Fight For 8-hour work time Essay Example | Topics and Well Written Essays - 2000 words

Fight For 8-hour work time - Essay Example Several nations developed certain labor laws for avoid the exploitation of employees in an organization. These laws are mainly consists of minimum daily rest hours, annual holidays and a maximum number of working hours in a day or week for the employees welfare. Over the last three hundred years labor unions have gone through different situation and shaped different forms. Later these trade unions became the part of different political and economical regimes. Early labors are like friendly societies and they worked for the different benefits of labors and to insure workers against unemployment, bad health condition, oldness, and funeral expenses. In many nations especially developed countries, states have been taken responsibilities to do all these functions. The provision of professional training, legal advice, and representation for members are still playing major role of labor union membership. The international socialist organization, the international workingmen’s association (IWA) or First international, demanded 8 hour working time at Geneva Convention in 1866. 8 hour working day got preliminary success in New Zealand by the Australian labor movement for skilled labors in the mid of 19th century. At the early and mid of 20th century got more popularity and most of the employers accepted the 8 hour working time throughout the world. Eight hour day movement is the part of early history and reasoned for the celebration Labor Day and May Day in several nations. The origin of Labor Day namely May Day is bounded up with the movement of eight hour workday. During the year between 1885 and 1886, many strikes had happened in the United States for the part of eight hour work day movement. There were around 500 strikes and lockouts took place in between 1881 and 1884. Most of these movements were started on May First. The May first protest and strike were very aggressive i n Chicago. May first, 1890, was to witness nation-wide strike for the

Managing External Influences Essay Example | Topics and Well Written Essays - 1500 words

Managing External Influences - Essay Example Union Pacific Railroad Company Profile Union Pacific Railroad Company is the largest railroad network operating in the United States of America (Union Pacific Official Site). It covers 23 states across the western two-thirds the United States. The railroad network is based out of Omaha, Nebraska and employs 45,000 people. Union Pacific’s primary service is freight transportation, however, it also operates passenger rail in Chicago in the form of Metra. Union Pacific’s innovative presence in the railroad industry is recognized by Fortune. On March 9, 2009, Fortune has named Union Pacific the railroad industry’s ‘Most Admired Company’. Union Pacific ranked #1 among all key attributes of the railroad industry. Political Factors Political factors are those factors over which the company has no control. These factors are totally in control of the government and decisions can conflict with company priorities and objectives. However, the company needs to adjust itself to the existing conditions to remain in the market. For instance, The Federal Railroad Administration is the controlling authority of railroad policies and it has developed a bridge inspection program whereby officials will perform safety inspections to ensure safety of pedestrians and freight (Department of Transportation). This is not a problem for the Union Pacific Railroad Company as they are already doing a pretty good job to ensure safety.

Good for Another Essay Example for Free

Good for Another Essay We were in our final year in secondary school, and we were asked to pay for WAEC and NECO fees. Some paid for WAEC only, some paid for NECO only, while some paid for both. Three weeks before the closing date, me and my friend went out for break, though it was prohibited to eat your breakfast in the class but me and Ada often eat there. That day, when we went into class, we were surprise to see one of our classmate; Sarah crying. We asked her why she was crying and she told us her parent cannot afford to pay for her WAEC or NECO fees. I was touched by the way she was crying and I promise her I would pay for her, I told her I would tell my parents and I was sure they will pay for her. Me and Ada told her to wipe her tears before the rest of the student came in from break. That day, when I reached home I told my mother about it and she promised to pay for her WAEC only, that she would give me the money in two days. We all graduated from secondary school and we all made our result and almost all of us furthered our education to Universities of various types. I lost contact with Ada and Sarah since then but, you know; Life have to go on. I was at the school cafà © one day when I saw Sarah, oh my God! I can’t believe I was seeing her, we were so happy to see each other again after our life in secondary school. We talked for so long, and through our chatting I discovered her Dad was now rich, and she was studying Law. We exchanged phone numbers and hostel Numbers. We became friends again. At the end of second semester in school, I went home only to find out my father was dead, he was hit by a bus the night before the day I came home. I wept, oh my God! I did not only wept because I lost my father, I also wept that my education might stop, I wept that all my years in school might be wasted. I wept that I fell sick and was admitted at the hospital for a week. A week after I was discharged from the hospital, I heard registration for next semester will be closing in one week. I told my mother, but she told me she cannot afford the fee. I was devastated, I was afraid that my greatest fear is coming to reality. I decided to go to Sarah for help, but to my greatest surprise, she told me she wanted to use the money she had for something else. It hurts me so much that I wept right in front of her. All she could tell me was she can’t give me the money. I wept home and told my mother what Sarah told me, she could not believe this, she could not believe this was the girl she helped some years back. She told me to wipe my tears, and that life goes on. I was dropped out of school and I started apprenticeship in a salon shop not far from our house. After two years, I invested my own salon and with more effort and the help and support of my mother, my shop grew up. My salon became one of the best of the well known salon. I was in my salon one day when Ada came in, I did not even notice her. I was busy working when I heard someone call my name, I turned and saw Ada, I shouted and hugged her. Oh Goodness, I was seeing Ada again after so many years. We chatted for a while and she told me she saw Sarah, she told me Sarah was dropped out of school and arrested by the Police, that she was caught with Cocaine. I told her what happened to me, how I was dropped out of school, she was surprise that Sarah could do such a thing to me, me of all people. I told her I was well over it, and Sarah deserved all that happened to her. Though I am successful in life but, I will never forget how I was dropped out of school. I may forgive Sarah but, I will never forget what she did to me.

Impossible To Have Objective Knowledge Philosophy Essay

Impossible To Have Objective Knowledge Philosophy Essay As humans we live with the inescapable notion of our own consciousness, burdened with the endless pursuit of knowledge, we eternally accumulate a careful conglomeration of facts and experiences that shape our very being. Imprisoned within our own cultural paradigms we fear our own subjectivities, entirely aware that our language, values and beliefs impact our every choice. We do not live in a social vacuum; instead, we roam free in a stimulating and subjective society. The acquisition of knowledge, or justified true belief as here defined, is learned through our tainted sensory experiences; whether auditory, visually or kinaesthetically. However, there remains the belief that certain areas of knowledge can remain immune to our polluting paradigms, areas of knowledge that do not evoke truth in their subjectivity but tell the truth in their objectivity. We often deem subjective knowledge hot and impulsive, wrought with emotion and bias, its validity tarnished by its opinionated and unb alanced nature. Objective knowledge is logical, considered, proven and factual, based in the realms of reasoning; science and maths. But to what extent is mathematical and scientific knowledge actually objective? And does subjective knowledge really hold any lesser value than its idolised counterpart or are we just afraid of own cultural paradigms? What can be less open to interpretation and more immutable than maths? Mathematics is the science of rigorous proof and the art of drawing coherent conclusions entirely independent of interpretation; we assume this to be the epitome of objective knowledge. Maths indubitable nature affords it enormous practical value, we are certain that 2 + 2 = 4 and that any circles circumference, no matter how big, when divided by its diameter equates to pi. Such facts rest undeniable and eternal, maths gives us non-trivial, substantial knowledge that rests true outside of experience. However, a question remains as to where maths exists? Is it, discovered or invented? The discovery theorem indicates a Platonic view of maths, somewhere in a metaphysical realm, the perfect forms of a circle and pi reside and mathematicians, by solving problems, are discovering an entity that already exists separate from our reality. If humans werent actively doing maths would maths exist at all? And can discoveries a ctually be made about mental fictions or is maths a human construction? J. S. Mill argues that mathematics exists in the eye of the beholder and that mathematical truths are empirical generalisations based on a vast number of experiences  [1]  . It does appear that Maths is not a universal language; mathematicians struggle to talk to non-specialists about their work because maths like all other knowledge can be culturally variable, subject to correction and change. Mathematicians form epistemic communities; the Romans, for example, had no concept of zero, Egyptian multiplication involved repeated doubling of numbers and in West Africa only subtraction was used to express numbers (not 2+2 but 6 -2 = 4). Hence, maths, as a human endeavour is susceptible to varying mental interpretation, so to what extent are we mentally selecting particular kinds of experience and deeming them to be important? We reached our modern, established perspective of maths through communication and collaboration, so it seems that although the numbers and patterns themselves ar e objective, the learning and advancement of maths is more inter-subjective; common ideas shared and amalgamated. Science too, provides us with a framework for objective knowledge; science appears indisputable because it is based on observation and fact. Culturally, we deem something scientifically proven to equate to the absolute truth. We believe our scientific account of the universe to be true and dismiss the hocus pocus of alternative medicine, creationism and the paranormal. Science is about how the world works; there being only once correct explanation for any phenomenon. Simultaneous discovery, like the discovery of DNA initially by Watson and Crick shortly followed by Franklin and Klug demonstrate the solidity and objectivity of science. If we could rewind the history of science, developments and discoveries may have occurred differently and by different scientists but the outcomes would be very similar. Gravity would still give weight to objects, causing them to fall towards the ground and cells would still be the smallest unit of life. However, the practice of science, as a human endeavour is founded in uncertainty, each time we learn something new with the astonishment comes the realisation that we were wrong before, David Bohm said, The notion of the absolute truth is shown to be in poor correspondence with the actual development of science. Scientific truths are better regarded as relationships that hold in some limited domain. Hence, the indisputability of science is based in observation and fact but observation and fact are dependent on the theory we choose to believe. What we see depends on how we choose to look at it and as humans we cannot observe the world purely and unhindered. Instead we see and structure things around our own cultural paradigms. Our science is based on a Westernised view that progress and objectivity are best reached through classification and explanation but does this render it useless? Of course not, science is there to be used but it is not there to tell us how things are. Science is not powerful because it is true: it is true because it is powerful  [2]  . But is truth synonymous with objectivity? Or can we harness our subjective and emotional human natures to further enhance our knowledge? Montaigne claimed, to understand via the heart is not to understand and through our quest to objectify knowledge we ignore our most basic emotional instincts. A scientific definition of emotion is the modification of neural activity that animates and focuses mental activity but is this not missing the vital essence of what it is to feel an emotion? This description of emotion is like describing art as a collection of blobs on canvas or defining poetry as words in short lines. Some knowledge demands subjectivity and complexity, notions of good and beauty, for example. In many ways formal knowledge of maths, philosophy and geography are a means to satisfy the highest and noblest human impulse and self-actualisation; the arts. Often human truths cannot be expressed using the language of rationality; it seems the artist attempt to address these truths w hile embracing their own creative process. Indeed art is a personal creation and contains the opinions of the artist but with science the feelings of the scientist are neglected from the final understanding of the process. Does this make science better than the arts? It would if science and the arts were investigating the same truths; science is obsessed with knowledge of the universe whereas art lends itself to knowledge of humanity. Iris Murdoch famously in The Sovereignity of the Good suggests that appreciation of the arts allows us to transcend the problems of rationality and empiricism that plague the human condition. Murdoch believes there to be some sort of objective good but sees that the means of achieving this end is to open our consciousness towards art thus directing our being towards unselfishness, objectivity and realism. The very nature of art as an ephemeral entity; forever transforming and evolving, transports us away from the comfort of our own subjectivities and plunges us into alternative human truths. No one is suggesting the lines and colours reveal truths in themselves; as Margaret Atwood said, context is all. To read WH Audens Sonnets entitled, In Time of War, is not to gain facts or objective truths about the Japanese occupation of China in 1938 but instead to bask in the literature, meaning and beauty of poetry. Audens words speak a deep and vitally human truth so by trying to reduce this art to a series of concrete facts are we not diminishing it? Of course the sky didnt throb like a feverish forehead and obviously the Japanese soldiers were not bound like the heiress in her mothers womb. It is more the penetrating insights, the deep sense of social awareness and contextual relevance that afford poetry and the arts as a whole the ability to bestow knowledge about humanity during the most turbulent and controversial eras. If anything, art is a continuous cultural narrative, evolving and translating the daily events that form our history. The search for certainty, objectivity and absolute truth lends itself to the study of history, for what could be more certain than that which has already happened? As G.R Elton suggests, the study of history is concerned with a subject matter more objective and independent than that of the natural sciences, and we often acknowledge the apparent immutability and un-changeability of the past. But as Napoleon argued, what is history but a fable agreed upon? From the age of eleven, during history classes we are indoctrinated into the significance of bias and the vigilance required to exercise caution around historical opinion. It is almost impossible to expect any human historian to escape their own paradigms and write free from influence. We are forever imposing our own values and moralities onto the past; my own essay on the reputation of Queen Marie-Antoinette during the French Revolution was largely angled around my own prejudices against misogyny and patriarchy. Perhaps more than an ything, history is a social construct, facts about the past that are interpreted in the present. However, the selective and human nature of history does not deem it twisted or useless or fabricated, by removing the judgemental and interpretational aspects of history we are left with fragmented and scattered etchings of the past. The historian herself is aware of her bias and thus seeks a convergence of evidence in a hope that further analysis and reasoning will transform such etchings into an original, insightful and beautiful picture.

Recommendation For Recycling Water In Florida Essays -- Recycling Water

Recommendation For Recycling Water in Florida Contents Abstract................................................2 Executive Summary.......................................3 Introduction............................................4 Methods.................................................4 Results.................................................5 Basic background information on water reuse in Florid...5 Reclaiming Waste Water in Florida Uses for reclaimed or reused water......................7 Conclusions.............................................7 Recommendations.........................................7 References..............................................7 Abstract "Recommendation for Recycling Water in a Florida Pilot Plant" The water shortage problem has affected all of us in one way or another. Either through the mandatory restrictions or the increased price of water, or even the ever increasing occurrence of sinkholes, the evidence of a water shortage is everywhere. Since we need water to survive, and there are no alternatives to support life on this planet, we must find a way to keep up with our ever increasing water demand. This report presents the water shortage problem that is occurring in Florida. This report will familiarize you with the problem and explain the other uses currently being employed in Florida. This report also explains the procedure, as well as a recommendation including the site and costs involved, along with a short background on the proposed procedure. I recommend that the recycled project be funded and allow the pilot plant to meet the ever increasing demand for water in Florida. Executive Summary The water shortage problem effects us all in one way or another. Either through the mandatory restrictions or the increased price of water, or even the ever increasing occurrence of sinkholes, the evidence of a water shortage is everywhere. Since we need water to survive, and there are no alternatives to support life on this planet, we must find a way to keep up with our expanding water demand. I feel that the only viable option is to recycle the water we are using. By recycling the water, we will be able to drop ... ...und choice therefore is to reuse the water readily available to us. We have the technology accessible to use to make this a viable option and I feel we should pursue this option. This would almost completely alleviate any water shortage we have, since all the water we use would be recycled back into drinking water, thus relieving the demand to pump more and more water from an already over used aquifer. Recommendation I recommend that the funds be made available for the pilot plant to be put into effect, and allow us to take the next step in water reuse in Florida. The new plant will drastically reduce the amount of water now being pumped from the ground, thus reduce the sinkholes and alleviate the water shortage problem. I feel the small investment is more than worthwhile and will be recouped in a year's time. I would like to start this project and bring this new technology to light and begin a new generation of water treatment. References Young, Harley and David York (1996, November). "Reclaimed Water Reuse in Florida and the South Gulf Coast." Florida Water Resource Journal, pp. 32-35.

A computer system consists of hardware and software. :: Computer Science

A computer system consists of hardware and software. A computer system consists of hardware and software. Hardwareis the equipment, which makes up the computer system. Hardware consists of: - Input devices such as keyboard, mouse, joystick - The Central Processing Unit (CPU) - Output devices such as a printer, monitor, graph plotter - Backing storage devices such as disc drive, hard drive - Media such as discs, tapes, paper etc There is hardware that I used is:  · Mouse  · Keyboard  · Printer  · Monitor A tracker ball mouse ==================== A tracker ball mouse is an input device and similar to a mouse but the ball is set into a cup on the top of the unit. A finger or, on larger tracker balls the palm of the hand, is used to roll the ball in any direction. The ball controls the movement of the pointer on the screen. Buttons on the tracker ball work in the same way as mouse butons to activate processes on the screen. My alternative of using a mouse with a tracker ball would be a mouse without a tracker ball. Benefit: ======== * A tracker ball does not require a large flat surface. Drawbacks: ========== * Most people find them a bit fiddly * Not accurate * Not quiet ALTERNATIVE: Mouse without a tracker ball ========================================= The pointer on the monitor screen mirrors the movement of the mouse by the user's hand. Under the mouse is a ball, which rolls as the mouse is moved. This movement of he ball causes two shafts to rotate inside the mouse; one shaft records the movement in the north-south direction and the other shaft records the east-west movement. When the screen pointer is over a0n icon or menu selection, the mouse button can be clicked, double clicked or dragged to activate a process. Some mice have a small wheel as well as the buttons. The function of the wheel depends on the software being used on the computer; in a document, it can allow the user to scroll up and down; in a desktop publishing package, it might enable the user to zoom in and out of the page. Over a period of time, the performance of the mouse can deteriorate as the ball and shafts collect dust and dirt. Some modern mice use a light beam and detector to register movements instead off the mouse ball. Many mice now use infrared or wireless links to the computer, which removes the need to have a connecting cable. Benefit: ======== * It is easy and convenient to use * It is inexpensive * Most modern software includes an option to use it. * It selects a position on the screen more quickly than is possible

Parental Attachment and the Development of Self-Compassion

Parental Attachment and the Development of Self-Compassion The Positive Psychology movement focuses on identifying protective factors that promote wellbeing and protect people from the negative psychological effects related to life’s everyday challenges. Research increasingly supports self-compassion as a key component in positive mental health outcomes. However, very few studies have examined factors that lead to the development of self-compassion. Attachment is known to contribute to the development of healthy social and emotional development (Sroufe, Egeland, Carlson, & Collins, 2005). Theoretically, parental attachment should promote the development of self-compassion. Attachment is described as the socio-emotional bond between individuals (Wicks-Nelson & Isreal, 2009). Healthy parental attachment develops in the first year of life through consistent, sensitive, and responsive parenting from a stable caregiver (Ainsworth, 1979; Barnas & Cummings, 1994; Sroufe, 2005). The attachment relationship with a caregiver is an essential component in helping to form the foundation for healthy personality and functioning in society. For example, attachment is known to influence cognitive ability, development of conscience, coping skills, relationship skills, and the ability to handle perceived threats and negative emotions (Sroufe et al. , 2005; Wicks-Nelson & Isreal, 2009). In a review of the Minnesota study, Sroufe (2005) highlights the importance of early attachment in the developmental course. The Minnesota study was a 30-year longitudinal developmental study, commencing in the 1970’s, which followed individuals from before birth until adulthood. The main purpose of the study was to evaluate the â€Å"major propositions of attachment theory† (Sroufe, 2005, p. 49). The primary goal of the study was to test Bowlby’s hypotheses that (1) quality of caregiver-infant attachment is influenced by the interaction history with the caregiver, (2) individual differences in personality can be explained by variations in the quality of early attachment, and (3) secure attachment is related to the devel opment of self-reliance, emotion regulation, and social competence. The quality of infant-caregiver attachment was assessed through observation at 12 and 18 months, using Ainsworth’s Strange Situation procedure. Many outcome variables, or patterns of behaviour, were extensively measured using various methods (questionnaires, observation, standardized testing, parental and teacher reports) at several ages including infancy, preschool years, childhood, adolescence, and emerging adulthood. During the preschool years outcomes such as self-regulation, curiosity, and effective entry into peer group were measured. In middle school, measures of real-world competence, loyal friendships, coordination of friendship, and group functioning were examined. During adolescence identity, intimacy, and self-reflection were assessed. The findings from the Minnesota study provided support for Bowlby’s hypotheses (Sroufe, 2005). First, it was demonstrated that secure attachment is directly related to a history of sensitive, emotionally engaged, and cooperative interaction with a caregiver. Also as Bowlby suggested, secure attachment predicted the development of self-reliance such that individuals who used their caregiver as a secure base to explore during infancy, were later more independent. Moreover, secure attachment predicted adaptive emotion regulation as demonstrated by securely attached individuals having more self-confidence, higher self-esteem, more ego-resiliency (ability to adjust), persistent and flexible coping strategies, and displaying affect appropriate to situations. Finally, strong links were found between secure attachment and measures of social competence from early childhood through adulthood. Individuals with secure attachment were assessed as significantly better on measures such as expectation of relationships, engagement with others, skill in interaction, empathy, and leadership qualities. Sroufe (2005) suggests these findings indicate the critical importance of attachment because it plays an initiating role in the pathways of development and is related to crucial developmental functions. Thus, attachment is associated with adaptive psychological development. One construct associated with positive mental health outcomes, and in consequence is likely to be engendered by attachment, is self-compassion. Self-compassion is a self-attitude that originates from Buddhist philosophy and has recently begun to appear in Western psychology research. Neff (2003a) has proposed that self-compassion plays an important role in psychological health and describes self-compassion as extending kindness and caring towards one’s self. As the term itself insinuates, self-compassion involves treating oneself with compassion, especially when experiencing negative feelings and events. Being compassionate towards oneself entails being able to forgive one’s perceived failures and shortcomings, accepting oneself as human and therefore as limited and not perfect, and also desiring wellbeing for oneself. Neff (2003a) conceptualized self-compassion as comprising three components: self-kindness, common humanity, and mindfulness. Self-kindness refers to extending kindness and understanding to oneself rather than being harshly self-critical and judgmental. Being less judgmental of oneself should also minimize judgment of others. Common humanity is the ability to view negative experiences and limitations as a shared aspect of the larger human experience, instead of seeing experiences as separating and isolating. Consequentially, common humanity also involves recognizing one’s equality with others, which prevents one from being self-centered. Finally, mindfulness requires clearly seeing and accepting one’s emotions as opposed to the tendency to exaggerate or become absorbed with one’s painful thoughts and feelings. These three elements are linked such that they each promote one another. Research has established and continues to support the benefits of self-compassion. Indeed, there is evidence that self-compassion is associated with emotional intelligence, intrinsic motivation, emotion focused coping strategies, and life satisfaction (Neff, 2003b; Neff, Hsieh, & Dejitterat, 2005). Additionally, self-compassion protects persons from self-criticism, anxiety, and depression (Neff, 2003b; Neff, Kirkpatrick, & Rude, 2007). Self-compassion also involves taking responsibility for one’s mistakes, and in turn being motivated to change maladaptive thoughts and behaviors (Neff, 2003a; Leary, Tate, Adams, Allen, & Hancock, 2007). Furthermore, self-compassion, not self-esteem, accounts for the attenuation of people’s reactions to negative events (Leary et al. , 2007). Together these findings indicate the importance of self-compassion as it promotes adaptive psychological functioning while preventing negative outcomes. Self-compassion is also perceived to be distinct from and more beneficial than self-esteem (Leary et al. , 2007). Self-esteem refers to our overall attitude about ourselves (Baron et al, 2008), and has recently been criticized for inconsistently predicting positive outcomes. Although having high self-esteem is known to be related to such factors as positive self-feelings and motivation (Baumeister, Campbell, Krueger, & Vohs, 2003), it has also been linked to narcissism, distortions in self-knowledge, increased prejudice and aggression (Baumeister et al. , 2003; Sinha & Krueger, 1999). Self-compassion may be a better alternative to promote because it does not involve judgments about oneself or comparison with others as self-esteem does (Neff & Vonk, 2009). Self-compassion leads to positive outcomes without the negative drawbacks associated with self-esteem (Neff, 2009). To date, only one study has demonstrated that maternal support and secure attachment predict higher levels of self-compassion (Neff & McGeehee, in press). Neff and McGeehee (in press) examined the relationships between self-compassion and psychological wellbeing, cognitive, and family factors in a sample of high school and college students. Because adolescence is known to be a difficult emotional period involving the formation of one’s identity or sense of self (Arnett, 2007), the first goal of Neff and McGeehee’s study was to determine whether self-compassion promotes the same positive mental health outcomes in adolescence as those found in adulthood. Self-compassion was expected to be related to reports of higher levels of social connectedness and lower levels of anxiety and depression. As expected, the results demonstrated that self-compassion was strongly associated with low depression, low anxiety, and high feelings of connectedness. The second goal of Neff and McGeehee’s (in press) study was to explore factors that may contribute to adolescents’ development, or lack of development, of self-compassion. Self-compassion was hypothesized to be associated with maternal support, functional families, and secure internal working models of attachment. Self-report measures were used to assess self-compassion (Self-Compassion Scale), maternal support (maternal subscale of the Family Messages Measure), family functioning (Index of Family Relations), and attachment (The Relationship Questionnaire). The results show that adolescent’s self-compassion partially mediated the relationship between their reports of mental health and maternal support, family functioning, attachment style, and adolescent egocentrism, indicating that family factors can impact wellbeing through self-compassion. Additionally, individual differences in self-compassion were predicted by family factors. In particular, maternal support and secure attachment were positively correlated with self-compassion, whereas maternal criticism and insecure preoccupied and disorganized attachment styles were negatively associated with self-compassion. Unexpectedly, there was no relation found between the insecure dismissing attachment style and self-compassion. The results regarding attachment styles were interpreted using Bartholomew’s model of attachment styles (Bartholomew & Horowitz, 1991). Bartholomew’s model (Bartholomew & Horowitz, 1991) characterizes four different prototypic attachment styles of adolescence and adulthood, according to one’s views of the self (dependence dimension) and others (avoidance dimension) as either negative or positive. Secure attachment, corresponding with low dependency, low avoidance, and a positive view of both self and other, involves being trusting and comfortable with intimacy and autonomy. Having a secure sense of self-worth and trusting others to be supportive may have facilitated the development of self-compassion among adolescents in Neff and McGeehee’s (in press) study. Insecure preoccupied attachment corresponds with low avoidance, high dependence, a positive view of others, but a negative self-image, and is characterized by clinginess, jealousy, and being preoccupied with relationships. Insecure dismissing attachment is distinguished by low dependence, high avoidance, a positive view of the self, a negative view of others, and involves inflating self-worth, being counter dependent, and being dismissing of intimacy and the importance of relationships. Disorganized or fearful attachment involves distrust of others, social withdrawal, feelings of inadequacy, fear of intimacy, and corresponds with high avoidance, high dependency, and a negative view of both the self and others. The anxiousness about deserving care or not expecting support from others in relationships may hinder individuals with insecure attachment styles from developing self-compassion. Given the findings from Neff and McGeehee’s (in press) research, the characteristics of secure attachment should promote the development of self-compassion. Namely, a positive self-image may help form a sense of self-worth that should in turn lead to self-kindness. In addition, being able to trust others helps form a connection with others that may foster common humanity. Conversely, the characteristics of insecure attachment may impede the development of self-compassion. Doubting one’s worth and lacking trust in others suggest a lack of an emotional foundation necessary for self-compassionate thinking (Neff & McGeehee, in press). Similarly, dependency on others to feel good about oneself may prevent the ability to accept oneself, which is a necessary feature of self-compassion (Neff & McGeehee, in press). Futhermore, considering the relation of early attachment to positive developmental outcomes (Sroufe, 2005; Scroufe et al, 005), attachment conceivably contributes to the development of self-compassion. Attachment is important in initiating the development of adaptive psychological functioning (Sroufe, 2005; Scroufe et al, 2005). Self-compassion is a healthy self-attitude, which promotes positive mental health outcomes (Neff, 2009). Therefore, the development of a self-compassionate mindset should emanate from early attachment. Neff and McGeeh ee’s (in press) findings are the first to establish a relationship between attachment and self-compassion. However, Neff and McGeehee’s (in press) study is limited in that it they did not examine how attachment promotes self-compassion, due to its cross-sectional and correlational design. The study was restricted to adolescents and young adults, and used self-report data rather than observational measures. As a result, only the status of the attachment relationship and level of self-compassion present in adolescence were assessed. Further research is necessary to investigate the role of parental attachment in the development of self-compassion. It is of crucial importance to identify the early factors and processes associated with attachment formation which could promote the development of self-compassion among children. Following this, there is also a need to create a measure for self-compassionate thinking and behaviour among children. Being self-compassionate may involve different thoughts and behaviours according to ones age or stage of development. In order investigate the development of self-compassion, it is essential to be able to recognize and measure self-compassion among children. Findings from such prospective research can be used to help encourage healthy attachment, perhaps through parent sensitivity training, and educate parents how to foster self-compassionate thinking and attitudes in their children. References Ainsworth, M. S. (1979). Infant-mother attachment. American Psychologist, 34, 932-937. Arnett, J. J. (2007). Adolescence and emerging adulthood: A cultural approach. Saddle River, NJ: Pearson/Prentice Hall. Bartholomew, K. , & Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61, 226-244. Baumeister, R. F. , Campbell, J. D. , Krueger, J. I. , & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science In The Public Interest, 4, 1-44. Barnas, M. V. , & Cummings, E. M. (1994). Caregiver stability and toddler’s attachment-related behaviour towards caregivers in day care. Infant Behaviour & Development, 17, 141-147. Baron R. A. , Branscombe, N. R. , & Byrne, D. R. (2008). Social Psychology. Boston, MA: Pearson/Allyn and Bacon. Leary, M. R. , Tate, E. B. , Adams, C. E. , Allen, A. B. & Hancock, J. (2007). Self-compassion and reactions to unpleasant self-relevant events: The implications of treating oneself kindly. Journal of Personality and Social Psychology, 92, 887-904. Neff, K. D. (2003a). Self-compassion: An alternative conceptualization of a healthy attitude toward. Self and Identity, 2, 85-101. Neff, K. D. (2003b). 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