Case Study Essay Example | Topics and Well Written Essays - 750 words - 21

Case Study - Essay Example The analysis primarily comprises of the situations that result in to the decline or death of a brand and the appropriate approaches that can be applied to strengthen the survival of the brand and give it another chance of survival (Aaker, 1991). The death or decline of a brand is a complicated issue that a time leads to controversies, a good example sis the collapse of the Taurus brand after two decades. This brand by Ford Motors is a good example to indicate that the period of time that a brand stays in the market cannot be set, when the time for a brand to die or decline reaches, the entire process becomes irreversible. A good instance of how complex it is to revive a brand after its collapse id the example of the Harley-Davidson motorcycles. The main reason why it’s hard to revive a declining brand is precisely due to financial losses. However, research shows that it’s better to revive a declining or dead brand rather than developing a new brand, this is because the process of reviving a brand has reduced risks and expenses (Sunil & Chiranjeev, 2009). Branding is a technique that in many years has been applied to differentiate products and services from different suppliers. In the current day, the strength of a brand is contributed by its equity with its consumers. This is also defined as brand equity. Brand equity refers to the degree of difference effect that consumers product know how regarding a brand has on the reaction of a purchaser to the promotion activities. Today, some of the brands that have managed to maintain a very strong brand equity includes such as coca cola, HP, Sony to name but a few(Aaker, 1991). There are several reasons as to why brand die or decline, they include the introduction of the brand, its growth, the maturity of a brand and eventually the decline.in addition to these four factors, there are reason that a brand may die or decline, they include such as increase in prices of the brand with no increase in the

English Literature Essay Example | Topics and Well Written Essays - 1000 words - 3

English Literature - Essay Example red into a sort of deal with the unidentified warrior (the Green Knight) as the hero accepted his challenge and had stroked the Green Knight and so he should meet the warrior exactly after one year at a Green Chapel so that the Green Knight could return the strike to the hero of the literary piece. The essay identifies the various happenings and the problems that the hero faces as he set out to meet the Green Knight after one year at the stipulated venue. The essay also thrusts upon the moral and personal affects that Sir Gawain faces during his voyage to complete the challenge of the Green Knight. The Green Knight had come to the King’s place on a New Year day and had challenged the court if any one of the courtyards had the courage to strike him. The term of the challenge further specified that the Green Knight would get the opportunity to strike the charge back upon the person who charges him, after one year. The youngest knight of the court, also a near relative of the King, Sir Gawain accepted the challenge. With his one strike, the Green Knight was beheaded but to the sheer amazement of the court and that of Sir Gawain, it was witnessed that the beheaded Green Knight, stands up and picks up his head. He reminds Sir Gawain to meet after one year at Green Chapel and disappears. As the next New Year day approaches, Sir Gawain voyages out for the Green Chapel and on his way he finds a castle owned by Bertilak de Hautdesert and his beautiful wife. The family gets overwhelmed to host such a renowned guest and Sir Gawain stays there for three days as the Green Chapel was only two miles away from the castle. The owner of the castle enters into an agreement with Sir Gawain and it states that during his stay at the castle, they Bertilak de Hautdesert and Sir Gawain would exchange whatever they would earn during the daytime. In the first day, as Bertilak de Hautdesert goes out for hunting, the lady of the castle seduces Sir Gawain though the knight tries to

Critical Evaluation of Andragogy against Other Learning Theories in Essay

Critical Evaluation of Andragogy against Other Learning Theories in Relation to Adult - Essay Example Most of its assumptions are derived from animal research whereby, Behaviourism, influenced by Thorndike, Pavlov, and Skinner mostly, postulates that learning is a change in observable behaviour caused by external stimuli in the environment.Researchers like John B. Watson and Edward L. Thorndike based most of their focus on laboratory experimentation from where they generated the famous stimulus-response model as they believed that the inner experiences that were the focus of psychology could not be properly studied as they were not observable. In behaviourist orientation to learning, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. Using consequences to control the occurrence of behaviour, known as operant conditioning - reinforcing what you want people to do again; ignoring or punish what you want people to stop doing, behaviourists generalize their findings from animal research to human learning patterns in classrooms. ... This orientation to learning has been criticized for its overly deterministic nature of the conditioning theory derived from only empirical evidence of stimulus-response behaviour of animals which, sensibly, cannot be so indiscriminately applied to humans. Their overdependence on single events, stimuli and overt behaviours to judge and evaluate human mind and measuring human learning quantitatively, totally ignoring the cognitive processes in the learner's mind are in great opposition to the views of the cognitivists.Humanistic theorists, on the other hand, advocate the type of education that is both intellectual and emotional, taking into account the personal experience of the learners involved. Humanistic theories basically emerged in 1960's, following the publication of A S. Neill's book called Summerhill, as a reaction to behaviourist methods and was particularly attractive to post-16 education with students who had not succeeded within the traditional school system. Neill's syst em was a radical approach to child rearing which represented the true principle of "education without fear". In his book Summerhill, Neill maintains a firm faith "in the goodness of the child" believing that the average child is not born a soulless automaton, but has full potentialities. The aim of education, according to him, should include both cognitive and emotional development of the trainees helping them to respond to life not just with their brain but also their whole personality, a feature that has been lacking in modern society.Perhaps the most persuasive exploration of a humanistic orientation to learning camefrom Carl Rogers, a gifted teacher, who was able to demystify therapy; focus on the person of the

Research and Development Skills Essay Example | Topics and Well Written Essays - 4250 words

Research and Development Skills - Essay Example Poor image classification leads to poor study results. The research aims at ascertaining the principle behind image classification and as well as focussing on higher achievements to be made with regard to factual findings on the same. The main problems associated with image classification, is the failure to ascertain and clearly present picture. Considerable progress has been made in the 21st century with the development of artificial satellites. This has progressively improved the research on earth observation and environmental The development on image classification has been brought about with regard to research groups like Silicon Valley, NASA Research Centre, GTE and others leading to the development of Fourier transform techniques bringing about notable enhancement with classification of imagery data. This brings about the concept of research enhancement to considerably bring to record other spatial and planetary data needed to make out new findings. With regard to ethical issues, the research ensures adherence to the set ethical standards set with respect to electromagnetic properties researches. The search for perfect data should not deceive through data alteration, circumvention of existing laws and the transgression of reasonable and legitimate expectation of

Critical Evaluation of Andragogy against Other Learning Theories in Essay

Critical Evaluation of Andragogy against Other Learning Theories in Relation to Adult - Essay Example Most of its assumptions are derived from animal research whereby, Behaviourism, influenced by Thorndike, Pavlov, and Skinner mostly, postulates that learning is a change in observable behaviour caused by external stimuli in the environment.Researchers like John B. Watson and Edward L. Thorndike based most of their focus on laboratory experimentation from where they generated the famous stimulus-response model as they believed that the inner experiences that were the focus of psychology could not be properly studied as they were not observable. In behaviourist orientation to learning, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. Using consequences to control the occurrence of behaviour, known as operant conditioning - reinforcing what you want people to do again; ignoring or punish what you want people to stop doing, behaviourists generalize their findings from animal research to human learning patterns in classrooms. ... This orientation to learning has been criticized for its overly deterministic nature of the conditioning theory derived from only empirical evidence of stimulus-response behaviour of animals which, sensibly, cannot be so indiscriminately applied to humans. Their overdependence on single events, stimuli and overt behaviours to judge and evaluate human mind and measuring human learning quantitatively, totally ignoring the cognitive processes in the learner's mind are in great opposition to the views of the cognitivists.Humanistic theorists, on the other hand, advocate the type of education that is both intellectual and emotional, taking into account the personal experience of the learners involved. Humanistic theories basically emerged in 1960's, following the publication of A S. Neill's book called Summerhill, as a reaction to behaviourist methods and was particularly attractive to post-16 education with students who had not succeeded within the traditional school system. Neill's syst em was a radical approach to child rearing which represented the true principle of "education without fear". In his book Summerhill, Neill maintains a firm faith "in the goodness of the child" believing that the average child is not born a soulless automaton, but has full potentialities. The aim of education, according to him, should include both cognitive and emotional development of the trainees helping them to respond to life not just with their brain but also their whole personality, a feature that has been lacking in modern society.Perhaps the most persuasive exploration of a humanistic orientation to learning camefrom Carl Rogers, a gifted teacher, who was able to demystify therapy; focus on the person of the

Happiness Interviews and Happiness Analyzed Essay Example for Free

Happiness Interviews and Happiness Analyzed Essay The first person I interviewed was my mom, Shirley. The reason I chose her is because she is 83 years old and raised seven kids during the early part of the Cold War. She has been married twice, she been broke then been comfortable but not wealthy, and she has seen her share of health problems. For my second interview, I chose a new co-worker named Doug. He is a 21 year old, homosexual, single father. While he does work to pay bills, he grew up in a family with money and usually gets what he asks for. He has never experienced a traumatic event such as a death in the family, serious health conditions, or hard financial times. He is the exact opposite of my mother, making him a perfect comparison. Interview with Shirley Question: What does Happiness mean to you? Response: Well, to me happiness is just being content with life. Bills paid with a little money in my pocketbook, time to relax, and spending time with people I love. Question: Has this always been your definition of Happiness? Why or why not? Response: No, of course not. When I married at 17, I thought happiness was being married and raising a family. However, being as it was just after WWII, birth control was out of my control, and as time went on, my husband failed to work, and the burden of taking care of 7 children on government funds and part-time bartending was almost too much. Happiness had fleeted from my life. My marriage ended after my eighth child died a day after birth and I had a hysterectomy. My husband felt that I was no longer a woman and filed for divorce and custody of our kids. After the divorce, my oldest son left for the Navy and my younger kids had been ordered to life with their father, I was miserable. Finally, I began working full-time, and found happiness within myself. Things got even better when I met your dad. Having a loving husband and a job I loved, I thought I had it all. I had no idea that 7 years after we married, we would get the chance to adopt you, completing the circle. Life was complete and I had never been happier. Question: What was your definition of happiness then? Response: Happiness was staying home and raising you while your dad worked and made enough for us to pay the bills and not be broke, and our family time on the weekend with no worries just each other. Question: After suffering from a life-threatening heart condition leading to open-heart surgery and almost losing your husband to a heart attack, did happiness take on a new meaning? Response: Of course. Now happiness is living one more day to see my wonderful husband, my daughter, and my precious granddaughter. Without that, life would be unbearable. Happiness is also knowing that those you love are happy and satisfied with their lives. Question: Do you think your opinion of happiness will change in the future? Response: Not likely, I mean I am 83 years old. Not much about me is gonna change at this point in my life. (S. Burkhert, personal communication, March 23, 2012) Interview with Doug Question: What does Happiness mean to you? Response: Happiness is doing what I want when I want, not answering to anyone, and having enough money to do whatever. It’s about being comfortable with whom I am as a gay man with a daughter and as a young adult with so many things I want to do. Question: Does it affect your happiness if your actions cause someone else sadness or pain? What about your daughter’s happiness. Response: No, I don’t really care about other people.  I care about me first and if it makes my daughter happy too, then it’s a bonus. I get what I want because if I’m unhappy, nobody’s happy. Question: Have you always been that greedy about your happiness? Response: Yeah, pretty much. Question: Don’t you think everyone has the right to be happy? Response: Sure, as long as it doesn’t affect me. (D. Pittman, personal communication, March 26, 2012) Happiness Analyzed Dawn Burkhert HU300 – Arts and Humanities Kaplan University In The Art of Being Human, Aristippus defined happiness as the sum of total pleasures experienced during one’s lifetime. However, after interviewing two totally different people, reading Chapter 7 in The Art of Being Human, and analyzing my own thoughts about happiness, I do not believe Aristippus’ definition to be accurate. To some, it’s about raising a family and enjoying life’s little moments, to others it’s about personal happiness at any cost, and to a few it is about doing good deeds for other people. Happiness can be fleeting or ever-lasting, can be spiritually influenced or materialistic. For every person, happiness takes on a different meaning. During the first interview with my 83 year old mom, Shirley, family was a key ingredient to her happiness. She was raised to believe in marriage and large families, as well as never putting herself first. Her happiness lies within knowing that she is making her family happy and spending time with her loved ones. She never asks for much, but always gives more than anyone could ever ask. Acts of such selflessness are not as plentiful as in her days, post the Great Depression and during the Cold War. On the other side of the coin, Doug, my second interview is very much the believer is selfish happiness. He feels that his happiness lies with him getting what he wants, when he wants, and without regard to others. As a 21 year old single man, Doug feels that he must always be happy before he can make his daughter happy. He said he would break a promise to his daughter in a heartbeat to do or get something he wanted. He stated that his happiness should come before all others. He has little consideration for others and could care less about other people’s opinions. This seems to be a destructive attitude to have, especially since we will not always get what we want, when we want, or how we want. As for me, I think that happiness should be both about ourselves and those surrounding us. Without happiness, we are nothing more than God-made robots. We were made to feel empathy, sympathy, joy, sadness and other sordid emotions. Happiness is supposed to be the most cherished of emotions according to the emotional state theory of happiness (http://plato. stanford. edu/entries/happiness/). Of all theories of happiness I have researched through the Stanford Encyclopedia of Philosophy, I agree the most with the life satisfaction theory. This theory states that happiness is a positive outlook on a person’s whole life not just a few selected events. The life satisfaction theory is the most applicable of theories I think because it tells us not to pick and choose which events in our life brought us happiness or which we would like to forget. It lends itself to the idea that regret of past events or bitter feelings of things we cannot change is not acceptable†¦be happy with who and what you are regardless of your situation and others’ opinions. That describes me so well and I think everyone should feel this way. Happiness is a wonderful feeling, no matter what it is that makes us feel this emotion. I doubt there will ever be a universal opinion of what happiness really is, what it constitutes, and what brings it to us. Some people are happiest while serving others, some while being served, and others are content just being alone. Regardless of how we obtain happiness, we all deserve happiness.

Studies In The Theory Of Emotional Development

Studies In The Theory Of Emotional Development The maturational processes and the facilitating environment: Studies in the theory of emotional development written by Donald W. Winnicott is a fundamental book, which is created from collection of his published and unpublished papers on psychoanalysis and child development between years of 1926-1964. The book informs the readers about the maturation process of a human being step by step from early childhood to adolescence stage. The main theme of this book dates back to Freuds theories to infancy. Winnicott mostly based his discussions on Freuds basic concepts and he had taken Freuds concepts as the frame of his references, however Winnicott did not based his discussions on Freudian concept. Through out the paper, it is observed that the ideas were based on between Winnicotts and Freuds ideas on maturational processes (Winnicott, 1965). In this astonishing collection, Dr. Winnicott analyses the maturational processes in three phases of developmental approach, theoretical approach an d the technique in depth. The book is scripted in a straightforward language that people who are new to psychoanalytic study can benefit from its virtue. Furthermore, the aim of this review is to elaborate on theory of maturational processes in emotional development by analyzing Winnicotts theories in support of different theories at of different theorists who studies the emotional development likewise. In order to accomplish this task, first the author and his theory will be introduced briefly. Subsequently, theories of other theorists will be presented and discussed in depth in order to contemplate the likeliness of maturational processes of human being and psychoanalytical therapy session. The Author Donald W. Winnicott (1896-1971), Fellow of the Royal College of Physicians and psychoanalyst received his first analysis from James Strachey. Before this event, in 1919 he read Freud in Brills translation of The Interpretation of Dreams. Strachey was attentive to Winnicotts interest in children and child analysis by encouraging him to research about Melanie Klein. Afterwards, he had become Kleins student and spent several years as her supervisee. Way to understand Winnicott, goes from Klein since Klein had pointed out the missing parts from Freuds theory, the emotional development. His accomplishments of working with infants and children clinically, gave rise to psychoanalytic field, and led him to become the second important person after Klein in British Object Relations School. (Phillips, 1988, pp.153-154; Levine, 2006; Winnicott, 1971, pp.7-10). Winnicotts original ideas had differed from Kleinians. According to Rodman, Winnicott differed from others since he was in close contact with mother and infants. He, also, described that Winnicotts conflict with Kleininas was a turning point in his life, which led him to develop the theory of True Self (Levine, 2006). Winnicott had published over two hundred papers and many valuable books including Through Paediatrics to Psychanalysis (1958), Therapeutic Consultations in Child Psychiatry (1971), The Piggle (1977), Play and Reality (1971) (Phillips, 1988, pp.153-154; Levine, 2006; Winnicott, 1971, pp.7-10). Play and Reality, one of his well known books, is improved version of his paper Transitional Objects and Transitional Phenomena (1951), which discusses the importance of transitional stage in an individuals life, and intense experiences that take place in art, religion and fantasy world. Lastly, Winnicott refers to this book the most (Winnicott, 1971, p.15). When Winnicotts differentiation from Klein observed, one can assume that this process is Winnicotts transitional phenomena from his supervisor to become an independent theorist. Brief summary of the book Part One: Papers on Development Winnicott starts off the book from collection of papers on development. First, he explains the importance of the psycho-analysis and sense of guilt by stating A psycho-analyst comes to the subject of guilt as one who is in the habit of thinking in terms of growth, in terms of the evolution of the human individual, the individual emotional growth (Winnicott, 1965, p.15). Afterwards, Winnicott continues stating by sense of guilt is visible when the child enters to Oedipal Stage, since unconsciously the child is wishing his/her same sex parent to disappear and accordingly feelings of love and hate rises in this stage. After this stage, child enters to Superego and ego comes in terms with the superego, leaving anxiety to mature into guilt. Winnicott states that at this stage, child would feel sense of guilt related to masturbation. He continues by describing the individuals who acquired guilt feeling might suffer from melancholia and obsessional neurosis. The origin of guilt feeling aris es from Oedipus complex, when the child starts to experience three way relationship (mother, father and child). Next, Winnicott continues with the term capacity to be alone which is highly related with emotional development of an individual. It is basically experience of being alone in presence of another person, which helps children to build up his/her ego and contributes to build individuals personality. Winnicott includes the importance of parent and child relationship by defining the holding environment. The infant is dependent to holding environment where the mother holds the infant physically, emotionally and in her mind. Following the mother and the infant will live together. The child is now a psychosomatic (psyche indwelling in the soma) being on its own. He sees all the objects, including his mother, as outside of himself. At this stage, the childs ego moves on from the state of unintegration to integration and now he has gained the capacity to develop object relations. In other words, he has now passed on from a subjectively designed object to an on objectively perceived object rela tionship, which the infant can live with the father and mother together. Winnicott includes that the infant development should facilitated by good-enough maternal care in order for infant to survive. He continues stating that it can be said that infants ego is weak, however strengthen by his mothers ego. Further on, Winnicott states the importance for child to experience full dependency, relative dependency and independence, in order to integrate the ego. He includes the importance of ego strength that receives ego-support from the mothers adaptive behaviour and love. Accordingly, Winnicott articulates the relation of needs of children to those of infants in health and crisis. Additionally, he points out the importance of the relationship between childcare that is provided by healthcare providers versus natural care that is supplied by the parents. Correspondingly, Winnicott discussed the development of the capacity for concern in children. His statement was concern was assumes to belong to the stage that is prior to Oedipus complex. The capacity for concern was part of two body relationship, between the mother and the infant. In order the infant to experience guilt or hold it in full expectation of an opportunity to reparation, he needs to develop capacity for concern. Following this paper, Winnicott discussed infants growth from dependence towards independence. There are three categories in this issue. The first one is absolute dependence, which is the early stage of emotional development. The infant is dependent on the mothers womb and care from the beginning. In this section Winnicott states that This term maturational process refers to evolution of the ego and of the self, and includes the whole story of the id, of instincts and their vicissitudes, and of defences in the ego relative to instinct (Winnicott, 1965). In this state, the mothers go through a phase called primary maternal preoccupation where the mothers are preoccupied with the care of their baby starting from the last few weeks of pregnancy and couple of weeks after the birth. Their babies seem part of them and they are identified with the baby. Accordingly, the mothers know how their baby feels like or what their baby needs. In this situation, the mother herself is dependent. The n ext step is relative dependence where the infant is aware of the presence of dependence. In order to explain this phase, Winnicott stated that when the mother is away for a moment beyond the time-span of his (or her) capacity to believe in her survival, anxiety appears, and this is the first sign that the infant knows. The last step is infants journey to towards independence. Once the child passed the both phases normally, he/she will become eligible to meet with world and its hardships, since he/she will be able to observe what is already present in his(her own self. Lastly, this stage explains the attempts of the toddler child and of the child at puberty. Part Two: Theory and Technique In the second part Winnicott, dedicated himself informing the readers about the theories of child psychology and the techniques that is used in child psychoanalysis. Winnicott starts with contributions of direct child observation to psycho-analysis. According to Winnicotts direct observation, the baby must have a physical and psychological maturity in order to have a full emotional development. When these phenomena take place in psychoanalysis the analyst cannot date when it occurred. However, the analyst will be able to describe to patients early infancy. Furthermore, infants play become acknowledge in process of analysis. Play includes the personal growth of through imagination. Winnicotts foremost crucial theory is transitional object and phenomena. In this phase, the normal developing baby adopts a piece of cloth or a teddy bear. For a while the child will subject this object to himself; he will carry it with him all the time and wants to have full possession of the object. Therefore, according to Winnicott, starting from infancy, the mother should tolerate and allow the baby to besmear this object, to harm it, to ruin it. If the mother is wa shing this object, or cleaning it, or mending it or sewing it, she is breaking up and destroying something. What the mother is destroying is the meaning the baby attaches to the object and to what she is doing to the object. Winnicott explains that concentration of environmental phenomena in which crystallizes out a person (p.138), a mother, and within the mother the infant constitutes as anatomically and physically, later on at the birth date, the infant becomes a female or male individual. Winnicott states that there is no such thing as a newborn on its own, what you can see is the mother baby unity; which is called nursing couple. Where you find a baby you will find maternal care. At the beginning the baby exists only by means of the maternal care with whom the baby forms a whole. This care period is before the verbal period. The baby does not talk, in this period which is prior to presenting the baby with word symbols, the relationship between the mother and the baby is a maternal empathy. The baby is completely dependent and with what he receives from this dependency his ego develops and he paves the way for the construction of a separate self. When assumed that the development progressed normally w ith good enough initiation, true self operates steady and protects the being from the false self. False self is described as the breakdown of the childs illusion of omnipotence by the mothers non-empathetic replies at early period results in serious psychopathological consequences. A child in such a situation will gradually develop a false self. He will give up his needs and demands and will quickly try to form himself according to the demands and expectations of the mother or others. He will observe himself and his surroundings all the time and trying to assess reality, he will be inclined to present a superficial concordance. The real self which has not developed, will be enveloped, encapsulated and hidden by false self. Real self is the source of needs and expressions itself. False self, on the other hand, is a continuous activity in order to create the positive surroundings the environment has not provided one with. In analysis of a false personality, Winnicott describes, the fact must be recognized that the analyst can only talk to the False Self of the patient about the pat ients True Self (Winnicott, 1965, p.151). He continues stating that in point of transition, the analyst and the patient should be in extreme dependence, when the analyst starts to get into contact with the True Self. Winnicott discusses the importance of counter-transference within the therapy. Additionally, he stated the aim of psycho-analytical treatment is keeping alive, well, and awake. It is crucial to be aware of what, when, and how the patient states the certain statement or releases the emotion. Following, Winnicott discusses how to train for child psychiatry, since it is a different field than psychiatry that is applied to adults. Child psychiatry is involved with the emotional growth of the individual child and his/her maturational processes which is provided by his/her environment and the issues that derives from child him/herself. Accordingly, child psychiatry requires additional education of type which is provided by Psycho-Analysis and Analytical Psychology. Winnicott continues by stating the importance of psychotherapy of character disorders and he elaborates by discussing them in terms of maturational processes. Lastly, he concludes by stating the importance of dependence in infant-care, in child-care, and the psycho-analytic setting. The Critique of the book When the main issue is the maturational process, it is crucial to acknowledge Freuds theory since almost all of the theories stemmed from it. According to Freud, in infancy and childhood, the individuals anticipated concern is survival issues, which are experienced through nursing and the mothers activities with infants body, following infants fantasies about birth and death. Also, the infant will experience these issues through the sexual bond with its parents. Later on the infant will experience, pleasure principle where he/she demands all of his/her needs to be accomplished immediately (id). With reality principle, the infant realizes some gratifications are that problematic, however the infant will realize it is worth to wait for them (ego) (McWilliams, 1994; Mitchell Black, 1995). Freuds drive theory states that the child will go through psychosexual stages of oral, anal, phallic and latency stage (where superego develops). Therewithal, Winnicott values the theories of Freud an d based the fundamental of his theories from his. However, Freud states that patients problems stems from secrets, gaps in memory, while Winnicott believes that the patient is shaping and molding the analytic situation to provide the environmental features missed in childhood (Mitchell Black, 1995, 133-134). According to my observation, even though Winnicott had developed a different style of maturational processes than Freuds, still he based his ideas on his drive theory. Freuds maturational processes of emotional development reciprocate my idea of maturation, since the stages are apprised when the children are observed from the frame of drive theory. Accordingly, I believe that Winnicotts stages of theory builds up on Freuds maturational stages with addition of mother-infant relationship reinforcement. The dedicated theorists, Klein and Anna Freud, had different theories which concerned technical problems with regard to analyzing. Klein believed that children were analysable as long as their play was interpreted, while Anna Freud argued that small children are not analysable since they have weak ego and they cannot handle interpretations. (Mitchell Black, 1995). Klein s play technique of child analysis, which the child is offered with simple toys that represents his fantasy life (Klein, 1975). On the other hand A.Freud states that since Superego is the heir of the Oedipus Complex, the pre-oedipal child will be unable to obtain internal controls of his own erotic and aggressive impulses. Even though, Winnicott was influenced by Kleins theory, he still acknowledged A.Freuds view of giving importance of the childs actual parents. On the other hand, Klein was insufficiently respectful of the role of parents and concentrated on childs internal world of fantasy to the exclusion of exter nal factors (Phillips, 1988). However, Winnicotts benefaction to psychoanalytic theory was formulated to re-introduce the importance of the real mother in development. He gives the mother a relatively passive role, at least from the infants point of view (Katz, 1996). Winnicott believes that there is not only an infant there is a nursing couple between mother and the infant. When I think of these theories, I also, believe psychoanalysis cannot be applied to the children. I support Kleins the play technique, however I believe that children are not ready to hear the interpretations, since they have not accomplished all of the developmental stages as A.Freud stated. Additionally, I disagree with Kleins point of view of excluding parents, when working with children. Since the care of the mother and the environment is crucial in childrens development, I think parents contribution to the therapy session will be meaningful as Winnicott stated. Stern disagrees on the existence of developmental stages as other theorists do. Stern makes an attempt to free infancy and psychoanalysis from predisposition of adult psychopathology. His position is that the infants from the start mainly experience the reality and their subjective experiences without suffering distortion or defences (Downey, 1988). In contrary of Winnicotts developmental stages, Stern uses for senses of self, which are emergent self, the core self, the subjective self and the verbal self. According to Erten (2010), Stern emphasizes the importance of sense of subjective self as the crucial steps of development of the child. Erten states that, according to Stern I think, Stern was influenced by Winnicotts theory of mother-infant relationship and applied to his own theory. In Sterns system the mother and the infant are in a dual relationship, in other words in sync. Stern (1985), and A. Freud (1965) were influenced by Winnicot (1971)s transitional object and phenomenon by describing the importance of having a soft substance in process of differentiating from the mother. However, Sterns view on this phenomenon is different than Winnicotts. Winnicott believes that it is crucial for child to be left alone with the transitional object whereas Stern states it is normal for mother to enter infants play in this stage is normal and she should encourage the infant play with the transitional object. Once the infant gets acquainted with the toy, he/she should be left alone. He states that it is beneficial for development of self-regulation (Stern, 1985). Additionally, Erten (2010) includes that the child will start to take a journey from his inner world to external world as he will travel from subjectivity to objectivity. I think that Winnicotts opinion seems more logical, since the transitional object should be an object that will help the child to differ entiate from his mother in order to take steps in the journey of becoming an individual. I think that transitional object would replace the pleasure that the child is receiving from the mother until the child gets acquainted to his new situation. Erten (2010) within Winnicotts holding theory; the environmental mother will witness the child, through out his development by holding the child mentally. The mother will stand besides her childs existence and will have an optimal dance with her child. By optimal dance, Winnicott meant that the mother will stand by her childs side, while not abusing her childs existence by interrupting him. In another words, the child should live his loneliness in presence of his mother. In my opinion, this optimal dance is similar to Sterns idea of affect attunement. Affect attunement is described below: When the infant is around nine months old, however, one begins to see the mother add a new dimension to her imitation-like behavior, a dimension that appears to be geared to the infants new status as a potentially intersubjective partner. (It is not clear how mothers know this change has occurred in the infant; it seems to be part of their intuitive parental sense.) She begins to expand her behavior beyond true imitation into a new category of behavior we will call affect attunement (Stern, 1985, p. 140). In Sterns theory, the mother follows the affect and behavior of her child in a compatible manner, while in Winnicotts theory, the mother watches over her child without interrupting his being but still keeping a compatible manner mentally. Additionally, Erten (2010) was able relate Winnicotts concept of capacity to be alone with Bowlbys attachment theory. He stated that the individual can form relationship which is free from separation anxiety, if he/she was able to securely attach to his mother in infancy stage. Erten continues by stating the infant who formed insecure attachment will be alone in both cases of when the mother departures (the baby is left alone) and when the mother arrives since he/she ignores the arrival of the mother due to her departure. The reason is as the object leaves (the mother), the baby feels abandoned in his/her subjective world and the anxiety will be stimulated according to frequency of mothers departure. I strongly agree with Winnicotts and Ertens statements since the concept of capacity to be alone is also a way for child to relax in his own time. Accordingly, I believe that the child will learn to soothe himself without requiring someones attention. Conclusion In the book, The Maturational Processes and the Facilitating Environment: Studies in the Theory of Emotional Development, Winnicott informs the readers about the developmental theory ranging from early childhood to adolescence, while he explains the crucial theories that contribute the emotional development of the individual. He concludes the collection by narrating the differences between child and adult psychiatry styles, while he states the possible psychiatric disorders that might stem from infantile maturational processes. The book consisted from the collection of Winnicotts various papers. Winnicott, a former Kleinian, began to separate from Klein as he started to form his own theory by observing infant-mother relationship. By focusing on this two-body relationship and basing on Sigmund Freuds drive theory and nourishing his theories from Kleins and A.Freuds opinions, Winnicott formed different and useful theories about emotional development of individual. Unlike other theorists, Winnicott begins his theory starting from pregnancy period, when the baby is in the womb, instead of starting from the birth. He values the first relationship of mother-infant, the dependency period, immensely. Winnicott, rarely mentions the fathers role in his theories. Winnicott, also, emulates infant-mother relationship with patient-therapist relationship. When it is considered, the concepts that he mentioned can be visible in therapeutic session. Such as, the patients prefer to have capacity to be alone and experience going on being state by being silent in the therapy room. On the other hand, the therapist maintains a holding environment by not interrupting the patient, by being by his side. Finally, Winnicotts current book of collection is a well rounded, detailed book which captures the reader and provokes spirit as the reader dives into the book. The new students of psychoanalysis and pupils who wants to be psychotherapist must read this book in order to apprehend the full journey of individuals maturational processes.