty that exists inRead MoreRhetorical Analysis Of The Dumb Kids Class892 Words   |  4 PagesBowden believed otherwise. In â€Å"The Dumb Kids’ Class† he tells his unique experience in Catholic school, where he was in the dumb kids’ class and then switched into the smart class, and discovers the true differences between them. Bowden begins his narrative with a hasty generalization when he comments â€Å"[I] astonishingly, was never struck by a nun or molested by a priest† (1). Although he is saying none of this stereotypical behavior happened to him, he is still reminding the audience of the behaviorRead MorePersonal Narrative Essay Models 3252 Words   |  14 PagesPersonal Narrative Essay Models Some may not be of high literary quality, but they do show personal transformation and reflection. 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