Neuro linguistic programming (NLP) Essay Example | Topics and Well Written Essays - 500 words

Neuro linguistic programming (NLP) - Essay Example Identify the submodalities relating to this belief. Identify internal representation and internal feeling of it. Identify a belief that you are unsure about in your life and explore this internally. Contrast the differences between the unwanted belief and the unsure belief. Test each submodality that you’ve worked out as being different by exchanging the submodality relating to the negative belief with your unsure belief. Change each one back to the way that it was before moving on to test the next one. Ask yourself what new liberating belief you would like instead of the old one. Identify this positively and that it is something you really want rather than what you feel you should want. Look at how this new belief will affect others around you. If needed, make slight changes in your wished for belief to account for this. You are now ready to change your negative belief to the way you feel about the unsure belief. Leave the content the same, change one or more of the most powe rful submodality differences you discovered in step. Change the content of the old belief to the new belief using the submodality shift. You can move your perception of the old belief away and replace it with the new wanted belief. Test by checking that your new belief is automatically represented by the new submodalities and check for the feeling you were aiming for. The six Representational Systems recognised in NLP are Visual (sight), Auditory (hearing), Kinesthetic (touch, physical bodily sensations including emotions), Gustatory (taste), Olfactory (smell), and Auditory-Digital. Mission Statements are the inspiring words chosen by successful leaders to clearly and concisely convey the direction of their organisation. A clear mission statement is able to communicate intentions and motivate the person to realise an attractive and inspiring vision of the future. Though, a personal mission statement is a different from a

Reflective Practice Statement Essay Example | Topics and Well Written Essays - 2000 words

Reflective Practice Statement - Essay Example DeFillippi believe that reflection is crucial to learning because it helps to convert "convert tacit experience into explicit knowledge" (p.6). Reflective practise, as a concept of learning, was introduced into several professions in the 1980s. The rationale behind it is that by thinking about things that have happened to us, in a different light, we gain more knowledge and a better perspective, which enable us to take some kind of action. It is therefore seen as an important process by which professionals "learn from experience in order to understand and better develop their practice" (Jasper, 2003, p.2). The concept of learning from reflection was a product of the work of several educational theorists; one important figure in this regard is Dewey (1938) who argued that 'we learn by doing and realising what came out of what we did'. However, this theory has seen severally modified and developed by contemporary theorist. One of such is the 'experiential learning theory' developed by Kolb in the 1980s, where he drew our attention to the fact that, when we attempt to learn from something that has already happened to us, we ne ed to recall our observation of the events and then reflect on the observation in some way (p.3). This theory was the perhaps the first to demonstrate the cognitive process of learning by particularly expressing the importance of critical reflection in learning. This theory stressed the fact that the main thrust of learning efforts lies in the manner in which we process experience and a major part of this, is our ability to critically reflect on experiences. Learning was described to occur in a cycle that "begins with experience, continues with reflection and later leads to action, which itself becomes a concrete experience for reflection" (Kelly, 2005). Kolb's work further refined the concept of reflection, as it applies to learning, and divided it into two separate learning activities, which he referred to as perceiving and processing (Algonquin, 1996). The perceiving stage is when the actual learning takes place, while processing is when such learning is re-appraised in the light of previous experiences. A third stage called 'Abstract Conceptualization', where it is believed that we try to find answers to the questions raised during the critical reflection stage. In this attempt, we make generalizations, draw conclusions and form hypotheses about the experiences; and the fourth stage 'Active Experimentation', where we try these hypotheses out, were further proposed (Kelly, 2005; Algonquin, 1996). In the words of Kolb, in the Abstract Conceptualization phase, "learning involves using logic and ideas, rather than feelings to understand problems or situations. Typically, we would rely on systematic planning and develop theories and i deas to solve problems." While in Active Experimentation, "Learning in this stage takes an active form - experimenting with, influencing or changing situations. We would take a practical approach and be concerned with what really works..." (Algonquin, 1996). Besides the experiential learning theory, the motivational theories also have great implications for reflection and learning. The importance and impact of motivation on human actions was first highlighted by the research now popularly known as the Hawthorne Studies, conducted by Elton Mayo from 1924 to 1932. In the

Industry Essay Example | Topics and Well Written Essays - 750 words

Industry - Essay Example Smarthand is a company that manufactures smart hand products that are mainly for university professors who engage in teaching practices in large lecture rooms. The product manufactured by the company is a multifunctional remote controlling glove that is bundled with a computer software. The software functions in such a way that it allows the person using it to give instructions using touch screen by the use of hand gestures and commands using figures. The smart hand product has a lot of promise to its users. The product promises the users to make controls to the screen of the computer at a far distance with the use of a Wi-Fi environment. Unlike other means of computer operating equipment such as clicker or mouse, the smart hand product offers several instructions that are customized in a more convenient manner. In summary, it can be said that smart hand product takes a total control of the university lecturer class in his or her palm. The company’s mission statement is to enable users to control computer and give customized instructions in the palm of the hand. SmartHand LCC will strive to accomplish the mission by focusing on four main objectives: provide users better experience in manipulating virtual space, improving convenience of use, developing new software features based on customization, and changing the way of teaching in a smart classroom. The product idea is based on designs from students from School of Information Studies and further improved by the management team at SmartHand LLC. The inventors designed the intelligence glove in order to develop a technology to manipulate objects in a virtual space. After consideration of the executive team from SmartHand LLC, the features of the glove is decided to focus more on educational use so that the product can be bundled with other teaching station technology to improve professors teaching experience. SmartHand is a multi-functional intelligence glove that allows using figure commands and hand gestures

Questions for second reading Term Paper Example | Topics and Well Written Essays - 500 words

Questions for second reading - Term Paper Example Despite the fact that they may be speaking English, these different races may not understand each other due to integration of English with their own culture leading to different forms of slang. It is, however, vital to note that the statement above makes â€Å"autoethnographic work appears anomalous and chaotic. Autoethnography simply means that the researcher views society through his own personal experiences. This, therefore, means that since culture is distinct and monolingual people of different races would, therefore, interpret culture differently. Every culture would, therefore, have their own definition and interpretation of culture. This leads to misunderstanding and miscommunication. On the other hand, Guaman Poma’s text may be considered heterogeneous due to the manner in which people live in current society. Improved transport and technology has narrowed the divide that was there between the different cultures. The development of cities and towns in which different cultures meet has led to the integration of culture. This transculturation does not occur over night and is normally occurs due to the nature of humans to resolve their conflicts over time. This bringing of societies together is mainly due to the fact that a compromise has been reached between the different cultures. This is mainly due to interracial marriage, ethnic conflict, war, and racism. A perfect example of a group in which the different cultures participate in as a community is school. Education has been a key factor in bridging the divide between the various cultures. This is because schools bring the different types of races in a single setup in which they learn the very same things. It has led to the development of friendships between the people of different races and this enhances transculturation. Schools can, therefore, be thought of as a contact zone. This is because schools allow for people of different culture to meet in a single setting without

Killing Without Emotions Essay Example for Free

Killing Without Emotions Essay This human nature of ours makes us think or stops us in order to kill without emotions. When humans are hardwired to be empathetic and compassionate not to kill, it is hard to understand why there is so much killing in the world? How, with empathy and compassion, can people kill? They must override their emotions with stronger emotions of hate and notions of purpose based on their beliefs. In the following paragraphs will present few examples that will indicate why and how some people override their emotions with stronger emotions based on their purpose. A common example of this is of a suicide bomber. So how these suicide bombers are formed or what is the psychology involved behind suicide bombing. . Often the suicide bombers arrested in Pakistan are usually teenagers and are from a poor background. They are usually kidnapped on their way to school or madraassa (religious school) and then brainwashed. Research and Today’s media reveals that suicide bombers using their religion as a shield justifies what they are doing are right. During brainwashing they are kept isolated and given misleading information on the name of the religion. They are told by the corrupt religious leaders that killing of the non Muslims are justified according to their religion. In addition to this they are also told that dying in the name of their religion will earn them the rank of a martyred. They are also brainwashed that they will earn a high rank in the heavens and rivers of milk and honey and beautiful virgins await. (Yusufzai and Jamal). They are offered high price to get the job done. They are assured that their family will live wealthy life after their job is done. Almost 90% of the suicide bombers are normal humans but, after knowing the position they can earn by dying in the name of their religion, change their emotions to kill hundreds of innocent humans. From this above example it can be concluded that they simple overcome their emotions with stronger emotions of earning high rank in Heavens by dying in the name of the religion, securing the lives of their family and obeying the orders of God. Another type of the people who override their emotions to kill are the soldiers. Soldiers override their emotions for certain reasons that they learn during the training. During the training there are told that they are the protectors of the land. The lives of their families and their countrymen depend on them. Moreover, they are trained with the fact that what they are doing is right and justified and God is with them. The training for the soldiers keeps on the changing with time to time. The soldiers are given complete training/ practicing area. The soldiers are desensitized by making them shoot at human shaped paper targets, drill and then to moving targets and pop up targets look kind of human shape making their response automatic and focused†. (Dwyer). The training areas includes all kinds of difficult pathways, underground tunnels and sudden appearance of the human shaped targets which they have shoot at and take them down. They are also congratulated on their first kill which increases their confidence to override their emotions more easily â€Å"In addition to this there are addressed directly making them believe that they actually have to kill. (Robinson). â€Å"Often a times the present the enemies in way that does not even feel like a human; for instance they will call their enemies by those names that even don’t look familiar. Names like â€Å"gook† who knows what is gook? It does not sound like a human or a person. Half of the desensitizing and dehumanizing is made easier in presenting a person that does not even to our class or kind. In addition, saying that God is with us, we are fighting for the sake of our country and the people and God is proud of us. A lot of killing is made easier in this for the soldiers presenting these as a reason. † (Pomerantz) So, with this kind of training and lessons of patriotism being given to the soldiers makes it easier to override to their emotions. In the conclusion I would restate again that killing without emotions is really hard unless you have you don’t overcome your emotions. It takes a lot of nerve and heart to kill without emotions. Works cited Dwyer, Gwynne. Soldiers trained to kill and post-traumatic psycho-babble. Thuppahis blog, 29 April 2011. Web. Web. 18 Feb. 2013. Yusufzai, Asfaq, and Amna Nasir Jamal. Teenagers recruited, trained as suicide bombers.   Central online Asia. N. p. , 11 04 2011. Web. 18 Feb 2013. Robinson, Steve. The impact of killing and how to prepare the soldiers .   Frontline. Frontline, 01 Mar 2001. Web. 18 Feb 2013. Pomerantz, Andrew. The impact of killing and how to prepare the soldiers .   Frontline. Frontline, 01 Mar 2001. Web. 18 Feb 2013.

History of computing Essay Example for Free

History of computing Essay Way back in early history, when people relied mainly on their brains to perform calculations, people used their fingers, pebbles, and tally sticks for computing purposes. Various attempts were made to build general-purpose programmable computers from the same mechanical devices used in calculators. But the problems posed by the lack of technology at the time were not satisfactorily solved until the introduction of electronic computing techniques in the mid-20th century. Between Pascals invention and around 1820 there were about 25 manufacturers of calculating machines; most of them were the work of one man. Few of them worked correctly and even less actually reached the manufacturing line. In the mid-19th century Charles Babbage, a visionary British mathematician at Cambridge University, designed the first computers to perform multistep operations automatically. The technologies were entirely mechanical. He called this first computing machine the Difference Engine, and it was intended to compute and print mathematical tables automatically. The Difference Engine performed only one arithmetic operation: addition. Babbage constructed a small portion of his first Difference Engine in 1832, which served as a demonstration prototype. The first widely known general-purpose electronic computer was the Electronic Numerical Integrator and Calculator (ENIAC) that John W. Mauchly and J. Presper Eckert built at the University of Pennsylvania. The primary motivation for the ENIAC was the need to construct ballistic tables for the U. S. Army. Work began on the ENIAC in 1943 and in 1946 it was completed. It was an enormous machine weighing about 30 tons and filling a 30 by 50 foot room. It contained 1,500 electromechanical relays and over 18,000 vacuum tubes and when it was switched on it consumed 150,000 watts of energy. Despite its enormous size it stored only the equivalent of 80 characters of information. However, it was substantially faster than any previous computer. The idea of storing programs and their data in the same high-speed memory the stored-program concept was first put forth by von Neumann in a publication entitled, First Draft of a Report on the EDVAC (Electronic Discrete Variable Computer). The IAS machine in its overall design is quite modern, and can be regarded as the prototype of most subsequent general-purpose computers. It had the general structure depicted in Figure 4. It had a CPU (Central Processing Unit) for executing instructions, a main memory for storing active programs, a secondary memory for backup storage, and miscellaneous input-output equipment. The IBM PC series was introduced in 1981 and quickly became the de facto standard for this class of machine. IBM made a smart decision by making the architecture of the PC open, meaning its design specifications were available to other manufacturers of computers and software. As a result of this decision the IBM PC became very popular and many versions of it, PC clones, were produced by others. Many other significant achievements have occurred in the PC era and continue to occur with the widespread use of the Internet and networked computers. Here are a few other notable historical achievements having to do with PCs: o 1976 The Cray 1 Supercomputer was the first commercially developed supercomputer. It contained 200,000 ICs and was cooled by Freon. o 1977 Apple II computer introduced. o 1979 Commodore Pet released, with 1 MHz computing power, 8K RAM, cassette deck, and 9 monitor displaying monochrome text. o 1979 The compact disk was invented. o 1982 The TCP/IP network communications protocol was established and the Internet was formed as a connected set of networks using TCP/IP. o 1982 Commodore 64 released, costing just i 595. o 1982 Compaq releases their IBM PC compatible, the Compaq Portable. o 1983 The IBM XT is released. This machine had a 10MB hard disk, 128KB of RAM, one floppy drive, a mono monitor, and a printer, all for i5000. What a bargain! o 1984 Apple Macintosh released. o 1985 Microsoft Windows launched, but not really widely used until version 3 in 1990. o 1987 IBM introduced its PS/2 System which was very successful, selling over 2 million machines in less than 2 years. o 1989 The World Wide Web (WWW) is invented by Tim Berners-Lee who saw the need for global information exchange that would allow physicists to collaborate on research. The Web was a result of the integration of hypertext and the Internet. Hyperlinked pages could not only provide information but could provide transparent access to other pages of information as well as other Internet facilities such as ftp, telnet, Gopher, WAIS, and USENET. The Web started out as a text-only interface but NCSA Mosaic, an early browser, later presented a graphical interface for it and its popularity exploded as it became accessible to the novice user. The explosion of the Web started in earnest during 1993 and in a single year Web traffic increased by 300,000%. o 1990 Windows 3. 0 introduced by Microsoft. This graphical user interface OS offered true multi-tasking, meaning you could run multiple programs at the same time. o 1993 The Pentium microprocessor released by Intel. It was only available at that time in 60 and 66 MHz versions. o 1995 Windows 95 operating system released by Microsoft. o 1995 Pentium Pro microprocessor released. o 1997 Pentium MMX (166 and 200 MHz) released. o 1997 Pentium II (233, 266, and 300 MHz) released. o 1998 Windows 98 released. o 1999 Linux, a free alternative operating system to Microsofts Windows, is estimated to be running on over 10 million computers worldwide.

Correlations Of Gratitude And Forgiveness Psychology Essay

Correlations Of Gratitude And Forgiveness Psychology Essay Gratitude has only been focused within the field of psychology in the past decade although historically it had been discussed at length in theology, religion and philosophy (Emmons McCullough, 2003). Looking back a little into the past, great philosophers such as Aristotle, Epicurus and La Rochefoucauld were convinced that manifestations of gratitude were due to human beings self interest and messy emotional ties that make people unnecessarily beholden to their benefactors (Harpham, 2000; Roberts, 2000 as cited in McCullough, Emmons, Tsang, 2002). However when this topic was reintroduced into the field of scientific studies, researchers are convince that gratitude has associations with more positive outcomes than the negatives (Naito, Wangwan Tani, 2005; Wood, Joseph, Linley, 2007; Froh, Yurkewicz Kashdan, 2009). According to McCullough, Emmons, Tsang (2002), gratitude like other affects could exist as an affective trait, an emotion or feeling which they called gratitude disposition. It is individuals universal predisposition to distinguish and act in response with gratifying feeling to the actions of those whom provides positive experiences and outcomes. Other scholars working on dispositional gratitude believes that it is interrelate to a more optimistic and enthusiastic attitude toward life (Wood, Jospeh Maltby, 2008; Froh, Yurkewicz Kashdan, 2009). There are four facets (otherwise known as elements) that influence ones gratitude disposition known as intensity, frequency, span and density which co-occurs. The first facet of gratitude disposition is intensity that can be measure by level of thankfulness one feels upon the occurrence of positive event. An individual whom is dispositionally grateful will experience greater intensity of gratefulness as compared to a person whom is less disposed out of the same positive event. Frequency, the second facet can be defined as the number of times an individual feels grateful within an allocated period. Dispositionally grateful individual in general will report experiencing more grateful events a day as compared to their counterparts. Their gratitude might be cause by even the smallest favor or act of courtesy (McCullough, Emmons Tsang, 2002). Gratitude span (the third facet) is, at a given timeframe, the number of life circumstances a person feels grateful for. A dispositionally grateful individual will definitely have more appreciation aspects such as feeling grateful about their families, jobs, friends and even simply living life itself. The last facet of gratitude disposition is density which is reflected by the number of persons an individual feels grateful for a single positive outcome. If a dispositionally grateful person is ask who they appreciate for obtaining good exam results, the list may include many significant others such as parents, teachers, friends, neighbours, siblings (McCullough, Emmons Tsang, 2002). Forgiveness Forgiveness is an action likely to draw two or more individuals, namely the offender and victim closer together as forgiving is universally recognize as a kindly act. No doubt that mounting researches on forgiveness had been carried out yet scholars are more readily to agree upon what forgiveness is not (McCullough, Pargament Thoresen, 2000). Many of them are convinced that forgiveness should be separated from justifying, pardoning, condoning and reconciliation (Rye, Loiacono, Folck, Olszewski, Heim Madia, 2001; Worthingon, Witvliet, Pietrini Miller, 2007; Fincham, 2010). Even until present the precise definition of forgiveness and how to measure it remains an open discussion among psychologists. Rye, Loiacono, Folck, Olszewski, Heim Madia (2001) had compartmentalized forgiveness into two factors called the Absence of Negativity (AN) and the Presence of Positivity (PP). Absence of negativity is measured by negative opinions, affections and action tendencies (disparaging thinking, anger and desire to avoid or retaliate against the offender) one holds towards individual that wronged them. On the other hand, presence of positivity is the extent whereby individuals have love and compassion towards their offenders as well as carrying out favorable action tendencies toward them (Rye et al., 2001). Despite years of research on this character strength psychologists are still unable to come to an agreement whether one or both factors are necessary in the measure of ones forgiveness. Some forgiveness scholars are convinced that absence of negative affect is largely sufficient to define the forgiveness process (Fincham, 2010); others insisted that it is not adequate as they trust experiencing positive affects toward ones transgressor is a critical point in completely forgiving someone (Edwards et al., 2002; Kearns Fincham, 2005). Romig and Veenstra (1998) pointed out that individuals ability to resolve developmental tasks from Eriksons Psychosocial Developmental stages requires both Absence of Negativity (AN) and the Presence of Positivity (PP) in their forgiveness (as cited in Scherbarth, 2007). Worthington (2005) had another interesting explanation mentioning that individuals forgiveness towards strangers is just reducing negative responses but eliminating unforgiveness will be replaced with the positive affects if offender is someone involving family members, colleagues and friends. He suggested that presence of positive affects is only applicable in situations where victim knows the transgressors (Worthington, 2005). In one way or another, measuring forgiveness through these two factors (AN PP) has gained its popularity among psychologists researching this strength. Gender differences in Gratitude and Forgiveness Gender differences are an interesting part in the studies of affective traits including gratitude and forgiveness. Researchers back in the 1990s had begun this research with a broader aspect known as values orientation. Beutel and Marini (1995) advocate that women tend to show apparent gratitude towards interpersonal relationships while men are likely to values competition and materialism. Eisenberg Fabes (1998) showed evidence in their write up titled Prosocial Development that women are more empathic than men, suggesting them to be more people oriented as compared to counterparts. Although both genders display gratitude in daily life, women are believed to be more expressive when it comes to emotions like gratefulness. This also influences them to report experiencing indebtedness more intensely and frequently (Simon Nath, 2004; Gordon, Musher-Eizenman, Holub Dalrymp, 2004; Naito, Wangwan Tani, 2005). A research conducted by Kashdan, Mishra, Breen Froh (2009) had some interesting findings about this topic. They found that women evaluated gratitude to be more interesting and exciting as compared to men, whom reported greater burden and obligation with lesser gratitude upon receiving a gift or favor from others. Besides that, men also mentioned that positive affects will be lesser if their benefactors were of same gender. According to Adetunji Adesida (2008), men may interpret expressions of gratitude as a sign of vulnerability and weakness, which is believe to threaten their masculinity and social reputation. Furthermore, women with higher gratitude are more likely to experience sovereign and fulfilling their belonging needs but men on the other hand may feel vice versa should they portray greater gratitude (Kashdan, Mishra, Breen Froh, 2009). Moving on to forgiveness, Miller, Worthington Mcdaniel (2008) conducted a meta-analytical review on gender differences and forgiveness for 70 researches relating to this theme. The result obtained supported that females are more forgiving as compared to males. The highly possible explanation is that females are prone to be less vengeful as compared to males (Brown, 2004; McCullough, Bellah, Kilpatrick Johnson, 2001). Men are commonly encouraged taking justice into their own hands but women are likely to be taught relationship harmony (Miller, Worthington Mcdaniel, 2008). This practice is common among the Western population whom profoundly observe masculinity and feminine theory in their daily life. However in contrary, Kmiec (2009) had different findings to offer. He found that there were no gender differences in terms of general forgiveness but men were more likely to forgive in recalling a specific incident. He justified when both genders are equal in overall forgiveness, men are less detailed in recalling a particular incident that lead to unforgiveness. Females on the other hand may recall thoughts which they had difficulty in forgiving the offender, even though this does not reflect their ordinary model of forgiving (Kmiec, 2009). Fehr, Gelfand Nag (2010) also duplicated similar result supporting that gender does not differ in terms of forgiveness after analyzing 76 studies containing 11730 participants (r Correlations of Gratitude and Forgiveness Gratitude and forgiveness in modern years had been scientifically proven to have associations that enhance better living among individuals and community at large. Sufficient researches had convinced scholars that both gratitude (Froh, Yurkewicz Kashdan, 2009) and forgiveness (Lawler-Row Piferi, 2006; Ysseldyk, Matheson Anisman, 2007) do correlates in predicting individual subjective well being. Both character strengths are further identified as the sources of interpersonal and intrapersonal strengths that foster a healthy physical and psychological environment. Experimental data confirms that gratitude and forgiveness are positively correlated with optimistic, life satisfactions (Sastre, Vinsonneau, Neto, Girard Mullet, 2003), physical health (Levenson, Aldwin Yancura, 2006; Worthingon, Witvliet, Pietrini Miller, 2007) and environmental mastery (Wood, Joseph Linley, 2007; Hill Allemand, 2010). In contrary, grateful and forgiving individuals are negatively correlated with pessimistic affect such as stress, anxiety and depression (Berry, Worthington, OConnor, Parrott Wade, 2005; Eaton, Struthers, Santelli, 2006; Wood, Maltby, Gillet, Linley Joseph, 2008; Tse Yip, 2009; Gavian, 2011). A recent research done by Froh, Fan, Emmons, Bono, Huebner Watkins (2011) supported that individuals that regularly experience gratitude in life are more likely to enjoy better well being and longer life satisfaction because they are more capable in adjusting to their positive social environment. This idea was built on previous research by McCullough, Kilpatrick, Emmons Larson (2001) highlighting that gratitude emotion essentially serve as a (1) moral barometer, motivating individuals to be sensitive towards the help they receive daily, (2) moral reinforce function that inspire grateful individual to behave prosocially towards others and (3) moral reinforcer function which cultivates benefactors future moral behaviors. Besides that, Allemand, Hill, Ghaemmaghami Martin (2012) had also extended previous findings by using future time perspective as a moderating factor in examining adults forgiveness and subjective well being. They found out that individuals whom believe of having limited future time portray stronger positive association between forgiveness and well being. However the moderating effect does not apply for negative affect and pessimism. The discrepancy obtained indicates that positive affect and negative affect (Lucas, Diener Suh, 1996) as well as optimism and pessimism (Herzberg et al., 2006) are not direct opposite characteristics as suggested in preceding studies. Other than focusing solely on non clinical samples, years worth of experiments also manage to induce both psychologists and medical practitioners to consider that suitable gratitude (Ng Wong, 2013; Joseph Wood, 2010; Wood Tarrier, 2010; Chan, 2008) and forgiveness (Witvliet, Ludwing Laan, 2001; Worthington Scherer, 2004; Carson et. al., 2005; Friedman Toussaint, 2006) interventions will be beneficial towards physically and psychologically ill clients. By adopting gratitude and forgiveness as strength based interventions in helping clinical settings clients to cope with their sicknesses had been verified to be as effective as existing problem focused interventions. For instance Toussaint et. al. (2010) managed to establish that fibromyalgia and chronic fatigues patients showed signs of improvements after learning the art of forgiving during their treatment periods. This is because fibromyalgia and chronic fatigue symptoms are aggravated by patients frustration, anger, stress and fear (Raymond Brown, 2000). Forgiveness is found to be a coping mechanism that will alleviate the exacerbating role of negative emotional reactions hence offering a cure towards these sicknesses (Toussaint et. al., 2010). This favorable outcome was earlier acknowledged by Carson, Keefe, Lynch, Carson, Goli, Fras Trop (2005) mentioning that focusing on positive affects in life instead of thinking about failures in treating illness may be beneficial towards chronic fatigue patients because the sickness is partially convoluted by anger, antipathy and stress as stated above. An excellent supporting reason why gratitude and forgiveness are subjective well being booster and effective clinical interventions is because individuals with these character strengths are also equipped with positive emotional attributions such empathy, self compassion and acceptance (Breen, Kashdan, Lenser Finchman, 2010). Several studies advocate gratitude (McCullough Hoyt, 2002) and forgiveness (Brown, 2003; Paleari, Regalia Fincham, 2005) to positively correlates with both cognitive (scenario attributions) and affective (feeling the victims emotion) aspects of empathy. Grateful and forgiving individuals are prone to understand others better by analyzing situations from others point of views which circuitously improve their social supports and interpersonal relationship. Besides empathy, self compassion also reflects an individuals warmth and perspective taking towards self and others. According to Werner, Jazaieri, Goldin, Ziv, Heimberg Gross (2012), self compassion can be defined as the talent to hold a kind and non-judgmental perspective of oneself and be conscious of the similarities between self and others. According to Fehr, Gelfand Nag (2010), self compassion within the context of forgiveness is seen to enhance victims perceptive of why their offenders might have affronted them. This will indirectly reduce their urge for vengeance and anger hence improves the likelihood of forgiveness to occur. The ultimate outcome of these individuals would be healthier physical and better recovery from sickness due to the reduction in unnecessary stress and anger. Lastly, acceptance which is known as individuals willingness in opening up to experiences, thoughts, feelings, physical sensations as well as life events also proved to show indirect relations with gratitude and forgiveness (Breen, Kashdan, Lenser Finchman, 2010). Acceptance provides individuals a platform to respond accordingly to situational demands by fully experiencing every occurring event. By having high level of acceptance individual will be sensitive towards the good deed others had done for them that indirectly elevate their gratitude level. On the other hand, forgiveness and acceptance are related in the direction of embracing negative events while responding with objectivity and litheness. Both of these character strengths will then foster good resiliency for individuals to cope with difficult, unsuspected downturn in life. In short, gratitude and forgiveness may oblige discrete attributions (McCullough, Emmons Tsang, 2002) but share a common conceptually linked as positively valence, portraying empathic characters that is associated with both psychological and physical health. It is strongly believed that literatures presented here are both promising and convincing for current research to focus in exploring the correlations between gratitude and forgiveness within same Asian sample group. References 2.4: Wong, W. S., Ng, M. Y. (2013). The differential effects of gratitude and sleep on psychological distress in patients with chronic pain. Journal of Health Psychology, 18(2), 263-271. DOI: 10.1177/1359105312439733 Ysseldyk, R., Matheson, K., Anisman, H. (2007). Rumination: Bridging a gap between forgiveness, vengefulness and psychological health. Personality and Individual Di ¬Ã¢â€š ¬erences, 42, 1573-1584. DOI:10.1016/j.paid.2006.10.032 Lawler-Row, K. A., Piferi, R. L. (2006). The forgiving personality: Describing a life well lived? Personality and Individual Di ¬Ã¢â€š ¬erences, 41, 1009-1020. DOI:10.1016/j.paid.2006.04.007 Sastre, M. T. M., Vinsonneau, G., Neto, F., Girard, M., Mullet, E. (2003). Forgivingness and satisfaction with life. Journal of Happiness Studies, 4, 323-335. Retrieved from http://www.unice.fr/lasmic/PDF/girard-article-4.pdf Levenson, M. R., Aldwin, C. M., Yancura, L. (2006). Positive emotional change: Mediating effects of forgiveness and spirituality. Journal of Science and Healing, 2(6), 498-508. DOI:10.1016/j.explore.2006.08.002 Hill, P., Allemand, M. (2010). Forgivingness and adult patterns of individual differences in environmental mastery and personal growth. Journal of Research in Personality, 44, 245-250. DOI:10.1016/j.jrp.2010.01.006 Berry, J. W., Worthington, E. L., Jr., OConnor, L. E., Parrott, L., III, Wade, N. G. (2005). Forgivingness, vengeful rumination, and affective traits. Journal of Personality, 73(1), 183-226. DOI: 10.1111/j.1467-6494.2004.00308.x Eaton, J., Structhers, C. W., Santelli, A. G. (2006). Dispositional and state forgiveness: The role of self-esteem, need for structure, and narcissism. Personality and Individual Di ¬Ã¢â€š ¬erences, 41, 371-380. DOI:10.1016/j.paid.2006.02.005 Tse, W. S., Yip, T. H. J. (2009). Relationship among dispositional forgiveness of others, interpersonal adjustment and psychological well-being: Implication for interpersonal theory of depression. Personality and Individual Differences, 46, 365-368. DOI:10.1016/j.paid.2008.11.001 Wood, A. M., Maltby, J., Gillett, R., Linley, P. A., Joseph, S. (2008). The role of gratitude in the development of social support, stress and depression: Two longitudinal studies. Journal of Research in Personality, 42, 854-871. DOI:10.1016/j.jrp.2007.11.003 Froh, J. J., Fan, J., Emmons, R. A., Bono, G., Huebner, E. S., Watkins, P. (2011). Measuring gratitude in youth: Assessing the psychometric properties of adult gratitude scales in children and adolescents. Psychological Assessment. Advance online publication. DOI: 10.1037/a0021590 McCullough, M. E., Kilpatrick, S. D., Emmons, R. A., Larson, D. B. (2001). Is gratitude a moral affect? Psychological Bulletin, 127(2), 249-266. 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DOI:10.1016/j.cpr.2010.01.002 Wood, A. M., Tarrier, N. (2010). Positive clinical psychology: A new vision and strategy for integrated research and practice. Clinical Psychology Review, 30, 819-829. DOI:10.1016/j.cpr.2010.06.003 Witvliet, C. O., Ludwig, T. E., Laan, K. L. V. (2001). Granting forgiveness or harboring grudges: Implications for emotion, physiology and health. Psychological Science, 12(2), 117-123. Retrieved from http://greatergood.berkeley.edu/images/uploads/VanOyenWitvliet-GrantingForgiveness.pdf Worthington, E. L., Scherer, M. (2004). Forgiveness is an emotion-focused coping strategy that can reduce health risks and promote health resilience: Theory, review and hypotheses. Psychology and Health, 19(3), 385-405. DOI: 10.1080/0887044042000196674 Toussaint, L., Overvold-Ronningen, M., Vincent, A., Luedtke, C., Whipple, M., Schriever, T., Luskin, F. (2010). Implications of forgiveness enhancement in patients with Fibromyalgia and Chronic Fatigue Syndrome. Journal of Health Care Chaplaincy, 16(3), 123-139. DOI: 10.1080/08854726.2010.492713 Friedman, P. H., Toussaint, L. (2006). Changes in forgiveness, gratitude, stress and well being during psychotherapy: An integrative, evidence-based approach. Wholistic Healing Publication, 6(2), 1-21. Retrieved from http://www.academia.edu/1007794/Changes_in_forgiveness_gratitude_stress_and_well-being_during_psychotherapy_An_integrative_evidence-based_approach McCullough, M. E., Hoyt, W. T. (2002). Transgression-related motivational dispositions: Personality substrates of forgiveness and their links to the Big Five. Personality and Social Psychology Bulletin, 28(11), 1556-1573. DOI: 10.1177/014616702237583 Brown, R. P. (2003). Measuring individual differences in the tendency to forgive: Construct validity and links with depression. Personality and Social Psychology Bulletin, 29(6), 759-771. DOI: 10.1177/0146167203029006008 Paleari, F. G., Regalia, C., Fincham, F. (2005). Marital quality, forgiveness, empathy and rumination: A longitudinal analysis. Personality and Social Psychology Bulletin, 31(3), 368-378. DOI: 10.1177/0146167204271597 Werner, K. H., Jazaieri, H., Goldin, P. R., Ziv, M., Heimberg, R. G., Gross, J. J. (2012). Self compassion and social anxiety disorder. Anxiety, Stress and Coping, 25(5), 543-558. DOI:10.1080/10615806.2011.608842 Hayes, S. C., Strosahl, K., Wilson, K. G. (1999). Acceptance and commitment therapy: An experimental approach to behavior change. New York: Guilford Press. Retrieved from http://irhealthpsychology.com/files/site1/pages/Free_Books/acceptance_and_commitment_therapy.pdf Raymond, M. C., Brown, J. B. (2000). Experience of Fibromyalgia. Qualitative Study. Canadian Family Physician, 46, 1100-1106. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2144885/pdf/canfamphys00027-0114.pdf Carson, J. W., Keefe, F. J., Lynch, T. R., Carson, K. M., Goli, V., Fras, A. M., Trop, S. R. (2005). Loving-kindness meditation for chronic low back pain. Journal of Holistic Nursing, 23(3), 287-304. DOI: 10.1177/0898010105277651 ______________________________________________________________________________ References 2.3: Beutel, A. M., Marini, M. M. (1995). Gender and values. American Sociological Review, 60(3), 436-448. Retrieved from http://www.jstor.org/stable/2096423 Eisenberg, N., Fabes, R. A. (1998). Prosocial development. In W. Damon (Series Ed.) N. Eisenberg (Vol. Ed.), Handbook of child psychology (5th ed.). Social, emotional, and personality development (Vol. 3, pp. 701-778). New York: Wiley. Simon, R. W., Nath, L. E. (2004). Gender and emotion in the United States: Do men and women differ in self reports of feelings or expressive behavior? American Journal of Sociology, 109, 1137-1176. Retrieved from http://www.fsu.edu/~soc/people/simon/simon_gender.pdf Gordon, A. K., Musher-Eizenman, D. R., Holub, S. C., Dalrymp, J. (2004). What are children thankful for? An archival analysis of gratitude before and after the attacks of September 11. Applied Developmental Psychology, 25, 541-553. DOI:10.1016/j.appdev.2004.08.004 Kashdan, T. B., Mishra, A., Breen, W. E., Froh, J. J. (2009). Gender differences in gratitude: Examining appraisals, narratives, the willingness to express emotions and changes in psychological needs. Journal of Personality, 77(3), 1-40. DOI: 10.1111/j.1467-6494.2009.00562.x Adetunji, B., Adesida, A. A. (2008). Reconstructing masculinity and power in Africa through open distance learning for sustainable development: A critical analysis of Wole Soyinkas climate of fear. In C. I. Ofulue (General Ed.), T. T. Gefu., F. Gbenoba., F. K. Olakulehin., G. Olufemi (ed.), Proceedings of the 2nd ACDE conference and general assembly, (pp. 276-289). Victoria Island, Lagos. Brown, R. P. (2004). Vengeance is mine: Narcissism, vengeance, and the tendency to forgive. Journal of Research in Personality, 38, 576-584. DOI:10.1016/j.jrp.2003.10.003 McCullough,M.E., Bellah, G. C., Kilpatrick, S. D.,Johnson, J. L. (2001). Vengefulness: Relationships with forgiveness, rumination, well-being, and the Big Five. Personality and Social Psychology Bulletin, 27, 601-610. Retrieved from http://www.psy.miami.edu/faculty/mmccullough/Papers/McCullough.pdf Miller, A. J., Worthington, E. L., Mcdaniel, M. A. (2008). Gender and forgiveness: A meta-analytic review and research agenda. Journal of Social and Clinical Psychology, 27(8), 843-876. Retrieved from http://www.people.vcu.edu/~mamcdani/Publications/Miller,%20Worthington%20%20McDaniel%20(2008).pdf Fehr, R., Gelfand, J., Nag, M. (2010). The road to forgiveness: A meta-analytic synthesis of its situational and dispositional correlates. Psychological Bulletin, 136(5), 894-914. DOI: 10.1037/a0019993 References 2.2: McCullough, M. E., Pargament, K. I., Thoresen, C. E. (2000). The psychology of forgiveness: History, conceptual issues, and overview. In M.E. McCullough, K. I. Pargament, C. E. Thoresen (Eds.) Forgiveness: Theory, research and practice (pp. 1-14). New York: Guilford Press. Worthington, E. L., Witvliet, C. V. O., Pietrini, P., Miller, A. J. (2007). Forgiveness, health and well being: A review of evidence for emotional versus decisional forgiveness, dispositional forgivingness and reduced unforgiveness. Journals of Behavioral Medicine, 30, 291-302. DOI: 10.1007/s10865-007-9105-8 Fincham, F. D. (2010). Forgiveness: Integral to a science of close relationships? In M. Mikulincer P. R. Shaver (Eds.), Prosocial motives, emotions and behavior: The better angels of our nature (pp. 347-365). Washington, DC, US. Worthington, E. L. Jr. (2005). More questions about forgiveness: Research agenda for 2005-2015. In E. L. Worthington Jr. (Ed.), Handbook of forgiveness (pp. 557-575). New York: Brunner-Routledge. Kearns, J.N., Fincham, F.D. (2005). Victim and perpetrator accounts of interpersonal transgressions: Self-serving or relationship-serving biases? Personality and Social Psychology Bulletin, 31, 321-333. DOI: 10.1177/0146167204271594 Scherbarth, A. J. (2007). Psychological abuse and health: What role does forgiveness play? (Master dissertation). University of North Texas. (Unpublished Thesis). Retrieved from http://digital.library.unt.edu/ark:/67531/metadc3918/m2/1/high_res_d/thesis.pdf