Artist Statement (Describe all the photos with the following Essay

Artist Statement (Describe all the photos with the following sugestion) - Essay Example Natural or not, they still share the same colors. The imagery conveys the themes quite clearly since when the images are laid next to one another the colors can easily be seen and compared. Blues and silvers are similar throughout each photo. The framing and composition does not have any affects on the work. Each photo regardless of how the photo is framed contains similar theme since each photo represents life in some way. The photos are very straight forward and do not have too much going on. Each photo is simple and easily portrays the photographed object without having to guess what the object is. The photos are clear and easy to see, which makes the themes easy to figure out. The colors in the photos have many cool earth tones. There are few hot colors. The color creates a soothing affect in the imagery that makes the viewer feel relaxed. Some of the images are very sharp. The images that are taken from a further distance are sharper then images taken close up. The photographer can adjust the lens according to distance to improve the sharpness of the

Labour Law in Canada Research Paper Example | Topics and Well Written Essays - 1000 words

Labour Law in Canada - Research Paper Example Additionally, the wrangles and inadequacies that the firm experiences, especially communication, might have emanated from the absence of proper training. Therefore, the employer and the executive ought to institute adequate policies, which would impart adequate knowledge to the staff. This is via shunning utilization of its own staff to train fellow peers regardless of the post that they hold. Since, these members of staff also require training due to their evidenced misconduct while dealing with their peers, for illustration, Williams. Prior to any terminations, the firm via its executive ought to have prepared notices meant to inform the staffs regarding the core reasons that prompted their intended discontinuations (Karabegovic 2011). This would be according to the dates stipulated by labour laws, which stipulates when one started working and the duration or alternatively using termination pay option. What are the critical issues to be decided by the board? Employees’ mode of termination was pathetic coupled with rudeness especially by the executives. For example, Williams who rather than sending notices to the staffs or summoning them before utilized the telephone in executing the advocated termination by the employer. The company did not even bother to address the workers regarding reasons, which prompted their terminations. In addition, the issue of meagre wages did demoralize the workers (Karabegovic 2011). Consequently, the employer should improve the staff’s both physical and invisible environment, which will enhance their morale and productivity. These encompass the Store 58’s floor and resolving of the evident wrangles amid the... What are the critical issues to be decided by the board? Employees’ mode of termination was pathetic coupled with rudeness especially by the executives. For example, Williams who rather than sending notices to the staffs or summoning them before utilized the telephone in executing the advocated termination by the employer. The company did not even bother to address the workers regarding reasons, which prompted their terminations. In addition, the issue of meagre wages did demoralize the workers (Karabegović 2011). Consequently, the employer should improve the staff’s both physical and invisible environment, which will enhance their morale and productivity. These encompass the Store 58’s floor and resolving of the evident wrangles amid the staffs. Which party bears the burden of proof and why? In this situation, the employer via the managerial body bears the burden of proof due to their witnessed misconduct. This is especially the manner in which the executive contacted terminations coupled with their rude remarks especially towards the employees (Karabegović 2011).

Academic Success Essay Example for Free

Academic Success Essay No matter where you are in your life continuing your education can be a challenge. Being able to juggle all your responsibilities can be very hard, but it is one of the keys to success. Everyone strives to be successful in every aspect of their life. You must know what you want to accomplish and be able to create a guided plan to have the best results. Making sure to stay organized and set your priorities in line, will lead to ultimate success. The ways I plan to continue my academic success is by setting educational goals, perfecting my writing process, applying my learning style, and the importance of academic integrity. Goals Setting goals is a very important step to take in your life. It helps with the drive to continue school and the ability to obtain a lasting career. My educational goal is to finish with high academic honors at the end of my courses. Staying on top of my homework will not only have me stress free but will keep me on top so I do not fall behind. Falling behind on schoolwork can be devastating to my grades. Having a set career goal will keep you motivated and give you the drive to be successful. I plan to start off my career in an entry level position and work my way up to a top paying position. Having a top paying job that I enjoy doing, will allow me to be able to provide or my family. (Stratton, R. K. (2005). Writing Process The writing process is a critical part of having success in your education and your career. Perfecting the writing process while continuing your education can be very challenging in many ways. The writing process is broken down into steps to help ensure success; they are topics, subtopics, outline, thesis, rough draft, and final draft. By mastering these steps it ensures you will be successful. Many jobs now require e-mail and written  communication as a prime source of communication. Being able to communicate effectively will help increase a customer’s experience which in turn helps the business become more successful. (Hansen, n.d.) Critical Thinking Critical thinking can be used in all aspects of a person’s life. There are different steps and also different ways in which you can apply critical thinking. Critical thinking focuses on deeper learning, helps with problem solving, and helps a person explore many issues, ideas, and events before having an opinion on a topic or issue. There are many steps to the critical thinking process, remembering, understanding, applying, analyzing, evaluating, and creating ( Ellis, D., Toft, D. (2015). When applying these steps in the order it will help in the critical thinking process. A lot of people use critical thinking on a day to day basis without even considering they are actually using it. The first step of critical thinking is remembering, it is consisted of reading, listing, and defining. The second step of the process is understanding which is demonstrated, group, outline, and describing the events or issues. The next step is applying which can be accomplished by discussing, explaining, and is used to produce your desired results. Classifying, determining, and comparing and contrasting make up the fourth step which is analyzing. Once done analyzing a person can then begin evaluating. Evaluating helps rate truth, judge effectiveness and rank-issues of facts in order. The last step is creating, in this step you organize your thoughts, plan, also you can agree or disagree on a topic. ( Ellis, D., Toft, D. (2015). Responsibilities You use critical thinking on a daily basis in all aspects in your professional career. When thinking about being at work on time, being prepared for daily tasks, and executing them properly you are demonstrating how to use critical thinking in the work place. Critical thinking is also used for responsibilities to society which is called societal responsibility. There are many ways to positively impact your society like paying your bills on time. Keeping your yard clean, recycling, and keeping up with household projects also applies to societal responsibilities. Sending your kids to school to learn and get a great education would be a positive influence on society. It is very important to keep your  professional and societal responsibilities at a positive level to have the greatest impact. Resources There are many great resources that are available on the University database. The course syllabus is made available to help you stay on task and make sure your assignments are completed and turned in on a timely manner. Instructor’s classroom policies are shown to make certain every student knows the rules to follow set by the individual instructors. Phoenix Connect is provided so students can come together to provide feedback and tips to new and seasoned students. The libaray is a great source to use and find resources like articles and books to help with your research. The Center for Writing Excellence has a great tool, the plagiarism checker and the resource generator, which helps with small errors and saves you time. There are many benefits and challenges associated with using outside sources. You have to make sure the sources are creditable to ensure proper information is given. It helps with providing different points of view from various people. With internet so popular in today’s time students have many ways to get great information at the tip of their fingers. Learning Style Knowing your personal learning style can help you advance in everyday life. My personal learning style is Interpersonal, mode 3. I am an active learner, hands on activities is where I excel the most. Mode 3 learning is consisted of testing ideas, being able to practice what you learn, able to thrive with well-defined tasks, and problem solving. An interpersonal learning needs to be provide with constant feedback to demonstrate success. An individual with this learning style is often found in medical fields and IT positions. Knowing your learning style will help you advance in your educational learning. Conclusion Having your educational and career goals in place with a determined outcome will help you advance in all aspects of your life. Perfecting the writing process will help you with resumes, papers, emails, and provide you the tools to be able to communicate effectively. Also making sure you use all the resources given to you that are right at your fingertips. All of these combined will ensure you are able to achieve the highest level of success.   References Stratton, R. K. (2005). MOTIVATION: Goals and Goal Setting [University of Phoenix Custom Edition eBook]. Reston, United Kingdom: Taylor Francis Ltd.. Retrieved from ProQuest Central, GEN480 Interdisciplinary Capstone website. Hansen, K. (n.d.). Quintessential Careers. Retrieved from http://www.quintcareers.com/writing_skills_on_job.html Ellis, D., Toft, D. (2015). Becoming a Master Student. Retrieved from The University of Phoenix eBook Collection Database.

Literature Review Of Women Suffering From Multiple Sclerosis Nursing Essay

Literature Review Of Women Suffering From Multiple Sclerosis Nursing Essay The focus of this study will be the lived experience of women suffering from Multiple Sclerosis and their ability to maintain a quality of life through various coping strategies. Therefore, literature surrounding the quality of life and coping mechanisms in MS sufferers will be critically appraised. A literature review was performed to identify published material relating to the lived experience of women suffering with MS with the main focus being on how women cope with the challenges that MS brings everyday and how they try and maintain a quality of life. This was done to introduce the topic of interest. When conducting the research there was little research into this area but the search was limited to health and social care databases such as CINALH, Internurse, Science direct, Pubmed and the library catalogue. The key words that were initially used in the literature search were lived experience, multiple sclerosis, women and quality of life and coping mechanisms, however this revealed little research so key words such as fatigue, education and depression were included. 2.1 Emotional Responses in Multiple Sclerosis 2.1.1 Uncertainty Uncertainty is one of the first stresses that MS places on women. First there is uncertainty until the diagnosis has been confirmed. Having MS means living with uncertainty and adapting to changing situations with the course of MS. Being unpredictable posses an emotional challenge to build a sense of stability and security in the face of uncertainty (Halper Holland, 1997). Millerà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s (1997) phenomenological study emphasized the primary role of uncertainty in the lived experiences of patients with relapsing MS. The participants in this study are described as living one day at a time, not knowing how they will feel tomorrow, leading to negative effects on employment, family life and coping abilities. It was also evident that fear and loss of control in daily life were also experienced due the unpredictability of relapsing MS. Olsson, Lexell Soderberg (2007) conducted a qualitative in order to describe the meaning of womenà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s experience of living with MS. The study consisted of 10 women with secondary progressive MS and the fact that daily life was influenced by MS. Women spoke about their daily lifeà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s, their experience of symptoms and their thoughts about their illness. They described that they were no longer in charge over their body and this had a great impact on their quality of life, however, women were found to actively strive to maintain strength and power to carry on to protect their dignity. This study showed that people with the progressive form of the disease appeared to cope better and were determined to improve their quality of life despite the effects of the illness, this could be due to them accepting MS as part of their life. 2.1.2 Hope Hope relates to those things that can be realistically achieved (Pinson, Ottens Fisher, 2009). This implies that the individual has devised a plan that has the likelihood of being carried out to achieve resolution of a problem. Miller (1997) found that hope provided a means for dealing with the uncertainty of MS. In a quantitative study carried out by Goretti, Pataccio, Zipoli, Hakiki, Siracusa, Sori and Amato (2009) they found that women tend to have higher levels of hope and optimism when facing the disease at early stages. Their study looked at the psychological features of depression, fatigue and anxiety, coping strategies and their influence on quality of life in people suffering from remitting relapsing MS. , furthermore, a qualitative study by Pinson et al (2009) found that hope was present as a coping resource. Also, hope seems to interact with psychosocial resources such as self-esteem, hope has often been related to higher levels of self-esteem and evidence of better socia l support. However, Pinson et al (2009) study only focused on people with a progressive form of MS and who did not suffer with depression. Depression itself can have a significant affect on a individuals self-esteem, if a MS sufferer as lowered self esteem due to depression then their coping mechanisms will be compromised and this will contribute to a lower quality of life perception ( Murphy, 1998). 2.2 Information and education Multiple Sclerosis considerably changes peoples every day life and the power and capacity to meet personal expectations (Yorkson, Klasner Swanson, 2001). Toombs (1995) stated that living with MS implies insecurity on a daily basis as their body can not be taken for granted or trusted, instead, it demands constant attention. To manage every day life, people with MS find it urgent to prioritise their personal goals and the search for information and knowledge regarding the disease has been described as crucial in maintaining control. A qualitative study carried out by Fleming Courts, Buchanan and Werstlein (2004) investigated the lived experience of people with MS and examined their needs from their perspectives using two focus groups consisting of 4 men and 6 women, they found that education is power and having education about the disease helps whose in maintaining a quality of life, without knowledge, information and education from health care professionals about the disease, its sy mptoms and what support is available then coping with daily activities will be compromised and a good quality of life will not be achievable. Miller (1997) and Pinson (DATE) are supportive of this but conclude that people with MS need information to deal with the uncertainty and the unpredictability of the disease in order to remain in control of their lifeà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s. 2.3 Coping Coping is an abstract concept that refers to how individuals make meaning and values and can be see as a way of problem solving. Psychological as proved to be crucially important for adjusting to the adaptive demands of the chronic illness and in the past few years as received a growing interest in MS. A study conducted by McCabe, Stokes and McDonald (2009) evaluated the relationship between quality of life and coping among people with MS over a 2 year period using a longitudinal approach. The sample consisted of 144 men and 238 women. The World Health Organisation quality of life scale was used to assess participants overall quality of life. They found that people with MS experienced lower levels of quality for independence, social, environmental and spiritual quality of life but experienced a higher psychological quality of life and focused on positive coping compared to the general population, these findings may suggest that although people with MS have lower levels of quality of life in many areas, they may be more accepting of the situation and knowing that their condition is going to change. However, in a quantitative carried out by Goretti et al (2009) found that MS patients were less likely to use positive and problem focused strategies and often adopted avoiding strategies more frequently, it was also found that younger patients with relapsing remitting MS were less disabled so therefore the disease had a lower impact on their quality of life, also, positive attitude and planning activity strategies were less likely to be adopted by patients with lower disease duration. They tended to have higher levels of hope and optimism when facing the disease at its early stages. Those who adopted avoiding strategies were more likely to experience depression and anxiety that contributed to their overall quality of life. The results finish later, re word !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 2.4 Support Pinson et al found that knowing family and friends would provide support either emotional or physical was very important to the participants. This support system appears to act as an anchor for these women if situations became difficult. McCabe also found that when people were more accepting of the situation, there was an increased need for social and emotional support., they also found that women with MS compared to men were more likely to seek social support, but more likely to wish that things were different. This is also supported by Olsson and Goretti. However, Olsson (2008) also found that accepting needing support from family led to feelings of guilt and failure as they felt that the whole family was suffering too. They also described being dependant on others when performing daily tasks that they wished to have done themselves. To engage in daily life was crucial in maintaining a good quality of life. This study only focused on women with the progressive form of MS, so are more likely to have more disabilities. McCabe states that increased needs may lead them to seek and obtain more social support and rely more on friend, family and community assistance (Murphy, 1998). Although support is

Importance of Life Revealed in Erich Maria Remarques All Quiet on the

Importance of Life Revealed in Erich Maria Remarque's All Quiet on the Western Front       Erich Maria Remarque's classic war novel, All Quiet on the Western Front, deals with the many ways in which World War I affected people's lives, both the lives of soldiers on the front lines and the lives of people on the homefront. One of the most profound effects the war had was the way it made the soldiers see human life. Constant killing and death became a part of a soldier's daily life, and soldiers fighting on all sides of the war became accustomed to it. The atrocities and frequent deaths that the soldiers dealt with desensitized them to the reality of the vast quantities of people dying daily. The title character of the novel, Paul Bà ¤umer, and his friends experience the devaluation of human life firsthand, and from these experiences they become stronger and learn to live as if every day were their last.    The killing and death of WW I depicted in the novel desensitizes Bà ¤umer to the reality that death is now a regular and driving force in his life, and that each human life is no longer sacred and precious. Bà ¤umer feels great emotion and sadness when one of his childhood friends, Kemmerich, dies early in the war. Bà ¤umer expresses his emotional despair after Kemmerich's death, stating, "I become faint, all at once I cannot do any more. I won't revile any more, it is senseless, I could drop down and never rise up again" (Remarque 32). Because this is one of the first deaths that Bà ¤umer witnesses personally and because Bà ¤umer and Kemmerich were childhood friends, the emotional impact is even greater. However, not all the deaths of his comrades effect him in such a powerful manner. The fighting gets to a point at which Bà ¤umer... ... him. Death, which he once agonized over, is now a daily occurrence and seems commonplace to him. Life, which he once took for granted, is now cherished beyond belief, and holding on to it becomes his greatest preoccupation. These effects are not limited only to Paul Bà ¤umer, but extend to all the millions of people that are involved, directly or indirectly, in the war. WW I has far-reaching impact. It not only touches those in combat on the front lines, but also those who support the soldiers and help to make munitions and supplies on the homefront. Bà ¤umer, and the millions of other people involved in WW I, learn the difficult lesson that the most trying experiences in life, or in this case death, are what make us the strongest and what drive us to survive. Works Cited Remarque, Erich Maria. All Quiet on the Western Front. New York: Balantine Books, 1928.

The History of Computers :: Computers Technology Technological Essays

The History of Computers From primitive abaci to lab tops and calculators, the computer has evolved through time to become the essential part of our technocratic society. The development of the computer has shaped the way technology and science is viewed in different cultures around the world. The connotation of what a computer is nowadays brings to mind a monitor, keyboard, processor and its other electronic components; however, that is not how things have always been. From the Chinese using abaci to count, to the Druids' usage of stones to follow the seasonal changes, to the Europeans using Pascalines and calculators to work out mathematical problems the concept of the computer has been around for hundreds of years (Hoyle). Therefore, the history of computers is important to observe not only for the influence it brought to our culture, but the progress it has made through time. The history of modern computers has been influenced by the earlier advancement of primordial technology. The abacus developed in circa 500 B.C for example, used pebbles, rocks, beads, or shells to keep track of the counters numbers. Furthermore, "the abacus was man's first attempt at automating the counting process" (Hoyle). In addition, the Pascaline, invented and built by a French philosopher and mathematician Blaise Pascal, was the first mathematical adding machine (Long 54). The Pascaline was a gear-driven machine that allowed the user to calculate answers without doing arithmetic (Hoyle). In addition to the abacus and the Pascaline, Babbage's Folly, also known as the difference machine, "hastened the development of computers. [and] advanced the state of computational hardware" (Long 55). This engine, designed by the Cambridge professor Charles Babbage, could do any of the basic functions of mathematics: adding, subtracting, multiplying, and division in series at a "rate of 60 additions per minute" (55) could all be accomplished with minimal effort. All of these ideas and concepts helped pave the way for innovators to design what we now view as the modern-day computer. It took certain people to utilize these primitive forms of computing data to create real technologically advanced machines. Such a person, for example, was the professor Dr.

Carl Jung Theory

Jung's theory divides the psyche into three parts. The first is the ego, which Jung identifies with the conscious mind. Closely related is the personal unconscious, which includes anything that is not presently conscious, but can be. The personal unconscious is like most people's understanding of the unconscious in that it includes both memories that are easily brought to mind and those that have been suppressed for some reason. But it does not include the instincts that Freud would have it include. But then Jung adds the part of the psyche that makes his theory stand out from all others: the collective unconscious. You could call it your â€Å"psychic inheritance. † It is the reservoir of our experiences as a species, a kind of knowledge we are all born with. And yet we can never be directly conscious of it. It influences all of our experiences and behaviors, most especially the emotional ones, but we only know about it indirectly, by looking at those influences. There are some experiences that show the effects of the collective unconscious more clearly than others: The experiences of love at first sight, of deja vu (the feeling that you've been here before), and the immediate recognition of certain symbols and the meanings of certain myths, could all be understood as the sudden conjunction of our outer reality and the inner reality of the collective unconscious. Grander examples are the creative experiences shared by artists and musicians all over the world and in all times, or the spiritual experiences of mystics of all religions, or the parallels in dreams, fantasies, mythologies, fairy tales, and literature. A nice example that has been greatly discussed recently is the near-death experience. It seems that many people, of many different cultural backgrounds, find that they have very similar recollections when they are brought back from a close encounter with death. They speak of leaving their bodies, seeing their bodies and the events surrounding them clearly, of being pulled through a long tunnel towards a bright light, of seeing deceased relatives or religious figures waiting for them, and of their disappointment at having to leave this happy scene to return to their bodies. Perhaps we are all â€Å"built† to experience death in this fashion. Archetypes The contents of the collective unconscious are called archetypes. Jung also called them dominants, imagos, mythological or primordial images, and a few other names, but archetypes seem to have won out over these. An archetype is an unlearned tendency to experience things in a certain way. The archetype has no form of its own, but it acts as an â€Å"organizing principle† on the things we see or do. It works the way that instincts work in Freud's theory: At first, the baby just wants something to eat, without knowing what it wants. It has a rather indefinite yearning, which, nevertheless, can be satisfied by some things and not by others. Later, with experience, the child begins to yearn for something more specific when it is hungry — a bottle, a cookie, a broiled lobster, a slice of New York style pizza. The archetype is like a black hole in space: You only know its there by how it draws matter and light to itself. The mother archetype The mother archetype is a particularly good example. All of our ancestors had mothers. We have evolved in an environment that included a mother or mother-substitute. We would never have survived without our connection with a nurturing-one during our times as helpless infants. It stands to reason that we are â€Å"built† in a way that reflects that evolutionary environment: We come into this world ready to want mother, to seek her, to recognize her, to deal with her. So the mother archetype is our built-in ability to recognize a certain relationship, that of â€Å"mothering. † Jung says that this is rather abstract, and we are likely to project the archetype out into the world and onto a particular person, usually our own mothers. Even when an archetype doesn't have a particular real person available, we tend to personify the archetype, that is, turn it into a mythological â€Å"story-book† character. This character symbolizes the archetype. The mother archetype is symbolized by the primordial mother or â€Å"earth mother† of mythology, by Eve and Mary in western traditions, and by less personal symbols such as the church, the nation, a forest, or the ocean. According to Jung, someone whose own mother failed to satisfy the demands of the archetype may well be one that spends his or her life seeking comfort in the church, or in identification with â€Å"the motherland,† or in meditating upon the figure of Mary, or in a life at sea. Mana You must understand that these archetypes are not really biological things, like Freud's instincts. They are more spiritual demands. For example, if you dreamt about long things, Freud might suggest these things represent the phallus and ultimately sex. But Jung might have a very different interpretation. Even dreaming quite specifically about a penis might not have much to do with some unfulfilled need for sex. It is curious that in primitive societies, phallic symbols do not usually refer to sex at all. They usually symbolize mana, or spiritual power. These symbols would be displayed on occasions when the spirits are being called upon to increase the yield of corn, or fish, or to heal someone. The connection between the penis and strength, between semen and seed, between fertilization and fertility are understood by most cultures. The shadow Sex and the life instincts in general are, of course, represented somewhere in Jung's system. They are a part of an archetype called the shadow. It derives from our prehuman, animal past, when our concerns were limited to survival and reproduction, and when we weren't self-conscious. It is the â€Å"dark side† of the ego, and the evil that we are capable of is often stored there. Actually, the shadow is amoral — neither good nor bad, just like animals. An animal is capable of tender care for its young and vicious killing for food, but it doesn't choose to do either. It just does what it does. It is â€Å"innocent. † But from our human perspective, the animal world looks rather brutal, inhuman, so the shadow becomes something of a garbage can for the parts of ourselves that we can't quite admit to. Symbols of the shadow include the snake (as in the garden of Eden), the dragon, monsters, and demons. It often guards the entrance to a cave or a pool of water, which is the collective unconscious. Next time you dream about wrestling with the devil, it may only be yourself you are wrestling with! The persona The persona represents your public image. The word is, obviously, related to the word person and personality, and comes from a Latin word for mask. So the persona is the mask you put on before you show yourself to the outside world. Although it begins as an archetype, by the time we are finished realizing it, it is the part of us most distant from the collective unconscious. At its best, it is just the â€Å"good impression† we all wish to present as we fill the roles society requires of us. But, of course, it can also be the â€Å"false impression† we use to manipulate people's opinions and behaviors. And, at its worst, it can be mistaken, even by ourselves, for our true nature: Sometimes we believe we really are what we pretend to be! Anima and animus A part of our persona is the role of male or female we must play. For most people that role is determined by their physical gender. But Jung, like Freud and Adler and others, felt that we are all really bisexual in nature. When we begin our lives as fetuses, we have undifferentiated sex organs that only gradually, under the influence of hormones, become male or female. Likewise, when we begin our social lives as infants, we are neither male nor female in the social sense. Almost immediately — as soon as those pink or blue booties go on — we come under the influence of society, which gradually molds us into men and women. In all societies, the expectations placed on men and women differ, usually based on our different roles in reproduction, but often involving many details that are purely traditional. In our society today, we still have many remnants of these traditional expectations. Women are still expected to be more nurturant and less aggressive; men are still expected to be strong and to ignore the emotional side of life. But Jung felt these expectations meant that we had developed only half of our potential. The anima is the female aspect present in the collective unconscious of men, and the animus is the male aspect present in the collective unconscious of women. Together, they are referred to as syzygy. The anima may be personified as a young girl, very spontaneous and intuitive, or as a witch, or as the earth mother. It is likely to be associated with deep emotionality and the force of life itself. The animus may be personified as a wise old man, a sorcerer, or often a number of males, and tends to be logical, often rationalistic, and even argumentative. The anima or animus is the archetype through which you communicate with the collective unconscious generally, and it is important to get into touch with it. It is also the archetype that is responsible for much of our love life: We are, as an ancient Greek myth suggests, always looking for our other alf, the half that the Gods took from us, in members of the opposite sex. When we fall in love at first sight, then we have found someone that â€Å"fills† our anima or animus archetype particularly well! Other archetypes Jung said that there is no fixed number of archetypes that we could simply list and memorize. They overlap and easily melt into each other as needed, and their logic is not the usual kind. But here are some he mentions: Beside s mother, their are other family archetypes. Obviously, there is father, who is often symbolized by a guide or an authority figure. There is also the archetype family, which represents the idea of blood relationship and ties that run deeper than those based on conscious reasons. There is also the child, represented in mythology and art by children, infants most especially, as well as other small creatures. The Christ child celebrated at Christmas is a manifestation of the child archetype, and represents the future, becoming, rebirth, and salvation. Curiously, Christmas falls during the winter solstice, which in northern primitive cultures also represents the future and rebirth. People used to light bonfires and perform ceremonies to encourage the sun's return to them. The child archetype often blends with other archetypes to form the child-god, or the child-hero. Many archetypes are story characters. The hero is one of the main ones. He is the mana personality and the defeater of evil dragons. Basically, he represents the ego — we do tend to identify with the hero of the story — and is often engaged in fighting the shadow, in the form of dragons and other monsters. The hero is, however, often dumb as a post. He is, after all, ignorant of the ways of the collective unconscious. Luke Skywalker, in the Star Wars films, is the perfect example of a hero. The hero is often out to rescue the maiden. She represents purity, innocence, and, in all likelihood, naivete. In the beginning of the Star Wars story, Princess Leia is the maiden. But, as the story progresses, she becomes the anima, discovering the powers of the force — the collective unconscious — and becoming an equal partner with Luke, who turns out to be her brother. The wise old man guides the hero. He is a form of the animus, and reveals to the hero the nature of the collective unconscious. In Star Wars, he is played by Obi Wan Kenobi and, later, Yoda. Notice that they teach Luke about the force and, as Luke matures, they die and become a part of him. You might be curious as to the archetype represented by Darth Vader, the â€Å"dark father. † He is the shadow and the master of the dark side of the force. He also turns out to be Luke and Leia's father. When he dies, he becomes one of the wise old men. There is also an animal archetype, representing humanity's relationships with the animal world. The hero's faithful horse would be an example. Snakes are often symbolic of the animal archetype, and are thought to be particularly wise. Animals, after all, are more in touch with their natures than we are. Perhaps loyal little robots and reliable old spaceships — the Falcon– are also symbols of animal. And there is the trickster, often represented by a clown or a magician. The trickster's role is to hamper the hero's progress and to generally make trouble. In Norse mythology, many of the gods' adventures originate in some trick or another played on their majesties by the half-god Loki. There are other archetypes that are a little more difficult to talk about. One is the original man, represented in western religion by Adam. Another is the God archetype, representing our need to comprehend the universe, to give a meaning to all that happens, to see it all as having some purpose and direction. The hermaphrodite, both male and female, represents the union of opposites, an important idea in Jung's theory. In some religious art, Jesus is presented as a rather feminine man. Likewise, in China, the character Kuan Yin began as a male saint (the bodhisattva Avalokiteshwara), but was portrayed in such a feminine manner that he is more often thought of as the female goddess of compassion! The most important archetype of all is the self. The self is the ultimate unity of the personality and is symbolized by the circle, the cross, and the mandala figures that Jung was fond of painting. A mandala is a drawing that is used in meditation because it tends to draw your focus back to the center, and it can be as simple as a geometric figure or as complicated as a stained glass window. The personifications that best represent self are Christ and Buddha, two people who many believe achieved perfection. But Jung felt that perfection of the personality is only truly achieved in death.