The Horse Fair by Rosa Bonheur

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Initial Thoughts about the Work

This painting by Rosa Bonheur intrigued me upon seeing it. The details in the work are so exceptional that it actually appears like an actual photo. The horses, people, and even the trees are so remarkably detailed. One can clearly see the horses’ eyes. The expressions of the horse handlers can be clearly seen. The painting appears to depict some kind of chaos in an open public area involving shouting of men, the neighing of horses, and the noise from the horses’ movements. The men appear to be struggling to control the horses which are moving towards a certain place. I also think the dressing code signifies an earlier time. For me, the aspect that is most interesting about this painting is the detail of the work, from the horseshoes to the horse eyes and the people’s facial expressions. The painter was highly skilled in painting.

 

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The Historical Context

The horse fair painting is dated to the 1850s in Paris, France (Saslow, 2018). During this time, the City of Paris was at the height of its glory, given that it was considered the largest city in Europe (De Vries, 2018). Additionally, it was recognized as one of the leading centers for the arts (De Vries, 2018). Another notable event for France at the time was the French revolution which ushered in a new era under Napoleon (Edwards, 2017). Art, being a mirror of the society also experienced some changes following these occurrences. Before the revolution in 1848, art was heavily romanticized as artists did not depict society as it was (Edwards, 2017). However, given the political issues that France was facing, artists started a movement where their works depicted both the beauty and the ugliness of the society rather than hiding the bad. This is the realism movement (Carrick, 2017). It is in this period that Rosa painted her works. It was also a period that marked great contributions to arts by Women artists. This was, however, not an easy feat for the women given that there was a great gender bias in the arts in Paris at the time. They, therefore, had to come up with tactics which enabled them to navigate the art world including the art galleries and the museums (Hyde & Milam, 2017).

The artist behind the painting ‘The Horse Fair’, Rosa Bonheur, was born as Marie-Rosalie Bonheur. She lived through 1822-1899 (Saslow, 2018). She was credited as one of the most famous female painters with great contributions in animal paintings. Her use of realism is also very notable. Rosa’s expertise in painting was molded by her parents at an early age who were very encouraging (Saslow, 2018). In fact, his father and siblings were painters. Her stay in Paris enabled her to study different domesticated animals which gave her insights into the details of these animals. Bonheur’s personal life was in a way controversial given her choice to wear male clothing in a time when the dressing code was strictly observed. Although she claimed that this was to allow her to draw the painting without attracting much attention from passersby, she would later admit that she enjoyed the freedom the dressing gave her (Saslow, 2018).

Insights from the Author’s Biography

A look at the ‘Horse Fair’ Painting reflects details about Rosa’s life. Her perfection in painting the horses is due to long years in animal studies and a lot of practice in the art of painting animals. This can explain why the horse features are so detailed rather than having sketches that are seen in other paintings. Another insight is the realistic nature of the painting, given that Rosa did this work at a time when romanticism was coming to an end. The realism in this painting is, therefore, a reflection of a time when artists were depicting their art without trying to hide the flaws in society. The notable realistic features include the wide eye opening by the horses. One of the riders can also be clearly seen raising a big cane about to hit a horse. Some of the horses can be observed to be neighing loudly in the midst of the chaos. These are all details that may not have been captured during the romanticism era. During her life, Rosa was not happy about the way men seemed to dominate the society while the women were sidelined (Saslow, 2018). This is perhaps the reason why she depicted the painting full of men, to show how women did not have much of a place in public life.

Theme

The theme that is mostly explored in this work is that of gender inequality. The Horse Fair depicts a society where the woman has no place in public life and instead lives her life in the background. This can be observed in the painting where it is an all men’s affair. Research shows that Bonheur had to dress as a man to work on the painting as women were not allowed in the fair (Saslow, 2018). The men, on the other side, are depicted as being in control of the horses which can be translated to how they were also in control of the society including the economy and the politics. The painting can, therefore, be viewed as an attempt by Rosa to rebel against this vice of gender bias. Through the painting, she proved that a woman could do what men could do even better. This was not the view at the time. By driving this theme of gender inequality, Rosa was able to pave way for other women and eventually ushered in a society that embraced gender equality.

Relevance for Today’s Audience

The Horse Fair painting is still in exhibition up to date. For contemporary society, it is a reminder for the audience that women are equal to men. If Rosa was able to paint such a masculine work in great detail, then women are surely capable of great things. Through this painting, today’s audience is encouraged to appreciate the great achievements as well as the remarkable capabilities of women. The Horse fair painting drives the message of gender equality.

 

Reflection

I have gained a deeper understanding of this analysis. For instance, I now know that the reason for the details in the painting is due to the animal studies Rosa undertook in her earlier life. The expressions of the people and the horses are as a result of the use of realism in the painting. Another thing that I have learned is that Rosa intended to communicate a message of gender bias through the painting as a means of rebelling against the position that women had been placed in society at the time

References

De Vries, J. (2018). Patterns of urbanization in pre—industrial Europe, 1500–1800. In Patterns of European Urbanisation Since 1500 (pp. 79-109). Routledge.

Carrick, J. (2017). Nouveau R-isme, 1960s France, and the Neo-avant-garde: Topographies of Chance and Return. Routledge.

Edwards, S. (2017). Bi-Centennial Literature on Art and the French Revolution. In Communards and Other Cultural Histories (pp. 115-123). BRILL.

Hyde, M., & Milam, J. (2017). Women, art and the politics of identity in eighteenth-century Europe. Routledge.

Saslow, J. M. (2018). “Disagreeably Hidden”: Construction and Constriction of the Lesbian Body in Rosa Bonheur’s Horse Fair. In The Expanding Discourse (pp. 186-205). Routledge.

 

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The Teleological Argument

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Introduction

The existence of God has always been a heavily debated issue. People’s intellect has led them to ask crucial questions such as: Why are we here? Do we have a higher purpose? Often, the quest for these answers leads us to religion and ultimately to a higher power who is God. This further leads to the question of God’s existence. Religion may simply ask us to believe that He exists. However, from a philosophical aspect, the issue calls for deeper thought and the search for proof. It is in this light that philosophers such as Aristotle, Socrates, and Plato developed an argument for God’s existence (Friedman, 2019). This was later on further developed through Stoicism to achieve what is now widely known as the Teleological argument. This argument provides evidence, that indeed, God exists.

 

Thesis: The Intricate design of this world is sufficient proof that God exists.

 

The Teleological Argument

Some philosophers believed that it was the design of the natural world was too deliberate to simply be concluded as a coincidence. The order and detail are too intricate to have been by chance (Holder, 2017). This is the underlying principle behind this argument. For this reason, it is also referred to as the intelligent design argument.

The birth and order of the universe cannot be adequately explained through the big bang theory. The claim by this theory that the universe started off from a big explosion leaves many questions such as: what caused that explosion? What exploded and where did it come from? Even if for a moment we do agree that there was an explosion, these queries still linger. Creation of something out of nothing defies scientific laws (Prigogine & Stengers, 2018). These are questions that have left scientists puzzled. Furthermore, the order in the universe and the consequent emerging of organized solar systems out of an explosion appears far-fetched. The design of the universe including the galaxies made up of the planets and stars is so complex and organized that it must have been the work of a higher power. Given that scientists could not come to terms with this conclusion, they invented the term ‘Dark Matter’

Scientists cannot fathom what holds the universe together. Why do galaxies stick together instead of flying apart? These queries lead to the conclusion that there is something that holds them together, which scientists called Dark Matter (Prigogine & Stengers, 2018). The term ‘dark’ is because this substance cannot be observed or even well understood. This is proof that science with all the advancement is not able to explain everything. It is also evidence of a higher power being involved in the dynamics of this universe.

The earth is placed in the solar system so conveniently as to support our lives. It has been shown that the earth revolves in the habitable zone around the sun (Way et al., 2016). If this were not the case, we would not exist. This is clear from the fact that our closest planets, Venus and Mars cannot sustain life. We are just at the right distance to hold a habitable atmosphere and water that other planets lack. The temperatures are just right that we do not burn or freeze. A lot of money has been spent by governments to try to find similar conditions in other planets; these efforts have so far proved futile (Moderator et al., 2015). Our earth is placed too conveniently to have been by chance hence again supporting the argument that God exists. But, we don’t have to move to the galaxies and outer space to support this argument. The evidence is around us, in our surroundings.

Nature works in a highly organized manner. It is a whole ecosystem that is connected to each other. Evaporation occurs on the oceans, the moisture forms clouds which are moved to the highlands by winds. Upon reaching the highlands, they rain filling rivers and lakes. This rain supports the growth of plants and the plants feed the animals. The rivers return back to the ocean and the cycle continues. Now, I refuse to discard this as a coincidence. It is like a system with parts working together to fulfill a goal with no operator or controller: the origin and design of this system point to a higher intellectual power. This argument is not without critics.

It is not uncommon for some to dispute this argument stemming from the idea that things can happen randomly and by chance. The teleological argument has been attacked as a subjective conclusion that fails to account for all aspects. The critics make their case using the teleological view of watch: that if a watch works so coordinated and beautifully because it has an intelligent designer, so must the world also have its highly intelligent designer (Friedman, 2019). Critics argue that theories such as Darwin’s survival of the fittest introduce a matter of probability to the outcome: that, the design of the world was only an outcome from a set of probabilities (Mossio & Bich, 2017). With this counter-argument, comes the stand that God is not responsible for our design, but rather chance is accountable. I completely differ with such a view.

Even if I choose to entertain the notion of evolution as our designer, it still fails to account for the beauty and complexities of our bodies. If indeed evolution intended for us only to survive, we only need a simple system for finding food and running away from danger. However, this is not the case. The brain is so complex and intelligent in its design and functioning that no computer processor can match its abilities (Hertz, 2018). The nerves and the blood vessels are so well laid out that it’s simply amazing. The coordination between our various body systems is remarkable. A look at how the body protects itself from infections and keeps itself safe is impressive. The number of cells in our bodies number to trillions, which all work together to sustain one organism. This design disputes randomness and probability. Moreover, people from all around the world share in the same beauty and complexity despite their different heritages. They all share in the moral instinct of good and evil (Pinker, 2017). Every society from around the world has a reference to some sort of a higher intellectual power who is also regarded as a creator (Lovejoy, 2017). These facts are sufficient evidence of a grand intellectual designer.

Conclusion

The Intricate design of this world is sufficient proof that God exists. This is in line with the teleological argument. Scientists have failed to account for how the world came to be. The theories they put forward such as the big bang theory are not sufficient and have many unfilled gaps in their explanation. The invention of the Dark matter is an admission of the failure to explain what holds the universe together. The fact that the earth is designed so conveniently as to support life is also indicative of a grand designer. Additionally, life on earth is supported by an ecosystem that works so efficiently and automatically. While some might argue that the world design happened as a matter of probability, it is the complexity of this world and our bodies that completely disputes this counter-argument to show that God exists and that he is our designer.

References

Friedman, J. (2019). Teleological epistemology. Philosophical Studies, 176(3), 673-691.

Hertz, J. A. (2018). Introduction to the theory of neural computation. CRC Press.

Holder, R. D. (2017). God, the multiverse, and everything: Modern cosmology and the argument from design. Routledge.

Lovejoy, A. (2017). The great chain of being: A study of the history of an idea. Routledge.

Moderator:, Schulze-Makuch, D., Participants:, Rummel, J. D., Benner, S. A., Levin, G., … &

Mossio, M., & Bich, L. (2017). What makes biological organisation teleological?. Synthese, 194(4), 1089-1114.

Kounaves, S. (2015). Nearly forty years after Viking: Are we ready for a new life-detection mission?. Astrobiology, 15(6), 413-419.

Pinker, S. (2017). The moral instinct. In Understanding Moral Sentiments (pp. 65-86). Routledge.

Prigogine, I., & Stengers, I. (2018). Order out of chaos: Man’s new dialogue with nature. Verso Books.

Way, M. J., Del Genio, A. D., Kiang, N. Y., Sohl, L. E., Grinspoon, D. H., Aleinov, I., … & Clune, T. (2016). Was Venus the first habitable world of our solar system?. Geophysical research letters, 43(16), 8376-8383.

 

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Kite Runner Review

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Introduction

The film ‘The Kite Runner’ is a 2007 drama film that was directed by Marc Foster. It is based on the novel by Khaled Hosseini, which was similarly titled ‘The Kite Runner’. The film title relates to the subject matter of the film. This title depicts the relationship between a kite flyer and a kite runner and the extent to which they rely on each other to achieve victory in the competitions involving kites. This title can be interpreted to show the friendship bonds that exist between people and the significance of such a bond as well as the fact that friendships always overcome challenges in the end.

 

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Thesis: A friendship is a wonderful bond which is not always a smooth journey, but ultimately stands any crisis.

Film Summary

The film tells a story of two childhood friends Amir and Hassan, who despite Hassan being the servant’s child and Amir the employer’s child are inseparable. This friendship does not only stand the social class difference between the two boys, but also the tribal differences which are discrimination criteria at the time. Things, however, take a turn for the worst when Amir witnesses his friend being bullied and raped and doesn’t intervene. This action leads to feelings of guilt. Additionally, Amir also falsely accuses his friend of stealing which does not make the matters any better as Hassan’s family is forced to vacate Amir’s father house leading to the separation of the two boys. Eventually, due to political turmoil, Amir’s family has to leave their country Afghanistan for a safer and free US. After many years, however, Amir has to face his past as he goes back to Afghanistan where he attempts to make things right and free himself from the guilt that has been haunting him for all those years (Horberg, Parkes, Yeldham, Walsh, & Forster, 2007).

Analysis and Evaluation of the Film

Friendship is a bond that can propel people to great achievements. The film is centered on the relationship between two boys Amir and Hassan, whose bond is created through Kite flying. The choice of kite flying is not likely to be coincidental. In Afghanistan, there is a kite flying tournament that is highly valued and in which the winner gets to take home a trophy (Horberg et al., 2007). Thus, the kite is a symbol that brings the boys together. It is also a symbol of the fun and joy that the friendship between the two boys brings. Furthermore, it is a sign of the dependence between the Amir and Hassan, given that they have to combine their gifts to win. On one hand, there is Amir who is an experienced kite flyer while on the other is Hassan who is a skilled Kite Runner. This illustrates that friends need each other to achieve bigger things in life.

Friends may at times fight or quarrel. Khaled, on whose book the film is based on is also eager to show that some friends do not always appreciate or rather see the value of the friendship. Despite Hassan’s dedication to Amir which is emphasized by Hassan’s words ‘for you, a thousand times over’, Amir is still not very happy with him. He is jealous of his friend given the fatherly love he receives from Baba, Amir’s father. Amir is also not happy with the equal treatment they receive given that Hassan is the servant’s son. Instead of being happy for his friend, he hates that Hassan is favored (Horberg et al., 2007).

Being there for each other is a part of friendship. However, some friends do not always realize this. When the antagonist of the film Assef moves to attack Amir, Hassan is there to defend him. However, when Hassan is in trouble, Amir does not make any effort but instead watches cowardly from a distance (Horberg et al., 2007). This act confirms how at times friendships are one-sided whereby only one friend is willing to do anything for the friendship. The film is, however, careful not to devalue the power of friendship by ensuring that Amir feels guilty about his lack of action. This guilt is too heavy for Amir which illustrates just how powerful friendship can be. The guilt is too much for Amir that he falsely accuses Hassan of stealing so that Hassan and his family can be ejected from their house.

Despite all these events, the film also demonstrates that friendship offers a second chance to demonstrate the fact that it can stand through any crisis. Although Amir has committed grave wrongs towards Hassan, he is offered a second chance for redemption twenty years later, another chance to show that he still cares for his friend. Amir travels from the US and eventually back to Afghanistan to save Hassan’s son Sohrab. It is depicted as a dangerous move given that the Taliban mercenaries are still in control of the country. Amir still agrees to go and save Sohrab and ultimately moves with him back to the US (Horberg et al., 2007). In fact, Amir now acts as the Kite Runner for Sohrab and repeats the same words Hassan would tell him, ‘for you, a thousand times over’ By this action, Amir redeems himself in the eyes of Hassan, who is now dead. This scene proves that friendship always offers a second chance (Horberg et al., 2007).

Although this film appears flawless in demonstrating friendship, it has several shortcomings. To begin with, the scene of Amir falsely accusing his friend depicts the ability of friends to be so cruel. Furthermore, the fact that Hassan has to die so harshly after being so good shows friendship in a bad light. It does not help that the antagonist, Assef, lives a great life even after all the evil he has committed. These scenes do not promote the message that ‘good always triumphs over evil’.

Another shortcoming of this film is the use of children characters to demonstrate the message of friendship. While children can indeed be affectionate towards each other, they are also considered too irrational in their actions. Their lack of lucid thinking can, therefore, distort the message of friendship driven by the film. For instance, the actions of Amir to frame Hassan as a thief could be interpreted as just a child’s inability to think rationally.

 

Conclusion

The Film ‘The Kite Runner’ is a story depicting the fact that friendship is a wonderful bond which is not always a smooth journey, but ultimately stands any crisis. Amir and Hassan prove that friends depend upon each other to achieve success and that friend will always be there for each other. Despite the challenges faced such as being jealous of each other and not always being there for each other, the film is successful in demonstrating that friendship offers a second chance to make amends for these mistakes. In spite of the effectiveness of the film in delivering this message, there are a few shortcomings such as the killing of Hassan, a good character, and the use of child characters to depict friendship which might distort the message.

 

References

Horberg, W., Parkes,W., Yeldham, R., Walsh, E. (Producers), & Forster, M. (Director). (2007). The Kite Runner [Motion Picture]. United States: DreamWorks Pictures.

 

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Social Learning Theory

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The Social Learning Theory is one among several learning theories which attempt to explain and describe the process of learning from the point of absorbing the information to that of retaining it (Schunk, 2012). This theory, by Bandura, describes the process of learning in a social setting. The view here is that learning in such a social context is not a passive process of simply receiving information, but rather an active process where the learner interacts with their environment. The main aspects of this theory include observation and mediation. A learner first observes a certain individual behaving in a certain way. This is followed by several other steps which determine whether the individual will adopt this behavior. These include paying attention to the behavior, retaining that information in the mind and attempting to replicate that behavior. It is noted that, if replicating that behavior is rewarding, then the learner will adopt it. Else, the learner will simply not adopt that behavior (Bandura, 2018).

How this theoretical framework can be used to explain the phenomena of social media use in education

This theory can be applied to the use of social media to enhance education. In this age, social media has become highly popular especially among students due to the level of connectivity and sharing of thoughts it facilitates. This can be connected to the social learning theory in this way. First, if we consider that this theory applies in a social context, it is right to say that social media offers that context (Bandura, 2009).

Secondly, observation is primary to the social learning theory, and also a major process in social media. Now let us consider the four processes in observation including attentional, retentional, production, and motivational processes. Given that students enjoy social media, it is one of the best ways to capture their attention (Deaton, 2015). If a lecturer posts a learning video in social media, the students are likely to view it simply because it’s on a social site and perhaps they have noticed that fellow students have viewed it too. This fulfills the first learning process under observation: attention. Then follows retention whereby the question is: has the learner retained the information. Students on social media are likely to discuss the content on social media with their media. These discussions bring about internalizing of the information hence they are likely to retain it in their memory. For instance, social sites offer an area for both public and private discussions such as commenting and inbox respectively. Furthermore, through social media, the shy and quiet students who may not be confident about openly sharing their thoughts, are provided with a platform where they can do so hence better learning for them (Kaya & Bicen, 2016). During the discussions, the learner is able to also apply the learned information by sharing what they thought about the lesson and what they understood by it. This can be classified under the production processes. Finally, fellow students give their feedback through comments either to agree with or correct a given view. This fulfills the motivational processes since positive feedback encourages the learner while a correction will cause the learner to perhaps modify their views.

Thus this theory is well suited to explain the application of social media for use in the classroom as an alternative means of effective learning.

 

References

Bandura, A. (2018). Albert Bandura And Social Learning Theory. Learning Theories For Early Years Practice, 63.

Bandura, A. (2009). Social cognitive theory of mass communication. In Media effects (pp. 110-140). Routledge.

Deaton, S. (2015). Social Learning Theory in the Age of Social Media: Implications for Educational Practitioners. Journal of Educational Technology, 12(1), 1-6.

Kaya, T., & Bicen, H. (2016). The effects of social media on students’ behaviors; Facebook as a case study. Computers in Human Behavior, 59, 374-379.

Schunk, D. H. (2012). Learning theories an educational perspective sixth edition. Pearson.

 

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Introduction to Psychology

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Question one

Why Gloria’s son is making poor decisions. 

According to Myers (2017), teenagers such as Gloria’s son exhibit impulsiveness and tend to engage in risky behaviors such as in this case involving sneaking into a party and taking alcohol before a big exam. This is because the brain development during the teen years leads to hormonal surges and the development of the limbic system. Furthermore, when it comes to teenager’s reasoning capability, they have not yet attained that level of cognitive development. Furthermore, Gloria’s son might be experiencing an identity crisis about who he is, and is therefore trying out different versions of himself to understand who he really is as a stage of social development.

 

 

Specific strategies Gloria can use to help her son make better decisions

Gloria can strategize on how to introduce his son to a better company of friends which will influence her son to make better decisions. Furthermore, she should strive to improve the relationship with her son since this has been shown to improve an adolescent’s behavior.

 

Why I think these strategies will be effective  

Gloria can apply the knowledge on teenage behavior to improve her son’s behavior. Peer pressure plays a huge role in a teenager’s life. It has been documented that teenagers are similar to herd cattle in terms of their choices (Myers, 2017). If Gloria’s son hangs around friends who love partying and drinking alcohol, then it is likely that he will do the same. When it comes to building a relationship, a teenager needs to feel understood. Even in cases where a punishment is deemed necessary, it is still important for Gloria to relate well with the son to avoid widening the gap between them.

 

Question Two

How Reggie’s mindset affect the way that he prepares for the compliance test

Due to Reggie’s fixed mindset that he cannot learn a different way of doing things, he is not ready to accommodate and focus on learning new things. This is the reason why he does not feel motivated to study early enough for the test. If he possessed the opposite which is a growth mindset, then he would be eager to learn the new ways of working.

 

 

Using brain plasticity (neuroplasticity) to explain how Reggie can start to develop a growth mindset. What Reggie can do to actually change his brain so that he can adopt a growth mindset approach?

Brain plasticity allows the alteration of the brain throughout an individual’s life and the case of Reggie is no different given that he can change from a fixed mindset to a growth mindset. First, he requires being aware and admitting that he possesses a fixed mindset: That frequent thought that he keeps telling him that he cannot learn a different way of doing things. From there, he has to shut down this thought every time it comes by simply countering it with: yes, I can learn new ways. Finally, he should take the necessary steps like diligently studying for the texts. Gradually from this process, Reggie will develop a growth mindset.

 

One of the effective strategies is rehearsal. If Reggie studies for the test repetitively, then he is likely to retain the information. Furthermore he can constantly test himself on the material to boost its memory. Also, Reggie should spend a lot of time studying given that the time spent learning is directly proportional to the amount of memory (Myers, 2017). The reason for these being effective techniques is that the brain remembers easily information that it can relate to. If he rereads a material, then he will relate to the previous study and hence retain the memory.

Study strategies that Reggie can use to study for the compliance test. Based on what you have learned about memory in Chapter 4, explain why these would be effective study techniques.  

 

Question Three

What are the big five personality traits? When thinking about the big five personality traits, on which ones do Gloria and Lakeisha differ the most? 

The big five are the main dimensions that are used to fully describe different personalities. These are agreeableness, conscientiousness, neuroticism, extraversion, and openness. Within these five are the various endpoints that describe the opposing traits. When it comes to conscientiousness, Lakeisha is organized while Gloria is not. While Lakeisha works hard to prepare for the project, Gloria shows a laid-back attitude. Gloria also exhibits a careless attitude as compared to her friend who is careful as witnessed in their work habits.

 

Give some advice to Gloria. How can she use emotional regulation and cognitive reappraisal to work more effectively with Lakeisha? Give at least two things that Gloria can do and provide a rationale for why these will be effective. 

Emotional regulation requires the managing of one’s impulses. It is clear that Gloria is quite an emotional person. It would be helpful if she could acquire techniques such as calming down. At the same time cognitive reappraisal will assist her in viewing Lakeisha in a whole different way. For instance, Gloria can decide to be taking deep breaths every time she feels frustrated with her workmate. This way she can relax and feel at ease. She could also try talking to Lakeisha about how she feels about their working relationship since her workmate might not be aware. This sharing process will make Gloria feel better and regulate her emotions which will promote their teamwork. When it comes to cognitive reappraisal, Gloria should try viewing Lakeisha in a different way. Like what if she is not micromanaging and instead really wants the project to be a success. Also, what if her workmate has slightly more experience and should therefore take a lead? These are all case scenarios that will ensure that they both work more effectively without the emotional episodes on the side of Gloria.

 

References

Myers, D. (2017). Psychology (4th ed.). Asheville, NC: Soomo Learning. Available from hMp://www.webtexts.com

 

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