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)