Wilhelm Reich Essay -- Biography Bio

Wilhelm Reich was born in the Austro-Hungarian Empire on March 24th, 1897. His parents were farmers, and at a young age Reich developed a fascination with the life processes of plants and animals. His formal education at this time was provided by a private tutor. When Reich was 14, he discovered his mother was having an affair with his tutor. After Reich reported this to his father, his mother committed suicide. Atwood and Stolorow (1977) have speculated that this tragedy may have contributed to Reich's most significant theories. After the death of his father three years later, Reich took over the family farm until it was destroyed by the Russians in 1915. At that time he joined the Austrian Army. Upon returning from the war, Reich traveled to Vienna to study medicine at the University. In 1922 he received his medical degree. That same year, Freud organized the Psychoanalytic-Polyclinic and appointed Reich the first assistant physician. Over the next few years, Reich was appointed to the teaching staff of the Psycholoanalytic Institute. He married and had two daughters. During this time he became increasingly convinced of the absolute significance of sexuality in the lives of individuals and society. He believed that social institutions, the family in particular, forced their members to repress natural sexual energy. Consequently, this energy builds up inside these repressed individuals. With no socially acceptable outlet, the build-up becomes intolerable and manifests itself in neuroses. Reich believed the way this energy was intended to be released was through orgasm. However, he contended that orgasm alone was not sufficient in and of itself to release all the excess energy stored by an individual. A person must be ... ...colleagues were also renting and selling orgone accumulators to physicians who were prescribing them to patients for therapeutic purposes. It was this activity which led to an injuction against Reich being filed by the Food and Drug Administration in 1954. The FDA charged that orgone energy accumulators were fraudulent medical devices, that orgone energy did not exist, and that all literature concerning orgone energy should be burned. Additionally, they prohibited Reich from transporting the accumulators across state lines. In 1955, official contempt charges were placed against Reich and Dr. Michael Silvert after Silvert continued to distribute the accumulators out of state. Both were tried in a criminal court, found guilty, and sentenced to imprisonment. Reich never finished his prison term; he died on November 3, 1957 in a penitentiary in Lewisburg, Pennsylvania. Wilhelm Reich Essay -- Biography Bio Wilhelm Reich was born in the Austro-Hungarian Empire on March 24th, 1897. His parents were farmers, and at a young age Reich developed a fascination with the life processes of plants and animals. His formal education at this time was provided by a private tutor. When Reich was 14, he discovered his mother was having an affair with his tutor. After Reich reported this to his father, his mother committed suicide. Atwood and Stolorow (1977) have speculated that this tragedy may have contributed to Reich's most significant theories. After the death of his father three years later, Reich took over the family farm until it was destroyed by the Russians in 1915. At that time he joined the Austrian Army. Upon returning from the war, Reich traveled to Vienna to study medicine at the University. In 1922 he received his medical degree. That same year, Freud organized the Psychoanalytic-Polyclinic and appointed Reich the first assistant physician. Over the next few years, Reich was appointed to the teaching staff of the Psycholoanalytic Institute. He married and had two daughters. During this time he became increasingly convinced of the absolute significance of sexuality in the lives of individuals and society. He believed that social institutions, the family in particular, forced their members to repress natural sexual energy. Consequently, this energy builds up inside these repressed individuals. With no socially acceptable outlet, the build-up becomes intolerable and manifests itself in neuroses. Reich believed the way this energy was intended to be released was through orgasm. However, he contended that orgasm alone was not sufficient in and of itself to release all the excess energy stored by an individual. A person must be ... ...colleagues were also renting and selling orgone accumulators to physicians who were prescribing them to patients for therapeutic purposes. It was this activity which led to an injuction against Reich being filed by the Food and Drug Administration in 1954. The FDA charged that orgone energy accumulators were fraudulent medical devices, that orgone energy did not exist, and that all literature concerning orgone energy should be burned. Additionally, they prohibited Reich from transporting the accumulators across state lines. In 1955, official contempt charges were placed against Reich and Dr. Michael Silvert after Silvert continued to distribute the accumulators out of state. Both were tried in a criminal court, found guilty, and sentenced to imprisonment. Reich never finished his prison term; he died on November 3, 1957 in a penitentiary in Lewisburg, Pennsylvania.

Change and Continuity 1492-1750 Essay

An example of continuity during this time period is how Spain continued to try to spread Christianity. They spread Christianity to the Americas in an attempt to convert them from â€Å"savages†. They expelled anyone who did not follow their religion just as Spain had for years. Conquistadors continued to spread this religion throughout the New World and also killed any opposition. One example of a change during this time period could be the introduction of the Triangular Trading Route which connected the Americas to Africa and Europe. The implication of this new system of trade was completely new to the natives of the Americas and brought them new goods. The implementation of the new trading route had a primarily negative effect on the natives of the Americas in the sense that it introduced new diseases to the Americas to which the natives were not immune. The reason they were not immune to these diseases was because they were never exposed to them and therefore had no opportunity to build up and immunity to them. These diseases ranged from small pox to measles. They killed millions of natives. This also lead to the start of the slave trade so that a new labor force could be used. Another example of change during this time period could be how the natives of the New World were forced into Christianity by the Catholic country of Spain. Originally, the natives of the Americas practiced a polytheistic religion which included human sacrifice, cannibalism, and of course multiple gods. When the Spanish arrived to the New World, they were appalled to see the rituals of these natives and thereby forced them into the monotheistic religion of Christianity. The way they thought Christianity was they took a child and educated them on the ways of Christianity and then sent the child back to the tribe to spread the ideas of Christianity. Zheng He could have discovered the Americas in as early as 1405, because he had the technology but he instead traveled around the Indian Ocean. If he had discovered the Americas, he could have made China a world power and spread the chinese culture to the Americas. Yet another example of change during the time period of 1492 to 1750 was the introduction of the encomienda system in the New World. The encomienda system is a form of feudalism introduced to the New World by Spain from the 1400s to the 1700s. The Spaniards would be paid by the native population for â€Å"protection†. The initial goal of the encomienda system was to spread Christianity throughout the New World. As stated previously they spread the religion by taking one child and teaching him to read, write, and comprehend the Christian religion. They would send the child back and instruct him to spread the religion. This forced the natives to convert to the Christian religion. The Spaniards offered little to no protection to the native population, but rather exploited them. The natives acted as a free labor force making Spain richer than ever before. This lead to yet another example of change, a dramatic reduction in the native population due to poor working conditions. Millions more died due to disease and violence inflected upon them by the Spaniards. In the end the native population was reduced by over 150 million. This also lead to an increase in the need for a labor force and so the Atlantic Slave Trade was introduced. In its time millions of Africans will be transported via boat and those who died or became sick on the treacherous voyage would simply be dumped overboard. The reason African slaves were a safe alternative to the Natives of the Americas was because they were immune to many diseases that that had wiped out the Natives of the Americas. That is why Africans were a more reliable slave labor force. This is why even though the time period of 1492 to 1750 had a lot of continuities, it had more changes.

The Pros and Cons of Allowing Cell Phones in School

One of the more controversial and most discussed issues that school administrators face on a daily basis is where they stand with students and cell phones. It seems that virtually every school takes a different stance on the issue of cell phones  in school. No matter what your school’s policy is, there is no way to completely keep all students from bringing their phones unless you do student searches every day, which is simply not feasible. Administrators must evaluate the pros and cons of allowing cell phones in schools and make a decision based on their own student population. The fact is that almost every household owns multiple cell phones.   The age of students who own a cell phone has progressively been trending downward.   It has become increasingly common for students as young as five to possess a cell phone. This generation of students are digital natives and thus experts when it comes to technology. Most of them can text with their eyes closed. They are often far more adept than most adults at using their cell phones for many purposes. Should Cell Phones Be Banned or Embraced in Schools? There are essentially three core stances most school districts have taken with their cell phone policies. One such policy basically bans their students from having their cell phones at all. If students are caught with their cell phones, then they can be confiscated or fined. In some cases, the student may be suspended. Another common cell phone policy allows students to bring their cell phones to school. Students are allowed to use them during non-instructional times such as time in between classes and lunch. If students are caught with them in class, then they are confiscated from the student. Another cell phone policy is leaning towards a shift in administrators thinking. Students are not only allowed to possess and use their cell phones, but theyre also encouraged to use them in class as learning tools.   Teachers incorporate the use of cell phones regularly into their lessons for purposes such as research. Districts that ban their students from having their cell phones or limit their usage do this for a variety of reasons. Those include not wanting it to make it easy for students to cheat, being afraid that students are sending inappropriate content, playing games, or even setting up drug deals. Teachers also feel like they are distracting and disrespectful. All of these are valid concerns and are why this is such a hot issue among school administrators. The movement towards embracing the use of cell phones by students begins with educating students on proper use of phones at school. Administrators who are shifting towards this policy often say that they are fighting an uphill battle with a policy that has a complete or partial ban on cell phone possession and use. Administrators who have transitioned to this type of policy say that their job has become much easier and that they have far fewer issues of cell phone abuse than they did under other policies. This type of policy also clears the way for teachers to embrace cell phones as an instructional tool. Teachers who have elected to use cell phones in their daily lessons say that their students are actively engaged and more attentive than they typically are. A cell phone can be a powerful educational tool. Smartphones have the ability to provide students with so much information in an instant that teachers cannot deny that they can be powerful tools that enhance learning in the classroom. Many teachers are using them for a variety of purposes such as small group projects with research races or text competitions for correct answers. The website polleverywhere.com allows teachers to pose a question to their students.   The students then text their answers to a particular number that the teacher provides them. The website collects the data and puts it into a graph, where teachers can project their answers on a smart board and discuss the answer choices with the class. The results of these activities have been very positive. Teachers, administrators, and students have all provided positive feedback. Many teachers and students would argue that it is time to move into the 21st century and begin using the resources we have available to engage our students in the learning process more readily.