Personal statement Example | Topics and Well Written Essays - 750 words

Personal Statement Example I have taken the highest level of math courses available to me, and have always felt that mathematics come very naturally to me, but I also have always been able to understand complex systems such as those in biology or chemistry. I think that my understanding of systems and my affinity for mathematics will lead to me being highly successful as a major in economics. My interest in economics largely stems from the recession which seems to have dominated American life for most of the time in my life when I could understand such issues, and shows no sign of improving drastically for another great portion of my life. It seems incredible that it was possible for so much false wealth to be generated simply by banking practices and poorly loans, and that the drop in one area of financing could lead to a cascade reaction that has such immense global consequences. I want to study economics to be able to understand how all of this could have happened – and how it can be prevented in the future. ... But it also asks for an experience that is important to you, and I would like to focus on that. Throughout high-school I have volunteered in a wide variety of places in a very organized fashion, but there was one experience that I remember that stood out especially for me. A few years ago there was a storm in my town that caused extensive property damage to my family’s house and all of the houses in the vicinity – and the work of clearing up took a long time. Once many of the families were well progressed in clear broken trees and other damages from their property, it became apparent that a neighbor of mine who I had never met was not clearing their property at all – when I noticed this I asked my parent why this was the case, and they reminded me that the couple that lived there was fairly old and might not be able to clear the property themselves. I decided that it would probably be a good thing to go check on them, and see if they could use some help clearing their property. At first they said they had it under control, but upon talking to them more I learned that they were trying to save up money to hire a cleaning crew, because they could not do the work on their own, but crews were so expensive they were having a hard time at it. I offered to help, and over the next few days spent an hour or two a day clearing their property, which was a slow process and eventually got very frustrating. On the third day, however, another neighbor stopped by and asked why I was doing this when it was not my property, and so I told them the story, and they offered to help a few hours to. The next day another person stopped by, and before too long we had nearly a dozen people working to clear the property, and it was finished in less than a

How Practitioners Can Take Steps Essay Example for Free

How Practitioners Can Take Steps Essay h)Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off-site visits. A significant element of a practitioner’s role in protecting themselves would be to read policies and procedures that are put in place to safeguard them and children or young people in their care. In a school setting a professional can protect themselves by. All staff in schools should ensure that their relationships with pupils are appropriate to the age, gender, disability and ethnic origin of the pupils, taking care that their conduct does not give rise to comment or speculation. Attitudes, demeanour and language all require care and thought, particularly when staff of either sex are dealing with adolescent boys and girls. Dress and Appearance :A person’s dress and appearance are matters of personal choice and selfexpression. However it is necessary and wise for staff to consider the manner of dress and appearance appropriate to their professional role, as opposed to that which may be adopted in their personal life. Dress and Appearance A person’s dress and appearance are matters of personal choice and selfexpression. However it is necessary and wise for staff to consider the manner of dress and appearance appropriate to their professional role, as opposed to that which may be adopted in their personal life. Physical Contact Gratuitous physical contact with pupils : A pupil, parent or observer may misconstrue physical contact. Such contact can include well intentional informal and formal gestures such as putting a hand on the shoulder or arm, which if repeated with an individual pupil could lead to serious questions being raised. Therefore, as a general principle, employees must not make gratuitous physical contact with pupils and it is unwise to attribute touching to their style or as a way of relating to pupils. Repeated physical contact with a pupil may be unprofessional and may lead to disciplinary procedures or an allegation of physical/sexual abuse. Any form of physical punishment of pupils is unlawful, as is any form of physical response to misbehaviour unless it is by way of restraint. It is particularly important that staff understand this, to protect their own position and the overall reputation of the school. Where physical contact may be acceptable: There may be, especially with younger child ren, occasions  where a distressed pupil needs comfort and reassurance, which may include physical comforting. Such reassurance could for example, involve an arm around the shoulder or a comforting hug. Employees should use their discretion in such cases to ensure that what is, and what is seen to be by others present, normal and natural does not become unnecessary contact, particularly with the same pupil over a period of time. Where an employee has a particular concern about the need to provide this type of care and reassurance he/she should seek the advice of the Head. It is clear that those working with infants and young children have quite a different role to play from those involved with secondary school age or maturing children in primary/secondary/special schools. Some young children may need a great deal of comfort and support to help them deal with day-to-day experiences in school life. Caring for Pupils with Particular Problems : All children have a right to safety, privacy and dignity when contact of an intimate nature is required (for example assisting with toileting or removing wet/soiled clothing). A care plan should be drawn up and agreed with parents for all children who require intimate care on a regular basis. Children should be encouraged to act as independently as possible and to undertake as much of their own personal care as is practicable. When assistance is required, staff should ensure that another appropriate adult is in the vicinity and is aware of the task to be undertaken. First Aid and Administration of Medication: When administering first aid, staff should ensure that another adult is present, or aware of the action being taken, whenever possible. Parents should always be informed when first aid has been administered. Pupils may need medication during school hours. In circumstances where children need medication regularly, a health care plan should be drawn up to ensure the safety and protection of pupils and staff. With the permission of parents, the children should be encouraged to administer the medication themselves. If a member of staff is concerned or uncertain about the amount or type of medication being given to a pupil, this should be discussed with the appropriate senior colleague at the earliest opportunity. See DOH/.DfES Guijdance: First Aid for Schools Private meetings with pupils: Teacher should be aware of the dangers that may arise from private interviews with individual pupils. It is recognised that there will be occasions when confidential interviews must take place but, where possible, such interviews  should be conducted in a room with visual access, or with the door open, or in a room or area which is likely to be frequented by other people. In their dealings with pupils at school, staff need to be aware that their actions may be misinterpreted. Acts of favouritism should be guarded against, for instance, giving a pupil an unreasonable amount of private individual attention. Giving a pupil regular lifts home is not a sensible course of action. Infatuation: Staff need to be aware that pupils can be strongly attracted to a member of staff and may develop a heterosexual or homosexual infatuation. All situations should be responded to sensitively to maintain the dignity of all concerned. Staff should also be aware that such circumstances always carry a high risk of words or actions being misinterpreted and for allegations to be made against staff. A member of staff who becomes aware that a pupil may have developed an infatuation (on themselves or a colleague), should discuss this at the earliest opportunity with a senior colleague so that appropriate action can be taken where necessary. In this way, steps can be taken to avoid hurt and distress for all concerned. Staff need to be aware that it is not uncommon for a pupil to develop an infatuation on a member of staff. Curriculum: The curriculum can sometimes include or lead to unplanned discussion about subject matter which is sexually explicit, or of an otherwise sensitive nature. Responding to pupils’ questions can require careful judgement and staff may wish to take guidance in these circumstances. Educational Visits and Extra Curricular Activities All staff should be particularly careful when supervising pupils in a residential setting such as a field study trip or other extended visits away from home. Similarly the less formal approach perhaps adopted in extra curricular activities generally might be open to misinterpretation. Although more informal relationships in such circumstances tend to be usual, the standard of behaviour expected of staff will be no different from the behaviour expected within schools. Young people are entitled to respect and privacy when changing clothes or taking a shower. However, there needs to be a required level of supervision to safeguard young people and satisfy health and safety considerations and to ensure that bullying or teasing does not occur. The supervision will need to be appropriate to the needs and age of  the young people concerned. In certain situations staff or volunteers may be required to transport children. Given the potential risks, a designated member of staff should be appointed to plan and provide oversight of all transporting arrangements and respond to any difficulties that may arise. Wherever possible and practicable it is advisable that transport is undertaken other than in private vehicles, with at least one adult acting as an escort. Staff should ensure that their behaviour is safe and that the transport arrangements and the vehicle meet all legal requirements. They should ensure that the vehicle is roadworthy and that the maximum capacity is not exceeded. http://www.merton.gov.uk/council/pdf-developingsafeworkingpractices.pdf

A Tale Of Two Cities LA :: essays research papers fc

A Tale of Two Cities This paper is a literary analysis over the book A Tale of Two Cities, written by Charles Dickens. It contains information about the author, plot, and characters in the story. Devices and styles used to complete the book are also in this paper. On February 7, 1812 in Portsea, Charles Dickens began his life. His father, John Dickens, spent little time with Charles. The family lived in poverty and John was in prison much of the time. When Charles was two, the family moved to London. At age twelve, Charles worked in a factory pasting labels on bottles of shoe polish. He only worked there for a few months, but it was a miserable experience that would remain with him his whole life. Dickens attended school until he was fifteen. He always enjoyed reading, and especially adventure stories, fairy tales, and novels. Authors like William Shakespeare, Tobias Smollet, and Henry Fielding greatly influenced his work. However, most of the knowledge he used as an author came from his environment around him. In the late 1820s, Dickens became a newspaper writer and reporter. Dickens= first book, Sketches by Boz, written in 1836, consisted of articles he wrote for the London Chronicles. After he married Catherine Hogarth in 1836, his first work printed in The Posthumous Papers of the Pickwick Club. This was the beginning of his career.   Ã‚  Ã‚  Ã‚  Ã‚  When Dickens was twenty-four, he became famous for the rest of his life. His first fame came with The Posthumous Papers of the Pickwick Club with Dickens= adventure stories. Other works followed such as, Great Expectations, A Tale of Two Cities, and Our Mutual Friend. In 1837, Catherine=s sister Mary, died. Dickens suffered much grief. This led some scholars to believe that Dickens loved Mary more than Catherine. Dickens and Catherine had ten children in all. In 1958 the couple separated.   Ã‚  Ã‚  Ã‚  Ã‚   Through his life, Dickens was an actor, a conjurer, a poet, a lecturer, and an editor. Dickens had a remarkable mental and physical energy. This led to involvement in many organizations until 1865 when Dickens health started to decline. In 1870 Dickens died of a stroke. The world remembers him as one of the best authors in history. In two basic locations the story takes place. The main action is in England and France during the French revolution. The action begins in 1775 at Tellson=s bank in England, then it moves to France in a wine shop where the rebels have headquarters.

Individualism and Collectivism Culture Theories Essay -- Culture

Individualism and Collectivism are two accepted theories that are commonly used when dealing with one’s culture and political views. According to Kemmelmeier, H. M. and Coon, Individualism and Collectivism concepts has been used to â€Å"depict, clarify, and envision divergence in people’s opinion, behavior, principles, attribution, self perception, socialization, and communication.† Nonetheless, individualism and collectivism has shared some mutual views as well as incongruous stances on humanity, the disposition of human beings, the affiliation of society and the characteristics of people in the individualistic culture. Individualism and Collectivism have shared common goals, nevertheless they agrees on what should be achieve, but their opinion differ in how we should attain what needs to be achieved. Many philosophers has pinpointed a difference in these two theories explaining that â€Å"societies can be contrasted along an individualistic-collectivistic a xis, with those toward the individualistic end emphasizing the â€Å"I† and those toward the other end emphasizing the â€Å"we† in thinking about, evaluating, and enacting communicative conducting.† Individualism has been associated with the I- identity and collectivism being associated with the We- identity. In using these pronouns as identification it speaks volume as what each theory is about. The individualism or the I-identity has been categorize as persons that place emphasis on themselves or their immediate family, it has been evident that certain countries has put this identity into practice such as The United States of America, Australia, France, and Canada. Individualist centralize their lifestyles surrounds self actualization and individual achievement; they believe in equality bu... ...fstede, G. (2009, June). Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture (Unit 17, Chapter 14).  ©International Association for Cross-Cultural Psychology. Donal Carbaugh, Intercultural Theory [on-line] Available from http://eco.ittralee.ie/personal/theories_III.php#1; Internet. Lustig, Myron and Jolene Koester. 1998. Intercultural Competence: Interpersonal Communication Across Cultures (3rd Ed.). (Addison-Wesley Publishing, 1998), 30. Coon, H.M. & Kemmelmeier M. (2001) Cultural orientation in the United States. (re) examining differences among ethnic groups. Journal of Cross Cultural Psychology 32, 348-364 Stella Ting-Toomey. (2005). The matrix of Face: An Updated Face-Negotiation Theory,† in William Gudykunst, Ed., Theorizing about intercultural communication. Sage Publications. 71-92.

Adult Influence in the Development of Self-awareness in Children Essay

An individual who has an awareness of who he/she is as a person are said to be happier than those who don’t. Having a strong sense of self enables us to make decisions about how we want to live our lives and pursue our dreams and ambitions. But how does one achieve self-awareness? Self-awareness is a life-long process, it is essentially being able to discover our individuality and come to terms with who we really are. The development of self-awareness is not a one-man show; rather our parents, teachers, peers and the media, constantly influence us. It is my belief that parents and teachers more than any other factor has the greatest influence in the development of our awareness. Thus, parents and teachers help and hinder the development of a child’s self-awareness. Parents and teachers provide the guidance and nurturing that children need to develop their sense of self. On the other hand they can also hinder the child’s quest for awareness if they insist that their child become what they could not be and to expect them to adopt their own worldviews. Read more:  Influences that affect children’s development essay An equal amount of guidance and rootedness will prove to be the best formula for a child to realize who they are as persons. Guiding children in their lives and nurturing their well-being can help children develop their sense of self. When parents and teachers guide children in the decisions they make in their lives it teaches children that they are persons of worth who can make their own decisions. Franeck said that if his parents did not push him to look for a job and live on his own, he might sill be living with his parents and would have become a failure. This shows us that young adults need to be prodded and to be challenged to take that step to live their own lives. Without this gentle prodding they might just stay in the dug-out indefinitely like the so called Importance of adults to a child’s growth to awareness Page#2 â€Å"boomerang kids† who are well-educated young adults and are living at home because they are broke and underemployed (Franeck, ). Teachers also guide children in their own way. They can help children realize who they want to be in the future. Success and achievement contributes to the child’s perception of who he/she is. When teachers tell their students that they are good at what they do, it builds their self-esteem and leads to increased awareness. Malcom X in his autobiography said that his teacher Mr. Ostrowski made him think about his future and what society had to offer him, which led to his awareness of his station in life and the desire to do something about it (The first major, ). Why do parents and teachers’ guidance and nurturance matter? Parents and teachers are the significant adults in every children’s lives thus, children see them as authority figures and what they say or do can leave lasting impressions in a child’s psyche and therefore affects the way he/she thinks of himself/herself. In contrast, when parents become too controlling and expect their children to espouse their own way of life and views without considering their child’s individuality they hinder the development of self-awareness. Likewise, when teachers become judgmental and do not treat his/her students the same way, then he/she hampers self-awareness. Controlling parents are those who impose their own value systems to their children and expect them to behave accordingly. This hampers the development of self-awareness because children are not able to think for themselves, they are not allowed to explore and deal with their individuality. Children become a reflection or a puppet of their parents and they cannot be expected to become mentally healthy and fully functioning individuals. Caroline Hwang (1998) had battled with the anguish of Importance of adults to a child’s growth to awareness Page#3 pleasing her parents and pursuing her dreams because she knew that her parents had sacrificed a lot for her and she was undoubtedly indebted to them, she knew she owed them the fulfillment of her parent’s dreams for her. As an adult, she still has not been able to establish her own identity, is not sure of her future and has not had a real intimate relationship. In the same way, Emilyn Lat’s (1991) experience also portrays how parents can impede a child’s growth of awareness. Lat had parents who did not want her to be Americanized, they dictated what she should and should not do with her social life. She grew alienated from her parents and looked to the government for help, but sadly was frustrated. Her parents threw her out because she refused to be turned into someone she did not want to be. Emilyn realized that society views children as an extension of their parents and not a separate person, thus her growing awareness of her self was painful and traumatic instead of having a healthy sense of awareness of who she is as a person. Teachers who are judgmental also encumber a child’s awareness of himself/herself. Teachers who do not treat their students equally especially if based on prejudice, perpetuate the culture of racial discrimination. To be able to have a sense of self, children should be able to believe in their selves their talents and abilities, when teachers tell them otherwise, it destroys them. Children come to think that they are not good enough, not smart enough to dream and aspire for something in the future. Consequently, when they grow up they become failures because they come to believe what their teachers told them. Then what are the best conditions for a child’s healthy sense of self-awareness? I believe that an equal amount of nurturing, guidance and cultural awareness would be the best provisions Importance of adults to a child’s growth to awareness Page#4 for self-awareness. Children who are guided by their parents, who are acknowledged and given the opportunity to explore their individuality, will grow to have a healthy sense of who they are. In the same way, when children know their roots and their cultural heritage they are more able to become who they want to be. If Emilyn had the same parents like Caroline’s and she had the same tenacity and courage of Emilyn, then both of them would have become the best of what they can be. It is without a doubt that significant adults play a major role in our lives and in developing our sense of self. Parents who are supportive and nurturing communicate the idea that the child is valuable and worthy of such treatment. Parents should be able to raise children by giving them love, the kind of love that helps them develop a positive self-concept and a sense of their worth. Teachers who are responsive to their students also tell children that they are persons who have the capability to achieve their dreams. It is important for each one of us to be able to develop a positive sense of self-awareness for it will help us better understand why we feel what we feel and behave as we behave. This understanding then gives us the opportunity and freedom to change and create the lives that we want. If we do not have the awareness or clarity of our being we will continue to get caught up in our internal dramas, irrational beliefs and negative perceptions of ourselves undermine the way we live our lives. The great Tao Tzu has this to say about self-awareness â€Å"Knowing others is wisdom, knowing yourself is enlightenment†. References Franek, Mark. Parent’s of twixters are at fault (publication details) Hwang, Caroline. The good daughter. Newsweek September 21, 1998 p16 Lat, Emelyn. Emancipated in American Families: Images and Issues (publication details) pp 244- 246 (year) Malcom X. The first major turning point in Emerging Voices: Readings in the American Experience (Publication details) pp 150-152 (year)

The Six Capitals and Evangelist Plaques essays

The Six Capitals and Evangelist Plaques essays The Six Capitals and Evangelist Plaques The art of the Romanesque period was characterized by an important revival of monumental forms, notably sculptures and fresco paintings, which develop in close association with architectural decoration and exhibited a forceful and often severely structural quality. At the same time an element of realism, which parallels the first flowering of vernacular literature, came to the fore. It was expressed in terms of a direct and naive observation of certain details drawn from daily life and heightened emphasis on emotion and fantasy. The first important monuments of Romanesque sculpture were created in the last of the 11th century and the first decades of the 12th century. The both art subjects we will discuss later are details of churches in different areas from the Romanesque period. The Six Capitals or decorating rowing elements of columns are believed to have came from the interior of the Abbey Church of Saint-Laurent, near Cosne-Coura-sur-Loire, Central France around 1125-50. The other subjects are evangelist plaques with symbols of four evangelists and a central decorative relief from Genoa, North Italy around 1250. There is no information about who or why they were created, as its known most of the art around this period was created for decoration interior and exterior of the churches. The original size of the massive stone columns is around 10f tall about twice as high as they are display in Philadelphia Museum of Arts. Comparing to them the evangelist plaques are smaller around 2sq f rectangle. Both are flat on the back because the made to assemble in the interior walls in the church. The arrangement elements abounded in seemingly endless combination of zoomorphic, vegetal and abstract motives. One of the capitals bold combinations of abstract intertwisting carves, branches and leaves. Some of the details o ...

Poes The Raven With Explanations for ESL Learners

Poe's The Raven With Explanations for ESL Learners The Raven  by Edgar Allan Poe is a classic American poem. Its  quite popular to read this poem around Halloween, but its a glorious one  to read aloud at any time of year, with a compelling rhythm and fantastic story that will send shivers up your spine. This version of The Raven defines the more challenging words after each section of the poem. The  poem can be read on many levels; on your first reading you may want to try to understand the literal meaning of the poem, rather than getting bogged down in symbolism or trying to define every individual word. For more on The Raven, you may want to check out these questions for discussion. Read on if you dare!   The Raven by Edgar Allan Poe Once upon a midnight dreary, while I pondered, weak and weary,Over many a quaint and curious volume of forgotten lore -While I nodded, nearly napping, suddenly there came a tapping,As of some one gently rapping, rapping at my chamber door.Tis some visitor, I muttered, tapping at my chamber door -Only this and nothing more. pondered thoughtlore storyrapping knockingmuttered said Ah, distinctly I remember it was in the bleak December,And each separate dying ember wrought its ghost upon the floor.Eagerly I wished the morrow; -vainly I had sought to borrowFrom my books surcease of sorrow -sorrow for the lost Lenore -For the rare and radiant maiden whom the angels name Lenore -Nameless here for evermore. bleak sad, black and coldember burning piece of wood glowing orangewrought presentedmorrow the next daymaiden woman, girl And the silken sad uncertain rustling of each purple curtainThrilled me -filled me with fantastic terrors never felt before;So that now, to still the beating of my heart, I stood repeating,Tis some visitor entreating entrance at my chamber door -Some late visitor entreating entrance at my chamber door;This it is and nothing more. rustling movement that makes noiseentreating asking for Presently my soul grew stronger; hesitating then no longer,Sir, I said, or Madam, truly your forgiveness I implore;But the fact is I was napping, and so gently you came rapping,And so faintly you came tapping, tapping at my chamber door,That I scarce was sure I heard you -here I opened wide the door; -Darkness there and nothing more. implore ask forscarce hardly Deep into that darkness peering, long I stood there wondering, fearing,Doubting, dreaming dreams no mortal ever dared to dream before;But the silence was unbroken, and the stillness gave no token,And the only word there spoken was the whispered word Lenore!This I whispered, and an echo murmured back the word Lenore -Merely this and nothing more. peering looking intogave no token gave no sign Back into the chamber turning, all my soul within me burning,Soon again I heard a tapping something louder than before.Surely, said I, surely that is something at my window lattice;Let me see, then, what threat is, and this mystery explore -Let my heart be still a moment and this mystery explore; -Tis the wind and nothing more! window lattice frame around the window Open here I flung a shutter, when, with many a flirt and flutter,In there stepped a stately Raven of the saintly days of yore.Not the least obeisance made he; not an minute stopped or stayed he;But, with mien of lord or lady, perched above my chamber door -Perched upon a bust of Pallas just above my chamber door -Perched and sat and nothing more. flung threw openflutter movement of wings, noisestately magnificentobeisance gesture of deference, respectmien manner ofperched how a bird sits Then this ebony bird beguiling my sad fancy into smiling,By the grave and stern decorum of the countenance it wore,Though thy crest be shorn and shaven, thou, I said, art sure no craven,Ghastly grim and ancient Raven wandering from the Nightly shore -Tell me what thy lordly name is on the Nights Plutonian shore!Quoth the Raven, Nevermore! beguiling charmingcountenance bearing, mannercrest headthou old English for youart arecraven cowardly, mean-spiritedthy old English for your Much I marvelled this ungainly fowl to hear discourse so plainly,Though its answer little meaning -little relevancy bore;For we cannot help agreeing that no living human beingEver yet was blest with seeing bird above his chamber door -Bird or beast upon the sculptured bust above his chamber door,With such a name as Nevermore. marvelled was surprisedungainly uglyfowl birddiscourse speechbore contained, had But the Raven, sitting lonely on the placid bust, spoke onlyThat one word, as if his soul in that one word he did outpour.Nothing farther then he uttered; not a feather then he fluttered -Till I scarcely more than muttered: Other friends have flown before- On the morrow he will leave me as my Hopes have flown before.Then the bird said Nevermore. placid peacefuluttered said Startled at the stilless broken by reply so aptly spoken,Doubtless, said I what it utters is its only stock and store,Caught from some unhappy master whom unmerciful DisasterFollowed fast and followed faster till his songs one burden bore -Till the dirges of his Hope that melancholy burden boreOf Never -nevermore. aptly wellstock and store repeated phrasedirges sad songs But the Raven still beguiling all my sad soul into smiling,Straight I wheeled a cushioned seat in front of bird, and bust, and door;Then, upon the velvet sinking, I betook myself to linkingFancy unto fancy, thinking what this ominous bird of yore -What this grim, ungainly, ghastly, gaunt, and ominous bird of yoreMeant in croaking Nevermore. betook moved myselffancy here used as noun meaning imagined story, thoughtyore from the pastcroaking the sound a frog makes, usually a very ugly sound coming from the throat This I sat engaged in guessing, but no syllable expressingTo the fowl whose fiery eyes now burned into my bosoms core;This and more I sat divining, with my head at ease recliningOn the cushions velvet lining that the lamp-light gloated oer,But whose velvet violet lining with the lamp-light gloating oerShe shall press, ah, nevermore! bosom chest, heartdivinig guessing Then, methought, the air grew denser, perfumed from an unseen censerSwung by Seraphim whose foot-falls tinkled on the tufted floor.Wretch, I cried thy God hath lent thee -by these angels he hath sent theeRespite -respite and nepenthe from thy memories of Lenore!Quaff, oh quaff this kind nepenthe and forget this lost Lenore!Quoth the Raven, Nevermore. methought old English for I thoughtcenser a container for burning incensewretch horrible personhath old English for hasthee old English for yourespite rest fromnepenthe a drug providing a way of forgetting somethingquaff drink quickly or recklesslyQuoth quoted Prophet! said I thing of evil! -prophet still, if bird or devil! -Whether Tempter sent, or whether tempest tossed thee here ashore,Desolate, yet all undaunted, on this desert land enchanted -On this home by horror haunted, -tell me truly, I implore -Is there -is there balm in Gilead? -tell me -tell me, I implore!Quoth the Raven, Nevermore. Tempter Satantempest stormbalm liquid that eases painGilead biblical reference Be that word our sign of parting, bird or fiend! I shrieked, upstarting -Get thee back into the tempest and the Nights Plutonian shore!Leave no black plume as a token of that lie thy soul hath spoken!Leave my loneliness unbroken! -quit the bust above my door!Take thy beak from out my heart, and take thy form from off my door!Quoth the Raven, Nevermore. parting separation, leavingfiend monstershrieked shouted, screamedplume type of featherquit leave And the Raven, never flitting, still is sitting, still is sittingOn the pallid bust of Pallas just above my chamber door;And his eyes have all the seeming of a demons that is dreaming,And the lamp-light oer him streaming throws his shadow on the floor;And my soul from out that shadow that is floating on the floorShall be lifted -nevermore. flitting movingpallid pale

Showing Dialect in Dialogue

Showing Dialect in Dialogue Showing Dialect in Dialogue Showing Dialect in Dialogue By Maeve Maddox A reader asks how a writer wishing to create â€Å"a redneck swagger† would rewrite the â€Å"regular English† sentence â€Å"You’re surprising to me.† He offers the following options: â€Å"Y’a surprisin’ t’a me.† â€Å"Y’ah surprisin’ t’ah me.† â€Å"Ya surprisin ta me.† â€Å"Yah surprisin tah me.† Note: You can find my thoughts on the use of the term redneck here: Better Use â€Å"Redneck† With Care. My reaction to the model dialogue is that a â€Å"redneck† is not likely to utter the original sentence, with or without apostrophes. A native English speaker of any dialect would be more likely to say, â€Å"You surprise me.† But the point of the question has to do with the use of apostrophes and contractionsand presumably funny spellingsto represent dialect in fictional dialogue. Fashions in writing change. Representing dropped letters with apostrophes was a common device with 19th century authors. Well, then, Master Marner, it come to me summat like this: I can make nothing o the drawing o lots and the answer coming wrong; it ud mayhap take the parson to tell that, and he could only tell us i big words. George Eliot, Silas Marner. â€Å"I got hurt a little, en couldn’t swim fas’, so I wuz a considable ways behine you, towards de las’; when you landed I reck’ned I could ketch up wid you on de lan’ ‘doubt havin’ to shout at you, but when I see dat house I begin to go slow.† Mark Twain, Huckleberry Finn. Modern readers have little patience with this kind of writing. For one thing, multiple apostrophes and odd spellings are visually distracting. For another, such detailed attention to pronunciation in a novel distracts from the thought that the character is expressing, thereby interfering with an understanding of the narrative. In addition, some readers who speak nonstandard dialects find attempts to represent their home dialectseven if they are successful renditionsdisrespectful. Sprinkling dialogue with odd spellings is especially pointless when the misspelling conveys the same pronunciation as the standard spelling. For example, sez for says, and shure for sure. The consensus among today’s writing coaches is that dialect is best expressed with vocabulary, grammar, and easily understood regional expressions, rather than with apostrophes and made-up spellings. For example, the following bit of dialogue conveys rural speech without recourse to dropped letters or misspellings: That woman runs around with anything in pants. Can’t figure out how her and him got together in the first place. Good Lord knows he’s boring as a fence post.† –Nancy Hartney, Washed in the Water. Words like drawl and whine, and expressions like â€Å"a clipped Northern accent† can also be used to suggest a specific way of speaking. In writing dialogue, let the words do the work. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:Apply to, Apply for, and Apply withDoes "Mr" Take a Period?9 Forms of the Past Tense

White a newspaper article about how communication is important in Research Paper

White a newspaper article about how communication is important in business(2 page).and write a reflection for the newspaper article (3 page) - Research Paper Example The communication can be formal or be put in such a manner that it appears casual. The presentation of the message would be dependent on the message that the company would want to send out to the intended end user. This paper is a newspaper article that will look at the importance of communication in business then conduct a reflection of the article. Good communication for a business results in better overall performance. Communication in a business results in proper coordination in an organization. When the different departments in a company share the relevant information on the different topics that are relevant to them, they have the information that they need to perform their tasks accurately. Departments need information from each other so that they can make the right decisions such as communication between the procurement and sales departments on the amount of available inventory so as to be able to make more orders. Good communication in a company also ensures that the employees work together to achieve the mission and vision of the company and tells the stakeholders of the progress that the company has made. Communication has the effect of producing better relationships with clients. The clients feel that they have the information that they need so as to continue using the product or services that are provided by the company. Even in cases where a company might fail to deliver what is expected of them, or what they had promised to deliver to a client, communication still matters. The clients feel satisfied that the company tried their best, and they were courteous enough to share their attempts, failures and successes. Communication leads to higher levels of innovation in a business. Businesses are composed of different people from different backgrounds based on differences in religious, economic and social backgrounds. The diversity of such kind of groups leads to the generation of ideas that are new and more efficient in comparison to ideas that

Charlie Chaplin's The Kid Movie Review Example | Topics and Well Written Essays - 500 words

Charlie Chaplin's The Kid - Movie Review Example . When viewers from a wider spectrum of society appreciate a film that celebrates cross-dressing, this indicates not only that the film has an intrinsic emotional appeal, but that the general audience is ripe for the message of sexual variation and tolerance. The transformation is not at all simple or one-sided, though, and what makes the film emotionally affecting is the very fact that the main character maintains conflicting impulses, creating real tension within a single character. Even when the setting is changed, Chaplin is there under fake pretenses, and the comic elements of the film arise from his mistaken interpretations of social issues. I understand a unique nature of the main character and his universal wisdom based on personal philosophy and life experience. Chaplin carries the film in a number of senses, for it is not just her face, his words, and his gestures that enrapture us; all the dramatic conflict of the plot also takes place within the character. It is possible to assume that "heaven" is a "better life" and a society free from social uinequalities and hardship. By association with a unique personality, the star will take on the exceptional attributes of honesty, courage, intelligence, passion, religious fervor, purity.

Deconstructing Leadership The Prince Essay Example | Topics and Well Written Essays - 1000 words

Deconstructing Leadership The Prince - Essay Example In 'The Prince' it is clear that Machiavelli is reflecting the form of rule he experiences being exerted by the leadership in Florence whilst also drawing general conclusions on other leaders. Machiavellian principle suggests that a leader must learn to deceive, lie and even act against one's own morality to achieve greatness. His central idea is that a leader who is not wicked should practice wickedness to rule effectively. In modern society we tend to have a great deal of contempt for our leaders and as events in recent history have proved, this has in many cases been justified. It is perhaps because of Machiavelli's provision for acceptable corruption within our political leadership that society now accepts that leaders are not so much humans themselves but an elevated acceptable form of undesirable that is nonetheless essential to our survival (Charles 2000). In the prince Machiavelli states, rulers must "make himself loved and feared by his subjects, followed and respected by his soldiers". (Machiavelli 1984 p27). The ruler, hence, is vindicated in doing whatsoever is essential to preserve the country, even if it is unfair. A Prince's most important duty is the protection of his rule and the protection of his subjects. Machiavelli states, "A prince thus, must comprise of no other object or idea, nor attain proficiency in anything except war, its organizations, as well as its discipline." (Machiavelli 1984 p 47) Another quality of a prince is that it is better to be considered merciful than cruel, but mercy must never be misused. Machiavelli said that the art of war was the subject of most importance to the ruler. A prince can be attacked in two ways: internally, by conspiracies, and externally, by enemies. Machiavelli states in the prince, "A prince ought to not be troubled if he incurs criticism for his unkindness so long as he keeps his subjects united as well as dedicated" (Machiavelli 1984 p 5). He can protect himself from conspiracies by means of avoiding extreme dislike. It is furthermore stated that no prince should neutralize his subjects or else he will have to make use of mercenary troops as alternative. Mercenaries are from foreign countries and are not fighting for their country so they are not loyal and they will not care whether they win or lose. Those leaders who follow a cause for money are not to be trusted. Those who are not after money (Federico 1958). Machiavelli felt that these were essential means in for turning into a successful ruler. He also felt protection had little significance and thought that the best fortress is to be created in the love of the people. He states in the prince that , "Men are unappreciative, indecisive, liars, as well as deceivers, they avoid danger and are gluttonous for profit; even as you treat them in a good way they are yours. (Machiavelli 1984 p 54) 'The Prince' was his key contribution to the theories for leadership in his day. To be a successful leader, Machiavelli believed that you primarily had to be able to deceive. A good leader has to appear to be good, but when necessary they must be

History of Policing Essay Example | Topics and Well Written Essays - 500 words

History of Policing - Essay Example r inspection of every of the Peelian principles, it is apparent that not only does a direct correlation to today’s policing exist, but also the 9 principles are frequently cited as being the primary foundation for present law enforcement organizations as well as community policing all over the world. This is also evidenced by the fact that several law enforcement agencies presently cite the Peelian Principles especially on their public websites as being their own principles.Thus Peel’s Principles are applied by most policing units in the world. Thus the fundamental undertaking of majority of police organizations currently is symbolized as law enforcement and crime prevention. The most recognizable phrase today in most policing institutions is â€Å"protect and serve† which is a direct reflection of the first principle of Peel; â€Å"The basic mission for which the police exist is to prevent crime and disorder† (Thomas, 2011). The governments together with members of the police force are being taken to task for actions that the media has chosen to highlight. Thus, the public today has got a bigger opportunity in reviewing as well as scrutinizing inefficient, illegal and inappropriate activity by police officers. Regrettably, the actions of a single government official or police officer can be very detrimental to a whole local government, police force or community. The second principle put forth by Peel states that, â€Å"The ability of the police to perform their duties is dependent upon public approval of police actions.†This principle is therefore more applicable today than in 1829 since the media of today are keen to focus on any doubtful governmental or law enforcement activities. Thus in a bid to achieve public approval and assistance, community policing was then established. The 3rd Peel Principle is best illustrated by present-day technology as well as media developments that have allowed co mmunities to be more enlightened of the governing laws in addition

BaAka Music and Culture Essay Example | Topics and Well Written Essays - 750 words

BaAka Music and Culture - Essay Example There also is percussive polyrhythm made by clapping as well as drumming and as they drum, one man sits on the drum, straddling it and the other standing behind him, playing a cross-rhythm with a stick on the side of the drum. In spirit plays involving both sexes, women sing beautifully and dance seductively to the melodies, for everyone to enjoy the euphoria brought about by the spirit. In this technique, voice movement is from the chest to the head and the resultant melody is beautiful. The chest and head voices are also a way of achieving ranging tone colors, from tense to the relaxed form. The dancers taking part in ritual and ceremonial dances are initiated skilled dancers and all members of the BaAka culture are expected to undergo the cultures' initiation; so that the various values and traditions of the land are passed down to them. As the individual is born into this culture, musical skills are inculcated into them and participation of every member is expected. The tradition of the BaAka people is orally transmitted, and the elderly members of the culture have all the information on the origins and writers of various songs. Older people also have the responsibility to teach the young ones in the region as well as members from other regions. Most of the instruments used by the BaAka people are ones borrowed from the Bantus. Depending on the melody and kind of event taking place, this culture uses instruments like drums, including water drums, flutes, a musical bow that is played by women only.

History of Policing Essay Example | Topics and Well Written Essays - 500 words

History of Policing - Essay Example r inspection of every of the Peelian principles, it is apparent that not only does a direct correlation to today’s policing exist, but also the 9 principles are frequently cited as being the primary foundation for present law enforcement organizations as well as community policing all over the world. This is also evidenced by the fact that several law enforcement agencies presently cite the Peelian Principles especially on their public websites as being their own principles.Thus Peel’s Principles are applied by most policing units in the world. Thus the fundamental undertaking of majority of police organizations currently is symbolized as law enforcement and crime prevention. The most recognizable phrase today in most policing institutions is â€Å"protect and serve† which is a direct reflection of the first principle of Peel; â€Å"The basic mission for which the police exist is to prevent crime and disorder† (Thomas, 2011). The governments together with members of the police force are being taken to task for actions that the media has chosen to highlight. Thus, the public today has got a bigger opportunity in reviewing as well as scrutinizing inefficient, illegal and inappropriate activity by police officers. Regrettably, the actions of a single government official or police officer can be very detrimental to a whole local government, police force or community. The second principle put forth by Peel states that, â€Å"The ability of the police to perform their duties is dependent upon public approval of police actions.†This principle is therefore more applicable today than in 1829 since the media of today are keen to focus on any doubtful governmental or law enforcement activities. Thus in a bid to achieve public approval and assistance, community policing was then established. The 3rd Peel Principle is best illustrated by present-day technology as well as media developments that have allowed co mmunities to be more enlightened of the governing laws in addition

Aircraft Engine Anti-Icing systems Research Paper - 1

Aircraft Engine Anti-Icing systems - Research Paper Example Heavy accumulation of ice may also cause changes in the aircraft’s aerodynamic center thereby misbalancing the plane. Ice can also damage the engine by increasing friction of the fan and clogging its inlets. The most vulnerable of all aircraft components is the fan blade that can get damaged if the frozen ice is not removed. Ice build-up when low thrust is being acted upon the aircraft causes damage to the tips of the blade when the aircraft enters a high thrust region. An attempt to reduce the drag forces acting on the aircraft, by the pilot, may inevitably result in the accumulation of more ice. Due to these reasons, the accumulation of ice on the aircrafts is generally regarded as a threat for the aircraft passengers. The effect of contamination or ice build-up can be life threatening. In many cases, a malfunctioning ice protection system can also cause damage to engine components and fan blades. Ice can build up on the intake ring and get deposited deeper into the engine. This is particularly dangerous as this can increase frictional energy within the energy leading to a reduced amount of thrust and a possible disintegration or downfall. Sometimes, blockage of inlets or formation of ice on compressor blade suspends flow of air into the compressor due to which it may get restrained. Similarly vulnerable are engine probes that are located in the external surface of aircrafts. Errors within flight instruments and detection equipments can result due to ice build-up on probes. Airframe icings are equally menacing for the pilot. Some features and characteristics may make aircraft components more prone to ice accretion. In general, sharp components such as blades, leading edges, fins, antennae, propellers, and aerials, may gather more ice because of their narrowly exposed surface area. In the contrary, flatter components and those that are blunt are less likely to accumulate much ice during the course of the journey (Civil Aviation Authority,

Computer Security Essay Example for Free

Computer Security Essay Encryption is method of scrambling data in some manner during transmission. In periods of war, the use of encryption becomes paramount so those messages are not intercepted by the opposing forces. There are a number of different ways to protect data during transmission, such as Substitution (character for character replacement) in which one unit (usually character) of cipher text (unintelligible text or signals produced through an encryption system) is substituted for a corresponding unit of plain text (the intelligible text or signals that can be read without using decryption), according to the algorithm in use and the specific key. The other method is Transposition (rearrangement characters) which is the encryption process in which units of the original plain text (usually individual characteristics) are simply moved around; they appear unchanged in the cipher text for their relative location. Study Case (Bank of Shenandoah Valley) While both encryption and authentication method are providing some measures of security, the implementation of security itself has totally a different approach. Before any methods chosen, the two most important factors in security implementations are having to be determined. The level of security needed and the cost involved, so the appropriate steps can be taken to ensure a safe and secure environment. In this case Bank of Shenandoah Valley is in type of business which a high level of security is required, therefore, I would suggest the use of encryption method with a complex algorithm involved. Although an authentication method is a secure method as well, is not as complex as encryption method of complex algorithm since it has been used in military during the war where a high levels of security are a must. During the war, the use of encryption becomes paramount so those messages are not intercepted by the opposing forces. This is a perfect example of how reliable an encrypted message can be while used within its appropriates guidelines. 4- Describe the three different database models hierarchical, relational and network. For data to be effectively transformed into useful information, it must be organized in a logical, meaningful way. Data is generally organized in a hierarchy that starts with the smallest unit (or piece of data) used by the computer and then progresses into the database, which holds all the information about the topic. The data is organized in a top down or inverted tree likes structure. At the top of every tree or hierarchy is the root segment or element of the tree that corresponds to the main record type. The hierarchical model is best suited to situations in which the logical relationship between data can be properly presented with the one parent many children (one to many) approach. In a hierarchical database, all relationships are one to -one or one- to many, but no group of data can be on the many side of more than one relationship. Network Database is a database in which all types of relationships are allowed. The network database is an extension of the hierarchical model, where the various levels of one-to-many relationships are replaced with owner-member relationships in which a member may have many owners. In a network database structure, more that one path can often be used to access data. Databases structured according to either the hierarchical model or the network model suffers from the same deficiency: once the relationships are established between the data elements, it is difficult to modify them or to create new relationships. Relational Database describes data using a standard tabular format in which all data elements are placed in two-dimensional tables that are the logical equivalent of files. In relational databases, data are accessed by content rather than by address (in contrast with hierarchical and network databases). Relational databases locate data logically, rather than physically. A relational database has no predetermined relationship between the data such as one-to-many sets or one-to-one. Case study ( DAngelo Transportation, Inc.) There are a number of factor which ought to be discussed during discussion: O How much of the system should by computerized? O Should we purchase software or build based on what we are using in the current system. ( make versus buy analysis) O If we decide to make the new system, should we design an on-line or batch system? O Should we design the system for a mainframe computer, minicomputer, microcomputers or some combinations? O What information technologies might be useful for this application? Some of the security issues, are consist of the level of security required and the cost involved in this conversion. A database system is vulnerable to criminal attack at many levels. Typically, it is the end user rather the programmer who is often (but not always) guilty of the simple misuse of applications. Thus, it is essential that the total system is secure. The two classifications of security violations are malicious or accidental. One of the most emphasized and significant factors of any program development is the early involvement of the end-users. This provides the programmer as well as the end-user with important functionality of the new system and help them to adapt to the new working environment more efficiently and effectively. The continuos training of the staff is essential in meeting the objectives of the organization since they will be provided with needed skills and expertise necessary to deal with daily issues using of new system.

Coaching Theoretical Principles And Models Physical Education Essay

Coaching Theoretical Principles And Models Physical Education Essay Coaching is a multi-disciplinary science, enabling the production of a strategy to enhance performance effectively by co-ordinating fundamental features. The coach is required to develop an athletes physical/technical/tactical skills. They should be able to enhance an individuals psychological/theoretical knowledge/ of a particular sport. As suggested by Bompa(1994), the optimisation of these factors is important to an athletes readiness for competition. The coach should treat each individual athlete as unique and plan training accordingly. As confirmed by Russhall(1985), the principle of training is one of seven principles of coaching. Additionally, Cross(1999), suggests individualisation is a vital component of the coaching process. The majority of coaches would consider individual athletes in their charge to be unique. Savage et al(1981) produced research data that highlighted all athletes are physiologically unique. As suggested by RushellPike(1990);Cross(1999) they will have dif ferent physiological characteristics, psychological traits and social lifestyles. The findings of McGowan et al(1990) concludes that some individualisation occurred in the training of the 1984 united states volleyball team, indicating once again the importance of identifying these traits in coaching. Therefore, coaches will obviously have to accommodate the differing needs of individual athletes, operating within a variety of environments and encountering constraints such as numerous athletes at any one time. Subsequently, these constraints may affect the overall efficacy of the coaching. As supported by Lyle(1997), each coaching process is unique for a number of reasons, an athletes differing aspirations, capabilities, personal circumstances, resources, organisational/occupational conditions within which the coach operates. As a result of various coaching demands, coaches should be able to apply numerous strategies to deal with varying situations, applying relevant experience. This aspect has been studied by Cox Noble(1989);Gould,Gianni,KraneHodge(1990), in order to obtain a clearer understanding of coaching demands, investigators have requested information from coaches about their attitudes towards coaching/adequacy of educational background/needs. In general, the studies suggest coaches face changing demands and that their educational capabilities are not clearly defined. Further studies, as suggested by Gould,Hodge,PetersonGianni(1989);Weinberg,GroveJackson(1992), identified that mental strength, positive attitude, motivation and concentration were the most important attributes needing to be addressed by coaches in order to develop an individual athletes overall skills/success. Coaching can be defined as a beneficial factor to improve competitive sports performance via a detailed planned programme of preparation/competition, Lyle (1999). This aspect, needs input from a variety of specialists in order to maintain effective coaching behaviour contributions, an athletes development may also need to be monitored. Dependent on the requirements of a particular sport, these areas may include technique/skill learning. Other factors to be considered are physiology, psychology, theoretical knowledge of a particular sport, lifestyle management to include time-management/tactics. Coaches will also be required to address the difference between the varying factors, which include the type of sport i.e. team/individual, age/gender, as some female athletes may be susceptible to certain traits such as eating disorders. There are other relevant principles for the coach to consider, some of which may be in depth. These include issues such as law, ethics, mentoring techniques, communication, detraining, injuries/overtraining and environmental safety in which the athletes perform. As suggested by Sherman Sands(1996), the principle consequence requests coaches to deliberate the potential findings, for example injury, may occur following immense training programmes. Smith,SmollHunt(1977) utilised The Coaching Behaviour Assessment (CBAS) to undertake studies to examine the impact a coachs influence may have psychologically on youngsters through sport. Subsequently, studies using this technique or an adapted version do according to AllenHowe(1998);BlackWeiss (1992) illustrates coaching behaviours do have significant influence on an athletes psychological profile. They clearly affect self-esteem, capabilities and overall fulfilment. In relation to data obtained for the CBAS, SmollSmith(1984;1989), a proposed model to study coaching behaviours in youth sport was developed. The model actually specifies in addition to the individual coach, athlete/environment that coach behaviour is influenced by player perception/recall and the ability of the coach to evaluate reactions. Furthermore, observations of a players attitude/mood state is particularly important. Subsequently, leadership style is an important factor as it enhances an individual athletes confidence and creates a quality social environment in which to learn. If a coach is able to provide effective social support for an athlete it illustrates that there is a good understanding of resources available to assist with various demands in competitive sport. If handled correctly these problems can be addressed through team building/education. Consequently, coaches will need to be flexible in order to influence an athletes perception of control. If for example, a coach adopts a collaborative style and uses it effectively, one would be able to develop confidence to achieve shared goals, helping to provide contingent reinforcement and informative feedback. The introduction of the Multidimensional Model of Leadership, Chellandurai (1984;1993) implemented a large quantity of coaching effectiveness studies. The main component of this model identifies three types of behaviour in coaches, those preferred by athletes, actual/required behaviour. These are influenced by three precedent variables, the characteristics of the coach/athletes, together with the actual situation. Subsequently, The Leadership Scale for Sport(LSS) was developed by ChellanduraiSaleh(1980) to test the specified relationship in the multidimensional model and whether it is applicable in predicating leadership effectiveness in sport. This method has been utilised extensively in sport to assess the influence of gender, age, or personality on preferred/perceived leadership. Age is key factor when planning, as it has a tremendous bearing on optimal training loads. As suggested by Hagger(1999), it is critical that coaches recognise that biological age is more relevant when pla nning training loads than chronological age. According to RushallPike (1990), athletes may respond differently to the physical environment, therefore, coaches must be able to modify training programmes to suit an individual athletes tolerance. However, as suggested by Fairs(1987), this model also has limitations that accompany a model for coaching. Lyle(1999),also suggests that difficulties may occur in a model of this type when put into practice, as its assumptions may not match existing parameters. Therefore, Cote et al(1995) devised a model of coaching with the advantage of empirical based research. This model does have similarities to the multidimensional model in that it recognises both personal characteristics and contextual factors of the coach/athlete. However, Cote et al(1995) developed this model further by adding a group of central components to include competition, training/organisation. Furthermore, a lack of theoretical structures outlining the key variables affecting the work of coaches has been identified as a critical issue lacking research. The theoretical structures proposed by SmollSmith(1984;1989);Chelladurai(1984;1993) Cote,Salmela,Trudel et al(1995) share common variables. However, they do not provide a complete account of all points affecting the coaching process. Thomas (1992) suggests by providing an account of the most important issues in the coaching process, identifying a base for establishing a general theory of coaching is achievable. In order to accomplish this goal a more comprehensive framework is required, therefore, the Coaching Model(CM) is utilised. The CM is able to recognise theoretical knowledge of coaching and incorporates six components, namely competition, organisation, training, coaches/athletes personal characteristics/ background. A cognitive approach in organising these components and their actual relationship is used to describe h ow coaches proceed to obtain their objectives of an athletes development. In general, a coach should be able to evaluate their own personal attributes and the individual athletes characteristics to establish an estimation of an athletes potential. This mental model can then be used as a tool to illustrate what types of knowledge/behaviours are essential for competition, organisation skills and training regimes. Identifying objectives can be assisted by the use of The Objectives Model, Fairs(1987), with the use of a simplistic five-step objectives model of coaching, to include the collection of data, diagnosis, planning, execution and evaluation. The fourth step, execution, is important as this provides the plan of action and at this stage the coach needs to be acquainted with the athletes overall ability. The final step, evaluation is another key point, this being when the coach needs to critically appraise the effectiveness of the coaching by assessing whether the set objectives were actually achieved. This method is founded on the understanding of the coaching process being orderly and based on a problem solving approach. If for example, the plan of action is unsuccessful, any problems need to be identified through reassessment and a revised plan prepared, as situations are currently changing. Therefore, this model is a useful tool for the education/training of coaches. Fairs(1987) suggests that a major role of the coach is to be able to recognise and solve an athletes problems and establish a scientific foundation for the method to assist in coaching, attaining a status as an independent profession. However, although simplistic in nature it does have some disadvantages, being a little limited, as suggested by Lyle(1999), this model fails to consider long-term planning, complexity o f performance and interpersonal nature of coaching relationship. Individuals drive the coaching process. Fairs(1987) suggests the method fails to appreciate the inconsistencies within this predictive model. Obviously, it is difficult for a coach to mentally maintain an athletes potential in their mind but they should be able to retain a mental representation of an athlete, images or assumptions. These models enable the coach to interact with the athlete to determine what course of action to undertake and how to behave with a particular athlete. They may consist of generalisations or complex theories. Therefore, two coaches with different mental models working with similar athletes may be able to identify various details and this information will help provide effective coaching, as they look at each situation differently. As suggested by Dishman(1983) sport psychology may suffer from an identity crisis. However, it is a noted tool to provide athletes/coaches with the required mental skills to manage the demands within training/competition, helping them to reach their full potential. FeltzKontos(2002) describes sport psychology as the study of peoples behaviour/thoughts in a sporting context. The model of Cote et al(1995) is a valuable example in this respect, as it is derived from empirical data. Within this model the prioritising of the coaching process components is important and it is evident there are significant limitations in the degree to which teaching paradigm conceptualisations of coaching adequately represent its complexity. The distinction between core/peripheral process fundamentals is similar to the distinction between direct/support intervention/ constraints management. However, the most interesting contribution is the centralisation in the model of the coaches mental mode of athlete potential. Whereas, Franks(1986), set out to propose a means of assessing the effectiveness of coaching. Although, again the focus being on direct intervention, providing the model with an episodic importance centred on skill development. One key issue of this model is the recognition of performance criteria and its use to regulate progression. Vital issues, such as performanc e are identified in a quantitative fashion both in training/competition, training being focused around incremental/differential improvements over time. With the use of continuous evaluation it is suggestive that this model would be most suited to league sports, where there is a regular cycle of preparation/competition, and performance is complex and not vulnerable to complete measurement. Therefore, the objective for a coach is to understand the value of psychological knowledge and provide theoretical context for application within a particular sport. They should be able to offer an athlete with a sense of control in an environment that promotes personal perceptions of competence and the opportunity to set goals and judge performance against realistic objectives. Coaches should allow athletes to gain confidence by achievement/personal management, together with social interaction. They should attempt to manage anxiety at an environmental/organisational level. Coaches should perhaps try to incorporate an element of fun into their training regimes. As suggested by GilbertTrudel(2004), fun is considered a key component, however, if an athlete displays any unacceptable behaviour they would undoubtedly be disciplined. Lifestyle variations will affect athletes, and coaches will need to take into account underlying stress problems. Anxiety can change in intensity/frequency and may be detrimental to performance. As stated by Hanton et al(2004);Thomas et al(2004), findings suggest that athletes can alter the way they view their mental status during lead-up to performance. Therefore, coaches need to identify and address this problem by integrating psychological skills such as goal-setting/cognitive restructuring seven days pre-competition. A positive motivational climate is another key factor in sports coaching. It refers to personality traits, social variables and is fundamental in competition. As suggested by Kingston et al(2006), the personal drive that leads individuals to innate, direct and sustain human behaviour. It can be viewed from various points, self-determination theory, DeciRyan(1985) and achievement goal theory Nicholls(1989). Both of these theories emphasise how an individual perceives certain social factors and apply themselves, both physically and quantitatively to an activity. The self-determination theory is based on the fact that individuals have a tendency towards psychological development. As suggested by DeciRyan(1985), three universal psychological needs are fundamental to motivation and mental well-being. The achievement goal theory has become one of the most popular approaches when researching motivation in sports coaching. According to Nicholls(1989) an individuals perceived competence is central to determining motivation when partaking in a coaching exercise. Confidence in sport is important too, and two approaches are relevant to the coaching process, self-efficacy Bandura(1977) and sport-confidence, Vealey,(1986;2001). Banduras(1977), self-efficacy theory is concerned with an athletes perceived ability to perform specific sports skills at a given time. This theory indicates that self-efficacy will predict performance if the athlete feels appropriate skill levels/incentives are present, thereby making it a good indicator in the coaching process. As there are obvious limitations to this theory, Vealey(1986) proposed a sport specific model of confidence. This model indicates that self-regulation;achievement and social climate are true predictors of performance through their impact on effect, behaviour and cognition. It also takes into account the indirect influence of gender, age and personality together with social and organisational factors of the development and maintance of sporting-confidence. As suggested by Vealey(2001), self-regulation is the management of ones behaviours, thoughts and feelings provide a further domain, which the coach can use to strive to foster performers confidence. Coaches should also be able to identify/analyse an athletes personality traits and work capability to find their optimum tolerance effort according to Bompa(1999). This evidence should help assist the coach in the decision making process in regards to relevant training loads. However, it should be considered that there is a limit to the physiological, anatomical development that can be achieved through training. This is confirmed by Costill et al(1992), in which suggests this is a factor probably determined by genetics. Obviously, athletes may have varying abilities with regards to strength, endurance, co-ordination and timing as a consequence of genetic/physiological development, which will play an important role the planning of coaching. In conclusion, when a coach is planning an optimal training programme individualisation is a key concept to be considered. As discussed, athletes are unique both physiological/psychologically, are able to tolerate varying environments and training regimes, together with competition goals. Therefore, the role of the coach is to direct, manage and apply relevant theories in order for them and athletes under their control to achieve their objectives and reap the rewards of success. As suggested by Fairs(1987), the intention of the model for coaching is to aid the coach in identifying/solving any problems the athlete may have whilst creating a scientific foundation in support of future research and the overall profession. The coaching process ought to be able to embrace the coach, athlete, form and nurture a good working relationship between them. To accomplish this, the coach needs to identify/enhance an athletes goals, aspirations and physical/mental abilities and apply them correctly taking into account the working environment. Once this is completed, the required intervention programme to include coordination and integration can be implemented by the coach in order to regulate progression, enhance overall performance and achieve set goals. The role of the coach, as suggested by Franks(1986), is a planner and manager of direct intervention.

Cybernetic Immunology :: Essays Papers

Cybernetic Immunology In the traditions of 'Western' science and politics--the tradition of racist, male-dominant capitalism; the tradition of progress; the tradition of the appropriation of nature as resource for the productions of culture; the tradition of reproduction of the self from the reflections of the other - the relation between organism and machine has been a border war. The stakes in the border war have been the territories of production, reproduction, and imagination. This chapter is an argument for pleasure in the confusion of boundaries and for responsibility in their construction. (Haraway 150) Cartesian circularities of self-identitical participants in a phallocratic order and ripples in a huge urban puddle renamed ‘lake’ from a fallen body, the machines may have already won. We know it was they who scorched the sky. Oshii Mamoru’s anime, turned American 1995 â€Å"Japanimation† classic, plays cyborg science fiction with flashing lights, outbursts of violence, and a plot fit for cyborgs to understand in a political world of simulations transferred without effluvia directly by air-port cybernetworking into unannounced awareness in each celluloid thin character, and on their demihuman coworker’s early 90’s military computer monitors. The narrative tries to entangle itself so thoroughly in a political rationality of an omnipresent culture of technicism devoid of scientific explanation on every green, glowing, digitally exported, and unrefined urban street corner that its revealing of the â€Å"real† puppetmaster/s uper-villain (a tool of someone still further up, â€Å"our heroes† presume) begs a sigh about technology coming to master itself without a care in the world for humanist restraint, much like the mostly good natured civilians who, it seems, don’t really mind an almost comically violent thug police presence that tears through their markets, melons, and minds chasing charlatans only it can see armed with overpowered bullets in outdated guns without any of the pleasant trappings of the polite police forces we imagine secure our very ability to sit in front of a glowing screen with electrically replicated pitches and decibels projected into right-angled chambers of passivity, and reflected in photons and waves to our media outlets - the doors of techno-perception. Calling Ghost â€Å"a film about† already misses that it is a film to as well. Mistaking cause for consequence, watching animated

Honey :: essays research papers

A Tasting Tour of U.S. Honey Varieties   Ã‚  Ã‚  Ã‚  Ã‚  There are many choices when it comes to sweeteners. However, no other sweetener has as many varieties as honey. Honey is pure, all natural, and was first sweetener known to man. Honey is made when a bee changes the composition of nectar by adding moisture and enzymes. The product is then stored in bee combs and covered with bees wax.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Honey comes in many shapes, colors, and has a variety of flavors. Different types of honey come from different types of flowers. If there is an area with a large amount of one type of flower, a bee will produce honey with a flavor and color of the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plant. In areas with various types of flowers, bees will produce natural blends of honey. Flavors of honey stretch from bland tastes to sweet pleasant ones. Honey colors can range from a light golden color to dark brown depending on the flower. Darker honey means it is a different taste, not that it is low quality.   Ã‚  Ã‚  Ã‚  Ã‚  Different forms of honey are produced and sold in stores. Comb honey is a filled beeswax comb and is stored directly by the bees. Liquid honey is produced by clipping the wax off of the comb and extracting the honey from the cells. Creamy granulated honey is made by mixing granulated honey with liquid honey. Chunk honey is comb honey in a jar, covered with liquid honey.   Ã‚  Ã‚  Ã‚  Ã‚  There are many common types of honey in the United States. Alfalfa honey is a light colored honey that comes from purple blossoms and has a mild taste. Honey from a dark avocado blossom is avocado honey. Blueberry honey is taken from the blueberry bush which has tiny flowers. Blueberry is sweet and has somewhat of a tart taste. Fireweed is a honey light in color. This comes from a perennial herb found in Northern and Pacific states. Honey with a distinctive taste, golden color, and green cast is tupelo honey. Tupelo honey has a high fructose content, so it takes longer to granulate than other honeys. Wildflower honey is honey that is undefined at could have come from several different flowers. Sourwood honey comes from the sourwood tree which can grow up to 60 feet tall. Sourwood trees mostly grow and the mountains and can be found in Northeast Georgia. This honey has a sour taste. Maple honey is very sweet and tastes

Difficult Task Force Essay

Josà © has been appointed chair of a steering task force to design the primary product line for a new joint venture between companies from Japan, the United States, and South America. The new joint venture company will make, sell, and service pet caskets (coffins) for the burial of beloved pets, mostly dogs and cats. One month earlier, each company had assigned personnel to the task force: From the Japanese company, Furuay Masahiko from Yokohama, assistant to the president of the Japanese company; Hamada Isao from Tokyo, director of marketing from its technology group; and Noto Takeshi from Tokyo, assistant director of its financial management department. From the United States company, Thomas Boone from Chicago, the top purchasing manager from its lumber and forest lands group; Richard Maret from Buffalo, the codirector of the company’s information systems group; and Billy Bob â€Å"Tex† Johnson from Arizona, the former CEO, now retired and a consultant for the compan y. From the South American company, Mariana Preus from Argentina, the head of product design for that company’s specialty animal products group; Hector Bonilla from their Mexico City division, an expert in automated systems design for wood products; and Mauricio Gomes, in charge of design and construction for the plant, which will be located in southern Chile to take advantage of the vast forest there. These members were chosen for their expertise in various areas and were taking valuable time away from their normal assignments to participate in the joint venture. As chair of the task force, Josà © had scheduled an initial meeting for 10:00 A.M. Josà © started the meeting by reviewing the history of the development of the joint venture and how the three company presidents had decided to create it. Then, Josà © reviewed the market for the new high-end, designer pet coffins, stressing that this task force was to develop the initial design parameters for the new product to meet increasing demand around the world. He then opened the meeting for comments and suggestions. Mariana Preus spoke first: â€Å"In my opinion, the current designs that we have  in production in our Argentina plant are just fine. They are topnotch designs, using the latest technology for processing. They use the best woods available and they should sell great. I don’t see why we have to design a whole new product line.† Noto Takeshi agreed and urged the committee to recommend that the current designs were good enough and should be immediately incorporated into the plans for the new manufacturing plant. Josà © interrupted the discussion: â€Å"Look, the council of presidents put this joint venture together to completely revolutionize the product and its manufacture based on solid evidence and industry data. We are to redesign the product and its manufacturing systems. That is our job, so let’s get started.† Josà © knew that the presidents had considered using existing designs but had rejected the idea because the designs were too old and not easil y manufacturable at costs low enough to make a significant impact on the market. He told the group this and reminded them that the purpose of the committee was to design a new product. The members then began discussing possible new design elements, but the discussion always returned to the benefits of using the existing designs. Finally, Tex spoke up: â€Å"I think we ought to do what Mariana suggested earlier. It makes no sense to me to design new caskets when the existing designs are good enough to do the job.† The others nodded their heads in agreement. Josà © again reminded them of the task force’s purpose and said such a recommendation would not be well received by the council of presidents. Nevertheless, the group insisted that Josà © write a memo to the council of presidents with the recommendation to use existing designs and to begin immediately to design the plant and the manufacturing system. The meeting adjourned and the members headed to the golf course at 10:45 A.M. Josà © returned to his computer and started to write the memo, but he knew it would anger the presidents. He hoped he would not be held responsible for the actions of the task force, even though he was its chair. He wondered what had gone wrong and what he could have done to prevent it. Case Questions Which characteristics of group behavior discussed in the chapter can you identify in this case? How did the diverse nature of the group affect the committee’s actions? If you were in Jose’s position, what would you have done differently? What would you do now?

Explore the behavioral and humanistic theory Essay

INTRODUCTION This project, emphasis is on the behavioral theory and humanistic theory. My research constructed chiefly on two behavioral theorists Burrhus Fredric Skinner and John Broadus Watson and two humanistic theorists Abraham Maslow and Carl Rogers. In behavioral theory, the founder of psychological behaviorism, John Watson believed that internal thinking process could not be observed; therefore, psychologists should not focus on it. An American psychologist, Burrhus Fredric Skinner social philosopher behaviorist, inventor, and author, developed the theory of Operant conditioning believed we learn new behavior through traditional or operant conditioning and all behavior is learnt from the environment. One of the early pioneers of humanistic psychology was Abraham Maslow; he established the hierarchy levels of needs and believed that by achieving the needs in the correct order would allow individuals to become self-actualized. However, Carl Rogers a psychologist and father of Client–centered theory felt that in addition to Maslow’s hierarchical needs, in order for someone to achieve self-actualization they need to be in a positive environment. Which would provide them with, approval, understanding and authenticity, and if one were deprive of such nourishment in an environment, healthy personalities and relationships would be unable to blossom. Humanistic Theory Emphasis of the humanistic perspective is on the self, which interprets into â€Å"you†, and â€Å"your† opinion of â€Å"your† experiences. This assessment claims that you are permitted to select your own performance, rather than responding to environmental stimuli and reinforcers. Such as matters dealing with self-esteem, self-fulfilment, and needs are vital, the chief focus is to enable personal development. There are two major theorists associated with this view Carl Rogers and Abraham Maslow. Carl Rogers feels that each individual functions from an exceptional frame of reference in terms of building self-regard or his or her self-concept. As we know, self-concept is one’s own belief about one’s self. Such beliefs stem, in part, from the perception of unconditional positive affection which occurs when individuals, (especially parents), exhibit unconditional love, and  conditional positive affection happens when that love appears only when cert ain conditions are met. Rogers’s theory states that psychologically healthy people enjoy life to the fullest; hence, they are seen as fully functioning individuals. Carl believed that, along with Maslow’s hierarchical needs a loving, respectable, and truthful environment has a big part to play in developing a person, and without such commodities in the environment; healthy personalities and relationships would not be able to grow. Nevertheless, Abraham Maslow developed his theory not by studying mentally ill patients, (which is where much psychological knowledge derived from), but by studying healthy, productive, creative individuals lives and careers. Maslow felt that individuals have definite needs that must be met in a hierarchical fashion, from the lowest to highest. These comprise f basic needs, safety needs, love and belonging needs, achievement needs, and ultimately, self-actualization, according to Maslow’s Hierarchy of Needs, the needs must be achieve in order. For example, one would be incapable of fulfilling their safety needs if their physiological needs are not met. This theory founded upon the knowledge that everyone has the prospective to contribute to the social order and be a respectable person if his or her needs are attained. Psychotherapy Humanistic psychology introduced in the 1950’s as a movement to bring psychology to an understanding of what it means to be a person. The theory took psychology beyond unconscious thoughts, beliefs or behavioral responses to stimuli, to a process of understanding free will, feelings, ethics and relationships with others. Humanistic psychotherapy was initially promoted as a â€Å"third force† in psychotherapy. Humanistic theory seems to provide both the therapist and client the opportunity to focus on what the client is doing right, as well as the challenges that he or she may face. Given the emphasis on emotional genuineness, humanistic psychotherapists place a great deal of importance on the therapist  ¬client relationship. One could argue that humanistic theory cannot be taken seriously because it is intent on blending the medical and scientific along with philosophy and subjectivity. Yet, if the APA affirms that, the theory’s focus is â€Å"on people’s capacity to make rational choices and develop to their maximum potential† (APA.org), it  is difficult to determine if the critics of the theory have a valid case. Nevrtheless, added methodologies also identify the significance on the therapist  ¬client relationship, viewing the relationship mainly as a means of providing the treatment. In humanistic therapy, the relationship is the treatment. The Major Concepts of Humanistic Theory Humanism came about as a reaction to the theories of psychoanalysis and behaviourism. Humanists felt that focusing on unconscious thoughts in psychoanalysis ignored the thoughts humans were having and the experiences they caused. Unlike behaviourists, humanists felt humans have more control over their responses than to simply be a puppet to conditioning. These new thinkers focused on what it was to be human and the entire spectrum of human feeling. Qualitative Research and Idiographic Approach †¢The humanists believed that statistics and numbers told very little about the human experience and were, therefore, irrelevant as research. The only thing that mattered was so-called qualitative research, such as case studies, unstructured interviews and diary accounts. This also outlines an idiographic approach, or studying individuals. Only by experiencing what it means to be human can the researcher truly understand what a person is going through. Humanists believed in studying individuals in-depth to understand the human condition. The Self and Congruence †¢Humanists believed that the ultimate aim of human beings was to achieve a state of congruence. This is when the actual self is the same as the ideal self. They believed in the constant pursuit of self-knowledge and self-improvement to achieve this state. All people are thought to have inherent worth merely by being human. A person’s actions may be positive or negative, but that does not affect his worth. Holism †¢The person in humanism is studied as a whole. She is not looked at in separate parts but is looked at as an entire unit. The theories that came before the humanists focused on the unconscious mind or observable behavior  rather than on how a person thinks and feels. This theory was groundbreaking for focusing on what it means to be human rather than the scientific, laboratory data that other theories produced. Hierarchy of Needs †¢Abraham Maslow was one of the pioneers of the humanist movement. He developed a pathway of needs that people must meet in order to achieve self-actualization or congruence. It starts off with the need for physical things, such as air, food and water. The pyramid moves on to the need for safety, love and belonging, self-esteem and then knowledge. It ends with the pursuit of aesthetics and then self-actualization. This is where a person achieves his entire potential. This is a point not many people ever reach. Free Will †¢People who believe in free will believe that humans have the ability to choose how to live their lives free of any external forces making them chose. Humanists believe that all people have this ability and can exercise it at any time. Instead of believing that things such as behavioral conditioning or animalistic drives determine our choices, humanists believe that we naturally want to choose the positive path and will do so freely Theoretical Concepts Underlying Humanistic Theory The motivation for the development of humanism was a reaction against the idea of the human as a machine, towards a holistic and inherently optimistic view of people. The humanistic or â€Å"third force† perspective is based on the belief that the sources of personal distress lie in the conscious mind and result from experience (George Boeree 1998b). Maslow developed a theory of personal motivation based on the idea of a hierarchy of needs (Noel Sheehy 2004 p163, George Boeree 1998a). At the top of this hierarchy Maslow believed was the possibility of self-actualisation, but he saw it as a rare achievement reached by only a very few people, since in his theory all lower-level needs had to be met before self-actualisation could take place. Maslow’s Hierarchy of Needs Rogers also believed in self-actualisation, but in contrast to Maslow, believed that it was a motivating force in all humans he saw babies as the  best examples of self-actualisation. This led to the core concept in humanistic theory the Actualising Tendency (Steve Vincent 1999). This is the tendency to thrive that is built-in to human beings. This tendency also implies that people are inherently good and healthy this is a given. The emphasis then in humanistic therapies is on the â€Å"potentiality model† of human development rather than the â€Å"deficiency model† of other therapies (Dave Mearns et al. 2000 p33). Rogers proposed that distress is a result of incongruence in the individual (George Boeree 1998b, Brian Thorne 2003 p31). The greater the incongruence, the greater the distress. Incongruity is the difference between the Real Self, which is the you that you can become as a result of self-actualisation, and the Ideal Self, which is the you created by external pressures such as society, family. Thus incongruence is like the tension in an elastic band attaching the two selves the greater the separation the greater the tension. A person has a basic need for Positive Regard. However, in society this is made conditional there are social attitudes that say you are only worthy if you conform. These Conditions of Worth combine with the in-built need for positive regard to create Conditional Positive Regard and this shapes the Ideal Self as something other than the Real Self conditions of worth push the ideal self away from the real self and generate incongruence. In time this force becomes internalised as Conditional Positive Self-Regard so the person generates their own incongruence. The aim of therapy is to achieve Congruence the situation where Real Self and Ideal Self match or at least decrease incongruence and therefore distress (Carl R. Rogers 1961 p279). This is achieved by building an unconditional sense of self-worth which then gets internalised as Unconditional Positive Self-Regard. In the therapeutic relationship, counsellor and client form a personal relationship rather than a power-based professional one and it is the quality of this relationship that is key to success. It is Rogers’ claim that there are just three Core Conditions which a therapist must achieve for therapy to be effective (Carl R. Rogers et al. 1967 p89). The first is that the counsellor must be Congruent that is, without a front or professional mask in the therapeutic relationship and that the counsellor must share this congruence with the client. Secondly, the counsellor must be Empathic towards the client, that is they experience the client’s internal world and can sh are this with the  client, but without losing the separation between the counsellor’s world and the client’s. Finally, the counsellor’s view of the client must be one of Unconditional Positive Regard, one of accepting and prizing the client as a whole, without reservations or judgements. There are other forms of humanistic therapy than the Rogerian person-centred approach. Probably the best known is Gestalt therapy, founded by Fritz Perls (Gary Yontef 1993, Frederick S. Perls 1957). This has much in common with Rogers’ theories in that it focuses on process rather than content, in which counsellor and client share their perception, with the intention of allowing the client to become aware of their internal process, how they are doing it and how they can change it. There is a strong emphasis on acceptance and self-valuing. One aspect of Gestalt theory that is not present in Rogerian theory is the idea of Unfinished Situations. The idea is that a person’s natural state is one of homeostasis. However, whenever something, such as an upsetting situation, happens to the person, that disturbs the balance. The normal outcome is that the person responds in such a way as to restore the balance or a different balance that accommodates a change. However, if the nat ural response is interrupted, for example by social pressures not to respond, the person stays out of balance. This is an unfinished situation and Gestalt therapy aims to finish this situation and restore balance again. Critically Examine the Humanistic Theory The humanistic theory has profoundly affected our society. It provided much of the impetus for a broad social movement of the 1960s and 1970s in which many people searched inward to find direction and meaning to their lives. It renewed the age-old debate about free will and determinism and focused attention on the need to understand the subjective or conscious experiences of individuals (Bargh & Chartrand, 1999). Rogers’s method of therapy, client-centered therapy, remains highly influential. And perhaps most important of all, humanistic theorists helped restore to psychology the concept of self that center of our conscious experience of being in the world. Yet the very strength of the humanistic viewpoint, its focus on conscious experience, is also its greatest weakness when approached as a scientific endeavor. Ultimately your conscious experience is known or knowable only to an audience of one you. Yet how can humanistic  psychologists ever be certain that they are measuri ng with any precision the private, subjective experience of another person? Humanistic psychologists might answer that we should do our best to study conscious experience scientifically, for to do less is to ignore the very subject matter human experience we endeavor to know. Indeed, they have been joined by cognitive psychologists in developing methods to study conscious experience, including rating scales and thought diaries that allow people to make public their private experiences to report their thoughts, feelings, and attitudes in systematic ways that can be measured reliably. Though verbal or written statements of private experiences are a step removed from consciousness itself, they provide a means that scientists can use to study people’s subjective experiences. Critics also contend that the humanistic approach’s emphasis on self fulfillment may lead some people to become self-indulgent and so absorbed with themselves that they develop a lack of concern for others. Even the concept of self-actualization poses challenges. For one thing, humanistic psychologists consider self-actualization to be a drive that motivates behavior toward higher purposes. Yet how do we know that this drive exists? If self-actualization means different thin gs to different people one person may become self-actualized by pursuing an interest in botany, another by becoming a skilled artisan how can we ever measure self-actualization in a standardized way? To this, humanistic psychologists might respond that because people are unique, we should not expect to apply the same standard to different people. Humanistic Theory Usefulness to Nursing Practice Nurses provide individual care recognizing the holistic needs of the patient. Nurses seek to understand the health needs of the people they work with but also to change their behaviours, thoughts and feelings to enhance the well-being of the person, not only at present moment but also for the future. At times nurses need to provide very basic care for the people they work with but they are always looking to develop the person’s ability to be more independent in any area of their life. Nurses can use psychological research and theories to enhance their nursing practice, and most nursing practice has a foundation in psychology, sociology or biology. Nursing now  has developed its own unique body of knowledge but other sciences can still enhance nurses’ understanding and practice. Applying Theories to Healthcare Practice allows growth in a positive way for both the client and the nurse. Spontaneity, the importance of emotions and feelings, the right of individuals to make their own choices, and human creativity are the cornerstones of a humanistic approach to learning (Rogers, 1994; Snowman & Biehler, 2006). The major contribution that Rogers added to nursing practice is the understandings that each client is a unique individual, so, person-centered approach is practice in nursing. Humanistic theory is especially compatible with nursing’s focus on caring and patient centeredness an orientation that is increasingly challenged by the emphasis in medicine and health care on science, technology, cost efficiency, for profit medicine, bureaucratic organization, and time pressures. Like the psychodynamic theory, the humanistic perspective is largely a motivational theory. From a humanistic perspective, motivation is derived from each person’s needs, sub jective feelings about the self, and the desire to grow. A positive self-concept, and open situations in which people respect individuality and promote freedom of choice. Maslow (1954, 1987), best known for identifying the hierarchy of needs which he says plays an important role in human motivation and nursing care. At the bottom of the hierarchy are physiological needs (food, warmth, sleep); then come safety needs; then the need for belonging and love; followed by self-esteem. At the top of the hierarchy are self-actualization needs (maximizing one’s potential). Additional considerations include cognitive needs (to know and understand) and, for some individuals, aesthetic needs (the desire for beauty). An assumption is that basic-level needs must be met before individuals can be concerned with learning and self actualizing. Thus, clients who are hungry, tired, and in pain will be motivated to get these biological needs met before being interested in learning about their medications, rules for self care, and health education. Beside s personal needs, humanists contend that self-concept and self-esteem are necessary considerations in any situation. The therapist Carl Rogers (1961, 1994) argued that what people want is unconditional positive self regard (the feeling of being loved without strings attached). It is essential that those in positions of authority  convey a fundamental respect for the people with whom they work. If a health professional is prejudiced against patients, then little will be healing or therapeutic in her relationship with them until she is genuinely able to feel respect for the patient as an individual. Rather than acting as an authority, say humanists, the role of any educator or leader is to be a facilitator (Rogers, 1994). Listening rather than talking is the skill needed. Because the uniqueness of the individual is fundamental to the humanistic perspective much of the learning experience requires a direct relationship. Safe clinical environments, where humanistic principles can be taught through caring, role modeling, small group discussion, case discussions, attention to self-awareness and feelings, role playing. Humanistic psychology contends that feeling. Humanistic principles have been a cornerstone of self-help groups, wellness programs, and palliative care. Humanistic theory has also been found to be well suited to working with children and young patients undergoing separation anxiety due to illness, surgery, and recovery (Holyoake,1998) and for working in the areas of mental health and palliative care (Barnard, Hollingum, & Hartfiel, 2006). Similar to psychodynamic theory, a principal emphasis is on the healing nature of the therapeutic relationship (Pearson, 2006) and the need for nursing students and health professionals to grow emotionally from their healthcare experiences (Block & Billings, 1998). Principles Derived From Humanistic Theory t o Improve Assess and Plan Care for Mentally Ill Client. Sometimes people understand psychosis or schizophrenia to be unrelenting, even with the intervention of psychotherapy. It is contended herein that therapy, and humanistic therapy in particular, can be helpful to the psychotic individual, but, perhaps, the therapist may have difficulty understanding how this approach can be applied to the problems of psychosis. Although it is a prevalent opinion in our society that schizophrenics are not responsive to psychotherapy, it is asserted herein that any therapist can relate in a psychotic individual, and, if therapy is unsuccessful, this  failure may stem from the therapist’s qualities instead of those of the psychotic individual. Carl Rogers created a theory and therapy indicated by the terms â€Å"umanistic theory† and â€Å"person-centered therapy†. This theoretical perspective postulates many important ideas, and several of these ideas are pertinent to this discussion. The first of these is the idea of â€Å"condi tions of worth†, and the idea of â€Å"the actualizing tendency.† Rogers asserts that our society applies to us â€Å"conditions of worth†. This means that we must behave in certain ways in order to receive rewards, and receipt of these rewards imply that we are worthy if we behave in ways that are acceptable. As an example, in our society, we are rewarded with money when we do work that is represented by employment. In terms of the life of a schizophrenic, these conditions of worth are that from which stigmatization proceeds. The psychotic individuals in our society, without intentionality, do not behave in ways that produce rewards. Perhaps some people believe that schizophrenics are parasites in relation to our society. This estimation of the worth of these individuals serves only to compound their suffering. The mentally ill and psychotic individuals, in particular, are destitute in social, personal and financial spheres. Carl Roger’s disapproved of conditions of worth, and, in fact, he believed that human beings and other organisms strive to fulfill their potential. This striving represents what Roger’ s termed â€Å"the actualizing tendency† and the â€Å"force of life.† This growth enhancing aspect of life motivates all life forms to develop fully their own potential. Rogers believed that mental illness reflects distortions of the actualizing tendency, based upon faulty conditions of worth. It is clear that psychotic people deal with negatively skewed conditions of worth. It is an evident reality that the mentally ill could more successfully exist in the world if stigmas were not applied to them. The mentally ill engage in self-denigration and self-laceration that culminate in the destruction of selfhood. This psychological violence toward the mentally ill is supported by non-mentally ill others. The type of self-abuse by psychotic individuals would certainly abate if the normative dismissal of the mentally ill as worthless is not perpetuated. In spite of a prevalent view that psychotic individuals are unsuccessful in the context of psychotherapy, Roger’s theory and therapy of compassion cannot be assumed to be unhelpful to the mentally ill. The key components of Rogers’ approach to  psychotherapy include unconditional positive regard, accurate empathy and genuineness. Unconditional positive regard, accurate empathy and genuineness are considered to be qualities of the therapist enacted in relation to the client in terms of humanistic therapy. These qualities are essential to the process of humanistic therapy. In terms of these qualities, unconditional positive regard is a view of a person or client that is accepting and warm, no matter what that person in therapy reveals in terms of his or her emotional problems or experiences. This means that an individual in the context of humanistic psychotherapy, or in therapy with a humanistic psychologist or therapist, should expect the therapist to be accepting of whatever that individual reveals to the therapist. In this context, the therapist will be accepting and understanding regardless of what one tells the therapist. Accurate empathy is represented as understanding a client from that person’s own perspective. This means that the humanistic psychologist or therapist will be able to perceive you as you perceive yourself, and that he will feel sympathy for you on the basis of the knowledge of your reality. He will know you in terms of knowing your thoughts and feelings to ward yourself, and he will feel empathy and compassion for you based on that fact. . As another quality enacted by the humanistic therapist, genuineness is truthfulness in one’s presentation toward the client; it is integrity or a self-representation that is real. To be genuine with a client reflects qualities in a therapist that entail more than simply being a therapist. It has to do with being an authentic person with one’s client. Carl Rogers believed that, as a therapist, one could be authentic and deliberate simultaneously. This means that the therapist can be a â€Å"real† person, even while he is intentionally saying and doing what is required to help you. The goal of therapy from the humanistic orientation is to allow the client to achieve congruence in term of his real self and his ideal self. This means that what a person is and what he wants to be should become the same as therapy progresses. Self-esteem that is achieved in therapy will allow the client to elevate his sense of what he is, and self-esteem will also lessen his need to be better than what he is. Essentially, as the real self is more accepted by the client, and his raised self-esteem will allow him to be less than some kind of â€Å"ideal† self that he feels he is compelled to be. It is the qualities of unconditional positive  regard, accurate empathy and genuineness in the humanistic therapist that allow the therapist to assist the client in cultivating congruence between the real self and the ideal self from that cli ent’s perspective. What the schizophrenic experiences can be confusing. It is clear that most therapists, psychiatrists and clinicians cannot understand the perspectives of the chronically mentally ill. Perhaps if they could understand what it is to feel oneself to be in a solitary prison of one’s skin and a visceral isolation within one’s mind, with hallucinations clamoring, then the clinicians who treat mental illness would be able to better empathize with the mentally ill. The problem with clinicians’ empathy for the mentally ill is that the views of mentally ill people are remote and unthinkable to them. Perhaps the solitariness within the minds of schizophrenics is the most painful aspect of being schizophrenics, even while auditory hallucinations can form what seems to be a mental populace. Based upon standards that make them feel inadequate, the mentally ill respond to stigma by internalizing it. If the mentally ill person can achieve the goal of congruence between the real self and the ideal self, their expectations regarding who â€Å"they should be† may be reconciled with an acceptance of â€Å"who they are†. As they lower their high standards regarding who they should be, their acceptance of their real selves may follow naturally. Carl Rogers said, â€Å"As I accept myself as I am, only then can I change.† In humanistic therapy, the therapist can help even a schizophrenic accept who they are by reflecting acceptance of the psychotic individual. This may culminate in curativeness, although perhaps not a complete cure. However, when the schizophrenic becomes more able to accept who they are, they can then change. Social acceptance is crucial for coping with schizophrenia, and social acceptance leads to self-acceptance by the schizophrenic. The accepting therapist can be a key component in reducing the negative consequences of stigma as it has affected the mental ill patient client. This, then, relates to conditions of worth and the actualizing tendency. â€Å"Conditions of worth† affect the mentally ill more severely than other people. Simple acceptance and empathy by a clinician may be curative to some extent, even for the chronically mentally ill. If the schizophrenic individual is released from conditions of worth that are entailed by stigmatization, then perhaps the actualizing tendency would assert itself in them in a positive way, lacking distortion. In the tradition of person-centered therapy, the client is allowed to lead the conversation or the dialogue of the therapy sessions. This is ideal for the psychotic individual, provided he believes he is being heard by his therapist. Clearly, the therapist’s mind will have to stretch as they seek to understand the client’s subjective perspective. In terms of humanistic therapy, this theory would seem to apply to all individuals, as it is based upon the psychology of all human beings, each uniquely able to benefit from this approach by through the growth potential that is inherent in them. In terms of the amelioration of psychosis by means of this therapy, Rogers offers hope. Behavioral Treatment Modalities that Evolved from Humanistic Theory Treatment modalities can be simply defined as methods of treatment. These are ways in which a doctor or an allied health professional would go about treating a condition. The major behavioral treatments in Humanistic Theory are: Client-Centered Therapy Carl Rogers and his client-centered therapy provide a clear example of the humanistic focus on the therapeutic relationship. Rogers wrote extensively about the process of fostering a warm and genuine relationship between therapist and client. He particularly noted the importance of empathy, or emotional understanding. Empathy involves putting yourself in someone else’s shoes and conveying your understanding of that person’s feelings and perspectives. The client-centered therapist does not act as an â€Å"expert† who knows more about the client than the client knows about himself or herself. Rather, the therapeutic goal is to share honestly in another human’s experience. Rogers encouraged self-disclosure on the part of the therapist, intentionally revealing aspects of the therapist’s own, similar feelings and experiences as a way of helping the client. Rogers also felt that client-centered therapists must be able to demonstrate unconditional positive regard for their clients. Unconditional positive regard involves valuing clients for who they are and refraining from judging them. Because of this basic respect for the client’s humanity, client-centered therapists  avoid directing the therapeutic process. According to Rogers, if clients are successful in experiencing and accepting themselves, they will achieve their own resolution to their difficulties. Thus client-centered therapy is nondirective. Gestalt therapy Gestalt therapy is a humanistic form of treatment developed by Perls. Perls viewed life as a series of figure-ground relationships. For example a picture is hanging on a wall. The picture is a figure and the wall is the back ground. For a healthy person current needs can be perceived clearly in that person’s life, just as figure can be perceived against a distinct ground (background).when current needs are satisfied, they fade into the ground and are replaced by new needs, which stand out in their turn and are equally recognizable. Perls believed that mental disorders represent disruptions in these figure-ground relationships. People who are unaware of their needs or unwilling to accept or express them are avoiding their real inner selves. They lack self awareness and self acceptance, they fear judgment of others. The technique of role playing that is to act out various roles assigned by the therapist. Therapies Identified in Humanistic Theory and their Therapeutic Benefits to the Client. The Benefits of Humanistic Therapy Applying Theories to Healthcare Practice allows growth in a positive way for both the client and the nurse. Spontaneity, the importance of emotions and feelings, the right of individuals to make their own choices, and human creativity are the cornerstones of a humanistic approach to learning (Rogers, 1994; Snowman & Biehler, 2006). During humanistic therapy sessions, patients are treated in a manner that emphasizes their innate goodness and potential. The humanistic therapist is encouraged to act in a manner consistent with the themes of unconditional positive regard, empathy, genuineness, and congruence. In an article on the website of the Association for Humanistic Psychology, humanistic psychologist Stan Charnofsky described the benefits of humanistic therapy in this manner: †¢Ã¢â‚¬Å"Humanistic therapy has  a crucial opportunity to lead our troubled culture back to its own healthy path. More than any other therapy, Humanistic-Existential therapy models democracy. It imposes upon the client least of all. Freedom to choose is maximized. We validate our clients’ human potential. Carl Rogers proposed that therapy could be simpler, warmer and more optimistic than that carried out by behavioral or psychodynamic psychologists. According to Carl Rogers he suggested that clients would be better helped if they were encouraged to focus on their current subjective understanding rather than on some unconscious motive or someone else’s interpretation of the situation. Rogers strongly believed that in order for a client’s condition to improve therapists should be warm, genuine and understanding. The starting point of the Rogerian approach to counseling and psychotherapy is best stated by Rogers (1986) himself. â€Å"It is that the individual has within himself or herself vast resources for self-understanding, for altering his or her self-concept, attitudes and self-directed behavior – and that these resources can be tapped if only a definable climate of facilitative psychological attitudes can be provided.† Rogers rejected the deterministic n ature of both psychoanalysis and behaviorism and maintained that we behave as we do because of the way we perceive our situation. â€Å"As no one else can know how we perceive, we are the best experts on ourselves.† (Gross, 1992) Believing strongly that theory should come out of practice, Rogers developed his theory based on his work with emotionally troubled people and claimed that we have a remarkable capacity for self-healing and personal growth leading towards self-actualization. He placed emphasis on the person’s current perception and how we live in the here-and-now. Theory is the notion of self or self-concept. This is defined as â€Å"the organized, consistent set of perceptions and beliefs about oneself†. It consists of all the ideas and values that characterize ‘I’ and ‘me’ and includes perception and valuing of ‘what I am’ and ‘what I can do’. Consequently, the self concept is a central component of our total experience and influences both our perception of the world and perception of oneself. For instance, a woman who perceives herself as strong may well behave with confidence and come to see her actions as actions performed by someone who is confident. The self-concept  does not necessarily always fit with reality, though, and the way we see ourselves may differ greatly from how others see us. For example, a person might be very interesting to others and yet consider himself to be boring. He judges and evaluates this image he has of himself as a bore and this valuing will be reflected in his self-esteem. The confident woman may have a high self-esteem and the man who sees himself as a bore may have a low self-esteem, presuming that strength/confidence are highly valued and that being boring is not. Person Centered Therapy Personal Centered Therapy or client centered therapy. The Rogerian client-centered approach puts emphasis on the person coming to form an appropriate understanding of their world and themselves. A person enters person centered therapy in a state of incongruence. It is the role of the therapists to reverse this situation. Rogers (1959) called his therapeutic approach client-centered or person-centered therapy because of the focus on the person’s subjective view of the world. Rogers regarded every one as a â€Å"potentially competent individual† who could benefit greatly from his form of therapy. The purpose of Roger’s humanistic therapy is to increase a person’s feelings of self-worth, reduce the level of incongruence between the ideal and actual self, and help a person become more of a fully functioning person. Client-centered therapy operates according to three basic principles that reflect the attitude of the therapist to the client: 1. The therapist is congruent with the client. 2. The therapist provides the client with unconditional positive regard. 3. The therapist shows empathetic understanding to the client. Congruence in Counseling  Congruence is also called genuineness. Congruence is the most important attribute in counseling, according to Rogers. This means that, unlike the psychodynamic therapist who generally maintains a ‘blank screen’ and reveals little of their own personality in therapy, the Rogerian is keen to allow the client to experience them as they really are. The therapist does not have a faà §ade (like psychoanalysis), that is, the therapist’s internal and external experiences are one in the same. In short, the therapist is authentic. Unconditional Positive Regard The next Rogerian core condition is unconditional positive regard. Rogers believed that for people to grow and fulfill their potential it is important that they are valued as themselves. This refers to the therapist’s deep and genuine caring for the client. The therapist may not approve of some of the client’s actions but the therapist does approve of the client. In short, the therapist needs an attitude of â€Å"I’ll accept you as you are.† The person-centered counselor is thus careful to always maintain a positive attitude to the client, even when disgusted by the client’s actions. Empathy is the ability to understand what the client is feeling. This refers to the therapist’s ability to understand sensitively and accurately [but not sympathetically] the client’s experience and feelings in the here-and-now. An important part of the task of the person-centered counselor is to follow precisely what the client is feeling and to communica te to them that the therapist understands what they are feeling. In the words of Rogers (1975), accurate empathic understanding is as follows: â€Å"If I am truly open to the way life is experienced by another person†¦if I can take his or her world into mine, then I risk seeing life in his or her way†¦and of being changed myself, and we all resist change. Since we all resist change, we tend to view the other person’s world only in our terms, not in his or hers. Then we analyze and evaluate it. We do not understand their world. But, when the therapist does understand how it truly feels to be in another person’s world, without wanting or trying to analyze or judge it, then the therapist and the client can truly blossom and grow in that climate.† Because the person-centered counselor places so much emphasis on genuineness and on being led by the client, they do not place the same emphasis on boundaries of time and technique as would a psychodynamic therapist. If they judged it appropriate, a person-centered counselor might diverge considerably from orthodox counseling techniques. As Mearns and Thorne (1988) point out, we cannot understand person-centered counseling by its techniques alone. The person-centered counselor has a very positive and optimistic view of human nature. The philosophy that people are essentially good, and that ultimately the individual knows what is right for them, is the essential ingredient of successful person centered therapy as â€Å"all about loving†.