Shortcuts to Best Topics for Essay Writing Only the Experts Know

Shortcuts to Best Topics for Essay Writing Only the Experts Know Best Topics for Essay Writing Secrets That No One Else Knows About Really, selecting the right topic comes down to what you are prepared to dedicate yourself to. It's not sufficient to simply have a lot of ideas. Ideas shouldn't be thrown together in an undistinguishable mess which makes no sense. How much you could earn while your paper work is being done by somebody, who knows the way to do it correctly! An appropriate topic for an informative speech ought to be one that touches on contemporary issues and issues that a lot of people have very little understanding about. Your tips are likely to help them a lot. Luckily, you've come to the ideal place to discover the best remedy to every single academic writing problem that you're currently facing with your essay. Individual Approach to Your Task Your private writing assistant will stick to all of your specified instructions and individual suggestions. Many trustworthy writing services are eager to provide essay help. If you purchase essays online, it's really important to understand whether the work is still in process or has been finished. Stop by our on-line essay writing service to receive professional writing help from academic experts that are hired to generate high-quality customized essays from scratch! The St art of Best Topics for Essay Writing The previous step would be to choose the companies from the quick list ones that are offering a great price and package of your company that's affordable also. The very best part is, you're in a position to more readily use them. Once you have performed all of the prewriting steps, the last part is the true composition of the company essay. What you do need is to get the most out of the time you've got. The Basics of Best Topics for Essay Writing The very first step to improve essay quality is to discover the appropriate topic for the essay. The very first thing which you want to do is analyze the essay question. The very first step is to produce a terrific topic. The following thing is to find out more about the material for your organization essay. Developing a criterion for the evaluation essay topic together with the effective judgment from the face of the author is the fundamental requirement of an evaluation essay. Detecting a topic can be hard, particularly if you don't know the best places to start. Informative speech papers can be written on various topics and thus the very first is step is selecting the most appropriate topic for your paper. Our example essays are also rather original and non-plagiarized. Things You Won't Like About Best Topics for Essay Writing and Things You Will If it is possible to relax, your writing will present your confidence and colleges wish to see confidence that's justly due. When you're applying to a school like FSU, it's important to genuinely work on differentiating yourself from different applicants. Deficiency of resources A normal college student doesn't have the necessary academic resources required to compose an essay. There are several students enrolling in college that admis sions departments all around the country should be in a position to differentiate a single student from the next so they can pick the best candidates. College courses can be checked by going to the colleges and universities for more info. Also, it's worthy to bear in mind that in college, most students pick up part-time jobs while some participate in collegiate sports and other extracurricular pursuits. Absence of time Unlike in high school, students don't have plenty of time to compose essays in college. Consequently, most students prefer to seek out external aid to be able to boost their grades. The Basic Facts of Best Topics for Essay Writing The key point to remember about business essays is they need to present content that's pertinent to the general subject, and your arguments are supported by underlying facts, references and examples. Determine who you're producing for. It is advised to look for the one which has a very good reputation and offers high-quality papers at inexpensive prices. You may also choose to include interesting info in the ending of your paper, one that is going to leave a long-lasting impression on your audience. Vital Pieces of Best Topics for Essay Writing If you are searching for the best solutions to the way to compose an essay, you've come to the very best place. You merely should generate a completely free account and you're in a position to start selling stuff immediately. Your list is only going to supply you with a headache if you don't locate a remedy to end your problems. To begin with, search for the essay writing companies and earn a list of them, then adhere to the given below tips so you can figure out the ideal essay writing company in virtually no time.

Righteousness And Christians What Does It Mean As A...

Righteousness and Christians What does it mean as a Christian to be righteous? There are references to Gods mercifulness and righteousness in seemingly every work I’ve read. The same is to be expected of his followers which has been quoted by many authors. For example, when reading â€Å"The Bondage of the Will† the lack of righteous behavior is subject to ‘punishment’ and is simply unacceptable. That leads to question, what is acceptable behavior of a Christian? The status of someone fully capable of being considered a righteous individual is held by God and succeeded by Jesus Christ. They’re the answer, but they also determine the path of purity that Christians desire to accept the Lord. The definition of a righteous man will truly differ from one out of the dictionary. The answer to some the questions posed previously may be found in the ecclesiastical history of Eusbius, who shares knowledge of what’s to be found in a Christian. His writings entails acceptable scriptures, the nature of Christ, and those opposed to the Word. Additionally, this work cites some of the unacceptable behavior that would unleash the ‘wrath’ of God. Similarly, John Calvin exhibits writing worthy of discussing the nature of Christ as well but also describing characteristics that would make someone unbecoming of a Christian. As opposed, to being a Christian which all too relatively involves the state one requires to say the least. These three men make validations that seemingly make sense butShow MoreRelatedSummary Of Martin LutherThe Freedom Of A Christian1145 Words   |  5 PagesMartin Luthers The Freedom of a Christian discusses an in-depth look into the Christian faith, Gods work in each individual. Refusing to believe in the established doctrin e, Luther wrote this reforming treatise in response to Pope Leos criticisms and to further explain the theological and ideological core of his thinking. Nevertheless, Luther centered his ideas around the concept that the joys and freedoms of a Christian were that in faith; humans, as sinners, should not look at ourselves, butRead MoreThe Law Of The Old Testament Essay982 Words   |  4 PagesMany people, even if they are not very religious, are concerned about what is heaven, and if they are going to heaven. They want to know how to know God and how to be right with God, so that they do go to heaven. Let s discuss this very simply. Actually, this is a very difficult question to answer under the LAW of the Old Testament. But it is a very easy question to answer under grace in the New Testament. Keep in mind we shouldn t be living under the law of the Old Testament. We are judged byRead MoreMartin Luther s On Christian Liberty1119 Words   |  5 PagesIn Martin Luther’s On Christian Liberty, he presents two simple propositions regarding Christianity. The first one is â€Å"a Christian is perfectly free lord of all, subject to none† which means that as Christians we are free from the Law by our faith in Jesus. Then, the second one is â€Å"a Christian is perfectly dutiful servant of all, subject to all† which shows how Christians we are obligated to serve one another (2). These two statements also relate to the twofold nature that he believes men have. TheRead MoreThe Christ Of The Indian Road Essay702 Words   |  3 PagesWhat Does It Really Mean To Be A Christian? Posted by Jim Lisle  · September 25, 2014 at 4:40pm I love your Christ, but I dislike your Christianity. Mohatma Gandhi, 1925 As hard as that is to stomach, if we really want to understand and get real with ourselves, we need to understand the context. In The Christ Of The Indian Road, published in 1926, by Dr. E. Stanley Jones, the discussion turned to what Gandi thoughtRead MoreWays in Which Judaism, Islam and Christianity are Connected Essay1077 Words   |  5 PagesAbraham. Abraham is looked at by these religions as the father of them and is very crucial to many spectrums of each religion. Although they all have a connection with Abraham as their father, they all disagree on the occurrences of his life and what he did for each religion. Abram, which becomes Abraham, is called by God when he is seventy-five years of age to leave his homeland of Ur and travel to become the father of many nations. Abraham grew up in a family that sold idols in the MiddleRead MoreMulticultural Education And Learning A Mutual Respect1659 Words   |  7 PagesCatholic religion consists of different groups including Roman Catholics, Eastern Orthodox, Oriental Orthodox, and Anglican. The church is the largest and possibly the oldest organized religion in the world. Catholic worshipers make up over half of all Christians. The bishop of Rome has stated the Catholic Church has origins dating back to Jesus Christ and his 12 disciples. The origins of the Roman Catholic Church originate straight from knowledge of Jesus along with his disciples, similar to all sects ofRead MoreThe Doctrine Of The Trinity1361 Words   |  6 PagesThe doctrine of the Trinity is foundational to the Christian faith. It is crucial for properly understanding what Go d is like, how He relates to us and how we should relate to Him. The doctrine of the Trinity explains that there is one God who eternally exists as three distinct Persons: the Father, Son, and Holy Spirit. In other words, God exits one in essence but three in person. The Trinity does not divide God into three parts. These definitions express three crucial truths: The Father, Son, andRead MoreChristianity: Justification by Faith Essay1244 Words   |  5 PagesINTRODUCTION Justification by faith is viewed by Christians as one of the greatest gifts from God given to the sons of Adams lost race. Nothing can compare to the God given gift. Since the beginning of the church however, the doctrine justification has been quite an issue. For many years, scholars have been researching justification, the basis, as well as the ways to attain it. Once the definition was defined, the problem that scholars faced was the outcomes that followed it. In order for oneRead MoreJustification in The Old and New Testaments Essays1681 Words   |  7 Pages When a man is justified before God, he is declared not guilty with reference to the sins he has committed against God. Amazingly, Gods not guilty verdict does not relate to just one crime, but to every sin the justified man has ever committed or will commit. Paul declares that we have no penalty to pay for sin, which includes past, present or future sins that we may commit. Those who have been justified b y faith, â€Å"There is therefore now no condemnation for those who are in ChristRead MoreJesus Teaches His Followers ( 5 1-6 ) Essay1397 Words   |  6 Pagesnon-believer alike. I. Pursuing righteousness (5:3-6) Matthew 5:3-6 presents the foundational character traits out of which the rest of the Beatitudes, the Sermon on the Mount, and the Christian life must grow. Namely, the believers absolute need for God and his righteousness alone. â€Å"Blessed are the poor in spirit†, â€Å"Blessed are those that mourn†, â€Å"Blessed are the meek†, and â€Å"Blessed are those that hunger and thirst for righteousness† brings out the heart of what Jesus urging from the spectators

Technology and Production Fragmentation †Free Samples to Students

Question: Discuss about the Technology and Production Fragmentation. Answer: Introduction The globalization and the modernization have resulted to the rise of many trends and cultures, which have irrationally brought about a change in the taste and the preference patterns of the consumers worldwide. In order to comply with the change in the tastes and preferences of the consumers, the multinationals have set up their business to satisfy the needs and requirements of the consumers and to take care of their demands at large. Technology has improved considerably and the advent of the play stations and the other technological stuffs that are evolving every single day, the board games and those carrying a heritage have not lost their heritage invariably. They do exist still, apart from the technological advancements in this modernized world with a new outlook. Therefore, companies continue to take care of the needs accordingly by manufacturing the games in accordance to the demands of the consumers. The report concentrates on the whereabouts of one such company that manufactures card games and board games compatible for all ages in this modern world. Adept Owl, the company that manufactures board and card games for all generations without any distinction, is the pointy of discussion for this report. The report concentrates in discussing the important aspects relating to the processes undertaken by the organization in order to manufacture and distribute the products to the market. The report discusses the organizational requirements and the steps that must be enumerated by the administrative team in order to make a progress in the business, identifying the flaws and taking steps to reduce the defects in production and distribution of the products. The report answers the questions that are listed in the appendix 2 of the given assignment, and thereby aims at solving the managerial and leadership issues that the organization faces. The concerned company for this report undertakes actions regarding the proper information entry in their records in order to make the recruitment process more sublime and lucid. Not only the recruitment but also the the proper information entry helps in maintaining the movements of the stocks and the assets according to the structure of the company. The company can make use of software in order to make the process of maintaining the records for the organization more effective and appropriate. It also helps in simplifying the job of the person keeping track of the records. Excel, designed by the Microsoft corporations is perhaps the best software, which helps in recording the particulars and keeps an estimate of the daily improvements. The software helps in maintaining the uniformity of the data entry and helps in making the concepts relating to the keeping of the records more lucid to the operator and the owners of the business (Pan 2017). The clear data helps the owners and the administrative team in determining the loopholes and the places where improvements are required for the progress of the organization. File naming and storage File naming and storage is an important factor that helps in the proper maintenance of the records of the organization. The files that are important for determining the progress is an important factor that affects the growth of the organization. In order to undertake this function effectively, the company must appoint a data entry operator who has the knowledge of maintaining the data and process the data according to the requirements of the company. Moreover, the movement of the stock and the fluidity of the capital that keeps the business working. The operator must have considerable knowledge in the basics of data entry and must be experienced in keeping records of the events and the happenings. The organization must elaborately give training to the operator in order to make the person efficient in the task of maintaining the records of the organization and therefore uphold the integrity of the manufacturing strategy that the company undertakes. Storage is an important factor that the operator must undertake in order to keep a backup of the files that the person has recently developed. Storage helps in keeping a record of the progress of the organization on the basis of the fluidity of the capital investments and the turnover on the investments. It also helps in determining the movement of the stocks and the amount of deficit that the company faces (Narayanaswamy 2017). Therefore, from the above discussion it can be understood that the files and the figures that it holds within is important in determining the present situation of the company and take the necessary steps in order to overcome the probable discrepancies that might occur in the future. Choosing a media for storage is an important factor again, as it determines the effectiveness of the storage facility and the vulnerability it holds in erasing off the data from its list. As it helps in determining the progress of the company therefore the storage option should be chosen wisely with adequate backup (Ortiz?de?Mandojana and Bansal 2016). Files can be stored effectively through Azure by Microsoft, which helps in maintaining the records uniformly and keeping them safe and away from being hacked or lost somehow as it consists of the highly confidential files of the company. The company must take steps to make sure of the safety and security of the storage system as it includes files that might expose the secrets of the organization (Peltier 2016). Quality of document design and production Document design is directly proportionate to the production rate of the organization as it holds the determining factors of the companys progress in the market and it explains the situation of the organization (Kova? 2017). Moreover, it gives an overview of the discrepancies and the deficits that the company might face due to the policies that they undertake. Therefore, it helps in not only defining the policies but also modifying the policies of the organization. Presentation and styles that are incorporated by the organization must be kept in mind in order to maintain the uniformity relating to the font and the usage of proper grammar and punctuations (Sambhanthan, Potdar and Chang 2017). A protocol relating to the writing styles and the language that is to be used is an important factor that facilitates the growth of the organization in the international markets. The company must monitor over the existing procedures and bring about modifications in the processes, which facilitates the progress of the company in the years to come (Anastassiu et al. 2016). The existing procedures that the company undertook in maintaining the records and documents effectively are through the templates in which the records must be kept. The tools that helps in maintaining the records is generally laid down by the company, thereby determining the standard protocols that are being maintained by the organization in the process of documentation. Delivering a training session on the documentation procedure is an important step that must be undertaken by the organization in order to ensure the effectiveness of the recordkeeping job (Gonzalez et al. 2017). Maintaining clear records of the stock in hand and the wages that are being paid to the employees and workers, basic accounting details and details on depreciation and the deficit is important for the organization in keeping their business legal and helps the entrepreneurs and the shareholders in understanding the situation of the business. Information technology of the organization helps in maintaining the objective of the organization as it helps in achieving the common goal of the company or any business concern (Ko and Kirsch 2017). The growth of the technological trends in the ever-changing world has given rise to the organizational structure and the culture of the trends that affects the market profoundly. The right to information and the consumerism goes hand in hand determining the progress of the firm. Human resource is another important factor that greatly affects the productivity of the firm to a greater limit. It helps in the gradual development of the firm, and therefore helps in maintaining the equilibrium of the production and the marketing of the products (Agrawal 2017). Lack of skilled labor is a factor that greatly affects the productivity of the firm. It determines the quantity and the quality of the products being manufactured by the company thus affecting the brand name of the organization. The administrative team should take steps to monitor the progress of the work and must adhere to the requirements of the labor. Keeping a track of the needs and requirements of the labors is like motivating them to perform their duties that the job demands of them (Kavanagh and Johnson 2017). The skilled labor helps in the growth and the expansion of the business and therefore proper monitoring of the performance of the labor must be undertaken by the administrative team in order to maintain the uniformity of the performance by the human resource. The proper allocation of the resources and the proper allotment of the incentives and bonuses in order to keep the labors motivated is an important step that the administrative team must undertake for the better utilization of the resource (Kanfer, Frese and Johnson 2017). A company can make its progress not by exploiting the resource but by proper motivation and unity of the diversity. Making them to work independently and providing the legitimate conditions enhances the working conditions and motivates them to get the work done (Li, Xu and Wang 2017). The modern world and the ever-changing trends have led to the advancements in the information technology. Consumers all round the world are aware of the rights to information and the right to question (Keyes 2016). Therefore, IT plays an important role in the process of the evaluation of the companys assets and in determining the situation and the production of the company. The documents developed as a legislative tool, which supports the structure of the company, greatly affects the functions of the IT. The documents help in determining the information and the statistics. It helps in defining the situation of the company and which delivers the answers to the queries of the stakeholders or the final consumers. It also defines the brand name of the company and states the market situation accordingly. The production undertaken by the company is greatly dependent on the IT. Information of the stocks and the expenses that are undertaken in purchasing the raw materials and the wages of the labor, the depreciation of the machinery and the cost of other relevant cost of production and distribution can be determined by the proper allocation of the information (Elliot, Dweck and Yeager 2017). The IT helps in determining the movement of the stocks and the factors that is involved in the production of the products by the company. It includes the return on the investments and shows clearly the basic accounting part which helps in determining the situation of the organization in the market. The IT also helps in understanding the market structure and determining the needs and requirements of the consumers and keeps a track of their ever-changing preferences. IT works both ways- from the side of the consumers and shareholders to the company, and vice-versa. In order to cope up with the emerging technologies, the multinationals have setup certain standards, which enable them to find out the flaws and judge them and make the modifications accordingly thereby providing an option for the company to prosper with its line of business (Fort 2017). The concerned business must make use of the modern and evolving technology in order to get in touch with its clients all round the world. The company can make use of the minutes, the memos and formulate their expense reports in order to make the people aware of their situation in the market. Most importantly, they must make use of the online platforms and the social media platforms to reach out their customers worldwide. Information, in the modern world, flows through different channels depending on the inputs. Therefore, in order to cope up with the global changes in technology, the company must adapt to the changes and thereby make advancements (Li, Xu and Wang 2017). Documents required by the company Every company requires documents in support of their activities that they undertake in order to understand the progress of the business firm and thereby all the business organizations have a general inclination towards maintaining a record of their activities. The documents include the movement of the stock, the cost of the purchase, the mediums required for marketing their product and the final distribution (Anderson 2016). It also includes the wages of the workers and the labors working under the organization. The documents depict the situation of the company in the market and their present state and the competition they face. Some of the documents that the company maintains is being listed in the section that follows (Schnackenberg and Tomlinson 2016). A business memo is a piece of inter-office communication, which is sent between the employees in a company or the subsidiaries that the company holds. Business memos are undertaken for effectively transmitting business ideas, concepts and the decisions that the management takes for the betterment and the progress of the organization. They are more of a private nature and more formal than emails. Memos help in maintaining a proper collaboration between the employees and undertake steps in order to make the processes uniform and clear to the employees. A business letter is a kind of letter that is given out from one organization to another or to the clients of other organizations and other external clients and stakeholders. The style and the format that will be followed in the letter will be based on the relationship with the clients or the other organizations. It is more like information that is being transmitted to the receiver, of the parent company. A business letter might be created keeping in mind the different situations that are valid enough to justify the letter and its correspondence. The different type of contents might be due to the situations that demands the letter from the organization. Situations may arise when the company is required to order supply from the suppliers, to reply directly to a request from a client or to apologize for a wrong that the company has undertaken. It holds a permanent written record and therefore can be used as evidence in the latter part. The transactional documents imply the legally relevant documents that the company must hold in order to portray their financial activities. The transactional statements of a company help in maintaining a record of the assets and enumerate the liabilities and depreciation of the assets of the company (Gray et al. 2017). The document consists of fixed and variable data referring to the assets and the variable liabilities that the company holds at its place. The documents are prepared through financial computing and are sent off to the clients and the stakeholders, when demanded, with the help of electronic media or by post. The Adept Owl brings you the most valuable moments that you can spend with your family and retain the joy by our line of products based on the concepts of traditional board games and the puzzles. Our companys motto is to hold on to the tradition while involving tinge of of innovation based on the advancements in technology. They create games which engrosses every individual in the family-irrespective of the generation gaps and the age groups. Mike Paulson The games created by the company is more like a stress buster and concentrates mainly on the unification of the families by holding on to the traditional games. Parents who are unable to give a good attention to their kids due to their hefty working schedule can easily make out some time for them. Call (800) 555-5555 now to receive your Adept Owl card and board games. An operator will give you a call in order to take your information and process your order within the next 48 hours. References Agrawal, S., 2017. The Impact of Emerging Technologies and Social Media on Different Business (es): Marketing and Management. InMaximizing Business Performance and Efficiency Through Intelligent Systems(pp. 37-49). IGI Global. Anastassiu, M., Santoro, F.M., Recker, J. and Rosemann, M., 2016. The quest for organizational flexibility: Driving changes in business processes through the identification of relevant context.Business Process Management Journal,22(4), pp.763-790. Anderson, D.L., 2016.Organization development: The process of leading organizational change. Sage Publications. Elliot, A.J., Dweck, C.S. and Yeager, D.S. eds., 2017.Handbook of Competence and Motivation: Theory and Application. Guilford Publications. Fort, T.C., 2017. Technology and production fragmentation: Domestic versus foreign sourcing.The Review of Economic Studies,84(2), pp.650-687. Gonzalez, P.R., Pagani, T., Rudek, K.A. and Valecha, V.A., International Business Machines Corporation, 2017.Context-based data storage management between devices and cloud platforms. U.S. Patent 9,602,950. Gray, C.S., Berta, W., Deber, R. and Lum, J., 2017. Organizational responses to accountability requirements: Do we get what we expect?.Health care management review,42(1), pp.65-75. Kanfer, R., Frese, M. and Johnson, R.E., 2017. Motivation related to work: A century of progress.Journal of Applied Psychology,102(3), p.338. Kavanagh, M.J. and Johnson, R.D. eds., 2017.Human resource information systems: Basics, applications, and future directions. Sage Publications. Keyes, J., 2016.Implementing the IT balanced scorecard: Aligning IT with corporate strategy. CRC Press. Ko, D.G. and Kirsch, L.J., 2017. The hybrid IT project manager: One foot each in the IT and business domains.International Journal of Project Management,35(3), pp.307-319. Kova?, J., 2017. Dimensions of organizational change.Management: journal of contemporary management issues,5(1), pp.73-81. Li, X., Xu, Y. and Wang, D., 2017. Environment and Labor Movement of Skilled Labor and Unskilled Labor Between Sectors. InLabor Transfer in Emerging Economies(pp. 131-142). Springer Singapore. Liu, S., Oderanti, F. and Alfadhel, S., 2017. Business process modelling and visualisation to support e-government decision making: Business/IS alignment. InDecision Support Systems VIIData, Information and Knowledge Visualisation in Decision Making. Springer. Narayanaswamy, R., 2017.Financial accounting: a managerial perspective. PHI Learning Pvt. Ltd.. Ortiz?de?Mandojana, N. and Bansal, P., 2016. The long?term benefits of organizational resilience through sustainable business practices.Strategic Management Journal,37(8), pp.1615-1631. Pan, W. and Pan, W., 2017. The implementation of electronic recordkeeping systems: An exploratory study of socio-technical issues.Records Management Journal,27(1), pp.84-98. Peltier, T.R., 2016.Information Security Policies, Procedures, and Standards: guidelines for effective information security management. CRC Press. Sambhanthan, A., Potdar, V. and Chang, E., 2017. Business Sustainability Conceptualization. InApplied Computing and Information Technology(pp. 1-16). Springer International Publishing. Schnackenberg, A.K. and Tomlinson, E.C., 2016. Organizational transparency: A new perspective on managing trust in organization-stakeholder relationships.Journal of Management,42(7), pp.1784-1810.

Sports and Teenage an Example of the Topic Health Essays by

Sports and Teenage by Expert Sharon, | 22 Sep 2016 Does participation in sports keep teens out of trouble? The teenagers present a great challenge to parents who have the duty to bring up righteous individuals who adhere to the rule of law. Sports have been identified as one of the ways in which the youth can spend their free time in a constructive manner to avoid getting into troubles. Need essay sample on "Sports and Teenage" topic? We will write a custom essay sample specifically for you Proceed Introduction: The youth in the current times do find themselves in trouble even when they least expect it. The media, the internet, and availability of drugs and prohibited substances are the major causes of social problems facing the youth today. Young lads are often found engaging in troublesome activities like petty crime and drug abuse if left unattended to. The youth, therefore, requires being well occupied during their free time with constructive activities so as to avoid the problem of being lured in deviant behavior. This paper shall emphasize the importance of sports as one way in which the teenagers might be kept out of trouble. University Students Frequently Tell EssayLab support:How much do I have to pay someone to write my paper now?Professional writers suggest: Get Academic Writing At Reasonable Price With UsCheap Essays Not Plagiarized Hire Writers For Blogs Custom Essay Reviews Cheap Essay Writing Sports and Teenagers: Parents are presented with a great challenge of bringing up the youths in a righteous manner especially during their teens. The parents have to be on the forefront and take the necessary measures in preventing the youths from falling prey to the dangers that they are prone to within the society (Wright, 2010). Sporting is one way in which the youths should spend their free time. It is obvious that the teenagers who are engaged in sporting activities shall have little or no time to engage in troublesome activities which include drinking alcohol, taking drugs, engaging in violence, sex, and delinquent activities. This can be substantiated by the survey that was carried out by an opinion research organization-Public Agenda- which revealed that sporting and other constructive activities were very crucial in the positive development of the teenagers (Feldsher, 2004). Conclusion: It is imperative to note that sports provide the teenagers with the best alternative to spending their free time. Sporting activities leave the youth with no time in which they might be able to think of engaging in trouble. Their free time is spent in the sporting activities and also the sports help in maintaining their physical health and building a good social life. Reference: Feldsher, M. (2004). Survey: Sports, Arts, Clubs, Volunteering -- Out-of-School Activities Play Crucial, Positive Role for Kids. Retrieved on 8th 2010 from;http://www.publicagenda.org/press-releases/survey-sports-arts-clubs-volunteering-out-school-activities-play-crucial-positive-role-kids Wright, J. (2010). Keeping Youth Out of Trouble. Retrieved on 8th 2010 from; http://ezinearticles.com/?Keeping-Youth-Out-of-Trouble&id=2912254

Map of World Hotspots

Map of World Hotspots Most of the worlds  volcanism  occurs on plate boundaries. Hotspot is the name for a center of volcanism that is exceptional. Map of World Hotspots Click the image for the full-size version. Image courtesy Gillian Foulger According to the original theory of hotspots, from 1971, hotspots represent mantle plumes- blobs of rising hot material from the base of the mantle- and make up a fixed framework independent of plate tectonics. Since that time, neither supposition has been confirmed, and the theory has been greatly adjusted. But the concept is simple and appealing, and the majority of specialists are still working inside the hotspot framework. Textbooks still teach it. The minority of specialists seeks to explain hotspots in terms of what I might call advanced plate tectonics: plate fracturing, counterflow in the mantle, melt-producing patches and edge effects. This map shows the hotspots listed in an influential 2003 paper by Vincent Courtillot and colleagues, which ranked them according to a set of five widely accepted criteria. The three sizes of symbols show whether the hotspots had high, medium or low scores against those criteria. Courtillot proposed that the three ranks correspond to an origin at the base of the mantle, the base of the transition zone at 660 kilometers depth, and the base of the lithosphere. There is no consensus on whether that view is valid, but this map is handy for showing the names and locations of the most commonly mentioned hotspots. Some hotspots  have obvious names, like Hawaii, Iceland and Yellowstone, but most are named for obscure ocean islands (Bouvet, Balleny, Ascension), or seafloor features that in turn got their names from famous research ships (Meteor, Vema, Discovery). This map should help you keep up during a talk aimed at specialists.

Galley or Corridor Kitchen Layout

Galley or Corridor Kitchen Layout The galley or corridor kitchen layout is one of the standard kitchen layouts that decades of ergonomic research developed. This layout is the most efficient layout for a thin kitchen space. A galley kitchen consists of work space on two opposing walls. There is a single traffic lane between them. There is an opening on one or both ends. A galley kitchen can be as long as you want. You will just need to divide the kitchen into different work sites. The best width for a galley kitchen is 7 to 12 feet. Kitchens over 10 feet wide can utilize the U-shaped kitchen layout. Galley Kitchen Benefits Great for rectangular spaceEfficient for a small kitchen spaceCan adjust to any lengthCan easily divide the kitchen into multiple work sites Galley Kitchen Drawbacks Through traffic can cause congestionNot efficient for large kitchensNot good for multiple cooksDoes not work well for open floor plans Placing the Work Triangle The basic kitchen work triangle can be placed anywhere along the length of the galley kitchen provided you keep the elements grouped together. An equilateral triangle works best with two elements on one wall and the third centered between them on the opposite wall.

Analysis writing Essay Example | Topics and Well Written Essays - 750 words

Analysis writing - Essay Example Eventually the dwarf is admitted to the monastery, never to return to his family. This essay examines ‘Keeper of the Virgins’ in terms of underlining metaphors that extend the story from one simply about a dwarf, to a story that relates to a broad spectrum of humanity. One of the early considerations in the story is the nature of the dwarf. The author spends a modicum of time establishing character elements for the dwarf. In this way, the text writes, â€Å"he had broadened his interests to taking in the whole planet† and â€Å"He wrote poetry and prose, and sent it to newspapers, even though a word of it had never been published† (Al-shakyh, p. 9). In addition to establishing the dwarf’s characterization, these notions extend the dwarf’s struggle to one not simply unique to his situation, but to that of many individuals. In this way, the dwarf is partially positioned as an individual struggling to achieve recognition or a place in society. Th is metaphor is extendable to the dwarf’s very position as a dwarf. Just as many members of society feel they are small compared to more powerful people, so does the dwarf metaphorically symbolize this feeling of much humanity. As the story progresses there is the recognition that one of the central components of the plot is the dwarf’s daily journey to the covenant and his waiting outside. It is difficult to determine the dwarf’s exact intentions for making this journey and simply sitting outside the covenant. The dwarf’s family postulates that he simply is looking for an adventure. The nuns think his presence is slightly odd and make jokes about him. It seems, however, that the story’s intentions in exploring this notion are to establish meditative and spiritual elements. Consider when the story states, â€Å"He would sit in the generous shade of the sycamore tree, or lie on a blanket he had brought with him beneath its spreading branches, starin g at the convent walls† (Al-shakyh, p. 9). While the story is Lebanese, there is seemingly an in-direct reference to the Buddhist myth of the Bodhisattva sitting under a tree and reaching enlightenment. In this situation, the dwarf seemingly has sought the convent as a means of achieving enlightenment and a heightened state of purity or essence. One additionally considers the frequent reference to states of purity. For instance, the story title ‘Keeper of the Virgins’ speaks to the nature of purity. The nurses are also frequently characterized as pure and holy. Ultimately, then the dwarf’s visit outside the convent is a central metaphor of a similar seeking of purity and enlightenment among all members of humanity. A final consideration within the text is the dwarf’s final entrance into the convent. There are a number of metaphorical considerations within this occurrence. While the dwarf is depicted as deeply wanting to enter the convent his intentio n is kept partially vague. In this way, it seems to a degree the dwarf’s entrance into the convent is a metaphor for a significant transition period in his life. One considers that the dwarf’s family is upset about his entrance into the convent and his refusal to leave. The story states, â€Å"The one night the dwarf failed to return home. His mother wept loudly† (Al-shakyh, p. 11). While the dwarf’s mother is upset about his refusal to return home, on a broader scale one recognizes that the dwarf has achieved a level of

HG Wells, From the war of the worlds (1898) and All you zombies Essay

HG Wells, From the war of the worlds (1898) and All you zombies - Essay Example On the other hand, All you Zombies seems to revolve around the idea of time. Both the two stories are written in a rather journalistic style. As for the case of The war of the Worlds, the almost factual description of the invasion of the aliens helps to provide some logic to the story. Both the two stories have adopted the first person narration style with the narrators giving a firsthand account of most of the proceedings, a style that further enhances the provision of a fairly wide perspective of the unfolding of events. In the War of the worlds, the aliens first appear in the country in the form of space-going simulated cylinders which when opened they seemed to emit some octopus-like creatures which would also pull in some human beings (Wells, 1988). This leads to the commencement of a war between the army and the Martian’s three legged fighting machines referred to as the tripods that used a combination of a ray of heat and certain chemical components. However, the aliens prove to be more powerful than the army whom they defeat with ease before proceeding to attack the communities surrounding they crater where the cylinders first landed. Being a follower of a Darwinian supporter, Wells seems to display some element of support for the theory’s assumption of the existence of some natural forces of selection in the evolution of organisms. The illustration of the battle that ensues between the army and the aliens from mars can be pointed as a struggle that is almost similar to the theory of natural selection. The fittest in this context are the Martian aliens who are able to outdo the human race due to their development of far more superior intelligence exhibited by their ability to produce highly developed weapons than those of mankind. On the same note, the invasion by the aliens in the war of the worlds seems to explain the ever continuing process of evolution. The narrator depicts the Martian aliens as possessing rather overdeveloped brains c omplemented by a reduced ability to make use of their emotions. In the human context, this therefore implies that in just the same case, the human brain may develop to the extent that it surpasses the rate of overall body development. Thus, mankind will remain to be more of a thinking man rather than an action based creature that would therefore rely on other mechanical devices just as the Martian three legged creature. In All you Zombies, time travel paradoxes seem to be a persistent technique in the plot of the story. In such techniques, more often characters within the story can meet themselves in time or inadvertently change the course of history in such a manner that their trip back to their original time is almost impossible. The story takes place in an unspecified future where space travel is a fact of life and attitudes toward sex and prostitution are very different from what they are today. In the story, the central character is a member of a certain group of time policemen disguising himself as a bartender with the aim of gaining the services of a sob story writer. The customer incidentally reveals the story of his life to the bartender explaining that he was born a girl before later getting pregnant and while giving birth, the doctor asserts her that she was a hermaphrodite. Since there were some complications while giving birth, she had to be removed her female organs which therefore made her

Group Response Techniques Essay Example for Free

Group Response Techniques Essay Active student responding is a critical component of effective instruction in class room . One low tech strategy developed to facilitate active student responding during group instruction involves the use of response cards . Typically this approach involves the teacher asking questions during instruction and having each student write down his / her answers on the response cards and then display those responses for the teacher feedback and corrective action. This paper is to evaluate that response cards is a more effective group response technique than the hand raising technique and other techniques. During hand raising , a student who raised his/her hand is called upon to answer the question posed by the teacher . During response card techniques , each student is asked to display his/her answer on the response card provided to him/her . The frequency of active student response was higher with the response cards than the hand raising technique Introduction Group response techniques are those techniques through which a group of students or Participants can answer to a question rather than individually in a classroom activity or session. Students are considered to be actively engaged in a class room session when they respond in a group , and its a sign that they are likely to learn the material being taught to them . The teacher can observe the students response to get a immediate feedback about whether the majority of students in the class are able to truly understand the academic content . There are three group response techniques 1. Response Cards 2. Choral Response 3. Hand raising Response cards: In this technique students respond as a group by displaying their response cards which displays their answers to the question posed by the teacher. Choral response: In this technique the students in a class or group respond orally in unison to the question posed by the teacher . Hand raising: In this technique, the teacher asks the question before calling upon an individual student who raised his/her hand. Why only response cards is preferred ? The use of response cards is one strategy that has shown promising initial results for increasing the frequency of active student response and sequent academic achievements during large group instructions . Response cards are reusable cards held up simultaneously by each student to indicate his or her answer. In this paper we will study about response cards in comparison with hand raisings , We will be comparing the factors like: (a) frequency of active student response (b) accuracy of student responses (c) teacher presentation rate Response cards As told earlier, Response cards is one type of group response techniques in which students respond as a group by displaying response cards which displays their answers to the question posed by the teacher. There are two response card formats. 1. cards with pre printed response choices 2. cards on which students write their response The teacher should introduce response cards by explaining and demonstrating their use and importance , letting the students to practice the response procedure so that they get familiar and proficient in using them . The teacher should maintain a quick , lively pace through the lesson , providing clues to the students about when to use response cards appropriately. Some students may inevitably display a wrong answer, then the teacher/instructor should focus on and provide feedback for the majority response Performance feedback: In giving feedback, the teacher should give information about whether the majority class response is correct , and immediately provide the correct response and supporting explanation if a significant number of students answered incorrectly . Those items missed by many students should be presented again later in the lesson to ensure that students have learned the material after corrective feedback. The instructor should also praise students periodically for appropriate and prompt use of the group response format. Additionally, The teacher should acknowledge and validate answers that differ from the instructor’s but could still be considered correct. Survey A study has been conducted in fifth grade classroom in an elementary school . There were 13 boys and 11 girls in the class, five students were selected for observation after consultation with their regular teacher . The target 5 students have been divide into two groups of 3 and 2 students each (sometimes this type of division can be considered as triangulation) ,and the student in each group were observed on the alternating trails . The class room is equipped with an overhead projector and screen . The questions to be asked are screened on the screen using projector . Using projector and screen had made the process of questioning the students more easier than the conventional way of questioning. The study involves two sessions: 1. HAND RAISING TECHNIQUES SESSION During Hand raising sessions the teacher poses a set of questions to the students, one of the students who raise their hand is called upon to give the response. In this technique only one student is involved in giving the response while the other students sit idle in the class . The teacher provides a praise for each correct response (e. g. , â€Å"Excellent [student’s name] ,The sun is a star. †) and a corrective feedback for incorrect response(e. g. ,† No, the answer is the sun, The sun is a star. †) The feedback procedure controls the number of times the students write/hear the correct answer to each instruction. 2. RESPONSE CARD SESSION Presentation and question asking procedures during the response card sessions were identical to those during the Hand raising sessions. For each student a laminated card is provided on which he/she has to write his/her response to the teachers question. After visually scanning all of the response cards held up by the students, the teacher provides a praise or a corrective feedback. If every one’s response in the class is correct the teacher addresses the feedback to whole class(e. g. , â€Å"Good class, water vapor in the atmosphere is a gas. †) and if some of the student responses are wrong the teacher addresses a feedback to the class (e. g. , â€Å" I see that many of you have gas as the answer . That is correct. Water vapor in atmosphere is gas. â€Å") and if no one gives correct response the teacher addresses a corrective feedback to the class ( e. g. , â€Å" I don’t see the correct answer . The correct answer is gas . Water vapor in atmosphere is a gas. †). As in Hand raising phases the feedback procedure controls the number of times the students write/hear the correct answer to each instruction in response card phase also . Results of the study During HR (hand raising) ,the average number of times the target student raised his/her hand was 9. 9 . The number of responses by the target student during HR averaged 1. 5 per session (the period of questioning) , when RC (response cards) were used , each target student responded to the teacher’s question an average of 21. 8 times per session, that’s a 14 fold increase . Overall, the students as a group orally responded 53 times to 1,103 questions posed in Hand raising phase and 68 times to 1,103 questions posed in the response card phase. So the frequency of the active students response was determined to be higher with response cards than with Hand raising technique. The accuracy of student responses during HR and RC are 92% and 93% respectively. Problems associated with response card techniques Q. When we use response cards in a class , we may notice that some students copy the responses from their neighbors’ cards instead of thinking of their own answers. What should we do then? Response cards provide children with a means of getting actively involved in the lesson. Therefore, children should not be discouraged from looking at each others cards, even if they appear to be copying the response of other students . Rather, the teacher should interpret this student behavior as a possible sign that the child may be confused about the task or may not yet have a firm grasp on the material being presented. In their instance, the instructor can make arrangements to provide the child with additional instruction and guidance as needed . Another problem associated with response cards is , the student may not be very sure of the spellings in his/ her response , so sometimes they try to hide their response instead of showing them up . So students shouldn’t be charged against such kind of mistakes. It should be made clear well before the question is posed that they wouldn’t be held against for such kind of mistakes . Instead ,their answers should be validated in spite of any spelling or grammatical mistakes . And in order to reduce the spelling difficulties , the instructor could : (1) Have students ‘pre practice’ the spelling of new vocabulary words prior to the lesson . (2) Post unfamiliar spelling terms on the board/ screen for students to refer to as they write their responses. (3) Encourage students to try their best in spelling their responses but reassure them that misspellings will not be counting against them. Discussions 1) Response cards allow the teacher to teach facts and definitions more effectively than any other group response techniques. 2) The rate of students’ academic content learning ability is more in RC than other techniques . 3) This technique is more reliable in increasing the frequency of active student response. 4) Response cards are less disruptive and stays more on task unlike hand raising technique. 5) The disadvantage of not being called upon in hand raising techniques is not present in response cards. So every student gets involved in the class. 6) There is more fun involved in this technique than the other techniques , so students will actively participate in the class instead of sitting idle . Response card techniques is replicable by any teacher as it involves no difficulty in implementing it in the class rooms. In fact they provide better results than other group response techniques . But the teachers shouldn’t handle the students in a rigor manner . Strictness , Harshness, Severity should be ruled out while dealing with students. Students preferences During the end of the study, personal interviews are conducted for students and many students said they preferred response card over hand raising as the response card helped them in learning more academic content than Hand raising did. Conclusion The study has proved that the use of response cards is most effective than other group response techniques because it has got more advantages than the other techniques illustrated in the paper and also it helps the students in increasing the learning ability , and makes more students to involve in the class room sessions more actively. References Heward. W. L (1996). Three low tech strategies for increasing the frequency of active student response during group instruction In R. Gardner ,D. M. Sainato,J. OCooper,T. E. Heron,W. L. Heward,J. W. Eshelman,T. A. Grossi (Eds) Behavior analysis in education :focus on measurably superior instruction(pp. 283-320). Pacific Grove ,CA:Brooks/Cole Journal of applied behavior analysis, 1994, spring ,R. Gardner, W. L. Heward, T. A. Grossi Teaching of psychology, Taylor and Francis group, Routledge publishers Meta analysis and research on response cards: Effects on test achievements, Randolph journal of positive behavior interventions. 2007,9:113-238

The War in America :: essays research papers fc

The War in America Vietnam is a small Asian country, 9000 miles away from the United States. Yet America felt that its national interest were threatened strong enough to fight a war over there. Their fear was caused by the spread of communism at that time. The role of communism was extremely important in this conflict. The United States had to enter the war to stop the spread of communism in Asia since the North Vietnam were communist. If North Vietnam converted Vietnam into a communist country, it could become very powerful and go on to persuade other countries to become communist. The U.S. believed that Vietnam could become powerful, and it was willing to go through anything to stop that, including sending millions of US troops to Vietnam and watching them die live on TV, and this greatly effected the American culture and society. The Vietnam War changed the lives of many people. "By the end of 1965, 184,314 troops were in Vietnam" (Alterman 11). "Within a year, the number had grown to 385,000"(Alterman 11). Back in America, they were suffering as their sons died overseas. All this effected American society greatly. Moms were losing sons, sisters were losing brothers, and children were losing dads. The Vietnam War had a horrible outcome. â€Å"More than 47,000 Americans were killed in action, 11,000 died of other causes, and 303,000 were wounded†(Alterman 11). As more Americans continued to leave for Vietnam, the American people responded with disappointment and that caused the American society to lose faith in the government. At this time a series of protests took place across the nation. Students and professors began to organize teach-ins on the war at university all across America. This really showed how the war had effected America society, causing protests, and marches. When President Johnson sent in the first combat troops, and ordered the bombing of North Vietnam in 1965, the antiwar movement in the US grew even larger. "Many Americans felt cheated and betrayed by Johnson because they had considered him as a peace candidate in 1964"(Thomas and Vistica 24 ). â€Å"One of The first anti-war protest was the Washington, 20,000-person marchâ€Å"( McMahon 303). Opposition to the war also caused students to resist the draft. They refused to be selected for the military because they thought the war was wrong. Many 19-year-old boys were dying. College students received deferments, or postponement of military services, because of their occupation.

Art History Museum Paper Essay

The Statue of Kaipunesut dates back to the fourth dynasty in the Old Kingdom of Egypt. It was excavated at Saqqara, a vast burial ground. This specific piece was located at the mastaba of Kaemheset, which was Kaipunesut’s brother. It was carved out of acacia wood which is a native timber of Egypt. The native wood did not create the highest standard of sculpture because it was knotty and fibrous which made it difficult to use. The wood was usually painted with bright colors; the body was most likely a reddish/brown color. Although most of this sculpture was preserved, the paint wore off long ago. His belt has his name and â€Å"Royal Carpenter† inscribed which suggested his occupation. It is possible that he was involved with making his own wooden statues. Sculptures based on royalty was made with hard stone to last forever while others of less importance were sculpted with various materials that were not necessarily meant to last. This sculpture is in the round and closed. It has no back rest or support. There are no spaces in the body and the arms are very close to the sides. The pose was very formal with weight put on both legs and facing a frontal direction. The figure is stylized. His face has very large, semicircular eyes and elongated lips. Also, he has broad shoulders and a very thin waist. His fist also appears to be very large. His belt and drapery is form fitting but very rigid and does not flow freely. His body is proportional and appears to follow a grid. This might be because of the times when the king or pharaoh demanded perfection. The calf is bulky and does not show definition. The knee appears somewhat organic but is stylized at the same time. Kaipunesut is in a very rigid standing position. His hands are clenched and his arms are straight down on his sides. One of his legs is in front of the other and both knees are locked. This type of formal pose was very common in sculptures during this ti me and went on for a while afterwards.

K+12 Curriculum

A Brief Overview of Progressive Education During most of the twentieth century, the term â€Å"progressive education† has been used to describe ideas and practices that aim to make schools more effective agencies of a democratic society. Although there are numerous differences of style and emphasis among progressive educators, they share the conviction that democracy means active participation by all citizens in social, political and economic decisions that will affect their lives. The education of engaged citizens, according to this perspective, involves two essential elements: (1). Respect for diversity, meaning that each individual should be recognized for his or her own abilities, interests, ideas, needs, and cultural identity, and (2). the development of critical, socially engaged intelligence, which enables individuals to understand and participate effectively in the affairs of their community in a collaborative effort to achieve a common good. These elements of progressive education have been termed â€Å"child-centered† and â€Å"social reconstructionist† approaches, and while in extreme forms they have sometimes been separated, in the thought of John Dewey and other major theorists they are seen as being necessarily related to each other. These progressive principles have never been the predominant philosophy in American education. From their inception in the 1830s, state systems of common or public schooling have primarily attempted to achieve cultural uniformity, not diversity, and to educate dutiful, not critical citizens. Furthermore, schooling has been under constant pressure to support the ever-expanding industrial economy by establishing a competitive meritocracy and preparing workers for their vocational roles. The term â€Å"progressive† arose from a period (roughly 1890-1920) during which many Americans took a more careful look at the political and social effects of vast concentrations of corporate power and private wealth. Dewey, in particular, saw that with the decline of local community life and small scale enterprise, young people were losing valuable opportunities to learn the arts of democratic participation, and he concluded that education would need to make up for this loss. In his Laboratory School at the University of Chicago, where he worked between 1896 and 1904, Dewey tested ideas he shared with leading school reformers such as Francis W. Parker and Ella Flagg Young. Between 1899 and 1916 he circulated his ideas in works such as The School and Society, The Child and the Curriculum, Schools of Tomorrow, and Democracy and Education, and through numerous lectures and articles. During these years other experimental schools were established around the country, and in 1919 the Progressive Education Association was founded, aiming at â€Å"reforming the entire school system of America. â€Å" Led by Dewey, progressive educators opposed a growing national movement that sought to separate academic education for the few and narrow vocational training for the masses. During the 1920s, when education turned increasingly to â€Å"scientific† techniques such as intelligence testing and cost-benefit management, progressive educators insisted on the importance of the emotional, artistic, and creative aspects of human development–â€Å"the most living and essential parts of our natures,† as Margaret Naumburg put it in The Child and the World. After the Depression began, a group of politically oriented progressive educators, led by George Counts, dared schools to â€Å"build a new social order† and published a provocative journal called The Social Frontier to advance their â€Å"reconstructionist† critique of laissez faire capitalism. At Teachers College, Columbia University, William H. Kilpatrick and other students of Dewey taught the principles of progressive education to thousands of teachers and school leaders, and in the middle part of the century, books such as Dewey's Experience and Education (1938) Boyd Bode's Progressive Education at the Crossroads (1938), Caroline Pratt's I Learn from Children (1948), and Carlton Washburne's What is Progressive Education? 1952) among others, continued to provide a progressive critique of conventional assumptions about teaching, learning and schooling. A major research endeavor, the â€Å"eight-year study,† demonstrated that students from progressive high schools were capable, adaptable learners and excelled even in the finest universities. Nevertheless, in the 1950s, during a time of cold war anxiety and cultural conservatism, progressive education was widely repudiated, and it disintegrated as an identifiable movement. However, in the years since, various groups of educators have rediscovered the ideas of Dewey and his associates, and revised them to address the changing needs of schools, children, and society in the late twentieth century. Open classrooms, schools without walls, cooperative learning, multiage approaches, whole language, the social curriculum, experiential education, and numerous forms of alternative schools all have important philosophical roots in progressive education. John Goodlad's notion of â€Å"nongraded† schools (introduced in the late 1950s), Theodore Sizer's network of â€Å"essential† schools, Elliott Wigginton's Foxfire project, and Deborah Meier's student-centered Central Park East schools are some well known examples of progressive reforms in public education; in the 1960s, critics like Paul Goodman and George Dennison took Dewey's ideas in a more radical direction, helping give rise to the free school movement. In recent years, activist educators in inner cities have advocated greater equity, justice, diversity and other democratic values through the publication Rethinking Schools and the National Coalition of Education Activists. Today, scholars, educators and activists are rediscovering Dewey's work and exploring its relevance to a â€Å"postmodern† age, an age of global capitalism and breathtaking cultural change, and an age in which the ecological health of the planet itself is seriously threatened. We are finding that although Dewey wrote a century ago, his insights into democratic culture and meaningful education suggest hopeful alternatives to the regime of standardization and mechanization that more than ever dominate our schools.

Celias essays

Celias essays Celiac Disease is also known as Celiac Sprue It is basically the inability to digest gluten. Gluten is a protein in wheat, barley, rye and related grain hybrids such as triticale and kamut. When someone eats Gluten that has sprue, the body responds to Gluten as if it were an antigen. When Gluten is absorbed by the intestine, the body immune system has a response. This attack on the immune system causes the lining of the small intestine to swell. As a result the tiny hair like projections called villi suffer damage and destruction. This impairs the bodys ability to destroy vital nutrients the nutrients include all the fat soluble vitamins, essential fatty acids, basically all fats good and bad are not thoughrly digested. Potassium, cholesterol, iron, folic acid and zinc are also I f decreased. Sprue affects both adults and children; it can appear at any age. In one medical reference book they stated that it occurs equally in males and females. However in another study they stated that it affect twice as many females as males. Both studies revealed that it occurs 10- 15 years earlier in females. It is more common among relatives wich means it is hereditary if one family member has it then One out of ten other family members is likely to have it. An Antigen called HLA-B8 has been identified in eighty percent of the victims. The only information I could get on its Generic inheritance was that it is probably dominate with incomplete penetrance . My grandfather had Celiac Sprue and I would like to know if I have it . A person might have Sprue for awhile without getting sick severe stress, physical injury, an infection, surgery or childbirth can bring it on. One in every five hundred Americans is affected. One out of every Three hundred are affected in southern Ireland The first signs are usually diarrhea, weight loss, nausea, abdominal swelling, large pale foul smelling stool that floa ...

What Simple Random Sampling Is and How to Do It

What Simple Random Sampling Is and How to Do It Simple random sampling is the most basic and common type of  sampling method  used in quantitative social science research and in scientific research generally.  The main benefit of the simple random sample is that each member of the population has an equal chance of being chosen for the study. This means that it guarantees that the sample chosen is representative of the population and that the sample is selected in an unbiased way. In turn, the statistical conclusions drawn from the analysis of the sample will ​be valid.​ There are multiple ways of creating a simple random sample. These include the lottery method, using a random number table, using a computer, and sampling with or without replacement. Lottery Method of Sampling The lottery method of creating a simple random sample is exactly what it sounds like. A researcher randomly picks numbers, with each number corresponding to a subject or item, in order to create the sample. To create a sample this way, the researcher must ensure that the numbers are well mixed before selecting the sample population. Using a Random Number Table One of the most convenient ways of creating a simple random sample is to use a random number table. These are commonly found at the back of textbooks on the topics of statistics or research methods. Most random number tables will have as many as 10,000 random numbers. These will be composed of integers between zero and nine and arranged in groups of five. These tables are carefully created to ensure that each number is equally probable, so using it is a way to produce a random sample required for valid research outcomes. To create a simple random sample using a random number table just follow these steps. Number each member of the population 1 to N.Determine the population size and sample size.Select a starting point on the random number table. (The best way to do this is to close your eyes and point randomly onto the page. Whichever number your finger is touching is the number you start with.)Choose a direction in which to read (up to down, left to right, or right to left).Select the first n numbers (however many numbers are in your sample) whose last X digits are between 0 and N. For instance, if N is a 3 digit number, then X would be 3. Put another way, if your population contained 350 people, you would use numbers from the table whose last 3 digits were between 0 and 350. If the number on the table was 23957, you would not use it because the last 3 digits (957) is greater than 350. You would skip this number and move to the next one. If the number is 84301, you would use it and you would select the person in the population who is assigned the number 301.Continue this way through t he table until you have selected your entire sample, whatever your n is. The numbers you selected then correspond to the numbers assigned to the members of your population, and those selected become your sample. Using a Computer In practice, the lottery method of selecting a random sample can be quite burdensome if done by hand. Typically, the population being studied is large and choosing a random sample by hand would be very time-consuming. Instead, there are several computer programs that can assign numbers and select n random numbers quickly and easily. Many can be found online for free. Sampling With Replacement Sampling with replacement is a method of random sampling in which members or items of the population can be chosen more than once for inclusion in the sample. Let’s say we have 100 names each written on a piece of paper. All of those pieces of paper are put into a bowl and mixed up. The researcher picks a name from the bowl, records the information to include that person in the sample, then puts the name back in the bowl, mixes up the names, and selects another piece of paper. The person that was just sampled has the same chance of being selected again. This is known as sampling with replacement. Sampling Without Replacement Sampling without replacement is a method of random sampling in which members or items of the population can only be selected one time for inclusion in the sample. Using the same example above, let’s say we put the 100 pieces of paper in a bowl, mix them up, and randomly select one name to include in the sample. This time, however, we record the information to include that person in the sample and then set that piece of paper aside rather than putting it back into the bowl. Here, each element of the population can only be selected one time.

Customer Relationship Management and Technology Essay

Customer Relationship Management and Technology - Essay Example In the same manner, they were also able to develop good relationships with their customers through the establishment of friendships and interactions. As a result, the retail industry revolves around the customer more than any other industry. Due to this, it is not enough to simply interact with the customers. Rather, they are expected to know them better These all changed, however with the growing chains and building malls and the continuous promotion of self-service. With these changes, more and more retailers have lost their contact with their customers. As a result, they are also simply losing the loyalty that the customers once entrusted upon them. Hence, more and more retailers are now trying to regain the loyalty they lost as they begin to value of their customers through programs incorporated within the idea of customer relationship management. Customer Relationship Management: An Overview Customer relationship management (CRM) can be defined as â€Å"a set of practices that provide a consolidated, integrated view of customers across all business areas to ensure that each customer receives the highest level of service† (Aryan Hellas Ltd. 2005). ... According to them, CRM involves the integration of marketing, sales, customer service, and the supply-chain functions of the organization to achieve greater efficiencies and effectiveness in delivering customer value. These definitions emphasise that CRM is a comprehensive set of strategies for managing relationships with customers that relate to the overall process of marketing, sales, service, and support within the organisation. The following are the important players who are essential to customer relationship management within the organization: 1. Customer Facing Operations – The people and the technology support of processes that significantly affects the experiences of the customers and the organization. These may include different kinds of media such as phone, IM, chat, email, web and even face to face interactions. 2. Internal Collaborative Functional Operations – these are the people and technology support of the processes at the back office. Their activities u sually affect the activities of those at the Customer Facing Operations which influence the establishment and maintenance of customer relationships. This usually includes: IT, billing, invoicing, maintenance, planning, marketing, advertising, finance, services planning and manufacturing. 3. External Collaboration Functions – These are the people and technology support of processes supporting a particular organization together with the enhancement of customer relationships which is then in turn, are affected by the organization’s relationship with their suppliers and/or vendors as well as other retailers outlets and/or distributors. This is considered the external network which supports the internal operations and customer facing operations. 4. Customer Advocates and

Issue 13 yes 2510 Essay Example | Topics and Well Written Essays - 250 words

Issue 13 yes 2510 - Essay Example According to her findings, FGC was performed for more than one reason. However, feminists and other ideologists have made us to believe that the act was meant to subordinate women in a men dominated society. The author argues that neither of these reasons was meant to subordinate women since women undertook the cut willingly. Moreover, the author rubbishes claims that the cut was meant to make women sexually passive. This argument is supported by biological results, stating that the clitoris is not the only critical point for women’s sexual satisfaction. Besides this argument, all the women interviewed for the survey confirmed their support for FGC (Ahmadu, 2000). Indeed, even well educated women supported FGC as part of African culture and traditions. I consider the author’s argument acceptable to the best of my knowledge. This is neither because FGC is meant to subordinate women nor supposed to make them sexually passive. Indeed, the cut was performed with purposes that were best known to individual societies. Furthermore, neither of the societies practiced forceful FGC. Thus, people should be left alone to decide what is good for them without brainwashing them into believing feminist ideologist. Currently, even the most educated African women support FGC. Ahmadu, F. (2000). â€Å"Rites and Wrongs: Excision and Power among Kono Women of Sierra Leone†. In Bettina Shell-Duncan and Ylva Hernlund, (Eds.) Female â€Å"Circumcision† in Africa: Culture, Change, and Controversy. Boulder, CO: Lynne

Personal identity Essay Example | Topics and Well Written Essays - 1000 words

Personal identity - Essay Example Basically, the personality identity of a person is totally constituent to the relation of brute physicality and either different bodies or the systems that sustain life although this should be at different time. The body theory states that we usually use human body criterion to identify ourselves time and again. Schick and Vaughn believed that in the case of person changing his or her body with another, it don’t change but it remains to be the same person therefore it can be the person’s body that makes through the change. There are two distinctive simple views of personality identity which are basically that are non-reductive and view of wholly reductive (Schick and Vaughn 234). The bodily substance theory of personality identity has a major perception of the concept of continuous existence of the human body. However, there is an argument about the identification of the human body which will still be similar for a given period of time. The human body goes through sever al changes as it grows from young to old. During this particular time, human body transforms by gaining and losing body matter thus they would not have the type of matter they had in the past. Thus, it would be a problem to have continues persistence of the human body and personal identity for a long period of time in the existence of a person’s body. ... f the body especially the biological way of view of this account which looks similar with those of other approaches of biology but don’t have common stand concerning the issue of personality identity The person’s mind is said to constitute some immaterial substances. According to the mind concept of dualist, the materials are totally separated from the body. This concept thus states that incase a person is to be identified, then it should be with his or her mind but not his or her body. Ideally, if a person was to be identified using his or her mind which will be present over a given period of time in the absence of his or her body then personal identity can be based on the non-physical substance. On the other hand this will take into consideration the change in human body substance. However, the mind-body problem shows some concern with the given explanation and its relationship of the existence of minds and the process of mental in relation with the state or process o f the body (Schick and Vaughn 289). Personal identity is based on consciousness but not on the substance of body or the soul. This is assertion is strongly fostered by John Locke who believes that we are the same people provided that we remain concuss about our specific past and be conscious of the future and be in a position of acting the same as we are acting in the present. According to Locke, if consciousness is what goes hand in hand with the human substance that makes up the person, then personal identity can only be found on the basis of acting repeatedly in relation to the human consciousness. As a result it implies that personal identity cannot be found in the substance identity but in the identity of consciousness. Thus, personal identity is not grounded on the person’s soul but on a

Right to Information Act, 2005 | Analysis

Right to Information Act, 2005 | Analysis RIGHT TO INFORMATION ACT, 2005 VIDYA SAGAR KOMMU INTRODUCTION: The knowledge and the freedom of information are playing an important role in the society for the advancement. For a country like India, which is one of the biggest democracy in the world it is necessary to provide accountability and transparency in the governance. To achieve this there should be freedom of information to the citizens of the country and this as a right. It is the responsibility of the state. So, in the Indian constitution under the fundamental rights article 19 talks about protection of certain rights of all citizens. And article 19 (1) (a) talks about freedom of speech and expression. It is meaningless unless until it provide the access to get information. So, under this article the right to information emerged to facilitate the access to the information. Even though it is recognized as fundamental right we need a process through which we can exercise this there created a necessity for an act to come. As a result, The Right To Information Act came to exist in 2005 i n India. Various countries in the world have already been practicing this Act with different names for many years. This act is referred to as Freedom of Press Act in Sweden, in USA and UK this act is called Freedom of Information Act, in South Africa it is Promotion of Access to Info Act, in New Zealand it is Official Information Act, in Pakistan it is called Right to Information Act. 90 countries in the World have been practicing this Act. Before this act was passed in the center different states of India have also been practicing this act. Tamil Nadu and Goa has been practicing this Act since 1997 and Rajasthan and Karnataka have been practicing since 2000. Delhi since 2001 and Maharashtra and Assam enacted this since 2002. Actual journey of the Right to Information Act in India has started in 1923 through the Official Secret Act. Later in early 1990s it again gained some importance and in the year 2005 after repetitive petitions the RTI Act was passed. ABOUT THE RTI ACT, 2005: This Act was enacted by the permission and the authority of the President of India. In the Parliament, it was enacted in June, 2005. This Act is applicable to all the states in the country but not to Jammu and Kashmir. This Act main objective is to facilitate the access to get information to citizens of the country in a secure way and by this to encourage accountability and transparency in governance. Here the information seek by the citizens is may be in any form. It may be physical form like records, papers, documents, etc or it may be in digital form like e-mails or in any electronic form. There are some exceptions to reveal the information in this Act also. Information that cannot have access to reveal is information related to sovereignty and integrity of India, information prevented by Courts, Cabinet papers, information related to issues under investigation, trade secrets, intellectual property, information related to fiduciary relationship. In Indian constitution, article 19 (2) talks about this. If anyone wants to get some information he/she has send a request to public authority with whatever the fees applicable. They can send their request by writing it on paper, letter or even by electronic media also. They have to mention the full address of the public authority. After receiving the request by the Public Information Officer (PIO) he has to check whether the seeking information is allowed or not. If it is allowed then the PIO will send that information within 30 days. Otherwise it may reject due to some reasons like security, copyright, commercials, etc. If the person, who requested do not get the requested information or proper response from the public authority within 30 calendar days, the person has a chance to give a complaint either to Information Commission or to first appellate authority. This type of complaints can give due to various reasons like late response, demand of cost of information that is not at all reasonable. For the first appeal, the applicant has to application fee along with his/her application. There is no fee when one appeals to Central Government offices. The officer senior to Public Information Officer is called first appellate authority. After one’s appeal reached to this appellate authority they will ask an explanation from PIO. They might invite the person to hear. They will pass a reasonable order within 30-45 days. If the person is not satisfied then also he /she can file second appeal either with State Information Commissioner or with Central Information Commissioner, according to the case. There is no such given time limit for getting response at this level. Too many cases are filed up with these offices. IMPORTANT SECTIONS OF RTI ACT: The RTI Act consists of more than 30 sections and its subsections. In order to get response every time, one has to know about all sections and amendments related to this act. Here are the some important sections of this act Section 3 tells that all citizens have the right. Section 4 tells about proactive disclosures by authorities. Section 6 deals with the request for obtaining information. Section 7 tells about how a person request will be treated. Section 8 tells about exemptions. Section 19 (1): First appeal Section 19 (3): Second appeal Section 20: Penalties and Disciplinary actions. CRITICAL ANALYSIS: This act has been utilized by the people to get information and acted as a tool for judicial approachability wherein the effectiveness may vary from state to state. It has always stood as the authentic means to get information in a formal way in various sectors from education to land. This has also disclosed the regularities to inefficiencies. An empirical evidence for RTI success is the RTI filed by Activist Anil Galgali for Reliance Infra regarding meter connection details. Initially, he was denied information that it was for the public authority, later he complained to the State Information Commission of Maharashtra for deny of information. Due to intervention taken by SIC even the case moved to Bombay High Court, stay was given by Bombay HC on the decision of SIC Maharashtra. RTI has played a vital role and have attained success in various cases such as monitoring of attendance of village in UP school teachers, payment of pension dues from railways, corruption in the master of role in the employment guarantee schemes. RTI also gives the privilege of filing a case irrespective of age which was utilize by an 9 year old student to monitor over the over-speeding of vehicles. Though the Central Information Commission as the power to penalize the politicians does not provide information about their assets and liabilities within stipulated prescribed time but until now this provision is not often used. Our former Prime Minister had stated that even though the RTI Act had been working good there were few concerns regarding public servants expressions. Aruna Roy had criticized the former Prime Ministers view saying the Government has always been inefficient. RTI has also resulted in violence like threatening and in some cases it has also costed lives about 250. The most famous killings were of Satish Shetty from Pune who exposed the land scam, Lalit kumar Mehta for exposing corruption in MGNREGA, and Shela Masood being shot dead at Bhopal. Though the RTI was brought with a noble intention, it is also misuse by pseudo activist where they tend to get an incentive by blackmailing the people wherein it is further leading to ill practices in the society. CONCLUSION: The RTI has brought a sort of monitory and accountability to check the irregularities and inefficiencies in the government. The awareness regarding RTI is low in terms of how to apply, initiation, and some feel that the government is not towards the positive approach of it. The long urge of RTI activists were addressed through Whistle Blowers Protection Act in 2014 wherein it gives power to complainant to make complaint to Competent Authority. For making RTI Act more feasible it has to adopt a type of single window clearance system through appointment of officers and staff for making the process and getting information quickly. Further, the government should show keen interest to protect the interest of whistle blowers and activists. RTI can be seen as an ultimate tool for the public to make informed choices that would help to re-imagine future and build a better society.

Roddy Doyles Paddy Clark: No More Laughing For Paddy Essay -- essays r

Roddy Doyle's Paddy Clark: No More Laughing for Paddy Yer Name Here Poetry/Fiction Paddy Clarke Roddy Doyle's Paddy Clarke HA HA HA was a beautifully written book. It perfectly captures the mind of a ten year old boy in Ireland during the mid- 1960's. Paddy Clarke, the young boy who Doyle uses to enter the mind of a ten year old, is a boy who most can relate to. The book explores most aspects of life through the eyes of Paddy. Doyle takes us through childhood and childhood's end. Doyle is able to seize the complexities of life, but at the same time simplify them enough for ten year old. Everything is a mystery or an adventure to Paddy and his friends. From taking over construction sites to receiving polio check-ups. However not everything is a game to Paddy. His parents lack of compatibility troubles Paddy and his brother Sinbad greatly. The intensity of his parents arguments accelerate as the book goes on. At times Paddy feels he can stop them, at one point he considers himself a "referee" in the fights. "I didn't know what I'd do. If I was there he wouldn't do it again, that was all."(p.191) He ends up contemplating who he would want to win. He comes to the conclusion that he would want his mom to win because she does so much for him, however his father is his father and he loves him. Sinbad reacts differently to his parents fighting. He doesn't try to intervene ...

A Format for Case Conceptualisation

Many professional and personal challenges confront practicum students as they work with clients. For example, students must establish a counseling relationship, listen attentively, express themselves clearly, probe for information, and implement technical skills in an ethical manner. Those counseling performance skills (Borders & Leddick, 1987) center on what counselors do during sessions.At a cognitive level, students must master factual knowledge, think integratively, generate and test clinical hypotheses, plan and apply interventions, and evaluate the effectiveness of treatment. Those conceptualizing skills, within the cognitive operations used to construct models that represent experience (Mahoney & Lyddon, 1988), show how counselors think about clients and how they choose interventions. It is highly desirable for instructors of practica to have pedagogical methods to promote the development both of counseling performance skills and conceptualizing skills.Such methods should be d iverse and flexible to accommodate students at different levels of professional development and with distinct styles of learning (Biggs, 1988; Borders & Leddick, 1987; Ellis, 1988; Fuqua, Johnson, Anderson, & Newman, 1984; Holloway, 1988; Ronnestad & Skovholt, 1993; Stoltenberg & Delworth, 1987). RATIONALE FOR THE FORMAT In this article, we present a format for case conceptualization that we developed to fill gaps in the literature on the preparation of counselors (Borders & Leddick, 1987; Hoshmand, 1991).Although many existing methods promote counseling performance skills, there are few established methods for teaching students the conceptualizing skills needed to understand and treat clients (Biggs, 1988; Hulse & Jennings, 1984; Kanfer & Schefft, 1988; Loganbill & Stoltenberg, 1983; Turk & Salovey, 1988). We do not discount the importance of counseling performance skills, but we believe that they can be applied effectively only within a meaningful conceptual framework. That is, wh at counselors do depends on their evolving conceptualization of clients; training in that conceptualization matters.Given the large quantity of information that clients disclose, students have the task of selecting and processing relevant clinical data to arrive at a working model of their clients. Graduate programs need to assist students in understanding how to collect, organize, and integrate information; how to form and test clinical inferences; and how to plan, implement, and evaluate interventions (Dumont, 1993; Dumont & Lecomte, 1987; Fuqua et al. , 1984; Hoshmand, 1991; Kanfer & Schefft, 1988; Turk & Salovey, 1988).Although systematic approaches to collecting and processing clinical information are not new, the case conceptualization format presented here, as follows, has several distinguishing features: 1. The format is comprehensive, serving both to organize clinical data (see Hulse & Jennings, 1984; Loganbill & Stoltenberg, 1983) and to make conceptual tasks operational ( see Biggs, 1988). The components of the format integrate and expand on two useful approaches to presenting cases that are cited often and that are linked to related literature on supervision: (a) Loganbill and Stoltenberg's (1983) six content areas of clients' functioning (i. . , identifying data, presenting problem, relevant history, interpersonal style, environmental factors, and personality dynamics), and (b) Biggs's (1988) three tasks of case conceptualization (i. e. , identifying observable and inferential clinical evidence; articulating dimensions of the counseling relationship; and describing assumptions about presenting concerns, personality, and treatment). In addition, the format makes explicit the crucial distinction between observation and inference, by separating facts from hypotheses.It advances the notion that observations provide the basis for constructing and testing inferences. Thus, the format fosters development of critical thinking that is more deliberate and le ss automatic than the ordinary formation of impressions. The approach is compatible with recommendations that counselors receive training in rational hypothesis testing to reduce inferential errors (Dumont 1993; Dumont & Lecomte, 1987; Hoshmand, 1991; Kanfer & Schefft, 1988; Turk & Salovey, 1988). 2.The format can be adapted to the developmental stage of students by its focus on stage-appropriate components and implementing those components in stage-appropriate ways (Ellis, 1988; Glickauf-Hughes & Campbell, 1991; Ronnestad & Skovholt, 1993; Stoltenberg & Delworth, 1987). As an example, beginning students use the format to organize information and to learn the distinction between observation and inference, whereas more experienced students focus on using the format to generate and test hypotheses. 3. The format is atheoretical, thereby permitting students to ncorporate constructs from any paradigm into their case conceptualizations. In this sense, the format resembles the cognitive s caffolding described in the constructivist perspective (Mahoney & Lyddon, 1988). Rather than being an explicit template through which observations are filtered to conform to an imposed representational model, the format provides an abstract set of cognitive schemas. With the schemas, the student actively fashions a conceptual framework from which to order and assign meaning to observations.Simply put, the format is a generic structure that the student uses to construct his or her â€Å"reality† of the case. COMPONENTS OF THE FORMAT The format has 14 components, sequenced from observational to inferential as follows: background data, presenting concerns, verbal content, verbal style, nonverbal behavior, client's emotional experience, counselor's experience of the client, client-counselor interaction, test data and supporting materials, diagnosis, inferences and assumptions, goals of treatment, interventions, and evaluation of outcomes. Background data includes sex, age, race, ethnicity, physical appearance (e. . , attractiveness, dress, grooming, height, and weight), socioeconomic status, marital status, family constellation and background, educational and occupational status, medical and mental health history, use of prescribed or illicit substances, prior treatment, legal status, living arrangements, religious affiliation, sexual preference, social network, current functioning, and self-perceptions. Initially, students are overwhelmed by the data that they assume need to be collected. Guidance must be provided on how students are to differentiate meaningful from inconsequential information.In our program, for example, we ask students to evaluate the relevance of background data, for understanding clients' presenting concerns and for developing treatment plans. We advise students to strive for relevance rather than comprehensiveness. Presenting concerns consist of a thorough account of each of the client's problems as viewed by that client. This task mi ght begin with information contained on an intake form. We assist students in developing concrete and detailed definitions of clients' concerns by showing them how to help clients identify specific affective, behavioral, cognitive, and interpersonal features of their problems.For example, the poor academic performance of a client who is a college student might involve maladaptive behavior (e. g. , procrastination), cognitive deficits (e. g. , difficulty in concentrating), negative moods (e. g. , anxiety), and interpersonal problems (e. g. , conflict with instructors). Counseling students should also explore the parameters of presenting concerns, including prior occurrence, onset, duration, frequency, severity, and relative importance.We further suggest that students explore how clients have attempted to cope with their concerns and that they examine what clients expect from treatment, in terms of assistance as well as their commitment to change. In addition, students should assess i mmediate or impending dangers and crises that their clients may face. Finally, we instruct students in identifying environmental stressors and supports that are linked to presenting concerns. Verbal content can be organized in two ways. A concise summary of each session is appropriate for cases of limited duration.Alternatively, verbal content can include summaries of identified themes that have emerged across sessions. Occasionally, those themes are interdependent or hierarchically arranged. For example, a client may enter treatment to deal with anger toward a supervisor who is perceived as unfair and, in later sessions, disclose having been chronically demeaned by an older sibling. We teach students to discriminate central data from peripheral data through feedback, modeling, and probing questions. Students need to focus their sessions on areas that are keyed to treatment.For instance, we point out that clients' focal concerns, along with the goals of treatment, can serve as ancho rs, preventing the content of sessions from drifting. Verbal style refers to qualitative elements of clients' verbal presentation (i. e. , how something is said rather than what is said) that students deem significant because they reflect clients' personality characteristics, emotional states, or both. Those elements can include tone of voice and volume, changes in modulation at critical junctures, fluency, quantity and rate of verbalization, vividness, syntactic complexity, and vocal characterizations (e. g. , sighing).Nonverbal behavior includes clients' eye contact, facial expression, body movements, idiosyncratic mannerisms (e. g. , hand gestures), posture, seating arrangements, and change in any of these behaviors over time and circumstances. Instructors can assist students in distinguishing relevant from unimportant information by modeling and providing feedback on how these data bear on the case. As an example, neglected hygiene and a listless expression are important nonverb al behaviors when they coincide with other data, such as self-reports of despair and hopelessness. Clients' emotional experience includes data that are more inferential.On the basis of their observations, students attempt to infer what their clients feel during sessions and to relate those feelings to verbal content (e. g. , sadness linked to memories of loss). The observations provide insights into clients' emotional lives outside of treatment. We caution students that clients' self-reports are an important but not entirely reliable source of information about their emotional experience. At times clients deny, ignore, mislabel, or misrepresent their emotional experience. Students should note the duration, intensity, and range of emotion expressed over the course of treatment.Blunted or excessive affect as well as affect that is discrepant with verbal content also merit attention. To illustrate, a client may report, without any apparent anger, a history of physical abuse. Initially, students can be assisted in labeling their clients' affect by using a checklist of emotional states. We have found it helpful to suggest possible affect and support our perceptions with observation and logic. Empathic role taking can also help students to gain access to clients' experience. Instructors may need to sensitize students to emotional states outside of their own experience or that they avoid.Counselor's experience of the client involves his or her personal reactions to the client (e. g. , attraction, boredom, confusion, frustration, and sympathy). We strive to establish a supportive learning environment in which students can disclose their genuine experiences, negative as well as positive. Students often struggle to accept that they might not like every client. But students should be helped to recognize that their experience of clients is a rich source of hypotheses about feelings that those clients may engender in others and, thus, about the interpersonal world that the clients partially create for themselves.The â€Å"feel† of clients often provides valuable diagnostic clues (e. g. , wanting to take care of a client may suggest features of dependent personality disorder). Sometimes students need assistance in determining whether their reactions to clients reflect countertransferential issues or involve â€Å"normative† responses. We draw on parallel process and use-of-self as an instrument to help clarify students' feelings and to form accurate attributions about the origins of those feelings (Glickauf-Hughes & Campbell, 1991; Ronnestad & Skovholt, 1993).Client-counselor interaction summarizes patterns in the exchanges between client and counselor as well as significant interpersonal events that occur within sessions. Such events are, for example, how trust is tested, how resistance is overcome, how sensitive matters are explored, how the counseling relationship is processed, and how termination is handled. Thus, this component of t he format involves a characterization of the counseling process. Students should attempt to characterize the structure of the typical session–specifically, what counselors and clients do in relation to one another during the therapy hour.They may do any of the following: answer questions, ask questions; cathart, support; learn, teach; seek advice, give advice; tell stories, listen; collude to avoid sensitive topics. Taxonomies of counselor (Elliott et al. , 1987) and client (Hill, 1992) modes of response are resources with which to characterize the structure of sessions. At a more abstract level, students should try to describe the evolving roles they and their clients play vis-a-vis one another. It is essential to assess the quality of the counseling relationship and the contributions of the student and the client to the relationship.We ask students to speculate on what they mean to a given client and to generate a metaphor for their relationship with that client (e. g. , do ctor, friend, mentor, or parent). Client-counselor interactions yield clues about clients' interpersonal style, revealing both assets and liabilities. Furthermore, the counseling relationship provides revealing data about clients' self-perceptions. We encourage students to present segments of audiotaped or videotaped interviews that illustrate patterns of client-counselor interaction.Test data and supporting materials include educational, legal, medical, and psychological records; mental status exam results; behavioral assessment data, including self-monitoring; questionnaire data, the results of psychological testing, artwork, excerpts from diaries or journals, personal correspondence, poetry, and recordings. When students assess clients, a rationale for testing is warranted that links the method of testing to the purpose of assessment. We assist students in identifying significant test data and supporting materials by examining how such information converges with or departs from o ther clinical data e. g. , reports of family turmoil and an elevated score on Scale 4, Psychopathic Deviate, of the Minnesota Multiphasic Personality Inventory-2 [MMPI-2; Hathaway & McKinley, 1989]). Assessment, as well as diagnosis and treatment, must be conducted with sensitivity toward issues that affect women, minorities, disadvantaged clients, and disabled clients, because those persons are not necessarily understood by students, perhaps due to limited experience of students or the â€Å"homogenized† focus of their professional preparation.Diagnosis includes students' impression of clients' diagnoses on all five axes of the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV, American Psychiatric Association, 1994). We guide students' efforts to support their diagnostic thinking with clinical evidence and to consider competing diagnoses. Students can apply taxonomies other than those in the DSM-IV when appropriate (e. g. , DeNelsky and Boat's [1 986] coping skills model).Instructors demonstrate the function of diagnosis in organizing scattered and diverse clinical data and in generating tentative hypotheses about clients' functioning. Inferences and assumptions involve configuring clinical hypotheses, derived from observations, into meaningful and useful working models of clients (Mahoney & Lyddon, 1988). A working model consists of a clear definition of the client's problems and formulations of how hypothesized psychological mechanisms produce those problems.For instance, a client's primary complaints might be frequent bouts of depression, pervasive feelings of isolation, and unfulfilled longing for intimacy. An account of those problems might establish the cause as an alienation schema, early childhood loss, interpersonal rejection, negative self-schemas, or social skills deficits. We help students to elaborate on and refine incompletely formed inferences by identifying related clinical data and relevant theoretical const ructs (Dumont, 1993; Mahoney & Lyddon, 1988).We also assist students in integrating inferences and assumptions with formal patterns of' understanding drawn from theories of personality, psychopathology, and counseling (Hoshmand, 1991). As with their instructors, students are not immune from making faulty inferences that can be traced to logical errors, such as single-cause etiologies, the representative heuristic, the availability heuristic, confirmatory bias, the fundamental attribution error, and illusory correlations; (Dumont, 1993;Dumont & Lecomte, 1987). As an example, counselors tend to seek data that support their preexisting notions about clients, thus restricting the development of a more complete understanding of their clients. We alert students to the likelihood of bias in data gathering, particularly when they seek to confirm existing hypotheses. Furthermore, we demonstrate how to generate and evaluate competing hypotheses to counteract biased information ]processing (Du mont & Lecomte, 1987; Kanfer & Schefft, 1988).Instructors, therefore, must teach students to think logically, sensitizing them to indicators of faulty inferences and providing them with strategies for validating clinical hypotheses as well as disconfirming them (Dumont & Lecomte, 1987; Hoshmand, 1991). The proposed format can accomplish this task because it separates inferences from the clinical data used to test inferences and thus â€Å"deautomatizes† cognitive operations by which inferences are formed (Kanfer & Schefft, 1988; Mahoney & Lyddon, 1988).We have found it beneficial to have students compare their impressions of clients with impressions that are independently revealed by test data (e. g. , MMPI-2); this exercise permits the correction of perceptual distortions and logical errors that lead to faulty inferences. Although students' intuition is an invaluable source of hypotheses, instructors need to caution them that intuition must be evaluated by empirical testing and against grounded patterns of understanding (Hoshmand, 1991). We also model caution and support for competing formulations and continued observation.This approach fosters appreciation of the inexactitude and richness of case conceptualization and helps students to manage such uncertainty without fear of negative evaluation. With the development of their conceptualizing skills, students can appreciate the viability of alternative and hybrid inferences. Moreover, they become more aware of the occasional coexistence and interdependence of clinical and inferential contradictions (e. g. , the simultaneous experience of sorrow and joy and holistic concepts such as life and death).The increasingly elaborate conceptual fabric created from the sustained application of conceptualizing skills also enables students to predict the effect of interventions more accurately. Goals of treatment must be linked to clients' problems as they come to be understood after presenting concerns have been ex plored. Goals include short-term objectives along with long-term outcomes of treatment that have been negotiated by the client and trainee. Typically, goals involve changing how clients feel, think, and act. Putting goals in order is important because their priorities will influence treatment decisions.Goals need to be integrated with students' inferences or established theories and techniques of counseling. In their zeal, students often overestimate the probable long-term aims of treatment. To help students avoid disappointment, we remind them that certain factors influence the formulation of goals, including constraints of time and resources, students' own competencies, and clients' capacity for motivation for change. Interventions comprise techniques that students implement to achieve agreed-on goals of treatment.Techniques are ideally compatible with inferences and assumptions derived earlier; targets of treatment consist of hypothesized psychological structures, processes, and conditions that produce clients' problems (e. g. , self-esteem, information processing, family environment). Difficulties in technical implementation should be discussed candidly. We provide opportunities for students to observe and rehearse pragmatic applications of all strategies. Techniques derived from any theory of counseling can be reframed in concepts and processes that are more congruent with students' cognitive style.To illustrate, some students are able to understand how a learned fear response can be counterconditioned by the counseling relationship when this phenomenon is defined as a consequence of providing unconditional positive regard. In addition, we teach students to apply techniques with sensitivity as well as to fashion a personal style of counseling. Finally, legal and ethical issues pertaining to the conduct of specific interventions must be made explicit. Evaluation of outcomes requires that students establish criteria and methods toward evaluating the outcome s of treatment.Methods can include objective criteria (e. g. , grades), reports of others, self-reports (e. g. , behavioral logs), test data, and students' own judgments. Instructors must assist students in developing efficient ways to evaluate progress over the course of treatment given the presenting concerns, clients' motivation, and available resources. USES OF THE FORMAT We developed the :format for use in a year-long practicum in a master's degree program in counseling psychology. Instructors describe the format early in the first semester and demonstrate its use by presenting a erminated case; a discussion of the format and conceptualization follows. The first half of the format is particularly helpful when students struggle to organize clinical data into meaningful categories and to distinguish their observations from their inferences. The focus at that point should be on components of the format that incorporate descriptive data about the client. Later in their development, when students are prepared to confront issues that influence the counseling relationship, components involving personal and interpersonal aspects of treatment can be explored.As students mature further, components that incorporate descriptive data are abbreviated so that students can concentrate on the conceptualizing skills of diagnosis, inferences and assumptions, treatment planning and intervention, and evaluation. When conceptualizing skills have been established, the format need not be applied comprehensively to each case. Rather, it can be condensed without losing its capacity to organize clinical data and to derive interventions. The format can be used to present cases in practicum seminar as well as in individual supervision sessions. It can also be used by students to manage their caseloads.Also, the format can be used in oral and written forms to organize and integrate clinical data and to suggest options for treatment (cf. Biggs, 1988; Hulse & Jennings, 1984; Loganbill & Stoltenberg, 1983). For example, practicum seminar can feature presentations of cases organized according to the format. As a student presents the data of the case, participants can construct alternative working models. Moreover, the format compels participants to test their models by referencing clinical data. Written details that accompany a presentation are also fashioned by a student presenter according to the format.The student presenter can distribute such material before the presentation so that members of the class have time to prepare. During the presentation, participants assume responsibility for sustaining the process of case conceptualization in a manner that suits the class (e. g. , discussion, interpersonal process recall, media aids, or role play). Supervision and case notes can also be structured more flexibly with the use of the case conceptualization format to give students opportunities to relate observation to inference, inference to treatment, and treatment to outcome (Presser & Pfost, 1985).In fact, supervision is an ideal setting to tailor the format to the cognitive and personal attributes of the students. In supervision, there are also more opportunities to observe students' sessions directly, which permits instruction of what clinical information to seek, how to seek it, how to extract inferences from it, and to evaluate the veracity of students' inferences by direct observation (Holloway, 1988). FUTURE APPLICATIONS AND RESEARCH The format is a potentially valuable resource for counselors to make the collection and integration of data systematic when they intervene with populations other than individual clients.Application of the format to counseling with couples and families might seem to make an already conceptually demanding task more complex. Yet counselors can shift the focus from individuals to a couple or a family unit, and apply components of the format to that entity. By targeting relationships and systems in this way, the format can also be used to enhance understanding of and improve interventions in supervision and with distressed units or organizations.Although research has been conducted on how counselors collect data, few studies have investigated how counselors process information when testing hypotheses (e. g. , Strohmer, Shivy, & Chiodo, 1990). Empirical evidence of the effectiveness of various approaches to the conceptual training of counselors is long overdue. Avenues of inquiry include determining whether the format contributes to the acquisition of conceptualizing skills and to facilitative conditions and techniques thai: may be mediated by such skills (e. . , empathy and clear communication). There are several written measures available with which to evaluate students' conceptualizing skills. Examples of those measures are the Clinical Assessment Questionnaire (Holloway & Wolleat, 1980); Intentions List (Hill & O'Grady, 1985); and Written Treatment Planning Simulation (Butcher, Scofield, & Baker, 1985). Interpersonal process recall of audiotaped and videotaped sessions, case notes (Presser & Pfost, 1985), and direct observation can also be used.Other promising directions for research include comparing the effect of the format with other approaches to training, isolating components of the format that produce the greatest gains in conceptualizing skills, and determining the outcomes when the format is implemented with the use of different instructional strategies and with students at varying levels of development. Finally, investigation into how the format produces cognitive and performance gains would be valuable, particularly if integrated with literature on cognitive development and effective learning strategies.Nonetheless, the format has several limitations. Although students will eventually learn to apply the format more efficiently in their professional practice, it remains cumbersome and time consuming. Explicit and comprehensive application of the format in supervision and in the routine management of individual caseloads is particularly awkward. In those contexts, the format must be applied tacitly as a heuristic, with specific components used more deliberately when obstacles to progress are encountered.For example, focus on a client's affective experience can promote accurate empathy in the student and lead to more helpful interventions. Moreover, given the differences in the cognitive development of students (Biggs, 1988; Borders & Leddick, 1987; Ellis, 1988; Fuqua et al. , 1984; Ronnestad & Skovholt, 1993; Stoltenberg & Delworth, 1987), the format cannot be applied rigidly or uniformly as a pedagogical tool. Beginning students and those who think in simple, concrete terms seem to profit most from learning environments in which instructors provide direction, expertise, feedback, structure, and support.Conversely, more experienced students and those who think in complex, abstract terms learn more readily when instructors fashion auto nomous, collegial, flexible, and interactive environments (Ellis, 1988; Glickauf-Hughes & Campbell, 1991; Ronnestad & Skovholt, 1993; Stoltenberg & Delworth, 1987). Hence, the format must be applied creatively and tailored to students' capabilities, to avoid needless discouragement, boredom, or threats to personal integrity (Fuqua et al. , 1984; Glickauf-Hughes & Campbell, 1991; Ronnestad & Skovholt, 1993; Stoltenberg & Delworth, 1987)