Feuerbach's theory of religion Essay Example | Topics and Well Written Essays - 1250 words

Feuerbach's theory of religion - Essay Example According to Feuerbach, man is an entity that needs an objective to live for. In order to know that, it is essential for a man to know himself. Once he gets to know himself, he can understand his objective in life.The qualities of human beings that they are proud of the most are the power of thought, the power of will, and the power of heart i.e. love. The power of thought enables a man to differentiate between right and wrong. The power of will is the freedom to do anything and the power of love is what keeps the human beings from killing each other. If a man has these three powers to an absolute degree, he is thought to be perfect.The human mind is very limited and his ability to think and perceive is also limited. Therefore, every man has some ability that he perceives to be perfect and is contempt with it. His limited mind makes him unable to realize his limitations. The three qualities are, of course, intangible and they need to be objectified. These are the qualities that are p resent in human beings but in different quantities and magnitudes. Feuerbach argues that these qualities are attributed to a separate being and then it is placed at a distance. This perfect being is then called God and worshipped. Man wants to be like God and spends his life trying to attain His abilities. The objects of a man govern and direct his thought process and, ultimately, his nature. Religion objectifies the good attributes and makes it possible for human beings to follow a defined objective for their lives. The concept of God lies in a man’s heart. The mind perceives things and tries to make them meaningful by thinking rationally. The eye sees things as they are and sends the image to the mind. It is, therefore, only the heart that can bear the concept of God. Monotheism requires a man to put faith in God. If a man tries to think that what exactly is God, he would always find himself perplexed and confused. It is because God is superior and without limitations while a man has a limited mind. Monotheism links a man’s heart to God and governs his life. According to Feuerbach, a man’s God is his thoughts and his morals. What the concept of God does to a man is it governs and directs his life. Therefore, what a man does and what he prioritizes define his religion and his God. God is a man’s expressed nature that is visible to everyone. Wh at a man loves secretly and which is hidden from others is his religion. Feuerbach believes that if a man is conscious of God, he is conscious of himself. Therefore, the concept of God is generated just for the sake of understanding oneself and religion is a source of self-knowledge. God stands in supreme power and perfection in monotheism. A man needs to be presented with an imagery of a God. Monotheism requires a man to believe in God that is invisible. Religions mostly provide a man with an imagery of God which helps a man to mould his life and follow a virtuous path. Monotheism provides this in the shape of teachings of God. The curious nature of man drove him to create idols in early times because he was desperate to see what God might look like. According to Feuerbach, man followed and prayed to his own nature in those times. Idolatry is still seen in Hinduism. The divine attributes that are given to God in religion are, in fact, the attributes of humans themselves. According to Feuerbach, â€Å"You believe in love as a divine attribute because you yourself love; you believe that God is a wise, benevolent being because you know nothing better in yourself than benevolence and wisdom; and you believe that God exists and that he is therefore a subject†¦Ã¢â‚¬  The attributes that are perfect in the eyes of human are attributed to God. The limited human mind cannot think of other attributes that might be better than those that are in a man himself. God is no more than a synthesized entity of all the perfect qualities that are perceived by a man to be perfect.

Great man Theory-Leadership traits Term Paper Example | Topics and Well Written Essays - 750 words

Great man Theory-Leadership traits - Term Paper Example ording to Carlyle, certain people are born with essential qualities that differentiate them from others allowing them to assume positions of power and authority (Tulsian 94). In the great man theory, leadership is something intrinsic, which implies that people are born leaders, but not natured to become leaders (Johnson 171). The theory regards a leader as a hero who is there to accomplish anything for his followers against all odds. The theory further postulates that persons in power deserve to be there due to their peculiar endowment. In addition, the theory argues that distinctive characteristics of leaders remain stable in different groups over a prolonged period. Thus, the theory is of the opinion that all outstanding leaders share similar characteristics regardless of where and when they exercised their leadership skills (David & Frank 173). Fredrick Adams Woods who was an American scholar supported Carlyle’s work further. Wood studied the historical impact of all the great rulers in Western Europe from the 12th century up to the French revolution in the late 18th century (Johnson & Pierce 177). The fact that early influential leaders were all men inspired the use of the term great man. In addition, majority of those who researched on leadership were male researchers, which further influenced the use of the term great man. Therefore, the evolution of the great man theory never took into consideration gender issues, which created a notion that only men had the traits of distinguished leaders. However, due to the continued emergence of many distinguished women leaders, the great man theory assumed a new name of the great person theory (Nance & Timothy 412). There have been several critics who have come forward to question the applicability of the great man theory in determining who is a great leader and vice Versa (Murugan 337). The main criticism arises as a result of the set traits used to determine a great leader terming them as masculine traits. In

The importance of socialization

The importance of socialization Socialization 1 Running Head:   The Importance of Socialization The Importance of Socialization Socialization is the process of learning how to become part of a culture.   Through socialization one learns the cultures language, their role in life, and what is expected from them.   Socialization is a very important process in the forming of personality.   Socialization occurs when one interacts with other people.   Socialization allows all individuals in a community to develop very similar values, norms, and beliefs (ONeil, 2009).   Socialization is a lifelong process, though the early stages of socialization are crucial (Shepard, 2009, p. 90).   Without Socialization a person will develop different physical and mental disabilities.   Socialization is a very important life process. The socialization of young children is very important. During the first few years of childrens live, children interacts only with a few different people, mostly family.   Everything children see and hear leaves an impression on them.   In this time children learn to walk, learn talk, develop the ability to have a relationship, and start developing personality.   A very important part of socialization is role taking.   The first step in role taking is the preparatory stage.   The Preparatory stage is also known as the imitation stage.   This stage begins shortly after the first year of life.   In this stage children imitate things happening around them, including sounds and physical movement, but do not understand what they are imitating. Around age three or four children begin the play stage.   In the play stage children start to take the role of one person at a time (Chapter 4: Socialization). Children pretend to be a mother, father, police officer, firefighter, teac her, doctor, or someone the children know or see; most likely someone the children look up to.   In this stage children imitate being someone else by doing things they think that person would do. The third and final stage of developing role taking is the game stage.   The game stage generally starts around age six.   In the game stage children imitate the roles of several others at the same time.   In the game stage the children learns to play sports and participate in group activities that require them to have some idea of what other people expect from them.   In this stage the children understands the roles of multiple people at the same time.   Role taking allows people to be part of a group (Shepard, 2009, p.96).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another part of the process of socialization is cognitive development.   Cognitive development refers to the development of thinking, knowing, perceiving, judging, and reasoning.   Children develop these abilities through things occurring around them.   According to Piagets theory Cognitive intelligence develops in stages. In Piagets theory there are four stages; the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage (Huitt and Hummel, 2003).   The sensorimotor stage begins at birth and ends around age two.   During this stage the children learns how to coordinate body movements with thoughts.   They learn that they are separate from other objects, and can cause things to happen.  Ã‚   The second stage is the preoperational stage.   This stage starts around age two and ends around age seven.   In this stage the children learns to associate symbols and lan guage with objects.   Children see everything through their own view point.   During this stage children are very self-centered.   The third stage, the stage of concrete operations, starts around age eight and ends around age twelve.   In this stage children learn to solve problems and reason using physical objects.   The fourth and final stage is the Formal operation stage.   This stage begins around age thirteen and continues into adulthood.   In this stage individuals begin to reason without using physical objects or symbols.   They learn to make a hypothesis to solve a problem.   All of these stages make up cognitive development (Shepard, 2009, p.95, 96).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are three major Sources of Socialization that affect Children; family, school, mass media.   The Family is one of the most important parts of socialization for children, because, their first contact is with family, and for the first few years of life children interact mostly with family.   Children learn their values, norms, and beliefs from their family.   Their family is a large factor in what other people think about individuals.   In School children are in the hands of adults other than parents.   In school children learn to be less dependent on their parents.   In school children learn discipline, order, cooperation, and conformity.   In schools children socialize with friends.   Mass media includes television, radio, newspapers, magazines, movies, books, and the internet.   This form of socialization can be positive or negative.   Children learn how different social statuses are expected to behave.   Sometimes mass media distorts reality, and makes things appear more exciting than it really is.   These things have a great influence on children and are a very important part of socialization (Shepard, 2009, p.102-106). Without socialization children will not develop skills necessary for living.   They are not able to learn to talk, walk, eat, use the bathroom, read, write, and many other things.   There are some documented observations of children who have been socially isolated.   Three of these are Anna, Isabelle, and Genie (shepard, 2009, p.91). Anna was the second child to her unmarried mother.   They lived with Annas grandfather.   Annas mother thought that if her father would see Anna he would be angered.   Because of this, Anna was forced to live in a room that was much like an attic.   She was never given food, she lived solely on milk.   When she was discovered at age five, she could not walk, talk, and she showed no sign of intelligence.   Shortly after she was discovered, she was placed in a country home for children.   Within a year and a half at the country home she learned to understand simple commands, eat, keep herself clean, and walk.   Her speech made some improvement, but her speech was still the equivalent of a one-year-old.   After the year and a half at the country home, she was transferred to a school for retarded children.   At the school she made some progress in her speech, it was equivalent to the speech of a two-year-old.   She learned to do lots of very basic things, such as bo unce and catch a ball, eat normally, use the bathroom, dress herself, build with blocks, identify a few colors, and brush her teeth.   She died at age ten (Shepard, 2009, p.91, 92). Isabelle was the daughter of a single mother.   Her mother was a deaf-mute.   Isabelle was kept in dark room with her mother.   She was found at age six.   Her legs were bowed, she could not talk, and she was scared of strangers.   She was put into an intensive program of rehabilitation, she had a slow start, but then she progressed very quickly.   In two years she acquired the skills of a six-year-old.   When she was eight, her education was equivalent to the children her own age.   Her progress may be linked to the presence of her mother when she was isolated (Shepard, 2009, p.92). Genie was locked in a room from the time she was two till she was discovered, at age thirteen.   She was completely silent, because her father punished her for making any vocal sounds.   She could not chew food, because she had never been given solid food.   She could not stand strait, or straiten her arms.   Genie was not successful in her four years of rehabilitation.   After her rehabilitation she could not read, could only speak in short phrases, and she just started to control her feelings and behavior (Shepard, 2009, p.92). Socialization among children is very important.   Children must learn to walk, talk, eat, and lots of other life skills.   Without socialization individuals can not develop intelligence, and never learn how to perform basic daily functions.   Children must know the values, beliefs, and norms of the surrounding culture, so that they will be able to know what is expected from them. The process of socialization and the sources of socialization are very important in the developing of children. Socialization is a very Important Process throughout life, but it the most important in young children.   Works Cited Chapter 4:   Socialization. (n.d.). Retrieved October 5, 2009, from http://www.latech.edu/tech/liberal-arts/sociology/white/3socialization.htm Huitt, W., Hummel, J. (n.d.). Piagets theory of cognitive development. Valdosta, GA: Valdosta State University, Retrieved October 5, 2009, from http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html ONeil, D. (2009, January 3). socialization. Retrieved September 28, 2009, from anthro.palomar.edu/social/soc_1.htm Shepard, J. M. (2009). Sociology (Cengage Advantage Books). Belmont, CA: Wadsworth Publishing Company.

The Death Penalty As a Form of Justice Around the World Essay -- Death

The Death Penalty As a Form of Justice Around the World Introduction: The death penalty is a subject that has become very big in the 21st century. Many centuries ago the death penalty is something that was widely practiced in almost all cultures. This revenge sort of action was the only way some old civilizations felt could really prevent criminals from breaking the law. The USA today is almost left alone among nations when it comes to the death penalty and the U.S. government does not have a problem with that. Arguments for the death penalty: Capital punishment permanently removes the worst criminals from society and should prove much cheaper and safer for the rest of us than long term. It is self evident that dead criminals cannot commit any further crimes, either within prison or after escaping or being released from it. Another argument for the death penalty is the cost factor. The state may very well better spend our resources on the elderly, young and the sick rather than the long-term imprisonment of murderers. Execution is a very real punishment rather than some form of treatment. The criminal is made to suffer in proportion to the offence. Although whether there is a place in a modern society, is a matter of personal opinion. There are many arguments why abolishing the death penalty should be done. Some argue the costs are too high, others think it is simply inhumane. I personally could not discount the value of human life because it costs less to kill someone rather that to keep them in jail. I do agree that all human life should be valued equally but that has not happened ever and I don't think it is going to start now. Even in a communist society, people are not equal. It is just the natu... ..."normal" in a sense. In conclusion I would like to say that I don't exactly know how the U.S. Catholic bishops felt about this issue a hundred years ago, but in modern times, death is not always the best way to solve society's problems. I am glad to see that a major influence has spoken out to help abolish the death penalty and I think that is a huge step in the movement. Nothing will ever change unless an influential body urges and persists with teachings of peace and non-violent alternatives. If the death penalty was abolished, I think over time we would in fact see the murder rates decrease as generations of children are raised sensitive to death and violence. Bibliography: www.wikipedia.org [for examples around world] Resource website Ideas after watching Dead Man Walking Emotions after reading Newspaper opinion pieces RE Pink Resource Book Section F

Counterfactual Thinking Essay

The experience of regret arguably relies on a multifaceted, counterfactual analysis of two previously possible outcomes. An important question to consider is at what age these counterfactual emotions develop, and what enables these responses to occur. Previous research proposes that regret emerges at around 4 years old, marginally earlier than more recent studies conducted by Guttentag and Ferrell, who suggest that the experience of regret occurs relatively late in child development. The results of these studies argue that understanding, rather than simply experiencing counterfactual emotions relies heavily on a child’s ability to simultaneously conceive alternate realities, and that a recognition of differing outcomes is a necessary, rather than sufficient component of the development of regret. These findings accumulate and extend previous research, and demonstrate that the development of counterfactual thinking in children is positively correlated with a complex cognitive p rocessing of two alternate realities. The experience of regret and relief are counterfactual emotions based on a comparison of reality with a better, alternative situation. Counterfactual emotions are considered to perform important emotional regulatory functions, and require additional complex cognitive processing than more basic emotions such as anger, fear or happiness. They require us to consider ‘dual possibilities’ (Byrne, 2002) in which both outcomes were possible at some point in the past. The ability to experience emotions such as regret is  believed to play an important role in decision-making following the emergence into adulthood. Significant differences however, exist between when children are thought to first experience regret. It is arguable that children’s understanding of regret develops relatively late due to the complex nature of not only comprehending counterfactual thinking (Guttentag and Ferrell, 2004), which requires an identification and comparison of two equally possible, alternate actions. If children are unable to generate these comparisons, they are unable to experience the emotion of regret. Little research has been done on the cognitive processes behind the emergence of regret in young children, and thus many questions still exist as to why the experience of counterfactual thinking develops relatively late in childhood. Many inconsistencies exist in the theoretical understandings of regret, and subsequently further research is required in order to overcome these age-related discrepancies. Counterfactual thinking refers to an ability to think â€Å"about what could have been had an alternative decision been made or had the outcome been different† (Roese, 1991). It is within the intriguing paradigm that the ongoing research into the experience of regret takes place. Recent findings have shed further light into the development of regret during the early years of childhood. Beck et al (2006) proposed the theoretical perspective that counterfactual emotions develop relatively late because it requires more complex cognitive processing to conceive two possible outcomes, as opposed to recognizing basic emotions of happiness and sadness. This perspective is widely agreed upon, however theories differ in the age at which the emotion of regret actually emerges. Daniel Weisberg (2001) located the emergence of regret at about 4 years, however Guttentag and Ferrell (2004) speculated that it was not until children are 6 or 7 years old that they are able to simultaneously comp rehend counterfactual and actual situations. Further research however, has revealed that within the emergence of counterfactual thinking, is a distinction between experiencing and reasoning about regret. The latter involves a reflection on the reasoning behind the emotion, i.e. _why_ does the child feel bad that he/she picked box ‘A’ containing nothing, when he/she could have picked box ‘B’, containing the chocolate. Experiencing regret however, involves a comparison  of reality with a better, alternative outcome. Given that it is a difficult task to simultaneously comprehend two equally plausible realities, it must be even more difficult to understanding the reasoning behind _why_ this feels bad. Interestingly, although Guttentag and Ferrell (2004) located the experience of regret early in childhood, they argued that it wasn’t until later in life – around 7 years old – that a child was able to demonstrate _why_ an alternative reality might affect the emotional reaction to the actual outcome. Guttentag and Ferrell (2004) suggested that children less than 5 or 6 years old cannot generate a comparison between a real and counterfactual re ality. According to this perspective, the comparison between two previously possible outcomes is critical. In 2009, Beck and Crilly adapted this theory, and hypothesized that â€Å"an inability to compare the two worlds limits children’s thinking about regret.† (Beck, & Crilly 2009). Beck, Robinson, Carroll and Apperly (2006) proposed a similar perspective, arguing that it wasn’t until children were 5 or 6 years old that counterfactual and actual events were two equally plausible events. Studies conducted following this proposal revealed corresponding results. Children between the ages of 3 and 6 were asked an open and a closed question regarding the pathway chosen by a toy mouse. Children aged 3 found it difficult to correctly answer the question â€Å"what if he had gone the other way, where would he be?† as opposed to the simpler â€Å"could he have gone anywhere else?† Comparatively, children aged 6 and older performed significantly better, with 85% answering the open question correctly. Beck et al reasoned that regret could not be felt if the child had no understanding of the possibility of a counterfactual reality replacing the actual reality. In 2009, Beck and Crilly replicated these studies, but alternatively used an open question and a regret question to measure children’s ability to comprehend regret. The results indicated that, contrary to Beck et al, it is in fact not sufficient to simply distinguish two counterfactual possibilities in order for children to recognize regret. The study gave more weight to Guttentag and Ferrell’s 2004 claim that the comparison of two alternate realities is critical in the development of regret. Beck and Crilly (2009) went on to suggest that perhaps understanding two counterfactual realities was a necessary rather than sufficient developmental goal in the cognitive processing of regret. In 2003, German  and Nichols proposed that the experience of counterfactual thinking could occur as early as 4 years of age. In their study, a group of 3 year olds were given stories that involved two possible outcomes. When given the negative alternative, the children were asked whether the character in the story would feel happy or sad. German and Nichols reported that children answered more than two thirds of the simple counterfactual questions correctly . This data was used to theorize that children as young as 3 could comprehend basic counterfactual realities, and thus indicated the early emergence of regret. Although much discrepancy exists as the to the exact age at which regret begins to emerge, the view that counterfactual thinking develops much earlier than previously thought has become widely accepted amongst both cognitive and developmental psychologists. However, evidence exists that contradicts this perspective. Beck et al argue that the studies used by German and Nichols contain a number of false positives. Further research has suggested that the supposed counterfactual thinking demonstrated in the 3 year olds tested, could simply be use of the child’s general knowledge, and that the questions used were too simple to reliably indicate an experience of regret. Questions used in the experiment by German and Nichols arguably lead to answers that could be answered using the child’s general knowledge, such as recognizing that squashed flowers make people unhappy, and ‘unsquashed’ flowers make people happy (Beck, Robison, Carroll, & Apperly 2006). Where German and Nichols may have revealed an emergence of counterfactual thinking; may simply have been the child’s expression of past experience. The most widely agreed upon theory of regret in childhood appears to be ability to not only distinguish two previously possible realities, but to also compare them in order to come to an emotional understanding. Theorists including Guttentag and Ferrell (2004), and Beck and Crilly (2009) argue that a distinction must be made between simply experiencing a counterfactual emotion, and understanding _why_ someone may feel unhappy when comparing the actual reality with a counterfactual world. This theory is based on the premise that counterfactual thinking is a complex cognitive process, requiring a multifaceted understanding of two dual possibilities. Research on counterfactual thinking in childhood also suggests children may  experience regret as early as 4 years old, however this view has generated much criticism and requires further research in order to rule out experimental limitations, such as small research groups and over generalized questions. Future research may focus on overcoming these limitations in order to generate reliable data. Compiling the findings from these and future studies will enable researchers to form a much clearer of picture of exactly when children not only experience, but also understand the emotion of regret, and what cognitive processes underpin this development. In conclusion, research examining children’s regret has focused on the criticality of the moment children begin to comprehend two dual realities, and feel remorse after choosing one outcome over another. Current studies lend weight to the complex nature of the role of cognition in emotional experiences, and this data, taken in conj unction with earlier studies, suggests a number of age-related stepping stones are implicated in the development of counterfactual thinking. REFERENCE LIST Beck, R. S., & Crilly, M. (2009) Is understanding regret dependent on developments in counterfactual thinking? _British Journal of Developmental Psychology_. 27, 505-510. Beck, R. S., Riggs, J. K., & Burns, P. (2001) Multiple developments in counterfactual thinking. _Understanding Counterfactuals, Understanding Causation_. 2-21. Beck, S. R., Riggs, J. K., & Gorniak, L. S. (2009) The effect of casual length on counterfactual conditioning reasoning. _British Journal of Developmental Psychology_. Doi: 10.1348/026151009X450836. Beck, S. R., Robinson, E. J., Carroll, D. J., & Apperly, I. A. (2006) Children’s thinking about counterfactuals and future hypotheticals as possibilities. _Child Development._ 77, 413-426. Burns, P., Riggs, J. K., & Beck, R. S. (2012) Executive control and the experience of regret. _Journal of Experimental Child Psychology_. 111(3), 501-515. Doi: 10.1016/j.jecp.2011.10.003. Brocki, K. C., & Bohlin, G. (2004) Executive functions in children aged 6-13: A dimensional and developmental study. _Developmental Neuropsychology_. 26, 571-593. Diamond, A. (2006) The early development of executive functions. _Lifespan Cognition: Mechanisms of Change_, Oxford University Press, Oxford, UK. 70-95. Ferrel, J. M., Guttentag, R. E., Gredlein, J. M. (2009) Children’s understanding of counterfactual emotions: Age differences, individual differences, and the effects of counterfactual-information salience. _British Journal of Developmental Psychology_. 27, 569-585. Guttentag, R. E., Ferrell, J. (2004) Reality compared with its alternatives: Age differences in judgments of regret and relief. _Developmental Psychology_. 40, 764-775. Mitchell, P., Riggs, K. J. (2000) Children’s reasoning and the mind. _Psychology Press_. 121-147. O’Connor, E. (2011) The emergence of regret in childhood. _Pediatrics for Parents_. 27, 11-12. O’Connor, E., McCormack, T., & Feeney, A. (2012). The development of regret. _Journal of Experimental Child Psychology,_ 111, 120-127. Doi: 10.1016/j.jecp.2011.07.002. Roese, N. J. (1997) Counterfactaul thinking. _Psychological Bulletin_. 121, 133-148. Rafetseder, E., & Perner, J. (2011) When the alternative would have been better: Counterfactual reasoning and the emergence of regret. _Cognition and Emotion_, 26, 800-819. Rafetseder, E., Schwitalla, M., & Perner, J. (2012) Counterfactual reasoning: From childhood to adulthood. Journal of Experimental Child Psychology. 114(3), 389-404. Doi: 10.1016/j.jecp.2012.10.010. Weisberg, D. P. (2011) Children’s thinking about regret and relief. _University of Birmingham (thesis)_. 56-83. Weisberg, D. P., & Beck, S. R. (2010) Children’s thinking about their own and other’s regret and relief. _Journal of Experimental Child Psychology_. 106, 184-191. Weisberg, D. P., & Beck, S. R. (2011) The development of children’s regret and relief. _Cognition and Emotion._ 26, 820-835. Van Duijvenvoorder, K. C. A., Hulzenga, M. H., & Jansen, R. J. (2013) What is and what could have been: Experiencing regret and relief across childhood. _Cognition and Emotion_, 28, 926-935. Zeelenberg, M., Van Dkik, W. W., Manstead, A. S. R., & van der Pligt, J. (1998) The experience of regret and disappointment. _Cognition and Emotion_, 12, 221-230.

Cultural Differences in Turkey

Social studies Cultural differences between the youth in Turkey and the Netherlands. penn Cibii 012013001 Inhoudsopgave Introduction This project is made for the cultural studies class and will contain the differences between the younger people in Turkey and in the Netherlands. It's common that people go abroad and face with a lot of cultural problems. This is because there are a lot of cultures and they all differ from each other. Sometimes its very difficult for people to understand cultural things that are not normal fort hem but instead normal for the people of that culture.To understand why thats so difficult we have to look at the differences of 2 cultures. I chose Turkey and the Netherlands because i am from the Netherlands but i have a Turkish identity and i see a lot of differences between the Turkish and the Dutch people. For example i am here with a classmate who is dutch and from Holland. She is dealing with cultural differences and sometimes she really doesnt understand that some things are normal here because in Holland that things wouldn't accepted. The differences will be measured with the study of Hofstede. Gerard Hendrick hofstede is a dutch social psychologist.His most notable work has been in developing cultural dimensions theory. The tlve dimensions are : Individualism, masculinity power distance, uncertainty avoidance, and long term orientation. He write the books ‘Culture's conseuenses' and ‘cultures and organizations'. The five dimensions will be discussed in this project to define the differences between the youth in Turkey and the Netherlands. After the five dimensions the mwthodology of study will be explained that includes the participants, methodology and materials. After that the findings will be explained with charts and despriction of data.After the findings comes the discussion with the analysis of data and what it means. At the end there wille be a conclusion which will include implications, limitations and further research and a statement. You can find the reference list and the appendices at the end of the project. Background In this paragraph I am going to explain the study of Hofstede and what all the dimensions mean. There are five dimensions which are seen as criteria to see the differences per culture. These are : Power distance, Individualism versus collectivism, Masculinitu versus femininity, uncertainty avoidance and the Long term rientation degree.Power Distance This dimension expresses the degree to which the less powerful members of a society accept and expect that power is distributed unequally. The fundamental issue here is how a society handles inequalities among people. People in societies exhibiting a large degree of power distance accept a hierarchical order in which everybody has a place and which needs no further Justification. In societies with low power distance, people strive to equalise the distribution ot power and demand justification for inequalities of power. Indiv idualism versus collectivismThe high side of this dimension, called Individualism, can be defined as a preference for a loosely-knit social framework in which individuals are expected to take care of themselves and their immediate families only. Its opposite, Collectivism, represents a preference for a tightly-knit framework in society in which individuals can expect their relatives or members of a particular in-group to look after them in exchange for unquestioning loyalty. A society's position on this dimension is reflected in whether people's self-image is defined in terms of â€Å"l† or â€Å"we. Masculinity versus femininity The masculinity side of this dimension represents a preference in society for achievement, heroism, assertiveness and material reward for success. Society at large is more competitive. Its opposite, femininity, stands for a preference for cooperation, modesty, caring for the weak and quality of life. Society at large is more consensus-oriented. Unce rtainty avoidance The uncertainty avoidance dimension expresses the degree to which the members of a society feel uncomfortable with uncertainty and ambiguity.The fundamental issue here is how a society deals with the fact that the future can never be known: should e try to control the future or Just let it happen? Countries exhibiting strong UAI maintain rigid codes of belief and behaviour and are intolerant of unorthodox behaviour and ideas. Weak I-JAI societies maintain a more relaxed attitude in which practice counts more than principles. The long term orientation The long-term orientation dimension can be interpreted as dealing with societys search for virtue.Societies with a short-term orientation generally have a strong concern with establishing the absolute Truth. They are normative in their thinking. They exhibit great respect for traditions, a relatively small propensity to save for the uture, and a focus on achieving quick results. In societies with a long-term orientatio n, people believe that truth depends very much on situation, context and time. They show an ability to adapt traditions to changed conditions, a strong propensity to save and invest, thriftiness, and perseverance in achieving results.Methodology of study participants, place (preserve anonymity) The participants for this study are the younger people between the ages 18 and 25 in the Netherlands and Turkey. I choose this as the target group because the younger people travel a lot and have to face the most and sometimes at first with cultural ifferences. They go abroad to go on vacation, to study or to live in another country. Place Because its limited to 2 countries the places of course are in the Netherlands and Turkey.The place where the interview is held is on my school in Holland ; Fontys economische hogeschool Tilburg and my school in Turkey; Fatih university in Istanbul. I choose the school because I could find here the best participants who are speaking English and belong to th e right target group. methodology (qualitative/quantitative; case study, ethnographic etc) In this study there is made qualitative and quantitative research. Quantitative research is made hrough deskresearch and qualitative research are the questions that you can't answer with deskresearch so you need the fieldresearch for.For the fieldresearch I made questionnaires. I decided to hold the questionnairies with 10 persons in each country. So 10 questionnaires in The Netherlands as 10 questionnairies in Turkey. The people who were asked for the questionnaires are all in the age group 18 till 25 and all speak English. I made the questions with multiple choice answers so it will be easy to process the data and make a conclusion. materials; data collection instruments (observation, questionnaires) The data ollection instruments are : internet, literature and questionnaires.

Distinguishing Between Sein and Haben in German

Distinguishing Between 'Sein' and 'Haben' in German If you are like most German language learners, youve probably come across the following dilemma when it comes to verbs in the perfect tense: When do I use the verb haben (to have), when do I use sein (to be)?This is a tricky question. Even though the usual answer is that most verbs use the auxiliary verb haben in the perfect tense (however watch for common exceptions stated below), sometimes both are used - depending on  what part of Germany youre from. For instance, northern Germans say Ich habe gesessen, whereas in southern Germany and Austria, they say Ich bin gesessen. The same goes for other common verbs, such as liegen and stehen. Furthermore, the German grammar bible, Der Duden, mentions that there is a growing tendency to increasingly use the auxiliary verb sein with action verbs. However, rest assured. These are other uses of haben and sein to be aware of. In general, keep the following tips and guidelines in mind when deciding between these two auxiliary verbs and youll get it right. Haben Perfect Tense In the perfect tense,  use the verb haben: With transitive verbs, that is verbs that use the accusative. For example:Sie haben das Auto gekauft?  (You (formal) bought the car?)Sometimes with intransitive verbs, that is verbs that dont use the accusative. In these cases, it will be when the intransitive verb describes an action or event over a duration of time, as opposed to an action/event that occurs in one moment of time. For example, Mein Vater ist ​angekommen, or My father has arrived. Another example:  Die Blume hat geblà ¼ht. (The flower bloomed.)With reflexive verbs. For example:  Er hat sich geduscht. (He took a shower.)With reciprocal verbs. For example:  Die Verwandten haben sich gezankt. (The relatives argued with each other.)When modal verbs are used. For example:  Das Kind hat die Tafel Schokolade kaufen wollen. (The child had wanted to buy the chocolate bar.) Please note: You see sentences expressed in this way more in written language. Sein Perfect Tense In the perfect tense, you use the verb sein: With the common verbs sein, bleiben, gehen, reisen and werden. For example:Ich bin schon in Deutschland gewesen. (Ive already been in Germany.)Meine Mutter ist lange bei uns geblieben. (My mother stayed with us for a long time.)Ich bin heute gegangen. (I went today.)Du bist nach Italien gereist.  (You traveled to Italy.)Er ist mehr schà ¼chtern geworden. (He has become shier).With action verbs that denote a change of place and not necessarily just movement. For example, compare Wir sind durch den Saal getanzt  (we danced throughout the hall) with Wir haben die ganze Nacht im Saal getanzt  (we danced the whole night in the hall).With intransitive verbs that denote a change in condition or state. For example:  Die Blume ist erblà ¼ht. (The flower has begun to bloom.)