Motivating a clerical assistant

It has been found out that morale and high productivity or output always go together. They have a positive correlation. If the worker likes his work, his fellow worker , and the company, his high productivity will bring him increased acceptance and prestige among the workers and management, as well as increase in pay and advancement in position. He finds these things rewarding and is stimulated to work conscientiously. As a wise and effective supervisor to the clerical assistant, I should aim at both high morale and high productivity to be developed and sustained during these times and in the coming hectic season. Some specific things I can do: 1. Provide good physical conditions for work. I cannot literally give to the assistant because I do not own the company nor even position myself as the manager. But I will try to influence my big boss/es that those things that can help improve his/her work be provided like small amenities as supply of office materials needed to speed up his/her work to a ventilated workplace. 2. Reduce work frustration on the job to a minimum by means of a good environment and/or working relationship. 3. Treat him/her as one that has a personality that can be hurt. Hence, with the assistant around, I will influence others in treating the assistant as somebody who is needed and must be encouraged by thoughtful words and tact. 4. Have a good communication system. This is related with item #3. It is my job to facilitate smooth flow of interrelationships in the department. I believe I can do this by proper feedback of things that add credit to the assistant and back to others especially the director. The person with high morale has confidence in himself, thinks his work is worth doing and that he is doing a good job (Landy, 1985). Perhaps, one good exchange I can probably offer him/her is flexible working hours. I can suggest this to the management especially when the assistant has other pressing responsibilities at home. Another is schedule trips that can be given away as incentives after the hectic season (Baron, 1983). Reference: 1. Baron, R. Behavior in Organizations: Understanding and Managing the Human Side of Work, Boston: Allyn and Bacon, 1983. 2. Landy, F.J. Psychology of Work Behavior (3rd edition). Dorsey press, 1985. Â  

Act III Scene II Consider the dramatic significance of this episode in the play

As an audience, we can foresee the sinister turn of events which will be marked by the appearance of Don John in the latter part of this scene. Having earlier witnessed the deceitful and slanderous plot conjured up between he and Borachio during their discussion, implementation of the plan seems imminent. And yet the descent from the comedy of Benedick trying to pass off his love-sickness as toothache to the threatened tragedy of Hero's slander is perhaps far more rapid than we might have anticipated. The earlier jovial mockery of Benedick by Don Pedro, Leonato and Claudio provides a striking contrast with the underlying malice of the deliberately ambiguous and disparaging remarks from Don John. Yet such ambiguity seduces Claudio and Don Pedro in a remarkably similar way to the double meanings and innuendo which deceived Benedick earlier on. Don John demonstrates an ability to manipulate his language in a successful bid to influence and target the weaknesses of his audience; that is, Claudio and Don Pedro. He has a shrewd understanding of the court and his insinuations about Hero play upon the tensions within it relating to honour and status. Don John opens with a customary courteous greeting before baiting both men with his declaration that he has something of interest to reveal concerning them both: ‘If your leisure served, I would speak with you / yet Count Claudio may hear; for what I would speak of concerns him.' ‘I know not that, when he knows what I know'. With their curiosity secured, Don Pedro conveys a rather convoluted proclamation of regret and remorse for the bad news he is about to impart, ‘You may think I love you not: let that appear hereafter†¦' and when combined with his fallacious self-deprecation, we observe further his dexterity as their sympathy and trust is won. As he continues with his tacit allegations, Don John uses a loose and undefined disparagement ‘disloyal' which would imply a certain reluctance to accuse Hero, yet his following remark; ‘The word is too good to paint out her wickedness' incites the other men to affix their own condemnation of her. A dramatic irony here ensures the audience's perception of this as a further ruse whilst for the seemingly naà ¯Ã‚ ¿Ã‚ ½ve and gullible Claudio and Don John, it makes the hurried offer of immediate visual evidence irresistible; ‘Go but with me tonight, you shall see her chamber-window entered', a crude vaginal symbol is used to further offend the newly enamoured Claudio, who in his youthful inexperience has believed in his betrothed's virginity. Their melodramatic exclamations in response to this, one after another, serve to indicate ironically how they, who tricked Benedick, have been no less suddenly transformed. Claudio asks rhetorically ‘May this be so?' and vows if it is, ‘†¦should not marry her tomorrow in the congregation, where I should wed, there I will shame her'. The marked use of sibilants serves to emphasise his fury, suggesting suspicion and fear to be the other side of Claudio's idealisation and the aggressive denunciation may arise from a personal insecurity urging him to make such a pledge. In Messina sexual relations are complicated by conventions and illusions, Claudio has already tried and found Hero guilty before even witnessing the evidence. Such a rash conviction is reminiscent of his earlier behaviour during the masked ball in Act II Scene I which gave us foresight of Claudio's impulsive and fickle characteristics, a man so easily influenced by the ‘hearsay' from Don John and his own irrationality and mistrust in women. Though it is easy to criticise and condemn Claudio for such tenuous judgements, one must not disregard Messina'a patriarchal society and the sense of superiority to women which regulated masculine loyalties. Such loyalty is evident in Don Pedro, who; when informed of Hero's alleged infidelity, endorses Claudio's vengeance by offering to ‘join with thee to disgrace her'. Such is Don Pedro's influence and arrogance that Claudio offers to accompany his departure from Messina on the wedding day. We must now question Don Pedro's willingness to join Claudio's slandering of Hero which not only seems cowardly but most absurd having himself been the ‘accused' by the same source of indictment – his rebel brother, the bastard Don John. Whilst for an audience of the twenty-first century this continued credulous behaviour might seem somewhat contrived, we must consider that Don John, a melodramatically sketched, stereotypical villain, serves a thematic and narrative function. His role is principally to expose the flaws within others, namely his brother Don Pedro and Claudio and highlight the shared immorality in his companions Conrade and Borachio as well as present themes of slander, noting, jealousy, honour, illusion and reality. Since the major complication of the play arises from Claudio's denunciation of Hero on the basis of Don John's trickery, and in fact therefore ‘nothing' at all, the use of such a villain as a dramatic device is crucial. Whilst only a brief episode in the play; the significance of the latter part of this scene is paramount to future events. The timing of the episode is most significant as Shakespeare distinguishes misunderstanding and misreport from deliberate and malicious deceit. We prepare ourselves for a potentially tragic consequence yet with the benefit of dramatic irony, remain optimistic that as the title suggests, this will again prove to be ‘much ado about nothing'.

Effects of discrimination Essay

Discrimination against children may have a great impact on their self-esteem and self-worth. They may find life very lonely and develop trust issues; this could affect the child throughout their whole life. A child with low self-esteem will often give up on a task earlier than other children or may not want to participate at all because they fear that they won’t be able to achieve it. There are four types of discrimination, these are; Direct: this is where a person is told they are unable to do something because of their colour, race, religion or sex. Indirect: this would be excluding people from taking part by making rules or practices that affect them negatively for example displaying pictures which only include white children and not multicultural children. Institutional: occurs when the policies, systems and procedures in a setting discriminate against a group or groups of people. This happens because the systems and processes were designed without taking into account the diverse needs of groups within the community in relation to their race, disability or gender resulting in some children being treated differently. Individual: where one person views lead to the unfair treatment of another person. Children can be discriminated against because of racism and cultural differences, their gender, abilities or the way they look, for example my child has Nystagmus which is an involuntary eye movement so when he is trying to focus on things his eyes move from side to side, so when he goes to school he may be discriminated against because he maybe need special equipment to help him in his learning so he can achieve everything possible. Parents can be discriminated against because of their age, lifestyles, parent values, education or income, for example they may not look as wealthy as some of the other parents but this doesn’t mean they are any less educated or any less of a good parent. ensure settings are welcoming, non-threatening and fun places to be, where children and their families are valued because of their differences. Stereotyping and discriminating can lead to bullying from a young age that children can then carry on into adulthood. There are many ways in which people could be stereotyped, some of these can include stereotyping against boys and girls, girls are not good at sports; boys shouldn’t play with dolls or dress up. Cultures all Arabs and Muslims are terrorists, all white Americans are obese, lazy and dim witted. Groups of individuals Goths wear black clothes, black makeup, are depressed and hated by society, girls are only concerned about physical appearance, and all blondes are unintelligent. In the Oxford dictionary it stated that the unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex:victims of racial discrimination. This quote is from http://oxforddictionaries.com/definition/english/discrimination 20th September 2013 Anti-discriminatory means action taken to prevent discrimination against people on the grounds of race, class, gender or disability. Anti-discriminatory practice promotes equality by introducing anti-discrimination policies in the setting As an early years practitioner it is our responsibility to support children to develop ideas of equality, in doing this the children will grow up less likely to be prejudice. Children are not born with these attitudes they learn from adults. You should show positive role models by having books/posters/toys which show different ethnic persuasion/religions/people and books and male and females in equal roles (i.e male nurse/female nurse. Male builder/female builder. Black policeman/white policeman. Disabled teacher/non-disabled teacher Each child is an individual and has different needs but should all be treated equally by making sure that all children are included in activities for example making Christmas cards, if a parents wishes were that their child doesn’t celebrate other religions you must accept their decision and should adapt the activity so that the child can join in, so you could suggest that the child creates a winter scene or snowman card so that they still feel included, valued and have a positive sense of identity. Parents should be made aware of who is who and each staff members job role, a noticeboard with a photo of each member of staff, and their job description would be a good way for parents to become familiar with members of staff. Each child should be assigned a keyworker; parents should be made aware of who their child’s keyworker is, as this is the person the parent would liais e with regarding their child. If their child has any special requirements for example diet requirements, medical needs or any other relevant information in which the setting may need to be made aware of then the keyworker is the person that should be informed of this important information. The keyworker is also the person responsible for monitoring the child’s development and activities the child has participated in. Parents should be invited to support their child by attending parent’s evenings this will enable parents and keyworkers to discuss the child’s learning and development in more detail and for either party to voice any concerns they may be having regarding the child. Another way to involve the parents would be to hold school events, assemblies and sports events.

Political science term paper Example | Topics and Well Written Essays - 1750 words

Political science - Term Paper Example 3.) The party system exacerbates, and further marginalizes the position of a historically disadvantage minority group like the African-American through the forwarding of the political agenda of the party. Counter Evidence 1.) There have been black American politicians who are members of political parties long before and they could have done something to help and present black Americans’/minorities’ interests in the legislative arena. Response: 1.) The minority is often excluded in terms of involvement in a great deal of substantive decision making. This aside from party leaders distancing themselves from any black leaders attempting to raise issues associated in subtle ways with African Americans such as contemporary welfare politics, crime, or social spending in inner cities. Name Professor Subject Date American Politics and the Marginalized Groups I. Introduction In today’s American society, politicians and their policies greatly affect the poor, or the margina lized group as evidenced by income and social inequality. The rich become richer and the poor become poorer with control over policy being forwarded and enacted by the leading political parties. In his book, Paul Frymer defined electoral capture as the result of party leaders’ resistance on mobilizing and incorporating blacks into the political system to the point of denying black Americans their democratic rights completely in their parties’ efforts to win elections (p. 6). It is my belief that Bartels’ position on representation and economic equality in the country is supported by Frymer’s position that â€Å"the most important single influence on the changing United States income distribution over the past half century is the contrasting policy choices (made by the elected) Democratic and Republican presidents† (p. 30). This paper presents and discusses Frymer’s theory regarding electoral capture and then presents and discusses Bartelsâ⠂¬â„¢ findings about economic inequality and representation. In the end, the paper will try to prove how Frymer’s theory explains and supports it. II. Frymer’s Electoral Capture and key empirical findings Frymer defines and explains his electoral capture theory, where black voters are often considered a minority and ignored that Democratic Party leaders refuse to acknowledge the numerical support cast by black voters. He observes that the party does not give due recognition to black votes even though their votes â€Å"have often been crucial in (winning) national elections† (p. 10). He added that â€Å"opposition party leaders have generally been reluctant to even make general political appeals to blacks† (p. 10) even when they have expressed interests in transferring membership to the opposition. Marginalization starts with party leaders. Frymer argued that for party leaders, there is a negative effect on appealing to black voters and that, â€Å"public appeals to black voters will result to national electoral defeats†. This for him is the primary reason for electoral capture, where marginalized groups become even more marginalized as their interests are not represented in the legislative arena. Frymer cited several examples in the country’s political campaign and election history to support his statements. One is the November 1992 elections, where the Democratic

Cyclones and Earthquakes Essay Example | Topics and Well Written Essays - 1000 words

Cyclones and Earthquakes - Essay Example We cannot completely reduce the material damage done by these natural calamities but the number of human lives that are lost during these disasters can be considerably reduced. We can also lessen the after effects of the calamity like the emotional trauma of loosing near and dear ones. A number of psychological disorders like post traumatic disorder which can hamper an individual's normal life can be vanquished. The poor people are worst victims of a natural calamity. Lot of resources time and money is spent in trying to rehabilitate the individual who have suffered from these calamities. As far as the aftermath of a calamity is concerned cyclone and earthquakes produce similar effects. All these natural phenomena's are a threat to the health and well being of an individual. We cannot avert a natural disaster but we can properly manage it and reduce the damage to human property and mind. Forecast of These natural phenomena is the only thing that can be done and can be utilized to red uce the risk to human life and property. These natural phenomena are a result of the careless utilization of the bounties of nature. The director Salvano Briceno of the International Strategy for Disaster Reduction has vey rightly said that "Not only is the world globally facing more potential disasters but increasing numbers of people are becoming vulnerable to hazards," There are people who believe that it is global warming which is increasing the number and severity of the of these natural phenomena. There is no conclusive proof to the fact that global warming is a contributing factor in the occurrence of these natural disasters. Gradually over a period of time the temperature of the earth has increased as a result of human activity. This leads to the trapping of greenhouse gases in the atmosphere consequently raising the temperature of the earth. There is an increase in the number of hurricanes and cyclones in the world and this has been attributed to warmer sea surface and altered wind patterns .Global warming is seen as the cause of the warming up of the sea surface. In a sample study we can see that the nu mber of cyclones in the Atlantic have increased from six in 1900 to 1930 to 15 in 1995 to2005 (Science Daily, n.p) There is no direct relation of earthquakes with global warming but it has been predicted that the melting of the glaciers in the Alaskan region can amount to greater activity of the mobile earth crust i.e tectonic plates. The weight of the glaciers of the Alaskan region is acting as a deterrent for the movement of the tectonic plates. According to Sauber a leading researcher "Historically, when big ice masses started to retreat, the number of earthquakes increased. More than 10,000 years ago, at the end of the great ice age, big earthquakes occurred in Scandinavia as the large glaciers began to melt".( Science Daily, 2004) Therefore it can be deduced that global warming can lead to melting of ice in the Polar Regions and it turn can lead to heightened earthquake activity. Earthquakes and cyclones share similarities as far as the affect of them on human life is concerned. They differ in the causes and different methods of prediction of these calamities. There are different ways in which we can protect ourselves from these natural dis

How does organizing affect suffering populations Essay

How does organizing affect suffering populations - Essay Example The power of numbers is now made obvious, although this knowledge emerged after many exercised examples were given. While there are many groups upon which the power of numbers has been a ticket to relief the three groups presented here are African American slaves, native Americans and women. The institute of slavery was a shame to say the least. Millions were killed and beaten. People starved and went naked in the deep winter’s frost. Slaves were afforded no rights and often lived their whole lives without the slightest taste of luxury. Even though they witnessed the causal lifestyles of their masters, most slaves dared not even dream of having such provisions for themselves. However, slavery was born to die. Being unjust, it could not stand for eternity. Once the slaves learned of their power, the power of their unity against the oppressor, they found the courage to stand up for themselves and fight. Of course there were the brave few who did stand up by revolting and running away, but their position in the overall freedom of all is as sparks to a forest fire. Tales of success spread throughout the slave population and they dared lift up their heads. It was when more came to believe that they came to organize themselves and wield a great dent into the mountain of their bondage. Gathered together they strengthened each other and were given the courage to fight. Fredrick Douglas had been a slave, yet he railed his people together and encouraged them. He said, â€Å"I talked to them of our want of manhood, if we submitted to our enslavement without at least one noble effort to be free† (Douglass, 1845; p.70). Such was a message that no slave had heard before. They were empowered. Yet, it was not until after such gatherings that Douglass and many other slaves were afforded their freedom. Native Americans also had their struggles. The very land in which they has built their civilizations was snatched from up under their feet. At one point they had to return to being nomads, being constantly pushed around by the ever growing new world. At the beginning of America’s establishment, Native Americans were given neither rest nor respect. They were considered heathens by the self-proclaimed righteous white men that had themselves departed from a country where they were not completely free. It took the Native Americans’ joining of forces to come to be recognized. Even today their groups are advocates for return of the land that was stolen from them. While they have not succeeded in taking over the territories that they once owned, they have received recognition from the government and were granted various benefits. Another group that found strength in numbers is women. Women have been suppressed throughout history and still there are differences made between sexes in regard to promotion, pay, and in many other areas. Women were the property of their husbands, many of them treated as slaves. The man of the house was the abs olute master. Women were not allowed to be educated or hold jobs. They could not vote or hold office. It took a revolution for women’s rights to be granted. The stories of women burning their bras in the streets are commonly known today. However, if it had been only one woman burning her bra she would have probably been labeled as one suffering from a mental illness

Green Computing Case Study Example | Topics and Well Written Essays - 500 words

Green Computing - Case Study Example The software component shall also look at aspects and areas of conserving energy. The project will be implemented as part of the larger organizational strategy and policy of the company. As part of the objectives of the project, all staff are expected to receive a very high level of education and awareness on how they can, on an individual basis apply basic rules and principles on the effective and efficient use of information systems. The training is expected to be part of the skills and knowledge of all existing staff as well as new staff. Much of the desire to go green in computing will come with the use of the right IT tools that have been passed for efficiency and effectiveness. To this end, there will be an outsourcing exercise to replace all existing IT tools that cannot guarantee this purpose. This is going to be the major task involved in the green computing project. As there continue to be an enlightened awareness among the public on the need to protect the environment towards future preservation, more and more people are becoming inclined on the need to do business with companies that guarantee environment protection (Perry, 2008). It is therefore an objective of the project to help raise a competitive advantage (Risk Management Guidelines, 2004) for the company by the close of the project. The success of projects is best tested when they achieve the objectives for which they are carried out (Perry, 2008). A very basic success criterion that will be used to measure the impact of the project shall therefore be a project objective scorecard or checklist, which shall be marked after six months to determine the areas of achievement and areas of failure. A very basic approach that will be used in managing the project shall be a delegation and decentralized approach whereby there shall be various divisions among the departments of the company. Under each of these divisions, there shall be a head, to who members of the

Theory Paper Research Example | Topics and Well Written Essays - 1000 words

Theory - Research Paper Example Over the years, the model has been adopted to examine a wide range of long-and-short-term health behaviours among people of all ages and nationalities such as the spread of cancer due to the failure by people to go for free cancer screening clinics (Rejeski, Brawley, McAuley, & Rapp, 2006). The Health Belief Model was developed out of the realization that humans possess positive, negative and neutral values and their response to various issues is based on these three regions. The Health Belief Model often has two dimensions namely the threats and net threats. These two areas are categorized into susceptibility, severity, benefits and barriers and it is believed that these four constructs explain people’s willingness to react to situations. While these four concepts are usually constant, an addition of cues to action usually triggers the willingness and motivates clear behaviour. In recent days, there has been an addition of self-efficacy, which is the focus on one’s self-belief in the capacity to successfully complete an action (Rejeski, Brawley, McAuley & Rapp, 2006). Ideally, the Health Belief Model is founded on the hypothesis that if the end result is desirable, there is a higher likelihood for individuals to be more motivated to alter their behaviour. For this model to work, psychologists believe that certain behaviours are pointers to certain results. The self-efficacy expectancy concept posits that individuals have within them what it takes to bring about certain results. If a particular incentive is added to the environment within which an individual lives, then the chances of getting a certain outcome is amplified (Rejeski, Brawley, McAuley, & Rapp, 2006). Perceived Susceptibility; this is usually defined as an individual’s opinion of the probabilities of acquiring a certain condition. In the Health Belief Model, this is often used to define the threatened people as well as in defining the risk levels. This concept

Whether Organizations Should Use Formal Mentoring Schemes Essay

Whether Organizations Should Use Formal Mentoring Schemes - Essay Example It is evidently clear from the discussion that employees’ morale holds the key for the eventual decisions that are made for them when it comes to imparting training and the related facilities. There must be an effort to mobilize the employees more and more and seek from them a feedback mechanism so that their role comes out significantly well within the related context of training regimes. The formal mentoring schemes within the organizations of today are shaping up because there is a need to address the challenges which have come up. The employees know little with respect to social and personal pressures which engulf their domains and it is only natural to understand that formal mentoring schemes would help resolve these issues in entirety. A mentor is defined as an individual who serves as a teacher or a trusted counselor whose main task is to act wise and thus guide and advise on different issues and matters. As far as the formal mentoring schemes and activities are concern ed, they are always very organized and have a serious disciplinary regime within them. Mentoring is more inclined with personal development relationship than anything else; focusing on the experienced senior who imparts the much-needed knowledge and help towards the unknowing junior. The former is regarded as the protege or an apprentice who works to best effects to make sure that the person who is being given the formal mentoring remains on track and is guaranteed to receive the benefits of mentoring in the long run scheme of things. The formal mentoring happens through a professional development process, where formal communication hierarchies are embedded and the information is passed across a number of different significant channels. This formal mentoring is therefore very elusive and takes care of the areas which are not covered by informal mentoring regimes in place. One must comprehend the fact that formal mentoring requires face to face conversation and linkage, helping towar ds building the long-term credibility of the protege and indeed the organization from a strategic perspective. The difference between formal and informal mentoring lies in the fact that since formal mentoring takes care of the employees from a very formal setting, the latter comes about in a haphazard and random manner. What this means is the philosophy that informal mentoring can be held anywhere within the domains of the organization and it basically takes care of the employees on a very one to one level, where the legal codes of inviting employees over for the mentoring programs and activities are not held as such.

Genre analysis Essay Example | Topics and Well Written Essays - 750 words - 1

Genre analysis - Essay Example At the same time it has made my reflexes so much better, I can feel the difference for myself. Earlier, I was really slow and my reflexes were extremely slow but thanks to the game, I have become much faster now. My hand-eye coordination has also improved tremendously. In addition to this playing online has helped me a lot, I have made so many friends and I constantly play against them to see how good I really am. We also meet outside and spend time together. I became excessively involved and that was when I asked myself some really important questions? Questions like what is the future on gaming and how can I benefit from it? I am investing so much time into it what will I get out of it? These were some extremely important questions that I asked myself and it was very important for me to ask myself these questions and I am delighted I asked these questions just at the right time. â€Å"To narrow my analysis I stumbled upon the Virgin Gaming website.† (Virgin Gaming) The Virgin Gaming website has been developed by the Virgin group and it provides an ideal platform for gamers to grow and develop. I also came across twitch TV website. The Twitch TV website allows gamers to stream gaming videos and attract audience. That was when I started believing that one can make a career out of gaming and I started working towards it. There are so many gamers who have made a career out of gaming and this is certainly possible. So many of them have already been immensely successful. Twitch TV is similar to Youtube and they pay content producers for involving more and more people, this is very similar to Youtube partner program. The audience can contribute greatly, they can chip in with their comments and the types of series they would want to see and the content producers can produce exactly what is required and demanded by the audience. Virgin Gaming is a different ball game altogether. It involves competitive game

Homosexual Love Essay Example | Topics and Well Written Essays - 2500 words

Homosexual Love - Essay Example Of 70 groups, homosexuality was accounted for to be no attendant or extraordinary in recurrence in 41, and present or not exceptional in 29. In societies impacted by Abrahamic religions, the law and the congregation secured homosexuality as a transgression against heavenly law or a wrongdoing against nature. The judgment of butt-centric sex between guys, then again, originates before Christian conviction. It was incessant in old Greece; "unnatural" might be followed once more to Plato.clarification needed This is clearly the most widely recognized sexual introduction on the planet, because of science. (You can just get posterity if a male and female have intercourse) and likely because of religious and social components (it’s a wrongdoing in a few spots to not be hetero, and numerous religions denounce homosexuality/androgyny) Notwithstanding, simply on the grounds that it’s the most well-known, and "socially/organically/religiously" correct, doesnt fundamentally mean homosexuality and cross-sexuality arent right or "abnormal". Everybody ought to have the decision and right to be what he or she needs to be, including his or her sexual decision. It is in nobody spot to judge or censure individuals in light of their sexuality. Much the same as it is inappropriate to judge individuals dependent upon his/her race, sex or socio-financial class. Numerous recorded figures, including Socrates, Lord Byron, Edward II, and Hadrian, have had terms, for example, gay or promiscuous connected to them; a few researchers, for example, Michel Foucault, have viewed this as taking a chance with the chronologically erroneous presentation of a contemporary social develop of sexuality remote to their times, however others challenge this. An ongoing theme of constructionist contention is that nobody in classical times or the Middle Ages accomplished homosexuality as a selective, changeless, or characterizing mode of sexuality. John Boswell has

Gwendolyn Brooks and Edwin Arlington Robinson Essay Example for Free

Gwendolyn Brooks and Edwin Arlington Robinson Essay Gwendolyn Brooks and Edwin Arlington Robinson are two out of many fine poets that have written inspiration poetry that has had an impact on our country. Gwendolyn Brooks achieved success at an early age. Brooks is best known for her lyrical style of urban poetry, such as the poem â€Å"We Real Cool†. Brooks was the first African-American writer to win the Pulitzer Prize for her poetry with the poem, â€Å"Annie Allen†. Edwin Arlington Robinson was the first person ever to receive the Pulitzer Prize in 1922. Robinson’s poetry did not capture the attention of the public until he was almost 50 years old. President Theodore Roosevelt discovered some of his poetry. He was so impressed that he offers him a clerk position at the New York Customs House. â€Å"We Real Cool† by Gwendolyn Brooks and â€Å"Richard Cory† by Edwin Arlington Robinson demonstration how both authors compare/contrast in their poems as it relate to tragic ending in death, the usage of first person plural, and learning message to the reader. â€Å"We Real Cool† demonstrates how it relates to tragic ending in death, the usage of first person plural, and learning message to the reader. The poem relates to tragic ending in death. These teenagers explain how they engage in activities such as playing pool, drinking, and sinning. Though they believe they have everybody else fooled, they know themselves that the behavior will eventually lead to death. The poem is written in first person plural. It allows the pool players to speak for themselves and not allow the reader to draw their own assumptions. Also â€Å"We Real Cool† sends a learning message to the reader. The message that Brooks sends out is that what seems cool in someone else’s eye, isn’t cool in another, and it can lead to a destructive life. â€Å"Richard Cory† demonstrates how it related to tragic ending in death, the usage of first person plural, and learning message to the reader. The poems relate to tragic ending in death. Richard Cory is very successful in the view of the peers but in his own self judgment, he is inadequate to fulfill his purpose in life. So therefore, he commits suicide. Secondly, first person plural was not used in the poem. The town people are speaking about how they view Richard Cory. They do not know his personal struggles and only see the human side that he shows. They admire him and are quite envious of him. Thirdly, in the poem of â€Å"Richard Cory†, is sending a message that you cannot judge a book by its cover. Just because someone appears happy and wealthy does not mean that they are truly happy with their lifestyles. What one may perceive may be an allusion to the eye. Furthermore, a person must get to know a person to understand the views and thoughts. In conclusion, â€Å"We Real Cool† by Gwendolyn Brooks and â€Å"Richard Cory† by Edwin Arlington Robinson demonstration how both authors compare/contrast in their poems as it relate to tragic ending in death, the usage of first person plural, and learning message to the reader. We observed that â€Å"Richard Cory† is straight forward, direct and has plenty of descriptions unlike the poem â€Å"We Real Cool†, that requires the reader to use their imagination. However, both poems rhyme. Both poems talks about the importance’s of education of how the advantages of staying in school can get you far or how it can hinder your life. Even though both authors were born in different time era, they both share the same struggles and disadvantages.

Effect Of Technology On The Publishing Industry Media Essay

Effect Of Technology On The Publishing Industry Media Essay > The publishing industry is an industry which is segmented into the book, newspaper and magazine industry. The publishing market is not simply a business. The products made in the publishing industry have a huge impact on the socio-political and cultural environment, for instance in education systems. Additionally, due to the increased popularity of online resources and e-books the publishing market is facing higher levels of competition. Competition in the publishing industry is affected by consumer spending which is strongly related to economic growth and employment levels (Datamonitor, 2010). Because of the higher levels of rivalry caused by the introduction of new technologies, such as printing on demand, e-books and online newspapers, society often claims that the publishing industry is dying. While it is true that the publishing industry is undergoing a digital revolution, this revolution should be seen as a new opportunity, not as the end of the publishing industry. The purpose of this paper is to discuss the effects of technology on the publishing industry. First, the technological changes in the publishing industry will be examined. In this paper we focus on e-books and online newspapers. This will be followed by the consequences of new technologies on supply and demand. Finally, the answer to the question whether the new technologies are substitution or complementary goods will be discussed. 2. Changes Ronte (2000) stated that technology has had and still has a dramatic effect on the publishing industry. Technologies currently shaping the publishing industry include: online newspapers, printing on demand and e-books. Digital technology is important for several reasons. First of all, digital technology has no boundaries in geography and time. Books, magazines and newspapers can be published, marketed, bought and read anytime and anywhere. Second, the power that came from physical distribution has disappeared. Retailers or salespeople cannot influence buying and selling behavior as they did before because traditional printing is no longer the only way to have content published. Third, distribution of electronic copies of books is free and therefore marginal costs of producing an additional book or journal are zero. The fixed costs, however, will increase because making digital publishing possible high investments in the installation of a network should be made. Furthermore, unique co ntent acquires more importance. Aspects such as the speed of digital distribution and exclusive access are more valuable to customers. Finally, the next generation, who are educated on computer, will use the new technologies more often (Ronte, 2000). 2.1 E-books Electronic books are defined as: A digital object with textual and/or other content, which arises as a result of integrating the familiar concept of a book with features that can be provided in an electronic environment. E-books typically have in-use features such search and cross reference function, hypertext links, bookmarks, annotations, highlights, multimedia objects and interactive tools. (Carreiro, 2010, p.221) The invention of e-books is an opportunity for the publishing industry to revitalize. The e-book market is still in its growth state and thus can revive the publishing market. The fact that a publisher can never be out-of-print and the publishing industrys traditional supply chain will be faster and shorter are other advantages of e-books (Carreiro, 2010). This results in lower costs, which in turn results in higher profits for publishers and authors, which can lead to lower prices for readers. On the contrary, digitalization goes together with piracy. As in the music and film industry, publishers of e-books risk that their books are copied and illegally spread on the Internet. E-books can be protected from piracy by both encryption and compression. For instance by a digital object identifier (DOI): an initiative of the publishing community for protecting its assets in the digital environment (Carreiro, 2010, p. 225). 2.2 Online newspapers The introduction of online newspapers is another change in the publishing industry. Most of the newspapers, local and national, offer nowadays both a traditional printed and an online newspaper. Despite of the question whether online newspapers are substitutes of print papers or not, which will be addressed in the next section, an on-going discussion is online pricing: should newspaper publishers set a price for online newspapers? Online newspapers have often extensive content-sharing characteristics. The print edition is often the primary source for the online edition. The fact that similar or identical information is published in two formats fostered the industrys concern about the negative impact of offering free content online on the print editions subscription base (Chyi Lasorsa, 2002, p. 94). This effect is called the cannibalization effect. Publishers are afraid that offering free content online may cause a decrease the demand of the print edition because of the subscription base. Therefore, many online news sites initially charged a subscription fee for online news access but most failed. The advertising model followed, but only with limited success (Chyi Lasorsa, 2002). Gentzkow (2007) also found that introducing online pricing causes a decrease in demand of online newspapers. People seem to prefer reading a printed newspaper over an online newspaper if an online price is charged. Gentzkow (2007) suggests not setting an online price when the advertising market is favorable. The welfare benefits of the online newspaper outweigh the costs. 3. Supply and demand The law of supply and demand rules books as tangible product. Changes in demand or supply will lead to an increase or decrease in the market equilibrium price and quantity. Factors that cause a shift in demand are: a change in price of complements or substitutes, a change in income or a change in preference. The supply curve shifts as a consequence of changes in costs of input, new technology or an increase/decrease in the number of suppliers (McDowell, et al., 2009). To be more specific, factors that influence the e-books demand are technology, cost, user friendliness, and privacy (Carreiro, 2010). The better developed these factors are, the higher the demand and, if supply remains the same, the higher the market equilibrium price. However, the demand of traditional printed books and newspapers decreased due to new technologies such as e-books and online newspapers. Thus, for the publishing printing industry the market equilibrium price lowered. The decrease in the demand of traditi onal printing can be explained by the substitution effect which is discussed in section 4. 4. Substitution and complementary effects 4.1 E-books To answer the question, e-books are no clear substitutes for the traditional printed books. The substitution effect can be explained as the change in the quantity demanded that results because buyers switch to substitutes when the price of the good changes (McDowell, Thom, Frank Bernanke, 2009, p.67). In other words, when goods are substitutes, in this case printed books and e-books, when the price of e-books increases, the demand of printed new books increases, and vice versa. This is partly the case in the publishing industry. The publishing industry treats the e-book just as another format, releasing the same titles in hardcover, book-on-tape, and e-book at the same time (Gall, 2005, p.27). It is important to decide whether it is useful to publish a book in e-book format. Childrens books, for example, will always remain paper-based, as young children are unlikely to handle computers (Ronte, 2000, p.19). On the other hand, academic articles, other reference works and course catalo gues are very suitable to be published as an e-book. In this case, e-books are substitutes for printed books. In the article Dispelling Five Myths about E-books, Gall (2005, p.27) notes that the e-book will be an electronic savior of text, replacing the printed word in the same way as the printed word replaced oral traditions. This is true and agrees on the fact that pleasure readers will prefer a printed book. Thus, paper based books will not become extinct because e-books nowadays only substitute scientific books and sources. 4.2 Online newspapers Disagreement exists whether online and print newspapers are substitute goods. Chyi and Lasorsa (2002) found that about one half of the online users also read the print edition (55% for the Wall Street Journal Interactive, 42% for USA Today and 41% for the New York Times on the Web). The simultaneous use of print and online newspapers suggests that to some extent print and online products complemented each other. Two goods are complements in consumption if an increase in price of one causes a leftward shift in the demand curve for the other (McDowell, et al., 2009, p.79). In other words, online and printed newspapers gain from each other. Thus, if the demand for online newspapers increases, the demand of printed newspapers increases too. Furthermore, Chyi and Lasorsa (2002) found that almost 80% prefer the print format, whereas only 20% would prefer the online edition. The online edition is more likely to be read by younger people. Gentzkow (2007) also researched on the complementarit y of online newspapers. Gentzkow used the Washington Post and post.com for his research. In contrast to Chyi and Lasorsa, Gentzkow (2007) found that print and online newspapers are significant substitutes. Theoretically, the degree of product substitutability is defined by cross-price elasticity of demand, the percentage change in demand for one good divided by the percentage changes of a related good, other things being equal (Chyi Lasorsa, 2002, p.95). A $0.10 (33 per cent) increase in the price of the Post would lead to an increase in post.com readership of 8,358 (2 per cent) (Gentzkow, 2007). This indicates that post.com and the Post substitute each other. 5. Conclusion In conclusion, technologies that have an effect on the publishing industry are e-books, online newspapers and print on demand. In this paper only e-books and online newspapers are discussed. One of the effects of these new technologies is that the boundaries in geography and time have disappeared. Furthermore, the marginal cost of producing an additional unit is zero and the uniqueness of books, magazines of newspapers has a greater importance than before. Supply and demand in the publishing industry has changed because of the introduction of new technologies. The demand of traditional prints decreased, which results in a lower market equilibrium price. This can be explained by the substitution effect. However, there is a lot of disagreement whether e-books as well as online newspapers are substitutes for the traditional printed books and newspapers. E-books are substitutes concerning research information, such as academic articles. On the contrary, people who like to read books in t heir leisure time will not replace the traditional book for an electronic version. For online newspapers researchers hold the same disagreement. Gentzkow describes online and printed newspapers as perfect substitutes, whereas Chyi and Lasorsa found that electronic and traditional newspapers are complements. Because of the fact there is no clear evidence that new technologies substitute the traditional versions, it can be concluded that the print book or newspaper will always exist and that the publishing industry, fortunately, is not dying.

Christian And Navajo Creation

Christian And Navajo Creation All places, people, cultures and religions have a beginning; something or someone had to create the land, sea, animals and people. The story of creation varies from culture to culture but in some instances you can find similarities between two cultures that were divided by an ocean and thousands of miles. The two creation myths are those of the Christians and the Navajo peoples. These myths have been passed down from generation to generation and never forgotten. The creation myths for these two cultures are the building blocks for their futures. These two cultures werent only divided by an ocean and thousands of miles but by different languages and the time period in which each creation takes place. Despite the difference between these two myths, the similarities that are found are quite remarkable. The creation myths of the Navajo and Christian people contain specific symbolisms that make each unique, from the different characters, to the presence and development of evil and the flo ods that wiped out life or moved life forward, these show that no matter how great the distance there can be similarities and not just differences. Each creation myth will be assessed individually because it is easier to fully understand the relation between the two myths. The Christian creation myth will be addressed first because it is the most well known of the two. In the Christian creation myth there was one God, The Triune God that consists of The Father, The Son and The Holy Spirit. He was the divine creator in the Christian creation myth that is told in The Book of Genesis. The Lord God of the Christian creation myth has the ability to create anything from nothing. He takes an earth that does not yet have form to it and creates the heavens, the land and all living creatures on it, including man. When God creates the earth it takes him six days to create the world and he rests on the seventh day. He didnt create the earth all at once, he did it in steps. First he created light, then the heavens, then the land and plants, next the sun and moon, then the fish and birds and on the final day he created the animals and man. Th e Lord God, The Divine Creator, is a figure of great power and wisdom that is not always believed to be true later in the bible. If you look past the initial creation of the earth and focus on the sixth day when man was created you will find two characters that started human life on earth. Adam was the first male to be created. He was created from dust and the breathe of god that gave him life and breathe of his own. God created Adam to rule over all the animals and to tend to the Garden of Eden. Adam was also tasked with the job of naming all the birds and animals. God tried to find a helper for Adam so that he didnt have to care for Eden alone, but none of the animals god created was capable of helping Adam. Since God could not find a suitable helper for Adam he put him into a deep sleep and removed one of Adams ribs and used it to create the first woman, Eve. In the Garden of Eden, Adam and Eve could eat whatever plants and fruits they wanted, except the fruit from the tree of the knowledge of good and evil. Eating the fruit was forbidden and they both were told that if they ate it, they would die. This is the part of the story where the first instance of evil is introduced. One day when Eve was working in the garden she was approached by a serpent. This serpent was no normal serpent, it was Satan disguised as one of Gods creatures. As the serpent, Satan tricked Eve into eating and sharing with Adam a fruit from the forbidden tree. When Satan is disguised as the snake, he is seen as a trickster who gets his way through tricking and manipulating the helpless. When God found out what Adam and Eve had done he cursed them, as well as the serpent. The serpent was cursed to forever crawl on his belly and eat dust for the rest of his life. Eve was cursed with severe pains when birthing children and that her husband will always rule over her. Whe n God got to Adam he cursed the ground that he will plant his crops and it will produce inedible foods. All of this pain and suffering was all because of a trickster. After Adam and Eve were banished from Eden for eating the fruit of the tree of the knowledge of good and evil, they made love and Eve got pregnant. The lord had blessed them with their first son and they named him Cain. Eve looks as her son as a blessing and realizes that the lord had given her Cain and also realized that he is the ultimate source of life. Eve also had another son that was named Abel. Cain worked the land and soil and Abel watched and worked the flocks of sheep or other various animals. When these two men went to bring gifts to God, Cain brought gifts of fruit from the soil and Abel brought gifts of fat portions from the younger part of the flock. The lord favored Abels gift over Cains and this made him angry. The Lord God asked Cain why he was so angry and explained to him that if you allow sin to get a grasp on you it will eventually lead to something terrible. After this talk with God, Cain went to find Abel and asked him to go to the field with him. Once there Cain attacked and killed Abel because he was jealous of how God favored Abels offering over his. When he returned from the field God asked Cain where his brother is and he told him that he didnt know where he was. God knew what had happened to Abel and cursed Cain and told him that the ground will never yield crops to him again. Cain left his home and became a wanderer and said that whoever finds him will kill him. God said that that is not so for whom ever kills Cain will suffer vengeance seven times over. This is because he wants Cain to live as long as he can so that he will always have the burden of knowing that he killed his brother. Cain and his wife lived in the land of Nod which was east of Eden. Cain eventually married a nd his wife had a child named Enoch. Cain built a city here and named it after his son. Enoch eventually has sons who had sons that. Down the lineage one of the family members of Cain had murdered a young man and he was also cursed like Cain. Adam and Eve were blessed again with another child in place of the slain Abel, his name was Seth. Seth also had a son, he called him Enosh. After Enosh was born the people of the land started to call to the lord and pray to him. The conclusive symbolic event that happens in the Christian creation myth is the flood that destroys all living creatures below the heavens. The flood is brought on by God because he was disgusted by how corrupt and violent life on earth had become. God spoke to a man that he felt would bring balance back to earth after the flood; this mans name was Noah. God instructed Noah to build an Ark made from cypress wood to his exact dimensions. After the Ark was built Noah was told to gather two animals of every kind, one male and one female and put them on the ark to save them from the flood. He was also told to bring seven pair of the clean animals onto the ark. The clean animals were to be used for sacrifice once the flood waters had receded. God also instructed him to bring his wife, all three of his sons and his sons wives onto the ark as well. Noah was given seven days to complete all this before the rain started. Once the rain started it would not stop for 40 days and 40 nights. The water from the rain rose so high that they covered the highest mountains on earth. Eventually the rain stopped, but the water did not recede for one hundred and fifty days, the God sent a wind that started lowering the flood waters. As the flood waters receded the ark found a resting place on the Mountains of Ararat. Noah sent a raven to see if it could find dry land and it returned with nothing. Later he sent a dove out to do the same thing and it too returned with nothing. Seven days after the first dove returned, Noah sent out the dove again and this time it returned with an olive branch. In another seven days he would send the dove out again and this time it would not return. This told Noah that the flood waters receded and it was now safe to leave the ark. After Noah, his family and all the living creatures left the ark; God came to Noah and told him and his family to repopulate the earth. After the flood God vowed never to curse the ground again because of humans, he originally cursed the ground because of Adam and Eves betrayal and it led to the death and de struction of all life on earth. From these symbols, its easy to see how they all, in their own way, affected the creation of earth. Of the different themes in this creation myth the one that defines God as the Divine Creator is the most extensive one because he has the ability to create anything from nothing. At the beginning of the creation myth there is only one being, the divine creator, God. His power of creation is never rivaled during the telling of the Christian creation myth. As he creates the earth and all the creatures, man is created in his likeness. When Adam is living in Eden with Eve another meme is introduced; the division of good by evil. This takes place when Eve is tempted by Satan, as the form of a serpent, to eat an apple from the tree of the knowledge of good and evil. She does so and also shares some of it with Adam. When this happens, it divides Adam and Eve from God and he curses them and the serpent. Satan, as the serpent, is pleased because he successfully divided God from man. Eating that apple leads to corruption and violence on Earth. This is when God purges the earth with the flood. It seems that, with the creation of land, water, creatures, or man, evil will be present in some form. You have read about different symbols and themes in the Christian creation myth but the form in which it was originally to be important as well. The story was passed down from person to person through speech. It was an oral tradition for quite a while. It was not recorded in written form until God gave it to Moses on Mt. Sinai. The source of the story is in the Old Testament of the Holy Bible in the Book of Genesis. The book of Genesis is one of five books that comprise the bible. It is felt by many scholars that the language in the Christian creation myth was formally recorded. The bible as it is known today in the United States is a translation of the original bible that was recorded thousands of years ago. When the bible was originally translated from Hebrew to English, it is said that they translated it word for word instead of translated phrases or whole sentences or thought for thought. The story that is heard today is the translation of Hebrew text that was passed down from God. The Christians believed this story of creation when it was first written and they still believe in it and all its characters today. The people to which the Christian creation myth came to was the Hebrew people. The role of women in their culture can be seen as being below man all through the bible. Its starts pretty early when God is cursing Eve for eating the apple and he tells her that she will forever be ruled over by man. This lack of respect for women is found in almost every book of the bible in various ways. Women are treated like lesser beings. This is even true in the Christian religion today. Men are considered the ruler of the house and of the church. In the modern church women dont play any major roles. Women cannot be priests, bishops, cardinals or even the pope. I dont think that will ever change due to the strict beliefs and history towards women in the Christian church. The Navajo creation myth compared to the Christian creation myth is a bit more complicated. The story of the Navajo creation begins in a dark world, on a piece of land that is surrounded on four sides by water. Each side represented a direction and color; white for the East, blue for the South, yellow for the West, and black for the North. On this piece of land were the insect people. No actual god is present at this point but someone or something has to be with the insect people because they are expelled from the first world for arguing too much. Unlike the Christian creation myth, no god or creator is visible at the beginning of the Navajo creation myth. After the insect people leave the first world, they go to the second world where they meet the bird people and not long after are asked to leave because they continued to argue. When they emerged into the third world, they meet the grasshopper people and got along with them for awhile. Eventually, however, they were asked to leave this world, too. They left this world and emerged with four grasshopper people; each colored the same color as one of the directions. In this world there were for mountains, each facing a specific direction. The insect people searched for people to the south, east, and west, and they found nothing. Then they traveled north and came across farming community. Its people, the Pueblos, taught the insect people to farm, along with other necessary skills for survival. At this point in the creation story, the first god appears to the insect people, sometime during the first autumn. The gods name was talking god and with him appeared four other gods called: White Body, Blue Body, Yellow Body, and Black body. The Black Body God spoke and told the insect people to be more god-like or human and less like insects. They were also told to do a thorough self-cleanse and the Gods would return in twelve days. The Gods returned in twelve days with the Blue Body and the Black Body gods each carrying holy buckskins and the White Body and Yellow Body gods each carrying an ear of similarly colored corn. One buckskin was laid down facing east and the ears of corn were placed with eagle feathers on the buckskins and then covered with the other buckskin. By the request of the gods, wind blew between the buckskins, one from the east and one from the west. While the winds were blowing, eight mirage people encircled the mirage four times. When the top skin was removed, a man was where the white corn had been placed and a woman was where the yellow corn had been placed. They were known as the first man and first woman, or the holy people. The men and women did not always get along. Much like in the Christian creation myth there seemed to be a divide between the men and the women. The Navajo people had an argument about the true reason that men hunt. This reason is that the sexual power of the women makes them hunt. The men became angry at this notion. The women felt that men and their abilities were not needed and they left the men. They traveled to the other side of the river where they lived for four years. During this time each side had performed unclean sexual acts. The women masturbated and the men would have sex with dead animal parts such as the liver of a slain deer. These unclean acts lead to the creation of monsters that will later devour and plague the people for some time. Once instance where this happened was during a river crossing with a man, woman and their two young daughters. The man and woman got across but realized their daughters did not. This is when the two people and coyote went in to the river to find the girls and they eventually did in the lair of the water monster. The water monster did not resist when the parents came to take their children back. During this time when everyone was distracted, Coyote stole the water monsters two babies and hid them under his robe. One of the symbols that keep repeating throughout the Navajo creation story is the number four, along with multiples of four. This may be because there are four main directions in the world. However, this is not made clear. Eight years after man was created a archetypal trickster appears in the creation myth. The trickster is a coyote, much like the serpent in the Christian myth. The coyote is a trouble maker and, although he is mischievous, he is not an evil being like the serpent was in the Christian myth. Coyote secretly stole the children of the water monster. This act of thievery is actually helpful in the long run. More than anything, he seemed to make bad situations worse and never seemed to be helpful. In the Navajo creation myth, there is a flood as well. However, it differs from the Christian myth because the Navajo gods did not cause the flood in order to destroy all life on earth. The people were noticing that animals were starting to leave and realized the flood was approaching. They carried with them soil from the sacred mountains and, in that soil; they planted four reeds that combined into one with a hole in the east side. All the people climbed the reed as the flood waters came. The climbed up the reed and emerged into the fifth and final world. They soon realized, however, that water was following them through the hole and they used the stolen water monster children to plug the whole. When everyone emerged into the fifth world, an argument broke out between the Navajo people and the Pueblo people. This causes the Navajo and the Pueblo people to move apart from each other at this time. Later in history, they would meet again and teach each other different skills. After this split between Pueblo and Navajo, the first man and the first woman remade the four mountains with help from the gods; using the soil from the mountains in the fourth world. All the symbols found in the Navajo creation story have a specific role or purpose. The theme of the Navajo creation myth is not a story of a divine creator, such as in the Christian myth, but it is a story of emergence through four worlds that each has their own difficulties. The Navajo emergence story is called the Dine Bahane and is one of the most complex stories to be originally presented orally. It is eventually written down, but for many years it was simply passed on from person to person verbally. It was not until much later that the oral rendition was translated and taken to written form. It is said that when Navajo people want to feel reborn or renewed as a culture, they perform a special ceremony. During this ceremony, they reenact the emergence creation myth. This story is just one of many ways that the creation myth is still remembered today. In conclusion, when comparing the Navajo and Christian creation myths, the symbolism that arise between the two is quite similar considering the distance between these two cultures. The research shows similar archetypes, symbols, and how the myth was first presented and passed down to its audience. The two cultures represented within these distinct creation myths lived thousands of miles apart, and yet still had a few striking similarities within their myths. However, although they had their striking similarities, they also had many dramatic differences between the two that clearly distinguishes one creation story from the other. No matter what creation myth you believe to be true, no one knows for certain how humans came to inhabit the earth.

Constrain The Power :: essays research papers

â€Å"Every line of serious work that I have written since 1936 has been written, directly or indirectly, against totalitarianism†¦Animal Farm was the first book in which I tried, with full consciousness of what I was doing, to fuse political purpose and artistic purpose into one whole,† George Orwell, [1984]. The criticisms and protests Orwell has against the dictatorship of Napoleon, a pig who tricked his animal society into believing equality was the greater evil, are vibrantly shown throughout the novel. The change of life citizens endured during their stay on Animal Farm enlightens its readers with the true purpose of the book. â€Å"George Orwell’s whole life was spent in preparation of Animal Farm, and the text itself bears the dates November, 1943-February, 1944,† The Times Literary Supplement. In November of 1943 the United States controlled the first nuclear reaction at the University of Chicago. The Manhattan project was a success, and the country held the power to decimate any opposing power. However, with this achievement erupted much controversy. Was the use of atomic bombs humane and reasonable to end conflicts? Englishman, George Orwell, opposed any practice related to these weapons. Through his brilliant satire, Animal Farm, Orwell depicted a frightening view of the future. Even those deemed as national heroes were corrupt. It was uncertain at the time if overthrowing the government would ever change current society. In essence, the United States is not run under totalitarian views. We are a democracy, a society where the people’s choice presides over that of one person. However, in smaller countries this could be overthrown very swiftly. In the book Animal Farm, two major leaders, Snowball and Napoleon, begin their journey to a successful society when Napoleon turns on Snowball. He sends his bodyguards, (portrayed as vicious dogs) after Snowball in hope to drive him off the farm. Once this was accomplished, he began to manipulate the minds of the animals on the farm into believing that Snowball was actually their enemy from the beginning. â€Å"Do you know the enemy who has come in the night and overthrown our windmill? SNOWBALL! he suddenly roared in a voice of thunder. Snowball has done this thing! In sheer malignity, thinking to set back our plans and avenge himself for his ignominious expulsion, this traitor has crept here under cover of night and destroyed our work of nearly a year. Comrades, here and now I pronounce the death sentence upon Snowball,† Animal Farm, pg.

Abortion: How Does He Really Feel? :: Essays Papers

Abortion: How Does He Really Feel? In the article, â€Å"End of the Road† by Rebecca Paley, she raises an interesting point of why Dr. William Rashbaum does what he does as an abortion doctor. This article was published in Mother Jones in the Sep/Oct 2003 issue. The setting of this article is placed around modern times. Even though abortion was made legal about 30 years ago, the thought of whether or not it is right is still an issue. This article takes an in depth look inside the life of an abortionist named Dr. William Rashbaum. The audience Paley is targeting are probably people that are for and have had abortions. Paley describes Dr.Rashbum as being an unruly, mad, sometimes compassionate, and doing it because it’s his job type of doctor. She says these things because he doesn’t care about what anyone says. Paley interviewed people that know him personally to give credibility of how he really is. She asked a second-trimester abortion provider who trained under Rashbaum what she thought of him. She stated â€Å"A person who is more concerned with what people think of him than doing the fight thing wouldn’t last. He cares more about doing the right thing than what people think of his personality.† The main argument that Paley is stating is that Dr.Rashbum feels convicted for what he does but, he is only doing it because it’s his job. He even admits that it is hard to do sometime. She makes sure she incorporated plenty of that in her article. Paley also makes this article a little confusing because she jumps back and forth between sides . She tries to justify him by putting little pieces of information that make him not seem so bad. In the next paragraph or two, she makes it seem that he is so wrong for what he is doing. She doesn’t do this directly, but indirectly. The tone Paley uses is a tone that is upset about abortions, but also making excuses for him. She should pick one side so it wouldn’t be too hard to find her argument.

Pro Clean Case Essay

Pro Clean’s owner has more than 15 years of experience, has good reputation in Knoxville and has established a sustainable customer base. The company offers good service at considerable price, and maintains good relation with its past customers. Weaknesses: The Company has many problems in its marketing, management and accounting systems. It tries to reach out to customers from every segment, and probably exceeding its capacity. The company’s staff has very limited skills in sales, can only approach certain group of customers, and has ambiguous responsibility in day-to-day functions. Lastly, the company is financially weak, due to poor financial management. This is likely to be the problem to their higher operating cost and cash flow problem. Opportunities: Given the current environment, Pro Clean has certain opportunities to survive in Knoxville. There is clear market segmentation, which to allows Pro Clean to avoid direct competition with competitors from other strategic group. Threats: Pro Clean faces other competitors who offer similar or service at the same price, threatening its customer base. Also, a change in financial policy, such as an increase in interest rates, can threaten the survival of the company, given its current financial situation. (See Appendix C for the SWOT analysis table) Building Core Competency From our analysis in the previous segments, we advise Pro Clean to build its core competency in two dimensions: Customer Relationship in combination with an excellent cleaning service and a high quality. Valuable: By focusing and creating an unique relationship with its customers, Pro Clean can definitely be considered as a valuable company * Rare: Pro Clean will offer a wide range of extra services and supporting tools which aren’t offered by other cleaning companies * In-imitate: By providing innovative services, Pro Clean will enjoy a competitive advantage over its competitors. * Non-substitutable: Once become a member of the custom er base, customers will be offered an excellent service and loyalty programs. The better the relationship between Pro Clean and its customers, the higher the switching costs will be for the customers. Value Chain Analysis The following is a value chain analysis on what activities Pro Clean can do based on their core competencies, and also some of the other activities that they can improve on to give them a strategic competitive advantage: Primary Services: Currently, the service quality of Pro Clean is good and we feel that they can leverage on it, by adding on the hardwood floor cleaning service and improving their scheduling to suit the customers’. Sales & Marketing: To grow the business, Pro Clean should focus on market penetration and increasing their revenue stream from its existing customer base. Increase penetration: * Referral programmes can be initiated by offering discounts to customers who refer their neighbours. * Wilson should also take advantage of the on-site estimate service by rewarding employees who bring in more of such jobs. Doing so should increase the closing rate, and increase sales. * Sales can also be improved by â€Å"advertising† the other services that Pro Clean has to offer. They can also get employees to ask customers if they need other services while they are on-site. * Pro Clean should also explore the possibility of expanding into the commercial business, as it is currently a greatly underserved market. Increase average customer spending: * As a large part of sales is derived from people seeing Pro Clean’s van being driven around the neighbourhood, Pro Clean can get technicians to drive the van around the neighbourhood more often to increase their visibility. They can also come up with a bigger range of packaged services to cross sell to customers. Support Infrastructure: It was identified earlier that Wilson is pretty weak in managing the finances of the company. Hence we recommend that he should outsource this part of the business to an accountant. In addition, we think that he should also move his operations back to his home office to cut costs. HR management: This is an area that also needs to be worked on in order to successfully implemen t the other plans. We think that a new staffing plan is needed. We propose that Turner should be re-hired as a technician for the skills that he already has and keep Scott as the sales/marketing manager. A detailed portrayal of the new organization structure can be found in appendix D. Vision Our aim is to become a household name, associated with high service quality, in the cleaning services industry with 100% customer satisfaction. Mission Statement Our mission is to provide the highest quality cleaning service to our customers, within the shortest response time possible at the convenience of our customers.

A Format for Case Conceptualisation

Many victor and personalisedised challenges confront practicum scholars as they work with guests. For example, scholars mustiness(prenominal) run aground a charge kind, take cargon attentively, express themselves clformer(a), probe for in arrangeion, and implement good skills in an honorable sort. Those counsellor work skills (Borders & Leddick, 1987) c make do to on what counselors do during sessions.At a cognitive level, bookmans must master actual knowledge, think integratively, generate and visitation clinical hypotheses, plan and pass interventions, and prize the intensity level of interposition. Those conceptualizing skills, within the cognitive operations utilize to construct casts that represent take in (Mahoney & Lyddon, 1988), utter how counselors think virtually guests and how they choose interventions. It is exceedingly desirable for instructors of practica to induce pedagogical methods to get ahead the culture both(prenominal) of couns el work skills and conceptualizing skills.Such methods should be diverse and flexible to beseem students at different levels of professional ontogeny and with distinct styles of accomplishment (Biggs, 1988 Borders & Leddick, 1987 Ellis, 1988 Fuqua, Johnson, Anderson, & Newman, 1984 Holloway, 1988 Ronnestad & Skovholt, 1993 Stoltenberg & Delworth, 1987). RATIONALE FOR THE selective info putting In this article, we present a fix up for skid preparation that we demonstrable to hold gaps in the literature on the conceptualisation of counselors (Borders & Leddick, 1987 Hoshmand, 1991).Although many existing methods incite charge performance skills, in that location argon a few(prenominal) established methods for t each(prenominal)ing students the conceptualizing skills conducted to record and treat customers (Biggs, 1988 Hulse & Jennings, 1984 Kanfer & Schefft, 1988 Loganbill & Stoltenberg, 1983 Turk & Salovey, 1988). We do non ignore the importance of counseling pe rformance skills, further we believe that they sack be utilise effectively only within a meaningful conceptual good example. That is, what counselors do depends on their evolving formulation of leaf nodes training in that conceptualization matters.Given the large quantity of in in pution coiffetingion that clients stag, students return the task of selecting and touch on germane(predicate) clinical in doion to arrive at a working model of their clients. Graduate architectural plans assume to assist students in intellectual how to collect, organize, and unify in initialiseion how to form and running clinical inferences and how to plan, implement, and mensurate interventions (Dumont, 1993 Dumont & Lecomte, 1987 Fuqua et al. , 1984 Hoshmand, 1991 Kanfer & Schefft, 1988 Turk & Salovey, 1988).Although systematic come outes to collecting and swear outing clinical in changeion atomic number 18 non new, the result conceptualization initialise presented here, as follows , has some(prenominal) distinguishing features 1. The format is comprehensive, serving both to organize clinical data (see Hulse & Jennings, 1984 Loganbill & Stoltenberg, 1983) and to consider conceptual tasks operational (see Biggs, 1988). The components of the format integrate and expand on two enforceable approaches to presenting exercises that atomic number 18 cited much and that are link up to yoked literature on command (a) Loganbill and Stoltenbergs (1983) six content areas of clients functioning (i. . , identifying data, presenting problem, germane(predicate) report, interpersonal style, environmental factors, and personality dynamics), and (b) Biggss (1988) three tasks of case conceptualization (i. e. , identifying observable and illative clinical endorse articulating dimensions of the counseling kindred and describing assumptions closely presenting concerns, personality, and treatment). In addition, the format makes clear the crucial promissory course surrounded by manifestation and inference, by separating facts from hypotheses.It advances the notion that thoughtfulnesss provide the earth for constructing and scrutiny inferences. Thus, the format fosters using of diminutive thinking that is more than than deliberate and little automatic than the ordinary formation of impressions. The approach is compatible with recommendations that counselors receive training in rational hypothesis assaying to cut illative errors (Dumont 1993 Dumont & Lecomte, 1987 Hoshmand, 1991 Kanfer & Schefft, 1988 Turk & Salovey, 1988). 2.The format mickle be adapted to the developmental stage of students by its charge on stage- inhibit components and implementing those components in stage- enchant slipway (Ellis, 1988 Glickauf-Hughes & Campbell, 1991 Ronnestad & Skovholt, 1993 Stoltenberg & Delworth, 1987). As an example, beginning students use the format to organize information and to learn the distinction between observation and inferenc e, whereas more go through students cogitate on exploitation the format to generate and test hypotheses. 3. The format is atheoretical, thereby permitting students to ncorporate constructs from any paradigm into their case conceptualizations. In this sense, the format resembles the cognitive scaffolding exposit in the constructivist perspective (Mahoney & Lyddon, 1988). Rather than be an explicit template through which observations are filtered to conform to an imposed re debutal model, the format provides an abstract set of cognitive schemas. With the schemas, the student actively makes a conceptual framework from which to order and assign meaning to observations.Simply put, the format is a generic structure that the student uses to construct his or her reality of the case. COMPONENTS OF THE fix up The format has 14 components, sequenced from observational to inferential as follows screen background data, presenting concerns, communicative content, verbal style, nonverbal behavior, clients emotional screw, counselors reckon of the client, client-counselor interaction, test data and provideing materials, diagnosing, inferences and assumptions, goals of treatment, interventions, and evaluation of outcomes. dry land data accepts sex, age, race, ethnicity, physical appearance (e. . , attractiveness, dress, grooming, height, and weight), socioeconomic status, marital status, family constellation and background, educational and occupational status, medical and mental health history, use of prescribed or illicit substances, former treatment, legal status, living arrangements, religious affiliation, intimate preference, social network, current functioning, and self-perceptions. Initially, students are overwhelmed by the data that they assume undeflectableness to be collected. Guidance must be provided on how students are to differentiate meaningful from inconsequent information.In our program, for example, we ask students to label the relevance of b ackground data, for instinct clients presenting concerns and for developing treatment plans. We notify students to ex bunk to for relevance rather than comprehensiveness. Presenting concerns make up of a thorough account of each of the clients problems as viewed by that client. This task baron begin with information contained on an use of goods and services form. We assist students in developing cover and detailed definitions of clients concerns by showing them how to champion clients identify precise fixive, behavi oral exam, cognitive, and interpersonal features of their problems.For example, the measly academic performance of a client who is a college student mogul collect maladaptive behavior (e. g. , procrastination), cognitive deficits (e. g. , problem in concentrating), proscribe moods (e. g. , anxiety), and interpersonal problems (e. g. , involvement with instructors). Counseling students should too look the parameters of presenting concerns, including f ormer numberrence, onset, duration, frequency, severity, and relative importance.We further suggest that students explore how clients exact attempted to cope with their concerns and that they project what clients expect from treatment, in scathe of service as easily as their cargo to mixture. In addition, students should valuate immediate or impending dangers and crises that their clients whitethorn face. Finally, we instruct students in identifying environmental stressors and supports that are cerebrate to presenting concerns. literal content buns be organized in two ways. A laconic summary of each session is appropriate for cases of limited duration.Alternatively, verbal content target include summaries of identified themes that have emerged across sessions. Occasionally, those themes are inter drug-addicted or hierarchically arranged. For example, a client may enter treatment to deal with anger toward a supervisor who is perceived as raw and, in later sessions, d isclose having been inveterate demeaned by an older sibling. We inculcate students to sort central data from peripheral data through feedback, mannikin, and probing questions. Students expect to focus their sessions on areas that are keyed to treatment.For instance, we establish out that clients focal concerns, along with the goals of treatment, sight serve as anchors, preventing the content of sessions from drifting. verbal style refers to qualitative elements of clients verbal showing (i. e. , how something is said rather than what is said) that students deem momentous because they reflect clients personality characteristics, emotional states, or both. Those elements cornerstone include tone of component part and volume, changes in modulation at detailed junctures, fluency, quantity and rate of verbalization, vividness, syntactic complexity, and outspoken characterizations (e. g. , sighing).Nonverbal behavior includes clients eye contact, facial expression, clay movem ents, idiosyncratic mannerisms (e. g. , hand gestures), posture, seating arrangements, and change in any of these behaviors over eon and circumstances. Instructors good deal assist students in distinguishing relevant from un primal information by modeling and providing feedback on how these data bear on the case. As an example, neglected hygiene and a listless expression are important nonverbal behaviors when they coincide with early(a) data, much(prenominal) as self-reports of despair and hopelessness. Clients emotional experience includes data that are more inferential.On the background of their observations, students attempt to infer what their clients feel during sessions and to relate those feelings to verbal content (e. g. , sadness linked to memories of loss). The observations provide insights into clients emotional lives outside of treatment. We wariness students that clients self-reports are an important but not entirely reliable source of information close their emo tional experience. At cadences clients deny, ignore, mislabel, or misrepresent their emotional experience. Students should note the duration, intensity, and range of emotion expressed over the course of treatment.Blunted or excessive discover as healthy as instill that is discrepant with verbal content also merit attention. To embellish, a client may report, without any apparent anger, a history of physical abuse. Initially, students post be aided in labeling their clients affect by using a checklist of emotional states. We have fix it serveful to suggest possible affect and support our perceptions with observation and logic. Empathic percentage taking bottomland also help students to gain access to clients experience. Instructors may need to sensitize students to emotional states outside of their give birth experience or that they avoid.Counselors experience of the client involves his or her personal reactions to the client (e. g. , attraction, boredom, confusion, fru stration, and sympathy). We strive to establish a supportive education environment in which students shtup disclose their genuine experiences, negative as soundly as positive. Students often struggle to pass judgment that they dexterity not like every(prenominal) client. But students should be helped to recognize that their experience of clients is a rich source of hypotheses active feelings that those clients may engender in opposites and, thus, swell-nigh the interpersonal world that the clients partially pull in for themselves.The feel of clients often provides blue-chip diagnostic clues (e. g. , wanting to take care of a client may suggest features of dependent personality disorder). Some durations students need help in ascertain whether their reactions to clients reflect countertransferential issues or involve normative retorts. We draw on parallel process and use-of-self as an agent to help clarify students feelings and to form perfect attributions about the or igins of those feelings (Glickauf-Hughes & Campbell, 1991 Ronnestad & Skovholt, 1993).Client-counselor interaction summarizes patterns in the exchanges between client and counselor as well as signifi hatfult interpersonal events that occur within sessions. Such events are, for example, how trust is tested, how impedance is overcome, how sensitive matters are explored, how the counseling family is processed, and how termination is handled. Thus, this component of the format involves a characterization of the counseling process. Students should attempt to dispose the structure of the typical sessionspecifically, what counselors and clients do in relation to one some other during the therapy hour.They may do any of the by-line answer questions, ask questions cathart, support learn, teach try out advice, give advice tell stories, hear collude to avoid sensitive topics. Taxonomies of counselor (Elliott et al. , 1987) and client (Hill, 1992) modes of response are resources with wh ich to characterize the structure of sessions. At a more abstract level, students should try to describe the evolving roles they and their clients see vis-a-vis one another. It is essential to assess the quality of the counseling relationship and the contributions of the student and the client to the relationship.We ask students to speculate on what they mean to a given client and to generate a metaphor for their relationship with that client (e. g. , doctor, friend, mentor, or parent). Client-counselor interactions yield clues about clients interpersonal style, revealing both assets and liabilities. Furthermore, the counseling relationship provides revealing data about clients self-perceptions. We encourage students to present segments of audiotaped or videotaped interviews that illustrate patterns of client-counselor interaction.Test data and supporting materials include educational, legal, medical, and psychological records mental status exam results behavioral assessment data, including self-monitoring questionnaire data, the results of psychological testing, artwork, excerpts from diaries or journals, personal correspondence, poetry, and recordings. When students assess clients, a rationale for testing is warranted that links the method of testing to the decide of assessment. We assist students in identifying signifi usher outt test data and supporting materials by examining how much(prenominal) information converges with or departs from other clinical data e. g. , reports of family turmoil and an elevated stigmatize on Scale 4, Psychopathic Deviate, of the atomic number 25 Multiphasic Personality Inventory-2 MMPI-2 Hathaway & McKinley, 1989). Assessment, as well as diagnosis and treatment, must be conducted with esthesia toward issues that affect women, minorities, disadvantaged clients, and disabled clients, because those persons are not necessarily understood by students, perhaps due to limited experience of students or the homogenized focus of t heir professional preparation.Diagnosis includes students impression of clients diagnoses on all v axes of the Diagnostic and Statistical Manual of genial Disorders, fourth edition (DSM-IV, American psychiatrical Association, 1994). We guide students efforts to support their diagnostic thinking with clinical evidence and to consider competing diagnoses. Students can apply taxonomies other than those in the DSM-IV when appropriate (e. g. , DeNelsky and Boats 1986 coping skills model).Instructors stage the function of diagnosis in organizing scattered and diverse clinical data and in generating tentative hypotheses about clients functioning. Inferences and assumptions involve configuring clinical hypotheses, come downd from observations, into meaningful and expedient working models of clients (Mahoney & Lyddon, 1988). A working model consists of a clear definition of the clients problems and formulations of how hypothesized psychological mechanisms pay off those problems.For ins tance, a clients primary complaints might be frequent bouts of depression, pervasive feelings of isolation, and unrealised longing for intimacy. An account of those problems might establish the cause as an alienation schema, early childhood loss, interpersonal rejection, negative self-schemas, or social skills deficits. We help students to elaborate on and refine incompletely organize inferences by identifying related clinical data and relevant theoretical constructs (Dumont, 1993 Mahoney & Lyddon, 1988).We also assist students in integrating inferences and assumptions with formal patterns of conceiveing draw from theories of personality, psychopathology, and counseling (Hoshmand, 1991). As with their instructors, students are not immune from making bad inferences that can be traced to logical errors, such as single-cause etiologies, the representative heuristic, the availability heuristic, avowatory bias, the ingrained attribution error, and illusory correlations (Dumont, 19 93Dumont & Lecomte, 1987). As an example, counselors tend to seek data that support their preexistent notions about clients, thus restricting the development of a more complete understanding of their clients. We alert students to the likelihood of bias in data gathering, peculiarly when they seek to confirm existing hypotheses. Furthermore, we demonstrate how to generate and evaluate competing hypotheses to counteract biased information processing (Dumont & Lecomte, 1987 Kanfer & Schefft, 1988).Instructors, therefore, must teach students to think logically, sensitizing them to indicators of awry(p) inferences and providing them with strategies for validating clinical hypotheses as well as disconfirming them (Dumont & Lecomte, 1987 Hoshmand, 1991). The proposed format can accomplish this task because it separates inferences from the clinical data utilise to test inferences and thus deautomatizes cognitive operations by which inferences are formed (Kanfer & Schefft, 1988 Mahoney & Lyddon, 1988).We have found it beneficial to have students compare their impressions of clients with impressions that are independently revealed by test data (e. g. , MMPI-2) this exercise permits the fudge factor of perceptual distortions and logical errors that cash in ones chips to faulty inferences. Although students intuition is an invaluable source of hypotheses, instructors need to caution them that intuition must be evaluated by empirical testing and against grounded patterns of understanding (Hoshmand, 1991). We also model caution and support for competing formulations and continued observation.This approach fosters appreciation of the inexactness and richness of case conceptualization and helps students to make do such uncertainty without fear of negative evaluation. With the development of their conceptualizing skills, students can appreciate the viability of choice and hybrid inferences. Moreover, they become more alert of the occasional coexistence and interdepende nce of clinical and inferential contradictions (e. g. , the simultaneous experience of sorrow and delectation and holistic concepts such as animateness and death).The increasingly elaborate conceptual framework created from the sustained application of conceptualizing skills also enables students to shout the effect of interventions more accurately. Goals of treatment must be linked to clients problems as they come to be understood after presenting concerns have been explored. Goals include short-term objectives along with long-run outcomes of treatment that have been negotiated by the client and trainee. Typically, goals involve changing how clients feel, think, and act. Putting goals in order is important because their priorities will captivate treatment decisions.Goals need to be incorporated with students inferences or established theories and techniques of counseling. In their zeal, students often overestimate the probable long-term aims of treatment. To help students avoi d disappointment, we remind them that certain factors process the formulation of goals, including constraints of time and resources, students own competencies, and clients competency for motivation for change. Interventions comprise techniques that students implement to strain agreed-on goals of treatment.Techniques are ideally compatible with inferences and assumptions derived earlier targets of treatment consist of hypothesized psychological structures, processes, and conditions that produce clients problems (e. g. , self-esteem, information processing, family environment). Difficulties in technical carrying into action should be discussed candidly. We provide opportunities for students to advert and practise pragmatic applications of all strategies. Techniques derived from any guess of counseling can be reframed in concepts and processes that are more congruent with students cognitive style.To illustrate, some students are able to understand how a learned fear response can be counterconditioned by the counseling relationship when this phenomenon is defined as a consequence of providing unconditional positive regard. In addition, we teach students to apply techniques with sensitivity as well as to fashion a personal style of counseling. Finally, legal and ethical issues pertaining to the conduct of specific interventions must be made explicit. Evaluation of outcomes requires that students establish criteria and methods toward evaluating the outcomes of treatment.Methods can include objective criteria (e. g. , grades), reports of others, self-reports (e. g. , behavioral logs), test data, and students own judgments. Instructors must assist students in developing efficient ways to evaluate proficiency over the course of treatment given the presenting concerns, clients motivation, and available resources. USES OF THE FORMAT We developed the format for use in a year-long practicum in a masters degree program in counseling psychology. Instructors describe t he format early in the first semester and demonstrate its use by presenting a erminated case a discussion of the format and conceptualization follows. The first half of the format is particularly helpful when students struggle to organize clinical data into meaningful categories and to distinguish their observations from their inferences. The focus at that point should be on components of the format that incorporate descriptive data about the client. Later in their development, when students are prepared to confront issues that influence the counseling relationship, components involving personal and interpersonal aspects of treatment can be explored.As students mature further, components that incorporate descriptive data are abbreviated so that students can concentrate on the conceptualizing skills of diagnosis, inferences and assumptions, treatment planning and intervention, and evaluation. When conceptualizing skills have been established, the format need not be use comprehensivel y to each case. Rather, it can be condensed without losing its ability to organize clinical data and to derive interventions. The format can be utilize to present cases in practicum seminar as well as in individual control sessions. It can also be used by students to manage their caseloads.Also, the format can be used in oral and written forms to organize and integrate clinical data and to suggest options for treatment (cf. Biggs, 1988 Hulse & Jennings, 1984 Loganbill & Stoltenberg, 1983). For example, practicum seminar can feature debuts of cases organized check to the format. As a student presents the data of the case, participants can construct alternative working models. Moreover, the format compels participants to test their models by referencing clinical data. pen details that accompany a presentation are also fashioned by a student presenter according to the format.The student presenter can address such material before the presentation so that members of the class have time to prepare. During the presentation, participants assume responsibility for sustaining the process of case conceptualization in a manner that suits the class (e. g. , discussion, interpersonal process recall, media aids, or role play). Supervision and case notes can also be structured more flexibly with the use of the case conceptualization format to give students opportunities to relate observation to inference, inference to treatment, and treatment to outcome (Presser & Pfost, 1985).In fact, lapse is an ideal setting to tailor the format to the cognitive and personal attributes of the students. In control, there are also more opportunities to observe students sessions directly, which permits instruction of what clinical information to seek, how to seek it, how to extract inferences from it, and to evaluate the veracity of students inferences by direct observation (Holloway, 1988). FUTURE APPLICATIONS AND search The format is a potentially valuable resource for counselors to make the collection and integrating of data systematic when they intervene with populations other than individual clients.Application of the format to counseling with lucifers and families might seem to make an already conceptually demanding task more complex. Yet counselors can shift the focus from individuals to a couple or a family unit, and apply components of the format to that entity. By targeting relationships and systems in this way, the format can also be used to leaven understanding of and improve interventions in supervision and with distressed units or organizations.Although research has been conducted on how counselors collect data, few studies have investigated how counselors process information when testing hypotheses (e. g. , Strohmer, Shivy, & Chiodo, 1990). Empirical evidence of the effectiveness of various approaches to the conceptual training of counselors is long overdue. Avenues of inquiry include determining whether the format contributes to the acquisit ion of conceptualizing skills and to facilitative conditions and techniques Thai may be mediated by such skills (e. . , empathy and clear communication). There are several written measures available with which to evaluate students conceptualizing skills. Examples of those measures are the Clinical Assessment Questionnaire (Holloway & Wolleat, 1980) Intentions tilt (Hill & OGrady, 1985) and Written Treatment Planning fashion model (Butcher, Scofield, & Baker, 1985). Interpersonal process recall of audiotaped and videotaped sessions, case notes (Presser & Pfost, 1985), and direct observation can also be used.Other promising directions for research include comparing the effect of the format with other approaches to training, isolating components of the format that produce the sterling(prenominal) gains in conceptualizing skills, and determining the outcomes when the format is utilize with the use of different instructional strategies and with students at varying levels of developm ent. Finally, investigation into how the format produces cognitive and performance gains would be valuable, particularly if corporate with literature on cognitive development and effective learning strategies.Nonetheless, the format has several limitations. Although students will eventually learn to apply the format more efficiently in their professional practice, it remains cumbersome and time consuming. Explicit and comprehensive application of the format in supervision and in the moment management of individual caseloads is particularly awkward. In those contexts, the format must be applied tacitly as a heuristic, with specific components used more deliberately when obstacles to progress are encountered.For example, focus on a clients affective experience can promote accurate empathy in the student and lead to more helpful interventions. Moreover, given the differences in the cognitive development of students (Biggs, 1988 Borders & Leddick, 1987 Ellis, 1988 Fuqua et al. , 1984 Ronnestad & Skovholt, 1993 Stoltenberg & Delworth, 1987), the format cannot be applied rigidly or uniformly as a pedagogical tool. author students and those who think in simple, concrete ground seem to profit most from learning environments in which instructors provide direction, expertise, feedback, structure, and support.Conversely, more experience students and those who think in complex, abstract terms learn more readily when instructors fashion autonomous, collegial, flexible, and interactive environments (Ellis, 1988 Glickauf-Hughes & Campbell, 1991 Ronnestad & Skovholt, 1993 Stoltenberg & Delworth, 1987). Hence, the format must be applied creatively and tailored to students capabilities, to avoid needless discouragement, boredom, or threats to personal integrity (Fuqua et al. , 1984 Glickauf-Hughes & Campbell, 1991 Ronnestad & Skovholt, 1993 Stoltenberg & Delworth, 1987)