Essay on Compare and Contrast Erik Erikson Sigmund Freud

Compare and Contrast Erik Erikson Sigmund Freud This research paper will compare and contrast two of the most influencial psychologists who helped shape the way we understand the development of the human mind; Sigmund Freud and Erik Erikson. The paper will focus on the similarities and differences between Freud’s Psycho-sexual theory, and Erikson’s psychosocial theory. Freud was one of the very first influencial psychologists who changed the way we study humans. Erikson recognized Freud’s contributions, and although he felt Freud misjudged some important dimensions of human development, he was still influenced by Freud, which caused some similarities in their theories. . Even though Erikson had eight stages compared to†¦show more content†¦Erikson believed that during this age children begin realizing that they have a will and they begin to understand that their actions are their own. Children will begin to accept and proclaim their own independence. However, just like Freud, Erikson believed t hat if parents are too strict with their children, or punished them too harshly this could result with the child having unhealthy feelings of shame and doubt. There is another similarity seen at another period in each theorist’s stages of development. Freud’s last stage is called the Genital Stage and takes place from puberty onward. This stage is described as â€Å"a time of sexual reawakening† and the young adult looks outside the family in search of sexual pleasure. After some time the person will be able to become an independent adult and will involve themselves in a mature, loving relationship. Freud has a stage similar to Freud’s genital stage, although he believed this developmental part of a person’s life occurred later than at the onset of puberty. He called this stage Intimacy versus Isolation and believed it happened during early adulthood when a person is in their twenties or thirties. 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Analysis of Student Anxiety - Free Essay Example

Sample details Pages: 7 Words: 2183 Downloads: 2 Date added: 2019/03/26 Category Psychology Essay Level High school Tags: Anxiety Essay Did you like this example? Abstract: This study aims to determine students anxiety level in learning at Madrasah Tsanawiyah Negeri 3 Kabupaten Tebo. This research is a qualitative descriptive research with the subject of research of class VIII students consisting of 2 classes. Data obtained through observation, documentation, interview and questionnaire on students covering physical, cognitive and emotional aspects. Don’t waste time! Our writers will create an original "Analysis of Student Anxiety" essay for you Create order The results showed that students anxiety level in class VIII A was 50% (medium category) on physical aspect, 58% (medium category) on cognitive aspect and 56% (moderate category) on emotional aspect. In class VIII B data students anxiety level acquired 55% (medium category) on physical aspect, 56% (medium category) on cognitive aspect and 61% (high category) on emotional aspect. Based on these results it can be concluded that the students anxiety level in learning at Madrasah Tsanawiyah Negeri 3 Kabupaten Tebo is in medium category. INTRODUCTION At Junior High School level/MTs, Biology, Chemistry and Physics are studied integratedly on Natural Science subjects. Depdiknas (2011) in Putri (2013) showed that integrated science learning is an approach to science teaching that connects or integrates various fields of IPA study into a single unit. Integrated science learning should also include the dimensions of attitudes, processes, products, applications, and creativity in the learning environment and students are expected to have holistic science knowledge to deal with daily life issues contextually through integrated science learning. The breadth of the scope of the Integrated IPA learning that must be mastered by the students requires readiness in the implementation of the learning process because students readiness in receiving the lessons will ultimately affects the learning outcomes. Soejanto (1991) in Dessy Mulyani (2013, p. 27-28) showed that students readiness is very important to achieve success in learning activities. The success of students doing readiness before following the lesson can determine the success of students in learning, so that it will affect students achievement. If the student is not ready to accept the lesson, it will affect the students psychic condition. For example, the student feels nerveous when the teacher asks him/her to stand in front of the class. According to MOH RI (1990) in Ika (2014, p. 126) anxiety is a tension, insecurity and anxiety arising from perceived unpleasantness. anxiety can also be interpreted as someones excessive concern for the future and his past as well as his abilities (Cowden, 2010). In each student, the symptoms of anxiety that appear are different. Usually it is seen from the physical conditions that ultimately affect the ability of these students in learning. Robert Priest in Namora (2009, p. 15-16) reveals that in times of anxiety the body reacts to physical reactions including the throbbing symptoms; trembling; tension; anxious and restless. Related to learning, there are two kinds of anxiety, survival anxiety and learning anxiety. Learning anxiety can arise because of fear of trying new things that are feared to be too difficult to do, besides that fear will make us look stupid in the effort. Learning anxiety is also influenced by concerns to get out of the comfort zone that has been lived. However , learning anxiety will always be there but if students accept and understand their need to learn, then this can be overcome (Coutu, 2012). Bolliger Halupa (2012) found that there was a real relationship between anxiety and satisfaction in learning. It can be stated that students who have low or moderate levels of anxiety have a high level of satisfaction and the other hand. The results of observation which is conducted at MTs N 3 of Tebo District on February 13th, 2017 showed that there are some symptoms such as sound and shaking legs, cold sweats, disturbed concentration, and nervousness. All of these symptoms occur when the student is asked by the teacher or asked to speak in front of the class, this is done by the teacher to keep the students focus during the learning but not all students match with the method of learning like this. Based on the results of the study, shows that anxiety affects academic achievement (Harris Coy, 2003; McCraty, 2003 in Yaman (2014, p. 1118), mathematical connection ability (Ika, 2014), attitudes and retention (Elliot Smith, 2003; Gaudry Spielberger, 1971; Levitt, 1966; Miller et al, 2001 in Hullinger Hogan, 2014, page 32). In addition anxiety can be affected by increase of grade level, mother and father education level and decrease on academic achievement scores for science lesson (Karakaya et al, 2016, page 29). If this anxiety is not delt immediately, it can lead to other disorders such as panic and stress, but if it can be controlled, the students will gain optimal learning achievement. Based on the problems above, it is necessary to analyze the Anxiety level in integrated science learning process. RESEARCH METHOD This is a qualitative descriptive research. The subject of students of class VIII MTs Negeri 3 Tebo Regency. The total number of the subject was 40 whih were divided into two classes namely class VIII A and class VIII B. The data were obtained through anxiety questionnaire which consisted of 20 statements which were analyzed by using Likert Scale, 5 answer choices consisting of Very Frequently (SS), Frequently (S), Rarely (J), Ocassionaly (KK), Never (TP). The average score of student anxiety level was then categorized by percentage as seen in table 1 below: Table 1: Category of Anxiety Questionnaire Score Percentage (%) Category 81 100 Very high 61 80 High 41 60 Average 21 40 Low 0 20 Very low Source: Ridwan (2011: 89) In addition, the data were also obtained from the interview and observation on the implementation of learning in the classroom. Symptoms of students anxiety that were studied included the physical, cognitive and emotional aspects. Results and Discussion After tested the validity and reliability of the questionnaire, it was obtained the result that there were 20 statements declared valid and reliable to use. The results of the questionnaire showed that there were three aspects which have anxiety ranges between 50-60% with the details in table 2 below: Table 2: Total Average Score of Anxiety Questionnaire Aspects VIII A VIII B Physical 50 % 55 % Cognitive 58 % 56 % Emotional   56 % 61 % Table 2 above shows fluctuations in the percentage of anxiety levels on the physical, cognitive and emotional aspects. The students anxiety level was categorized Medium category. The emotional anxiety aspect in class VIII B is at High category. Basically the relationship of anxiety level of students in the learning process is very important because if students are too anxious in the process of learning, the learning process cannot runs efficiently. Some of the students which were interviewed said they felt anxious when they are asked to come to the front of the class. The anxiety makes the body tremble and the heart beat fast resulting in shame, nervousness, fear and tension. This is in line with the teachers statement. Furthermore, the teachers stated that the things that cause the anxiety that were experienced by the students are they are not ready to receive the lesson, many students who play games when the teacher convey the material and they do not listen to the material explanation conveyed by the teacher. The teacher also stated that the students attitude can be solved by themselves because the anxiety they feel comes from themselves. What the students expressed was supported by the observations in the learning process. It seemed that the students were lack of attention in the learning process. It is indicated by some students who were chatting and playing games in the classroom, bored; saturated and drowsy. It is assumed that the problem caused by the lack of method and media used by the teacher, therefore, the students were lack of attention and not interested in the lesson. Basically, the teachers play an important role in creating an active and fun learning atmosphere. Fisher (1988) in Novita and Anita (2006) states that classroom teachers can help to reduce students anxiety by creating an interesting classroom atmosphere, such as using humor, games and activities with a high level of relaxation. Students anxiety can also be reduced by providing students with a sense of security, a relaxed but organized atmosphere, as well as a well-organized curriculum and schedule. Competitive class situations should also no t be implemented. Basically, teachers are expected to apply a method of learning that can reduce students anxiety levels. As a result, the students behavior and achievement can be better. When the environment in which the student is in support (both at home and at school) they can get success and good academic experience (Cowden, 2010). Grainger in Sri (2010, p. 13-14) suggests that individuals make decisions about their anxiety based on two factors namely internal factors and external factors. The internal factors are related to everything that comes from the inside of the student that supports learning, such as intelligence, talent, motor skills of the senses, and thinking scheme. External factors are everything that comes from outside of the students that condition them in learning. For example, experience, social environment, teaching-learning methods, learning strategies, learning facilities. Basically, every individual is always trying to overcome anxiety by making adjustments to the causes of anxiety arise. This anxious reaction describes the subjective feelings that arise in the form of uncomfortable tension. Based on that, Burhnham in Sri (2010: p.13-14) who said that the source of anxiety would be more easily explored by examining three basic causes: 1) confidence that may be threatened by doubt about outward appearance and ability 2) our personal well-being may be threatened by uncertainty about the future, doubts in decision making and material concerns, 3) our well-being may be threatened by unsolved conflicts. People with anxiety disorders generally often struggle with anxiety that is difficult to control. Their attempts to control fear usually fail and they suffer from a number of symptoms, both physical and psychological affecting social aspects, occupations and life functions in general. They are very easy helpless and often feel depressed and difficult to focus, sometimes they feel so great tension so that they can not to think. When this disorder arises in children, the anxiety and fear they feel is usually associated with school performance or athletic activity. They constantly feel worried, if they cannot do schoolwork, even they are worried about the situation when they are not evaluated. Most cases occur when the individual is at a young age. Basically anxiety in low and moderate levels have a positive effect on student learning performance, one of which can increase learning motivation (Supri et al, 2013, p. 287), but it will contribute to learner if his/her target is significant. Because of this, families, school administrators and teachers should not be in ideas and expectations that will increase learning anxiety on learner (Karakaya et al, 2016, page 29). Some things that can be done by teacher to reduce the level of student learning anxiety is problem-based learning, discussing with students the test procedures that can be done by them, sharing knowledge and testing skills. Parents can teach their children the skills that needed to have control over the lesson. With this assistance both teachers and parents play a role in controlling the learning anxiety felt by students (Dobson, 2012: p. 32). Conclusion From the results and data analysis, it can be concluded that the level of anxiety students in the learning process in MTs Negeri 3 Kabupaten Tebo are categorized as moderate level. The factors of anxiety are the unpreparedness of students in receiving lessons and the lack of attention and interest of students in the learning process. References Bolluger, DU Halupa, C. 2012. Student Perception of Satisfaction and Anxiety in an Online Doctoral Program. Distance Education, 33(1), 81-98. https://doi.org/10.1080/01587919.2012.667961. Dessy Mulyani, 2013. Hubungan Kesiapan Belajar Siswa Dengan Prestasi Belajar, KONSELOR Jurnal Ilmiah Konseling, Vol.2, No.1, Juni 2006. Dobson, Cassie. 2012. Effect of Academic Anxiety on The Performance of Students With And Without Learning Disabilities and How Students Can Cope With Anxiety at School. Retrieved from: https://www.nmu.edu/education/sites/DrupalEducation/files/UserFiles/Dobson_Cassie_MP.pdf Coutu, Diane, 2002. The Anxiety of Learning. Harvard Business Review. https://hbr.org/2002/03/the-anxiety-of-learning. Cowden, Peter, 2010. Communication and Coflict: Anxiety and Learning. Research in Higher Education Journal. Retrieved from: https://www.aabri.com/manuscripts/10517.pdf Hullinger, Megan Hogan, RL, 2014. Study Anxiety: Effect of A New Graduate Student Orientation Program, Administrative Issues Journal: Connecting Education, Practice And Research, 4(2), 27-34. Ika Wahyu Anita, 2014. Pengaruh Kecemasan Matematika (Mathematic Anxiety) Terhadap Kemampuan Koneksi Matematis Siswa SMP, INFINITY, Jurnal Ilmiah Program Studi Matematika STKIP Siliwangi Bandung, Vol.3, No.1, Februari 2014, 125-132. Karakaya. Ferhat, Avgin. S. S, Kumperli. E, 2016. Analysis of Primary School Students Science Learning Anxiety According to Some Variables, Journal of Education and Practice, 7(33), 24-31. Namora Lubis Lumongga, (2009). Depresi Tinjauan Psikologi. Jakarta : Kencana. Novita Eka Indiyani dan Anita Listiara, 2006. Efektifitas Model Pembelajaran Gotong Royong (Cooperative Learning) Untuk Menurunkan Kecemasan Siswa Dalam Menghadapi Pelajaran Matematika (Studi Eksperimental pada Siswa di SMP 26 Semarang). Jurnal Psikologi Universitas Diponegoro, Vol.3, No. 1, Juni 2006. Putri Anjarsari, 2013. Pengembangan Pembelajaran IPA Terpadu (Implementasi Kurikulum 2013). Makalah disampaikan dalam PPM Workshop Pengembangan Perangkat Pembelajaran Sains Terpadu untuk Meningkatkan Kognitif, Keterampilan Proses, Kreativitas, serta Menerapkan Konsep Ilmiah Siswa SMP,7-12 September 2013, Yogyakarta. Sri Supriyantini, 2010. Perbedaan Kecemasan Dalam Menghadapi Ujian Antara Siswa Program Reguler dengan Siswa Program Akselerasi. Medan : Fakultas Psikologi Universitas Sumatra Utara. Supri. Y, Erlamsyah, Zikra, Zadrian. A, 2013. Hubungan Antara Kecemasan Dalam Belajar Dengan Motivasi Belajar Siswa, Konselor: Jurnal Ilmiah Konseling, 2(1), 283-288. Yaman, Havva, 2014. The Relation General Anxiety Levels, Anxiety of Writing and Attitude for Turkish Course of Secondary School Students, Educational Science: Theory Practice, 14(3),1117-1122.

The Immigration Reform Pl Sloan Friedman - 1915 Words

Immigration Reform Plan Sloan Friedman Immigration is a highly contested issue in the United States. The most recent immigration reform that was proposed passed the Senate in the summer of 2013 but has yet to be introduced onto the House floor. At the same time, the country is home to 11 million immigrants without authorization to live in the United States. The current immigration policies are outdated and do not benefit those wanting to live in this country or the legal citizens of this country. With a new policy that reintroduces worker visas for unskilled labor, a clear path to citizenship and the close monitoring of employers, the United States could regain control of the immigration system while benefiting both the immigrants and citizens of this country. There are five different visas that a potential immigrant can apply for via an employment-based channel. However, each of them requires experience and none of them account for unskilled labor. It is very common that immigrant hopefuls do not fit into any of the wo rker visa categories. Many of the immigrants who come into the United States are looking for jobs in the field of unskilled labor, an area in which the country needs more help. According to the U.S. Bureau of Labor Statistics, the United States will need over 3 million additional workers over the next decade to fill the least-skilled jobs. By creating a new visa program for unskilled labor, with the positive aspects of the Bracero Program, the United

Fine Art Essay Example For Students

Fine Art Essay Sketch aesthetics, also known as squishes, are preparatory sketches or paintings to quickly capture the idea off painting (Myers, N. , (2000-2013). The aesthetic of the sketch in the nineteenth-century France). This process was used frequently throughout the time of fine art. The Raft of Medusa by Curricular, and Mount Saints-Victoria broke traditional fine arts when they combined it with applied arts, which is the application of design to objects of everyday use (Applied Arts, 2013), The Raft of the Medusa is an oil painting of 1818-1819 by the French Romantic painter and Lithographer The ©adore G ©auricular (1791?1824) (Raft of Medusa, 2013). G ©auricular undertook extensive research and produced many preparatory sketches. He interviewed two of the survivors, and constructed a detailed scale model of the raft. His efforts took him to morgues and hospitals where he could view, first-hand, the color and texture of the flesh of the dying and dead (Raft of Medusa, 2013, Para. 2). This portrait depicts the essence of the gruesome fight that occurred at this naval appointment which was on widely controversial topic nickering the competence of the Ministry of Navy. Although The Raft of the Medusa retains elements of the traditions of history painting, in both its choice of subject matter and its dramatic presentation, it represents a break from the calm and order Of the then-prevailing neoclassical school (Raft Of Medusa, 2013, Para. 3). Mount Saints-Victoria sis series of oil paintings by the French artist Paul C ©Zane (Mont Saints-Victory, 2013). This landscape is an iconic mountain in southern France that overlooks the Xix-en Provence. C ©Zane often included a ketch of a railroad that ran alongside the mountain in his paintings. C ©Zane praised the Mont Saints-Victory, which he viewed from the train while passing through the railway bridge at Arc River Valley and soon he began the series wherein he topological this mountain (Mont Saints-Victory, 2013, Para. 2). C ©Zane was skilled at analysis. He used geometry to describe nature, and used different colors to represent the depth of objects (Mont Saints-Victory, 2013). As can concisely conclude that the Raft to Medusa by Curricular and Mount Saints-Victoria, in both their choice of subject matter and their presentation, they represent a break trot tine arts.