Propaganda and Censorship essays

Propaganda and Censorship essays The Nazi=s used many different types of propaganda and used various methods to censor. These included, the press, the radio, loud speakers, books, theatre, art and music, rallies and campaigns and films. In the press nonNazi newspapers and magazines were closed down and taken over. Goebbels also told editors what they could and could not print. All of the radio stations were placed under Nazi control and cheap massproduced radios were sold. These radios were even installed in cafes and factories. Loud speakers were placed in the streets to broadcasts speeches by Hitler and broadcast proNazi plays and stories. In the cultural side of things, many writers, artists and composers were persuaded or forced to create works in praise of Hitler and the Third Reich. All journalists were banned and thousand of Jewish or anti Nazi books were destroyed in public book burnings, 1933. Jazz music was banned because it was organised and mainly played by black people. Many modern arts were declared *degenerate= and art galleries were forced to get rid of it. Rallies and Campaigns took place. There were annual mass rallies at Nuremberg and In 1936 there was and Olympic Games in Berlin, used to distract the public also, for propaganda purposes. Spectacular parades were held on other special occasions. There were local rallies, marches and fundraising campaigns led by the SA. They also had a clever use of poster campaigns. In Germany the cinema was very popular. Over 100 German (Nazi) films were made a year. All film plots has to be shown to Goebbels before production. Political films were made. Love stories and Thrillers given to pronazi slants. The Importance of the Army in Nazi Germany. Both Hitlers attempted coups were put down by the army and he knew that it was only the German Army that had the power to overthrow him. The Reich War Ministe ...

So Long As

Describing Actions Using While, As, As/So Long As While and as are used to describe actions that occur at the same moment that something is in progress. While and as are sometimes confused with the preposition during. Both express the same idea, but the structures are different. While and as are time expressions and take a subject and verb. During is a preposition and is used with a noun or noun phrase. Take a look at the following examples to note the difference. Notice how the meaning remains the same in both structures: During We discussed the situation during lunch. (noun) They are going to visit the Empire State Building during their visit to New York (noun phrase). When / As We discussed the situation while we were eating lunch. (full adverb time clause with subject and verb) They are going to visit the Empire State Building as they visit New York. (full adverb time clause with subject and verb) Future: Use while or as to state something that occurs at the same moment that something else - the main focus of the sentence - important will occur. Time clause: present simple Main clause: future form Examples: Were going to speak about the modifications as you eat lunch.Shell work out the order details while we discuss what to do next. Present: Use while or as to express what always happens when something else important takes place. This use of while and as is not as common as the time expression when. Notice that the preposition during is often used in place of while or as to express the same idea. Time clause: present simple Main clause: present simple Examples: He usually has lunch while he takes a walk around the campus.Angela often takes notes as the meeting progresses. Past: While and as are used in the past to express an action that was occurring at the moment when something important happened. While and as are also used to express two actions that were happening at the same moment in the past. Time clause: past simple OR past continuous Main clause: past simple OR past continuous Examples: Doug was drying the dishes while we were watching TV.Peter took notes as we discussed the merger. During an Entire Period of Time As long as and so long as are similar in use to while and as. However, as / so long as is used for longer period of times, while when and as are used for more specific, shorter periods of time. As / so long as are also used to stress that something will happen, happens or happened over the entire period of time in an emphatic manner. Although examples are provided for ​the past, present and future, as long as and so long as are generally used with future forms. Notice the use of tenses: Future: Use so / as long as that something will not happen for the entire period of time expressed by the time clause with as / so long as. Time clause: present simple Main clause: future form Examples: I will never play golf as long as I live.She will never return so long as she breathes. Present: Use as / so long as to express that something happens or doesnt happen over the entire period of time that another event occurs. Time clause: present simple Main clause: present simple Examples: As long as he plays piano, I go for a walk.She visits with her month, so long as her husband has to take care of business in town. Past: Use as / so long as to describe an action that did or didnt occur over a longer period of time in the past. Time clause: past simple ï » ¿Main clause: past simple OR past continuous Examples: She didnt get any exercise as long as she was working 60 hours a week.Peter didnt enjoy his company so long as he was in the house.

Motivation Essay Example | Topics and Well Written Essays - 2000 words - 1

Motivation - Essay Example This piece of research work addresses motivation as an important tool that managers take in to account to get things done successfully through others. Based on Bratton’s (2012, p. 191) view that motivation highlights the nature of employment relationship, this paper explains different ways that managers use to motivate their employees. Motivation and Management Motivation is an important management strategy with which managers can accomplish their goals and lead the organization to a high performing and out-performing organization. Robbins and Judge (2011) defined motivation as a â€Å"process that accounts for an individual’s intensity, direction and persistence of efforts toward attaining a goal† (p. 204). They identified basic three elements in motivation- intensity, direction and persistence. With intensity, they meant the way people try to work hard. High or low intensity may not always lead to favourable outcome unless people’s effort is channeled th rough direction. They also argued that motivation has persistence dimension because it is important to see how long a person can maintain effort. Motivation is something that influences people’s behavior and attitude towards pursuing a specific outcome. As Lussier, Achua and Lussier (2009, p. 79) noted, motivation is a quest for a personal gain and therefore managers have to consider it as an opportunity to be seized to help the organization achieve its goals such as increased productivity, competitive advantage and long term profitability. Daft and Lane (2008, p. 226) argued that motivation is a force, either internal or external to people, that stimulates enthusiasm and persistence to pursue a specific action that managers or leaders want them to do. Both Robbins and Judge (2011) and Daft and Lane (2008) have considered persistence as a very important element in motivation. Managers and leaders are required to use motivation as strategic link between people and their ways t o achieve organizational goals. In making motivation such as link, it should in turn direct people’s skills, talent, knowledge and experiences towards the accomplishment of organization’s goal and managers’ vision. Management creates a specific environment internal to the organization in which individuals work in groups with a view to perform efficiently and effectively towards attainment of a group or common goal. As management is a process of creating, developing and affecting organizational objectives and available resources to realize organizational aspirations, managers’ central task is managing people and motivation is at its heart. Management is simply getting things done through others and therefore managers need to understand people in the organization and their varying requirements in order to influence them by helping them meet their needs and requirements (Msoroka, 2012, p. 2). Newstrom and Davis (2004, p. 30) found that the result of an effec tive organizational behavior is motivation and therefore when motivation is combined with employee skills and abilities, it results in the achievement of performance goals and individual satisfaction as well. Motivation thus builds two-way relationship. The two-way relationship created by motivation is mutually supportive because manager and employee are jointly influencing each other as well as jointly benefiting. It highlights the view

Parent-Child Relationships in a Diverse Society Research Paper

Parent-Child Relationships in a Diverse Society - Research Paper Example Following this we will discuss how this issue has been viewed from a historical perspective and discuss the impact of the employment of women in the public sphere on relationships within the family unit. Following his, we will explore the change and challenges associated with this trend at both a personal and a societal level (MacKinnon, 1999). Gender is an underlying characteristic all societies and the social construction of gender roles, behaviors and expectations is an importance aspect of modern American society. In a lucid essay entitled â€Å"Gender Role, Behavior and Attitudes†, Aaron Devor explores the socially constructed nature of gender in modern society and persuasively argues for a reevaluation of traditional gender role expectations in modern society. Unlike sex, gender is artificially imposed and although based upon biological differences between men and women, gender is socially constructed. As a social construct, gender roles, behaviors, attitudes and expectations are created by society and enforced by social norms. The idea that a woman belongs in the home to cook, clean and raise the children is a socially constructed concept that many people believe without questioning. The funny thing about gender is that we are led to believe that it is innate and something that we are born with. As Aaron Davor so eloquently points out, gender is created, acquired and constructed by the greater society at large. Sex has a biological basis and is predetermined at birth. Gender, on the other hand, is a social construction and gender roles and expectations are unique to each and every society. As social actors, individuals play an important role in the construction and creation of gender roles, attitudes and expectations and are not simply passive recipients of societal expectations about how men and

Leadership Improvement Plan Example

Leadership Improvement Plan Example Part A: Program Overview and Session Plan The Leadership Improvement Plan is an excellent tool to utilize as a self-assessment plan for the manager of the future. An individual can assess or evaluate his or her strengths and deficiencies that would aid him or her in transforming themselves into the ideal manager in the future. In completing the self-assessments provided with the book, I ensured that I completed all of them so that I could receive a well-rounded analysis of my personality and my leadership potential. I took the liberty of approaching the Leadership Improvement Plan as I would a SWOT analysis of my organization. I ensured that I employed Porters SWOT analysis to every aspect of my assessment. Typically, SWOT stands for strengths, weaknesses, opportunities and threats. A key to an effective SWOT analysis involves being realistic about your companys strengths and weaknesses, analysis should distinguish between where your organization is today, and where it could be in the future. I avoided grey areas, always ana lyzed my current status in relation to my ideal vision of a manager i.e. better than or worse than the ideal. I attempted to keep the analysis short and simple and ensured that the Leadership Improvement Process just like the SWOT process should avoid complexity and over analysis and that it is subjective. Part B: Analysis The assessment evaluates team development behaviors in five areas such as diagnosing team development, managing the forming stage, managing the storming stage and managing the performing stage (Stoner, 2007, 18). The score ranges from 18 to 108 and it can help measure my aptitude at building and leading a team in comparison to a group of 500 students. My score on this assessment was 86, placing me in the second quartile (72-94). A score of 95 or above would have placed me in the top quartile. A score of 60 or below is the bottom quartile indicating a deficiency in effectively managing and leading a team. I believe that I am well versed in the different stages of development that teams undergo in their life cycle from initiation to disbanding. Also, I am knowledgeable about guiding the team during the trying stages of forming and storming. My experience as a team leader in a Six Sigma project and Six Sigma Black Belt certification from the American Society for Quality is considerable. One of my strengths is that I give immense feedback to team members regarding their performance and help them hone their skills and facilitate unfettered exchange of ideas. One of my weaknesses is that I often cannot exude a certain charisma or passion required to communicate an exciting and passionate vision of what the team can achieve. Some action I can take is to practice yoga and meditation on a regularly in order to focus my mind on the positive and gain a sense of optimism for the future. I can also review how successful managers exude their charisma and passion to obtain buy-in from their employees and team members. One of the books I can read is Creating Optimism: A Proven, Seven-Step Program for Overcoming Depression written by Bob Murray and Alicia Fortinberry. By doing exercises in the book, I will gain a new positive outlook of life. I wish to learn and experience new and more positive ways of looking at my past, at my relationships, at my work, at my family. Part C: Leadership Style Talking about my personal self, I believe that two qualities in particular characterize my leadership style: the ability to establish a clear vision and the ability to set an example. Establishing a clear vision up front allows me to convey a sense of purpose and responsibility to every member of my team. A clear vision also provides a roadmap for setting goals and developing action plans. As each action plan is implemented and each goal is accomplished, project milestones are reached and overall progress is observed. The impression of progress as well as evidence thereof is key to maintaining a motivated and productive team. (Tichy, 2002, 25) Once a clear vision has been established, I seek to set an example for my colleagues. Specifically, I work to gain the respect of my team through action. People are more apt to mobilize after they have observed another person in action. When team members realize that I am willing to put in the effort, they feel compelled to act accordingly. In addition, they become more responsive to my leadership and more confident in their own work. (Schein, 1995, 187; (Topping, 2002, 26) In order to become a more effective leader, I need to improve my skills in both management and organization. The proper management of resources can make or break a project operating under a tight financial or personnel budget, while efficient organization promotes resource management. A leader who understands organizational philosophy will be a successful resource manager. (Arnold, 2001, 21) Since my primary role has traditionally been a resource rather than a manager of resources, I have had few opportunities to practice these skills. These skills will become a necessity as I step into positions of increasing managerial responsibility and organizational leadership. Part D: Group Dynamics Group dynamics is an important theory that has enabled me to understand my own approach to interacting with others. People work in-groups quite frequently and in many different areas of their life e.g. at work, school/college, sport, hobbies. A group can be defined as two or more people acting interdependently in a unified manner towards the achievement of goals (Bateman, 2004, 98). There are different types of groups; they can be primary or secondary. A primary group consists of members who come into direct contact (Bateman, 2004, 98), e.g. project teams, small department teams, sports teams. A secondary group are larger, less personal, and lack immediate direct contact between members (Robbins, 2002, 28) e.g. long assembly line. This is where there is little interpersonal communication. Groups can also be formal or informal. Formal groups tend be created by management deliberately. Management will pick the members and the methods of doing work. However informal groups are usually e stablished by people who have things in common and they will decide members, methods etc. (Covey, 2004, 54) There are different stages of group development. If people are put together then it doesnt automatically mean that they will form into a successful group. (Covey, 2004, 54) developed a theory that looked at the stages of the development of groups. The first stage is forming, this is the stage where members choose, or are told, to join a team (Covey, 2004, 54; Nicolaides, 2002, 45) The people in the group will come together and start communicating with the other members to find out more about them. Information exchanged between members tends to be superficial because people are trying to establish their position within the group. The second stage is known as storming. It is at this stage that peoples views and opinions start to show and this is when conflicts among the members can arise if these differ. The third stage is Norming. (Daft, 2002, 08) This is when the differences are excepted and people start to try to work together. Peoples roles will be established and so will shared norms and values. The next stage is performing; this is when the group has bonded and interacts with each other to get the set task done. The last is adjourning; this is when the group has completed their objectives or if they agree that the group is not going to work. (Daft, 2002, 08; Nankervis, 2002, 26) In my experience with groups I have found that at times group work can be very difficult. While at college we had to get into groups of 5 to do an assignment. We were all friends so I had no doubt that we wouldnt get on. However it was a lot different to what I had expected. We started at the storming stage because we already knew each other; this is where the disagreements began. It was at this stage that I realised that we had a conflict of opinions on how the assignment should be carried out and by whom. Finally after a lot of disagreements we got to the Norming stage through interaction and communication. It was decided that a voting system needed to be established. This worked because it allowed all of us to view our opinions and then take votes on it. This interaction and communication allowed us to complete the assignment. There are many theories on leadership style and behaviour. There are 4 main styles of leadership. One is authoritarian, this type of leader is the absolute authority on all matters, and little attention is paid to the views of others (DuBrin, 1989, 21; Myers, 2002, 14)). Participative or democratic style is when a democratic leader will consult those involved or who will be affected by the decision and delegates authority to others, encourages participation, and relies on expert and referent power to influence subordinates (Kets de Vries, 2001, 47). The third style of leadership is laissez-faire. This leader does not really direct people and lets them get on with the task based on some guidelines given. The last is a charismatic leader who influences and motivates others because they have outstanding personal characteristics In my experience I have found that this kind of leadership doesnt always work. I have worked (Kotler, 2003, 15). Part E: Moving Forward/ Next Steps My leadership improvement plan would comprise of varying facets of professional and personal adjustments that would enable me to prepare and align with my vision of an ideal manager. In summarizing my results, I discover that I need a well-rounded approach to tackle some of the deficiencies I have. I have to attend emotional intelligence workshops, take courses in ethics, read books, and consider enrollment in management training programs. Additionally, I need to hone my skills in the areas I have competence or mastery in order to avoid having them dull over time. I believe that evaluating my strengths, weaknesses, opportunities and threats continually in the future as I have done so with the Leadership Improvement Plan here will greatly aid me in my aspirations of realizing and sustaining a successful and effective managerial position. References Arnold, K.A., Barling, J. and Kelloway, K.E. (2001), Leadership and organizational development journal, vol.22, Pp 21-65 Bateman, T.S. and Snell, S.A. (2004), Management: The new competitive landscape,6th ed, McGraw Hill, New York, Pp 16-98 Covey, S.R. (2004), The seven habits of highly effective people, 3rd ed, Simon Schuster Ltd., London, Pp 15-54 Daft, R.L. (2002), The leadership experiences, 2nd ed, South Western, Ohio, Pp 08-118 DuBrin, A.J. (1989), Instructors manual to accompany contemporary applied management, 3rd ed, 21-69 Kets de Vries, M. (2001), The leadership mystique, Prentice Hall, London, Pp 47-120 Kotler, P. (2003), Marketing management,11th ed, Prentice Hall. New Jersey, Pp 15-54 Myers, I.B. (2002), Introduction to type, 6th ed, Australia Psychologists Press, Victoria, Pp 14-74 Nankervis, A., Compton, R. and Baird, M. (2002), Strategic human resource management, 4th ed, Thomson, Singapore, Pp 26-96 Nicolaides, C. (2002), Focus on soft skills: A leadership wake-up call, Pp 45-115 Robbins, S.P. (2002), Essential of organizational behavior, 6th ed, Prentice Hall. New Jersey, Pp 28-49 Schein, E.H. (1995), The leader of future, Working Paper 3832, MIT Sloan School of Management, Pp 187-241 Stoner, J.A.F. and Freeman, R.E. (2007), Management, 4th ed, Prentice Hall, New Delhi, Pp 18-74 Tichy, N.M. and Cohen, E. (2002), The leadership engine, 2nd ed, HarperCollins Publishers Inc., New York, Pp 12-25 Topping, P.A. (2002), Managerial leadership, McGraw Hill, New York, Pp 26-36

Is the father really a good guy Essay

McCarthy has given a masterpiece that has moved many people with the way he constructed the story of the Road where a father and a boy were engaged in a life changing tragedy. There were also bad things that happened during that time by which one could question if the father is really a good guy. Upon reading the story, I am overly moved that the father is not that good. He may have saved the life of his son that was close to danger. The father must do it since it was his responsibility as the parent of the boy to take care of him in any circumstances until the boy reaches the right age. I think on that part, being a responsible father to him is a good sign that he gives importance to his duties and obligations as a father. The father might have provided the son with the things he need, and I think the boy greatly appreciates the effort in the story. However in the other parts of the story, the father I think was indifferent with the issues that are widespread in their place. He may have something that makes him act that way. Nonetheless, as a citizen, he must show bits of concern with her own state. Read more:Â  My Father Goes to Court Essay He must have shown concern, if not participation for the movements that might have happened in the story. Being a human being calls for many things in life. One must learn and understand that life isn’t that grand. We can’t see all the things we wanted, and never will it happen that what we expect every other people’s interactions with us be that good, the way we would treat them. Seeing the differences and uniqueness of each one of us, I guess that there really are many things that have to be considered in order to look into something if it’s really good or bad. Life on earth is not a fantasy that we can only see the good things, however seeing the other things here, the bad things, unreasonable and strange things, we must evaluate, and I guess have to do something for the situation. In the story, there were inhumanities that are witnessed and I think, being a good citizen might apply by taking into action some virtues that we learn from our ancient thinkers. Like the saying that giving is always better than receiving presents, it is applicable with the kids the father has seen. Even if they are not his sons or daughter, it was still a humane decision if he will extend a little help to them. Also, it might teach his son some of the good manners a man must do in order to give his life a better meaning. It will give the boy some ideas on how to react with every situation that comes along. If the father will just be gentle to other kids, then he (the son) might also be gentle and helpful in his future life. The end of the story was a sad one. After all his attempts to give his son a good life, the father still died and left his boy with no one else to be with. No one would have taken care of the boy not until the time he was adopted by someone with a good heart. The example that the guy has set and has portrayed in the role was the good man, who in the past has been already following them. He showed concern with the father and the son, giving the son the chance not to be miserable in that situation. Being good in the real sense is relative to the people who evaluate others. I think, in this case, I judged the father as a good father but not a good citizen. In evaluating this, he is not good since he is only good in one side. When someone or something is evaluated, it must first fit with the given categories. And since he was not consistent with the preferences I have set in seeing if a guy is a good guy or not, then he is a bad guy, ignoring some of the important things that might also affect his son in the long run. The guy could have just given his son some insights about life that will help him evaluate his own and of course, give him the idea of what a good citizen is. Instead, the other man who adopted the son was better showing concern, and seeing earlier the danger of the father overprotecting his son with all of the elements of life. Works Cited Cormac McCarthy. The Road. 2007. 13 December 2007. .

Compare and Contrast Psychodynamic and Humanistic Essay

Compare and contrast how the psychodynamic and person-centred approaches to counselling understand the person, and how these two approaches explain psychological distress experienced by individuals. In part 2 reflect on and write about which of the two models appeals most to you and why? INTRODUCTION Psychodynamic and person-centred approaches to counselling have many differences in the way they understand the person and explain psychological distress. Part one below reviews both approaches separately, followed by a comparison of the main similarities and differences. Part two explains why I feel psychodynamic therapy appeals to me most. PART ONE PSYCHODYNAMIC Psychodynamic counselling has its roots in the work of Sigmund†¦show more content†¦Person centred therapists believe that people are driven by two distinct needs. The first is self-actualisation (the ability to be the best we can be), the second is the need to be loved and valued. ‘Self concept’ or the way we view ourselves is highly relevant in person-centred therapy. Should there be a separation between actual experience, and the way our ‘self’ believes something should be incongruence is said to occur. McLeod (2008) describes this as, â€Å"Where there is a disjunction between feelings and the capacity for accurate awareness and symbolization of these feelings, a state of incongruence is said to exist. Incongruence is the very broad term used to describe the whole range of problems that clients bring to counselling† (p. 179). Rogers ‘conditions of worth’ are explanation of how a person’s self-concept is shaped by parental influence, and ‘locus of evaluation’ considers how the self-concept is shaped by internal versus external influences. It is worth noting that ‘conditions of worth’ are the only explanation Rogers used of childhood influences on current behaviour. Rogers had a very positive view on humanity and believed that if a normal, self-aware person follows their own internal thoughts and feelings, they would come to the correct conclusions which would not only satisfy themselves, but othersShow MoreRelatedmodels and approaches relate to client need, therapeutic context and aims and objectives of the therapy.1106 Words   |  5 Pageslook to condition new behaviours, or through the idea of internal behaviour, such as the Psychodynamic approach and believing the unconscious needs to be divulged, the aim of all approaches is to enable the client to lead a positive and prosperous life, in the words of Carl Rogers, as a â€Å"Fully functioning person†. The models have introduced the idea of the individual being central to psychology. The Psychodynamic approach believes that (R. Gross (Hodder, 2010 ) â€Å"Much of our behaviour is determinedRead MorePersonality Analysis Paper1521 Words   |  7 Pagesthere are several approaches to the personality analysis, this paper will specifically focus on the psychodynamic, humanistic and existential approaches. This paper will compare and contrast these theories, explore the characteristics that accompany these theories, and explain the interpersonal relational aspects associated with these particular theories. 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In psychodynamic approach, the way the mind is viewed is thatRead MoreHuman Nature According to Psychoanalysis and the Humanistic Psychology993 Words   |  4 PagesHuman Nature According to Psychoanalysis and the Humanistic Psychology As Carl Jung stated â€Å" As far as we can discern, the sole purpose of human existence is to kindle a light of meaning in the darkness of mere being†. Reflecting onRead MoreThe Psychodynamic And Humanistic Theory Of Personality1557 Words   |  7 Pagesdefinition of personality. This essay will compare and contrast the Psychodynamic and the Humanistic theory of personality. There are certainly major differences between the two theories of personality, each with its own methods of problem solving and ways in which individuals are able to make certain choices in their lives. It is important that we understand regardless of differences that each theory is developed to offer ultimate guidance and help. The psychodynamic theory originally derived from the PsychoanalysisRead MorePsychodynamic Perspective, Behavioral and Social Cognitive Perspective,897 Words   |  4 PagesCompare and contrast the various personality theories: Psychodynamic perspective, Behavioral and Social Cognitive perspective, Humanistic perspective, and Trait perspective) and discuss which  perspective you think is most applicable. Support your argument (based on what you learned, examples, etc). Psychodynamic Perspectives- view personality as being primarily unconscious and as developing in stages. Psychodynamic theorists believe that behavior is merely a surface characteristic and that toRead MorePsychology : Psychodynamic And Behavioral Perspectives1320 Words   |  6 Pagesmodern psychological perspectives. These perspectives are behavioral, psychodynamic, humanistic, cognitive, sociocultural, and biological. Each perspective has its own unique way of explaining the human behavior. I believe to truly explain the complex mental processes and behavior, each perspective must be examined and not limited to just one. The following is my explanation and comparisons between two of these perspectives: psychodynamic and behavioral perspectives pertaining to the article in the AmericanRead MoreSigmund Freud And Humanistic Theories Of Psychology1636 Words   |  7 PagesIntroduction The reading of personality has a thick layer of theories in psychology and is one of the most important fragments of psychological history to this day. This paper will compare and contrast the differences between the great theories of the psychodynamic theory from Sigmund Freud and the humanistic theory from Carl Rogers. These two theorists have different views of how personality is developed, with both theorists influencing the world of psychological personality to this day. DisputesRead MorePsychology : Humanistic And Psychodynamic Approach On The Dsm, And Going A Bit Into Homosexuality1111 Words   |  5 PagesFor this writing assignment, I did research in the areas of approaches such as humanistic and psychodynamic along with reading the DSM, and going a bit into homosexuality. In my findings I put together a bit of information regarding the question, to the best of my knowledge. I mention why I prefer the humanistic approach. Also I was able to local a copy of the DSM and descr ibe about the disorder I found interesting. Last, I talked about homosexuality since there a lot of controversy regarding thisRead MoreSimilarities And Differences Between Psychodynamic Approaches, Trait, Learning, Biological And Evolutionary, And Humanistic Approaches1279 Words   |  6 PagesThe first subject discussed is comparing and contrasting the personality approaches to personality. This includes subjects of Psychodynamic Approaches, Trait, Learning, Biological and Evolutionary, and Humanistic Approaches. The second subject discussed is how binge eating becomes the abnormal behavior or the eating disorder called Bulimia Nervosa. How there are other abnormal behaviors associated with the disorder as well. The last subject discussed is homosexuality in terms whenever it was taken