Indian Education by Sherman Alexie Reading Response

Indian Education Reading Responses 1. The overarching tone of this piece is shamefully miserable. Sherman Alexie conveys this by using negative diction, for example; Alexie begins his first grade excerpt by saying, â€Å"My hair was short and the U. S. Government glasses were horn-rimmed, ugly†¦Ã¢â‚¬  The author uses the word ‘ugly’ to indicate young Alexie lacks in self confidence and is ashamed of his appearance. Alexie continues on saying, â€Å"†¦ in school the other Indian boys chased me from one corner of the playground to the other.They pushed me down, buried me in the snow until I couldn’t breathe, thought I’d never breathe again. † He was miserable since the day he started school, that’s sad. The phrase â€Å"couldn’t breathe, thought I’d never breathe† makes me feel hopeless and vulnerable all at once. As the school years goes by, nothing seems to change except Alexie no longer gets physically hurt. H e still feels ashamed and dejected from his own tribe. He will always be a misfit. 2. Three examples of satire: * Fifth Grade: satirizes young Indians access to drugs as an escape route from their misery.Uses imagery to show the beauty of drugs. There is also sarcasm at the very end, â€Å"Oh, do you remember those sweet, almost innocent choices that the Indian boys were forced to make? † Horatian satire. * Sixth Grade: Satirizes the young Indians who lack in self confidence. He uses Caustic wit when he said, â€Å"Always throw the first punch. † An Epiphany to defend oneself. I believe it is horatian satire. * Eight Grade: Satire that the anorexic and bulimic girls are no better than himself. Hyperbole is used to show both â€Å"grew skinny from self pity. † Juvenilia satire.

My trip to the San Diego Museum of Man

A museum is an institution that collects artistic documents, objects and artifacts with scientific and historical value. It is an open to public place that enables people to widely see and explore collections for the purpose of learning, education and enjoyment. Museums preserve collections and make them available for the benefit of public viewing. The San Diego Museum of Man is a museum that contains various artifacts related to anthropology. Anthropology is the study of human kind throughout time and across all cultures. It is the science that deals with the origin, behavior, and also the physical, social and cultural development of human beings. The San Diego Museum of man is a non profit institution that preserves life and history of human kind. The San Diego Museum of Man is definitely a lot more impressive on the inside than the outside. After a long walk from the parking lot, I laid eyes on the old building and did not have high expectations. I merely thought of this as a `class project` something I `had to do`. Once inside I asked the ticket salesman where I could find the museum`s mission statement. He quickly pointed at a wall to the left side of the building, which read: `The museum of man gathers and shares discoveries of anthropologists. Right underneath the mission statement was the first exhibit, the first humans (hominids). Hominids are human like creatures divided into Australopithecus known as the oldest and Homo known as the youngest. I remembered this from chapter one. The museum had an impressive exhibit that allowed for me to see and reinforce all that I had learned about the first humans. I liked the realistic displays that allowed for me to visualize what each hominid actually would have looked like. I liked the exhibit that compared the different tools used throughout time, from the earliest stone tools used by humans compared to those used now. I enjoyed the interactive exhibits. One in particular allowed for me to attempt to guess what group of hominid certain skulls belonged to. I learned that the cheek bones and eye sockets were used to identify. I was also able to try to guess the age of remains. It was very interesting to see and actually get a chance to practice how this is done. The exhibit is unique in such a way that it allows the guest to actually touch almost all of its content. Inside the museum you can see yourself traversing millions of years, it is like you can actually see the way of life and the image of our ancestors. The museum not only offers a view about the past of human kind but its future as well. Visitors can also go through the human lab in which they can see a glimpse of the future of human evolution, the future of human race influenced by scientific innovations in the form of gene selection and cloning. It is like going through different worlds, the past and the future. There was also a small exhibit on the ancient Egyptians whom I always find fascinating. I was able to view the ancient Egyptians way of life and learn the importance of anthropologist and archeologist in the understanding and interpretation of their culture. I was able to see some mummified remains of children which I have never actually seen before. The ancient Egyptians mummified their dead because of their belief that when someone died their soul would temporarily leave the body. After the body was buried, the soul would then return and be reunited with the body. However, the soul needed to find and recognize the body for it to live forever. It is said that the earliest ancient Egyptians buried their dead in the desert letting the heat and dryness of the sand to dehydrate the bodies. This process of burying creates lifelike and natural mummies. Later the Egyptians began to bury their dead in coffins to protect them from the animals of the desert. And then they developed a method of preserving bodies, the process include embalming the bodies and then wrapping them in strips of linen. Today, this process is known as mummification. This mummified remains and other rare artifacts for over 3,000 years old including coffins and amulets show the Egyptians concern for the after life and their value for their dead love ones. I enjoyed the exhibit however I felt it could have been larger. I wanted to learn more about the ancient Egyptians, their culture, society and their religious beliefs, rituals and ceremonies. My favorite exhibit of all was the Mayan exhibit. The society of Maya includes art, astronomy, mathematics and literature. I was fascinated by these people hearing about them in class. It was very intriguing to be able to visualize these people. I learned a lot about Mayan architecture and was amazed by the giant Stella's with Mayan hieroglyphics. I can say that the Mayan architecture if of a unique beauty. The walls are made of mud or stone covered wood poles that hold together  the two sided hay roof. Outside of their internal economic attention, architecture consumed their time and energy so much. I gained more insight into their culture and learned that they had their own form of dance. They had very decorated dress and weapons with feathers and beads. I read and learned that they had what is called `Xibalba` or `the ball game`. It is said that this ball game is a confrontation between good and evil. This ball game has played an important role in the Mayan's culture and sometimes takes the form of sacrifice rituals and sometimes a game of chance. In whatever form, it always symbolizes the timeless struggle between good and evil in which the outcome is governed by supernatural powers, something beyond human skill and capability. This ball game is a vital part of the Mayan creation story and a fable of light defeating darkness and life prevailing over death. I have lived in San Diego for a long time and this was my first trip to the museum. I think the museum did live up to it`s mission statement. It does contain discoveries and artifacts about anthropology that sure is important and really interesting. Visiting the San Diego Museum of Man is really worth the time and effort and the new knowledge is really worth storing in the mind of every visitor. In addition, it does not only provide knowledge and information but enjoyment as well. You will surely be fascinated with all of the exhibits in the San Diego Museum of Man. I would definitely recommend it to others and I plan on going back again in the future. It is one spot that San Diego should be proud of. Works Cited: San Diego Museum of Man. 2006 Retrieved August 8, 2007 from Anthropology . 200). Retrieved August 8, 2007 from Sheldon, J.   2000. Explore Ancient Egypt. Retrieved August 8, 2007 from http://www.mfa.org/egypt/explore%5Fancient%5Fegypt/         

Human motivation Essay

Introduction: A person is a complex creature who goes through a variety of developmental changes in his life. Each of these changes, a particular learning occurs. When we learn, we organize, shape, and strengthen our brain. Humans are like machines who never get tired of learning. From the day we are born, our brain works and encode those that we have learned in the web connections of our brain. But what does learning mean? Learning is how one acquires new information about the world he lives in. It is how he interprets and understands reality in a way that his behavior changes because of those learned information or knowledge. Learning is also said to be an active process in which the learner uses sensory input and constructs meaning out of those things that has to be learned. The learner needs to do something to be able to learn because learning is not just a passive acceptance of knowledge and ideas of a person alone, but rather, an activity or process which involves the learner to engage with the world he is in. Motivation on the other hand is a key component in learning. Essential because it includes an understanding of ways in which the knowledge can be used. Unless we know the reason why, we may not be very involved in using the knowledge that may be instilled in us, even with the most intensive, severe, rigid, and direct type of teaching. When one is not motivated to learn, teaching becomes ineffective and useless. Motivation is an inner state of need or desire that activates an individual to do something that will satisfy that need or desire. Motivation is derived from the need or desires internal to the individual such that others cannot motivate an individual but must manipulate environmental variables that may result in an increase or decrease of motivation. The relationship between motivation and learning is connected and are mutually causal. That is, those individuals, â€Å"who are more motivated learn more†¦those who learn more become more motivated† (Richmond, 194). In classroom settings, the teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self motivation. Knowing how to meet individual learner’s needs for control, competence, and belonging in the classroom is one key to student motivation to learn. Following are examples of learning as tied to human motivation. Teacher Rose is a regular teacher of 45 students in a public school. Three of her students are repeaters and two manifests symptoms of mild retardation. Their presence in class causes her stress and anxiety not because she don’t want these children there but because she feels like she is not able to help them as she‘s supposed to be. Since there are no special schools in the place to cater the needs of these children, she decided to apply for a scholarship at the district office to study Special Education. The process was not an easy one but because of her desire to help these children, she was able to graduate and earned a degree in Special Education. Now she’s more fulfilled and happy because she is able and capable of teaching and handling these types of children. Sir Benjamin on the other hand is a teacher who wishes to become a lawyer someday. But due to poverty, this dream remains only a dream. When he got married and belittled by his in-laws, Sir Benjamin vowed to become a lawyer to prove that he can be somebody someday, a person his in-laws would respect and be proud of. When his marriage was annulled due to insistence of his in-laws, Sir Benjamin applied for a scholarship in a university to pursue his studies in Law. After painful years of studying and teaching at the same time, he was able to graduate and pass the board exam. Now, he is already a lawyer. Although he was not able to win back his beloved wife, he is still happy and proud because at last, he was able to fulfill his dream and was able to prove himself at the same time. Jane is also an example of a person who was able to fulfill and finish her studies because of her desire to help her parents. Due to poverty, Jane wasn’t able to pursue college education. She went to work in a restaurant for two years. When given a chance to apply for a scholarship at the Mayor’s office, she didn’t hesitate to ask permission from her employer. Working during the day and studying during the nights. The process was long and hard and yet she was able to graduate. She was very motivated to finish her studies because she needs to get a descent job so she would be able to send her younger brothers and sisters to school. Now, she works in a bank, a lot more comfortable and happier because she’s able to fulfill her dreams. Motivation therefore comes from within, and most people with intrinsic motivation are most likely to succeed.

Summery Essay Example | Topics and Well Written Essays - 250 words - 5

Summery - Essay Example However, people who fall in the minority group category still face discrimination even in a democratic society. In most cases, discrimination happens on grounds of sex, race, and religion. The American society gives the best-learnt lesson of discrimination based on race. Although the blacks and whites now have the same freedoms and rights, discrimination according to race is still an issue of urgency. This is because many people still suffer from the effect of racial discrimination. Discrimination comes in forms including indirect discrimination, direct, victimization and harassment. The article â€Å"Two Muslim religious leaders sue airlines for discrimination† written by Jim Barnett, shows a classical example of discrimination according to race at present. In this case, the two imams sued the Delta Airlines for the discrimination meted on them. The Muslim leaders underwent checking three times before the plane took off (Barnett 2011). Even after boarding, and the plane had left the gate where they had undergone a second checking by the security, the pilot felt uncomfortable with the imams and took the plane back to the gate for the imams to undergo checking. The essay sums it all by emphasizing the need to phase out discrimination in all its forms. All people are equal as per the Declaration of Independence. Legislation, education, and promotion of inter group contacts can help in reducing discrimination and

Gas-particle flow through preforated plates Thesis

Gas-particle flow through preforated plates - Thesis Example Historically developing and investigating such systems has been a complex endeavour. These challenges have been ameliorated significantly with the introduction of fluid computational systems. This text is aimed at analysing gas particulate systems that are specifically designed for service with perforated plate systems. Perforated plate systems present unique challenges in themselves because of the effects of closely placed fluid streams. This investigation will attempt to describe gas solid systems flowing through perforated plates by developing a complete background through secondary research. Various industrial and other applications necessitate the utilisation of gas solid systems. These systems have been in use for a long period of time dating to as far back as the 1920’s when commercial attempts at coal gasification were being performed. The forty’s saw the application of these multi phase systems to the FCC (fluid catalytic cracking) systems while the fifties saw an increase in their use to processes such as sulphide roasting, drying and calcining. Similarly the sixty’s witnessed the growth of these systems to the commercial production of various monomers such as the production of acrylonitrile, vinyl chloride and oxychlorination processes. (Crowe) In rapid succession the seventies also witnessed various improvements in these petro chemical processes with the use of multi phase systems. However, through these entire developments one thing remained common to all processes other than the use of solid gas systems. This commonality was the use of per forated plates to mix up these gas solid systems. (Crowe, Sommerfield and Yutaka, Multiphase Flows with Droplets and Particles) The preference provided to perforated plates stemmed from the need to let fluid streams through and to ensure enough turbulence to promote mixing. In due course of time, these solid gas systems along with the use of

STRATEGIC ANALYSIS assignment Example | Topics and Well Written Essays - 250 words

STRATEGIC ANALYSIS - Assignment Example Though the amount posted by Dollar General for the merger was far better, the lack of compliance on the company’s part saw the deal being snatched away from the palm of their hands by Dollar Tree. The major requirement for the Dollar General- Family Dollar merger to come to fruition was that the former should sell at least 3500 overlapping stores as this would pose a problem with antitrust regulators. Dollar General was reluctant as the number was too high for it to divest. Family Dollar and Dollar Tree merger will be forced to part ways with 300 stores only. Therefore, the shareholders made a plausible choice by voting for Dollar Tree despite a lower initial amount that the company brought forth. Dollar General’s inability to divest more than 3500 stores meant that the merger would have faced problems with the antitrust regulators. Furthermore, the number of stores that were to be divested in the Dollar General- Family Dollar merger was very high and would cost the shareholders millions of dollars. On the other hand, Dollar Tree- Family Dollar merger would lead to loss of 300 stores that can be easily recovered in the near future. Merced, Michael. Family Dollar Shareholders Approve $8.5 Billion Deal with Dollar Tree. The New York Times, Jan. 22, 2015. Web. Feb. 7, 2015.

A MORE PERFECT UNION(speech by pres. OBAMA) Essay

A MORE PERFECT UNION(speech by pres. OBAMA) - Essay Example In classical and the 20th century, various authors such as Aristotle, Michael Foucault and Chaim Perelman wrote theories on rhetoric, which has been brought out in this speech. Obama’s speech echoes the rhetorical theories among them pathos, ethos and logos that are thoroughly argued out in Aristotle’s the writing. Through the use, of ethos, which Aristotle argues to be the aid a speaker’s credibility and character adds in influencing the audience; Obama did make use of his character and credibility as the former senator of Illinois to influence Americans to vote for him in his speech, a more perfect union. Similarly, President Obama strategically employs pathos, a rhetoric device that changes the perception of the audience through emotional appeal and storytelling. In his choice to use pathos, President Obama did not only win the support of the majority of the American population but also caught their attention on the need to disregard racism as a vice that tear s apart the United States. Lastly, the concept of logos also had a tremendous impact given its input in Obama’s presidential speech. This is the use of reason to make an argument and express an idea. Aristotle’s the rhetoric gives a detailed account of this device. In his presidential speech, a more perfect union, President Obama used the argument on the need of unity among American citizens irrespective of their ethnic backgrounds for the common good of the United States as a whole (blogs.wsj.com/washwire/2008/03/18/text-of-obamas-speech-a-more-perfect-union). The success of president Obama ion delivering such an effective was founded on the factual information that he included in it. The breakthrough in Ethos is also based on biological, social, spiritual and intellectual levels. In his presidential speech, president Obama achieves this by use of historical references as well as interpolating to

US History since watergate Essay Example | Topics and Well Written Essays - 1000 words

US History since watergate - Essay Example mmy Carter was under trial, he tried to convince Americans that though the future and security of Americans were at stake, they should overcome these tribulations with the support of the people (Gillon, 2013 p. 252). The wake of Vietnam and Watergate saw public faith in government decline, and there were too many social problems that made American rely on Washington for solutions. The loss of faith in elected leaders was also due to the failure of America in Vietnam and the manner in which Johnson administration’s fraudulence in explain the situation, there was also the expose of Nixon’s illegal behavior in the Watergate affair. Religious right ministers were so much interested in winning votes as well as saving souls. Religious right reaffirmed and withheld the values of gender roles deeply, unlike Neoconservative intellectual that were too worried about the unintended outcomes of reforms. Religious right clashed with other members in the society who didn’t want to hold on to â€Å"traditional values.† They organized themselves into the communities to challenge teachings of evolution, they also wanted books that didn’t advocate for religious teachings banned, they opposed sex education, and they also wanted prayers to be reinstated in school The 1980 presidential campaign was supposed to determine whether Carter was going to be re-elected. He was facing endless problems both on the American soil and abroad, the economy of America was deteriorating significantly. President Carter’s popularity rating dropped below 30% by July 1979. This could be then be characterized as ‘the crisis of confidence’ because the American citizens and some within President Carter’s own administration questioned his ability to rule and lead America. Though Carter won his party nomination on his first ballot, but he did see a new threat that was Ronald Reagan, who won the Republican nomination in the primaries (Gillon, 2013). Reagan was an effective speaker and master of

Research on Introduction to Television (Asia) Essay

Research on Introduction to Television (Asia) - Essay Example e development of television news and broadcast environment in Hong Kong closely paralleled that of UK in that it is driven by public service broadcasting, which is confined to educational and community development programs in other countries. The public broadcasting concept was introduced in the US in the 1960s as university-related radio and television stations in response to mounting concerns that the commercial networks cater to the baser desires of audiences at the expense of socially meaningful programming. Thus, the very first public broadcasting station was called National Educational Television (NET), which up to now produces the popular children program â€Å"Sesame Street.† 10 Other such stations have since featured the American Civil War, documentaries and academic views on relevant issues such as medicine, AIDS, terrorism and scientific breakthroughs. Public service broadcasting is at the center of a contentious debate in Hong Kong now that the Chinese are its new masters. The reason is that public broadcasting is associated with regulation and state control, for which Chinese governance is known and still secretly feared and which are anathema to the free and unfettered presentation of television news. Already, Chinese officials from the Mainland are promoting Cantonese for wider use in Hong Kong, which is taken as a bad omen by the television news people who pursue their job mostly in British English. This research project gathers the views of people in the television news industry in Hong Kong as well as those with high stakes in its unruffled and dynamic operation like public relations, advertising and rating groups. The main focus of the research is whether public broadcasting can provide credible TV news programs and whether it does anything to lift the quality and commercial appeal of television news. The sample of interviewees from the television news industry consisted of 10 individuals, divided equally between those working for

Soc Essay Example | Topics and Well Written Essays - 500 words - 3

Soc - Essay Example Other examples of keying would be the manner in which gender differences and gender expectations are taught to young children. The similarity between internet interactions and face to face interactions comes form the fact that communication may be directed between two individuals as it is in the real world. However, internet interactions are quite different in the way that they allow a person to present a face rather than their actual face that they have. This can be in terms of their personality, their physical self and even their abilities since there is little or no visual cue that can be used to verify or refute what is said by an individual in an online meeting. A sports event will certainly have frames that have been used in other similar positions. Some of the frames may be socially accepted norms and may even create situations where taboos such as personal space and even the use of profanity may be violated. Other frames could be the rules that define what the participants of the events can and can not do as well as what the audience is permitted to do or not. These frames define the mode of interactions that individuals may have and become references for future actions at similar events. The dramaturgical theory explains class, race, gender and sexual inequality through the roles that have been defined by society and culture for individuals. In a given environment, the role defined for men may cause them to be more courteous towards women yet consider them inferior to themselves. On the other hand, in terms of symbolic interaction, things such as gender and social standing may become symbols by which a person is known and is recognized by society. The symbolic value of the social factor or social institute may give a whole new dimension to interactions with a person from a particular race or social group. The manner in which the theories complement each other is that they are deeply connected to the idea of social

Why did revolution in Russia succeed in February 1917 Essay Example for Free

Why did revolution in Russia succeed in February 1917 Essay In the Russian Revolution of 1905 there was a clear distinction between revolutionary and reformist ideologies. Such ideological divisions were exploited by the Tsarist government and resulted in the pacification of the liberals and the peasants, and the crushing of the proletariat by the loyal armed forces. In marked contrast, the February Revolution of 1917 exhibited a larger, stronger and more united opposition to Tsarism which, combined with the defection of the armed forces, was able to succeed in toppling the Tsar and his autocratic regime. The switching loyalty of the armed forces and the greater unity in February 1917 were consequences of three interrelated factors: the First World War; actions of the Tsar; and grave political discontent. Whilst the Russo-Japanese War, a precursor to the 1905 Revolution, did not break the faith of the armed forces, the sheer scale and severity of the First World War proved fundamental in altering their allegiances. It is important to recognise that the loyalty of the army to the Tsar in 1905 was crucial in defeating the proletariat revolutionaries – as evidenced by the suppression of the Moscow Uprising. By 1917 the army was so irreparably disillusioned that their loyalty no longer resided with the Tsar. The reasons for such disillusionment lie in the disastrous nature of the Russian war effort. First and foremost, military defeats at the Battle of Tannenberg, and the loss of Russian Poland to the Germans, had devastating effects on soldier morale. Such morale was also affected by how dangerously under-equipped the army was – there were, for example, a million more men than rifles. The enormous casualties from 1914-17 of almost two million, much greater than those of the Russo-Japanese War, also worked to rapidly diminish support for the Tsar. The defection of the army in February 1917, a culmination of such discontent and disillusionment, meant that the Tsar had no coercive weapon by which to stifle revolution. This consequently worked to make his abdication an inevitability. This is not the sole reason for the success of the February Revolution however. The actions of the Tsar, in relation to the war, also proved significant in alienating those traditionally loyal to him. In 1905 the Tsar was very much ‘behind the scenes’ – criticism towards him was not as sharply focussed as it was by 1917. In 1915, by appointing himself as Commander in Chief of the military, the Tsar managed to directly implicate himself in all war failures. This inextricable link between the Tsar and the war, strengthened by his incompetence as a military strategist, is a key factor as to why his previously loyal army defected, which, as discussed, led to the success of the February Revolution. The Tsar’s decision to take such a role helped alienate his other support bases as well such as the Liberals in the State Duma and the nobility. With Nicholas II assuming his new role in the military, the Tsarina Alexandra was left in charge of governing day-to-day affairs in Petrograd. This initially caused social and political unrest as the Tsarina’s German origins made her wildly unpopular and triggered allegations that she was aligned with the enemy. Her relationship with the mystic ‘mad monk’ Rasputin, and the considerable influence he seemed to wield over government affairs, fuelled further disaffection with the royal family and generated allegations that they were simply ‘marionettes’ with Rasputin pulling the strings. Rasputin’s harmful influence on the home front further damaged the Tsar’s reputation. In particular, by appointing Alexander Protopopov as Interior Minister, a request of Rasputin’s, the Tsar managed to exacerbate the economic dislocation caused by the war as Protopopov proved ineffective in managing his responsibility of allocating food supplies. The fact that Rasputin was ultimately killed by supporters of Tsarism is a testament to his unpopularity and the out-of-sync nature of the Tsar and Tsarina. Whilst not becoming ‘revolutionaries’, both the Liberals and the nobility viewed the Tsar as an obstacle for the survival on monarchic rule. In 1905 the Tsar managed to survive by appealing to the Liberals, thus dividing the opposition. The refusal of the Provisional Government (formed out of the State Duma) to share power with the Tsar, as the Revolution elevated and the army defected, meant that no such strategy could be repeated. Combined with the defection of the army, this doomed the Tsar. It was the Tsar’s actions in relation to the war which contributed to the Provisional Government’s decision. With the army refusing to crush the workers unlike in 1905, the Tsar’s only chance of survival lay with the Liberals in the State Duma who had formed the Provisional Government. As explored, the Provisional Government refused to cooperate with the Tsar in February 1917. This is partly due to an intensification of contempt felt towards the Tsar as a result of his actions during the war. It is also important to explore the political discontent felt by the Liberals post-1905 as a reason relating to their rejection of the Tsar. The Tsar had placated the Liberals in 1905 through the declaration of the October Manifesto, which promised them the constitutional monarchy they had aspired for. The dumas, whose power was restricted through the Fundamental Laws of 1906 and the strict criteria for the electorate, fell short of Liberal expectations. The Tsar’s inability to recognise the need for reform of some sort, illustrated by his dissolution of the progressive State Duma, further enhanced Liberal opposition to the Tsar. The Tsar had made it apparent that he was not interested in reform. Especially considering the backhanded nature of the political concessions which helped save him in 1905; by February 1917 any concessions made or offered would have been treated with great scepticism. The Liberals, in a sense, learned a lesson from the superficiality of the October Manifesto. After a plea to share power, the Tsar was refused by Mikhail Rodzianko, head of the Provisional Government, and the Tsar was subsequently advised by army chiefs and remaining ministers to abdicate. Unlike in 1905 where there was ideological disunity, exploited by the Tsar, in February 1917 there was a collective agreement across all groups in Russian society that the Tsar needed to be gone. To conclude, the Russian Revolution of 1905 failed as a result of the appeasement of the Liberals (and peasants), and the subsequent crushing of the proletariat by the loyal military. The February Revolution of 1917 succeeded on the grounds that, firstly, the army’s loyalties ‘no longer resided with the Tsar’, and secondly, that the Liberals wished not for compromise with the Tsar, but to overthrow him. The change in attitudes of these two groups, traditionally loyal to the Tsar, can be attributed primarily to the First World War and the Tsar’s actions. If the war wasn’t damaging enough to the Tsar, his decision to take a ‘front seat’ in military affairs further diminished his support from the army. With regards to the Liberals, there were ultimately no political concessions he could make to hold onto power. In the words of historian Edward Action – â€Å"by stubbornly refusing to reach any modus vivendi with the Progressive Bloc of the Duma Nicholas undermined the loyalty of even those closest to the throne [and] opened an unbridgeable breach between himself and public opinion.

National football league Essay Example for Free

National football league Essay 1 Is my title and introduction enticing? My title and introduction are enticing because it tells how the game of football became one of the greatest sports. 2 Is my thesis effective? Yes my thesis is effective because it details the important timeline of the critical changes to the sport. 3 Have I included enough details so the reader can visualize my experience? Readers can visualize my experience through my details. 4 Are the events presented in a logical sequence? All of my events are in logical order. 5 Have I used transitions to help the sequence of events flow smoothly? My transitions help the sequence of my essay flow smoothly with dates. 6 Have I used dialogue (if appropriate)? No 7 Have I used a consistent point of view and verb tense? I have used a consistent point of view and verb tense. 8 Is the point of my narrative evident? The point of my narrative is very clear and concise. 9 Have I ended the story satisfactorily? I ended my essay satisfactorily. 10 Have I proofread thoroughly? My narrative was proofread thoroughly by me and my roommate. Kelvin Hall Professor Ross HALL 2 ENG 101 30 September 2012 The History of Football. Before the 19th century, football was just known as a ball game played on foot; now it is a very competitive sport evolved over time to become one of the greatest sports ever played. This game had many versions with different rules according to which team you played. For instance, if you played Yale University their rules would be different than if you played Princeton. The first ever soccer-football game was played using the London Football Association rules. These were the rules that most teams followed until a coach from Yale University would write the first rules for American football. Walter Camp became known as forefather of football. From 1880-1883, he single handily reconstructed the game of football by restructuring the size of the field, position and numbers of the players, and the handling of the ball. He would use rules from both soccer and rugby to format the written rules. The number of players from each team on the field decreased from fifteen to eleven. The positions included seven lineman, two halfbacks, one fullback, and one quarterback. Prior to this adjustment there was utter confusion on the field. The size of the field dwindled as well. The players started using formations to line up on the field. He adjusted the scoring system by increasing the value of a touchdown to six points from five points and reducing the field goal to four points from five which today is only three points. Until his death in 1925, he would edit every American football rule book. The first professional football game was played between the Dayton Triangles and the Columbus Panhandles in 1920 under the American Professional Football Conference. It was not HALL 3 until 1922 that it became the National Football League as we know it to be today. It only included eighteen teams then but now has thirty-two. A new football league was formed in 1959 titled the American Football League. In 1962, the AFL filed suit against the NFL accusing them of monopoly and conspiracy. This legal matter went on for over two years before resolution. The championship game between the Baltimore Colts and the New York Giants on December 28, 1958 was considered to be the greatest game ever played according to the NFL. It was the first game to go to sudden death overtime in history with a one yard touchdown run by  Alan Ameche. In 1966, both leagues agreed to play an annual AFL-NFL championship game. The first super bowl which was known as the AFL-NFL championship game was played between the Green Bay Packers and the Kansas City Chiefs in 1967. This game was won by the Green Bay Packers; making them the first team in NFL history to win a super bowl which would be won again by them the following year. In 1970, Congress approved the two leagues merged to form one league with two conferences (National Football Conference and American Football Conference). To date, there are four NFL teams that have never made it to the super bowl and nine teams who have made it but have never won. The NFL has transformed tremendously since 1869. It has produced some of the greatest athletes in the world. The Pro Football Hall of Fame (currently having 273 members) was dedicated in Canton, OH on September 7, 1963. The super bowl is still the most watched televised program in history. Without Walter Camp and his contributions to the American football game; this game might still be considered just a game played on foot. HALL 4 Works Cited Hoffer, Richard. The First Super Bowl. Sports Illustrated 116. 5 (2012): 46-53. SPORT Discus with Full Text. Web. 21 Sept. 2012. HALL 5 Guttmann, A. (2006). Civilized Mayhem: Origins and Early Development of American Football. Sport in Society, 9(4), 533-541. College Football: History, Spectacle, Controversy. Coach and Athletic Director 71. 1 (2001): 62-. Pro Quest Research Library. PROQUESTMS. 26 Sep. 2012 Peterson, Robert W. (Pigskin: The Early Years of Pro Football. ) Cary, NC, USA: Oxford University Press, 1997.

Analysis of Theories in Environmental Psychology

Analysis of Theories in Environmental Psychology 1. Place theory Place is used as a manner of examining the environment and breaking the environment down into conceptual components. It is difficult to examine space and environment as they are too general. To understand the concept of environmental psychology, one would firstly have to establish the meaning of place theory as peoples interaction with their physical environment is a principal in environmental psychology. The place theory has three aspects that are interlinked with each other (see figure 1). These three aspects are physical attributes, conceptions and human activities. According to Canter (1997) a place is a state of harmony created by the dialogue between human activities, conceptions and the physical attributes of the environment viewed from a historical perspective. However, Castello (2006) states that place is a unit where human experiences and physical form are fused together, creating a unitary context. The physical attributes of the place theory demonstrates the surroundings or environment in which a person finds himself, such as a bedroom, an office etc. A geographer, Edward Relph (1976), has a similar notion of place but replaced Canters (1997) aspect of conceptions with experiences. Thus, allowing more information to be gathered about the place as experiences are a result of an individuals history and everyday life. The types of human activities and the way in which it is carried out are contingent on factors such as knowledge, cultural background, values, as well as formal and informal controls (Ndubisi, 2002). As a result, the place theory suggests that places are viewed as holistic units of activities, physical form and meaning shaped by the goals and purposes of individuals. The place theory also works in concurrence with place identity and place attachment. Many researchers explore this dynamic relationship between people and place. Place identity and place attachment are concepts that demonstrate the significant relations between a person and place. Moreover, when individuals interact with their environment, they create bonds and links and their environment develops meaning. 1.1 Place identity There are many factors that shape human identity, and identity is (among other things) a product of the psychical environment (Hauge, 2007). Dixon and Durrheim (2000) state that a key moment in environmental psychologys critique of a disembodied notion of identity was the publication of Proshansky, Fabian, and Kaminoffs paper on place identity. Place identity, according to Proshansky (1987), can be defined as: a sub-structure of the self-identity of the person consisting of broadly conceived cognitions about the physical world in which individuals live. Pretty et al (2003) state that place identity is a cognitive structure which contributes to global self-categorisation and social identity processes. According to Knez (2005): Breakwell (1986, 1992, 1993), Twigger-Ross and Uzzell (1996), Twigger-Ross et al (2003), and Vignoles (2000) has suggested four processes related to place identity: place-related distinctiveness (e.g. I am a South African) place-referent continuity (e.g. I am living there because it reminds me of my past) place-related self-esteem (e.g. I am proud to live in this town) place-related self-efficacy (e.g. The town satisfies my needs and wants) Consequently, these processes encourage our self-esteem and identity as individuals. Hence the questions of who we are are often intimately related to questions of where we are (Dixon Durrheim 2000; Pretty et al 2003). The places people belong to does not just encourage their self-esteem but also their environmental preferences, and how they see themselves. Place identity could also lead to place attachment because when an individual identifies himself with the environment, individuals tend to feel attached to the same environment. 1.2 Place attachment Every single one of us has developed an unconscious bond towards some place over a period of time. It is suggested by Inalhan and Finch (2004) that the concept of place attachment is complex and multi-faceted, as place attachment has been studied by scholars from several disciplines such as; anthropology, architecture, family and consumer studies, folklore, gerontology, landscape architecture, psychology and urban planning. Place attachment can vary from place to place and can change easily depending on the degree of belonging of the person (Knez 2005). Thus, the degree of attachment a person has towards a place may determine the perceptions and satisfaction of the person in the specific place. Our attachment to a place grows with length of time living in a place and age, but mostly through positive interaction with a community. According to Milligan (1998) place attachment could be defined as: place attachment occurs when a particular interaction was accompanied by significant meaning However place attachment, according to Knez (2005), can be defined as: the affective positive bond between a person and a place; more specifically, a strong tendency of that person to maintain closeness to such a place. Many studies and researchers show that there is no single accepted definition of place attachment. The definition offered by Milligan (1998) serves a better purpose for this study. From this definition it is clear that place attachment is an emotional bond formed by an individual to a physical setting due to the meaning given to the location through processes of person-environment interactions (Casakin Kreitler, 2008). According to Halpenny (2005), one of the factors that could play a role in the formation of place attachment is satisfaction with a place. Moreover, if individuals are satisfied with their environments they tend to protect that place more and return to it. Payton (2003) and Warzecha et al (2000) state that place attachment has two main concepts that have been prevalent in literature: functional place attachment and emotional place attachment. Functional place attachment refers to the functionality or the ability of the resources to meet the needs or goals of individuals. Furthermore, functional place attachment is also closely linked to the kind of activities users pursue. This is because some activities are more complex and require specific aspects while other activities are more general. Shumaker and Taylor (1983) suggest that functional attachment is also referred to as place dependence. The concept is affected by two factors (Shumaker Taylor, 1983): The quality of place is determined by the individuals satisfaction and, The quality of the place depends on how it compares to other available places. Emotional place attachment refers to the emotional attributes of a person-place relationship and how place contributes to an individuals identity. Shumaker and Taylor (1983) declare that emotional attachment is also referred to as symbolic attachment. Moreover, emotional place attachment can be based on emotional ties to a specific place and is formed over a certain period through many encounters with the environment. According to Warzecha et al (2000), emotional place attachment may also be expressed as an identity with a symbolic meaning or idea. Place theory and all its aspects mentioned above form a fundamental starting point for any study in environmental psychology. 2. Introduction to Environmental psychology There are numerous people who do not know what environmental psychology is and what it consists of. Traditionally, environmental psychology has focused on the interrelationship between environments and human behaviour (De Young, 1999; Garling Golledge, 1993). According to Gifford (1997) individuals change the environment and their behaviour and experiences are changed by the environment. Furthermore, each individuals behaviour and experience is unique and differs from the person standing next to him/her in the same environment. These environments could be natural environments, social settings, built environments, learning environments and informational environments (Veith Arkkelin, 1995). Environmental psychology also consists of environmental psychological-processes in terms of a clear social-psychological perspective (Bonnes, 2003). These processes are individual processes such as perception, cognition and personality, and social processes such as territoriality, personal space, crowding and privacy. In addition, environmental psychology has continual elements that help to define this relatively unknown field. According to Garling and Golledge (1993), Kaplan and Kaplan (1982) these elements are: Attention Understanding an individuals behaviour begins with understanding how he/she notices and perceives the environment. This includes two types of stimuli: those that unwillingly, even distractingly, demand human notice, as well as those places, things or ideas to which humans must willingly, and with endeavour direct their awareness. Re-establishing and enhancing the individuals competence to willingly express his/her attention is a major factor in maintaining human effectiveness in an environment. Perception and cognitive maps How people perceive the natural and built environment has been an important aspect of environmental psychology. Information is memorised in the brain as spatial networks which is known a cognitive maps. This information links experiences with an individuals perception of current actions, ideas and emotions. It is through these spatial networks that individuals recognize and perceive the environment, plan and conduct these plans. Ideal environments – People have a tendency to look for places where they feel self-assured and competent, where they can familiarise themselves with the environment whilst also being engaged with it. Research has extended the concept of environmental psychology to embrace unity (a sense that things in the environment work together) and legibility (the assumption that an individual can walk around in an environment without being lost) as contributors to environmental understanding. To investigate an environment and to engage in it requires that the environment has complexity (that it has enough information and diversity to make it worth learning about) and mystery (the expectation of acquiring more information about an environment). Maintaining, re-establishing and developing an ideal environment enhances an individuals sense of well being and behavioural effectiveness in a person. Environmental stress and managing Research has recognized various behavioural and cognitive results including poor physical health, reduced selflessness and weaknesses, as well as paying no attention to the environment. Individuals can adjust their physical or social surroundings to create a more supportive environment (e.g. smaller scaled settings, territories, privacy, personal space) where they can supervise the course of information or stress inducing stimuli. Individuals can also seek to understand or make sense of circumstances as a way to resolve its stressful effects, often sharing these interpretations with other individuals as a part of their culture. Involvement – Environmental psychology is dedicated to improve an individuals participation in environmental design. It is focused not only on promoting an individuals understanding of environmental issues but on ensuring their early and actual participation in the design, adjustment and organisation of environments. Protective behaviour – Environmental psychology has also played a key role in conveying psychological awareness to abide by the matter of developing an ecologically protracting society. The field also investigates environmental attitudes, perceptions and principles as well as planned involvement techniques for promoting environmentally appropriate behaviour. These continual elements form an essential part in an individuals perception of their environment as well as what to expect in that environment. Gifford (1997) states that environmental psychology is also studied at three levels of analysis. The first level of analysis sorts and arranges each individuals occurrence of the environment according to perceptions, cognition and personality. The next level of analysis is the collective organisation of space, which consists of four aspects namely; personal space, territory, crowding and privacy. The last level of analysis is the physical settings in which individuals find themselves every day. 2.1 Level of analysis 2.1.1 Perceptions, cognition and personality As previously mentioned, individuals form certain perceptions of their environment and surroundings. According to Veith and Arkkelin (1995), perception is one of the most basic and fundamental psychological processes in which humans engage. In addition Veitch and Arkkelin (1995) also state that perceptions are highly cognitive, which means that all environments carry a set of meanings acquired through their specific attributes. Consequently, these meanings are established from the environment by the perceiver with reference to his or her personal beliefs, values and attitudes. Furthermore, Bechtel et al (2002) point out that the forming of perceptions of a physical setting is associated with a molecular approach to the spatial-physical environment. This means that it places specific attention on the discrete sensory-perceptual features of the environment. According to Bell et al (2005) the term sensory-perceptions has been applied to relatively straightforward activity of human senso ry systems in reacting to a simple stimuli and forming a perception of the particular environment. According to Bonnes et al (1995) the term environmental perception is also often used interchangeably with environmental image, mental map and cognitive map. However, according to Bell et al (2005) cognitive maps refer to a mental framework that holds some representation for the spatial arrangement of the physical environment. Furthermore, Salmi (2002) states that wayfinding and cognitive mapping are inseparable, and most humans carry many cognitive maps in their heads. Therefore, cognitive maps assist individuals with another aspect of environmental psychology namely; wayfinding. Wayfinding according to Prestopnik and Roskos-Ewoldsen (2000) can be defined as the ability to navigate successfully through the environment. However, wayfinding according to Passini (1984) can be defined as the ability to identify ones location and arrive at destinations in the environment, both cognitively and behaviourally. Prestopnik and Roskos-Ewoldsen (2000) suggests that wayfinding can not be predicted in humans as different factors; internal and external, come into play. Internal factors include aspects of each individual, such as, gender, familiarity with the environment and the types of strategies the person uses to navigate through the environment (HÃ ¶lscher et al 2006 and Spiers Maguire 2008). External factors include aspects of the physical setting, such as, the density of the built environment, the availability of meaningful landmarks, and the pattern of the streets and intersections as well as staffed information booths (Salmi 2002). HÃ ¶lscher et al (2006; 2009) identified three wayfinding strategies that are used to support route choice decisions in three dimensional multi-level buildings. Firstly, the central point strategy as sticking oneself, as much as possible, to main hallways and main places in the building, especially if the individual is unfamiliar with the building. Secondly, the direction strategy of deciding on routes that leads towards the horizontal position of the goal as directly as possible, irrespective of changes in different levels. Thirdly, the hierarchically organised navigation plan strategy. This strategy is based on cognitively sectioning the building into areas which guide navigation decisions. However, Spiers and Maguire (2008) identified their own wayfinding strategies that assist individuals with their wayfinding experience. Least-angle strategy suggests that paths are chosen that minimise deviation from the angle pointing directly to the goal. Fine-to-coarse strategy proposes that routes are planned in fine detail in the currently occupied region, but only coarsely when planning navigation between regions. Least-decision-load strategy implies that individuals will often choose the path with the least number of possible decision points. As stated above, environmental psychology and the physical environment are influenced through wayfinding in a building, cognitive maps as well as perceptions of the environment. Another aspect that influences environmental psychology is personality of an individual. Gifford (1997) pointed out that there are five reasons why personality is an important part in environmental psychology. These five reasons are: Personality is strongly linked to the physical environment; Information of a persons personality helps us to comprehend and foretell environmentally relevant behaviour; Individuals have dispositions that are particularly related to person-environment transactions; Personal dispositions are an essential aspect to one of environmental psychologys most important concepts – environmental compatibility; The notion of personality can be applied to places instead of people. Bonnes et al (1995) agree with Gifford (1997) on the third reason. They suggest that personality and the environment are related to the disposition of individuals. 2.1.2 Collective organisation of space Spatial organisation or organisation of space is considered the first major component in wayfinding design because it not only defines the wayfinding problems of future users, but also affects the ease or difficulty users will experience in comprehending and cognitively mapping the setting (Passini, 1984). According to Prestopnik and Roskos-Ewoldsen (2000) spatial orientation tasks are influenced by the familiarity of the environment. Furthermore, Iachini et al (2009) state that unfamiliar participants learn the environment through a map, whereas familiar participants rely on their long term experiences with the environment. According to Salmi (2002) there are key points to look out for in organisation of space. These points include: Architectural features in the building define different areas such as hallways, staircases etc. which assist the user with orientation in the building and increase the cognitive experience; Make sure that large-scale buildings have destination zones, such as an atrium, since it would assist the user to retrace his/her own path; Establish spatial overview opportunities so that a visitor can visualise a buildings design from different vantage points as it helps individuals to build a improved cognitive map; Consider the design of the building as a whole, the layout should not be confusing or allow visitors to get lost easily. 2.1.3 Physical settings According to Salmi (2002) physical settings must accommodate an increasingly, diverse population as it is critical that the setting be designed to be as inclusive and universally accessible as possible, addressing the requirements of a wide range of physical, sensory and cognitive abilities and needs. Veitch and Arkkelin (1995) state that any number of behaviours can occur within any physical setting. Moreover, Bell et al (2005) declare that physical settings both facilitate and constrains or limits the behaviour that occurs in it. Veitch and Arkkelin (1995) added that attitude towards an environment will influence a persons behaviours such as littering and attachment to the place. With environmental psychology being such a diverse field with many different aspects, the interactions between the four phenomenons (privacy, crowding, territoriality and personal space) help to address problems associated with environmental psychology. Gifford (1997) also states that environmental psychology is aimed at making buildings more humane and improving our relationship with the natural environment. 3. Privacy Privacy is an important phenomenon that each individual wants to achieve on a daily basis. There are many laws that have been established regarding individuals privacy, such as the right to privacy. Thus allowing individuals to have their own level of privacy. The level of privacy is measured in relation to the other social processes of environmental psychology namely; personal space, territoriality and crowding (Gifford 1997; Veitch and Arkkelin 1995, Bonnes et al 1995). In addition, according to Harris et al (1995) and Altman (1975) people use complex combinations of verbal, paraverbal, nonverbal and spatial mechanisms to attain a desired level of contact and degree of privacy. Faulkner et al (1994) state that the level of privacy is physical (sleeping, dressing) and psychological (for development and renewal). According to Demirbas and Demirkan (2000), the definition of privacy varies for each individual due to the different personal characteristics, cultural backgrounds, sex, age, economical, educational and social backgrounds. Ding (2008) defines privacy as the personal control over interactions and/or communications with others. However, Gritzalis et al (2009) state that privacy can generally be defined as the right to be left alone, meaning that it represents a sphere where it is possible to remain separate from others, anonymous and unobserved. Therefore, it is evident that privacy refers to the manner in which individuals control or regulate other individuals access to themselves. However privacy does not necessary mean withdrawing from people (Pederson, 1999; Marshall, 1972), instead it involves controlling the amount and type of contact one has with others. Gifford (1997) further declares that it is not easy to assess privacy because of its complex nature; as it has been measured in terms of preference, behaviour, need and expectation of each individual. Bonnes et al (1995) also state that the major interest of empirical research has been to study and measure the more strictly motivational and evaluative aspects such as; needs, expectations and values that individuals variously associate with privacy. Harris et al (1995) state that the universal aspects of privacy regulations are suggested by the apparent relationship between privacy, place attachment and quality of life. Cassidy (1997) pointed out that not everyone will react in the same way with regard to privacy. According to Altman (1975) and Westin (1970) there are certain characteristics that influence privacy such as: Individuals need for privacy is a continuing dynamic of changing internal and external conditions External and internal conditions are affected by privacy achieved Individuals effort to control privacy may be unsuccessful at some times Privacy can take different forms as it has many dimensions. 3.1 Types of privacy Demirbas and Demirkan (2000) also state that there are four types of privacy namely; solitude, reserve, anonymity and intimacy. Solitude refers to being alone and unobserved by others, which is either a neutral or desirable condition. Reserve, in turn, means that individuals form barriers between themselves and their environments which regulate intrusion. Anonymity is a type of privacy that gives individuals a chance to move around in a public environment without other people recognising them. Intimacy refers to an individuals aspiration to encourage close personal relationships with only preferred individuals. Additionally, Pederson (1999) identifies two more types of privacy; intimacy with family (being alone with family) and intimacy with friends (being alone with friends). According to Harris et al (1995) social functions of privacy and privacy regulation are central to psychological well-being. Privacy regulation refers to selective control over access to the self or to ones group (Altman 1975). Thus, making it clear that regulation of the types of privacy, mentioned above, is a function of both personal and situational factors. Personal factors refer to the individuals need for privacy, personal attractiveness, interpersonal skills, personality variables and ability to utilise privacy control mechanisms (Pederson, 1999). Situational factors may be social or physical. Social factors are presence, willingness and personal characteristics of others who have the potential for social interaction. Physical factors entail aspects such as barriers, location, layout and distances (Pederson, 1999). 3.2 Benefits and functions of privacy The psychological benefits of privacy reflect the function of privacy. Privacy supports social interaction which, in turn, affects our competence to deal with our world, which affects our self-definition (Altman, 1975). Therefore, the benefits of privacy arise from achieving its functions. According to Margulis (2005) the benefits of privacy are: Privacy is a basis for the development of identity, Privacy protects personal autonomy, Privacy supports healthy functioning by providing needed opportunities to relax, to ones self, to emotionally vent, to escape from the stresses of daily life, to manage bodily and sexual functions and to cope with loss, shock, and sorrow. However Keenan (2005) identifies other categories that capture the kinds of benefits privacy holds for people: Natural and psychological benefits: privacy provides physical, psychological and spiritual benefits to individuals. Individuals have certain needs, such as security and connectedness, that they want to satisfy, but invasion of privacy destroys ones sense of connectedness; Creative benefits: many people see privacy as conductive to creativity. Individuals have the need to have their own rooms where they are away from other people and regulate their privacy; Protective benefits: this refers to physical invasion of individuals sense of being safe and secure such as, the protection of ones home from burglary; Social benefits: individuals have the ability to regulate their own invasion of privacy and allow people they know or do not know to invade that privacy on a social basis; Democratic benefits: privacy is self-determining – each individual has the right to be left alone. According to Veitch snd Arkkelin (1995) the functions of privacy are: the achievement of a self-identity and the management of interactions between oneself and the social environment. According to Margulis (2005), privacy is important because it provides us with experiences that support normal psychological functioning, stable interpersonal relationships, and personal development. 3.3 Achieving privacy in design Individuals have a definite desire to a certain level of privacy in their homes. Privacy, in an architectural manner, can be defined as; the ability of individuals and families to lead their own lives without either interfering – or being interfered by the lives of others (Goodchild 1997). According to Faulkner et al (1994) a home provides privacy from outsiders with walls that protect the individual from physical, visual and various degrees of acoustical intrusion. Furthermore, Goodchild (1997) identifies three types of privacy in designing a house, whether in the house or outside the house: Firstly, privacy means circumventing problems with neighbours. Problems could arise when the layout of the resident and the type of housing is not correct such as; the walls of the enclosed area of each persons house are not high enough, which influences privacy. Secondly, privacy means a sense of seclusion. It means freedom from overlooking and freedom form invasive noise. This could be achieved by using noise insulation techniques and higher walls to increase space between neighbours. Thirdly, privacy means freedom from disturbance from other people, either guests or members of the same family, within the home. The level of privacy inside the home is determined by the number of different rooms in relation to the family size. Faulkner et al (1994) also states that the floor plan sets the privacy levels at which the home functions such as; open floor plan or closed floor plan. 3.4 Mechanisms of privacy Four aspects of privacy regulation mechanisms have been identified through data by Westin (1970) and Kent (1993). Firstly, privacy controls provide standards of behaviour for individuals and groups. Secondly, privacy creates an option between isolation and interaction, and can create the perception of being by yourself. Thirdly, individuals, groups, and societies tend to enter the privacy of others; curiosity is an example of this aspects. Fourthly, as society moves form primeval to contemporary, the physical and psychological opportunities for privacy increase. According to Bonnes et al (1995) and Altman (1975) personal space and territorial behaviour are used by individuals primarily to regulate privacy and to maintain their openness/closedness towards others at optimal levels. Additionally, Harris et al (1996) suggest that when individuals are confronted with negative privacy experiences, they will use a variety of privacy regulation mechanisms including verbal and nonverbal behaviours, cognitive, environmental, temporal and cultural mechanisms. Altman (1975) further suggests that the effectiveness and ease of implementing privacy regulation mechanisms may vary considerably across individuals and across social, physical and temporal context. Consequently, by combining these mechanisms individuals can efficiently express their needed level of privacy to others in order to attain the optimal level of privacy. Altman (1975) developed a framework for understanding the mechanisms of privacy regulation. This framework can be used as a summary of all of the above mentioned aspects of privacy (see figure 2). This figure indicates that privacy is a central concept that links the different phenomenons of environmental psychology (personal space, territoriality and crowding) with privacy regulation mechanisms. 4. Territoriality The phenomenon territoriality is extremely widespread in the field of environmental psychology since it consists of many different definitions. According to Gifford (1997) there are different variables that influence territoriality such as; dominance, conflict, security, claim staking, arousal, vigilance, behaviour and cognition to place. Gifford (1997) also states that a formal definition for territoriality is: is a pattern of behaviour and attitudes held by an individual or group that is based on perceived, attempted, or actual control of a definable physical space, object or idea that may involve habitual occupation, defense, personalisation and marking of it. However territoriality, according to Veitch and Arkkelin (1995) can be defined as: behaviour by which an organism characteristically lays claim to an area and defend it against intrusion by members of his or her own species. According to Altman (1975) territories exist to meet both physical and social needs, while being temporarily or permanently owned, controlled, marked or personalised and potentially defended by occupants or owners. On the other hand, territoriality comprises a specific set of affective, cognitive and behavioural tendencies expressed towards the territory (Altman 1975). Faulkner et al (1994) agrees with Altman (1975), however sug Analysis of Theories in Environmental Psychology Analysis of Theories in Environmental Psychology 1. Place theory Place is used as a manner of examining the environment and breaking the environment down into conceptual components. It is difficult to examine space and environment as they are too general. To understand the concept of environmental psychology, one would firstly have to establish the meaning of place theory as peoples interaction with their physical environment is a principal in environmental psychology. The place theory has three aspects that are interlinked with each other (see figure 1). These three aspects are physical attributes, conceptions and human activities. According to Canter (1997) a place is a state of harmony created by the dialogue between human activities, conceptions and the physical attributes of the environment viewed from a historical perspective. However, Castello (2006) states that place is a unit where human experiences and physical form are fused together, creating a unitary context. The physical attributes of the place theory demonstrates the surroundings or environment in which a person finds himself, such as a bedroom, an office etc. A geographer, Edward Relph (1976), has a similar notion of place but replaced Canters (1997) aspect of conceptions with experiences. Thus, allowing more information to be gathered about the place as experiences are a result of an individuals history and everyday life. The types of human activities and the way in which it is carried out are contingent on factors such as knowledge, cultural background, values, as well as formal and informal controls (Ndubisi, 2002). As a result, the place theory suggests that places are viewed as holistic units of activities, physical form and meaning shaped by the goals and purposes of individuals. The place theory also works in concurrence with place identity and place attachment. Many researchers explore this dynamic relationship between people and place. Place identity and place attachment are concepts that demonstrate the significant relations between a person and place. Moreover, when individuals interact with their environment, they create bonds and links and their environment develops meaning. 1.1 Place identity There are many factors that shape human identity, and identity is (among other things) a product of the psychical environment (Hauge, 2007). Dixon and Durrheim (2000) state that a key moment in environmental psychologys critique of a disembodied notion of identity was the publication of Proshansky, Fabian, and Kaminoffs paper on place identity. Place identity, according to Proshansky (1987), can be defined as: a sub-structure of the self-identity of the person consisting of broadly conceived cognitions about the physical world in which individuals live. Pretty et al (2003) state that place identity is a cognitive structure which contributes to global self-categorisation and social identity processes. According to Knez (2005): Breakwell (1986, 1992, 1993), Twigger-Ross and Uzzell (1996), Twigger-Ross et al (2003), and Vignoles (2000) has suggested four processes related to place identity: place-related distinctiveness (e.g. I am a South African) place-referent continuity (e.g. I am living there because it reminds me of my past) place-related self-esteem (e.g. I am proud to live in this town) place-related self-efficacy (e.g. The town satisfies my needs and wants) Consequently, these processes encourage our self-esteem and identity as individuals. Hence the questions of who we are are often intimately related to questions of where we are (Dixon Durrheim 2000; Pretty et al 2003). The places people belong to does not just encourage their self-esteem but also their environmental preferences, and how they see themselves. Place identity could also lead to place attachment because when an individual identifies himself with the environment, individuals tend to feel attached to the same environment. 1.2 Place attachment Every single one of us has developed an unconscious bond towards some place over a period of time. It is suggested by Inalhan and Finch (2004) that the concept of place attachment is complex and multi-faceted, as place attachment has been studied by scholars from several disciplines such as; anthropology, architecture, family and consumer studies, folklore, gerontology, landscape architecture, psychology and urban planning. Place attachment can vary from place to place and can change easily depending on the degree of belonging of the person (Knez 2005). Thus, the degree of attachment a person has towards a place may determine the perceptions and satisfaction of the person in the specific place. Our attachment to a place grows with length of time living in a place and age, but mostly through positive interaction with a community. According to Milligan (1998) place attachment could be defined as: place attachment occurs when a particular interaction was accompanied by significant meaning However place attachment, according to Knez (2005), can be defined as: the affective positive bond between a person and a place; more specifically, a strong tendency of that person to maintain closeness to such a place. Many studies and researchers show that there is no single accepted definition of place attachment. The definition offered by Milligan (1998) serves a better purpose for this study. From this definition it is clear that place attachment is an emotional bond formed by an individual to a physical setting due to the meaning given to the location through processes of person-environment interactions (Casakin Kreitler, 2008). According to Halpenny (2005), one of the factors that could play a role in the formation of place attachment is satisfaction with a place. Moreover, if individuals are satisfied with their environments they tend to protect that place more and return to it. Payton (2003) and Warzecha et al (2000) state that place attachment has two main concepts that have been prevalent in literature: functional place attachment and emotional place attachment. Functional place attachment refers to the functionality or the ability of the resources to meet the needs or goals of individuals. Furthermore, functional place attachment is also closely linked to the kind of activities users pursue. This is because some activities are more complex and require specific aspects while other activities are more general. Shumaker and Taylor (1983) suggest that functional attachment is also referred to as place dependence. The concept is affected by two factors (Shumaker Taylor, 1983): The quality of place is determined by the individuals satisfaction and, The quality of the place depends on how it compares to other available places. Emotional place attachment refers to the emotional attributes of a person-place relationship and how place contributes to an individuals identity. Shumaker and Taylor (1983) declare that emotional attachment is also referred to as symbolic attachment. Moreover, emotional place attachment can be based on emotional ties to a specific place and is formed over a certain period through many encounters with the environment. According to Warzecha et al (2000), emotional place attachment may also be expressed as an identity with a symbolic meaning or idea. Place theory and all its aspects mentioned above form a fundamental starting point for any study in environmental psychology. 2. Introduction to Environmental psychology There are numerous people who do not know what environmental psychology is and what it consists of. Traditionally, environmental psychology has focused on the interrelationship between environments and human behaviour (De Young, 1999; Garling Golledge, 1993). According to Gifford (1997) individuals change the environment and their behaviour and experiences are changed by the environment. Furthermore, each individuals behaviour and experience is unique and differs from the person standing next to him/her in the same environment. These environments could be natural environments, social settings, built environments, learning environments and informational environments (Veith Arkkelin, 1995). Environmental psychology also consists of environmental psychological-processes in terms of a clear social-psychological perspective (Bonnes, 2003). These processes are individual processes such as perception, cognition and personality, and social processes such as territoriality, personal space, crowding and privacy. In addition, environmental psychology has continual elements that help to define this relatively unknown field. According to Garling and Golledge (1993), Kaplan and Kaplan (1982) these elements are: Attention Understanding an individuals behaviour begins with understanding how he/she notices and perceives the environment. This includes two types of stimuli: those that unwillingly, even distractingly, demand human notice, as well as those places, things or ideas to which humans must willingly, and with endeavour direct their awareness. Re-establishing and enhancing the individuals competence to willingly express his/her attention is a major factor in maintaining human effectiveness in an environment. Perception and cognitive maps How people perceive the natural and built environment has been an important aspect of environmental psychology. Information is memorised in the brain as spatial networks which is known a cognitive maps. This information links experiences with an individuals perception of current actions, ideas and emotions. It is through these spatial networks that individuals recognize and perceive the environment, plan and conduct these plans. Ideal environments – People have a tendency to look for places where they feel self-assured and competent, where they can familiarise themselves with the environment whilst also being engaged with it. Research has extended the concept of environmental psychology to embrace unity (a sense that things in the environment work together) and legibility (the assumption that an individual can walk around in an environment without being lost) as contributors to environmental understanding. To investigate an environment and to engage in it requires that the environment has complexity (that it has enough information and diversity to make it worth learning about) and mystery (the expectation of acquiring more information about an environment). Maintaining, re-establishing and developing an ideal environment enhances an individuals sense of well being and behavioural effectiveness in a person. Environmental stress and managing Research has recognized various behavioural and cognitive results including poor physical health, reduced selflessness and weaknesses, as well as paying no attention to the environment. Individuals can adjust their physical or social surroundings to create a more supportive environment (e.g. smaller scaled settings, territories, privacy, personal space) where they can supervise the course of information or stress inducing stimuli. Individuals can also seek to understand or make sense of circumstances as a way to resolve its stressful effects, often sharing these interpretations with other individuals as a part of their culture. Involvement – Environmental psychology is dedicated to improve an individuals participation in environmental design. It is focused not only on promoting an individuals understanding of environmental issues but on ensuring their early and actual participation in the design, adjustment and organisation of environments. Protective behaviour – Environmental psychology has also played a key role in conveying psychological awareness to abide by the matter of developing an ecologically protracting society. The field also investigates environmental attitudes, perceptions and principles as well as planned involvement techniques for promoting environmentally appropriate behaviour. These continual elements form an essential part in an individuals perception of their environment as well as what to expect in that environment. Gifford (1997) states that environmental psychology is also studied at three levels of analysis. The first level of analysis sorts and arranges each individuals occurrence of the environment according to perceptions, cognition and personality. The next level of analysis is the collective organisation of space, which consists of four aspects namely; personal space, territory, crowding and privacy. The last level of analysis is the physical settings in which individuals find themselves every day. 2.1 Level of analysis 2.1.1 Perceptions, cognition and personality As previously mentioned, individuals form certain perceptions of their environment and surroundings. According to Veith and Arkkelin (1995), perception is one of the most basic and fundamental psychological processes in which humans engage. In addition Veitch and Arkkelin (1995) also state that perceptions are highly cognitive, which means that all environments carry a set of meanings acquired through their specific attributes. Consequently, these meanings are established from the environment by the perceiver with reference to his or her personal beliefs, values and attitudes. Furthermore, Bechtel et al (2002) point out that the forming of perceptions of a physical setting is associated with a molecular approach to the spatial-physical environment. This means that it places specific attention on the discrete sensory-perceptual features of the environment. According to Bell et al (2005) the term sensory-perceptions has been applied to relatively straightforward activity of human senso ry systems in reacting to a simple stimuli and forming a perception of the particular environment. According to Bonnes et al (1995) the term environmental perception is also often used interchangeably with environmental image, mental map and cognitive map. However, according to Bell et al (2005) cognitive maps refer to a mental framework that holds some representation for the spatial arrangement of the physical environment. Furthermore, Salmi (2002) states that wayfinding and cognitive mapping are inseparable, and most humans carry many cognitive maps in their heads. Therefore, cognitive maps assist individuals with another aspect of environmental psychology namely; wayfinding. Wayfinding according to Prestopnik and Roskos-Ewoldsen (2000) can be defined as the ability to navigate successfully through the environment. However, wayfinding according to Passini (1984) can be defined as the ability to identify ones location and arrive at destinations in the environment, both cognitively and behaviourally. Prestopnik and Roskos-Ewoldsen (2000) suggests that wayfinding can not be predicted in humans as different factors; internal and external, come into play. Internal factors include aspects of each individual, such as, gender, familiarity with the environment and the types of strategies the person uses to navigate through the environment (HÃ ¶lscher et al 2006 and Spiers Maguire 2008). External factors include aspects of the physical setting, such as, the density of the built environment, the availability of meaningful landmarks, and the pattern of the streets and intersections as well as staffed information booths (Salmi 2002). HÃ ¶lscher et al (2006; 2009) identified three wayfinding strategies that are used to support route choice decisions in three dimensional multi-level buildings. Firstly, the central point strategy as sticking oneself, as much as possible, to main hallways and main places in the building, especially if the individual is unfamiliar with the building. Secondly, the direction strategy of deciding on routes that leads towards the horizontal position of the goal as directly as possible, irrespective of changes in different levels. Thirdly, the hierarchically organised navigation plan strategy. This strategy is based on cognitively sectioning the building into areas which guide navigation decisions. However, Spiers and Maguire (2008) identified their own wayfinding strategies that assist individuals with their wayfinding experience. Least-angle strategy suggests that paths are chosen that minimise deviation from the angle pointing directly to the goal. Fine-to-coarse strategy proposes that routes are planned in fine detail in the currently occupied region, but only coarsely when planning navigation between regions. Least-decision-load strategy implies that individuals will often choose the path with the least number of possible decision points. As stated above, environmental psychology and the physical environment are influenced through wayfinding in a building, cognitive maps as well as perceptions of the environment. Another aspect that influences environmental psychology is personality of an individual. Gifford (1997) pointed out that there are five reasons why personality is an important part in environmental psychology. These five reasons are: Personality is strongly linked to the physical environment; Information of a persons personality helps us to comprehend and foretell environmentally relevant behaviour; Individuals have dispositions that are particularly related to person-environment transactions; Personal dispositions are an essential aspect to one of environmental psychologys most important concepts – environmental compatibility; The notion of personality can be applied to places instead of people. Bonnes et al (1995) agree with Gifford (1997) on the third reason. They suggest that personality and the environment are related to the disposition of individuals. 2.1.2 Collective organisation of space Spatial organisation or organisation of space is considered the first major component in wayfinding design because it not only defines the wayfinding problems of future users, but also affects the ease or difficulty users will experience in comprehending and cognitively mapping the setting (Passini, 1984). According to Prestopnik and Roskos-Ewoldsen (2000) spatial orientation tasks are influenced by the familiarity of the environment. Furthermore, Iachini et al (2009) state that unfamiliar participants learn the environment through a map, whereas familiar participants rely on their long term experiences with the environment. According to Salmi (2002) there are key points to look out for in organisation of space. These points include: Architectural features in the building define different areas such as hallways, staircases etc. which assist the user with orientation in the building and increase the cognitive experience; Make sure that large-scale buildings have destination zones, such as an atrium, since it would assist the user to retrace his/her own path; Establish spatial overview opportunities so that a visitor can visualise a buildings design from different vantage points as it helps individuals to build a improved cognitive map; Consider the design of the building as a whole, the layout should not be confusing or allow visitors to get lost easily. 2.1.3 Physical settings According to Salmi (2002) physical settings must accommodate an increasingly, diverse population as it is critical that the setting be designed to be as inclusive and universally accessible as possible, addressing the requirements of a wide range of physical, sensory and cognitive abilities and needs. Veitch and Arkkelin (1995) state that any number of behaviours can occur within any physical setting. Moreover, Bell et al (2005) declare that physical settings both facilitate and constrains or limits the behaviour that occurs in it. Veitch and Arkkelin (1995) added that attitude towards an environment will influence a persons behaviours such as littering and attachment to the place. With environmental psychology being such a diverse field with many different aspects, the interactions between the four phenomenons (privacy, crowding, territoriality and personal space) help to address problems associated with environmental psychology. Gifford (1997) also states that environmental psychology is aimed at making buildings more humane and improving our relationship with the natural environment. 3. Privacy Privacy is an important phenomenon that each individual wants to achieve on a daily basis. There are many laws that have been established regarding individuals privacy, such as the right to privacy. Thus allowing individuals to have their own level of privacy. The level of privacy is measured in relation to the other social processes of environmental psychology namely; personal space, territoriality and crowding (Gifford 1997; Veitch and Arkkelin 1995, Bonnes et al 1995). In addition, according to Harris et al (1995) and Altman (1975) people use complex combinations of verbal, paraverbal, nonverbal and spatial mechanisms to attain a desired level of contact and degree of privacy. Faulkner et al (1994) state that the level of privacy is physical (sleeping, dressing) and psychological (for development and renewal). According to Demirbas and Demirkan (2000), the definition of privacy varies for each individual due to the different personal characteristics, cultural backgrounds, sex, age, economical, educational and social backgrounds. Ding (2008) defines privacy as the personal control over interactions and/or communications with others. However, Gritzalis et al (2009) state that privacy can generally be defined as the right to be left alone, meaning that it represents a sphere where it is possible to remain separate from others, anonymous and unobserved. Therefore, it is evident that privacy refers to the manner in which individuals control or regulate other individuals access to themselves. However privacy does not necessary mean withdrawing from people (Pederson, 1999; Marshall, 1972), instead it involves controlling the amount and type of contact one has with others. Gifford (1997) further declares that it is not easy to assess privacy because of its complex nature; as it has been measured in terms of preference, behaviour, need and expectation of each individual. Bonnes et al (1995) also state that the major interest of empirical research has been to study and measure the more strictly motivational and evaluative aspects such as; needs, expectations and values that individuals variously associate with privacy. Harris et al (1995) state that the universal aspects of privacy regulations are suggested by the apparent relationship between privacy, place attachment and quality of life. Cassidy (1997) pointed out that not everyone will react in the same way with regard to privacy. According to Altman (1975) and Westin (1970) there are certain characteristics that influence privacy such as: Individuals need for privacy is a continuing dynamic of changing internal and external conditions External and internal conditions are affected by privacy achieved Individuals effort to control privacy may be unsuccessful at some times Privacy can take different forms as it has many dimensions. 3.1 Types of privacy Demirbas and Demirkan (2000) also state that there are four types of privacy namely; solitude, reserve, anonymity and intimacy. Solitude refers to being alone and unobserved by others, which is either a neutral or desirable condition. Reserve, in turn, means that individuals form barriers between themselves and their environments which regulate intrusion. Anonymity is a type of privacy that gives individuals a chance to move around in a public environment without other people recognising them. Intimacy refers to an individuals aspiration to encourage close personal relationships with only preferred individuals. Additionally, Pederson (1999) identifies two more types of privacy; intimacy with family (being alone with family) and intimacy with friends (being alone with friends). According to Harris et al (1995) social functions of privacy and privacy regulation are central to psychological well-being. Privacy regulation refers to selective control over access to the self or to ones group (Altman 1975). Thus, making it clear that regulation of the types of privacy, mentioned above, is a function of both personal and situational factors. Personal factors refer to the individuals need for privacy, personal attractiveness, interpersonal skills, personality variables and ability to utilise privacy control mechanisms (Pederson, 1999). Situational factors may be social or physical. Social factors are presence, willingness and personal characteristics of others who have the potential for social interaction. Physical factors entail aspects such as barriers, location, layout and distances (Pederson, 1999). 3.2 Benefits and functions of privacy The psychological benefits of privacy reflect the function of privacy. Privacy supports social interaction which, in turn, affects our competence to deal with our world, which affects our self-definition (Altman, 1975). Therefore, the benefits of privacy arise from achieving its functions. According to Margulis (2005) the benefits of privacy are: Privacy is a basis for the development of identity, Privacy protects personal autonomy, Privacy supports healthy functioning by providing needed opportunities to relax, to ones self, to emotionally vent, to escape from the stresses of daily life, to manage bodily and sexual functions and to cope with loss, shock, and sorrow. However Keenan (2005) identifies other categories that capture the kinds of benefits privacy holds for people: Natural and psychological benefits: privacy provides physical, psychological and spiritual benefits to individuals. Individuals have certain needs, such as security and connectedness, that they want to satisfy, but invasion of privacy destroys ones sense of connectedness; Creative benefits: many people see privacy as conductive to creativity. Individuals have the need to have their own rooms where they are away from other people and regulate their privacy; Protective benefits: this refers to physical invasion of individuals sense of being safe and secure such as, the protection of ones home from burglary; Social benefits: individuals have the ability to regulate their own invasion of privacy and allow people they know or do not know to invade that privacy on a social basis; Democratic benefits: privacy is self-determining – each individual has the right to be left alone. According to Veitch snd Arkkelin (1995) the functions of privacy are: the achievement of a self-identity and the management of interactions between oneself and the social environment. According to Margulis (2005), privacy is important because it provides us with experiences that support normal psychological functioning, stable interpersonal relationships, and personal development. 3.3 Achieving privacy in design Individuals have a definite desire to a certain level of privacy in their homes. Privacy, in an architectural manner, can be defined as; the ability of individuals and families to lead their own lives without either interfering – or being interfered by the lives of others (Goodchild 1997). According to Faulkner et al (1994) a home provides privacy from outsiders with walls that protect the individual from physical, visual and various degrees of acoustical intrusion. Furthermore, Goodchild (1997) identifies three types of privacy in designing a house, whether in the house or outside the house: Firstly, privacy means circumventing problems with neighbours. Problems could arise when the layout of the resident and the type of housing is not correct such as; the walls of the enclosed area of each persons house are not high enough, which influences privacy. Secondly, privacy means a sense of seclusion. It means freedom from overlooking and freedom form invasive noise. This could be achieved by using noise insulation techniques and higher walls to increase space between neighbours. Thirdly, privacy means freedom from disturbance from other people, either guests or members of the same family, within the home. The level of privacy inside the home is determined by the number of different rooms in relation to the family size. Faulkner et al (1994) also states that the floor plan sets the privacy levels at which the home functions such as; open floor plan or closed floor plan. 3.4 Mechanisms of privacy Four aspects of privacy regulation mechanisms have been identified through data by Westin (1970) and Kent (1993). Firstly, privacy controls provide standards of behaviour for individuals and groups. Secondly, privacy creates an option between isolation and interaction, and can create the perception of being by yourself. Thirdly, individuals, groups, and societies tend to enter the privacy of others; curiosity is an example of this aspects. Fourthly, as society moves form primeval to contemporary, the physical and psychological opportunities for privacy increase. According to Bonnes et al (1995) and Altman (1975) personal space and territorial behaviour are used by individuals primarily to regulate privacy and to maintain their openness/closedness towards others at optimal levels. Additionally, Harris et al (1996) suggest that when individuals are confronted with negative privacy experiences, they will use a variety of privacy regulation mechanisms including verbal and nonverbal behaviours, cognitive, environmental, temporal and cultural mechanisms. Altman (1975) further suggests that the effectiveness and ease of implementing privacy regulation mechanisms may vary considerably across individuals and across social, physical and temporal context. Consequently, by combining these mechanisms individuals can efficiently express their needed level of privacy to others in order to attain the optimal level of privacy. Altman (1975) developed a framework for understanding the mechanisms of privacy regulation. This framework can be used as a summary of all of the above mentioned aspects of privacy (see figure 2). This figure indicates that privacy is a central concept that links the different phenomenons of environmental psychology (personal space, territoriality and crowding) with privacy regulation mechanisms. 4. Territoriality The phenomenon territoriality is extremely widespread in the field of environmental psychology since it consists of many different definitions. According to Gifford (1997) there are different variables that influence territoriality such as; dominance, conflict, security, claim staking, arousal, vigilance, behaviour and cognition to place. Gifford (1997) also states that a formal definition for territoriality is: is a pattern of behaviour and attitudes held by an individual or group that is based on perceived, attempted, or actual control of a definable physical space, object or idea that may involve habitual occupation, defense, personalisation and marking of it. However territoriality, according to Veitch and Arkkelin (1995) can be defined as: behaviour by which an organism characteristically lays claim to an area and defend it against intrusion by members of his or her own species. According to Altman (1975) territories exist to meet both physical and social needs, while being temporarily or permanently owned, controlled, marked or personalised and potentially defended by occupants or owners. On the other hand, territoriality comprises a specific set of affective, cognitive and behavioural tendencies expressed towards the territory (Altman 1975). Faulkner et al (1994) agrees with Altman (1975), however sug