A critical discussion of the role of organisational memory on Essay

A critical discussion of the role of organisational memory on innovation - Essay Example ith implementation; the more innovative a function, the thinner the time gap between creating and executing, planning and creating, or conceptualizing and applying. Researchers have identified innovation as a variation from current customs or understanding (Mooner & Miner, 1997, p. 95). As advancement involves some level of design or plan, it is believed that is a type of innovation. Nonetheless, it is just one type of innovation. For instance, if an organization innovates a fresh technique to store chemicals by analyzing its requirements, collecting details, planning the fresh storage utility, receiving proposals, and ultimately creating it, the organization has innovated. In addition, innovative activities may involve quite different levels of improvement; a very huge percentage or comparatively tiny percentage of the activities may be novel. Some level of innovation is necessary for an activity to meet the chronological order classification due to its stress on plan or design of activity. These concerns propose a fine connection between innovation and organizational memory. On the other hand, they as well mean that treating them as the same could decrease the capability to appreciate the particular concerns of chronological order by confusing level of organizational memory with level of innovation. Clarifying these differences highlights the notion that the â€Å"proposed definition makes no predictions or assumptions in and of itself regarding the consequences of innovation† Mooner and Miner, 1997, p. 96). This makes innovation more helpful as a study field, because it is then possible to hypothesize as well as check ideas regarding the situations in which innovation is and is not important. It is argued here that organizational memory signifies one of the major determinants of the environment of innovative endings. One thing that is clear with respect to organizational innovation is the effect of earlier practices as well as understanding of the innovating

First-order logic Essay Example for Free

First-order logic Essay 1. (Philosophy) the academic discipline concerned with making explicit the nature and significance of ordinary and scientific beliefs and investigating the intelligibility of concepts by means of rational argument concerning their presuppositions, implications, and interrelationships; in particular, the rational investigation of the nature and structure of reality (metaphysics), the resources and limits of knowledge (epistemology), the principles and import of moral judgment (ethics), and the relationship between language and reality (semantics) 2. (Philosophy) the particular doctrines relating to these issues of some specific individual or school the philosophy of Descartes 3. (Philosophy) the critical study of the basic principles and concepts of a discipline the philosophy of law 4. (Literary Literary Critical Terms) Archaic or literary the investigation of natural phenomena, esp alchemy, astrology, and astronomy 5. any system of belief, values, or tenets 6. a personal outlook or viewpoint 7. serenity of temper phi†¢los†¢o†¢phy (f l? s ? fi) n. , pl. -phies. 1. the rational investigation of the truths and principles of being, knowledge, or conduct. 2. a system of philosophical doctrine: the philosophy of Spinoza. 3. the critical study of the basic principles and concepts of a particular branch of knowledge: the philosophy of science. 4. a system of principles for guidance in practical affairs: a philosophy of life. 5. a calm or philosophical attitude. Philosophy is the study of general and fundamental problems, such as those connected with reality, existence, knowledge, values, reason,mind, and language. Philosophy is distinguished from other ways of addressing such problems by its critical, generally systematic approach and its reliance on rational argument. [3] In more casual speech, by extension, philosophy can refer to the most basic beliefs, concepts, and attitudes of an individual or group. The word philosophy comes from the Ancient Greek (philosophia), which literally means love of wisdom. [5][6][7] The introduction of the terms philosopher and philosophy has been ascribed to the Greek thinker Pythagoras. [8] https://en. wikipedia. org/wiki/Philosophy http://www. thefreedictionary. com/philosophy Branches of Philosophy Main branches of philosophy Traditionally, there are five main branches of philosophy. They are: †¢ Metaphysics, which deals with the fundamental questions of reality. †¢ Epistemology, which deals with our concept of knowledge, how we learn and what we can know. †¢ Logic, which studies the rules of valid reasoning and argumentation †¢ Ethics, or moral philosophy, which is concerned with human values and how individuals should act. †¢ Aesthetics or esthetics, which deals with the notion of beauty and the philosophy of art. http://www. philosophy-index. com/philosophy/branches/ Aesthetics Aesthetics is the area of philosophy which covers the concepts of beauty and art. â€Å"Beauty is in the eye of the beholder† There are two basic standings on the nature of beauty: objective and subjective judgement. Subjective judgement of beauty suggests that beauty is not the same to everyone — that which aesthetically pleases the observer is beautiful (to the observer). Alternatively, those partial to the objective description of beauty try to measaure it. They suggest that certain properties of an object create an inherent beauty — such as symmetry and balance. Both Plato and Aristotlesupported the objective judgement. Some, such as Immanuel Kant, took a middle path, holding that beauty is of a subjective nature, but there are qualities of beauty which have universal validity. Classical and Modern Aesthetics The classical concepts behind aesthetics saw beauty in nature, and that art should mimic those qualities found in nature. AristotlesPoetics describes this idea, which he develops from Platos teachings. Modern aesthetic ideas, including those of Kant, stress the creative and symbolic side of art — that nature does not always have to guide art for it to be beautiful. Epistemology Epistemology is the area of philosophy that is concerned with knowledge. The main concerns of epistemology are the definition of knowledge, the sources of knowledge (innate ideas, experience, etc. ), the process of acquiring knowledge and the limits of knowledge. Epistemology considers that knowledge can be obtained throughexperience and/or reason. Defining Knowledge A primary concern of epistemology is the very definition of knowledge itself. The traditional definition, since Plato, is that knowledge is justified true belief, but recent evaluations of the concept have shown supposed counterexamples to this definition. In order to fully explore the nature of knowledge and how we come to know things, the various conceptions of what knowledge is must first be understood. Definition of knowledge Sources of Knowledge The sources of knowledge must also be considered. Perception, reason, memory, testimony, introspection and innate ideas are all supposed sources of knowledge. Scepticism There also seems to be reason to doubt each of these sources of knowledge. Could it be that all knowledge is fallible? If that is the case, do we really know anything? This is the central question to the problem of scepticism. Ethics Ethics or moral philosophy is the branch of philosophy concerned with human conduct and its moral value. There are generally three branches of ethics: †¢ Meta-ethics, which is concerned with questions about what whether or not morality exists, and what it consists of if it does; †¢ Normative ethics, which is concerned with how moral values should be developed; and †¢ Applied ethics, which deals with how moral values can be applied to specific cases. Logic Logic is the systematic process of valid reasoning through inference — deriving conclusions from information that is known to be true. It is the area of philosophy that is concerned with the laws of valid reasoning. Symbolic Logic Symbolic logic is the method of representing logical expressions through the use of symbols and variables, rather than in ordinary language. This has the benefit of removing the ambiguity that normally accompanies ordinary languages, such as English, and allows easier operation. There are many systems of symbolic logic, such as classical propositional logic, first-order logic and modal logic. Each may have seperate symbols, or exclude the use of certain symbols. Logical Symbols The following table presents several logical symbols, their name and meaning, and any relevant notes. The name of the symbol (under â€Å"meaning† links to a page explaining the symbol or term and its use). Note that different symbols have been used by different logicians and systems of logic. For the sake of clarity, this site consistently uses the symbols in the left column, while the â€Å"Notes† column may indicate other commonly-used symbols. |Symbol |Meaning |Notes | |Operators (Connectives) | | ¬ |negation (NOT) |The tilde ( ? ) is also often used. | |?|conjunction (AND) |The ampersand ( ) or dot (  · ) are also often used. | |? |disjunction (OR) | This is the inclusive disjunction, equivalent to and/or in English. | |? |exclusive disjunction (XOR) |? means that only one of the connected propositions is true, equivalent to either†¦or. Sometimes ? is | | | |used. | || |alternative denial(NAND) |Means â€Å"not both†. Sometimes written as ^ | |v |joint denial (NOR) |Means â€Å"neither/nor†. | | |conditional(if/then) |Many logicians use the symbol? instead. This is also known as material implication. | |- |biconditional (iff) |Means â€Å"if and only if† ? is sometimes used, but this site reserves that symbol for equivalence. | |Quantifiers | |? |universal quantifier |Means â€Å"for all†, so ? xPx means that Px is true for every x. | |? |existential quantifier |Means â€Å"there exists†, so ? xPxmeans that Px is true for at least one x. | |Relations | |? |implication |? ? ? means that ? follows from? | |? |equivalence |Also ?. Equivalence is two-way implication, so ? ? ? means? [pic] ? and ? [pic] ?. | |? |provability |Shows provable inference. ? [pic] ? means that from ? we can prove that ?. | |? |therefore |Used to signify the conclusion of an argument. Usually taken to mean implication, but often used to | | | |present arguments in which the premises do not deductively imply the conclusion. | |? |forces |A relationship between possible worlds and sentences in modal logic. | |Truth-Values | |? |tautology |May be used to replace any tautologous (always true) formula. | |? |contradiction |May be used to replace any contradictory (always false) formula. Sometimes â€Å"F† is used. | |Parentheses | |( ) |parentheses |Used to group expressions to show precedence of operations. Square brackets [ ] are sometimes used to | | | |clarify groupings. | |Set Theory | |?. |membership |Denotes membership in a set. Ifa ? ?, then a is a member (or an element) of set ?. | |? |union |Used to join sets. If S and T are sets of formula, S ? T is a set containing all members of both. | |? |intersection |The overlap between sets. If S and T are sets of formula, S ? Tis a set containing those elemenets that | | | |are members of both. | |? |subset |A subset is a set containing some or all elements of another set. | |? |proper subset |A proper subset contains some, but not all, elements of another set. | |= |set equality |Two sets are equal if they contain exactly the same elements. | |? |absolute complement |? (S) is the set of all things that are not in the set S. Sometimes written as C(S), S or SC. | |- |relative complement |T S is the set of all elements in T that are not also in S. Sometimes written as T \ S. | |? |empty set |The set containing no elements. | |Modalities | |? |necessarily |Used only in modal logic systems. Sometimes expressed as [] where the symbol is unavailable. | |? |possibly |Used only in modal logic systems. Sometimes expressed as where the symbol is unavailable. | Propositions, Variables and Non-Logical Symbols. The use of variables in logic varies depending on the system and the author of the logic being presented. However, some common uses have emerged. For the sake of clarity, this site will use the system defined below. |Symbol |Meaning |Notes | |A, B, C †¦ Z |propositions |Uppercase Roman letters signify individual propositions. For example, P may symbolize the proposition â€Å"Pat is | | | |ridiculous†. P and Q are traditionally used in most examples. | |? , ? , ? †¦ ? |formulae |Lowercase Greek letters signify formulae, which may be themselves a proposition (P), a formula (P ?Q) or several | | | |connected formulae (? ? ? ). | |x, y, z |variables | Lowercase Roman letters towards the end of the alphabet are used to signify variables. In logical systems, these | | | |are usually coupled with a quantifier, ? or ? , in order to signify some or all of some unspecified subject or | | | |object. By convention, these begin with x, but any other letter may be used if needed, so long as they are defined | | | |as a variable by a quantifier. | |a, b, c, †¦ z |constants |Lowercase Roman letters, when not assigned by a quantifier, signifiy a constant, usually a proper noun. For | | | |instance, the letter â€Å"j† may be used to signify â€Å"Jerry†. Constants are given a meaning before they are used in | | | |logical expressions. | |Ax, Bx †¦ Zx |predicate symbols |Uppercase Roman letters appear again to indicate predicate relationships between variables and/or constants, | | | |coupled with one or more variable places which may be filled by variables or constants. For instance, we may | | | |definite the relation â€Å"x is green† as Gx, and â€Å"x likes y† as Lxy. To differentiate them from propositions, they are| | | |often presented in italics, so while P may be a proposition, Px is a predicate relation for x. Predicate symbols | | | |are non-logical — they describe relations but have neither operational function nor truth value in themselves. | |? , ? , †¦ ? |sets of formulae |Uppercase Greek letters are used, by convention, to refer to sets of formulae. ? is usually used to represent the | | | |first site, since it is the first that does not look like Roman letters. (For instance, the uppercase Alpha (? ) | | | |looks identical to the Roman letter â€Å"A†) | |? , ? , †¦ ? |possible worlds |In modal logic, uppercase greek letters are also used to represent possible worlds. Alternatively, an uppercase W | | | |with a subscript numeral is sometimes used, representing worlds as W0, W1, and so on. | |{ } |sets |Curly brackets are generally used when detailing the contents of a set, such as a set of formulae, or a set of | | | |possible worlds in modal logic. For instance, ? = { ? , ? , ? , ? } | Systems of Logic A system of logic, also known as a logical calculus, or simply a logic, is a method by which to express and evaluate information in a logical manner. Formal Language and Rules of Inference Logical systems consist of a formal language of symbolic logic. This language defines: †¢ A set of symbols to refer to formulae, including propositions and operators. †¢ Grammar, that is rules of well-formation, on how formulae must be expressed. The formal language of a system consists of, on one hand, the syntax of the language, and on the other, a method for expressing semantics within the system. The semantics of a system may be as simple as assigning truth-value to propositions and formulae, or more complicated, using predicate symbols to define non-logical relationships between formulae. Systems also consist of rules of inference, which determine how expressions in the language may be used to draw new, previously unstated conclusions. Common Systems of Logic †¢ Classical Logics, the most common form of logical expression, including: o Aristotelian logic o Propositional logic o First-order logic o Second-order logic o Higher-order logics †¢ Contextual Logics, which deal with non-truth-functionaloperators, and include: o Modal Logic, which deals with modal operators neccessarily and possibly. o Epistemic Logic, which reasons about knowledge o Doxastic Logic, which reasons about belief. o Deontic Logic, which reasons about ethical obligation and permissibility o Temporal Logic, which reasons about propositions over time †¢ Free Logic, which rejects the assumption that the domain is non-empty, that something exists †¢ Fuzzy Logic, which rejects the law of the excluded middle †¢ Intuitionistic Logic, which redefines truth values based on proof †¢ Paraconsistent Logic, which allows contradictions without entailment of any other formulae †¢ Relevance Logic, which requires a stronger link of relevance between premises and conclusion Metaphysics Metaphysics is the area of philosophy which deals with the ultimate nature of reality. Metaphysics can emcompass large areas of philosophy, and most other philosophical schools turn back to it for basic definition. In that respect, the term metaphysics is a broad one, encompassing the philosophical ideas of cosmology and ontology. Metaphysics or First Philosophy The term â€Å"metaphysics† comes from Greek, meaning â€Å"after the Physics†. Although the term metaphysics generally makes sense in the way that it partially refers to things outisde of and beyond the natural sciences, this is not the origin of the term (as opposted to, say, meta-ethics, which refers to the nature of ethics itself). Instead, the term was used by later editors of Aristotle. Aristotle had written several books on matter and physics, and followed those volumes with work on ontology, and other broad subjects. These editors referred to them as â€Å"the books that came after the books on physics† or â€Å"metaphysics†. Aristotle himself refers to metaphysics as â€Å"first philosophy†. This term was also used by some later philosophers, such as Descartes, whose primary work on the subject of metaphysics is calledMeditations on First Philosophy. Branches of Metaphysics The main branches of metaphysics are: †¢ Ontology †¢ Cosmology Ontology is a branch of metaphysics which studies being. Ontology is concerned with the ultimate nature of being, and of all reality in general. The process of studying ontology generally consists of describing being as well as determining how reality may be organized and categorized, and how different types of beings relate to one another. The term â€Å"an ontology† refers to the things counted as being in a metaphysical system. Generally, an ontology is a list of things that exist — the â€Å"furniture of the universe† as it is sometimes put. Differences in ontology among philosophers generally deal with whether or not there are non-physical entities, and whether those things can be counted as being, existing, both or neither. Examples of candidates for ontological status as non-physical being include the mind, mathematical objects and universals. Ontologists Philosophers who do work on ontology are referred to asontologists. The following are some of the prominent ontologists discussed on this site: †¢ Aristotle †¢ Saint Anselm †¢ Georg Wilhelm Friedrich Hegel †¢ Martin Heidegger. †¢ Immanuel Kant †¢ Plato †¢ W. V. O. Quine †¢ Jean-Paul Sartre †¢ Baruch Spinoza Cosmology Cosmology is the area of metaphysics and science that studies the origin, evolution and nature of the universe. Cosmology is concerned with the contents and astrophysical phenomena of space and time, as well as their origin and progression. Although cosmology is most often concerned with physics and astronomy in the scientific world, it directly relates to a number of philosophical and theological views. The scientific theories related to . While ontology studies the nature of being and reality itself, cosmology is the study of those things that are in reality, and how they, and perhaps reality, came to be. Divisions of Philosophy Abstract: Philosophy, philosophical inquiry, and the main branches of philosophy are characterized. 1. What is Philosophy? 1. The derivation of the word philosophy from the Greek is suggested by the following words and word-fragments. ? philo—love of, affinity for, liking of ? philander—to engage in love affairs frivolously ? philanthropy—love of mankind in general ? philately—postage stamps hobby ? phile—(as in anglophile) one having a love for ? philology—having a liking for words ? sophos—wisdom ? sophist—lit. one who loves knowledge ? sophomore—wise and moros—foolish;i. e. one who thinks he knows many things ? sophisticated—one who is knowledgeable 2. A suggested definition for our beginning study is as follows. Philosophy is the systematic inquiry into the principles and presuppositions of any field of study. ? From a psychological point of view, philosophy is an attitude, an approach, or a calling to answer or to ask, or even to comment upon certain  peculiar problems (i. e. , specifically the kinds of problems usually relegated to the main branches discussed below in Section II). ? There is, perhaps, no one single sense of the word philosophy. Eventually many writers abandon the attempt to define philosophy and, instead, turn to the kinds of things philosophers do. ? What is involved in the study of philosophy involves is described by the London Times in an article dealing with the 20th World Congress of Philosophy: The great virtue of philosophy is that it teaches not what to think, but how to think. It is the study of meaning, of the principles underlying conduct, thought and knowledge. The skills it hones are the ability to analyse, to question orthodoxies and to express things clearly. However arcane some philosophical texts may be †¦ the ability to formulate questions and follow arguments is the essence of education. 1. The Main Branches of Philosophy are divided as to the nature of the questions asked in each area. The integrity of these divisions cannot be rigidly maintained, for one area overlaps into the others. 1. Axiology: the study of value; the investigation of its nature, criteria, and metaphysical status. More often than not, the term value theory is used instead of axiology in contemporary discussions even though the term â€Å"theory of value† is used with respect to the value or price of goods and services in economics. ? Some significant questions in axiology include the following: 1. Nature of value: is value a fulfillment of desire, a pleasure, a preference, a behavioral disposition, or simply a human interest of some kind? 2. Criteria of value: de gustibus non (est) disputandum (i. e. , (â€Å"theres no accounting for tastes†) or do objective standards apply? 3. Status of value: how are values related to (scientific) facts? What ultimate worth, if any, do human values have? ? Axiology is usually divided into two main parts. 1. Ethics: the study of values in human behavior or the study of moral problems: e. g. , (1) the rightness and wrongness of actions, (2) the kinds of things which are good or desirable, and (3) whether actions are blameworthy or praiseworthy. 1. Consider this example analyzed by J.O. Urmson in his well-known essay, Saints and Heroes: We may imagine a squad of soldiers to be practicing the throwing of live hand grenades; a grenade slips from the hand of one of them and rolls on the ground near the squad; one of them sacrifices his life by throwing himself on the grenade and protecting his comrades with his own body. It is quite unreasonable to suppose that such a man must be impelled by the sort of emotion that he might be impelled by if his best friend were in the squad. 2. Did the soldier who threw himself on the grenade do the right thing? If he did not cover the grenade, several soldiers might be injured or be killed. His action probably saved lives; certainly an action which saves lives is a morally correct action. One might even be inclined to conclude that saving lives is a duty. But if this were so, wouldnt each of the soldiers have the moral obligation or duty to save his comrades? Would we thereby expect each of the soldiers to vie for the opportunity to cover the grenade? 1. ?sthetics: the study of value in the arts or the inquiry into feelings, judgments, or standards of beauty and related concepts. Philosophy of art is concerned with judgments of sense, taste, and emotion. 1. E. g. , Is art an intellectual or representational activity? What would the realistic representations in pop art represent? Does art represent sensible objects or ideal objects? 2. Is artistic value objective? Is it merely coincidental that many forms in architecture and painting seem to illustrate mathematical principles? Are there standards of taste? 3. Is there a clear distinction between art and reality? 1. Epistemology: the study of knowledge. In particular, epistemology is the study of the nature, scope, and limits of human knowledge. ? Epistemology investigates the origin, structure, methods, and integrity of knowledge. ? Consider the degree of truth of the statement, The earth is round. Does its truth depend upon the context in which the statement is uttered? For example, this statement can be successively more accurately translated as †¦ 1. The earth is spherical 2. The earth is an oblate spheroid (i. e. , flattened at the poles). 3. But what about the Himalayas and the Marianas Trench? Even if we surveyed exactly the shape of the earth, our process of surveying would alter the surface by the footprints left and the impressions of the survey stakes and instruments. Hence, the exact shape of the earth cannot be known. Every rain shower changes the shape. 4. (Note here as well the implications for skepticism and relativism: simply because we cannot exactly describe the exact shape of the earth, the conclusion does not logically follow that the earth does not have a shape. ) ? Furthermore, consider two well-known problems in epistemology: 1. Russells Five-Minute-World Hypothesis: Suppose the earth were created five minutes ago, complete with memory images, history books, records, etc. , how could we ever know of it? As Russell wrote in The Analysis of Mind, There is no logical impossibility in the hypothesis that the world sprang into being five minutes ago, exactly as it then was, with a population that remembered a wholly unreal past. There is no logically necessary connection between events at different times; therefore nothing that is happening now or will happen in the future can disprove the hypothesis that the world began five minutes ago. For example, an omnipotent God could create the world with all the memories, historical records, and so forth five minutes ago. Any evidence to the contrary would be evidence created by God five minutes ago. (Q. v. , the Omphalos hypothesis. ) 2. Suppose everything in the universe (including all spatial relations) were to expand uniformly a thousand times larger. How could we ever know it? A moments thought reveals that the mass of objects increases by the cube whereas the distance among them increases linearly. Hence, if such an expansion were possible, changes in the measurement of gravity and the speed of light would be evident, if, indeed, life would be possible. 3. Russells Five-Minute-World Hypothesis is a philosophical problem; the impossibility of the objects in the universe expanding is a scientific problem since the latter problem can, in fact, be answered by principles of elementary physics. 1. Ontology or Metaphysics: the study of what is really real. Metaphysics deals with the so-called first principles of the natural order and the ultimate generalizations available to the human intellect. Specifically, ontology seeks to indentify and establish the relationships between the categories, if any, of the types of existent things. ? What kinds of things exist? Do only particular things exist or do general things also exist? How is existence possible? Questions as to identity and change of objects—are you the same person you were as a baby? as of yesterday? as of a moment ago? ? How do ideas exist if they have no size, shape, or color? (My idea of the Empire State Building is quite as small or as large as my idea of a book. I. e., an idea is not extended in space. ) What is space? What is time? ? E. g. , Consider the truths of mathematics: in what manner do geometric figures exist? Are points, lines, or planes real or not? Of what are they made? ? What is spirit? or soul? or matter? space? Are they made up of the same sort of stuff? ? When, if ever, are events necessary? Under what conditions are they possible? 1. Further characteristics of philosophy and examples of philosophical problems are discussed in the next tutorial. http://philosophy. lander. edu/intro/what. shtml.

Research on the aims and purposes of counselling

Research on the aims and purposes of counselling Counselling is an interactive learning process contracted between the counsellor and the client. The overall aim is to provide the client with the opportunity to work in self defined ways, towards living in more satisfying and resourceful ways as individuals and as members of the broader society [Hough 1998]. Clients need to feel safe and secure for them to explore and develop an insight to their issues and concerns. For the clients to explore and resolve their issues with the counsellor a strong therapeutic alliance based on trust, empathy, congruence and unconditional positive regard needs to be established. The counselling environment needs to be comfortable and well suited to a range of client types so that the client can feel safe. Making a therapeutic contract, setting goals and targets, discussing confidentiality issues can help the client feel safe. This essay will discuss the aims purposes of counselling in some detail, followed by the importance and benefits of a safe counselling environment for the client in his or her exploration. Some limitations of the counsellor will be discussed and finally, referral issues will be considered. The European Association for counselling [in Hough 1998] defines counselling and its aims and purposes in the following way: Counselling is an interactive learning process contracted between the counsellor and the client, be they individuals, families, groups or institutions, which approach in a holistic way, social, cultural economic and / or emotional issues. Counselling may be concerned with addressing and resolving specific problems, making decisions, coping with crisis, improving relationships, developmental issues, promoting and developing personal awareness, working with feelings, thoughts, perceptions and internal or external conflict. The overall aim is to provide clients with the opportunities to work in self defined ways, towards living in more satisfying and resourceful ways as individuals and as members of the broader society Further detailed aims and purposes of counselling as defined by McLeod [2003] are: Insight, relating with others, self awareness, self acceptance, self actualization, enlightenment, problem solving, psychological education, acquisition of social skills, cognitive and systematic change, empowerment, restitution, Generativity and social action. Insight refers the acquisition of an understanding of the origins and development of emotional difficulties, leading to an increased capacity to take rational control over feelings and actions. Relating with others means becoming better able to form and maintain meaningful and satisfying relationships with other people: for example, within the family or workplace. Self-awareness allows a person to be more aware of thoughts and feelings that had been blocked off or denied, or developing a more accurate sense of how self is perceived by others. Self-acceptance is important for the development of a positive attitude towards self, marked by an ability to acknowledge areas of experience that had been the subject of self-criticism and rejection. Self-actualization or individuation, a core impetus of the person centred theory allows the client to move in the direction of fulfilling potential or achieving an integration of previously conflicting parts of self Enlightenment is helpful in assi sting the client to arrive at a higher state of spiritual awakening. Problem-solving implies finding a solution to a specific problem that the client had not been able to resolve alone. Psychological education will enable the client to acquire ideas and techniques with which to understand and control behaviour. Acquiring social skills is related to learning and mastering social and interpersonal skills such as maintenance of eye contact, turn-taking in conversations, assertiveness or anger control. Cognitive change is also one of the aims of counselling. Cognitive change refers to the modification or replacement of irrational beliefs or maladaptive thought patterns associated with self-destructive behaviour and Behaviour change which is the modification or replacement of maladaptive or self destructive patterns of behaviour [McLeod 2003]. Person centred counselling focuses on the client. In person centred counselling, the counsellor does not direct or in any way manipulate the couns elling it is all about empowering the client to find and choose the best way forward Creating a warm and safe physical environment is an essential stepping-stone to building a strong therapeutic alliance. Paying attention to meeting, greeting and seating are all helpful in helping the client to feel safe. For counselling to be effective, the counsellor needs to work at building a relationship. This is very important especially in the early stages when the client may be feeling vulnerable and insecure, and bearing in mind that it is usual for the client to meet the counsellor on unfamiliar territory for example the counsellors consulting room. Striving to keep the room neutral, in other words free from personal belongings such as books, ornaments and family photographs, is a positive step that counsellors can take to reduce the equality gap [Sutton Stewart 2002]. Sutton Stewart [2002] writes that barriers such as desks should also be avoided, and chairs should be uniform and placed approximately three to four feet apart and slightly at an angle. Being in direct eye contact with the counsellor can leave some clients feeling very uncomfortable or embarrassed. Sutton Stewart [2002] mentions other details of the room for example, a small clock needs to be positioned where the counsellor can glance at it, and attention should be paid to the lighting, and room temperature. A box of tissues placed where the client can easily reach them is a must, and a vase of fresh flowers or a potted plant can add a touch of warmth and colour to the setting, and reflect something of your personality. With the clients permission, the counsellor may tape the sessions and this should be set up ready to use. However, it should be pointed out that emotional barriers are far more potent that physical ones. Even if all the physical surroundings are perfect, the client still might not feel at ease if the counsellor and client are not in rapport. Sutton Stewart [2002] argue that addressing clients by their first name can go a long way towards helping them feel comfortable and accepted. Introducing yourself by your first name can help to break down the barriers of inequality. However, do not assume that because you are feel comfortable being on first name terms that all people are. Ask the client how they want you to address them. The counsellors opening sentence should be empathic and your posture should demonstrate to the client that you are ready to listen: Some clients who seek counselling have been badly let down, hurt or abused by other people, and trust may therefore be a major issue. Trust is something that has to be earned by the counsellor and it can be hard work. However, developing the skills of active listening; accurate, sensitive responding; reflecting feelings; empathy; genuineness; and demonstrating that you are fully present for the client can help to establish a solid foundation of trust. Indeed, the more t he counsellor invests in the relationship, the stronger the trust and bond grows between client and counsellor. Trusting the counsellor will help the client feel safe and will aid him or her in self exploration and insight. Establishing clear boundaries [the ground rules for counselling] is another important stepping stone to building the therapeutic alliance and helping the client feel safe. Boundaries may include agreement over such things such as the duration of counselling, length of counselling sessions, limits of confidentiality, appropriate touching, number and duration of phone calls, sending and responding to emails, or strategies for managing episodes of self-harm or suicidal thoughts. The terms on which counselling is being offered should be made clear to clients before counselling commences; These may be agreed verbally, or they may be set out in a formal written contract between counsellor and client, and signed by both parties. Subsequent revision of these terms should be agreed in advance of any change. Clear contracting enhances, and shows respect for, the clients autonomy [Sutton Stewart 2002]. A contract helps to ensure the professional nature of the relationship and may, in addition to the ground rules already mentioned, include: Venue, fees, frequency of sessions, how counselling will be evaluated, process of referral, if and when necessary, broad details of the counselling relationship, duties and responsibilities of each party, details of the counsellors supervision, goals of counselling, means by which the goals will be achieved, the provision and completion of homework, the setting of boundaries and expectations, the terms of the therapeutic relationship, provision for renegotiation of contract [Sutton Stewart 2002]. It is important to end sessions on time. This helps the client feel safe. When a session is nearing an end, it can be helpful to say something like: We have about 10 minutes left of this session. Perhaps it would be helpful to summarise what we have talked about today. It can often prove beneficial to let your client summarise what has been discussed during the session. Something like, What will you take away with you from today? helps the client to summarise. Your closing sentences need to be clear, and should indicate that its time to end the session [Sutton Stewart 2002]. Just as a safe environment is important for the client to explore and share his or her issues, a strong therapeutic relationship based on trust, empathy and unconditional positive regard is as important. The counsellor must unconditionally accept the clients as whom they are in order for a trusting relationship to establish. Empathy and understanding is shown through careful listening. Egan [1986] explains the importance of empathic listening and says that a helper cannot communicate an understanding of a clients world without getting in touch with that world through empathetic listening. Therefore empathy centres on the kind of attending, observing and listening. Rogers defines empathic listening in the following way: It means entering the private perceptual world of the other and becoming thoroughly at home in it. It involves being sensitive, moment by moment, to the changing felt meanings which flow in this other person, to the fear or rage or tenderness or confusion or whatever he or she is experiencing. It means temporarily living in the others life moving about in it delicately without making judgments [Rogers p142 in Egan 1986 p88]. Limitations to the counsellor Counsellors face limitations in their profession as well as during the therapeutic process. Sometimes, the practitioner may feel a strong urge to help the person, by listening to their story and perhaps trying to help them to come to terms with what has happened. This is a very caring response, but there are times when it may not represent the best course of action. If a person has been assaulted in childhood, the resulting sense of lack of trust, and perhaps self-hatred, may permeate many aspects of the persons life. Talking through all of that may take a long time, may involve strong emotions, and requires a great deal of persistence and consistency on the part of the counsellor. Any practitioner faced with such a situation needs to consider whether they are capable, in terms of the time they can give, and their confidence and competence as a counsellor, to accompany their client on such a journey. Starting on such a journey, and then pulling back, clearly has the potential for hur t. At the same time, ignoring what the client has said about their abuse, for fear of getting in over my head also has the potential for hurt or harm [McLeod 2007]. Another set of issues around counsellor competence arises from what might be described as temporary impairment. For example, a counsellor who has recently experienced the loss of a close family member is unlikely to be much help to someone with a bereavement issue. A counsellor who is burnt out, stressed or tired is unlikely to be in a good position to offer ongoing help to someone. Being aware of ones limits as a counsellor is very important in these regards [McLeod 2007]. Counsellor competence, ability and experience are clearly some main limitations. A counsellor will be trained and experienced in psychodynamic or couple counselling but may not be able to help with a client suffering from recurrent depression or any other psychological problem, which is why counsellors need to have a list of contact to refer the clien ts should they need to. Referral issues There are specialist agencies working in the areas of mental health, marital distress, eating disorders, sexual abuse, and many others. If the counsellor cannot help a particular individual, he may refer them on. There may be various reasons for referring on. It may emerge that someones problem would be better addressed through couple counselling or in group therapy. It may become very clear that the client wants a particular kind of therapy. The counsellor may think of a colleague whose experience and/or orientation closely matches the needs of the client. The counsellor may feel that a counsellor of the opposite sex, or someone older, or someone who can speak another language may be more appropriate for the client. For example, the client may have clear signs of an obsessive-compulsive disorder, and the counsellor may realize that medication and behaviour therapy may be appropriate for the client than psychodynamic counselling. A woman client may tell the counsellor that she is being beaten by her husband and the counsellor may suggest that she seeks a refuge. Since some people perceive counselling as a kind of befriending; the counsellor may have to refer this kind of person on to a befriending scheme. Some people, on the other hand, may be afraid of doctors and believe that counselling is what they need. The counsellor may have to encourage t hem gently to see a doctor [perhaps helping them to explore their fears but without trying to substitute for medical attention]. A client may not be able to afford services for very long and the counsellor may not offer a free counselling service [Dryden 2006]. In all of the mentioned circumstances, the client may be referred to an appropriate agency Being willing and able to refer individuals to other sources of help is an essential competence for any practitioner who is offering counselling. McLeod [2007] mentions some reasons why referral would be important the client may be referred if he or she needs more time than the counsellor is able to give or more frequent meetings; is primarily looking for practical information and advice, rather than an opportunity to talk things through; describes problems in living that the counsellor believes are beyond his or her capacity to work with; might gain a lot from making use of a specialist agency where there are practitioners available who have a wealth of knowledge and experience in relation to the type of problem the person has described; is involved in a prior relationship with the counsellor that would be incompatible with the creation of a secure and confidential counselling space [McLeod 2007]. When the counsellor is aware of his or her own particular strong feelings in the counselling situation, this may indicate feelings that the client has difficulty recognizing or dealing with, or the feelings may belong to the counsellor. The counsellor may need to work through his or her own issues and may need to refer the client on. Another reason why the client may be referred is because of avoiding dual roles and relationships. Dual relationships occur when counsellors assume two [or more] relationships simultaneously or sequentially with a client. Dual relations can be exploitative and do serious harm both to the client and to the professional. For example, becoming emotionally or sexually involved with a current client is unethical, unprofessional, and illegal. Forming dual roles and relationship is harmful as there is a potential for misusing power, exploiting the client and impairing objectivity. Therefore if the practising counsellor is in another relationship with the client, the counsellor will refer the client to another counsellor [Corey G 2009] McLeod [2007] also mentions the important aspects of referral. The key steps in the referral process, for a counsellor, are: [1] knowing what alternative resources are available; [2] engaging the person in a discussion around the possibility of seeing someone else; and [3] making the referral and managing the passing over stage. This essay has attempted to discuss some important issues in counselling and psychotherapy. The aims and purposes of counselling have been discussed including empathetic listening and its importance. The counselling environment must be safe for the client to feel comfortable in exploring and reflecting on his or her personal issues. Not only physical safety is important, psychological and emotional safety is also very important. For example, the counsellor must strive to develop a therapeutic relationship with the client based on trust, empathy, warmth and support conveying the core conditions. Limitations to the counsellor or indeed to its process is related to counsellor competence, how much is the counsellor is experienced, emotionally and educationally, to help and assist the client is a major issue. If circumstances occur when the counsellor is not competent, or the type of psychotherapy the counsellor is offering is not suited for the client the counsellor needs to refer the cl ient to an appropriate agency.

Crucial Role of Women in Arthur Miller’s Death of a Salesman Essay

Crucial Role of Women in Death of a Salesman    In Arthur Miller’s Death of a Salesman, women play a crucial role in Willy’s life and in the lives of the other characters. While the roles themselves have not changed since the play was written, society’s opinion of these roles has changed greatly. When it was written, Miller’s representation of Linda was seen as a portrait of the ideal American wife. She was a nurturing wife and mother, loyal to her family, and almost overly supportive of her pitiful husband Willy. The other women in the play, however, were seen as â€Å"working women,† or women who care about money as opposed to emotional support. This view has almost spun 180 degrees since the feminist movement rocked society. Critics rethought the role of women in society and in marriage (Murphy and Abbotson 6), and concluded that the women in the play are much more complex and powerful than earlier interpretations had given them credit for. Not only are the women a recreation for the men in the play, they can be seen as heavily influential on the lives of the men with whom they come into contact. Willy’s entire pathetic life could have been turned around if only Linda had encouraged him to follow Ben to Alaska rather than insisting the couple cling to the seemingly safe life they had begun to build. The secretaries, who at first glance seem to exist merely to perform such menial tasks as typing, actually are able to block Biff's and Willy's entrance to the offices of the powerful men who could advance their careers. (Stanton 131) In addition to being far more powerful than early critics of the play recognized, the women in Death of a Salesman also are far more complex. Women are not simply good or bad - supportive wive... ...Works Cited and Consulted: Arthur Miller's Death of a Salesman. Harold Bloom, ed. New York: Chelsea House, 1988. Miller, Arthur. Death of a Salesman. 50th Anniversary ed. New York: Penguin Books, 1999. Murphy, Brenda and Susan C. W. Abbotson. Understanding Death of a Salesman: A Student Handbook to Cases, Issues and Historical Documents. The Greenwood Press "Literature in Context" series, Claudia Durst Johnson, series editor. Westwood, CT, London: 1999. Stanton, Kay. "Women in Death of a Salesman" Readings on Death of a Salesman. Ed. Thomas Siebold. San Diego, CA: Greenhaven Press, 1999. 130-137. Guth, Hans P. and Gabriel L. Rico.   1993.   Discovering Literature.   "Tragedy and the Common Man" by Arthur Miller.   Upper Saddle River, NJ: Prentice Hall. Oakley, J. Ronald. God's Country: America in the Fifties. New York: Dembner Books, 1990. 245.

Race Is Real Essay

In society, people socially construct institution based on sensory perception. Race is in fact a social construct made from systems of constitutive rules. It is used to generalize people into specific groups characterized by supposedly distinctive and universal physical characteristics. Although humans have created this entity, there are many sources that provide proof that race is impossible to define biologically. Since colonization began, humans have been given racial identities which continue to cause uproar in nations and states. People simply assuming the existence of race makes it real. Despite this, the assumption of the existence of race does not make it valid. Race cannot be objectively specified, and it should be seen as a whole. There is only one human race. D’Andrade classifies a constitutive rule as â€Å"an entity created by the social agreement that something counts as that entity† (91). A simple understanding of a constitutive rule is a rule that exists only because society believes in it, and adheres to it. Marriage is a clear example of how constitutive rules create a social entity; it exists solely on the fact that a culture agrees that it exists, and agrees on the general guidelines in which it exists. Generally speaking, constitutive rules rely on people’s adherence and shared thoughts to exist. D’Andrade explains the differences between constitutive and regulative rules. Regulative rules are those which provide guidelines and restrictions for existing forms of behavior. A regulative rule is not involved with the creation or elimination of an entity, whereas a constitutive rule does exactly that through social agreement. D’Andrade said that â€Å"Institutions are systems of constitutive rules. Every institutional fact is underlain by a system of rules of the form ? X counts as Y in context C'† (91). In this formula, X is the ideas that a culture believes in, Y represents the institutions and rules that those ideas count as, and C is the specific situation or culture. Constitutive rules define situations and/or subjects that have an effect on the reactions which come from the situation itself. The entity of family is an example of this. The systems of ideas that make up what we consider family are constitutive rules. Families can be classified into different categories including immediate and biological families, teams/teammates, religious groups, organizations and/or clubs. In this example, C is considered the American culture and the different ideas of what makes up a family is X. Although many believe family to be biological, even the boundaries of that can be argued. The considerations of family types are indistinguishable throughout the world. Those involved within families, especially close immediate families tend to pursue and enjoy a contented lifestyle. Many families strive to be involved with those within the family and help out one another. This positive involvement can also be seen within a team or organization of some sort that may grow to call themselves a family. Since it is socially constructed, the exact definition of family is hard to create and so all these groups may be considered family. Although a family is usually viewed as a positive aspect in one’s life, just like other constitutive rules, they are overlooked because they are too involved within the cultural aspect. After extensive research, it has been proven that race cannot be biologically defined. In general, people categorize people within a certain race depending mainly on their skin color, the construction of their eyes and even the color of one’s hair. These characteristics are arbitrary. In attempts to prove this, Jared Diamond wrote the article â€Å"Race without Color. † He arbitrarily chooses the gene that causes sickle-cell anemia. By using this way to classify people, Greeks, Thai and New Guineans would be put together as once race, and some Africans and Norwegians in another racial group (84). Classifying people into certain races is not biologically acceptable or possible to do objectively. It only creates views about others through our own eye, and leads to subconscious differentiation and discrimination. However, it is common today for people to use race as a simple way to categorize people. Considering all of the different classifications, Diamond, along with many anthropologists suggests, â€Å"one cannot recognize any human races at all. † It is given through anthropologists’ studies that rules that separate races from one another are constitutive rules. A socially constructed institution is only possible through the thoughts and ideas of those within a society. Race continues to be one of these examples, although it is known through facts and research that race is not properly appraised. In American culture every one has been subjected to the question of their race at one point or another. While taking exams or signing up for SATs here in America, people are questioned about their racial back rounds. This shows that race is real. Another example is seen in â€Å"Hotel Rwanda. † In the film, although the Hutus and Tutsis are from the same nation and seem physically identical to one another, there was bloodshed amongst these two races because of socially constructed identities. Race has evolved as a worldview and system of perspective. Race creates a body of prejudgments that distorts our ideas about differences between humans. The simple existence of two races in Rwanda made it so that the groups of people perceived differences and problems between them. Regardless of ideas and falsely created identities, race is real and should be viewed as a whole. A great example of the reality and issues of race within our society date back to the Rodney Glen King incident which took place in Los Angeles in 1991. During the month of March, Rodney King led police on a high speed pursuit though red lights and stop signs. After eventually stopping, police proceeded towards the car and threw King to the ground. The police officers claim he resisted arrest and was continuously stuck with batons, tackled and even tasered. George Holiday, a private citizen video taped this incident from his apartment, creating an international media sensation. In 1992, the officers were acquitted by a jury. The acquittal was based in part on a 13-second segment of the video tape. The jury verdict created massive rioting in LA for four days. By the time order was able to be restored, an estimated $1 billion in damage, with â€Å"55 deaths; 2,383 injuries; more than 7000 fire responses; 3,100 businesses damaged† (Smith, Anna Deavere). Smaller riots ensued in other U. S. cities. After the riots occurred, federal charges of civil rights violations were brought up against the officers. Two of the officers were found guilty and sentenced to 30 months in prison, while the other two were acquitted. During the acts of violence and riots, King had appeared in public in front of news cameras stating, â€Å"People, I just want to say, you know, can we all get along? † (Keyes. 1992) Although these acts of racial incidents occurred, in the midst of it, the one who was beaten stepped out and asked for peace and camaraderie amongst all. As described earlier, there was uproar across the country as people believed that the police involved in the attacks were initially not persecuted because racial factors. As seen in King’s quote, it is evident that he spoke in respect to racial neutrality while asking if everyone can get along. He was able to show that race is real in that simple quote. He referred to â€Å"we† as people living within this world, making them seem as a whole, as one race. As observed through this case and many others, including the most recent Jena 6 trial, race is still a factor for individuals and groups. Yet race still remains impossible to define and use. Race fits the anthropological formula for constitutive rules, â€Å"X counts as Y in context C. † Race, seen as a biological entity, is in fact a social construct made from systems of constitutive rules and is used to generalize people into certain groups. Although society views race as separate divisions among people, through scientific knowledge it is clear that human populations are not categorical, biologically distinct groups.

Soundtrack for 1984 by George Orwell

Track #1 Song: Satellite Artist: Guster Album: Ganging Up On the SunShining like a work of art Hanging on a wall of stars Are you what I think you are? You're my satellite You're riding with me tonight Passenger side, lighting the sky Always the first star that I find You're my satellite Elevator to the moon Whistling our favorite tune Trying to get a closer view You're my satellite You're riding with me tonight Passenger side, lighting the sky Always the first star that I find You're my satellite Maybe you will always be Just a little out of reach You're my satellite You're riding with me tonight Passenger side, lighting the sky (cont.) Always the first star that I find You're my satellite You're my satelliteâ€Å"Satellite† significance: One of the main concepts of this song is wanting something unattainable, as seen in the lines â€Å"Maybe you will always be, just a little out of reach, you’re my satellite†.The same occurs in 1984 with how Winston (the main c haracter) regards Julia (his love interest), because he loves her even though it’s difficult for them to be together under the strict rules and regulations of Big Brother.Track #2 Song: Holocene Artist: Bon Iver Album: Bon Iver, Bon IverSomeway, baby, it's part of me, apart from me You're laying waste to Halloween You messed it, friend, it's on its head, it struck the street You're in Milwaukee, off your feet And at once I knew I was not magnificent Strayed above the highway aisle (Jagged vacance, thick with ice) I could see for miles, miles, miles 3rd and Lake, it burnt away, the hallway Was where we learned to celebrate Automatic bought the years you'd talk for me That night you played me ‘Lip Parade' Not the needle, nor the thread, the lost decree Saying nothing, that's enough for me And at once I knew I was not magnificent Hulled far from the highway aisle (Jagged vacance, thick with ice) I could see for miles, miles, miles Christmas night, it clutched the light, th e hallow bright Above my brother, I and tangled spines We smoked the screen to make it what it was to be Now to know it in my memory And at once I knew I was not magnificent High above the highway aisle (Jagged vacance, thick with ice) I could see for miles, miles, milesâ€Å"Holocene† significance: Winston is often self-deprecating, analytical and pessimistic. He believes it’s crucial to hold on to memories of the past, because if the truth is forgotten, the supposed evil would win. The lines â€Å"Not to know it in my memory, and at once I knew I was not magnificent.† mimic Winston’s thought process.Track #3 Song: Waiting†¦ Artist: City and Colour Album: Bring Me Your LoveA coma might feel better than this Attempting to discover where to begin You're weighed down, you're full of something Of sickness and desertion You're weighed down, you're full of something You're underneath it all So say goodbye to love And hold your head up high There's no need to rush We're all just waiting, waiting to die Hope and better place is all I need With moments of innocence and mystery Oh, it's the little things you miss Like waking up all alone Oh, it's the little things you miss When you're underneath it all So say goodbye to love And hold your head up high There's no need to rush We're all just waiting, waiting to die All your friends seem like enemies When you're broken down and empty, oh All your friends seem like enemies When you're broken down and empty, oh So say goodbye to love And hold your head up high There's no need to rush We're all just waiting, waiting to dieâ€Å"Waiting†¦Ã¢â‚¬  significance: Winston regularly makes references to Big Brother and the Thought Police catching him breaking rules and he’s waiting for them to â€Å"vaporize† him, which is being murdered and all personal records being destroyed. Winston is also paranoid that any person he comes into contact with is an associate with Big Brother or the Thought Police because people in his life are very conniving and deceitful. So the lyrics â€Å"We’re all just waiting, waiting to die/all your friends seem like enemies when you’re broken down and empty† match his situation.Track #4 Song: The World At Large Artist: Modest Mouse Album: Good News for People Who Love Bad NewsIce-age heat wave can't complain If the world's at large, why should I remain? (cont.) Walked away to another plane Gonna find another place, maybe one I can stand I move on to another day To a whole new town with a whole new way Went to the porch to have a thought Got to the door and again, I couldn't stop You don't know where and you don't know when But you still got your words and you got your friends Walk along to another day Work a little harder, work another way Well uh uh baby I ain't got no plan We'll float on maybe would you understand? Gonna float on maybe would you understand? We'll float on maybe would you understand? The days get shorter and the nights get cold I like the autumn but this place is getting old I pack up my belongings and I head for the coast It might not be a lot but I feel like I'm making the most The days get longer and the nights smell green I guess it's not surprising but it's spring and I should leave I like songs about drifters, books about the same They both seem to make me feel a little less insane Walked on off to another spot I still haven't gotten anywhere that I want Did I want love? Did I need to know? Why does it always feel like I'm caught in an undertow? The moths beat themselves to death against the lights Adding their breeze to the summer nights Outside, water like air was great I didn't know what I had that day Walk a little farther to another plane You said that you did, but you didn't understand I know that starting over is not what life's about But my thoughts were so loud, I couldn't hear my mouth My thoughts were so loud, I couldn't hear my mouth My thoughts were s o loudâ€Å"The World At Large† significance: Throughout the book, Winston reflects on why he’s still alive even though the world is in turmoil from corrupt politics and mass murder. He attempts to find a purpose to keep surviving day-to-day even though at the beginning of the story he had no family or friends. The line â€Å"If the world’s at large, why should I remain?† represents  his self-doubt about survival and questioning his existence.Track #5 Song: My Silhouette (Acoustic) Artist: Arms Like Yours Album: Inhale ExhaleSleep has become my escape from reality, she's in my dreams Someone wake me up because this isn't real, and it's just a game that I can't escape Over again, this cruel cycle repeats and repeats I grabbed her hand but it slowly slipped away Someone wake me up, can someone wake me up She moves with me in my dreams, but I'm foolish to believe that this is the way it ends I see her silhouette, but it's just a test for me to leave the pa st with the past She moves with me now but it's just a testI must stop this cycle and cut out my silhouette I smile as her lips brush my neck but I know that this is just a vision in my head Kiss me in my dreams if you're really done with me It's too fitting to disrupt, oh can someone wake me up But you can't change me, but she's pulling me backâ€Å"My Silhouette† significance: While Winston was held prisoner by the Thought Police, he frequently had dreams of Julia. He would wake up disturbed from these dreams because he was worried about her, because she was captured at the same time he was and he assumed she was suffering as well. He missed her until doctors at the facility managed to brainwash him and Winston was left void of feelings for her.Track #6 Song: Two Weeks Artist: Grizzly Bear Album: VeckatimestSave up all the days A routine malaise Just like yesterday I told you I would stay Would you always Maybe sometimes Make it easy? Take your time Think of all the ways Mo mentary phase Just like yesterday I told you I would stay Every time you try Quarter half the mile Just like yesterday I told you I would stay Would you always Maybe sometimes Make it easy? Take your time Would you alwaysMaybe sometimes Make it easy? Take your time Always, sometimes Easy, timeâ€Å"Two Weeks† significance: Though Winston and Julia have a secret relationship; they seem to care about each other and try to make time for each other whenever they can. There were a few instances where Winston was scared Julia was going to ditch plans with him and not show up to where they were supposed to meet, but she always stuck around with him even when he would doubt her. The lyric â€Å"Just like yesterday, I told you I would stay† symbolizes Julia having to remind Winston of her good intentions.Track #7 Song: Wake Up Artist: Arcade Fire Album: FuneralSomethin' filled up My heart with nothin' Someone told me not to cry Now that I'm older My heart's colder (cont.) And I can see that it's a lie Children wake up Hold your mistake up Before they turn the summer into dust If the children don't grow up Our bodies get bigger But our hearts get torn up We're just a million Little God's causin' rainstorms Turnin' every good thing to rust I guess we'll just have to adjust With my lighnin' bolts a glowin' I can see where I am goin' to be When the reaper, reaches And touches my hand With my lighnin' bolts a glowin' I can see where I am goin' With my lighnin' bolts a glowin' I can see where I am go, goin' You'd better look out belowâ€Å"Wake Up† significance: Winston often reminisces about his past and how different it is from his current circumstances. He misses the innocence of childhood and how the world was a much better place during that time, so the lyrics â€Å"Turnin’ every good thing to rust, I guess we’ll just have to adjust†Ã‚  signifies him trying to cope with his new environment even though it’s an awful place. Track #8 Song: Viola Lion Artist: Isles & Glaciers Album: The Hearts of Lonely PeopleI am a million pieces of the sky I found a way to be alone I'm gonna wait until you want me Until you finally decide to go home Diamonds, diamonds are you all in the sky? I can't believe all of these beautiful lies As they surround me I will take a photograph of the sky Bury me, bury me Come on, bury me alone in the light I am, I'm gonna run this like a lion Another way to be alone And I will wait until you find me Until you finally decide to go home (Don't go home! Don't go home!) Diamonds, diamonds are you all in the sky? I can't believe all of these beautiful lies As they surround me I will take a photograph of the sky Bury me, bury me Come on, bury me alone in the light I've never had a reason to take me away I want it to be over But I sit here and wait [x2] I saw her smiling from the top of the world I saw her sleeping on, amazing I know If you lower, lower, lower me down You lower me clearly, so come and lower me Diamonds, diamonds are you all in the sky? I can't believe all of these beautiful lies As they surround me I will take a photograph of the sky Bury me, bury me Diamonds, diamonds are you all in the sky? I can't believe all of these beautiful lies As they surround me I will take a photograph of the sky Bury me, bury me Bury me, bury meâ€Å"Viola Lion† significance: Throughout the course of the novel, Winston is convinced that the government is lying to the people, so he meets up with a leader of an underground revolt organization to uncover these top-secret lies, which he never actually ends up doing. By the end he’s brainwashed and believes anything the Party does is right and they can do no wrong, so the line â€Å"I can’t believe all of these beautiful lies† really becomes true in the most literal sense.Track #9 Song: Midnight City Artist: M83 Album: Hurry Up, We’re DreamingWaiting in a car Waiting for a ride in the dark The night city grows Look and see her eyes, they glow Waiting in a car Waiting for a ride in the dark Drinking in the lounge Following the neon signs Waiting for a roar Looking at the mutating skyline The city is my church It wraps me in the sparkling twilight Waiting in a car Waiting for the right time Waiting in a car Waiting for the right time Waiting in a car Waiting for the right time Waiting in a car Waiting for the right time Waiting in a car â€Å"Midnight City† significance: The novel and this song don’t relate merely on lyrics, but are relevant to each other because of the high-energy vibe this song has, which is mirrored by the Party’s constant tenacity to make Big Brother as powerful as it can be, and to crush all opposing forces. They seem to know no bounds, and their energy is always extremely high whenever they’re volunteering for their government.Track #10 Song: July Artist: Youth Lagoon Album: The Year of HibernationExplosions pillaging the night From the fireworks on the Fourth of July It's just my lady, our friends, and I Smoking cigars and yelling at cars as they drive by We scaled a ladder ascending to the roof While five years ago I wept and no one knew Holding my guitar, I strummed a tune I sang â€Å"I love you but I have to cut you loose† As the neighbor lights off the small bombs we watch from the rooftop†¦ safely, so safely If I had never let go, then only God knows where I would be know I made a bridge between us then I slowly burned it Five years ago, in my backyard I sang love away (cont.) Little did I know that real love had not quite yet found meâ€Å"July† significance: While Winston was incarcerated, tortured and brainwashed at the Thought Police facility, he was thinking about his true feelings for Julia. He realized he would never see her again, and that to stay alive as long as possible he needed to direct his mind elsewhere. After all the emotional and physical pain he was experi enced there, he lost the ability to feel emotions. He only thought about the instinct for survival, all the while doctors were hurting him more by claiming that he was insane. The line â€Å"I love you but I have to cut you loose† relates Winston forgetting about Julia, because he did love her when he got arrested, but those feelings ended up fading.