ALL AMERICAN LUNCH, SUPPER, & TOUCH SCREEN MENUS Essay

ALL AMERICAN LUNCH, SUPPER, & TOUCH SCREEN MENUS - Essay Example First, this will be possible because it has set realistic goals that will be feasible within the specified time frame. By delivering high quality, efficient and faster services, it will be much possible for it to appeal to its clients and satisfy their needs whenever they require any service. The use of a touch screen to order for meals will be a new innovation that has never been experienced in the hospitality industry. It demonstrates that the management has taken all the necessary measures to ensure that all the goals are achieved. Meanwhile, the cafà © has acted right by having a well-structured human resources to run its day to day operations. With the hiring of a highly qualified and experienced team of professionals, it will surely offer the right level of satisfactory services to its clients. After all, they are highly motivated through the use attractive remuneration packages, promotions, teamwork; welfare services along side other monetary and non-monetary rewards. These have created a conducive working environment for each of these workers on whom the cafà © will heavily rely on to accomplish its objectives. The other important thing about the cafà © is that it has managed to come up with one of the best organizational cultures worth emulating. Its commitments to a strict observance of business ethics will help it a great deal. A part from creating a good and healthy working environment, it will help in building its reputation in the eyes of the general public. This will be achieved through an active participation in the Corporate Social Services exclusively such as food donations to the local populations who might not be able to afford what to eat. It will really make it win their confidence. However, despite this impressive performance, the management of Touch Taste Cafà © still has to do a lot to improve on its weak areas. First, it needs to extend its market coverage. Rather than narrowing down to the aging

Public Service Management Essay Example | Topics and Well Written Essays - 3000 words

Public Service Management - Essay Example Consideration of research works of Nijkamp, Van der Burch and Vidigni (2002) and Broadbent and Laughlin (2003) reveals the fact that extent of convergence between public and private modes of organising in public services management differs significantly with change in nature of public sector. Zouggari (2003) projected serious doubts over sustainability in convergence of public and private modes of organising. According to Zouggari (2003), these two modes of organizing are different in terms of their inherent characterises; therefore, collision may arise during the time of convergence between these two modes of organising in public services management. On the other hand, Spackman (2002) and Sussex (2003) found that extent of convergence between public and private modes of organising can enhance with proper control mechanism. It is evident from the mentioned theoretical arguments that controversy and doubt exists among scholars regarding extent of convergence between public and private modes of organising in context to public services management. Such level of perplexity and confusion regarding extent of convergence has influenced this study to shed light on the topic and analyse validity of arguments presented by previous scholars. While defining importance of convergence between public and private modes in public services management, Wettenhall (2003, pp. 77) used the statement, â€Å"The term partnership is now a dominant slogan in the rhetoric of public sector reform, arguably capturing that status from privatization which held similar dominance through the 1980s and 1990s.† According to Wettenhall (2003), concepts of new public management (NPM) and public-private partnerships (PPP) can be used in order to realize characteristics of convergence between public and private modes of organizing. However, Johnston and Gudergan (2007) had stressed more on public-private partnerships (PPP) as potential mechanism to achieve the

Sociological Imagination Essay Example for Free

Sociological Imagination Essay The term ‘Sociological Imagination’ refers to the awareness of the relationship between personal experience and its connection with society as a whole (Mills 1959). The purpose of this essay was to examine a social issue in contemporary Australia, and discuss how sociology might explain it. The social issue chosen is obesity, in particular, childhood obesity. Overweight and obesity rates have increased rapidly over the past 20 years, not only in Australia, but in developed countries around the world. Nearly two-thirds of Australian adults and one-third of Australian children are classified as overweight or obese (MacKay 2011). While an individual’s body weight is determined by many factors, it has been widely recognised that an increase in obesity is due to changes in the social, environmental and physical environment (MacKay 2011). This issue affects people of all ages, genders, social classes and geographical locations. Take a look at an average day in society. Most of us have jobs, we rise at a set time every day, go to work or university usually driving or public transport, eat lunch usually on the run, come home after a long day of sitting down to crash out in front of the TV, grabbing whatever is easiest along the way. Compared to our ancestors’ active lives of hunting and gathering, it’s very unnatural, yet it’s what we do. We, as individuals, have a skewed work/life balance due to society’s fast pace style of living and the lifestyle we have as adults, has serious repercussions on the children of today. A report by Cleland et. al (2012) found that people from lower socioeconomic backgrounds were more likely to be less active and less healthy than their higher socioeconomic counterparts. Another report by Van Dyck et. l (2012) found that people living in lower economic areas tended to exercise less due to areas being deemed un-walkable or unsafe to exercise outside in. The increase in sedentary behaviour among children, in particular the increase in screen time, is another factor that has contributed to the increase in childhood obesity (Stanton 2009). While this is a factor affecting all social classes and socioeconomic areas, it may be slightly higher in lower economic areas due to outside being unsafe, however I have not found evidence to support this. Many people attribute childhood obesity to bad parenting (Olds et. al 2010) which could be one cause due to busy lifestyles and the rising cost of living; however I feel it is not the sole cause. Children are bombarded with information on ‘healthy’ foods yet ‘unhealthy’ food options are constantly at their fingertips. Children receive information on healthy eating and the importance of exercise in schools and in society, alongside TV advertisements advertising fast foods and canteens stocking unhealthy snacking alternatives. In conclusion, responsibility for both causing and preventing obesity lies with many different players. While it is an individual’s choice to eat certain foods and be active; it is much harder for a child who relies on parental figures to achieve this. It is not only parents’ responsibility to encourage healthy eating and active lives, they must also practice what they preach and provide these options for their children. Children are, after all, the future of Australia.

History and Features of Baroque Music

History and Features of Baroque Music The main characteristics of Renaissance music (1450-1600) is music based on modes, but gradually more accidentals creep in, richer texture in four or more parts, blending rather than contrasting strands in the musical texture, harmony and church music and   secular music.   Renaissance music is like ancient Greek and Rome. Renaissance means rebirth. Church music in renaissance period was more than one part and had moving chords. They usually had more accidentals and was song a Capella without instruments. A renaissance composer tried to have the music more blended together rather than separated. Secular music was more independent of churches it was non-religious. Lied, frottala, chanson, madrigal and villancico was the main types of songs. German chorales are protestant hymns. A collection of English words and Italian madrigals were published in 1588. English madrigal were performed in rich peoples homes. There are three kinds of madrigal. The madrigal proper, the ballet and the ayre. The madrigal proper is a lot of word painting music. The ballet texture was mainly chordal. The ayre could be performed in a lot of ways. It could be performed with or without instruments. The main characteristic of Baroque music (1600-1750) is the basso continuo, one mood throughout the entire piece, important string sections, modes were replaced by the major/minor key system, many different forms are used, many types of music, energetic rhythms, long melodies, many ornaments and contrast dynamics. Baroque music had monody. Monody is a single voice line that is supported by a bass line. Instrumental music became very important in the baroque period. The Italian overture began with three section quick, slow and quick. Scarlatti designed the arias in his operas. The French overture is slow, quick and slow. The baroque opera in England was composed by Purcell. Oratorio was a type of music that was very similar opera. They had recitatives, arias and choruses. The only thing that was different was that oratorio was based on sacred stories. Passion is an oratorio telling a story about Christs crucifixion. Cantata means song. Bach composed about 200 church cantatas. A fugue is a contrapuntal piece. Its written in three or four parts. The structure of a fugue can be complicated. The chorale prelude is usually for an organ and they were composed in Germany. A suite is dances for one or more instruments. They were written for harpsichord. They contain a German allemande. A German allemande is in 4/4 time and at modern speed. A French courante is in 3/2 time at a moderately fast speed. A Spanish sarabande is in slow triple time. A gigue is in compound time. After a gigue a composer might introduces a dance like the minuet. A suite began with the prelude. The pieces were in the same key. Baroque sonatas were for two violins and continuo. Composers usually called these trio sonatas. Sonata means sounded. The sonata de camera were meant to be played in peoples homes. The sonata de Chiesa were played in churches. They were more serious than chamber sonatas. Purcell, Bach, Corelli, Handel, Scarlatti and Couperin all composed sonatas. The concerto Grosso was the idea of opposition and contrast led to contrasting groups of instrument. A smaller group of soloists called the concertino. The word concerto means together. The solo concerto has a single instrument and a string orchestra. There are solo sections and tutti sections. The orchestra started to take shape during the baroque period. The string section became a self- contained section. There was still a continuo. There was a lot of contrast, especially in the dynamics. The difference between Renaissance and Baroque music is renaissance was constrained and it was the foundation of baroque music. Baroque music include voices and instruments. Renaissance music was smooth and baroque music was metrical. The tone of baroque music was tonal architecture and renaissance music had systematic point. Melody with accompaniment was noted during the baroque period. The melody during renaissance was imitative.   The texture of renaissance is polyphonic and baroque uses bass and shifts from polyphonic to homophonic. The scale of baroque is major and renaissance is modal. The melody of renaissance is smooth and baroque is based on the principle of continuous. The harmony of baroque is based on the major-minor system and renaissance is consonant 3rds and 6ths. The rhythm of the renaissance was simple meters and recurring accents. The rhythm of baroque is vigorous, tireless drive and carried by bass part. The dynamics of the renaissance is subtle changes and baroque music is terraces dynamics. Josquin des Prez was born in henedouwen. He died on august 27, 1521. He died in escaut Josquin studied under the earlier renaissance master Johannes ockeghem.   Josquin was a Flemish French speaking composer of the renaissance. At the beginning of his career he was appointed at the French court. In the beginning of 1480 he moved to Italy. Josquin composed motets, masses and chansons. Martin Luther said Joaquins was the master of notes. He blended traditional forms with innovations. In his motets he gave free reign to his talent. He was expressing sorrow in poignant harmonies. Josquin used cantus firmus style. He learned how to develop motet style. He used the technique of canon and melodic imitation. He didnt do the rondeau or the ballade. He used five or six voices. Maintain a sharp rhythm and clarity texture. Henry Purcell was born in London in 1659 and died on November 21, 1695. Henry Purcell was an English composer of the baroque period. Henry was most remember for the miniature opera dido and anenea. He composed church, stage, court and private entertainment. Henrys father was the chapel royal.

The Relationship Between Crime and Guns in the United States :: Second Amendment The Right To Bear Arms

The right to bear arms is an American right featured in the second Amendment of the Constitution. In the 18th century when the constitution was written, times were different, there was a need for citizens to arm themselves to insure the safety of the society as a whole. In the modern world, the police department preserves the safety of society and there is no need for citizens to carry weapons. The founding fathers of the Constitution could never have imagined the horrendous outcome of their actions. Every year too many lives are claimed as the result of American's owning an excessive number of firearms. Compared to other western countries that have considerably stricter gun control laws America is still viewed as â€Å"The Wild-Wild West† (ARPP, 66). However, is there a relationship between crime and firearms? In this second amendment our right to have a gun, are we dooming ourselves with higher crime rates and more horrific crimes just to have the right to have a gun in our house? This paper will set forth and find the results of studies conducted to find a conclusion. This is a very important issue when it comes to sociology and our society. The importance of violence and force as sources of power has only recently begun to achieve recognition among sociologists. Power has traditionally been conceptualized as deriving from lasting attributes of persons and from their position in the social structure such as sex and race. However, when power is examined at the interpersonal level it is typically viewed as deriving from family role and gender. These sources of power ultimately derive to some extent from a capacity to use physical force and violence. This capacity often relies partly on a rather transitory attribute of the person, the possession of weaponry. The single most important factor that sets human violence apart from aggression among lower animals is arguably the human’s greater technological capacity to inflict harm on another creature. These â€Å"tools of death† are readily available to humans and are vastly more lethal than even the most deadly natural equipment of any other species (Kleck, 670). Yet, little is known about the impact of weaponry on violence or how weaponry is used to coerce compliance in hostile social encounters. Firearms are seen as violence enhancing devices, it is just assumed that the possession along with the use of firearms increase the chances of the victim to be injured or killed.

Romanticism in Keats Poetry Essay -- John Keats Sensual Language Essa

Romanticism in Keats' Poetry Keats uses various poetic techniques and themes to emphasise these ideas of romanticism the "the strange, the sensual and the dream". These themes and techniques are the back bone of the Ode's which allow the reader to feel and use their imagination which was the main reason Keats wrote his poems. Keats uses incredibly sensual language to illustrate how he is feeling and what he is imagining which gives the ode's a sensual feeling of being alive. In Keats' "Ode to Autumn" he is using a large amount of sensual language to try and take us to the place in his mind, his choice of words are hugely important for making Autumn a sensual Ode. In the first stanza he is focusing very much on the sense of taste and sight to paint the picture of summer ready to explode into autumn with words like "load", "fill", "ripeness", "swell" and "plump" these words are all very sense orientated with the desire to show the peak point before it all rots and turns to autumn. He uses the sensory language to generate an atmosphere he wants the reader to feel what he is feeling. The theme of sensual language continues into stanza two as the poem developes and as the season Autumn goes into this state of pure bliss. He uses highly sensual language like "oozing hours by hours" this is almost onomatopaeic as he is dragging us into the sense of stillness, this place he is describing is very relaxed a beautiful place to be in, he uses many vowels to get us into a drugged state of mind liek the season "fume of poppies" the language and the season is intoxicating a place of no worries. This stanza is very sensual it is slow moving and lazy "thee" this is the place Keats wants to be, this sensual language... ... seems a contriversal thing to say as it could also be seen as blasfemic putting a poet "priest" on the same pedastoole as God. His whole dream like state is extremly strange saying he is going to build a garden in his mind for psyche and to let "warm love in!" love is welcome to come in with him, this dream seems to be about the relationship between the soul and love. I do agree with this statement however I do feel there are some far more improtant and more widley used romantic ideals in his poems than the strange and the dream however sensual is a very important feature that runs through all of his Ode's whether it is describing beauty of art in Urn or nature in Autumn he uses sensual language in all of his Ode's and that is the main thing that makes the reader ask questions at the end after you have been taken to into his other reality, his dream.

Adult Development Analysis

Lamis came from a family that originated from the country of Pakistan. She has a big family–her mother, father, fiver brothers, and two sisters–and they all give importance to the values, culture and behaviors inculcated into their minds by their parents. She expressed how blessed she was to be in a family that treasures love, respect, integrity, and life.Lamis life was indeed very challenging because she grew up amidst various complexities in life. When she was a little child, she was always confused as to whose directions should she follow because she has parents who are entirely two different individuals. Her mother is someone who loves to be with people so much.She likes socializing with people and undertaking activities with them because such experience gives her certain pleasure and enjoyment that she does not find in any other places. Her father, on the other hand, is the exact opposite of her mother. He does not like the idea of being with people.He is more comf ortable being alone in his own place, perhaps because her father is a very private person. He keeps a lot of things in his mind and usually do not share most of those things to her mother. Furthermore, her father is very pragmatic and he is open-minded that he understands the contemporary things they do in their lives even if those are sometimes against his beliefs.On the contrary, her mother does not want them to do things on their own. She is very strict in terms of the things they undertake. She wants them to always obey her because she believes that she knows what is best for her children.The contradictions demonstrated by Lamis’ parents made her initially a very confused individual. It affected the development of her morality. She told me she loves both of her parents so she was usually torn between whether to follow her father or her mother.She eventually learned to balance the characters of her parents and somehow managed to grasp the positivity of their differing indi vidualities and created a whole set of values, behaviors, and beliefs that influenced her moral development.Lawrence Kohlberg, a theorist who proposed the concept of moral development, conceived that individuals continue through each stage of moral development consecutively without skipping or returning to a previous stage.According to him, the stages of processing ideas, implying qualitatively, various ways of reasoning, and of problem solving are incorporated in the three levels of pre-conventional, conventional and post conventional development (Hayes, 1994).The pre-conventional level of Kohlberg’s moral development theory communicated that behavior is motivated by anticipation of pleasure or pain (Hayes, 1994). The child is aware of cultural rules and labels of good or bad and right or wrong.The subject then interprets the labels in terms of the physical consequence, such as punishment or reward. This was true in Lamis’ family particularly with how her parents rais ed them. Her mother, in particular, would always want them to help each other and to do things in accordance with her will because she was so strict during those times. She would not allow them to play outside the house if any of them disobey her.Also, she wanted them to always study hard and incessantly reminded them the importance of education in their life. Hence, she would keep their toys and other sources of entertainment like television if they do not review their lessons at least two hours everyday.Her father, on the other hand, would reward them for every good things they do like cleaning the house, fixing their bedrooms, and studying their lessons. He would buy them special cookies or their favorite chocolates every good grade they get from school.Going back to Kohlberg’s moral development theory, the first level, pre-conventional, of moral thinking is generally found at the elementary school level, before the age of nine (Kay, 1982). This level is divided into the f ollowing two stages.The punishment and obedience orientation. This is observed in children ages one to five. The subject is in avoidance of physical punishment and deference to power. The child behaves according to the socially acceptable norms, due to the fear of punishment by an authority figure. The physical aftermaths of an action ascertain its goodness or badness.â€Å"What is right is to avoid breaking rules, to obey for obedience’s sake, and to avoid doing physical damage to people and property† (as cited in Wart, 1998, p. 36). Furthermore, an individual at this stage does not consider the thoughts or feelings of others, nor are they able to relate two points of view. As in Piaget’s framework, ego-centrism and the inability to consider the perspectives of others characterize the reasoning of stage one (Piaget, 2003).The individual instrumental purpose and exchange orientation. Subjects usually between the ages of 5 to 10 are observed maintaining the attri butes of being â€Å"self-serving.† This stage is â€Å"characterized by a view that right behavior means acting in one’s own best interest and occasionally taking into consideration the needs of others† (Penn State Engineering, 2006).There is an early emergence of moral reciprocity. â€Å"You scratch my back, I’ll scratch yours.† The individual will do what is necessary to satisfy his own needs not concentrating on loyalty or gratitude. Justice becomes â€Å"Do unto others as they do unto you.† What is right is the immediate interest in the form of an equal exchange, deal or agreement.A subject at this stage of moral development has a basic understanding that norms and conventions are necessary to uphold society. The motto of this stage is â€Å"What’s in it for me?† Elements of sharing are present but are interpreted in a physical pragmatic way (Hayes, 1994).When Lamis was a little kid, she told me she really did not care so much about the feelings of other people like her siblings and playmates. What was important for her was to play and made sure that she did not violate any of her parents’ rules because her strict mother would surely punish her.Lamis was so young then that she actually did not understand everything her mother told her but she did acknowledge the fact that her mother would not be happy if she does something wrong. Until Lamis learned to care about other people and realize the importance of doing good things to others.Her father played an important part in making her understand the essentiality of recognizing the welfare of other individuals in order for those people to do the same good things to her.Lamis’ early learning experiences were fundamentally influenced by her family. She told me during the interview that she did not go to school early, unlike other children, because she had asthma. She only started to go to school when she was eight years old.Apart from the fac t that she had asthma, her parents were scared to leave Lamis in school at a very early age. Such action, according to her, was perhaps due to the conservatism in their culture. Yet, her father never forgot to tell her good things about going to school and learning new things from a teacher.Lamis’ father would always narrate his positive experiences he acquired from school and things that education allowed him to do. Hence, Lamis became really interested in going to school and in fact, became one of the best students when she started her formal education.Furthermore, Lamis was very thankful to her mother being extrovert. Although she was not allowed to go to school at an early age, her mother would always bring her whenever her mother would socialize with her friends and this was perhaps where she learned most of her social skills, where, according to Kohlberg and Piaget, most moral development occurs along with aging process (Duska & Whelan, 1975).When Lamis started her firs t formal education in Saudi Arabia, she admitted to me that she had complicated experiences the first time basically because she found it very challenging to assimilate to the culture of her school considering that her native culture was very different from the school culture in so many ways.On top of this, she did not know the English language that made it more difficult for her to interact with and understand her classmates. She shared to me one experience and this happened during the school opening. She came to school with short hair and most of her classmates were making fun of her.Since she did not understand the language, she did not get affected and instead maintained her good values and behaviors that her parents inculcated into her mind. Lamis further shared to me some of her strengths when she was a student. She told me she was that kind of student who leads and influences other students. She never got intimidated by the presence of her classmates.In fact, she was the clas s leader and she was the one assigned to do the morning news and introduction at school. She was capable of handling the entire class and her teacher actually entrusted to her the class whenever the teacher leaves. She took responsibilities very well. Such behaviors gave her good grades in school for 12 years.During this part of the interview, I was able to trace where these positive and strong attitudes and behaviors came from. I believe her being strong, socially interactive, intelligent, independent, and creative was due to the trainings provided by her parents when she was a little kid.As mentioned earlier, Lamis was introduced to the notion of reward and punishment system when she was young. Her strict mother would always ask her to study and do things accordingly; otherwise a corresponding punishment would be executed.The interview moreover reveals that Lamis’ life is heavily influenced by her many personal encounters with an array of people of equally diverging persona lity types. Which is why, Erik Erikson’s psychosocial theory appears to be a very good choice to help further elucidate Lamis’ unique learning tendencies and personality traits.Erikson’s model, if only to mention, puts higher premium than most on exploring the environmental influences of a person as one grows up. In other words, it â€Å"considers the impact of external factors, parents and society on personality development from childhood to adulthood† (Learning Theories, 2007).According to Erik Erikson, each person needs to undergo eight major life-defining stages over the period of their given life spans. And these stages, on a careful analysis, have two chief characteristics. First, these interrelated life stages – infancy, toddler-hood, school-age, adolescence, early and mid and late-adulthood – are differentiated not by the traditional approach involving the use of chronologically-based age ordering system.Put in other words, Eriksonâ €™s model does not rely on the age of the person in solely evaluating his or her psychological development. Instead, Erikson conceives of these life stages always view of the growth and development of a person achieves relative to his or her age. Critical to his notion of psychosocial theory of personality development is the areas of growth that come with each life stage.Second, every life stage consists in â€Å"a developmental task that confronts individuals with crisis† (Satrock, 2006, p. 71). Erikson’s model maintains that a person needs to find a resourceful way to successfully hurdle the respective crises each life stage brings him or her. If a person resolves a crisis, it serves his growth process well.If a person is unable figure a resolution for it, chances are, it stalls the development of his or her growth and well being. Crises, in needs to argued, are life-defining moments. And as such, it promises not only an ugly catastrophe for a person, but an â₠¬Å"enhanced potential† of a healthy psychological life as well (p. 71).During infancy, Erikson believes that a person needs to resolve fundamental trusts issues. This is achieved when a child is adequately nurtured; i.e., if the immediate environment – the mother, father and siblings, among others – responds well to his or her needs.If a child did not establish a basic sense of security from the family, it can result to an unfortunate retardation of his capacity to trust the larger world later on. Stage two meanwhile pertains to the struggle of a toddler to establish his will.During this stage, a child is able to learn many new things and is beginning to learn what is right from wrong. Depending on the way a person is nurtured at this particular stage, a child can either end up having a strong sense of autonomy or shame.The next phase is the preschooler stage – a time, as it were, to indulge in childhood curiosity. When properly affirmed, a child can devel op a good sense of initiative. When constantly rebuked, a child is expected to develop a gripping sense of guilt.According to Erikson, the immediate family of a child plays a very crucial role in the development or the retardation of children undergoing these three initial stages. In many ways, the importance Erikson places on the role of the family makes his theory wholly distinct from the more inclination-indulging theory of S. Freud (Erikson, 1964, p. 9)Stage four meanwhile concerns the school phase of a child. During these years, a child needs to be empowered to develop his or her competence and self-esteem. At this stage too, a child can either develop a sense of industry or inferiority depending on the manner by which he or she successfully handles the pressures of peer and studies.The next phase is the adolescence stage. At this point, the influence of the family, especially the parents, start to diminish. Everyone’s chief concern at this stage is to establish fidelity in one’s personal affiliation, belongingness, or even relationships. Moreover, a person can either end up establishing a strong sense of who he or she is, or wound up under-developing his or her identity in a crisis marked by severe confusion. Stages six to eight pertains to a person in his or her adulthood.In particular, stage six, or the early adulthood stage, underscores a person’s struggle for love. Since this is the stage proper to establishing relationships, a person can either nurture intimacy or fall apart because of isolation. Stages seven and eight are phases that involve a person’s quest for generativity and integrity. When undermined, a person can sorely wound up into a stage of extreme wallowing and despair (Learning Theories, 2007; Satrock, 2006, pp 71-72).Using Erik Erikson’s theory to evaluate Lamis, the following observations can be noted:First, it can be said that Lamis’ authoritative comportment and unmistakable confidence take root from a successful resolution of her life’s first stage. Lamis’s early life was marked by healthy interaction with her family members.And because each person takes on the â€Å"capital† of gaining something from one’s family of origin (Wartofsky, 1986, p. 113), it can be argued that Lamis’ was able to gain the all important aspect of familial love in her life. Lamis admits belonging to a family that places much regard on care, love and nurturance.Moreover, her being born into a large family turned out to be an advantage for her as well, since her basic need to be nurtured and taken care of as an infant was addressed. This is perhaps the most fundamental reason why Lamis was to develop a strong sense of security as an adult; as indeed, this factor too may help explain why she looks at the world brimming with confidence, optimism and pride.Next, one can also note that Lamis’ is herself quite clued-up with the fact that most of what she bel ieves in and holds on in life stem from the unique manner by which she was nurtured. For instance, Lamis claims that early on in life, she already manifested a certain strain of stoicism towards feelings on account of a very strong sense of rules and punishment-reinforcements.For someone who was just beginning to explore the world, it seems pretty obvious that Lamis developed a sense of autonomy defined by how successful she was able to play by the rules. Her desire to avoid being punished and suffer the shame of being reprimanded by her otherwise rigorous mother was controlling motive for this.As such, this is a classic case of autonomy vs. shame struggle manifested by toddlers. In the process, what emerged from her struggle to obey was a person who has a specific leaning towards obedience and a knack on leadership that influences other people to obey as well.Lastly, it has to be mentioned as well that Lamis’ school age is also marked by a successful overcoming of inferiorit y and low self esteem crises. During the interview, Lamis revealed that her initial contact with the school environment turned out rather unpleasant; as indeed, she had to adjust into the school system rather quickly (since she did not have any schooling prior to her entrance at the age of eight), and put up with incessant teasing of her classmates.But because she was nurtured by a family that cared and supported her, she was able to overcome her school-age crises. In the process, she developed her sense of initiative and industry. This is perhaps seen most glaringly in the healthy and motivated way by which she views her efforts to succeed well in her studies even until the present.To briefly conclude, this paper ends with a thought that, indeed, Erik Erikson’s psychosocial theory is able to provide a window for us to look at Lamis’ belief system, behavioral uniqueness and personal worldviews within the larger context of her past experiences. Lamis is indeed a person shaped by the interactions she has had in her lifetime.It is imperative to note that in the years to come, she is to encounter more life defining crises; this time about issues pertinent to adulthood. But what stands out for the meantime is her triumphant emergence from the three identified crises she has thus far encountered.After using Erikson’s theory, we were able to affirm that Lamis’ being able to establish a healthy sense of confidence as an infant, autonomy as toddler, and initiative and industry as a school-age child, surely did serve her well.BibliographyDuska, R. & Whelan, M. (1975). Moral development: A guide to Piaget and Kohlberg. New Jersey: Paulist Press.Erikson, E. (1964). Insight and Responsibility. Lectures on the Ethical Implications of   Ã‚   Psychoanalytic Insight. New York: Norton and Company.Hayes, R. L. (1994). The legacy of Lawrence Kohlberg: Implications for counseling and human development. Journal of Counseling & Development, 72(3), pp. 2 61-267.Kay, S. R. (1982). Kohlberg’s theory of moral development: Critical analysis of validation studies with the defining issues test. International Journal of Psychology, 17(1), pp. 27-43.Learning Theories Knowledgebase (2008). â€Å"Erikson’s Stages of Development†. Retrieved 28   Ã‚  Ã‚  Ã‚   July 2008, from Penn State Engineering. (2006). Ethical decision making processes. Retrieved June 24, 2008, from http://www.vanderbilt.edu/CenterforEthics/Descriptions-More%20Info/Resource%20Pages%20for%20Ethics%20Workshop%20-%202006.pdf.Piaget, J. (2003). Part I: Cognitive development in children – Piaget development and learning. Journal of Research in Science Teaching, 40(1), pp. 8-18.Satrock, J. (2006). Educational Psychology. New York, McGraw Hill, Inc.Wart, M. V. (1998). Changing public sector values: Montgomery Van Wart. Taylor & Francis.