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 H

Politics and Culture

CT
C H A P T E R CN

of the Nation-State 30
CST
1851–1871
Byzantium: A Christian Empire CO-TOC
under Siege 985
• War on the Frontiers, c. 570–750 CO-TOC-i1
• Crom an Urban to a Rural Way of Life
• New Military and Cultural Forms
CO-TXT rotestants in bohemia furiously protested the Austrian em-

P
• Religion, Politics, and Iconoclasm
peror's attempts to curtail their hard-won religious freedoms.
Islam: A New Religion
Protestants wanted to build new churches; the Catholic emperor and a New Empire 999
wanted to stop them. Tensions boiled over when two Catholic deputy- • The Desert and the Cities
• The Prophet Muhammad and the Faith
governors tried to dissolve the meetings of Czech Protestants. On May of Islam
23, a crowd of angry Protestants surged up the stairs of the royal castle • Growth of Islam, c. 610–632
• The Caliphs, Muhammad’s Successors,
in Prague, trapped the two Catholic deputies, dragged them screaming 630–750
for mercy to the windows, and hurled them to the pavement below. • Peace and Prosperity in Islamic Lands

One of the rebels jeered: The Western Kingdoms 1234

CO-EXT
• Frankish Kingdoms with Roman Rootsz
We will see if your [Virgin] Mary can help you!” But because they landed in • Economic Activity in a Peasant Society
a dung heap below, the Catholic deputies survived. One of the two limped • The Powerful in Merovingian Society
off under his own steam; the other was carried away by his servants to a safe • Christianity and Classical Culture in
house. the British Isles
• Unity in Spain, Division in Italy

Although no one died in this “defenestration of Prague,” the event Byzantium: A Christian Empire
touched off the Thirty Years’ War (1618–1648) which eventually in- under Siege 1345
• Christianity and Classical Culture in
volved almost every major power in Europe. the British Isles
The Thirty Years’ War grew out of the religious conflicts initiated by • The Caliphs, Muhammad’s Successors,
630–750
the Reformation. When Martin Luther began the Protestant Reforma- • The Prophet Muhammad and the Faith
tion in 1517, he had no idea that he would be unleashing such danger- of Islam
• Christianity and Classical Culture in
ous forces, but religious turmoil and warfare followed almost immedi- the British Isles
ately upon his break with the Catholic Church. Until the early 1600s,
Islam: A New Religion and
the Peace of Augsburg of 1555 maintained relative calm in the lands of a New Empire 1456
the Holy Roman Empire. The Thirty Years’ War grew out of the reli- • The Desert and the Cities
• The Prophet Muhammad and the Faith
gious conflicts initiated by the Reformation. When Martin Luther be- of Islam
gan the Protestant Reformation in 1517, he had no idea that he would • Growth of Islam, c. 610–632
• The Caliphs, Muhammad’s Successors,
be unleashing such dangerous forces, but religious turmoil and warfare 630–750
• Peace and Prosperity in Islamic Lands

The Western Kingdoms 1556

CO-PH-T Sacred and Social Body • Frankish Kingdoms with Roman Roots
Tribal, nomadic existence produced its own culture, including a common spoken lan- • Economic Activity in a Peasant Society

CO-PH-CAP
guage of extraordinary delicacy, precision, and beauty. In the absence of written lan-
guage, the Bedouins used oral poetry and storytelling to transmit their traditions, simul-
taneously entertaining, reaffirming values, and teaching new generations. Tribal,
nomadic existence produced its own culture, including a common spoken language of
extraordinary delicacy, precision, and beauty. In the absence of written language, the
Bedouins used oral poetry and storytelling to transmit their traditions, simultaneously
entertaining, reaffirming values, and teaching new generations. (Scala/Art Resource, NY.)
123 DF-R
CO-PH-CL

H H

N-V RH-V-1
RH-R-1

124 C H A P T E R 17 ■ S TAT E B U I L D I N G AND THE SEARCH FOR ORDER 1648–1690 1648–1690 P OCLHI TRI ICSATLI ACNR E
BY Z A N T I U M : A I SP IA
I SM R CE RUONSDS EE
R USRIOEPGEE 125
125
RH-V-2 RH-R-2

The Thirty Years’ War brought the preceding
religious conflicts to a head and by its very violence
effectively removed religion from future interna-
TXT tional disputes. Although religion still divided
people within various nations, after 1648 religion
no longer provided the rationale for wars between
European nations (Christian Europeans continued
to fight the Muslims in eastern Europe). In addi-
tion, the violence of religious conflict pushed
rulers and political thinkers to seek other, non-reli-
gious grounds for governmental authority. Manip-
ulation of religious issues by both Catholic and
Protestant leaders showed that political interests
eventually outweighed those of religion. The
Czech Protestants, for example, wanted both free-
dom to practice their religion as Protestants and
national independence for the Czechs. Since Bo-
hemia had many Catholics, religious and political
aims inevitably came into conflict. These struggles
most often began as religious conflicts, but religion
was never the sole motive; political power entered
into every equation and raised the stakes of con-
flict. The Thirty Years’ War brought the preceding
religious conflicts to a head and by its very violence
effectively removed religion from future interna-
tional disputes.The Czech Protestants, for exam-
ple, wanted both freedom to practice their religion
as Protestants and national independence for the
Czechs. Since Bohemia had many Catholics, reli-
gious and political aims inevitably came into con-
flict. These struggles most often began as religious
conflicts, but religion was never the sole motive;
political power entered into every equation and
raised the stakes of conflict.The Czech Protestants,
for example, wanted both freedom to practice their
religion as Protestants and national independence
for the Czechs. Since Bohemia had many
Catholics, religious and political aims inevitably
came into conflict. These struggles most often be-
gan as religious conflicts, but religion was never
the sole motive; political power entered into every
equation and raised the stakes of conflict. .The
Czech Protestants, for example, wanted both free-
dom to practice their religion as Protestants and
national independence. removed religion from fu-
ture international disputes.
Focus Question: What were the gains and losses
for human beings in quality of life caused by the great
change in how people acquired food in the Stone Age?
Byzantium: A Christian
Empire under Siege
The Peace of Augsburg of 1555 (see ch 15) made
Lutheranism a legal religion in the Holy Roman Em-
pire, but it did not extend recognition to Calvinists.
The rapid expansion of Calvinism after 1560 threat-
ened to alter the religious balance of power in much
of Europe. The rapid expansion of Calvinism after
1560 threatened to alter the religious balance of power
in much of Europe. Calvinists challenged Catholic
dominance in France, the Spanish-ruled Netherlands,
Scotland, and Poland-Lithuania. In England they
sought to influence the new Protestant monarch,
Elizabeth I. Calvinists were not the only source of re-
ligious contention, however.
French Wars of Religion, 1562–1598
Calvinist inroads in France had begun in 1555, when
the Genevan Company of Pastors took charge of
missionary work. Supplied with false passports and
often disguised as merchants, the Calvinist pastors
moved rapidly among clandestine congregations,
mostly in towns near Paris or in the south. Calvinist
nobles provided military protection to local congre-
gations and helped set up a national organization . In
Calvinist: Member of Protestant branch influenced by the
teachings of John Calvin.
1562 rival Calvinist and Catholic and establish relief
for the poor. He had to competearmies began fight-
ing a series of wars that threatened to tear the French
nation into shreds.
H3 Religious Division in the Nobility. Conversion to
MN-T/
Calvinism in French noble families often began with
MN-TXT
the noblewomen, some of whom sought intellectu-
al independence as well as spiritual renewal in the new
faith. Charlotte de Bourbon, for example, fled from
a Catholic convent and eventually married William of
Orange. Jeanne d’Albret, mother of the future French
H1
king Henry IV, became a Calvinist and convinced
many of her clan to convert, though her husband died
fighting for the Catholic side Catholic side.
The Spanish responded with more force, culminating
EXT in 1576 when Philip’s long-unpaid mercenary armies
sacked Antwerp, then Europe’s wealthiest commercial
city. In eleven days of horror known as the Spanish Fury,
the Spanish soldiers slaughtered seven thousand people.
Shocked into response the ten largely Europe’s wealth-
iest commercial city. In northern provinces and ex-
pelled the Spaniards.
Important religious, ethnic, and linguistic dif-
ferences prevented enduring unity. Calvinist no-
blewomen protected pastors, provided money and
advice, and helped found schools and establish re-
lief for the poor. He had to compete with Lutheran
Sweden and Poland-Lithuania, which was divided
H2 by conflicts between Catholics, Lutherans and
Calvinists.The Catholic Valois were caught be-
tween these two powerful factions, each with its
own military organization. The situation grew
even more volatile when King Henry II was acci-
dentally killed during a tournament in 1559 and
his fifteen- year-old son Francis died soon after.
Ten-year-old Charles IX (*1560-1574) became
king, with his mother, Catherine de Medicis, as re-
gent. Catherine, an Italian and a Catholic, urged
limited toleration for the Huguenots in an attempt
FN-1 to maintain political stability, but her influence
was severely limited. As one ambassador com-
mented, “It is sufficient to say
that she is a woman, a foreigner,
and a Florentine to boot, born of
a simple house, altogether be-
neath the dignity of the Kingdom
of France.” In the vacuum created
Spot
by the death of Henry II, the
Map
Bourbon and Guise factions con-
solidated their forces, and civil
war erupted in 1562.
St. Bartholomew’s Day Massacre,
1572. Although a Catholic herself,
Catherine aimed to preserve the
throne for her son by playing the Calvin’s World in the
MP-1-CAP
Guise and Bourbon factions off Mid-Sixteenth Century
each other. To this end she arranged
the marriage of the king’s sister to Henry of Navarre,
a Calvinist and Bourbon. Just four days after the
wedding in August 1572.
Don Quixote’s futile adventures incarnated the
thwarted ambitions of a declining military aristoc-
racy. In her early years, she held out the prospect of
marriage to many political suitors but never mar-
ried. Although she might cajole Parliament with
references.Her chosen successor, James I, came to
the throne as king of both Scotland and England
(*1603–1625). William Shakespeare’s tragedies
Hamlet (1601), King Lear (1605), and Macbeth
(1606), written about the time of the succession,
might all be read as commentaries on the uncer-
tainties faced by Elizabeth and James. In each play,
family relationships are linked to questions about
the legitimacy of government, just as they were for
Elizabeth and James. But Elizabeth’s story, unlike
those of Shakespeare’s tragedies, had Heraclius a
happy ending; she left James secure in a kingdom of
growing weight in world politics. Even though Pu-
ritans lost on almost every national issue about
Hammurabi (ha muh RAH bee): King of Babylonia in the
eighteenth century B.C.E., famous for his law code. FN-1

TL-TX ■ 590–604 Papacy of Gregory the Great ■ 630–730 Period of Is- ■ 661-750 Umayyad caliphate
lamic Conquests
■ 664 Synod of Whitby; Eng- ■ 725–729 Bizantine Period of Iconoclasm
■ 610–641 Reign of Emperor Heraclius
lish king chooses Roman
TL-DT Christianity
600 625 650 675 700 725 750
■ 718–719 Major Arab Attack on Constantinopole repulsed
■ 591 Irish monk Columbanus ar- ■ 622 Muhammad’s Hijra to Medina ■ 661 Death of Ali prompts
rives on the Continent start of Islamic Calendar Sunni/Shiite split

■ 596–597 Augustine travels to England

to Convert Anglo-Saxons

 ⁄ . 

The Making of the West: Peoples and Culture
E
Engaging the
Adolescent Mind
i
th Ad l

THROUGH VISUAL PROBLEM SOLVING

t Mi d

Engaging the Adolescent Mind

Through Visual Problem Solving
K
Vi th

Ken Vieth

From the author of From Ordinary to Extraordinary

Ken Vieth

Davis Publications, Inc.

Worcester, Massachusetts

C H A P T E R

1 Design

I am a strong believer in the value of promoting both visual

awareness and knowledge about the world we live in, espe-
cially regarding the ways artists and designers have influ-
enced all of our lives. As students reflect on the concept of
the built environment, they begin to understand that every-
thing in our world, outside of nature, has been designed by
someone. Over time, those designs that endure, that best
marry form and function, result from designers’ ability to
respect and apply the elements and principles of design to
their work.
The principles—unity, emphasis, balance, etc.—that help
artists organize the elements of design—line, shape, and
form, etc.—in their compositions are interdependent yet can
be applied in many combinations. Successful design gives
visual order to the composition and the idea or subject being
Wei Ouyang
Watercolor, 18" x 24" (45.7 x 61 cm). developed. This chapter will describe projects that might be
viewed as building blocks for developing in students a
thoughtful visual design sense.

4 5

Kitchen Utensil Design

1-2 Marni Kleinfield-Hayes
A repeated corkscrew image creates both
positive and negative shapes.
Felt-tip markers, 18" x 24" (45.7 x 61 cm).

Inspiration Student Choices

This project, which begins with a
series of planned homework draw-
ings, evolved out of my efforts to
encourage beginning art students
to see that any form can be used
to create an unusual design or
pattern. The subject-form could
easily come from nature, though in
this case a manufactured object
was selected.
Visual Problem
How can a simple everyday object,
such as a kitchen utensil, be used
to create an unusual or visually
appealing pattern?
Materials
w sketchbooks (11" x14" minimum)
w pencils, felt-tip markers
w 4" x 6" oak tag for stencils
w X-Acto knives, scissors
w 18" x 24" newsprint and
white vellum
Time
Eight 45-minute periods: 1 for
review of homework assignments
and to introduce classroom studio,
2 to draw and cut the oak tag sten-
cil and experiment on 18" x 24"
newsprint, 2 to produce the light
pencil drawing on white vellum,
and 3 to develop the image in
color using felt-tip markers
• media for homework
• subject
• orientation of object-form and
direction of pattern
• color
Preactivity
Students should select a single
object found in the kitchen, such as
an electric mixer, teapot, ice-cream
scoop, wire whisk, can opener, or
potato peeler, and draw it in five
varied ways in their sketchbook:
1. in contour line or weighted line
2. in value study (rich blacks
through shades of gray)
3. in the color and media of the
student’s choice
4. in black and white or color,
1-1 Julie Baker
This design features a pizza cutter repeated emphasizing the texture of the
on the diagonal. object (smooth, rough, reflective,
Felt-tip markers, 18" x 24" (45.7 x 61 cm). etc.), and
5. repeating the shape of the object
in pencil as a line drawing to
create a pattern that fills a large
sheet of paper
This homework can be done
over consecutive days or weeks if
desired. Group critiquing happens
after each individual drawing is
done. The fifth image is intended
to serve as a rough draft for the
classroom project.
As an art history reference,
teachers may want to share the
work of M. C. Escher (Dutch
graphic artist, 1898–1972), whose
work offers examples of rhythmic
repetition of like shapes found in
nature and in art.
Process
As students bring in their sketch-
books and share their last image in
a group critique, point out which
designs maintain the most interest
when developed as a pattern. This
allows students to see how they
have done in relation to their peers
and to make decisions about how
they will proceed. Be sure to note
how any object can be oriented
right-side up or upside down and
repeated across the page from side
to side, from top to bottom, or at a
diagonal to create a pattern.
The classwork component begins
as students trace or redraw their
chosen subject onto a sheet of oak
tag (4" x 6") from which they can
create a stencil. The stencil should
be used to experiment on news-
print with repeating their image to
create an identifiable pattern that
completely fills the paper. Students
are encouraged to carefully con-
sider the negative space created as
they develop their pattern. A final
image can be developed in light
pencil on a sheet of 18" x 24"
white vellum.
When this drawing is complete,
students can make decisions on the
color range they want to employ in
developing their image with felt-tip
markers. To ensure that the image
evolves as a whole composition,
and to avoid the tedium of the
need to complete an entire object
before moving on to the next
object in the pattern, I suggest that

6 Design Kitchen Utensil Design 7

 
Engaging the Adolescent Mind
 SURVIVAL KIT
Things You Need to Know RIGHT NOW!

Class
To-Do
Schedule
List

Musts Ten
General The Modeling
for the the
First Day Survival Tips BREATHE
to Keep You System Learning
of Class Process
Afloat to
Keep You
Afloat
Survival
Survival Tips for
Tips for Taking
Taking Notes Tests
and Reading
Assignments

Strategies for Taking Tests

Checklist for Essay Tests

A Dozen Reasons to Review a

Returned Test

Although I hope you have read the preface, let me remind you of the anal-
ogy we will use throughout this text. Your college education is a journey.
You can’t hop on a plane, look out at the clouds, read a book, watch a
movie, eat and drink a bit, have a casual conversation with your seat
mates, catch a nap and be there. Nor can you get there as a passenger on
bus or train. College education is a rough road trip and you are the driver.
You choose the route, you follow the road signs, you put on the gas and
the brakes, you fuel up, ask for directions. You fight fatigue and stress.
But you also take in the whole experience of the drive, every curve and
bump and every complex intersection. 2 Survival Kit: Things You Need to Know RIGHT NOW! Chapter 1 Applying the Principles of Time Management 3
If this is your first semester at college, you have already discovered it is
difficult to drive in a place that is unfamiliar. You are definitely out of

SURVIVAL KIT
your comfort zone. You may make a few wrong turns. Your may not take 4. Study the syllabus. The syllabus should tell you the course
Name Telephone number requirements and objectives, what the instructor will expect from
the shortest route. Even when you use Mapquest or a GPS, instructors, or
other students to help you navigate, driving in a Fill new territory
in the requires
chart below with important information you will need for each class. you, and what you can expect from the instructor in the way of
concentration. Right now it seems everything is new: the campus itself, tests, assignments, grading policies, and absence policies. You can-
Name of Another Student’s
the instructors, the amount of work required and the speed with which not assume that all instructors have the same policies for late work,
Class Time/Room Instructor Student in Class Phone Number
things covered, the entire college environment with credit hours, general missed tests, or absences. Highlight anything you have questions
about and ask the instructor as soon as possible. Check the syllabus
1 for assignments that are due the next class period. Complete these
assignments. Go overboard in doing your best. First impressions
are important.
5. Write down the instructor’s name, telephone number, e-mail ad-
dress, and office hours.
6. Get the name and telephone number or e-mail address of at least
two other students in the class.

Ten General Survival Tips to Keep You Afloat

1. If you haven’t already registered, try not to schedule back-to-back
classes. You’ll wear yourself out, besides missing the best times to
study—right before and right after class.
2. Begin the first day of class. Know what’s expected of you. Take
education requirements, choice of which class to take and what time to notes on the first day even if it’s routine stuff you think you
take it. It’s all pretty overwhelming. already know.
This is a learning strategies text, a manual with tips to help your drive 3. Establish a routine time to study for each class. For every hour
smoother. You will learn about note taking and processing information you spend in class, you will probably need to study two hours out-
from lectures, textbook reading, and making what you read your own. side class. Study for each subject at the same time and in the same
You will learn how to control your time, how to concentrate, how to place if possible. Studying includes more than just doing your
study, and how to take tests, among other things. If you are taking this homework. You will need to go over your notes from class—
course before you begin college, you probably have extra time to practice labeling, editing, and making sure you understand them. Study
each skill. However, most of you are taking this course while you have al- your syllabus daily to see where you are going and where you have
been. Be sure to do reading assignments. (Don’t put them off just
Copyright © Houghton Mifflin Company. All rights reserved.

Copyright © Houghton Mifflin Company. All rights reserved.

ready begun other courses. So you may need help now! You may feel like
a new driver in rush hour traffic in a strange city. You may be behind in because there’s no written assignment.) Read ahead whenever pos-
reading assignments or may have read them and don’t remember what sible. Prepare for each class as if there will be a pop quiz that day.
they said. If you have tests coming up, you already need to be taking 4. Establish a place to study. Your place should have a desk, a com-
notes. You can’t learn everything you need to know in the first week, but fortable chair, good lighting, all the supplies you need, and so on,
here is a temporary “survival kit” equipped with information that will be and of course, it should be as free of distractions as possible. It
covered in detail later in this book. This Survival Kit is a map to help keep should not be a place where you routinely do other things. It should
you on course until you know your way a little better. be your study place.
5. Do as much of your studying in the daytime as you can. What
takes you an hour to do during the day may take you an hour and a
Musts for the First Day of Class half at night.
6. Schedule breaks. Take a ten-minute break after every hour of
1. Be on time. Sit up front. Ask questions if you don’t understand. study. If possible, avoid long blocks of time for studying. Spread out
2. Take notes. You will not remember what went on the first day of several short study sessions during the day.
class without taking notes. Assume that everything that is said will 7. Make use of study resources on campus. Find out about and use
not be repeated. labs, tutors, videos, computer programs, and alternative texts. Sign
3. Get a list of textbooks and material you will need for the class, up for an orientation session in the campus library and computer
and have them all ready for the next class. Don’t wait until the lab. Get to know your professors and advisers. Ask questions. “I
next class period if there is a problem. didn’t know” or “I didn’t understand” is never a good excuse. Get

1 Applying the Principles of Time Management Learning Outcomes

Chapter 1 Time Management
When you complete Chapter 1, you are expected not only to understand the
material presented, but also you should be able to
Date Book To-Do
List

List ways you can Create an organized Explain the learning

make use of time to-do list, and show process modeled in
Planning previously wasted evidence of using a the chapter.
Scheduling for Time and do the same task planner.
Wasters in less time.

Benefits of Scheduling

Demonstrate time- Analyze a case

Principles of Scheduling study, and construct
management
strategies, including advice for students
constructing a master having difficulty with
Making Schedules time management.
schedule for the
semester.

Now that you have started college, do you feel as though you have been The cardinal rule of time management is to always carry pocket work. Al-
caught in a whirlwind? Do you wonder where you will find the time to get ways have something that you can do while waiting. Make flash cards of
everything done? Don’t professors know you have a life? Time manage- what you need to study for an upcoming test. Make copies of homework as-
ment is a critical issue for college students; how smart students are is less signments, or just be sure to have a book with you. Those wasted ten, fif- Student Tip
Copyright © Houghton Mifflin Company. All rights reserved.

important to their success than how they manage their time. The de- teen, or twenty minutes add up. And you will discover later that you usually
mands on your time may be entirely different from anything you have learn more in short sessions than in longer ones. Program your mind; make “ When I put my notes,
vocabulary, review lists on
previously experienced, and these demands will force you to make diffi- it a habit to use waiting time. The second most important thing is to carry
note cards, I punch a hole in
cult decisions. Most professors agree that you can count on at least two a date book. You may think you will remember what your assignment is
them and put them on a key
hours of outside work for every hour you are in class. Many add that and when it is due, but you can be sure only by writing it down.
ring. That makes them easier
those two hours of work may earn you only a C—some classes require
even more time.
to keep up with.”
How many course hours are you taking? What other responsibilities
Exercise 1.1
do you have? What are you willing to give up in order to be a successful Beginning Steps in Time Management
college student? There is just so much time. You can’t continue to do
all the things you used to do and add the job of being a college student 1. Multiply your course hours by 2, and add the result to the number
without giving up something. Obviously, you will never have more than of hours you are taking. (If you are taking fifteen hours and study a
twenty-four hours in a day. You can, however, make extra time in two minimum of two hours for each hour you are in class, that’s forty-
ways: by doing the same task in less time and by making use of time five hours.) Put that number here ______. This is the number of
that you previously wasted. Throughout this course you will be seeking hours you are adding to your present responsibilities. Is there
ways to do things not only faster but also more efficiently. One definition enough time to be successful? If not, you will need to make the
of study skills is finding ways to do things better in less time. However, necessary adjustments.
few of the study strategies you will learn will work for you if you don’t 2. List some specific things that you are willing to give up or spend
have time to use them. less time on now that you are in college.
15

 ,  

Practicing College Learning Strategies
 Personal Finance
eighth edition

E. Thomas Garman
VIRGINIA TECH, PROFESSOR EMERITUS

Raymond E. Forgue
UNIVERSITY OF KENTUCKY

Houghton Mifflin Company

BOSTON NEW YORK

Chapter 13
What Would You Recommend?

Sean Hutchinson and May Lee have set a wedding
date two years form this coming January. Sean earns
$44,000 per year managing a national franchise fast-
food restaurant. He also earns about $10,000 to
$12,000 per year selling jewelry that he designs at
shows held monthly in various nearby cities. Right
after they get married, Sean is planning on going back
to college full-time to finish the last year of his under-
graduate degree. May earns $58,000 annually
working as an institutional sales representative for an
share, now it is worth $130 per share. Sean and May
live in a state where the state income tax is 6 percent.
What would you recommend to Sean and May on the
subject of managing income taxes regarding:
1. Tax credits to help pay for Sean’s college expenses?
2. If may pays income taxes at the 27 percent rate,
how much money she will realize if she sells the
stocks?

Investment Fundamentals insurance company. Both Sean and May contribute

$100 per month each to their employer-sponsored
3. Buying a home?
4. Increasing contributions to their employer-spon-
401K retirement accounts. Sean has little additional
and Portfolio Management savings, but May have accumulated $18,000 that she
wants to use for a down payment on a home. May
sored retirement plans?
5. Establishing a sideline business for Sean’s jewelry
owns 300 shares of stock in an oil company that she operation?
inherited four years ago when the price was $90 per

anaging your money well means not wasting it when making purchasing

LEARNING OBJECTIVES
After reading this chapter, you should be able to:
1 Apply the risk-management process to personal financial affairs.
2 Explain insurance and the relationship between risk and insurance.
3 Design a homeowner’s insurance program to efficiently meet your needs.
4 Design an automobile insurance program to efficiently meet your needs.
5 Describe other types of property and liability insurance.
6 Outline the steps to make an insurance claim against a property or liability
insurance policy.
M decisions or giving unnecessary sums to the government in taxes. This and
the next five chapters focus on money management. The single most
important aspect of money management is to avoid paying too much in
income taxes. Success here means that you will have more money available to manage,
spend, save, and invest. Of course, you should pay your income tax liabilities in full,
but that’s all—there is no need to pay a dime extra. To achieve this goal, you need to
adopt a tax planning perspective designed to reduce, defer, or eliminate some income
taxes. To get started, you should know that you pay personal income taxes only on
your taxable income. This amount is determined by subtracting your allowable exclu-
sions, adjustments, exemptions, and deductions from your gross income, with the
result being the income upon which the tax is actually calculated. We will provide
details on this calculation later. For now, simply remember that the key idea in
managing income taxes is to legally reduce your taxable income as much as possible,
which, in turn, reduces your tax liability.
This chapter examines the principles of income taxation in the United States and
the negative effects of those taxes on your income. It then discusses who must pay
taxes and how the year are paid—through payroll withholding and estimated tax
payments. Next, the chapter details the eight-step process of paying federal income
taxes, from the determination of gross income through the computation of taxes due.
Along the way, we provide examples of how to calculate federal income taxes. Finally,
the chapter presents several excellent strategies and tactics to reduce your tax liability.

2 3

  

Personal Finance, 8e
 CHAPTER Foundations of
Organizational 3 Individual
Behavior
“ [Tagliabue] is the quarterback, and
he’s calling all the signals.
S TEVEN B ORNSTEIN ,
P RESIDENT AND CEO, NFL N ETWORKS
”
Behavior After studying this chapter,
you should be able to:

Q Explain the nature of the Chapter Outline

MANAGING PEOPLE AND individual-organization
relationship.
ORGANIZATIONS Q Define personality and
describe personality attrib-
utes that affect behavior
Eighth Edition in organizations.
Q Discuss individual atti-
tudes in organizations and
how they affect behavior.
Q Describe basic perceptual
processes and the role of
Ricky W. Griffin
assistants, adds, “He’s the quarterback, and he’s
calling all the signals.” Experience is also a factor
in Tagliabue’s success. Before assuming the top
spot at the NFL, he was a lawyer who spent twenty
People in Organizations
years as the NFL’s top legal advisor.
Tagliabue is widely regarded as someone who
Personality and Organizations can create good working relationships even with
Attitudes in Organizations those who disagree with him. Roger Goodell, an
NFL deputy commissioner, says, “[Tagliabue] has
Perception in Organizations
Types of Workplace Behaviors
developed political skills he didn’t come to the job
with. He’s learned how to use his position…to
drive change.” Successful negotiations in recent
years have included labor agreements with officials
and players as well as lucrative new contracts with
The Manager of Your Sunday Afternoons owners.
Tagliabue is a good mentor too, developing
for NFL executives and players from every team.
Many in the industry say that Tagliabue’s confi-
dence has grown over the years. Yet he still main-
tains a willingness to listen and flexibility in his
decisions. He can change when change is needed.
The commissioner’s innovative decisions are
preceded by some careful and practical considera-
tion. Patriots owner Robert Kraft says, “[Tagli-
abue’s] very good at gathering the facts and infor-
mation he needs, and he is deliberate.” Kraft goes
on to say, “[Tagliabue’s flexibility helps him to]
understand the value of many different things and
therefore to see the big picture.” See the boxed
insert “The NFL Manages Change,” to find out
more about how Tagliabue responds to change at
the NFL.

attributions in organiza-
Texas A&M University
tions.
Gregory Moorhead Q Explain how workplace
behaviors can directly or
Arizona State University indirectly influence organi-
zational effectiveness.
N
ational Football League (NFL) Commissioner Paul Tagli-
talent within NFL leadership. For example, Born- References: “Loyola and the New Orleans Saints Present a Breakfast with
abue has led the football industry since 1989, years Paul Tagliabue,” Loyola University press release, November 14, 2003,
stein, under his supervision recently perfected a
characterized by change and improved performance. www.loyno.edu on February 14, 2005; “Paul Tagliabue: National Football
Under his guidance, league profits increased from $970
strategy to maximize broadcasting revenues. Tagli- League,” Business Week, January 12, 2004, ww.businessweek.com on
abue keeps the long-term needs of the industry in February 14, 2005; Ronald Grover, “The NFL’s Big Score,” Business Week,
million annually to $5 billion. Ratings are up, labor contracts are November 17, 2004, www.businessweek.com on February 14, 2005;
mind too. He was the mastermind behind Susannah Chen, “Stanford Scores with the NFL,” Business Week, July 29,
more equitable, scandals are fewer, there is a new NFL television providing executive business training in sports 2003, www.businessweek.com on February 14, 2005; Stuart Miller,
channel and four new teams, improved scheduling, and more management and marketing at Stanford University “Tagliabue Tops Sporting News’ Power 100,” The Sporting News,
community service. What is it about Tagliabue that contributes to his January 4, 2005, msn.foxsports.com on February 25, 2005 (quotation).

Houghton Mifflin Company
amazing success?
On the one hand, Tagliabue is an unlikely candidate to lead the
nation’s largest sports organization. He is sometimes described as
“bland” or “cerebral,” qualities not usually associated with profes-
sional football. He is known as a strategic thinker and planner with a
very long-term focus. Tagliabue is seen as well-rounded, not obsessed
T hink about human behavior as a jigsaw puzzle. Puzzles consist of various
pieces that fit together in precise ways. And of course, no two puzzles are
exactly alike. They have different numbers of pieces, the pieces are of different
sizes and shapes, and they fit together in different ways. The same can be said of
human behavior and its determinants. Each of us is a whole picture, like a fully assem-
with football. bled jigsaw puzzle, but the puzzle pieces that define us and the way those pieces fit
together are unique. Thus, every person in an organization is fundamentally different
Yet Tagliabue proves time and again that he is a leader in this very
from everyone else. To be successful, managers must recognize that these differences
physical sport. Business Week and many other groups named him as exist and attempt to understand them.
one of the best managers and Sporting News calls him “the most
powerful person in U.S. sports today.” Tagliabue has an excellent
memory, an intimidating intellect, and great energy. He gets involved
People in Organizations
in every aspect of the sport. Broncos owner Pat Bowlen says, “He’s As a starting point for understanding the behavior of people in organizations, in turn,
Boston New York 32 the guy who runs the process,” and Steven Bornstein, Tagliabue’s top we examine the basic nature of the individual-organization relationship. Under-
33

40 Part 1 Introduction to Organizational Behavior Chapter 3 Foundations of Individual Behavior 41

Collabnet and. . . GLOBILIZATION Corporate Volunteering and . . . ETHICS

Software Development is a Team Effort Volunteering as a Motivator

CollabNet, a software company founded by
Brian Behlendorf, is changing the way that
corporations create software. As an under-
graduate, Behlendorf produced Apache, a
software that powers 70 percent of Internet
websites. If Apache cost what Microsoft
“Corporations have been killing the
risk-taking and exploration that makes
software great.”
B RIAN B EHLENDORF, FOUNDER , C OLLAB N ET
charges, revenues would be $500 million, yet
Behlendorf made the product free.
CollabNet is based on the same idea—that the best
software is created through openness. CollabNet
provides a common development environment for
“over 400,000 people, in hundreds of cities, in dozens of
countries, in multiple languages.” Programmers around
the world create code, then share the results. Companies
avoid paying thousands or millions of dollars to soft-
ware giants.
Avalanche, one of CollabNet’s new products, is a
database of open source code that is freely shared
among member corporations in a cooperative arrange-
ment. Josten’s chief information officer, Andrew Black,
found a program developed by Best Buy that met its
needs. “That’s something north of $170,000 I won’t be
spending on a vendor product,” Black claims. “My
return on investment is just fabulous.”
Behlendorf wants to benefit programmers too.
“Corporations have been killing the risk-taking and
exploration that makes software great,” Behlendorf says.
“They have tried to rip the soul out of development.”
CollabNet’s business model allows programmers to feel
a greater sense of achievement, as they tackle more
complex tasks. It also brings needed social and intellec-
tual interaction to a group of workers than can often
feel isolated.
Behlendorf encourages corporations to make the
relationship between effort and performance clear for
programmers and to reward those who contribute the
most, but is modest about his impact. “I’m not
enforcing a structure for social change,” he claims. “I’m
giving these companies the tools to do that if they
wish.” This chapter’s boxed insert, “CollabNet Over-
comes the Silo Effect,” tells more about the motivating
nature of the company’s culture and practices.
References: “About,” “How Does CollabNet Work,” “Services,”
CollabNet website, www.collab.net on March 1, 2005; Charles Babcock,
“Co-Op Puts a New Twist on Open Source,” Information Week,
September 6, 2004, www.informationweek.com on March 1, 2005; Tim
Cloonan and Matt Otepka, “CollabNet Environment Enables Distrib-
uted Development Among Avalanche Cooperative Partner Organiza-
tions,” CollabNet news release, www.avalanchecorporatetechnology.net
on March 1, 2005; Victoria Murphy, “The Collaborator,” Forbes, March
14, 2005, www.forbes.com on March 1, 2005 (quotation).
Companies with corporate volunteering programs are
operating at a highly ethical level. They satisfy the needs
of workers and local communities despite the costs.
Other organizations are also promoting volunteers,
including firms that support philanthropic corporations
and media organizations that recognize ethical firms.
Firms such as Atlanta-based MA&A Group help
corporations with “corporate social investing,” building
long-term relationships with community organizations.
MA&A uses author Curt Weeden’s definition: “Corpo-
rate social investing is a strategic plan that sets specific
goals for contributions, targets its giving toward causes
that provide return to the company, and gives share-
holders a means to hold the company accountable for
its nonprofit investments.”
Numerous not-for-profit firms also support philan-
thropy. Social Venture Partners (SVP) works like a
venture capital firm, distributing corporate donations to
promising not-for-profits and coordinating corporate
volunteers in areas from marketing to technology.
Building Blocks International (BBI) recruits corporate
managers to volunteer overseas on long-term projects,
in a program they named Global Social Entrepreneur.
Rick Van der Kamp, a manager from Accenture
consulting firm, reports that his BBI experience was
“great preparation for a continued career…I have the
confidence and capability to take on challenges I would
have shied away from before.”
Media is important too, because it provides the posi-
tive public relations companies desire. The Committee
to Encourage Corporate Philanthropy annually selects
corporations, including Target, Hasbro, and Whole
Foods, with excellent records for philanthropy. Fast
Company, a magazine devoted to emerging business
issues, developed an innovative award for the not-for-
profits themselves, to highlight outstanding achieve-
ment. In 2005, award winners included College
Summit, which educated thousands of low-income high
school students about the college application process.
“I have the confidence and capability to
take on challenges I would have shied
away from before.”
R ICK VAN DER K AMP, A CCENTURE
Volunteering is a benefit to workers, corporations,
and communities. Corporations that actively assist
volunteers deserve applause. So too, do those organiza-
tions that help and support corporations in this worth-
while endeavor.
References: “About SVP,” “SVP Investments and Outcomes,” Social
Venture Partners website, www.svpseattle.org on February 28, 2005;
“MA&A Group, Inc.,” MA&A Group website, www.maagroup.com on
February 28, 2005; “Participant’s Profiles,” Building Blocks Interna-
tional website, www.bblocks.org on February 28, 2005 (quotation);
“Programs on Philanthropy / Excellence Awards,” Committee to
Encourage Corporate Philanthropy website, www.corpphilanthropy.org
on February 28, 2005; “Social Capitalists,” Fast Company, January 2005,
www.fastcompany.com on February 28, 2005.

We would expect that person to express consistently negative opinions of the candidate
or restaurant and to maintain the consistent, predictable intention of not voting for the
political candidate or eating at the restaurant. In this view, attitudes contain three
components: affect, cognition, and intention. Of course, students who avoid the term
paper by spending the day at the beach, salespeople who go home early to escape a
tedious sales call, and doctors who skip follow-up calls to have more time for golf are
also motivated, but their goals are different. From the manager’s viewpoint, the objec-
tive is to motivate people to behave in ways that are in the organization’s best interest.
As a starting point for understanding the behavior of people in organizations, in turn,
we examine the basic nature of the individual-organization relationship. Under-
standing this relationship helps us appreciate the nature of individual differences. That
is, these differences play a critical role in determining various important workplace
behaviors of special relevance to managers.
We would expect that person to express consistently negative opinions of the candidate
or restaurant and to maintain the consistent, predictable intention of not voting for the
political candidate or eating at the restaurant. In this view, attitudes contain three
components: affect, cognition, and intention. Of course, students who avoid the term
paper by spending the day at the beach, salespeople who go home early to escape a
tedious sales call, and doctors who skip follow-up calls to have more time for golf are
also motivated, but their goals are different. From the manager’s viewpoint, the objec-
tive is to motivate people to behave in ways that are in the organization’s best interest.
As a starting point for understanding the behavior of people in organizations, in turn,
we examine the basic nature of the individual-organization relationship. Under-
standing this relationship helps us appreciate the nature of individual differences. That
is, these differences play a critical role in determining various important workplace
behaviors of special relevance to managers.

46 Part 1 Introduction to Organizational Behavior Chapter 3 Foundations of Individual Behavior 47

Chapter Review Procedure Considering your class as a workplace and 5. Assess the probability that if you exert effort, you will
your effort in the class as a surrogate for a job, do the be a high performer. Express that probability as a
Synopsis following: percentage.

Understanding individuals in organizations is important
for all managers. A basic framework for facilitating this
understanding is the psychological contract-people’s
expectations regarding what they will contribute to the
organization and what they will get in return. Organiza-
tions strive to achieve an optimal person-job fit, but this
process is complicated by the existence of individual
differences.
Personalities are the relatively stable sets of psycho-
logical and behavioral attributes that distinguish one
person from another. The “big five” personality traits are
agreeableness, conscientiousness, negative emotionality,
extraversion, and openness. Myers-Briggs dimensions
and emotional intelligence also offer insights into
personalities in organizations. Other important person-
ality traits include locus of control, self-efficacy, author-
itarianism, Machiavellianism, self-esteem, and risk
propensity.
Attitudes are based on emotion, knowledge, and
intended behavior. Cognitive dissonance results from
contradictory or incongruent attitudes, behaviors, or
both. Job satisfaction or dissatisfaction and organiza-
tional commitment are important work-related atti-
tudes. Employees’ moods, assessed in terms of positive
or negative affectivity, also affect attitudes in organiza-
tions. The “big five” personality traits are agreeableness,
conscientiousness, negative emotionality, extraversion,
and openness. Myers-Briggs dimensions and emotional
intelligence also offer insights into personalities in
organizations.
Perception is the set of processes by which a person
becomes aware of and interprets information about
the environment. Basic perceptual processes include
Experiencing Organization Behavior
Understanding the Dynamics of Expectancy Theory
Purpose: This exercise will help you recognize both
the potential value and the complexity of expectancy
theory.
selective perception and stereotyping. Perception and 1. Identify six or seven things that might happen as a 6. Multiply this probability by the overall valence for
attribution are also closely related. result of good performance in your class (for high performance calculated in step 4. This score
example, getting a good grade or a recommendation reflects your motivational force—that is, your moti-
Discussion Questions from your instructor). Your list must include at least vation to exert strong effort.
one undesirable outcome (for example, a loss of free Now form groups of three or four. Compare your scores
1. What is a psychological contract? Why is it impor- time).
on motivational force. Discuss why some scores differ
tant? What psychological contracts do you currently
2. Using a value of 10 for “extremely desirable,” 210 for widely. Also, note whether any group members had
have?
“extremely undesirable,” and 0 for “complete similar force scores but different combinations of factors
2. Sometimes people describe an individual as having neutrality,” assign a valence to each outcome. In leading to those scores.
“no personality.” What is wrong with this statement? other words, the valence you assign to each outcome
What does this statement actually mean? should be somewhere between 10 and 210, inclusive. Follow-up Questions
3. Describe how the “big five” personality attributes 3. Assume you are a high performer. On that basis, esti- 1. What does this exercise tell you about the strengths
might affect a manager’s own behavior in dealing mate the probability of each potential outcome. and limitations of expectancy theory?
with subordinates. Express this probability as a percentage.
2. Would this exercise be useful for a manager to run
4. What are the components of an individual’s 4. Multiply each valence by its associated probability with a group of subordinates? Why or why not?
attitude? and add the results. This total is your overall valence
for high performance.
5. Think of a person whom you know who seems to
have positive affectivity. Think of another who has
more negative affectivity. How constant are they in
their expressions of mood and attitude?
6. How does perception affect behavior? Self-Assessment Exercises
7. What stereotypes have you formed about people?
Are they good or bad? Assessing Your Equity Sensitivity
8. Recall a situation in which you made attributions
and describe using the framework in Figure 3.4. The questions that follow are intended to help you better 7. It is impossible for everyone to be treated fairly all
understand your equity sensitivity. Answer each ques- the time.
9. Identify and describe several important workplace tion on the scales by circling the number that best
8. When I’m a manager, I’ll make sure that all of my
behaviors. reflects your personal feelings.
employees are treated fairly.
10. As a manager, how would you go about trying to 1. I think it is important for everyone to be treated
make someone a better organizational citizen? 9. I would quit my job if I thought I was being treated
fairly.
unfairly.
2. I pay a lot of attention to how I am treated in
10. Short-term inequities are okay because things all
comparison to how others are treated.
even out in the long run.
3. I get really angry if I think I’m being treated
unfairly. Instructions: Add up your total points (note that
4. It makes me uncomfortable if I think someone else
some items have a “reversed” numbering arrangement).
If you scored 35 or higher, you are highly sensitive to
is not being treated fairly.
equity and fairness; 15 or lower, you have very little
5. If I thought I were being treated unfairly, I would be sensitivity to equity and fairness; between 35 and 15,
Format: Working alone, you will be asked to identify very motivated to change things. you have moderate equity sensitivity.
the various aspects of expectancy theory that are perti- 6. It doesn’t really bother me if someone else gets a
nent to your class. You will then share your thoughts and better deal than I do.
results with some of your classmates.

  

Organizational Behavior, 8e
 Brief Contents
Interpersonal Preface

Communication Section One

1 Introduction to Interpersonal Communication

Understanding Interpersonal Communication

1

Through the Life Span Part I Components of an Interpersonal Communication

Situation — Communicators 27

Tricia S. Jones 2 Self-Concept and Interpersonal Communication 28

Temple University 3 Emotion and Interpersonal Communication 32
4 Person Perception and Listening 79
Martin S. Remland
West Chester University of Pennsylvania Part II Components of an Interpersonal Communication
Situation — Content 105
Rebecca Sanford
Monmouth University 5 Nonverbal Communication in Interpersonal Interactions 106
6 Language in Interpersonal Communication 135

Part III Components of an Interpersonal Communication

Situation – Context 161
7 The Relational Context of Interpersonal Communication 162
8 The Cultural Context of Interpersonal Communication 184
Houghton Mifflin Company
Boston New York
Section Two Interpersonal Communication Through the Life Span

Part IV Communication Challenges in Childhood 214

9 Emotional Competence: The Foundation of Successful
Relationships 215
10 Developing Conflict Competence 237

Part V Communication Challenges in Adolescence and Young

Adulthood 263
11 Developing Relationships Outside the Family: Communication
Foundations 264
12 Intimate Relationships for Adolescents and Young Adults 287

2
Self Concept and
Interpersonal Communication

I Components of an
Interpersonal
The Nature of Self
Material Self
Enhancing Self Concept
Self Help for Self Concept
Communication Situation: Social Self
Spiritual Self
External Support to Enhance Self
Concept
Communicators How Does Self Concept The Presentation of Self
Develop?
Self Concept through the Life
Symbolic Interactionism Span
2 Self-Concept and Interpersonal Communication Sources of Information for Self
3 Emotion and Interpersonal Communication Concept

4 Person Perception and Listening in Interpersonal c5

Communication

Keywords Ability Identity Personal Identities

Age Identity Positive self audit
Altercasting messages Positive self-assessment
Class Identity Primary Group
Comparison Reflected appraisals
Cultural Identity Reframing
Distanced social comparison Role models
Ethnic Identity Saving face
Face Self
Face work Self affirmations
Gender Identity Self esteem
Human Identities Self-complexity
Identity Self-fulfilling prophecies
Identity work Social Identities
Immediate social comparison Social Priming
Looking glass self Social roles
Master Identities Social self
Material self Spiritual Self
Modeling Spoiled Identities
Negotiating face Symbolic Interaction theory
Observations Visualizations

38 Chapter 2: Self Concept and Interpersonal Communication

• Others convey their perceptions of us in their behavior toward us. They say and do
things to us that tell us how they see us.
• We tend to imitate the other’s behavior. Especially when we are very young we do the
same things in self-talk and self-action that we have seen others do to us. If someone
praises us, we are likely to praise ourselves.
• We tend to internalize their attitudes toward us, thus their attitudes become our atti-
tudes about ourselves. Over time, th•e imitation of behaviors leads to a more profound
impact. We begin to believe about ourselves the way they believe about us. If they
Self Concept and Interpersonal Communication 35 think we are valuable, we see ourselves as valuable; if they see us as trivial, we see our-
selves as trivial.
• Based on this, we generate a self concept that reflects those internalized attitudes.
36 Chapter 2: Self Concept and Interpersonal Communication
The way that people communicate with us and about us, especially when we are
young, has a profound impact on how we come to understand and evaluate ourselves.
The Mystery of Nigel Smith reduce some of the linguistic confusion from the terms “self,” “self-concept,” “identity,”
and “ego.” While the terms are used with idiosyncratic meaning by some theorists, the Imagine a young child who is constantly told by her mother that she’s “precious, won-

The mystery is over for Nigel Smith. After more than
a year of searching, after traveling in an amnesiac
fugue from Maryland to Charleston, Smith now
knows his true identity.
Smith, who still goes by his assumed name, re-
members nothing of his past and has yet to visit fam-
ily members. “I know who I am, but I still remember
very little.”
Smith awoke on the side of the road in Baltimore
on June 16, 2002. He had no memories of his life
prior to that moment. He wandered from hospital to
hospital but doctors could not help him regain his
memory. Soon, depressed over his condition, Smith
attempted suicide. Since then, with the help of hyp-
notherapy, he has regained some memories, but they
feel distant and as if they belonged to someone else.
Smith stays in a darkened room on the hospital’s third
floor. It’s always dark. He prefers it that way. “I’m in
the dark anyway,” he says, “When it’s dark you can’t
see what you’re missing.”
Source: Clay Barbour, “Who Am I, The Mystery of Nigel
Smith”, The Post and Courier – Charleston, SC, April 6, 2003.
?
terms are generally interchangeable in the social science literature. And we shall use derful and beautiful.” And when the child runs to her mother for affec-
Did You
them interchangeably in this chapter and throughout this book. We like the relatively Know? tion, a hug and kiss, kind touch, or gentle look is almost always there.
simplistic definition offered by John Dacey and John Travers (1999) who define self- Over time the child begins to describe herself, and the descriptions are
Parents are still the most common role mod- remarkably like those she has heard from her mother. She is open and
concept as knowing who you are and what makes you different from others. Through
els for teens. In a spring 2003 poll taken by Junior
your life you develop and alter the way you see yourself — who you think you are, or affectionate because she expects to be treated with affection. As she grows,
Achievement and conducted with Harris Interactive,
“
I always wanted to be some-
body, but now I realize I
how you would describe yourself. But there is also an evaluative componentteens
to our
tity — self-esteem. Dacey and Travers define self esteem as the level of confidence
satisfaction you have with your self.
iden-
say parents are the role models they look up to
most. Accordingandto the poll, 32% of teenagers say
she moves from simply talking about herself as “beautiful and precious” or
perhaps “smart and adventurous” to believing she is those things. And
parents are their best role models. Next were teach- from that point she assumes she deserves to be treated positively, in a man-
should have been more Throughout this chapter we will discuss self-concept and self-esteem ersas (15%) and then a list of famous individuals (with ner that matches her positive sense of self. Now, over her lifetime, as we
developed
through communication. The relationship is one of the most important theoretical
average of 3% and for each). shall see in a later section of this chapter, many things may happen that
specific.
practical ideas in the study of interpersonal communication. Positive communication
Source: Tate, 2003, June 13, “Father’s Day gift: parents as role alter her self-concept. But, even these events and influences are likely to be
-Lily Tomlin model.” Lancaster New Era, p. A-11.
mitigated by the fact that she was able to develop the initial sense of self as
about the self builds positive self-esteem which creates confidence that promotes effec-
tive behavior which leads to positive evaluation and positive communication. The cycle a valued human being.
is powerful and progressive (Johnson, 1998). But the opposite pattern also holds true. Whose perception and evaluation of us is most important? Cooley referred to the sig-
Negative communication about us can lead to low self-esteem which creates diffidence nificant others in our lives as our “primary group.” For many of us, our primary group
which leads to poor performance that engenders negative communication and evaluation. is our family and our close circle of friends. For some people it may be professional col-
leagues. Ironically, Cooley himself was often ostracized by colleagues who saw him as

C
Can you imagine what it would be like to wake up and find yourself unable to remem-
ber who you are? The prospect is so frightening it is almost unimaginable. You wouldn’t
know what you did for a living, why you chose that, what you wanted out of life, who
you loved, who loved you. This existential angst would be made even more maddening
by the inability to know how to communicate effectively with the people around you in
order to build a new identity. This is the double tragedy of Nigel Smith. Not only has
he lost his past; he has lost his ability to create a workable future. For, as we shall discuss
in this chapter, “who we are” forms the foundation for “how we are” with others. Our
self concept is formed through communication and influences all aspects of our com-
munication.
The idea of self, which lies at the very core of Western society and philosophy, is still
a culturally constructed idea. We think about the “self ” because that is an idea we find
important, not because it is an idea that has always been available to us. W. Barnett
Pearce (1994) reminds us that the term “self ” did not appear in the English language
until the late 1500s. And, in some very collectivistic cultures, as we shall describe in
Chapter Eight when we discuss culture and communication, there is no effective lan-
guage or conceptualization of the “self ” separate from the larger society. But in modern
America, a staunchly individualistic culture even with variations, it is difficult to con-
ceive of not having a unique individuality that we think of as “self.”
Even the term “identity” is new to us. If we were living in the early 1900s we would
probably not talk or think about having an “identity” since the word was originally
coined in the 1950s by Erik Erikson, a psychologist we will refer to in more detail later
in this chapter. Before Erikson, identity was not a concept in the psychological litera-
ture. Even Freud only used the term “identity” once, and he used the word to describe
the ethnic identity of a particular group; he had no intent to confuse “identity” with his
term “ego.” (Kroger, 2000).
As we embark on our thinking about self-concept and communication, we should
somewhat inferior to them in terms of social status. Perhaps Cooley’s theory stemmed
The Nature of Self from his own sense of social isolation and exclusion.
A professional job interviewer once said one of the most difficult questions for intervie- Sources of Information for Self-Concept
wees to answer was “Who are you?” Some candidates would respond with something
There are three sources of information we rely on to develop and concretize ideas about
like the following. “Do you mean in terms of my work?” “Would you like me to talk
the self. People differ in terms of how much they may depend on one or the other, or on
about my qualifications and training?” “You mean my likes and dislikes?” “Oh, you
how much emphasis they give the information gleaned from this source rather than
mean my strengths and weaknesses?” These responses illustrate what most of us know
that. Most of us have access to more than one source at any given time. These sources
on an intuitive and experiential level, that we all have a variety of “selves” or compo-
may separately influence us, or the sources may act cumulatively to shape our self-con-
nents of self that form our self-image at any particular point in time.
cept.
Stop for a moment and ask yourself the question “Who Am I?” Take out a piece of
Prepare for Class
paper and jot down some of the descriptions you would use to explain yourself to some-
Introduction to Interpersonal Social Comparison and Modeling. One way the self-concept develops is through
one else. Like the interviewees, you may have a moment of discomfort because you’re
Communication Video:
comparison or modeling. We compare ourselves to others and then adjust our sense of
Susan and Juan
not sure how you would describe yourself. What comes first to mind? How you look?
self (Gergen, 1971). There are three forms of social comparison and modeling that
What you do? Who you are in relation to others? What you believe?
differ in terms of the source of the comparison. When we use role models, we are iden-
We all have aspects of self that tap into these central questions. Philosopher William
tifying someone we see as “ideal” because of certain characteristics. These people are
James (1890, 1902, 1910) believed that we look at three aspects of our “self ” in order to
unique individuals who embody our dreams of who we’d like to be. Distanced social
form our self-concept: the material self, the social self, and the spiritual self.
comparison involves comparing yourself to some generalized image or quality portrayed
Material Self
The material self consists of what is physically observable about you, like your body,
clothes, and possessions. The material self can be seen by you and others around you.
You may describe your physical being in terms of height, weight, age, race, sex, ability
(or disability), etc. As we’ll discuss later, our physical self may have a great impact on our
self-esteem. But we also create a material self by the kinds of adornments or alterations
we make to our body. Sometimes these are in terms of changing the physical nature of
ourselves by surgery, cosmetics, exercise or some other activity. For example, in a
national survey of 10,000 teenagers, 89% of the girls and 78% of the boys reported
using tanning beds to regularly achieve that “just-off-the-beach” look — a fact that
probably scares parents and dermatologists everywhere (Sommerfield, 2003). A very
popular form of alteration is called “body modification” and includes tattoos and
piercings.

  

Interpersonal Communication Through the Life Span

European Spatial
R ESEARCH AND P LANNING
Edited by
Andreas Faludi
2 Kai Böhme and Thiemo W. Eser
as well as the implications of strategies of development plans and the interrela-
tionships (and possible knock-on effects) of supported actions. A key task was
identifying what those effects might be in practice and over what distances they
might occur. In this respect, TIA may be seen as a mechanism by which to appraise
the positive and negative externalities of the activities being assessed. The main
purpose of this exercise was to inform policy makers about the territorial effects of
their policies.
Results and Lessons Learned from ESPON Studies
on Selected Policy Sectors
EU policies influence territorial development in Europe in many different ways
(cf. Böhme 2006 and Ravesteyn & Evers 2004). Often these effects are unintended
and indirect e.g. through leverages on national policies.
The more direct territorial impacts of a number of EU policies have been
studied in the framework of ESPON through a series of applied research projects.
As mentioned above the type of assessment and the procedure differed widely
which is also reflected in the results.
The particular EU policy fields assessed were the Common Agricultural,
Energy, Environment, Fishery, Pre-Accession Aid, Research & Development,
Structural Funds and Transports Policies. Below selected results of some of these
projects will be discussed.
Firstly it has to be mentioned that most of the studies concentrated on ex-post
assessment of the territorial impacts of the respective policies. Indeed, only the
study on transport policies approaches an ex-ante assessment. The single studies
were followed up by an exercise proposing an overall approach to ex-ante territo-
rial impacts assessment of EU policies, the so-called TEQUILLA model (ULB/
ESPON 3.2 2006).
Territorial impacts can take many forms and be understood in many different
ways. As mentioned above, any impact assessment needs to identify against which
objectives the policy etc. is to be assessed. In the case of ESPON studies of territo-
rial impacts these objectives have been defined by European territorial policies,
which appear to be an ambiguous and moving target, starting with the ESDP and
currently culminating in the Territorial Agenda (cf. Eser & Schmeitz elsewhere in
this set of papers, and Böhme & Schön 2006).
Accordingly, the biggest issues for most of the approaches developed have
been (a) the development of a methodology that actually operationalizes the idea
of territorial impacts and thus translates EU territorial policies into measurable
objectives, and (b) the collection of the necessary data from all across the EU at a
sufficiently detailed geographical level.
The discussion of the selected ESPON studies addresses their results as well
as the kinds of effects considered and the methodology that led to these results.
This implies also the question of how territorial policies and their impacts are
measured.
 
European Research and Planning
CHAPTER 2
Territorial Impact Analysis of
EU Policies
Kai Böhme and Thiemo W. Eser
T
he concept of TIA has been brought into the European debate as part of the
cooperation around the European Spatial Development Perspective (ESDP).∑
TIA has its roots in the tradition of obligatory spatial impact assessments in,
for example, Austria (Raumverträglichkeitsprüfung) and Germany (Raumord-
nungsverfahren). Similar procedures exist under different names in Portugal, in the
Walloon region of Belgium, and as part of environmental impact assessment
(EIA) in Finland. In those countries TIA has a rather long national tradition and is
used for assessing the impact of proposed spatial developments against the spatial
policy concepts or goals for the area in question. In principle, TIA includes all
aspects of spatial planning, the prospective and comprehensive shaping of a cer-
tain area by means of plans, as well as the ad hoc evaluation of projects as regards
their effects on spatial structures (cf. Schindegger 2001). At a certain point the
necessity of distinguishing between the terms territorial impact analysis for poli-
cies and territorial impact assessment for programs and projects was discussed; it
appears that in a policy context, the literature, and daily practice, however, the
term territorial impact assessment is used for both.
The ESDP opened the discussion of TIA at the European level, but it did not
define what is meant by a TIA, restricting itself to suggesting that TIA might be
useful in the context of large infrastructure projects and in the development of
integrated strategies for the management of environmentally sensitive areas. Later
on, at an informal ministerial meeting during the Finnish EU presidency in 1999,
TIA became a topic of the ESDP Action Programme. In the course of implement-
ing that program the U.K. delegation assumed responsibility for taking the ques-
tion of TIA forward, and the idea gradually developed of TIA as a tool for assess-
ing the impact of spatial developments against spatial policy objectives or
prospects for an area.
From that point on, the discussion focused on TIA for policies, a tool to be
developed and tested in the framework of ESPON. Indeed, the ESPON program
asked for methods of TIA of EU sector policies and initiated a number of projects
in that field. In that context the critical task was to establish suitable assessment
criteria to recognize the broad positive and negative effects of the proposed activities,
*The paper expresses the personal view of the authors.
Territorial Impact Analysis of EU Policies 3
About 45% of EU expenditure is at presents on agriculture. The European
Common Agricultural Policy (CAP) is politically important and, as mostly in such
cases, a challenging subject for any kind of systematic assessment. In the debate
about the CAP, different voices can be heard, illustrating the wide range of differ-
ent perceptions of this policy in terms of efficiency, effectiveness, its beneficiaries,
impacts on agricultural production, the environment, the rural economies and
society. Indeed, the Common Agricultural Policy features regularly on the news
with regard to negotiations over EU budgets and reforms (cf. Shucksmith at al.
2006).
Given the diversity in viewpoints and related assessments, performing a terri-
torial impact assessment of this diversified policy has not been easy. The CAP con-
sists of two pillars. Because of their different aims and nature, it has been consid-
ered necessary to keep these two pillars apart. In addition there is also a variety of
more small-scale instruments and actions which deserve being looked into, such
as the Community Initiatives Leader+.
A rough attempt to summarize the results of the ESPON project on the terri-
torial impact of the CAP and Rural Development Policy (University of
Aberdeen/ESPON 2.1.3 2005) in three points might read as follows:
1. CAP Pillar 1 goes to richer regions in the core of Europe. Pillar 1 provides
market support and direct payment to producers. The policy instruments
within Pillar 1 strongly reflect the agro-centric ethos that had dominated the
CAP throughout its history. Until recently, passing reference has been made to
the role of agriculture in the food chain rather than to its links within territo-
ries. CAP Pillar 1 support does not support territorial cohesion, with higher
levels of CAP expenditure per hectare of agricultural land being strongly asso-
ciated with more prosperous regions. Pillar 1 of the CAP appears to favor core
areas more than it assists the periphery of Europe, while at a local level the CAP
favors the more accessible areas. The strong tendency for Pillar 1-support to go
to richer regions of the EU15 may be attributed to their larger farms, their loca-
tion in the core of Europe and their farm type. This is supported by economic
studies showing that the basic market price instrument of Pillar 1 is regressive
and tends to accrue disproportionately to intensive large-scale farms.
2. CAP Pillar 2 does not support cohesion. Pillar 2 comprises agri-environmen-
tal and other rural development expenditure and demonstrates that there has
been some integration of policies in the agricultural and environment sector.
Pillar 2 of the CAP, often seen as a fundamental departure towards a more inte-
grated rural development policy, might be suspected to correspond better to
territorial cohesion than Pillar 1. The Rural Development Regulation (RDR) of
the CAP is a cohesion measure, but while the evidence on pillar 2 is more
mixed, expenditure under the RDR does not appear to support cohesion objec-
tives as it favors the more economically viable and growing areas of the EU.
However, generally Pillar 2 measures have the potential of accommodating
regional strategies on the national level and thus of contributing to territorial
 T E R R I TO R I A L C O H E S I O N
AND THE
European
Model of Society

European
Spatial Research
and Planning
Edited by ANDREAS FALUDI

EDITED BY A N D R E A S F A LU D I

THE TIEBOUT MODEL

50 AT
FIFTY

Essays in
Public Economics
in Honor of Wallace Oates

edi t ed b y
William A. Fischel

 
Various Cover Designs
 Fac i n g H i s to ry a n d O u rs e lv e s Fac i n g H i s to ry a n d O u rs e lv e s

Creating a Reflective Flickering Screens and

Classroom Community Fragile Democracies
Facing History and the
Promise of Digital Media

The Pedagogy Brief Series The Pedagogy Brief Series

Doc Miller Howard Lurie

02445
6

Fac i n g H i s to ry a n d O u rs e lv e s Fac i n g H i s to ry a n d O u rs e lv e s

Core Concepts in Facing History and

Historical Understanding Ourselves and
Making Past-Present Comparisons in Civic Learning
Facing History and Ourselves Classroooms

The Pedagogy Brief Series The Pedagogy Brief Series

Alan Stoskopf Melinda Fine, Ed.D.

   

The Pedagogy Brief Series
 Includes
CD-ROM

J E A N A N D R E WS
THIRD EDITION
Managing, Maintaining, and Troubleshooting
Troubleshooting Software
A+ Guide to
A+ Guide to
Troubleshooting
Software
Managing, THIRD EDITION
Maintaining, and
Troubleshooting

Maps to CompTIA’s 2003A+ Exams Includes

CD-ROM

J E A N A N D R E WS

FIFTH EDITION
PC Repair
A+ Manual for
A N D R E WS
A+ Lab Manual for
PC Repair
FIFTH EDITION

Includes
CD-ROM Includes 146 Hands-on Labs

J E A N A N D R E WS
THIRD EDITION
Managing, Maintaining, and Troubleshooting
Troubleshooting Hardware
A+ Guide to

A+ Guide to
Troubleshooting A N D R E WS

Hardware
Managing, THIRD EDITION
Maintaining, and
Troubleshooting

Maps to CompTIA’s 2003A+ Exams

Includes
CD-ROM

J E A N A N D R E WS
A N D R E WS
FIFTH EDITION
Managing and Maintaining Your PC
A+ Guide to

A+ Guide to
Managing and
Maintaining Your PC
FIFTH EDITION

Maps to CompTIA’s 2003A+ Exams

A N D R E WS

 
A+ Guides
 designing MIT Bosworth’s new tech

Designing MIT Bosworth’s New Tech

Mark Jarzombek
Mark M. Jarzombek

                         
    

part one

From the
Rogers Building
to the New Tech

The Changing Identity of MIT:

Why the Move?

When the Massachusetts Institute of Technology received its charter in ,

the streets of Boston’s Back Bay were still in the process of being laid out along
the once swampy shore of the Charles River. On the vast flat tract of land there
soon would arise an urban landscape of elegant boulevards and uniform row
houses. To maximize this unique opportunity and to contribute to a vibrant 5 The Changing Identity of MIT: Why the Move?
cultural community, the city earmarked several of the new lots for churches,
museums, and other public buildings, with the first such lot—an entire city
block between Boylston and Newbury streets—given over to the Natural
History Society and the newly founded MIT.1 The creation of the Institute and
the allocation of such a prestigious site were major victories for MIT’s founder,
William Barton Rogers (‒), who had worked tirelessly for more than a
decade to convince the state legislature to issue a grant for a scientific and
technical institution for Boston. Rogers hoped that MIT would get two build-
ings, one dedicated to the Institute proper and another to serve as a teaching
museum where the latest advancements in technology and industrial design
would be displayed.
The project was entrusted to the French-trained Bostonian architect
William G. Preston, who placed the more conservative of the institutions, the
Natural History Society building, on the narrow side of the lot, and MIT in the
middle facing Boylston Street [1].2 The buildings were envisioned as an inter-
connected ensemble set back from the sidewalk, this being the first and quite
possibly the last time that an entire Boston city block was conceived as a unity.
The work on the Natural History Society building proceeded quickly, and the
building was finished in . The MIT building, later to be named the Rogers
Building, opened its doors in , construction having been slowed because of
the Civil War.3 Funding for the MIT teaching museum, however, never materi-
alized, and the site was temporarily left empty. Although Rogers’s ambition of
an entire city block dedicated to science and the advancement of knowledge
faltered, the idea of a museum dedicated to design did not die. In  con-
struction began on the Museum of Fine Arts one block away on Huntington
1
Avenue. (It was eventually torn down to make way for the Copley Hotel.)
The Rogers Building was a five-story-high rectangular structure sporting design impetus harkened back to the Duke of Wellington’s fashionable Apsley
a grand tetra-style Corinthian portico at the top of a broad flight of steps. Its House in London, which had been remodeled with such a portico in  by
the architect Benjamin Dean Wyatt [2, 3, 4].4 At the time, the Apsley House
4 was most certainly a suitable prototype, expressing self-confident mastery and
the gentlemanly pursuit of excellence. But the sciences were in the process of
change, and the atmosphere evoked by the Rogers Building soon became obso-
lete. By the s, technologies were developing at a rapid pace, professional
societies were springing up, and industrialization was expanding. MIT suddenly
and fortuitously found itself at the very hub of these events. New faculty mem-
1 Plan for the MIT Museum:
at top, the MIT buildings and
bers were added and new courses created: the School of Mechanical Arts was
the building for the Natural established in , and in the same year, the Women’s Chemistry Laboratory.5
History Society; at bottom, The Department of Electrical Engineering was created in , the Department
elevation of connecting pas-
sageway, William G. Preston, of Chemical Engineering in 1888, and in the , the Department of Sanitary

   ca. . Engineering was established. The Department of Mining Engineering became

Designing MIT