How Does the Film “the Breakfast Club” (1985) Perpetuate Teen Stereotypes Essay Example for Free

How Does the Film â€Å"the Breakfast Club† (1985) Perpetuate Teen Stereotypes Essay â€Å"The Breakfast Club† shows the typical stereotypes of before, specially the 80s. The snob girl that thinks she shouldn’t be there, the popular sports boy, the rebel that is not understood, the nerd that doesn’t want to be in trouble, the outcast that is ignored, and the teacher that thinks to highly of themselves and thinks that teenager equals problem. In the 80s â€Å"The Breakfast Club† became really popular. This could be because the teenagers that saw it found themselves identified with the characters. It also made adults and teenagers see from the outside what was happening, and that stereotypes did exist. Nowadays these stereotypes still exist in a way, but not as marked as before. Now teenagers could communicate with other people from different groups, not like in the film, were the â€Å"popular† girl doesn’t think the rebel, nerd or outcast should be with her there. She thinks to highly of herself. Internet has also helped people not label others as much. Now people sometimes meet though internet, and this makes the first impression useless in what it refers to appearance. Teenagers get to know each other more, so they don’t fall for the stereotypical appearance of others. I find that what has also changed between the 80s and now, is that studies have become more important. It is true that we still think a lot about our appearance, clothes, etc. but the society has made us more aware of the fact that without studies we maybe wouldn’t be able to go far. More information on TV has also influenced, now people are informed better on what’s happening around the world. Teenagers now know there is more apart from school and friends, and are more worried about their future and world-wide problems, than to belong to a group. We are more understanding on what is around us, we are less narrow minded. Know we know there are people the same as us, so we give more opportunities. However, are stereotypes still giving problems? Many adults stereotype teenagers as being lazy, unmotivated, and undetermined individuals. Loud, obnoxious, rebellious, out of control, and up to no good†¦ Many people in different generations sincerely believe that all teenagers are guaranteed trouble no matter where they are. I am not arguing that teenagers like that don’t exist, because there are plenty of them out there, but it is bothering that one type of teenager has been able to spoil the image of all the others. Things like long or coloured hair, black clothes, heavy make-up, ect. Create a wrong idea of the person. Things like saying that a teenager is bad just because they are trouble makers is wrong, someone could be just having fun and act serious somewhere else. People, specially teachers and parents, think that all teenagers are always ready for the battle, that they are not capable of reasoning, listening, or saying something interesting. In an external point of view, I personally find teenagers more interesting than any other group of ages. We are in the middle of children and adults, our view of the both is split into two and our exposure between them is different, this creates a wider point of view. Therefore, a different opinion. In conclusion, Stereotypes have changed throughout the years, people don’t label as much. However, it’s still there, and is still harmful.

Competency Goals Essay Example for Free

Competency Goals Essay In order for children to feel safe away from home they need a safe environment where they can learn and play comfortably. I am always alert and continuously observe the children at all times. Children must never be left unsupervised. In the class, safety precautions such as checking all tables and chairs for damage and sharp edges is done weekly. All electrical outlets that are not being used are covered with safety caps. I guarantee that the children’s work and play areas are free of clutter. When the children are using scissors, pencils or other instruments, I make sure they carry them in an appropriate manner to prevent injury. We have on file written permission from the parent’s to take their child for any emergency medical care if the nurse isn’t on campus. Outdoor play areas are checked daily for harmful objects such as bottles, cans, or other litter items before the children go out to play. In the center, a fire drill is conducted Once a month. A Healthy Environment A healthy environment is essential for effective learning. A visual daily health check is done each day upon each child’s arrival. I respond immediately to accidents, health concerns and emergency conditions calmly. The classroom is maintained in a clean and hygienic environment. While working with parents, together we assist the children in building good grooming habits b maintaining consistent routines at school and encourage them to do so at home. Hand washing following toileting, washing hands before meals and brushing teeth is done in the center to encourage healthy needs. Children are able to flourish in an environment that influences their growth and development. A Learning Environment Children learn by doing and by imitating each other, their parents and their teachers. I respect and acknowledge each child’s ideas, concern and feelings. We provide a variety of materials in the class from the books we  use to the toys with which the children play. Participation is encouraged without any of the children feeling frustrated. An environment is provided where each child has fun during activities that are allowed and encouraged to participate in various activities to appreciate each other’s cultural differences. Each child display their work around the classroom they enjoy seeing their accomplishments. Open communication is provided for each child. I try to make sure the children’s daily schedule is followed, but sometimes we get a little behind. Transition from one activity to another is smooth. COMPETENCY GOAL II TO ADVANCE PHYSICAL AND INTELLECTUALCOMPETENCE Physical Physcial development is important for healthy development. Physical activities are designed to be fun for the children. Children like a lot of physical movement. In the class we schedule time to use both gross and fine motor skills. We plan physical activities during outside time, such as relay races, jumping rope, hula hoops, throwing a ball and just plain exercising. Play enhances learning both inside and outside. My enthusiasm is shown when I actively play with the children. In the class, we exercise to music, combining music and movement. Parents are encouraged to get involved in physical activities with their children. We plan, develop and coordinate fine and small motor skill activities such as stringing large and small beads, cutting with scissors, turning single pages in books, drawing and putting puzzles together. Sleep is also important for growth. Children need rest during the day. Quiet time with music is played in order to help the child relax. Intellectual Children want answers to their questions. Most of their questions start with â€Å"Why†. As their teacher, I know that it is important to their questions answered. It is their way of learning. They need to learn how to perceive different things. In the class we use symbols as part of comprehending.  Books are used to ask questions and think about what is being read to them. As part of our schedule, I let the children plan their own activities. They tell me what center they want to go in and what they plan to do in their centers. Children are given the opportunity to talk about their parents, friends and things happening around home and community. On some Fridays we do show and tell or idol Friday. The children bring items from home and tell the class something about the item. We also bring something to share; this way the children in turn ask us questions. In the class, we sing our Alphabet and sounds song. This helps them to learn letters of the alphabet. We play number gam es for rote counting and shape searching in the class for shapes recognition. COMPETENCY GOAL III TO SUPPORT SOCIAL AND EMOTIONAL DEVELOPMENT AND TO PROVIDE POSITIVE GUIDANCE Social Development Teachers are very important role models for a child. Promoting social skills includes helping children begin to understand the feelings and needs of others. In the class, I always model good social skills around the children. Observation is an important tool while learning how a child feels and behaves. When a child tells me no one will play with him/her, through observation, the child is monitored around his/her peers to see if there is a lack of social developing skills. Helping, sharing, showing concern and cooperation with each other is always encouraged. Children are rewarded with praise for kindness, being helpful and cooperative to each other. Each child is made to feel special. Addressing social skills, knowing the children’s cultural background and environment is very important to me. Social interactions are provided through play. Play socially helps children to cooperate and appreciate each other. Children have to be able to get along with each other in order for the day run smoothly. Emotional Development As a teacher, I try to make a great difference in developing emotional skills in the children. Children are encouraged to express love, fear, and anger. It is important for me to help the children control both negative and  positive emotions. Emotional development through play is encouraged. It helps children relieve feelings in a safe environment and promotes self-confidence. I respect each child as an individual and the natural differences in how children express their feelings. In the class, puppets and role-play are used in exhibiting emotions whether positive or negative.in the class, I plan and provide a place for the children to have some down time when they are experiencing negative emotions. Positive Guidance The way a teacher acts influences the children. I always maintain a positive attitude around the children. The climate of the class is always relaxed. My tone of voice is calm, when speaking with the children. As the teacher in the class, I use guidance techniques such as modeling appropriate behavior and allowing the children to act their age. Directions are given in a positive way. The schedule is provided and followed daily so the children will know the routine and can make transitions easier. A helper chart is put up this way, all the children share responsibility of keeping the classroom clean and orderly. As a group, we together come up with a set of class rules, which are agreeable with the students and me. Children are encouraged to feed and dress themselves. Children are praised when they cooperated and help each other, especially during clean up Time. COMPETENCY GOAL IV TO ESTABLISH POSITIVE AND PRODUCTIVE RELATIONSHIPS WITH FAMILIES It is very important to me to let parents and families of the children I work with know and feel they are a big part of our program. The parents as well as their children are important to me and the overall success of the program. I encourage a cooperative atmosphere among each child’s relationships within the family structure. Parents are always welcome in the classroom. Regular communication with the parents is important. It is important to present a united effort to the family of the children with whom I teach. Newsletters are sent home on a weekly basis t parents to inform them of upcoming events. A parent news board is set up to provide daily  updates to parents on meals, activities and important dates. In order to maintain an open, friendly and cooperative relationship with each child’s family we provide parents with opportunities to become involved in the programs. We encourage parents to volunteer in the classroom, attend workshops, serve on policy and advisory committees, attend field trips and attend parent meetings. During parent meetings suggestions are made for improving the daily program. Information about their child’s experiences and achievements in the center is provided to the parents. Reports are distributed periodically to help parents understand the progress of his or her child. Home visits are made twice throughout the school term to share activities and materials that parents can use at home with their child. Each family’s cultural background, religious and parenting beliefs are respected. Parent-Teacher conferences are another means of communication with parents they are also held twice in a school term. Parents need to know and feel they are a part of the teaching team in the classroom. Together, our common goal is always, the children. COMPETENCY GOAL V TO ENSURE A WELL-RUN PURPOSEFUL PROGRAM RESPONSIVE TO PARTICIPANT NEEDS To ensure a well-run program, I maintain an open communication with my Lead Teacher and other staff members. We work as a team to provide quality, developmentally appropriate activities and materials for the children each day. I’m always willing to work with bus monitors, parents and volunteers. It is important to me that the children can flourish well in an environment that influences their growth and development. Each child’s nutritional needs are met. Up-to-date records is maintained on each child. Each child’s record is kept confidential. Confidentiality secures the privacy of the children and their families. The parents, staff members Lead Teacher and myself work to identify the strengths and needs of each child. Records and reports concerning growth, behavior, health, and progress of each child is maintained. This information is shared with each child’s parent. Schedules are posted and followed daily they are where the parents can read them. This way, they know what their child is working on daily. By using appropriated  guidelines, I observe the children for signs of abuse or neglect and follow through if needed. Center brochures are distributed to each child’s family. Each child’s progress is discussed with his/her respective parents. Planning is essential. A great deal of time is sent on planning, so that children will have their needs met. I ensure that the classroom is clean and safe. The classroom is always prepared before the children arrive. Reference materials, are utilized as needed each day. To stimulate and motivate the children, I consistently look for new and innovative methods. I read various books and education websites to acquire acknowledge. It is important to maintain appreciation for each child’s cultural background. COMPETENCY GOAL VI TO MAINTAIN A COMMITMENT TO PROFESSIONALISM As a teacher, I enjoy teaching Pre-K. I demonstrate a positive attitude toward the children and their parents. It is important to promote quality services. I take advantage of all opportunities to improve my personal and professional growth. This growth is beneficial for the children I teach, as well as their parents. I take advantage for personal development by attending conferences, in-service trainings, staff meetings and study groups. I read books, stay in contact with other pre-k teachers and resource coordinators to help keep me informed of changes in the teaching field. Information about the children, their families and staff is kept confidential. Effective communications and working well with my co-workers is very important. I perform my duties professionally no matter where I work. While dressing in a professional manner, my hair, nails and attire are maintained clean and attractive. A positive, professional attitude is projected at all times. Cultural differences in the chi ldren are respected at all times. Parents are informed about field trips, home visits and conferences. I ask parents to volunteer in the class, each week I send home a family activity this keeps them involved in learning about their child’s experiences at school. I am committed to keeping the children safe, providing good communication, positive guidance and working with the families of the children. It is important for the children’s family and me  to work together. The key is teamwork. The common goal is that the parents and myself will do what is best for the child.

Local Government between Indonesia and Brunei Darussalam

Local Government between Indonesia and Brunei Darussalam Comparison of Local Government between Indonesia and Brunei Darussalam Rifka Aulya a. Indonesia State:Indonesia Currency: Rupiah (IDR) Capital: DKI Jakarta State Structure: Unitary Form of Government:Constitutional Republic (Presidential) Local Government: There is Local Government in Indonesia Indonesia is the one of the country in south-east Asia. To manage the resources on whole area in this state, it is possible if all of the management is undertake by central government. So, Indonesia has implementation of local government to manage each area according to the law No. 32/2004 on Local Government. To manage their resources within own area, Indonesia divide into 35 province that lead by Governor who chosen through an election every 5 years. The province is divided into districts and municipalities, which each province, counties, and the city has a local government, which is regulated by legislation. And, each sub-district (kecamatan) consists of some villages that can define as the lowest level on Local Government in Indonesia. The scheme about Local Government in Indonesia is on picture bellow. Local Government in Indonesia Local government in Indonesia defines into 3 terms. They are local government as Implementation of local autonomy, government as an organ, and localities. The implementation of local autonomy is the role of government as a function. There are two functions there, once is the authority as policy-makers and to implement that policy, the other is as function/ responsibility/ affairs. There are many functions that can take by local government such as providing an education, health service, and many more. But, there’s a function that can’t handle by local government, just taken by central government that we call absolute affairs including defense, religion, security, monetary and fiscal, juristic, and foreign-relation. Government as an organ is the person or actors who implementing local government. The person is like the head of province (Governor), council (Bupati), Regents, etc. And localities is about the communities who live in local area. The definition of localities Local government in Indonesia also divided into 4 categories that have a specific authority, they are deconcentration, decentralization, delegation, and devolution. Deconcentration also called administrative decentralization, it’s only in administrative. Decentralization is transferring authority of responsibility from central to lower government include managing the administrative, politics, economic, fiscal, etc. Devolution is decentralization in political only (political decentralization), it’s mean that local government can make or unmake the policies to make politic stability in their localities. And delegation also called administrative decentralization. b. Brunei Darussalam State: Brunei Darussalam Capital: Bandar Seri Begawan Currency: Brunei Dollar (BND) State Structure: Unitary Forms of Government: Constitutional Sultanate Local Government: There’s no Local Government Local Government in Brunei Darussalam Brunei Darussalam is the one of ten countries in south-east Asia in which capital of the country is Bandar Sri Begawan. Brunei Darussalam has 422.700 populations and the wide area is 5.765 sq km. Forms of government is constitutional monarchy with the head of the country is majesty Sultan Haji Hassanal Bolkiah Mu’izzadin Waddaulah, Sultan and Yang dipertuan of Negara Brunei Darussalam. The Sultan is appointed by Council of succession. Sultan has absolute and full of authority in any state policy to govern the country, including the status of impunity for he and his family empire. People are not given the slightest power. All rules are made by the Sultan without regard to the desires or aspirations of the people. To manage their state, Sultan is assisted and advised by six councils, namely: the Council of Ministers, the Legislative Council, the Religious Council, the Privy Council, the Adat Istiadat Council, and the Council of Succession. People have handed their rights over the Sultan to rule unanimously. Sultan should be responsible not only to society but also to Allah SWT to bring the communities to achieve the welfare and prosperity. Thus came the proverb in indigenous perspective that says Raja tidak zalim, rakyat pantang menderhaka kepada raja† and †Raja wajib adil, rakyat wajib taat†. Sultans role is enshrined in the national philosophy of Melayu Islam Beraja (MIB). There are six roles of the Sultan in the context of MIB: 1) The Sultan as an umbrella of Allah on the earth, 2) Sultan as the supreme leader of the Islamic religion, 3) Sultan as head of state, 4) Sultan is the head of government, 5) Sultan as supreme leader vogue, and 6) Sultan as supreme commander of the armed forces In the Beraja system there are 3 elements, namely: the king (Sultan), the government and the people. Sultan will be respected and loved by the societies, if government can perform its function well in providing services to the public. By itself the people then will show his loyalty to the Sultan. The government should be able to run the administration well in order to run successful development. In Brunei Darussalam, it’s only divides into 4 districts, they are Belait, Brunei and Muara, Temburong, and Tutong. The council of minister is appointed by their residents. So, there’s no election in Brunei Darussalam. There’s no local government in Brunei Darussalam, although the local administration takes place through the four districts. At the local level, people are represented by their respective penghulus, ketua kampungs as head of the village, and heads of longhouse. The Local Government differentiation between Indonesia and Brunei Darussalam DIFFERENTIATION INDONESIA BRUNEI DARUSSALAM Local Government There’s Local Government There’s no Local Government form of Local Government Decentralization Deconcentration Delegation Devaluation Centralization Election There’s an election every 5 years to determine/ choose the head of localities There’s no election, because the head of district was chosen by own residents (their own communities) in their respective areas. Responsibility Local government have responsibility to Central Government have responsibility for their respective communities’s welfare. The Similarities between Local Government in Indonesia and  Brunei Darussalam Similarity Indonesia and Brunei Darussalam Head of districts Both of the countries have head of districts area to lead the own area, although with different name. In Indonesia, the district of Province, lead by Governor, municipal by Council (Bupati), regents by â€Å"camat†. In Brunei, the districts lead by penghulus and ketua kampungs. Daftar Pustaka Dodo, 2009. Kesultanan Brunei Darussalam. Access Date on April 7th 2014 through http://nationalgeographic.co.id/forum/topic-96.html Permana, Renaldy. 2009. Konstitusi Brunei Darussalam. Date access on April 7th 2014, trough http://renaldypermana.blogspot.com/ 009/11/konstitusi-brunei-darussalam.html

Appleby Book Review Essay -- Essays Papers

Appleby Book Review Telling The Truth About History I am writing a book review of Telling The Truth About History by Joyce Appleby, Lynn Hunt and Margaret Jacob. In this book, the authors’ talk about the increased skepticism and the position that relativism has lessen our ability to actually know and to write about the past. The book discusses the writing of history, and how people are struggling with the issues of what is â€Å"truth.† It also discusses the postmodernist movement and how future historians can avoid the mistakes by historians from the past. Telling The Truth About History gives great insight and knowledge to those who are non-historians because it looks at the dispute and inadequacy of past historical approaches to the study of history and that science is dead. I hold that history was not written in Labs and therefore cannot be compared to science. In my review I will critique the three-absolutist ideas made by Newton and Darwin. First, Appleby, Lynn, and Jacob discussed the ideas concerning history. The first idea described how Newton and Darwin became chief examples of the Heroic model of science. Then, in a later chapter, the authors’ show how Newton and Darwin fell from grace and the effect this had on history as a discipline. Nevertheless, early historians felt that the way to find the truth was though science. Early historians felt that through science they could become neutral and reconstruct the past exactly as it happened (241). I analyze tha...

Transculturation Essay example -- Literature Poem Africa Essays

Transculturation A familiar lesson in elementary history might be that a conquered people will generally acculturate into the dominant culture of their conquerors. However, the process of how these two cultures interact is often not that simple. For example, the term transculturation was coined in the 1940s by sociologist Fernando Oritz to describe the process by which a conquered people choose and select what aspects of the dominant culture they will assume (Pratt 589). Unlike acculturation, transculturation recognizes the power of the subordinate culture to create its own version of the dominant culture. In an essay entitled, "The Arts of the Contact Zone," author Mary Louise Pratt argues that transculturation does not have to be confined to the social spaces where disparate cultures intersect; it can be extended to everyday situations, such as the classroom. However, though Pratt recognizes that transculturation can take place on a very personal level, she still fails to discuss the emotional natu re of transculturation. An analysis of Derek Walcott's poem, "A Far Cry from Africa," using scholar Homi Bhabha's concept of "mimicry" will give a deeper understanding of Pratt's vision of transculturation by redefining it as a process of personal struggle by which each individual in a subordinate group is moved to choose and select which aspects of the dominant culture he or she will assume. "A Far Cry From Africa" is the story of a man half African and half English, who is witnessing the death and destruction of his homeland resulting from the English colonization of South Africa. In his description he does not, however, favor one side over the other, but focuses rather on the injustices of both cultures. At the end of the po... ... Works Cited Bhabha, Homi. "From 'Of Mimicry and Man: The Ambivalence of Colonial Discourse' in the Location of Culture, pp. 85-92." Stanford Presidential Lectures and Symposia in the Humanities and Arts. 02 March 2000. 15 September 2000. <http:// prelectur.stanford.edu/lecturers/bhabha/biblio.html>. Bradley, Heather M. "Conflicting Loyalties in 'A Far Cry from Africa'". Literature of the Caribbean. The Scholarly Technology Group, Washington and Lee University. 1997. 15 September 2000. <http://landow.stg.brown.edu/post/caribbean/walcott/ bradley2.html>. Pratt, Mary Louise. "Arts of the Contact Zone". Ways of Reading. Ed. David Bartholomae and Anthony Petrosky. 5th ed. Boston: St. Martin's, 1999. 582-596. Walcott, Derek. "A Far Cry from Africa". Derek Walcott Collected Poems 1948-1984. New York: Farrar, Straus & Giroux, 1986. 17-18.

Myth of the Hacker :: Hacker Hacking Computer Technology Internet

Myth of the Hacker The 1960s hacker, a term that was originally a referent to a good person with computer wizardry, has come full circle into the 1990s. Through media representations and the formation of hacker icons, modern hackers are mythologized as the good hacker. The original hackers of MIT belonged to a group of privileged individuals; they operated during a time when computers were not a household item. Hacking, for this generation, began as an intellectual pursuit as well as a way to pull elaborate pranks. The progression of hacking was limited because computer networking had not been completely implemented into society. In the 1980s, hackers reidentified and renamed themselves rebels; computer bandits who worked to infiltrate the network. With the advent of 80s hacking, cult icons were created in this seemingly underground group of renegades. Such names as Condor and Pengo became worldwide gurus to aspiring hackers. Such icons have also found their way into mainstream media, namely television and film. The very popular film War Games (1983) became a beacon for many modern day hackers; it considered the inventiveness and connectedness of humans and computers, but also went as far as to show how unsecure the government could be. In War Games it is youth that devours computer knowledge and obtains infiltrating power. This new generation of hackers, who seek to know that which is hidden, is portrayed as a boy. The limits become unbounded; it is not just those who are taught at MIT who can hack. What of those who continue to seek access? The 1990s saw a great consumer demand for hacker narratives. Television shows such as The X-Files position hackers fighting against a well-informed government. The X-Files perpetuates the media myth that hackers are a subculture. These are intelligent men who are outcasts of mainstream society. They form an underground culture hidden from view, continuously weary of government plots. The X-Files series also plays up the role of the hacker as humanitarian. They work to find the truth buried in the network by the government. This role of hacker as humanitarian searching for truth becomes a recurring theme in other films. The 1992 film Sneakers is one example of this hacker narrative. The lead role, played by Robert Redford, has a history as a student when his hacking lands his friend in jail and himself into a new life where he has to change his name. He starts a business which hires itself out and attempts to infiltrate/hack security systems of its client(s). Myth of the Hacker :: Hacker Hacking Computer Technology Internet Myth of the Hacker The 1960s hacker, a term that was originally a referent to a good person with computer wizardry, has come full circle into the 1990s. Through media representations and the formation of hacker icons, modern hackers are mythologized as the good hacker. The original hackers of MIT belonged to a group of privileged individuals; they operated during a time when computers were not a household item. Hacking, for this generation, began as an intellectual pursuit as well as a way to pull elaborate pranks. The progression of hacking was limited because computer networking had not been completely implemented into society. In the 1980s, hackers reidentified and renamed themselves rebels; computer bandits who worked to infiltrate the network. With the advent of 80s hacking, cult icons were created in this seemingly underground group of renegades. Such names as Condor and Pengo became worldwide gurus to aspiring hackers. Such icons have also found their way into mainstream media, namely television and film. The very popular film War Games (1983) became a beacon for many modern day hackers; it considered the inventiveness and connectedness of humans and computers, but also went as far as to show how unsecure the government could be. In War Games it is youth that devours computer knowledge and obtains infiltrating power. This new generation of hackers, who seek to know that which is hidden, is portrayed as a boy. The limits become unbounded; it is not just those who are taught at MIT who can hack. What of those who continue to seek access? The 1990s saw a great consumer demand for hacker narratives. Television shows such as The X-Files position hackers fighting against a well-informed government. The X-Files perpetuates the media myth that hackers are a subculture. These are intelligent men who are outcasts of mainstream society. They form an underground culture hidden from view, continuously weary of government plots. The X-Files series also plays up the role of the hacker as humanitarian. They work to find the truth buried in the network by the government. This role of hacker as humanitarian searching for truth becomes a recurring theme in other films. The 1992 film Sneakers is one example of this hacker narrative. The lead role, played by Robert Redford, has a history as a student when his hacking lands his friend in jail and himself into a new life where he has to change his name. He starts a business which hires itself out and attempts to infiltrate/hack security systems of its client(s).

The Poison of Human Relationships

â€Å"My wife’s jealousy is getting ridiculous. The other day she looked at my calendar and wanted to know who May was†(Dangerfield, 2007) This is a quotation from Rodney Dangerfield and it is quote evident that jealousy makes a relationship crucial and impractical. Crucial in a sense that people’s life involved in a relationship is affected and it seems that they become such paranoids. It is Impractical because it really changed one’s way of living including societal and personal development. Fear is the one acting behind the strings in jealousy. Jealousy is a state, wherein a person experiences fear, suspicion or envy cause by a real or imagined threat or challenge to one’s possessive instincts (Webster, 2007). Jealous feelings come up because we are afraid of not getting our needs. Most of the times, we want to be secured of something. We are afraid of being abandoned, of losing one’s affection and love. We are afraid of being abandoned, of losing one’s affection and love. We are afraid of unresolved issues from past relationships. Whenever we are jealous of something or of someone, all that we hear is our self. We become deaf of other people’s explanation. We tend to think and see only the negative side of the story. It’s been an experience that when jealousy comes up, we pity ourselves. We often think that he or she is far better than us. Jealousy is a double edged sword, with the sharper edge pointed towards one’s self. Jealousy is like a poison which spreads throughout the body and affecting everything that it makes contact with. Jealousy often is the result of not feeling good about yourself physically and personally. It weakens our emotional well being. At the same time, it builds paranoia to those who are stricken by it. Jealousy, as stated earlier is sort of a poison that paralyzes all the aspects of a human being. Jealousy is a state by which a person feels that he/she should be the one who experiences what another person is giving to a different person besides himself/herself.   Jealousy present even among family members. A good example would be is when a parent does favor for one if their children but not to the other. While this type of jealousy can be lessened if the parent of the child also gives favors to the child that feels jealous, this may not be the case of a jealous lover. Instead, jealousy is often expressed as anger, leading us to accuse our partner of cheating. Sometimes those who are eaten by their own jealousy even avoid their friends that have something to offer than you wish you had to your loved ones. Most of the time, jealousy is really about feeling threatened that our relationship will be affected by another person or other factors. This often results when one does not feel worthy in a relationship. There is always this thinking that one’s partner has a reason to look elsewhere for attention because one is not good enough. If the person is a friend, then this also involves betrayal, and the hatred may breed between the two former friends. Most of us, when in this situation, are blinded by jealousy. Without knowing the main reason or cause of such situation, we easily conclude and usually, our conclusions lead to a fight or to an argument. We often say that love is blind, but sometimes it is not love that makes us blind but jealousy. Being jealous usually arises from the assumption that you own and want to control another person’s affection and love and want to keep them all to one’s self. This is what we call a conditional love, the person will love another if and only if the other person loves him/her. Jealousy affects health of those stricken by it, aside from the fact that it ruins one’s relationship. Feelings of jealousy can consume a person’s heart making the person irritable and annoyed . It can cause sleepless nights and lack of appetite. Some even turn to alcohol or drugs to deal with their feelings. While others say that jealousy eats relationship alive and offers nothing in return, some believe and claim that being jealous sparks passion and romance. Jealousy can even sometimes strengthen a relationship. It sometimes means that you really love that person, that you really care for him/her and you only don’t want to loose him/her. Though jealous feelings can be frustrating, annoying and painful, somehow it brings up the feeling of sensual happiness. A little jealousy can sometimes help a relationship grow for the better. Too much of anything is detrimental to a relationship. Some scientists and researchers believe jealousy can be genetic. Culture and upbringing play a role in jealousy as well. For example, a violent boyfriend may claim his jealousy as the result of loving her partner so much, when in fact in reality, he may be copying the behaviors of his own father and does no know how else or how it is to deal with jealousy. If jealousy is an issue in one’s life, understanding of one’s behavior and what’s underneath it is essential in dealing with jealousy and preserving mental well being as well as the quality of relationships. Reference: Quotes about jealousy http://www.worldofquotes.com/topic/Jealousy/1/index.html Definition of Jealousy Webster Dictionary.