Understanding Of Securitization By Breaking Down Discourse

What the Ethiopian case represents, nevertheless, is the role of the fourth claim. At the point when making the case that one s practices and/or character don t represent a risk however are rather under danger, security remains the predominant casing of reference and securitisation the core procedure locked in. To put it plainly, one is fighting securitisation with securitisation. Even more dangerously, however, as the evidences from Ethiopia uncovers, the very markers used to portray one s threatened character are liable to input into and give backing to the contradicting group’s own securitising claims – making an endless loop in which discourses and counter-discourses persistently strengthen each other and making desecuritisation†¦show more content†¦2.2 Securitisation of Islam (SOI) As discussed above, securitization theory essentially analyse how individuals perceive and react to threats. The theory recommends that a state representative can securitize an issue by conjuring security (Wà ¦ver, 1995; Huysmans, 1998a; Wà ¦ver, 2004). Securitized issues are lifted above conventional political issues and moved from usual to emergency governmental issues. They are given an urgency that requires quick strategies to dispose of the dangers (Laustsen and Wà ¦ver, 2003). Hence, the key to this approach is the procedure through which an issue is announced to be an existential danger, requiring emergency measures and legitimizing activities outside the conventional limits of political system (Buzan et al, 1998, p. 24). It includes actors who consider Islam as an existential threat to a national political and secular standards and in this manner legitimize unprecedented measures to control and contain it. A successful securitization lays on the ability of securitizing actors (fundamentally State authorities and politicians additionally other social and media actors) to talk security , that is to show a specific issue as an existential danger that make difficult the survival of the political community, in a way that reverberates with significance audience. Buzan et al (1998, p. 24) propose that when an issue is exhibited as an

Energy Sources Of Energy Source Essay - 1464 Words

Energy is a big part of our lives. We are heating our homes with natural gas or electricity and driving to and from work and any other outdoors activities. Our main source of the energy people use is fossil fuels and in the future, the availability of those sources has an end date. As studies show there are renewable resources of fuel and other equipment used for energy like wind, nuclear power plants and solar hydroelectric. There are many pros and cons to all forms of energy source, and they all have their own merit. Also, the energy sources that people use does have floss and can cause a negative impact on the environment, and humans. The most important goal is reducing the overall use of our energy sources. The main two kinds of energy used in my daily living are electricity, fossil fuel, which is a type of biomass. The main fuel people use is fossil fuels. This day in age, it is impossible to function without having a vehicle. The only vehicle that, I drive is running on gasoline. In a normal week, my commute to my job is 20 miles round trip, which is in a different town than where I live. Single mom of two children in the same household consumes around 500.00 per month, it would be impossible to bring all the food home if, I was to walk. Children have many different needs than parents have. Single moms have to work and the children go to school. The central heating in my house does not normally get turned on until its below 55’ in the apartment. WithShow MoreRelatedThe Energy Source Of Energy868 Words   |  4 Pagesfuels are the dominant source of energy, environmentalists and scientists are looking for alternative energy sources in the fear that fossil fuels will sooner or later become consumed by our energy needs. In the hunt to find a strong alternative energy source, scientists have reverted back to an old formula E=MC2. 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Nowadays, with the continuous increase in the demand for energy consumption resulted by both population and socioeconomic growth, making it a priority to satisfy such a demand for all developed countries. This report aims initially to focus on the energy situation in the United Kingdom, and then present two forms of energy conventional energy in specific coal, and renewable energy which is wind energy, and will finally recommend the most suitable one after comparing and contrastingRead MoreEnergy Of Renewable Energy Sources Essay1568 Words   |  7 PagesIn recent years many endeavors have been devoted to reduce the pollutant energy generation by increasing the utilization of clean energy sources. Actually, the power sector is responsible for roughly a quarter of anthropogenic CO2 emissions [1]. Thus, the widespread introduction of renewable energy sources is seen to be one of the major solutions. Meanwhile, fossil fuel based power plants will still be needed. In any case, fully abs taining from the use of fossil fuels is difficult. Nevertheless,Read MoreRenewable Sources Of Energy And Energy1120 Words   |  5 PagesAlternate energies are forms of energy that do not deplete natural resources or harm the earth. The sources of the energies are naturally found or generated or are part of a natural conversion from one source into another. Energy cannot be destroyed but can be converted into other forms, therefore there are many reactions occurring around us that allow us to harness these energies. Alternate sources of energy has been extensively researched as a result of the large energy crisis that is being experienced

Cognitive Appraisal and/or Personality Traits Free Essays

Suggested APA style reference: Li, M. (2009, March). Cognitive appraisal and/or personality traits: Enhancing active coping in two types of stressful situations. We will write a custom essay sample on Cognitive Appraisal and/or Personality Traits or any similar topic only for you Order Now Paper based on a program presented at the American Counseling Association Annual Conference and Exposition, Charlotte, NC. Cognitive Appraisal and/or Personality Traits: Enhancing Active Coping in Two Types of Stressful Situations Paper based on a program presented at the 2009 American Counseling Association Annual Conference and Exposition, March 22, Charlotte, North Carolina Ming-hui Li Ming-hui Li, EdD, LPC, LMHC, is an assistant professor in the Department of Human Services and Counseling at St. John’s University, Queens, NY. His areas of specialty include stress-coping and resilience development. College students frequently experience stressful situations (Dungan, 2002; Li, 2006). Some college students actively cope with stressful situations while others become victims of the situations. The researcher has been interested in exploring factors that lead college students to actively cope with stressful situations. Enhancing these factors may facilitate college students to employ active coping. The term active coping in the study refers to people’s coping responses that are characterized by solving problems, seeking social support, and non-avoidance. The purpose of this study was to explore effective predictors of active coping in two major types of stressful situations among college students: relation and work. Results of this study may provide information for counselors to help students adapt better to college life by enhancing specific factors in different stressful situations. Theoretical Framework Researchers have not reached an agreement on the nature of coping. For example, process-oriented researchers (e. g. , Albinson Petrie, 2003; Lazarus Folkman, 1984; Olff, Langeland Gersons, 2005) proposed that cognitive appraisal determines the responses individuals adopt to cope with stressful situations. In contrast, diathesis-oriented researchers (e. g. , Abela Skitch, 2007; Li Yuan, 2003; Wagner, Chaney, Hommel, Andrews, Jarvis, 2007) suggested that a match between personality traits and stress types decides coping responses. The present study explored the extent to which a combination of these two theoretical approaches can determine college students’ employment of active coping. Process-oriented researchers (e. g. , Albinson Petrie, 2003; Lazarus Folkman, 1984; Olff, Langeland Gersons, 2005) proposed that coping is a process (instead of a mere trait) in which personal factors, such as beliefs, and environmental factors, such as novelty, work together to affect coping responses through cognitive appraisal. These researchers argued that personality traits and environment are insufficient to determine coping responses. Cognitive appraisal, they believe, is what determines individuals’ coping responses. From their perspective, coping responses can be decided only after individuals have cognitively considered (a) how their lives are influenced by the situation and (a) what they can do to deal with the situation. In contrast, diathesis-oriented researchers (e. g. , Abela Skitch, 2007; Li Yuan, 2003; Wagner, Chaney, Hommel, Andrews, Jarvis, 2007) advocate that individuals’ personality traits influence coping responses in specific contexts. They argued that personality traits influence coping responses most in stressful situations that are closely related to those traits. For example, individuals’ self-efficacy (a task-related trait) has great influence on their coping responses to task-related stressful situations, such as looking for a part-time job. In contrast, individuals’ secure attachment (a relation-related trait) is powerful in influencing coping responses to relation-related stressful situations, such as getting along with new roommates. Both approaches have been supported by previous studies. However, little attention has been drawn to the possibility of combining the two approaches. The present study addressed this possibility. The study was aimed to explore the extent to which a combination of these two theoretical approaches influences people to actively cope with stressful situations. Cognitive appraisal and three traits (self-efficacy, secure attachment, and resilience) were included in the combined model. According to the process-oriented approach, cognitive appraisal was expected to predict active coping across the two stressful situations. Based on the diathesis-oriented approach, self-efficacy was expected to predict active coping in work-related stressful situations such as looking for a part-time job; and secure attachment was expected to predict active coping in relation-related situations such as getting along with new roommates. In addition, the researcher hypothesized that resilience can predict active coping in both relation-related and work-related stressful situations because this trait reflects individuals’ general ability to moderate the negative effects of stress (Benetti Kambouropoulos, 2006). Cognitive appraisal, self-efficacy, secure attachment, and resilience were applied to predict active coping in two types of stressful situations (relation, work), in order to detect the effectiveness of the combined model. The two hypotheses tested in the study were: Hypothesis 1: In relation-related situations, secure attachment, cognitive appraisal, and resilience can effectively predict active coping. Hypothesis 2: In work-related situations, self-efficacy, cognitive appraisal, and resilience can effectively predict active coping. Methods Participants were 126 students recruited from a college in Taiwan. Their age ranged from 18 to 23 years old. The mean age of this sample was 19. 6. Participants were categorized into two groups—a relation group and a work group, based on their self-reported stressful situations. The numbers of participants in groups of relation and work were 76 and 50, respectively. The researcher administered a questionnaire to participants when they were waiting for a class. Participants signed informed consent forms before they responded to the questionnaire. Data was collected using a questionnaire containing the Resilience Scale (Wagnild Young, 1993), the Revised Adult Attachment Scale (Collins, 1996), the Coping Strategy Indicator (Amirkhan, 1990), the Chinese Adaptation of General Self-Efficacy Scale (Zhang Schwarzer, 1995), and category I (cognitive appraisal) of the Student-Life Stress Inventory (Gadzella, 1991). All of the instruments have been used to study college students and have demonstrated adequate validity (construct or concurrent validity) and reliability (Cronbach’s coefficient alpha range from . 6 to . 93). All of the instruments except the Chinese adaptation of General Self-Efficacy Scale were translated by the researcher from English into Chinese. Two bilingual Psychology professors and four bilingual doctoral students examined the translated instruments. A bilingual undergraduate student, who was blind to the original English instruments, back-translated the Chinese versions into English. The original instrum ents and the back-translated instruments were very close in meaning, indicating correct language transference. Internal consistency estimates of reliability (Cronbach’s coefficient alpha) were computed for each of the instruments used in this study. The values for coefficient alpha were . 89, . 90, . 75, . 87, and . 81 for the Student-Life Stress Inventory (SSI), the Resilience Scale (RS), the Revised Adult Attachment Scale (AAS-Revised), the General Self-Efficacy Scale (GSS), and the Coping Strategy Indicator (CSI), respectively. The alpha values for the three sub-scales of the Coping Strategy Indicator (CSI) were . 86 (problem-solving), . 88 (seeking social-support), and . 68 (avoidance). In addition, the alpha value for the category I (cognitive appraisal) of the Student-Life Stress Inventory (Gadzella, 1991) was . 84. The research design of this study was a correlational design with four independent (predictor) variables and one dependent variable. The four independent variables were cognitive appraisal, resilience, secure attachment, and self-efficacy. The dependent variable was active coping. This research design consisted of two separate multiple regression procedures that were used to test the proposed model in two types of stressful situations. Data Analysis and Results The data were analyzed by using SPSS 14. 0. Two procedures of multiple regression were applied to test the two hypotheses. The step-wise method was used because the available literature does not provide direction as to how the variables in this study should be entered into a multiple regression equation. By using the step-wise method, the researcher allowed the computer to select the model with the best statistical â€Å"fit. † Correlations among predictor variables and between predictor variables and the dependent variable were examined in order to meet the requirements of multiple regression. The outlier was removed so it did not impact the accuracy of data analysis. The criterion used to screen outliers were (a) a Cook’s distance greater than 1, and (b) a standardized residual greater than 3. Hypothesis 1 was supported while Hypothesis 2 was not supported. Results showed that (a) cognitive appraisal and resilience can predict active coping in stressful situations associated with relation, and (b) secure attachment can predict active coping in work-related stressful situations. Tables I and II showed the results. Table I. Summary of Regression Analyses of Resilience, Secure Attachment, and Self-Efficacy Predicting Active Coping in Relation-Related Stressful Situations ____________________________________________________________ _____ Variable B ? R[pic]Change p ____________________________________________________________ ______ Resilience . 13 . 29 . 09 . 00 Cognition – 2. 56 – 4. . 18 . 001 ____________________________________________________________ ______ Table II. Summary of Regression Analyses of Resilience, Secure Attachment, and Self-Efficacy Predicting Active Coping in Work-Related Stressful Situations ____________________________________________________________ _____ Variable B ? R[pic]Change p ____________________________________________________________ ______ Secure Attachment . 50 . 1 . 17 . 003 ____________________________________________________________ ______ Discussion The study was aimed to test the effectiveness of the model combining two approaches to coping. Results i ndicated that this model is effective in stressful situations associated with relation. In stressful situations associated with relation, individuals who less engage in cognitive appraisal (i. e. , lower levels of cognitive appraisal) and are able to moderate the negative effects of stress (i. . , higher levels of trait resilience) tend to actively cope with the situations. This finding is consistent with Kulenovic and Busko’s (2006) finding that cognitive appraisal and personality trait simultaneously influence individuals’ coping responses to stressful situations. It seems that when people are in the initial stage of coping with a relation-related stressful situation, the less they evaluate the situation and the stronger their trait resilience becomes, the more likely they can cope with the situation actively. A possible explanation of the finding that cognitive appraisal and trait resilience simultaneously influence individual’s coping response to relational stressful situations is that cognitive appraisal leads people to respond to situational factors such as how the romantic relationship ended and who wanted to end the relationship (Bouchard, Guillemette, Landry-Leger, 2004) while trait resilience directs people to respond to any situation that causes stress such as breaking-up with a boy/girl friend and losing a job (Li, 2008). In work-related situations, those who hold positive attitude toward social interactions (i. e. , high levels of secure attachment) tend to actively cope with work-related situations. It seems that when individuals are in the initial stage of coping with a work-related stressful situation, the more they believe they can get along well with people in the workplace, the more they become willing to take action to deal with the situation. Conclusion While res earchers have proposed different theoretical approaches to explain coping, no adequate efforts have been made to test the possibility of combining different approaches. This study addresses this issue by combining two existing approaches into one model and tests the effectiveness of the model. Results of the study not only expand our knowledge about coping but also provide useful information for counselors to help clients deal with stressful situations. When clients are in the initial stages of coping with relation-related stressful situations, counselors can help the clients by engaging them in reflection of their previous positive coping experiences rather than urging them to cognitively appraise the situations. When clients are in the initial stage of coping with work-related stressful situations, counselors can help the clients by enhancing their person skills. References Abela, J. R. Z. ; Skitch, S. A. (2007). Dysfunctional attitudes, self-esteem, and hassles: Cognitive vulnerability to depression in children of affectively ill parents. Behaviour Research and Therapy, 45, 1127-1140. Albinson, C. B. , Petrie, T. A. (2003). Cognitive appraisals, stress, and coping: preinjury and postinjury factors influencing psychological adjustment to sport injury. Journal of Sport Rehabilitation, 12, 306-322. Amirkhan, J. H. (1990). A factor analytically derived measure of coping: The coping Strategy indicator. Journal of Personality and Social Psychology, 59, 1066-1074. Benetti, C. , ; Kambouropoulos, N. (2006). Affect-regulated indirect effects of trait anxiety and trait resilience on self-esteem. Personality and Individual Differences, 41, 341-352. Bouchard, G. , Guillemette, A. , Landry-Leger, N. (2004). Situational and dispositional coping: An examination of theire relation to personality, cognitive appraisals, and psychological distress. European Journal of Personality, 18, 221-238. Collins, N. L. (1996). Working models of attachment: Implications for explanation, emotion, and behavior. Journal of Personality and Social Psychology, 71, 810-832. Dungan, D. E. (2002). Five days of stress and coping in the lives of college students. (Doctoral dissertation, Texas Tech University, 2002). Dissertation Abstract International, 62 (10-B), 4827. Gadzella, B. M. (1991). Student-life Stress Inventory. Library of Congress, Copyright. Kulenovic, A. Busko, V. (2006); Structural equation analyses of personality, appraisals, and coping relationships. Review of Psychology, 13, 103-112. Lazarus, R. S. , Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer. Li, M. H. (2006). Stress, traits of resilience, secure attachment, and self-efficacy as predictors of active coping among Taiwanese students (China). (Doctoral dissertation, Texas Tech University, 2006). Dissertation Abstracts International, 67(4-A),1233. Li, M. H. (2008). Relationships among stress coping, secure attachment, and the trait of resilience among Taiwanese college students. College Student Journal, 42, 312- 325. Li, X. , Yuan (2003). The relationship between junior middle school students’ diathesis, and life stress with mental health. Chinese Journal of Clinical Psychology, 11, 287-288. Olff, M. , Langeland, W. , Gersons, B. P. R. (2005). Effects of appraisal and coping on the neuroendocrine response to extreme stress. Neuroscience Biobehavioral Reviews, 29, 457-467. Wagner, J. Chaney, J. , Hommel, K. , Andrews, N. , Jarvis, J. (2007). A cognitive diathesis-stress model of depressive symptoms in children and adolescents with juvenile rheumatic disease. Children’s Health Care, 36, 45-62. Wagnild, G. M. , Young, H. M. (1993). Development and psychometric evaluation of The resilience scale. Journal of Nursing Measurement, 1, 165-178. Zhang, J. X. , Schwarzer, R. (1995). Measuring optimistic self-beliefs: A Chinese adaptati on of the General Self-Efficacy Scale. Psychologia, 38 (3), 174-181. How to cite Cognitive Appraisal and/or Personality Traits, Essay examples

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Help me Essay Visual Communication could be described as processes that rely primarily on rich visual content as the means of conveying information through words, photos, colors, shapes, and many other components. However, visual communication explores the use of graphical components in achieving communication goals. Visual communication has both critical and practical parts. According to the current book we use in the class Visual Communication, Images with Messages, the critical part of visual communication is known as visual rhetoric, which explores the way that designers use visual elements to influence audiences. Visual communication becomes increasingly important as computers, television, and film become the primary media of communication. Each of these is primarily a visual medium, in which messages are communicated through pictures. Words support the communication of those images. My idea of visual communication is the process of providing pictorial and written information to an intended audience. Visual communication is a process, that is problem-solving nature. The concept of Visual communication includes other types of communications beyond printed matter. Visual communication can be achieved through use of color, shapes and images. In todays society, there is a strong indication that the status of images is improving. We live in a mediated blitz world of images. They fill our newspapers, magazines, books, clothes, billboards, computer monitors and television screens as never before in the history of mass communication. We are becoming a visually mediated society. For many, understanding of the world is being accomplished, not through reading words, but by reading images. Ever since I became a Mass Communication major, I noticed that the television culture is replacing words as the important factor in social communication. Words will be reserved for only bu reaucratic transactions through business forms and in books that will only be read by a few individuals. Reading is losing to watching because viewing requires little mental processing. Visual communication has the ability to convey messages, but this language means nothing to those who can only read words and not images. Visual communication can be seen from a semiotic approach. The semiotic approach to visual communication stresses the idea that images are a collection of signs that are linked together in some way by the viewer. The study of semiotics divides itself into three areas: pragmatics, semantics and syntactic. Pragmatics is the study of the origin, common uses and communicative effects of signs. Semantics is an area of semiotics in which the researchers attempt to determine the significance of signs within and throughout various cultures. Syntactic is the study of the ways signs are combined with each other to form complex messages. Individual symbols within a picture dont have a precise alphabetic relationship, but when used in combination, meaning is found for an image through a traditional method. Whether pictures are not a language because it is not easily definable, I think that images are a collection of signs and as such, become a language when read in the mind. When words and image s have equal status within all media of communication, the cultural means that define a society will not only be more efficiently passed from one generation to the next, but within this generation, here and now, diverse cultures will be able to understand each other a little better. However, whether we want to admit it or not, visual communication will always be seen as images that are remembered by thinking about them in words.