Biography of Mata Hari, Infamous World War I Spy

Mata Hari (August 7, 1876–October 15, 1917) was a Dutch exotic dancer and courtesan who was arrested by the French and executed for espionage during World War I. After her death, her stage name Mata Hari became synonymous with spying and espionage. Fast Facts: Mata Hari Known For: Working as a  spy  for  Germany  during  World War IAlso Known As: Margaretha Geertruida Zelle; Lady MacLeodBorn: August 7, 1876 in Leeuwarden,  The NetherlandsParents: Adam Zelle, Antje van der MeulenDied: October 15, 1917 in Paris,  FranceSpouse: Rudolf John MacLeod (m.  1895—1906)Children: Norman-John MacLeod, Louise Jeanne MacLeodNotable Quote: Death is nothing, nor life either, for that matter. To die, to sleep, to pass into nothingness, what does it matter? Everything is an illusion. Early Life Mata Hari was born Margaretha Geertruida Zelle in Leeuwarden, Netherlands, on August 7, 1876, as the first of four children. Zelles father was a hat maker by trade, but having invested well in oil, he had enough money to spoil his only daughter. At only 6 years old, Zelle became the talk of the town when she traveled in a goat-drawn carriage that her father had given her. In school, Zelle was known to be flamboyant, often appearing in new, flashy dresses. However, Zelles world changed drastically when her family went bankrupt in 1889 and her mother died two years later. Family Breakup After her mothers death, the Zelle family was split up and Zelle, now 15, was sent to Sneek to live with her godfather, Mr. Visser. Visser decided to send Zelle to a school that trained kindergarten teachers so that shed have a career. At the school, the headmaster Wybrandus Haanstra became enchanted by Zelle and pursued her. When a scandal broke out, Zelle was asked to leave the school, so she went to live with her uncle, Mr. Taconis, in The Hague. Marriage  and Divorce In March 1895, while still staying with her uncle, 18-year-old Zelle became engaged to Rudolph John MacLeod after answering a personal ad in the newspaper. (The ad had been placed as a joke by MacLeods friend.) MacLeod was a 38-year-old officer on home leave from the Dutch East Indies, where he had been stationed for 16 years. On July 11, 1895, the two were married. They spent much of their married life living in the tropics of Indonesia where money was tight, isolation was difficult, and Johns rudeness and Zelles youth caused serious friction in their marriage. Zelle and John had two children together, Norman-John MacLeod and Louise Jeanne MacLeod. Both children became quite ill in June 1899. Norman-John died at age 2, but Louise Jeanne survived and lived until 1919. Zelle and John suspected the children may have been poisoned by a disgruntled servant. In 1902, the couple moved back to The Netherlands and soon separated. Their divorce became final in 1906. Off to Paris Zelle decided to go to Paris for a new start. Without a husband, career, and money, Zelle used her experiences in Indonesia to create a new persona, one who donned jewels, smelled of perfume, spoke occasionally in Malay, danced seductively, and often wore very few clothes. She made her dancing debut in a salon and instantaneously became a success. When reporters and others interviewed her, Zelle continually added to the mystique that surrounded her by spinning fantastic, fictionalized stories about her background, including being a Javanese princess and daughter of a baron. To sound more exotic, she took the stage name Mata Hari, Malayan for eye of the day (the sun). Famous Dancer and Courtesan Zelle became famous. All things oriental were in fashion in Paris, and Zelles exotic looks added to her mystique. Zelle danced at both private salons and later at large theaters. She danced at ballets and operas. She was invited to large parties and traveled extensively. She also took a number of lovers (often military men from various countries) who were willing to provide her financial support in exchange for her company. Espionage, Capture, and Execution Zelle was no longer a sleek dancer when in 1916 she started to spy for France during World War I. She was actually 40 years old at the time, and her time as a dancer was long behind her. She fell in love with a Russian captain, Vladimir de Masloff, who was sent to the front and became injured. Zelle wanted to support him financially, so she accepted an offer to spy for France in mid-1916. France thought her courtesan contacts would be of use to its intelligence operation. She began to meet with German contacts. She provided the French with little useful information and may have begun to work for Germany as a double agent. The French eventually intercepted a German cable that named a spy code-named H-21, clearly a code name for Mata Hari. The French became convinced that she was a spy and arrested her on Feb. 13, 1917. She was accused of spying for Germany, causing the deaths of at least 50,000 soldiers, and was put on trial in July 1917. After a short trial conducted in private in front of a military court, she was found guilty of spying for Germany and sentenced to death by firing squad. The French executed Zelle on Oct. 15, 1917. She was 41 years old. Legacy During World War I, Zelles frequent traveling across international borders and her varied companions caused several countries to wonder if she was a spy or even a double-agent. Many people who met her say that she was sociable but just not smart enough to pull off such a feat. The notion that Zelle was an exotic dancer who used her powers of seduction to extract military secrets was false. She was years past her prime as a dancer by the time she agreed to serve as a spy for France—and possibly for Germany. Zelle maintained her innocence up until the time of her death. Sources Shipman, Pat. â€Å"Why Mata Hari Wasnt a Cunning Spy After All.†Ã‚  The History Behind the Killing of Mata Hari, 14 Oct. 2017. NationalGeographic.com.â€Å"Mata Hari.†Ã‚  Biography.com, AE Networks Television, 19 Apr. 2019.The Execution of Mata Hari, 1917. Eyewitnesstohistory.com.

Narrative Essay On Area Technical School - 1005 Words

The shaking of the bus nauseated me and only added an effect to the bundle of nerves in my stomach. Why did I surmise that this would be a decent idea? As the bus pulls to a stop my nerves start to affect my coordination. I awkwardly step off the bus and take a few moments to breath before I actually have a look at the building. â€Å"Area Technical School... huh.† I mumble under my breath, staring wide-eyed at the building. Not knowing what else to do, I slowly look around at the other bustling students entering the building, I follow. Passing through the front doors I start to fidget, not knowing anything except that the class officially starts today. Heading towards the office near the front door I didn’t realize how wrong I was. After†¦show more content†¦How I first portray myself to my new professor - Mr. Berkel - is shoddy and atrocious. He stands at sturdy 6 feet and 7 inches tall, he towers over me, I can’t help but to stumble over my words, te nse up with anxiety and look like an utter fool. After I’m done embarrassing myself, Mr. Berkel begins with proper introductions as we talk about the programs expectations and assignments ahead. As we go all through the basics, he mentions to me that the course had officially started last week and that I’ll need to buy my uniform soon. I stand there horrified that I’ve already missed a week also that I’m already behind my fellow classmates, who, now that I glance at are fitted in crisp white shirts, the puffy chef’s hat, plus the black and white striped pants. I feel the sting of red spread over my face in complete embarrassment. Eventually, after settling everything, it’s time for demonstrations. Mr. Berkel starts off by explaining the knife techniques and how to set a plate properly. He mentions that the class will be using a form of preparation called, mise en place. 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Parents Influenced on Their Children Free Essays

string(132) " source of evidence would be longitudinal studies, that is, studies that examine the same individuals across a long period of time\." influenced of parents to their children Parental Influences on Personality: A Comparison of Trait and Phenomenological Theories Stu Dent SS# 123-45-6789 Psych 210: Theories of Personality Dr. Cervone — Fall, 2001 Parental Influences on Personality: A Comparison of Trait and Phenomenological Theories A seemingly obvious fact about human nature is that our personality is influenced by our parents. Intuitively, it seems as if the way our parents raise us exerts an enduring influence on the nature of our personality. We will write a custom essay sample on Parents Influenced on Their Children or any similar topic only for you Order Now By teaching certain types of behavior and by punishing actions of which they disapprove, parents may significantly influence the behavioral and emotional styles of their children. This intuition, however, contrasts with a second one. Common knowledge tells us that siblings often differ greatly from one another. One brother may be outgoing, the other shy. One sister may be conservative, the other liberal. Since siblings have the same parents, and parents tend to treat their children similarly, such examples seem to suggest that parents’ style of child rearing might make little difference to the personality of their children. The question of parental influences on personality, then, is an interesting puzzle for scientific theory and research in personality psychology. Theories of personality have taken different viewpoints on the question of parental influences on personality. This paper addresses two theories that present contrasting views. These are the trait and phenomenological theories of personality. In the trait theories, the basic variables of the theory are people’s traits, that is, their â€Å"broad predispositions . . . to respond in particular ways† (Pervin John, 2001, p. 26). Most trait theories try to identify a common set of traits that can be used to describe the personality of any individual. These â€Å"nomothetic† trait theories rely on the statistical procedure of factor analysis to identify dimensions that can be used summarize individual differences in personality traits. Researchers using this technique commonly identify a set of five trait dimensions. These Bi g Five personality traits include extroversion, neuroticism, conscientiousness, agreeableness, and openness to experience (Pervin John, 2001). Once one identifies a set of basic traits in this manner, a primary question is to identify where the traits come from. Why do some people have more or less of a given trait than others? Almost all trait theorists have sought biological explanations for variations in traits. People are seen to inherit a given level of a trait in the same way that they might inherit hair color or height. This viewpoint is consistent with findings on genetics and personality, which indicate that identical twins’ personalities are far more similar than would be expected by chance (Pervin John, 2001). The trait theories, then, have an interesting implication for the question of parental influences on personality. If personality is defined in terms of personality traits, and if traits are thought to be inherited, then parental styles of child rearing would appear to have little influence on children’s personality. The only influence parents would have on their children’s personality is a biological one. They pass their genes on to their children. According to the trait theories, parents interpersonal interactions with their children would exert little effect on the child’s personality development. A very different view is put forth by proponents of phenomenological theories of personality. The primary focus of the phenomenological theories is the individual’s subjective experience of their world, that is, their phenomenological experience (Pervin John, 2001). In particular, people’s subjective experience of themselves, or their self-concept, is seen as the core of individuals’ personalities. Among the most prominent of the phenomenological theories of personality is the self theory of Carl Rogers (Pervin John, 2001). Rogers contended that people’s psychological experiences are not determined by objective events in the world, but by their subjective interpretations of these events. These interpretations, in turn, are heavily influenced by a person’s self concept. Specifically, people may experience psychological distress when they cannot integrate their daily experiences with their sense of who they really are, as might be manifested by a person’s saying that â€Å"I just haven’t been acting like myself lately. † Alternatively, a person might feel guilty or depressed if their ctions do not meet their â€Å"ideal self,† that is, the person’s subjective sense of what they ideally should be like; in such circumstances, a person might report that â€Å"I’m disappointed with myself. † People’s self-views, then, are a primary determinant of their overall experiences. With regard to the question of parental influences, Rogers’ p henomenological theory has a very different implication than that deriving from trait theory. According to Rogers, self concept, like other aspects of phenomenological experience, is not inherited but instead develops gradually as people interact with the world and the other people around them. Rogers suggests that people develop a positive self-concept if they experience â€Å"unconditional positive regard,† that is, if people consistently respect and accept them for who they really are. People who experience unconditional positive regard, then, should have a positive view of self that enables them to approach daily activities in an open-minded, psychologically flexible and creative manner. In contrast, less positive personality development occurs if people experience â€Å"conditions of worth,† that is, if other people establish criteria, or conditions, for what is valued behavior. Such individuals may experience a more negative view of self that leads them to approach life activities in a more cautious, tentative, self-critical, and unconfident style. Since parents are generally the major source of influence in the early years of child development, the extent to which parents display unconditional positive regard to their children, as opposed to imposing conditions of worth, should influence long-term personality development. A primary question, then, is how one might be able to test these theories one against the other. Since personality theorists are attempting to development conceptions of human nature that can be evaluated by objective empirical evidence, it should be possible to marshal scientific evidence that bears on the relative merits of the two theories. For the question of parental influences on personality, one key source of evidence would be longitudinal studies, that is, studies that examine the same individuals across a long period of time. You read "Parents Influenced on Their Children" in category "Essay examples" Ideally, such work would measure aspects of child rearing early in life and determine whether they predict personality characteristics as measured later in life. Such a study has been conducted by Harrington, Block, Block (1987). They studied a large group of people at two points in time: early childhood and adolescence. During early childhood, the researchers obtained measures of the degree to which each child’s parents exhibited a â€Å"Rogerian† style of child rearing, that is, a style in which few conditions of worth were imposed on children and, instead, children were accepted for who they are and were allowed to explore the world freely. There were two such measures. One was a self-report of parents’ child-rearing styles, and the other was an observational measure in which researchers observed parents interacting with their children and coded whether the parents acted in a prototypic Rogerian manner. They two measures were combined into an overall index of Rogerian child rearing. In adolescence, the researchers obtained a measure of creativity. Teachers were asked to rate the degree to which the research participants, who were their students, approached tasks in an open-minded, creative manner. Since the researchers had measures on the same individuals at two points in time, they were able to determine the degree to which the childhood measure of parenting style predicted the adolescent measure of creativity. The finding strongly supported Rogers’ theory of personality development (Harrington et al. , 1987). Just as Rogers would have predicted, children whose parents treated them in a Rogerian style turned out to be adolescents who were judged as being more creative. Child rearing style was a statistically significant predictor of creativity. Importantly, this was true even when the researchers controlled for a measure of intelligence that also was obtained during childhood. It is not merely the case that intelligent children were treated in a Rogerian style and also were creative. Instead, even controlling for intelligence, parental child rearing predicted creativity. In evaluating the two theories, the results clearly support Rogers’ phenomenological perspective, as noted above. Children’s experiences of alternative parenting styles seem to have influenced a significant aspect of their personality and to have done to in exactly the manner Rogers would have anticipated. In contrast, the results conflict with the trait theory position that personality characteristics are largely inherited and that aspects of the environment that are shared by multiple siblings, such as parental child rearing style, exert little influence on personality characteristics later in life. Since the work of Harrington et al. (1987) was conducted a number of years ago, one might ask how trait theorists, in light of these results, could maintain their view that parental styles of child rearing exert little influence on personality. The results would seem to provide objective evidence against their theories. One possibility is that trait theories are focusing only on specific, narrow aspects of human personality, and that parental child rearing styles exert an influence on other aspects of personality that trait theorists have overlooked. Recall that, as described above, the core variables of trait theory are people’s average tendencies to exhibit general styles of emotion or behavior. It is noteworthy that none of these personality trait variables addresses people’s self-concept. Although trait theorists surely do recognize that people have self-concepts, they seem to have eliminated the notion of self-concept from the core of personality. Self-concept is not a â€Å"personality structure† in their view. This seems hard to defend, since people’s views of themselves are such a central feature of psychological experience. By focusing on overt styles of behavior, rather than the inner psychological life of the individual, including his or her views of self, trait theories may be missing an important aspect of human nature. The development of a stable conception of oneself and one’s personal qualities is a critical feature of personality, and it may be one that is shaped to a large degree by interactions between children and their parents. References Harrington, D. , Block, J. H. Block. J. (1987). Testing aspects of Carl Rogers’ theory of creative environments: Child-rearing antecedents of creative potential in young adolescents. Journal of Personality and Social Psychology, 52, 851-856. Pervin, L. A. , John, O. P. (2001). Personality: Theory and research (8th ed. ). New York: John Wiley Sons . Notes (Your paper would not have these notes; these notes merely are intended for members of the class. They correspond to the circled numbers in the margins of the text. ) 1. This was a rare instance in which I wanted to quote directly from another source, in order to get the precisely correct definition on the term. To indicate that the material is taken directly from the textbook, I put the passage in quotation marks and included the page number in the book that contains the original material (p. 226). Note that you have to take these two steps even if you take only a few words from the other source. Even though it was only 7 words, Pervin and John wrote those words, not me, so they have to be in quotes. Otherwise, the material would be plagiarized. Any material that comes from another source and that appears in your paper has to be in quotation marks, and you must include the page number on the book or journal that contains the original material. In general, you should have very few passages of directly quoted material. The words in your paper should be yours, not somebody else’s. 2. This paragraph is a useful one for this paper assignment. Perhaps the most difficult part of the assignment is to figure out how specific, concrete research findings relate to the general, abstract ideas of the personality theories. You should make clear to the reader how the study that you review relates to the two theories. 3. When writing the paper, you should provide some information about the type of study your are reviewing, as in this paragraph, and then should review the results. How to cite Parents Influenced on Their Children, Essay examples

CPD For Pathology Laboratory Technicians †MyAssignmenthelp.com

Question: Discuss about the CPD For Pathology Laboratory Technicians. Answer: Pathology testing can be regarded as one of the key medical service, which helps the doctors to chalk out the perfect plans for the patients. Continuation of professional development (CPD) is important for the pathology laboratory technicians as it helps them to be competent with all the modern aspects of histopathology techniques and helps them to be proficient with the progress of medical science. The technicians have to participate in many of the CPD programs to be able to keep up with all the recent trends of laboratory research and practice. This essay will discuss about the activities that can be helpful for the laboratory technicians for their CPD. This essay will also discuss about the recognition and auditing process of CPD. According to the rules, to maintain the professional standards of practice, all fellows and technicians have to undergo the CPD training procedure mandatorily. According to the AMC standard 9.1, all the participates of the CPD program needs to select those activities which are relevant to their learning needs and field of practice (1). Apart from these activities, they also have to participate in some general programs such as occupational health and safety, management, research and communication. The CPD programs in which the laboratory fellows needs to attend minimum 500 hours of professional development activities and education for a cycle of 5 years (2). The criteria also include a clause, which states that one also have to complete 200 hours of the CPD program in a year. There are mainly three types of activities of CPD- Personal activities- To participate in this, a fellow must do a poster presentation or a literature review based on any journal article. The participant also has to make a project or a learning plan based on the identification of any learning need. The learning plan would act like a road map, which would help the participant to achieve that exact learning objective in life (3). Group activities- The group activities involves attending various conferences, workshops or seminar, participation on various group discussion and also involving with various committees such as occupational health and safety committee or risk management committee. Quality activities- It includes the quality assurance activities along with professional and governance activities. These are for improving the pathology practice standard and are the patient outcome. A participant should have to keep records of all the activities he or she attended to improve their CPD. Every professional should keep some minimum data on their records, which includes the date on which he or she performed the activity, the topic name and the description of that activity, the category of the activity and the number of hours taken for doing the activity (4). As all the participants who are undergoing the CPD program is working with the laboratory, proper documentation of their CPD would also enhance the record of the fellow laboratory. In Australia, keeping an everyday journal for CPD is mandatory for every pathological laboratory technicians who is under a CPD scheme. The Board of Education selects one of the three categories of activities each year for audit. The board also randomly chooses the participants for this purpose. The participants taking part in one year of audit gets a grace of five years for participation. However, they again have to be subjected to audit in coming years (5). The participants have to submit their reflective journal entries, attendance statements, invitation letters of the seminars, reports of the projects, abstracts of the reviews, posters, and flyers for the audit. The participants have to ensure that these documents do not disclose any confidential data. NATA or National Association of Tasting Authority is the governmental accreditation body of Australia who inspects and gives accreditation to the laboratories and certify the reference materials throughout Australia. To work in the laboratory accredited by NATA, a laboratory professional have to be competent and have to increase their CPD. Sometimes the labs participates in these technical assessments by NATA have recognition under various CPD schemes (6). To work under NATA, the participants must have professional expertise; knowledge of the NATA recognized activities, analytical approach, communication skills, experience and commitment. In medicine, the advancement of pathology is unstoppable with new molecular and immunological techniques. The technicians working in a pathology laboratory will also have to be advanced and known with the new knowledge and technologies. Their participation in a CPD course is needed for their own development. For participating, they have to properly document their activities, participate in audit and have to be recognized by NATA. These steps would help them to keep pace with the quick advancement of medical technology. Reference: org.au, 2017 [cited 13 October 2017]. Available from: https://www.amc.org.au/files/b637b4920ce666e8687cd8a4a396e7d5bf5fcff1_original.pdf Katsikitis M, McAllister M, Sharman R, Raith L, Faithfull-Byrne A, Priaulx R. Continuing professional development in nursing in Australia: Current awareness, practice and future directions. Contemporary nurse. 2013 Aug 1;45(1):33-45. Lammintakanen J, Kivinen T. Continuing professional development in nursing: does age matter?. Journal of workplace learning. 2012 Jan 6;24(1):34-47. Ross K, Barr J, Stevens J. Mandatory continuing professional development requirements: what does this mean for Australian nurses. BMC nursing. 2013 Mar 27;12(1):9. Adeniran RK, Smith-Glasgow ME, Bhattacharya A, Yu XU. Career advancement and professional development in nursing. Nursing outlook. 2013 Dec 31;61(6):437-46. Phillips JL, Piza M, Ingham J. Continuing professional development programmes for rural nurses involved in palliative care delivery: an integrative review. Nurse education today. 2012 May 31;32(4):385-92.