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1/12

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2/12

Politics and Cultureof the Nation-State18511871

CT

CST

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Sacred and Social BodyTribal, nomadic existence produced its own culture, including a common spoken lan-

guage of extraordinary delicacy, precision, and beauty. In the absence of written lan-

guage, the Bedouins used oral poetry and storytelling to transmit their traditions, simul-

taneously entertaining, reaffirming values, and teaching new generations. Tribal,

nomadic existence produced its own culture, including a common spoken language of

extraordinary delicacy, precision, and beauty. In the absence of written language, the

Bedouins used oral poetry and storytelling to transmit their traditions, simultaneously

entertaining, reaffirming values, and teaching new generations. (Scala/ArtResource,NY.)

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Byzantium: A Christian Empire

under Siege 985 War on the Frontiers, c.570750

Crom an Urban to a Rural Way of Life

New Military and Cultural Forms

Religion, Politics, and Iconoclasm

Islam: A New Religion

and a New Empire 999 The Desert and the Cities

The Prophet Muhammad and the Faith

of Islam Growth of Islam, c.610632

The Caliphs, Muhammads Successors,

630750

Peace and Prosperity in Islamic Lands

The Western Kingdoms 1234 Frankish Kingdoms with Roman Rootsz

Economic Activity in a Peasant Society

The Powerful in Merovingian Society

Christianity and Classical Culture in

the British Isles

Unity in Spain, Division in Italy

Byzantium: A Christian Empire

under Siege 1345 Christianity and Classical Culture in

the British Isles


630750


of Islam

Christianity and Classical Culture in

the British Isles

Islam: A New Religion and

a New Empire 1456 The Desert and the Cities


of Islam

Growth of Islam, c.610632


630750

Peace and Prosperity in Islamic Lands

The Western Kingdoms 1556

Frankish Kingdoms with Roman Roots Economic Activity in a Peasant Society

30

12 3 DF-R

C H A P T E R

Protestants in bohemia furiously protested the Austrian em-

peror's attempts to curtail their hard-won religious freedoms.

Protestants wanted to build new churches;the Catholic emperor

wanted to stop them. Tensions boiled over when two Catholic deputy-

governors tried to dissolve the meetings of Czech Protestants.On May23, a crowd ofangry Protestants surged up the stairs of the royal castle

in Prague,trapped the two Catholic deputies, dragged them screaming

for mercy to the windows, and hurled them to the pavement below.

One of the rebels jeered:

We will see ifyour [Virgin] Mary can help you! But because they landed ina dung heap below,the Catholic deputies survived. One of the two limpedoff under his own steam;the other was carried away by his servants to a safehouse.

Although no one died in this defenestration of Prague, the event

touched off the Thirty YearsWar (16181648) which eventually in-

volved almost every major power in Europe.

The Thirty YearsWar grew out of the religious conflicts initiated by

the Reformation. When Martin Luther began the Protestant Reforma-

tion in 1517,he had no idea that he would be unleashing such danger-

ous forces, but religious turmoil and warfare followed almost immedi-

ately upon his break with the Catholic Church. Until the early 1600s,

the Peace of Augsburg of1555 maintained relative calm in the lands of

the Holy Roman Empire. The Thirty Years War grew out of the reli-

gious conflicts initiated by the Reformation. When Martin Luther be-

gan the Protestant Reformation in 1517, he had no idea that he would

be unleashing such dangerous forces,but religious turmoil and warfare

H

124 C H A P T E R 17 I S TATE B U I L D I N G A N D T H E S E A R C H F O R O R D E R 16481690

The Thirty YearsWar brought the precedingreligious conflicts to a head and by its very violenceeffectively removed religion from future interna-tional disputes. Although religion still dividedpeople within various nations,after 1648 religionno longer provided the rationale for wars betweenEuropean nations (Christian Europeans continuedto fight the Muslims in eastern Europe). In addi-tion, the violence of religious conflict pushedrulers and political thinkers to seek other,non-reli-gious grounds for governmental authority.Manip-ulation of religious issues by both Catholic and

Protestant leaders showed that political interestseventually outweighed those of religion. TheCzech Protestants, for example,wanted both free-dom to practice their religion as Protestants andnational independence for the Czechs. Since Bo-hemia had many Catholics,religious and politicalaims inevitably came into conflict.These strugglesmost often began as religious conflicts,but religionwas never the sole motive; political power enteredinto every equation and raised the stakes of con-flict. The Thirty YearsWar brought the precedingreligious conflicts to a head and by its very violenceeffectively removed religion from future interna-tional disputes.The Czech Protestants, for exam-ple,wanted both freedom to practice their religionas Protestants and national independence for theCzechs. Since Bohemia had many Catholics,reli-gious and political aims inevitably came into con-flict. These struggles most often began as religiousconflicts, but religion was never the sole motive;political power entered into every equation andraised the stakes of conflict.The Czech Protestants,for example,wanted both freedom to practice theirreligion as Protestants and national independencefor the Czechs. Since Bohemia had manyCatholics, religious and political aims inevitablycame into conflict.These struggles most often be-gan as religious conflicts, but religion was neverthe sole motive; political power entered into everyequation and raised the stakes of conflict. .The

16481690

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600 625 650 675

I 590604 Papacy of Gregory the Great

I 610641 Reign of Emperor Heraclius

I 661-750 Umayyad caliphate

I 661 Death of Ali prompts

Sunni/Shiite split

I 664 Synod of Whitby; Eng-

lish king chooses Roman

Christianity

I 596597 Augustine travels to England

to Convert Anglo-Saxons

I 591 Irish monk Columbanus ar-

rives on the Continent

I 622 Muhammads Hijra to Medina

start of Islamic Calendar

I 630730Period of Is-

lamic Conquests

TL-DT

TL-TX

Focus Question: What were the gains and losses

for human beings in quality oflife caused by the greatchange in how people acquired food in the Stone Age?

Czech Protestants, for example,wanted both free-dom to practice their religion as Protestants andnational independence.removed religion from fu-ture international disputes.

FN-1Calvinist: Member of Protestant branch influenced by theteachings of John Calvin.

Byzantium: A ChristianEmpire under Siege

The Peace of Augsburg of 1555 (see ch 15) madeLutheranism a legal religion in the Holy Roman Em-pire,but it did not extend recognition toCalvinists .The rapid expansion of Calvinism after 1560 threat-ened to alter the religious balance ofpower in muchof Europe.The rapid expansion of Calvinism after1560 threatened to alter the religious balance of powerin much of Europe.Calvinists challenged Catholicdominance in France,the Spanish-ruled Netherlands,Scotland, and Poland-Lithuania. In England theysought to influence the new Protestant monarch,Elizabeth I.Calvinists were notthe onlysourceof re-ligiouscontention,however.

French Wars of Religion, 15621598

Calvinist inroads in France had begun in 1555,whenthe Genevan Company of Pastors took charge ofmissionary work.Supplied with false passports andoften disguised as merchants, the Calvinist pastorsmoved rapidly among clandestine congregations,mostly in towns near Paris or in the south. Calvinistnobles provided military protection to local congre-gations and helped set up a national organization . In

H

mented, It is sufficient to saythat she is a woman,a foreigner,and a Florentine to boot, born ofa simple house, altogether be-neath the dignity ofthe Kingdomof France.In the vacuum createdby the death of Henry II, theBourbon and Guise factions con-solidated their forces, and civilwar erupted in 1562.

St. Bartholomews Day Massacre,

1572. Although a Catholic herself,Catherine aimed to preserve thethrone for her son by playing theGuise and Bourbon factions offeach other.To this end she arrangedthe marriage ofthe kings sister to Henry of Navarre,a Calvinist and Bourbon. Just four days after thewedding in August 1572.

Don Quixotes futile adventures incarnated thethwarted ambitions ofa declining military aristoc-racy.In her early years, she held out the prospect ofmarriage to many political suitors but never mar-ried. Although she might cajole Parliament withreferences.Her chosen successor, James I, came tothe throne as king of both Scotland and England(*16031625). William Shakespeares tragediesHamlet (1601), King Lear (1605), and Macbeth(1606), written about the time of the succession,might all be read as commentaries on the uncer-tainties faced by Elizabeth and James. In each play,family relationships are linked to questions aboutthe legitimacy ofgovernment, just as they were forElizabeth and James. But Elizabeths story,unlikethose of Shakespeares tragedies, had Heraclius ahappy ending;she left James secure in a kingdom ofgrowing weight in world politics. Even though Pu-ritans lost on almost every national issue about

1562 rival Calvinist and Catholic and establish relieffor the poor. He had to competearmies began fight-ing a series of wars that threatened to tear the Frenchnation into shreds.

Religious Division in the Nobility. Conversion toCalvinism in French noble families often began withthe noblewomen,some of whom sought intellectu-al independence as well as spiritual renewal in the newfaith.Charlotte de Bourbon,for example,fled froma Catholic convent and eventually married William ofOrange.Jeanne dAlbret,mother of the future French

king Henry IV, became a Calvinist and convincedmany ofher clan to convert,though her husband diedfighting for the Catholic side Catholic side.

The Spanish responded with more force,culminatingin 1576 when Philips long-unpaid mercenary armiessacked Antwerp,then Europes wealthiest commercialcity.In eleven days ofhorr or known as the Spanish Fury,the Spanish soldiers slaughtered seven thousand people.Shocked into response the ten largely Europes wealth-iest commercial city.In n orthern provinces and ex-pelled the Spaniards.

Important religious,ethnic, and linguistic dif-ferences prevented enduring unity. Calvinist no-blewomen protected pastors,provided money andadvice, and helped found schools and establish re-lief for the poor.He had to compete with LutheranSweden and Poland-Lithuania,which was dividedby conflicts between Catholics, Lutherans andCalvinists.The Catholic Valois were caught be-tween these two powerful factions,each with itsown military organization. The situation greweven more volatile when King Henry II was acci-dentally killed during a tournament in 1559 andhis fifteen- year-old son Francis died soon after.Ten-year-old Charles IX (*1560-1574) becameking, with his mother,Catherine de Medicis,as re-gent.Catherine, an Italian and a Catholic, urgedlimited toleration for the Huguenots in an attemptto maintain political stability, but her influencewas severely limited. As one ambassador com-

POLITICAL CR ISIS ACROSS EUROPE 12 5BYZANT IUM : A C HRIST IAN EM P I RE U N D E R S I E G E 12 51648169016481690

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700 725 750

I 725729 Bizantine Period of Iconoclasm

I 718719Major Arab Attack on Constantinopole repulsed

EXT

Calvins World in theMid-Sixteenth Century

Hammurabi (ha muh RAH bee): King of Babylonia in theeighteenth century B.C.E., famous for his law code.

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.

The Making of the West: Peoples and Culture


3/12

Engaging the Adolescent Mind

Through Visual Problem Solving

Ken Vieth

Davis Publications, Inc.

Worcester, Massachusetts

Engaging the Adolescent Mind

1C H A P T E R

Wei Ouyang

Watercolor, 18" x 24" (45.7 x 61 cm).

4

Design

5

Iam a strong believer in the value of promoting both visualawareness and knowledge about the world we live in, espe-cially regarding the ways artists and designers have influ-

enced all of our lives. As students reflect on the concept of

the built environment, they begin to understand that every-

thing in our world, outside of nature, has been designed by

someone. Over time, those designs that endure, that best

marry form and function, result from designers ability to

respect and apply the elements and principles of design to

their work.

The principlesunity,emphasis, balance, etc.that help

artists organize the elements of designline, shape, and

form, etc.in their compositions are interdependent yet can

be applied in many combinations. Successful design gives

visual order to the composition and the idea or subject being

developed. This chapter will describe projects that might be

viewed as building blocks for developing in students a

thoughtful visual design sense.

Engaging theAdolescent MindTHROUGH VISUAL PROBLEM SOLVING

Ken Vieth

From the author ofFrom Ordinary to Extraordinary

InspirationThis project, which begins with aseries of planned homework draw-

ings, evolved out of my efforts toencourage beginning art studentsto see that any form can be usedto create an unusual design orpattern. The subject-form couldeasily come from nature, though in

this case a manufactured objectwas selected.

Visual ProblemHow can a simple everyday object,such as a kitchen utensil, be usedto create an unusual or visuallyappealing pattern?

TimeEight 45-minute periods: 1 forreview of homework assignmentsand to introduce classroom studio,2 to draw and cut the oak tag sten-cil and experiment on 18" x 24"newsprint, 2 to produce the lightpencil drawing on white vellum,and 3 to develop the image incolor using felt-tip markers

Student Choices media for homework sub je ct orientation of object-form and

direction of pattern c ol or

PreactivityStudents should select a singleobject found in the kitchen, such asan electric mixer, teapot, ice-creamscoop, wire whisk, can opener, orpotato peeler, and draw it in fivevaried ways in their sketchbook:

6 Design

Kitchen Utensil Design

MaterialsQ sketchbooks (11"x14"minimum)Qpencils, felt-tip markersQ 4" x 6" oak tag for stencilsQ X-Acto knives, scissorsQ 18" x 24" newsprint and

white vellum

1-1 Julie Baker

This design features a pizza cutter repeated

on the diagonal.

Felt-tip markers, 18" x 24" (45.7 x 61 cm).

1. in contour line or weighted line2. in value study (rich blacks

through shades of gray)3. in the color and media of the

students choice4. in black and white or color,

emphasizing the textureof theobject (smooth, rough, reflective,etc.), and

5. repeating the shape of the objectin pencil as a line drawing tocreate a pattern that fills a largesheet of paper

This homework can be doneover consecutive days or weeks ifdesired. Group critiquing happensafter each individual drawing isdone. The fifth image is intendedto serve as a rough draft for theclassroom project.

As an art history reference,teachers may want to share the

work of M. C. Escher (Dutchgraphic artist, 18981972), whosework offers examples of rhythmicrepetition of like shapes found innature and in art.

Process

As students bring in their sketch-books and sharetheir last image ina group critique, point out whichdesigns maintain the most interestwhen developed as a pattern. Thisallows students to see how theyhave done in relation to their peersand to make decisions about howthey will proceed. Be sure to notehow any object can be orientedright-side up or upside down andrepeated across the page from sideto side, from top to bottom, or at adiagonal to create a pattern.

The classwork component beginsas students trace or redraw their

chosen subject onto a sheet of oaktag (4" x 6") from which they cancreate a stencil. The stencil shouldbe used to experiment on news-print with repeating their image tocreate an identifiable pattern thatcompletely fills the paper. Studentsare encouraged to carefully con-sider the negative space created asthey develop their pattern. A finalimage can be developed in lightpencil on a sheet of 18" x 24"white vellum.

When this drawing is complete,students can make decisions on thecolor range they want to employ indeveloping their image with felt-tipmarkers. To ensure that the imageevolves as a whole composition,and to avoid the tedium of theneed to complete an entire objectbefore moving on to the nextobject in the pattern, I suggest that

Kitchen Utensil Design 7

1-2 Marni Kleinfield-Hayes

Arepeated corkscrew image creates both

positive and negative shapes.

Felt-tip markers, 18" x 24" (45.7 x 61 cm).


4/12

Although I hope you have read the preface, let me remind you of the anal-

ogy we will use throughout this text. Your college education is a journey.

You cant hop on a plane, look out at the clouds, read a book, watch a

movie, eat and drink a bit, have a casual conversation with your seat

mates, catch a nap and be there. Nor can you get there as a passenger on

bus or train. College education is a rough road trip and you are the driver.

You choose the route, you follow the road signs, you put on the gas and

the brakes, you fuel up, ask for directions. You fight fatigue and stress.

But you also take in the whole experience of the drive, every curve and

bump and every complex intersection.

If this is your first semester at college, you have already discovered it is

difficult to drive in a place that is unfamiliar. You are definitely out of

your comfort zone. You may make a few wrong turns. Your may not take

the shortest route. Even when you use Mapquest or a GPS, instructors, or

other students to help you navigate, driving in a new territory requires

concentration. Right now it seems everything is new: the campus itself,

the instructors, the amount of work required and the speed with which

things covered, the entire college environment with credit hours, general

1

SURVIVAL KITThings You Need to Know RIGHT NOW!

Mustsfor the

First Dayof Class

ClassSchedule

Modelingthe

LearningProcess

To-DoList

Strategies for Taking Tests

Checklist for Essay Tests

A Dozen Reasons to Review a

Returned Test

SurvivalTips forTakingTests

SurvivalTips for

Taking Notesand Reading

Assignments

TenGeneral

Survival Tipsto Keep YouAfloat toKeep YouAfloat

TheBREATHESystem

,

Practicing College Learning Strategies

Now that you have started college, do you feel as though you have been

caught in a whirlwind? Do you wonder where you will find the time to get

everything done? Dont professors know you have a life? Time manage-

ment is a critical issue for college students; how smart students are is less

important to their success than how they manage their time. The de-

mands on your time may be entirely different from anything you have

previously experienced, and these demands will force you to make diffi-cult decisions. Most professors agree that you can count on at least two

hours of outside work for every hour you are in class. Many add that

those two hours of work may earn you only a Csome classes require

even more time.

How many course hours are you taking? What other responsibilities

do you have? What are you willing to give up in order to be a successful

college student? There is just so much time. You cant continue to do

all the things you used to do and add the job of being a college student

without giving up something. Obviously, you will never have more than

twenty-four hours in a day. You can, however, make extra time in two

ways: by doing the same task in less time and by making use of time

that you previously wasted. Throughout this course you will be seeking

ways to do things not only faster but also more efficiently. One definition

of study skills is finding ways to do things better in less time. However,

few of the study strategies you will learn will work for you if you dont

have time to use them.

Applying the Principles of Time Management1

Benefits of Scheduling

Principles of Scheduling

Making Schedules

Scheduling

Date Book

Planningfor TimeWasters

To-DoList

15

The cardinal rule of time management is toalways carry pocket work. Al-

ways have something that you can do while waiting. Make flash cards of

what you need to study for an upcoming test. Make copies of homework as-

signments, or just be sure to have a book with you. Those wasted ten, fif-

teen, or twenty minutes add up. And you will discover later that you usually

learn more in short sessions than in longer ones. Program your mind; make

it a habit to use waiting time. The second most important thing is tocarrya date book. You may think you will remember what your assignment is

and when it is due, but you can be sure only by writing it down.

Exercise 1.1

Beginning Steps in Time Management

1. Multiply your course hours by 2, and add the result to the number

of hours you are taking. (If you are taking fifteen hours and study a

minimum of two hours for each hour you are in class, thats forty-

five hours.) Put that number here ______. This is the number of

hours you are adding to your present responsibilities. Is there

enough time to be successful? If not, you will need to make the

necessary adjustments.

2. List some specific things that you are willing to give up or spend

less time on now that you are in college.

CopyrightH

oughtonMifflinCompany.Allrightsreserved.

Learning OutcomesChapter 1 Time Management

When you complete Chapter 1, you are expected not only to understand the

material presented, but also you should be able to

List ways you can

make use of time

previously wasted

and do the same task

in less time.

Demonstrate time-

management

strategies, including

constructing a master

schedule for the

semester.

Create an organized

to-do list, and show

evidence of using a

planner.

Analyze a case

study, and construct

advice for students

having difficulty with

time management.

Explain the learning

process modeled in

the chapter.

When I put my notes,

vocabulary, review lists on

note cards, I punch a hole in

them and put them on a key

ring. That makes them easier

to keep up with.

Student Tip

education requirements, choice of which class to take and what time to

take it. Its all pretty overwhelming.

This is a learning strategies text, a manual with tips to help your drive

smoother. You will learn about note taking and processing information

from lectures, textbook reading, and making what you read your own.

You will learn how to control your time, how to concentrate, how to

study, and how to take tests, among other things. If you are taking this

course before you begin college, you probably have extra time to practice

each skill. However, most of you are taking this course while you have al-

ready begun other courses. So you may need help now! You may feel like

a new driver in rush hour traffic in a strange city. You may be behind in

reading assignments or may have read them and dont remember what

they said. If you have tests coming up, you already need to be taking

notes. You cant learn everything you need to know in the first week, but

here is a temporary survival kit equipped with information that will be

covered in detail later in this book. This Survival Kit is a map to help keep

you on course until you know your way a little better.

Musts for the First Day of Class

1. Be on time. Sit up front. Ask questions if you dont understand.

2. Take notes.You will not remember what went on the first day of

class without taking notes. Assume that everything that is said will

not be repeated.

3. Get a list of textbooks and material you will need for the class,

and have them all ready for the next class. Dont wait until the

next class period if there is a problem.

2 Survival Kit:Things You Need to Know RIGHT NOW!

CopyrightHoughtonMifflinCompany.Allrightsreserved.

Name Telephone number

Fill in the chart below with important information you will need for each class.

Name of Another Students

Class Time/Room Instructor Student in Class Phone Number

4. Study the syllabus. The syllabus should tell you the course

requirements and objectives, what the instructor will expect from

you, and what you can expect from the instructor in the way of

tests, assignments, grading policies, and absence policies. You can-

not assume that all instructors have the same policies for late work,

missed tests, or absences. Highlight anything you have questions

about and ask the instructor as soon as possible. Check the syllabus

for assignments that are due the next class period. Complete these

assignments. Go overboard in doing your best. First impressions

are important.

5. Write down the instructors name, telephone number, e-mail ad-

dress, and office hours.

6 . G et the name and telephone number or e-mail address of at least

two other students in the class.

Ten General Survival Tips to Keep You Afloat

1. If you havent already registered, try not to schedule back-to-back

classes. Youll wear yourself out, besides missing the best times to

studyright before and right after class.

2. Begin the first day of class.Know whats expected of you. Takenotes on the first day even if its routine stuff you think you

alreadyknow.

3. Establish a routine time to study for each class. For every hour

you spend in class, you will probably need to study two hours out-

side class. Study for each subject at the same time and in the same

place if possible. Studying includes more than just doing your

homework. You will need to go over your notes from class

labeling, editing, and making sure you understand them. Study

your syllabus daily to see where you are going and where you have

been. Be sure to do reading assignments. (Dont put them off just

because theres no written assignment.) Read ahead whenever pos-

sible. Prepare for each class as if there will be a pop quiz that day.

4. Establish a place to study. Your place should have a desk, a com-

fortable chair, good lighting, all the supplies you need, and so on,

and of course, it should be as free of distractions as possible. It

should not be a place where you routinely do other things. It should

beyour study place .

5. Do as much of your studying in the daytime as you can. What

takes you an hour to do during the day may take you an hour and a

half at night.

6. Schedule breaks. Take a ten-minute break after every hour of

study. If possible, avoid long blocks of time for studying. Spread out

several short study sessions during the day.

7. Make use of study resources on campus.Find out about and use

labs, tutors, videos, computer programs, and alternative texts. Sign

up for an orientation session in the campus library and computer

lab. Get to know your professors and advisers.Ask questions . I

didnt know or I didnt understand is never a good excuse. Get

Chapter 1 Applying the Principles of Time Management 3

CopyrightHoughtonMifflinCompany.Allrightsreserved.

SURVIVALKIT


5/12

E.Thomas Garman

V I R G I N I A T E C H , P R O F E S S O R E M E R I T U S

Raymond E.Forgue

U N I V E R S I T Y O F K E N T U C K Y

Houghton Mifflin Company

B O S T O N N E W Y O R K

Personal Financeei g h t h ed i t i on

Investment Fundamentals

and Portfolio Management

Apply the risk-managementprocess to personal f inancial affairs.

Explain insurance and the relationship between risk and insurance.

Design a homeowners insurance program to efficiently meet your needs.

Design an automobile insurance program to efficiently meetyour needs.

Describe other types of property and liability insurance.

Outline the steps to make an insurance claim againsta property or liabilityinsurance policy.

L E A R N I N G O B J E C T I V E S

After reading this chapter, you should be able to:

1

2

3

4

5

6

Chapter 13

2

What Would You Recommend?

Sean Hutchinson and May Lee have set a weddingdate two years form this coming January.Sean earns$44,000 per year managing a national f ranchise fast-food restaurant.He also earns about$10,000 to$12,000 per year selling jewelry that he designs atshows held monthly in various nearby cities.Rightafter they getmarried, Sean is planning on going backto college full-time to finish the lastyear of his under-graduate degree.May earns $58,000 annuallyworking as an institutional sales representative for aninsurance company.Both Sean and May contribute$100 per month each to their employer-sponsored401K retirementaccounts. Sean has little additional

savings,but May have accumulated $18,000 thatshewants to use for a down paymenton a home. Mayowns 300 shares of stock in an oil company that sheinherited four years ago when the price was $90 per

share,now it is worth $130 per share.Sean and Maylive in a state where the state income tax is 6 percent.

Whatwould you recommend to Sean and May on thesubjectof managing income taxes regarding:

1. Tax credits to help pay for Seans college expenses?

2. If may pays income taxes atthe 27 percentrate,how much money she will realize if she sells thestocks?

3. Buying a home?

4. Increasing contributions to their employer-spon-sored retirementplans?

5. Establishing a sideline business for Seans jewelryoperation?

Managing your money well means not wasting it when making purchasingdecisions or giving unnecessary sums to the government in taxes. This andthe next five chapters focus on money management. The single mostimportant aspect of money management is to avoid paying too much in

income taxes.Success here means that you wi ll have more money available to manage,spend, save, and invest.Of course, you should pay your income tax liabilities in full,but thats allthere is no need to pay a dime extra. To achieve this goal,you need toadopt a tax planningperspective designed to reduce, defer,or eliminate some incometaxes. To get started,you should know that you pay personal income taxes only onyour taxable income. This amount is determined by subtracting your allowable exclu-sions, adjustments, exemptions, and deductions from your gross income,w ith theresult being the income upon which the tax is actually calculated. We will providedetails on this calculation later. For now, simply remember that the key idea inmanaging income taxes is to legally reduce your taxable income as much as possible,which,in turn, reduces your tax liability.

This chapter examines the principles of income taxation in the United States andthe negative effects of those taxes on your income. It then discusses who must paytaxes and how the year are paidthrough payroll withholding and estimated taxpayments. Next, the chapter details the eight-step process of paying federal incometaxes,from the determination of gross income through the computation of taxes due.Along the way,we provide examples of how to calculate federal income taxes.Finally,the chapter presents several excellent strategies and tactics to reduce your tax liability.

3

Personal Finance, 8e


6/12

OrganizationalBehaviorMANAGING PEOPLE ANDORGANIZATIONS

Eighth Edition

Ricky W. GriffinTexas A&M University

Gregory MoorheadArizona State University

Houghton Mifflin Company Boston New York

Chapter Outline

People in Organizations

Personality and Organizations

Attitudes in Organizations

Perception in Organizations

Types of Workplace Behaviors

CHAPTER

3Foundations ofIndividualBehavior

Q Explain the nature of the

individual-organization

relationship.

Q Define personality and

describe personality attrib-

utes that affect behavior

in organizations.

Q Discuss individual atti-

tudes in organizations and

how they affect behavior.

Q Describe basic perceptual

processes and the role of

attributions in organiza-

tions.

Q Explain how workplace

behaviors can directly orindirectly influence organi-

zational effectiveness.

Chapter Outline


Personality and Organizations

Attitudes in Organizations

Perception in Organizations

Types of Workplace Behaviors

CHAPTER

3Foundations ofIndividualBehavior

32

After studying this chapter,

you should be able to:

Q Explain the nature of the

individual-organization

relationship.

Q Define personality and

describe personality attrib-

utes that affect behavior

in organizations.

Q Discuss individual atti-

tudes in organizations and

how they affect behavior.

Q Describe basic perceptual

processes and the role of

attributions in organiza-

tions.

Q Explain how workplace

behaviors can directly orindirectly influence organi-

zational effectiveness. National Football League (NFL) Commissioner Paul Tagli-

abue has led the football industry since 1989, years

characterized by change and improved performance.

Under his guidance, league profits increased from $970million annually to $5 billion. Ratings are up, labor contracts are

more equitable, scandals are fewer, there is a new NFL television

channel and four new t eams, improved scheduling, and more

community service. What is it a bout Tagliabue that contributes to his

amazing success?

On the one hand, Tagliabue is an unlikely candidate to lead the

nations largest sports organization. He is sometimes described as

bland or cerebral, qualities not usually associated with profes-

sional football. He is known as a strategic thinker and planner with a

very long-term focus. Tagliabue is seen as well-rounded, not obsessed

with football.

Yet Tagliabue proves time and again that he is a leader in this very

physical sport. Business Week and many other groups named him as

one of the best managers and Sporting News calls him the most

powerful person in U.S. sports today. Tagliabue has an excellent

memory, an intimidating intellect, and great energy. He gets involved

in every aspect of the sport. Broncos owner Pat Bowlen says, Hes

the guy who runs the process, and Steven Bornstein, Tagliabues top

The Manager of Your Sunday Afternoons

assistants, adds, Hes the quarterback, and hes

calling all the signals. Experience is also a factor

in Tagliabues success. Before assuming the top

spot at the NFL, he was a lawyer who spent twenty

years as the NFLs top legal advisor.

Tagliabue is widely regarded as someone who

can create good working relationships even with

those who disagree with him. Roger Goodell, an

NFL deputy commissioner, says, [Tagliabue] has

developed political skills he didnt come to the job

with. Hes learned how to use his positionto

drive change. Successful negotiations in recent

years have included labor agreements with officials

and players as well as lucrative new contracts with

owners.

Tagliabue is a good mentor too, developing

talent within NFL leadership. For example, Born-

stein, under his supervision recently perfected a

strategy to maximize broadcasting revenues. Tagli-

abue keeps the long-term needs of the industry in

mind too. He was the mastermind behind

providing executive business training in sports

management and marketing at Stanford University

for NFL executives and players from every team.

Many in the industry say that Tagliabues confi-

dence has grown over the years. Yet he still main-

tains a willingness to listen and flexibility in his

decisions. He can change when change is needed.

The commissioners innovative decisions are

preceded by some careful and practical considera-

tion. Patriots owner Robert Kraft says, [Tagli-

abues] very good at gathering the facts and infor-

mation he needs, and he is deliberate. Kraft goes

on to say, [Tagliabues flexibility helps him to]

understand the value of many different things and

therefore to see the big picture. See the boxed

insert The NFL Manages Change, to find out

more about how Tagliabue responds to change at

the NFL.

References: Loyola andthe New OrleansSaints Present a Breakfast with

Paul Tagliabue,Loyola Universitypre ssrel ease,November 14,2003,

www.loyno.eduon February14, 2005;Paul Tagliabue:National Football

League, BusinessWeek, January12, 2004,ww.businessweek.com on

February14,2005;RonaldGrover,The NFLsBig Score, BusinessWeek,

November17, 2004,www.businessweek.com on February 14,2005;

SusannahChen,StanfordScoreswiththe NFL,BusinessWeek, July29,

2003,www.businessweek.com on February 14,2005; Stuart Miller,

Tagliabue TopsSporting NewsPower 100,The SportingNews,

January4, 2005,msn.foxsports.com on February 25,2005(quotation).

33

[Tagliabue] is the quarterback, andhes calling all the signals.STEVENBORNSTEIN,PRESIDENTAND CEO, NFL NETWORKS

Think about human behavior as a jigsaw puzzle.Puzzles consist of variouspieces that fit together in precise ways. And of course, no two puzzles areexactly alike.They have different numbers ofpieces,the pieces are of differentsizes and shapes,and they fit together in different ways. The same can be said ofhuman behavior and its determinants.Each ofus is a whole picture, like a fully assem-bled jigsaw puzzle,but the puzzle pieces that define us and the way those pieces fittogether are unique.Thus,every person in a n organization is fundamentally differentfrom everyone else.To be successful,managers must recognize that these differencesexist and attempt to understand them.


As a starting point for understanding the behavior ofpeople in organizations, in turn,we examine the basic nature of the individual-organization relationship. Under-

40 Part 1 Introduction to Organizational Behavior

We would expect that person to express consistently negative opinions of the candidateor restaurant and to maintain the consistent,predictable intention ofnot voting for thepolitical candidate or eating at the restaurant. In this view,attitudes contain threecomponents:affect, cognition,and intention.Of course,students who avoid the termpaper by spending the day at the beach, salespeople who go home early to escape atedious sales call,and doctors who skip follow-up calls to have more time for golf arealso motivated,but their goals are different.From the managers viewpoint,the objec-tive is to motivate people to behave in ways that are in the organizations best interest.As a starting point for understanding the behavior of people in organizations,in turn,we examine the basic nature of the individual-organization relationship. Under-standing this relationship helps us appreciate the nature of individual differences.Thatis, these differences play a critical role in determining various important workplacebehaviors ofspecial relevance to managers.

CollabNet, a software company founded byBrian Behlendorf, is changing the way that

corporations create software. As an under-graduate, Behlendorf produced Apache, asoftware that powers 70 percent of Internetwebsites. If Apache cost what Microsoft

charges, revenues would be $500 million, yetBehlendorf made the product free.

CollabNet is based on the same ideathat the bestsoftware is created through openness.CollabNetprovides a common development environment forover 400,000 people,in hundreds ofcities,in dozens ofcountries,in multiple languages.Programmers aroundthe world create code,then share the results.Companiesavoid paying thousands or millions ofdollars to soft-ware giants.

Avalanche,one of CollabNets new products,is adatabase ofopen source code that is freely sharedamong member corporations in a cooperative arrange-ment.Jostens chiefinformation officer,Andrew Black,found a program developed by Best Buy that met its

needs.Thats something north of$170,000 I wont bespending on a vendor product,Black claims.Myreturn on investment is just fabulous.

Behlendorfwants to benefit programmers too.Corporations have been killing the risk-taking andexploration that makes software great,Behlendorfsays.They have tried to rip the soul out of development.CollabNets business model allows programmers to feela greater sense ofachievement,as they tackle morecomplex tasks.It also brings needed social and intellec-tual interaction to a group ofworkers than can oftenfeel isolated.

Behlendorfencourages corporations to make therelationship between effort and performance clear forprogrammers and to reward those who contribute themost,but is modest about his impact.Im notenforcing a structure for social change,he claims.Imgiving these companies the tools to do that iftheywish.This chapters boxed insert,CollabNet Over-comes the Silo Effect,tells more about the motivatingnature ofthe companys culture and practices.

References: About, How Does CollabNet Work, Services,

CollabNet website,www.collab.net on March 1,2005;Charles Babcock,

Co-OpPuts a New Twist on Open Source, Information Week,

September 6,2004,www.informationweek.com on March1, 2005;Tim

Cloonan andMatt Otepka,CollabNet Environment EnablesDistrib-

utedDevelopment AmongAvalanche CooperativePartnerOrganiza-

tions,CollabNet newsre lease,www.avalanchecorp oratetechnology.net

on March1, 2005;Victoria Murphy,The Collaborator,Forbes,March

14,2005,www.for bes.comon March1, 2005(quotation).

Collabnet and. . .

Software Development is a Team Effort

Corporations have been killing therisk-taking and exploration that makes

software great.BRIAN BEHLENDORF, FOUNDER, COLLABNET

GLOBILIZATION

41Chapter 3 Foundations of Individual Behavior

We would expect that person to express consistently negative opinions ofthe candidateor restaurant and to maintain the consistent,predictable intention ofnot voting for thepolitical candidate or eating at the restaurant. In this view,attitudes contain threecomponents:affect, cognition,and intention.Of course,students who avoid the termpaper by spending the day at the beach, salespeople who go home early to escape atedious sales call,and doctors who skip follow-up calls to have more time for golf arealso motivated,but their goals are different.From the managers viewpoint,the objec-tive is to motivate people to behave in ways that are in the organizations best interest.As a starting point for understanding the behavior of people in organizations,in turn,we examine the basic nature of the individual-organization relationship. Under-standing this relationship helps us appreciate the nature of individual differences.Thatis, these differences play a critical role in determining various important workplacebehaviors ofspecial relevance to managers.

Volunteering as a Motivator

Companies with corporate volunteering programs areoperating at a highly ethical level.They satisfy the needsofworkers and local communities despite the costs.

Other organizations are also promoting volunteers,including firms that support philanthropic corporationsand media organizations that recognize ethical firms.

Firms such as Atlanta-based MA&A Group helpcorporations with corporate social investing,buildinglong-term relationships with community organizations.MA&A uses author Curt Weedens definition:Corpo-rate social investing is a strategic plan that sets specificgoals for contributions,targets its g iving toward causesthat provide return to the company,and g ives share-holders a means to hold the company accountable forits nonprofit investments.

Numerous not-for-profit firms also support philan-thropy.Social Venture Partners (SVP) works like aventure capital firm,distributing corporate donations topromising not-for-profits and coordinating corporatevolunteers in areas from marketing to technology.Building Blocks International (BBI) recruits corporatemanagers to volunteer overseas on long-term projects,in a program they named Global Social Entrepreneur.Rick Van der Kamp,a manager from Accentureconsulting firm,reports that his BBI experience wasgreat preparation for a continued careerI have theconfidence and capability to take on challenges I wouldhave shied away from before.

Media is important too,because it provides the posi-tive public relations companies desire.The Committee

to Encourage Corporate Philanthropy annually selectscorporations,including Target,Hasbro,and WholeFoods,with excellent records for philanthropy.Fast

Company,a magazine devoted to emerging businessissues,developed an innovative award for the not-for-profits themselves,to highlight outstanding achieve-ment.In 2005,award winners included CollegeSummit,which educated thousands of low-income highschool students about the college application process.

Volunteering is a benefit to workers, corporations,and communities.Corporations that actively assistvolunteers deserve applause.So too,do those organiza-tions that help and support corporations in this worth-while endeavor.

References: About SVP,SVP Investmentsand Outcomes,Social

Venture Partners website, www.svpseattle.orgon February 28,2005;

MA&A Group,Inc., MA&A Group website, www.maagroup.comon

February 28,2005;ParticipantsProfiles,Building BlocksInterna-

tionalwebsite,www.bblocks.orgon February28,2005 (quotation);

P rogram s on P hi la n thropy / E xcellence Awards, C omm i ttee to

EncourageCorporate Philanthropywebsite, www.corpphilanthropy.org

onFebruary 28,2005;Social Capitalists,Fast Company,January2005,

www.fastcompany.comon February28, 2005.

ETHICSCorporate Volunteering and . . .

I have the confidence and capability totake on challenges I would have shied

away from before.RICK VAN DER KAMP, A CCENTURE

46 Part 1 Introduction to Organizational Behavior

Chapter Review

Experiencing Organization Behavior

Understanding the Dynamics of Expectancy Theory

Synopsis

Format: Working alone,you will be asked to identifythe various aspects of expectancy theory that are perti-nent to your class.You will then share your thoughts andresults with some of your classmates.

Understanding individuals in organizations is importantfor all managers.A basic framework for facilitating thisunderstanding is the psychological contract-peoplesexpectations regarding what they will contribute to theorganization and what they will get in return. Organiza-tions strive to achieve an optimal person-job fit,but thisprocess is complicated by the existence of individualdifferences.

Personalities are the relatively stable sets of psycho-logical and behavioral attributes that distinguish oneperson from another.The big fivepersonality traits areagreeableness,conscientiousness,negative emotionality,extraversion, and openness. Myers-Briggs dimensionsand emotional intelligence also offer insights intopersonalities in organizations.Other important person-ality traits include locus ofcontrol,self-efficacy,author-itarianism, Machiavellianism, self-esteem, and riskpropensity.

Attitudes are based on emotion, knowledge, andintended behavior. Cognitive dissonance results fromcontradictory or incongruent attitudes, behaviors, orboth. Job satisfaction or dissatisfaction and organiza-

tional commitment are important work-related atti-tudes.Employees moods,assessed in terms of positiveor negative affectivity,also affect attitudes in organiza-tions.The big five personality traits are agreeableness,conscientiousness, negative emotionality, extraversion,and openness.Myers-Briggs dimensions and emotionalintelligence also offer insights into personalities inorganizations.

Perception is the set ofprocesses by which a personbecomes aware of and interprets information aboutthe environment. Basic perceptual processes include

selective perception and stereotyping.Perception andattribution are also closely related.

Discussion Questions

1. What is a psychological contract? Why is it impor-tant? What psychological contracts do you currentlyhave?

2. Sometimes people describe an individual as havingno personality.What is wrong with this statement?What does this statement actually mean?

3. Describe how the big fivepersonality attributesmight affect a managers own behavior in dealingwith subordinates.

4. What are the components of an individualsattitude?

5. Think of a person whom you know who seems tohave positive affectivity. Think of another who hasmore negative affectivity.How constant are they intheir expressions ofmood and attitude?

6.How does perception affect behavior?

7. What stereotypes have you formed about people?Are they good or bad?

8. Recall a situation in which you made attributionsand describe using the framework in Figure 3.4.

9. Identify and describe several important workplacebehaviors.

10. As a manager,how would you go about trying tomake someone a better organizational citizen?

Purpose: This exercise will help you recognize boththe potential value and the complexity of expectancytheory.

47Chapter 3 Foundations of Individual Behavior

Self-Assessment Exercises

Procedure Considering your class as a workplace andyour effort in the class as a surrogate for a job,do thefollowing:

1. Identify six or seven things that might happen as aresult of good performance in your class (forexample,getting a good grade or a recommendationfrom your instructor).Your list must include at leastone undesirable outcome (for example,a loss of freetime).

2. Using a value of 10 for extremely desirable,210 forextremely undesirable, and 0 for completeneutrality, assign a valence to each outcome. Inother words,the valence you assign to each outcomeshould be somewhere between 10 and 210,inclusive.

3. Assume you are a high performer.On that basis,esti-mate the probability of each potential outcome.Express this probability as a percentage.

4. Multiply each valence by its associated probabilityand add the results.This total is your overall valencefor high performance.

5. Assess the probability that ifyou exert effort,you willbe a high performer.Express that probability as apercentage.

6. Multiply this probability by the overall valence forhigh performance calculated in step 4. This scorereflects your motivational forcethat is,your moti-vation to exert strong effort.

Now form groups ofthree or four. Compare your scoreson motivational force. Discuss why some scores differwidely. Also, note whether any group members hadsimilar force scores but different combinations offactorsleading to those scores.

Follow-up Questions

1. What does this exercise tell you about the strengthsand limitations ofexpectancy theory?

2. Would this exercise be useful for a manager to runwith a group of subordinates? Why or why not?

Assessing Your Equity Sensitivity

The questions that follow are intended to help you betterunderstand your equity sensitivity.Answer each ques-tion on the scales by circling the number that bestreflects your personal feelings.

1. I think it is important for everyone to be treatedfairly.

2. I pay a lot of attention to how I am treated incomparison to how others are treated.

3. I get really angry if I think Im being treatedunfairly.

4. It makes me uncomfortable if I think someone elseis not being treated fairly.

5. If I thought I were being treated unfairly,I would bevery motivated to change things.

6. It doesnt really bother me if someone else gets abetter deal than I do.

7. It is impossible for everyone to be treated fairly allthe time.

8. When Im a manager, Ill make sure that all of myemployees are treated fairly.

9. I would quit my job if I thought I was being treatedunfairly.

10. Short-term inequities are okay because things alleven out in the long run.

Instructions: Add up your total points (note thatsome items have a reversednumbering arrangement).If you scored 35 or higher,you are highly sensitive toequity and fairness;15 or lower,you have very littlesensitivity to equity and fairness;between 35 and 15,

you have moderate equity sensitivity.

Organizational Behavior, 8e


7/12

InterpersonalCommunicationThrough the Life Span

Tricia S. JonesTemple University

Martin S. Remland

West Chester University of Pennsylvania

Rebecca SanfordMonmouth University

Houghton Mifflin Company

Boston New York

Brief Contents

Preface

1 Introduction to Interpersonal Communication 1

Section One Understanding Interpersonal Communication

Part I Components of an Interpersonal CommunicationSituation Communicators 27

2 Self-Concept and Interpersonal Communication 28

3 Emotion and Interpersonal Communication 32

4 Person Perception and Listening 79

Part II Components of an Interpersonal CommunicationSituation Content 105

5 Nonverbal Communication in Interpersonal Interactions 106

6 Language in Interpersonal Communication 135

Part III Components of an Interpersonal CommunicationSituation Context 161

7 The Relational Context of Interpersonal Communication 162

8 The Cultural Context of Interpersonal Communication 184

Section Two Interpersonal Communication Through the Life Span

Part IV Communication Challenges in Childhood 214

9 Emotional Competence: The Foundation of Successful

Relationships 215

10 Developing Conflict Competence 237

Part V Communication Challenges in Adolescence and YoungAdulthood 263

11 Developing Relationships Outside the Family: Communication

Foundations 264

12 Intimate Relationships for Adolescents and Young Adults 287

Components of anInterpersonalCommunication Situation:Communicators

2 Self-Concept and Interpersonal Communication

3 Emotion and Interpersonal Communication

4 Person Perception and Listening in InterpersonalCommunication

I

2Self Concept and

Interpersonal Communication

Ability IdentityAge IdentityAltercasting messagesClass IdentityComparisonCultural IdentityDistanced social comparisonEthnic IdentityFaceFace workGender IdentityHuman IdentitiesIdentityIdentity workImmediate social comparisonLooking glass selfMaster IdentitiesMaterial selfModelingNegotiating faceObservations

Personal IdentitiesPositive self auditPositive self-assessmentPrimary GroupReflected appraisalsReframingRole modelsSaving faceSelfSelf affirmationsSelf esteemSelf-complexitySelf-fulfilling propheciesSocial IdentitiesSocial PrimingSocial rolesSocial selfSpiritual SelfSpoiled IdentitiesSymbolic Interaction theoryVisualizations

Keywords

The Nature of Self

Material Self

Social Self

Spiritual Self

How Does Self ConceptDevelop?

Symbolic Interactionism

Sources of Information for Self

Concept

Enhancing Self Concept

Self Help for Self Concept

External Support to Enhance Self

Concept

The Presentation of Self

Self Concept through the LifeSpan

c5

35Self Concept and Interpersonal Communication

The mystery is over for Nigel Smith. After more thana year of searching, after traveling in an amnesiacfugue from Maryland to Charleston, Smith nowknows his true identity.

Smith, who still goes by his assumed name, re-members nothing of his past and has yet to visit fam-ily members. I know who I am, but I still remembervery little.

Smith awoke on the side of the road in Baltimoreon June 16, 2002. He had no memories of his lifeprior to that moment. He wandered from hospital to

hospital but doctors could not help him regain hismemory. Soon, depressed over his condition, Smithattempted suicide. Since then, with the help of hyp-notherapy, he has regained some memories, but theyfeel distant and as if they belonged to someone else.Smith stays in a darkened room on the hospitals thirdfloor. Its always dark. He prefers it that way. Im inthe dark anyway, he says, When its dark you cantsee what youre missing.

Source:Clay Barbour, Who Am I, The Mystery of NigelSmith,The Post and Courier Charleston,SC, April6, 2003.

The Mystery of Nigel Smith

CCan you imagine what it would be like to wake up and find yourself unable to remem-ber who you are? The prospect is so frightening it is almost unimaginable. You wouldntknow what you did for a living, why you chose that, what you wanted out of life, whoyou loved, who loved you. This existential angst would be made even more maddening

by the inability to know how to communicate effectively with the people around you inorder to build a new identity. This is the double tragedy of Nigel Smith. Not only hashe lost his past; he has lost his ability to create a workable future. For, as we shall discussin this chapter, who we are forms the foundation for how we are with others. Ourself concept is formed through communication and influences all aspects of our com-munication.

The idea of self, which lies at the very core of Western society and philosophy, is stilla culturally constructed idea. We think about the self because that is an idea we findimportant, not because it is an idea that has always been available to us. W. BarnettPearce (1994) reminds us that the term self did not appear in the English languageuntil the late 1500s. And, in some very collectivistic cultures, as we shall describe inChapter Eight when we discuss culture and communication, there is no effective lan-guage or conceptualization of the self separate from the larger society. But in modernAmerica, a staunchly individualistic culture even with variations, it is difficult to con-ceive of not having a unique individuality that we think of as self.

Even the term identity is new to us. If we were living in the early 1900s we wouldprobably not talk or think about having an identity since the word was originallycoined in the 1950s by Erik Erikson, a psychologist we will refer to in more detail laterin this chapter. Before Erikson, identity was not a concept in the psychological litera-ture. Even Freud only used the term identity once, and he used the word to describethe ethnic identity of a particular group; he had no intent to confuse identity with histerm ego. (Kroger, 2000).

As we embark on our thinking about self-concept and communication, we should

36

reduce some of the linguistic confusion from the terms self, self-concept, identity,and ego. While the terms are used with idiosyncratic meaning by some theorists, theterms are generally interchangeable in the social science literature. And we shall usethem interchangeably in this chapter and throughout this book. We like the relativelysimplistic definition offered by John Dacey and John Travers (1999) who define self-concept as knowing who you are and what makes you different from others. Throughyour life you develop and alter the way you see yourself who you think you are, orhow you would describe yourself. But there is also an evaluative component to our iden-tity self-esteem. Dacey and Travers define self esteem as the level of confidence andsatisfaction you have with your self.

Throughout this chapter we will discuss self-concept and self-esteem as developedthrough communication. The relationship is one of t he most important theoretical andpractical ideas in the study of interpersonal communication. Positive communicationabout the self builds positive self-esteem which creates confidence that promotes effec-tive behavior which leads to positive evaluation and positive communication. The cycleis powerful and progressive (Johnson, 1998). But the opposite pattern also holds true.Negative communication about us can lead to low self-esteem which creates diffidencewhichleadsto poorperformancethatengendersnegative communicationandevaluation.

The Nature of Self

A professional job interviewer once said one of the most difficult questions for intervie-wees to answer was Who are you? Some candidates would respond wit h somethinglike the following. Do you mean in terms of my work? Would you like me to talk

about my qualifications and training? You mean my likes and dislikes? Oh, youmean my strengths and weaknesses? These responses illustrate what most of us knowon an intuitive and experiential level, that we all have a variety of selves or compo-nents of self that form our self-image at any particular point in time.

Stop for a moment and ask yourself the question Who Am I ? Take out a piece ofpaper and jot down some of the descriptions you would use to explain yourself to some-one else. Like the interviewees, you may have a moment of discomfort because yourenot sure how you would describe yourself.What comes first to mind? How you look?What you do? Who you are in relation to others? What you believe?

We all have aspects of self that tap into these central questions. Philosopher WilliamJames (1890, 1902, 1910) believed that we look at three aspects of our self in order toform our self-concept: the material self, the social self, and the spiritual self.

Material Self

The material self consists of what is physically observable about you, like your body,clothes, and possessions. The material self can be seen by you and others around you.You may describe your physical being in terms of height, weight, age, race, sex, ability(or disability), etc. As well discuss later, our physical self may have a great impact on ourself-esteem. But we also create a material self by the kinds of adornments or alterationswe make to our body. Sometimes these are in terms of changing the physical nature ofourselves by surgery, cosmetics, exercise or some other activity. For example, in anational survey of 10,000 teenagers, 89% of the girls and 78% of the boys reportedusing tanning beds to regularly achieve that just-off-the-beach look a fact thatprobably scares parents and dermatologists everywhere (Sommerfield, 2003). A verypopular form of alteration is called body modification and includes tattoos andpiercings.

Chapter 2: Self Concept and Interpersonal Communication

I always wanted to be some-

body,but now I realize I

should have been more

specific.

-Lily Tomlin

Prepare for Class

Introduction to Interpersonal

Communication Video:

Susan and Juan

Others convey their perceptions of us in their behavior toward us. They say and dothings to us that tell us how they see us.

We tend to imitate the others behavior. Especially when we are very young we do thesame things in self-talk and self-action that we have seen others do to us. If someonepraises us, we are likely to praise ourselves.

We tend to internalize their attitudes toward us, thus their attitudes become our atti-tudes about ourselves. Over time, the imitation of behaviors leads to a more profoundimpact. We begin to believe about ourselves the way they believe about us. If theythink we are valuable, we see ourselves as valuable; if they see us as trivial, we see our-selves as trivial.

Based on this, we generate a self concept that reflects those internalized attitudes.

The way that people communicate with us and about us, especially when we areyoung, has a profound impact on how we come to understand and evaluate ourselves.Imagine a young child who is constantly told by her mother that shes precious, won-

derful and beautiful. And when the child runs to her mother for affec-tion, a hug and kiss, kind touch, or gentle look is almost always there.Over time the child begins to describe herself, and the descriptions areremarkably like those she has heard from her mother. She is open andaffectionate because she expects to be treated with affection. As she grows,she moves from simply talking about herself as beautiful and precious orperhaps smart and adventurous to believing she is those things. Andfrom that point she assumes she deserves to be treated positively, in a man-ner that matches her positive sense of self. Now, over her lifetime, as weshall see in a later section of this chapter, many things may happen thatalter her self-concept. But, even these events and influences are likely to bemitigated by the fact that she was able to develop the initial sense of self asa valued human being.

Whose perception and evaluation of us is most important? Cooley referred to the sig-nificant others in our lives as our primary group. For many of us, our primary groupis our family and our close circle of friends. For some people it may be professional col-leagues. Ironically, Cooley himself was often ostracized by colleagues who saw him assomewhat inferior to them in terms of social status. Perhaps Cooleys theory stemmedfrom his own sense of social isolation and exclusion.

Sources of Information for Self-ConceptThere are three sources of information we rely on to develop and concretize ideas about

the self. People differ in terms of how much they may depend on one or the other, or onhow much emphasis they give the information gleaned from this source rather thanthat. Most of us have access to more than one source at any given time. These sourcesmay separately influence us, or the sources may act cumulatively to shape our self-con-cept.

Social Comparison and Modeling. One way the self-concept develops is throughcomparison or modeling. We compare ourselves to others and t hen adjust our sense ofself (Gergen, 1971). There are three forms of social comparison and modeling thatdiffer in terms of t he source of the comparison. When we use role models, we are iden-tifying someone we see as ideal because of certain characteristics. These people areunique individuals who embody our dreams of who wed like to be. Distanced socialcomparison involves comparing yourself to some generalized image or quality portrayed

?

38 Chapter 2: Self Concept and Interpersonal Communication

Parents are still the most common role mod-

els for teens. In a spring 2003polltaken by Junior

Achievementand conducted with Harris Interactive,teens sayparents are the role models theylook up tomost.According to the poll,32% of teenagers sayparents are theirbest role models.Nextwere teach-

ers (15%) and then alistof f amous individuals (withaverageof 3%foreach).

Source: Tate,2003,June 13,Fathers Daygift:parents as rolemodel.LancasterNewEra,p.A-11.

Did You Know?

Interpersonal Communication Through the Life Span


8/12

Territorial Impact Analysis of

EU Policies

Kai Bhme and Thiemo W. Eser

1

CHAPTER 2

The concept of TIA has been brought into the European debate as part ofthe

cooperation around the European Spatial Development Perspective(ESDP).

TIA has its roots in the tradition of obligatory spatial impact assessments in,

for example, Austria (Raumvertrglichkeitsprfung) and Germany (Raumord-

nungsverfahren).Similar procedures exist under different names in Portugal,in the

Walloon region of Belgium, and as part of environmental impact assessment

(EIA) in Finland.In those countries TIA has a rather long national tradition and isused for assessing the impact of proposed spatial developments against the spatial

policy concepts or goals for the area in question. In principle, TIA includes all

aspects of spatial planning,the prospective and comprehensive shaping ofa cer-

tain area by means of plans,as well as the ad hoc evaluation ofprojects as regards

their effects on spatial structures (cf. Schindegger 2001). At a certain point the

necessity of distinguishing between the terms territorial impact analysisfor poli-

cies and territorial impact assessmentfor programs and projects was discussed; it

appears that in a policy context,the literature, and daily practice, however, the

term territorial impact assessment is used for both.

The ESDP opened the discussion ofTIA at the European level, but it did not

define what is meant by a TIA, restricting itself to suggesting that TIA might be

useful in the context of large infrastructure projects and in the development of

integrated strategies for the management of environmentally sensitive areas. Later

on, at an informal ministerial meeting during the Finnish EU presidency in 1999,

TIA became a topic of the ESDP Action Programme.In the course of implement-

ing that program the U.K.delegation assumed responsibility for taking the ques-

tion of TIA forward,and the idea gradually developed ofTIA as a tool for assess-

ing the impact of spatial developments against spatial policy objectives or

prospects for an area.

From that point on, the discussion focused on TIA for policies, a tool to be

developed and tested in the framework of ESPON. Indeed, the ESPON program

asked for methods of TIA of EU sector policies and initiated a number of projects

in that field. In that context the critical task was to establish suitable assessment

criteriatorecognize thebroadpositive andnegativeeffects ofthe proposedactivities,

*The paper expresses the personal view ofthe authors.

Edited byAndreas Faludi

European Spatial

RESEARCH AND PLANNING

as well as the implications of strategies of development plans and the interrela-

tionships (and possible knock-on effects) of supported actions.A key task was

identifying what those effects might be in practice and over what distances they

might occur.In this respect, TIA may be seen as a mechanism by which to appraise

the positive and negative externalities of the activities being assessed.The main

purpose of this exercise was to inform policy makers about the territorial effects of

their policies.

Results and Lessons Learned from ESPON Studies

on Selected Policy Sectors

EU policies influence territorial development in Europe in many different ways(cf. Bhme 2006 and Ravesteyn & Evers 2004).Often these effects are unintended

and indirect e.g.through leverages on national policies.

The more direct territorial impacts of a number of EU policies have been

studied in the framework of ESPON through a series of applied research projects.

As mentioned above the type of assessment and the procedure differed widely

which is also reflected in the results.

The particular EU policy fields assessed were the Common Agricultural,

Energy, Environment, Fishery, Pre-Accession Aid, Research & Development,

Structural Funds and Transports Policies.Below selected results of some of these

projects will be discussed.

Firstly it has to be mentioned that most of the studies concentrated on ex-post

assessment of the territorial impacts of the respective policies.Indeed, only the

study on transport policies approaches an ex-ante assessment. The single studies

were followed up by an exercise proposing an overall approach to ex-ante territo-

rial impacts assessment of EU policies, the so-called TEQUILLA model (ULB/

ESPON 3.2 2006).

Territorial impacts can take many forms and be understood in many different

ways.As mentioned above, any impact assessment needs to identify against which

objectives the policy etc.is to be assessed.In the case of ESPON studies ofterrito-

rial impacts these objectives have been defined by European territorial policies,

which appear to be an ambiguous and moving target,starting with the ESDP and

currently culminating in the Territorial Agenda (cf. Eser & Schmeitz elsewhere in

this set ofpapers, and Bhme & Schn 2006).

Accordingly,the biggest issues for most of the approaches developed have

been (a) the development of a methodology that actually operationalizes the idea

of territorial impacts and thus translates EU territorial policies into measurable

objectives,and (b) the collection of the necessary data from all across the EU at a

sufficiently detailed geographical level.

The discussion of the selected ESPON studies addresses their results as well

as the kinds of effects considered and the methodology that led to these results.This implies also the question of how territorial policies and their impacts are

measured.

2 Kai Bhme and Thiemo W. Eser Territorial Impact Analysis of EU Policies 3

About 45% of EU expenditure is at presents on agriculture. The European

Common Agricultural Policy (CAP) is politically important and,as mostly in such

cases, a challenging subject for any kind of systematic assessment.In the debate

about the CAP, different voices can be heard, illustrating the wide range ofdiffer-

ent perceptions of this policy in terms of efficiency,effectiveness, its beneficiaries,

impacts on agricultural production, the environment, the rural economies and

society. Indeed, the Common Agricultural Policy features regularly on the news

with regard to negotiations over EU budgets and reforms (cf. Shucksmith at al.

2006).

Given the diversity in viewpoints and related assessments, performing a terri-

torial impact assessment ofthis diversified policy has not been easy.The CAP con-

sists of two pillars.Because of their different aims and nature,it has been consid-

ered necessary to keep these two pillars apart. In addition there is also a variety of

more small-scale instruments and actions which deserve being looked into,such

as the Community Initiatives Leader+.

A rough attempt to summarize the results of the ESPON project on the terri-

torial impact of the CAP and Rural Development Policy (University of

Aberdeen/ESPON 2.1.3 2005) in three points might read as follows:

1. CAP Pillar 1 goes to richer regions in the core of Europe. Pillar 1 provides

market support and direct payment to producers. The policy instruments

within Pillar 1 strongly reflect the agro-centric ethos that had dominated the

CAP throughout its history.Until recently,passing reference has been made to

the role of agriculture in the food chain rather than to its links within territo-

ries. CAP Pillar 1 support does not support territorial cohesion, with higher

levels of CAP expenditure per hectare of agricultural land being strongly asso-

ciated with more prosperous regions.Pillar 1 of the CAP appears to favor core

areas more than it assists the periphery ofEurope, while at a local level the CAP

favors the more accessible areas.The strong tendency for Pillar 1-support to go

to richer regions of the EU15 may be attributed to their larger farms,their loca-

tion in the core of Europe and their farm type. This is supported by economic

studies showing that the basic market price instrument of Pillar 1 is regressive

and tends to accrue disproportionately to intensive large-scale farms.

2. CAP Pillar 2 does not support cohesion. Pillar 2 comprises agri-environmen-

tal and other rural development expenditure and demonstrates that there has

been some integration of policies in the agricultural and environment sector.

Pillar 2 of the CAP, often seen as a fundamental departure towards a more inte-

grated rural development policy,might be suspected to correspond better to

territorial cohesion than Pillar 1. The Rural Development Regulation (RDR) of

the CAP is a cohesion measure, but while the evidence on pillar 2 is more

mixed,expenditure under the RDR does not appear to support cohesion objec-

tives as it favors the more economically viable and growing areas of the EU.

However, generally Pillar 2 measures have the potential of accommodatingregional strategies on the national level and thus of contributing to territorial

European Research and Planning


9/12

E D I T E D B Y A N D R E A S FA L U D I

TERRITORIAL COHES IONAND THE

EuropeanModel of Society

Essays in

Public Economics

in Honor of Wallace Oates

50

edited by

William A. Fischel

TH E TI E B O U T MO D E L

A T

FI F T Y

EuropeanSpatial Researchand Planning

Edited by ANDREAS FALUDI

Various Cover Designs


10/12

Flickering Screens andFragile DemocraciesFacing History and thePromise of Digital Media

Howard Lurie

Facing History and Ourselves

The Pedagogy Brief Series

Core Concepts inHistorical Understanding

Making Past-Present Comparisons in

Facing History and Ourselves Classroooms

Alan Stoskopf



Facing History andOurselves andCivic Learning

Melinda Fine, Ed.D.



Creating a ReflectiveClassroom Community

Doc Miller





11/12

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12/12

From theRogers Buildingto the New Tech

part one

5 The Changing Identity of MIT: Why the Move?

1 PlanfortheMIT Museum:

at top,the MIT buildingsand

thebuildingfortheNatural

HistorySociety;at bottom,

elevation ofconnectingpas-

sageway,WilliamG. Preston,

ca. .

1

design impetus harkened back to the Duke of Wellingtons fashionable Apsley

House in London,which had been remodeled with such a portico in by

the architect Benjamin Dean Wyatt [2, 3, 4].4 At the time,the Apsley House

was most certainly a suitable prototype, expressing self-confident mastery and

the gentlemanly pursuit of excellence. But the sciences were in the process of

change,and the atmosphere evoked by the Rogers Building soon became obso-

lete.By the s,technologies were developing at a rapid pace, professional

societies were springing up,and industrialization was expanding.MIT suddenly

and fortuitously found itself at the very hub of these events.New faculty mem-

bers were added and new courses created:the School of Mechanical Arts was

established in ,and in the same year, the Womens Chemistry Laboratory.5

The Department ofElectrical Engineering was created in ,the Department

of Chemical Engineering in 1888,and in the ,the Department ofSanitary

Engineering was established.The Department of Mining Engineering became

Designing MIT Bosworths New Tech

Mark Jarzombek

designing MIT Bosworths new tech

Mark M. Jarzombek

1

4

When the Massachusetts Institute of Technology received its charter in ,

the streets of Bostons Back Bay were still in the process of being laid out along

the once swampy shore ofthe Charles River.On the vast flat tract of land there

soon would arise an urban landscape of elegant boulevards and uniform row

houses.To maximize this unique opportunity and to contribute to a vibrant

cultural community,the city earmarked several ofthe new lots for churches,

museums, and other public buildings,with the first such lotan entire city

block between Boylston and Newbury streetsgiven over to the Natural

History Society and the newly founded MIT.1 The creation of the Institute and

the allocation of such a prestigious site were major victories for MITs founder,

William Barton Rogers (),who had worked tirelessly for more than a

decade to convince the state legislature to issue a grant for a scientific and

technical institution for Boston.Rogers hoped that MIT would get two build-

ings,one dedicated to the Institute proper and another to serve as a teaching

museum where the latest advancements in technology and industrial design

would be displayed.

The project was entrusted to the French-trained Bostonian architect

William G.Preston,who placed the more conservative ofthe institutions,the

Natural History Society building,on the narrow side of the lot,and MIT in the

middle facing Boylston Street [1].2 The buildings were envisioned as an inter-

connected ensemble set back from the sidewalk, this being the first and quite

possibly the last time that an entire Boston city block was conceived as a unity.

The work on the Natural History Society building proceeded quickly,and the

building was finished in .The MIT building,later to be named the Rogers

Building,opened its doors in ,construction having been slowed because of

the Civil War.3 Funding for the MIT teaching museum, however,never materi-

alized,and the site was temporarily left empty.Although Rogerss ambition of

an entire city block dedicated to science and the advancement ofknowledge

faltered,the idea of a museum dedicated to design did not die.In con-

struction began on the Museum ofFine Arts one block away on Huntington

Avenue.(It was eventually torn down to make way for the Copley Hotel.)

The Rogers Building was a five-story-high rectangular structure sporting

a grand tetra-style Corinthian portico at the top of a broad flight of steps.Its

The Changing Identity of MIT:Why the Move?

Designing MIT

bbd.designsamples

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