Monday, September 30, 2019

A Self Discovery Journey Education Essay

The undermentioned article is the consequence of an auto-analysis experience by an EFL instructor endeavoring to accomplish professionalism in her instruction patterns. The grounds that led her to that self-discovery activity are fundamentally her late acquired cognition on linguistic communication geting and learning theories and her desire to be a better instructor. She describes her current instruction patterns in footings of Teaching Principles, Classroom Management, Class Procedures and Techniques, and Resources and Materials. Then she mentions the new patterns she ‘s willing to follow in order to go a better professional and the activities she must undergo to accomplish those patterns.KEY WORDSProfessionalism, Language Learning and Teaching, Class Observation and Reflection, Auto-analysis.IntroductionIn 9 old ages of learning pattern, I ‘ve ne'er done before what I am about to make now in the paragraphs that follow. The following lines are to be my first written ana lysis of all time on my patterns as an EFL instructor in my personal hunt for professionalism. A Professional is person whose work involves executing a certain map with some grade of expertness. But a narrower definition limits the term to use to people such as instructors whose expertness involves non merely skill and knowledge but besides the exercising of extremely sophisticated judgement, and whose accreditation necessitates extended survey, frequently university-based, every bit good as practical experience. The professional is, foremost and first, a bringer-about of real-world alteration, prioritising real-time action and contemplation. ( Ur, ? ) . The term professional besides implies being portion of a community. The professional community of English instructors has developed agencies of consolidating relationships between its members and created chances for them to profit from each other ‘s cognition. We are an identifiable group, whose members are interested in interaction with one another for the interest of acquisition, and besides for the enjoyment of interchanging experiences and thoughts. We publish, we communicate innovatory thoughts, whether theoretical or practical, to one another and to the populace at big: through in-house seminars, national or international conferences, diaries or books ( Ur, ? ) . We as professional EFL instructors must be independent. Cipher else can state us what to make ; we ourselves are responsible for keeping professional criterions and should be committed to making those criterions. We must be cognizant of our duty towards our pupils and their acquisition. We should n't merely learn , we must besides larn, continually – about our capable affair, about learning methods, and approximately many other things that make us better educated and hence better pedagogues ( Ur, ) . The development of our learning competency is our professional duty, and it is a long-run and on-going procedure ( Pettis, ? ) . In the undermentioned paragraphs I will explicate what drove me towards making this soul-searching exercising, I ‘ll depict my current pattern as a instructor, and I ‘ll round-up with a to-do list of the patterns that I must get in order to be the professional that I want and need to be.MotivationIn the early old ages of my instruction pattern I was fundamentally concerned with what to learn, and I did n't detect or believe about other facets of EFL learning. Then I started detecting my pupils ‘ behaviour and the demands of the communities in which I taught my classs, and I started reflecting on my ain patterns, researching how to, and why to learn in each peculiar context in a manner that I could lend to do their lives better. I discovered that my instruction could truly lend to my pupils ‘ personal transmutation, and that I as a instructor must bear with the defining and reshaping of the coveted learning result of my pupils ( Kumaravadivelu, 2003 ) . Then a sense of committedness towards my profession started to develop, and I discovered that I still lack some of the conditions a professional EFL instructor must hold, and that the restrictions in my cognitive model constrain my instruction patterns ( Pettis, ? ) . I ‘ve come to a point in which I wish to halt playing around, experimenting in an irresponsible and irregular manner with my categories. I want to be able to take classs of action that are based on cognition and idea, instead than on wonder and creativeness. I know now that it is necessary to understand the rules underlying both automatic and consciously designed action. I now understand that I must establish my professional action on the consequences of academic research and theorizing ( Ur, ? ) every bit good as my personal experiences. I feel the demand to utilize successful pedagogical techniques that might convey new penetration and more advanced possibilities to my instruction pattern ( Richards, ? ) ; becau se I believe that accomplishments without cognition or rules are professionally unacceptable and the knowing instructor who is besides adept is a powerful pedagogue ( Pettis, ? ) . I started making professional development activities that challenged and changed my conceptual model, and larning from them has enabled me to do better determinations about the activities and techniques I could follow in my categories. I ‘ve learned that learning is non merely a series of preset and presequenced processs, but a context-sensitive action grounded in rational idea and creativeness in which the practician has to place and run into the challenges faced in the mundane pattern of learning ( Kumaravadivelu, 2003 ) . I ‘m good cognizant now that the rules that guide my determination devising can alter over clip and merit to be reconsidered sporadically as a personal committedness towards my ain on-going professional growing ( Pettis, ? ) .THE PRESENTMy current instruction patterns are the consequence of 9 old ages of experience. I ‘ve worked with several different attacks and methods, but I ‘d ne'er analyze the theory and rules behind them till late. I n malice of that, I ‘ve ever, genuinely loved instruction, and I ‘ve been really funny about my work. It makes me proud to state that I was n't excessively lost in the manner of going a good professional. The undermentioned list is a catalogued sum-up of my current instruction patterns: Teaching Principles: Presently I ‘m in the procedure of understanding the theory and the rules of linguistic communication instruction and acquisition. Try to maximise the larning potency of my pupils through job resolution activities. Try out different learning schemes by invariably detecting things that work, flinging old patterns and taking on board new 1s. Expression at what I do in the schoolroom and believe about why I do it, how effectual it is, how are my pupils reacting, and how can I make it better. Reflect on the peculiar jobs that arise in the schoolroom. Analyze the context of each category and implement signifiers of cognition that are relevant to each specific context. Organize category content around pupils ‘ demands, wants and state of affairss. Treat each learning state of affairs as alone, placing the peculiar features of each event. Bring my life experiences to the educational scene, and acknowledge that my pupils do the same. Try to link the category content to wider societal issues. Classroom direction: I ever have high outlooks for pupil acquisition in my categories. My criterions for schoolroom behaviour are besides high. Personal interactions between me and my pupils and among pupils in my category must be positive. If pupils are misconducting, I ever try to happen out why. Every pupil must make take parting production in category. Derive my pupils ‘ trust in me and in what I teach them. Class Procedures and Techniques Target linguistic communication usage throughout the complete in-class clip. Avoid the usage of female parent lingua among students.. Use of scholar centered, job work outing activities that involve interaction in the mark linguistic communication. Task direction must be clear and focused ; same as accounts on linguistic communication points. Proctor pupils ‘ public presentation on undertakings to see that coveted public presentation is being achieved. If pupils did n't understand an direction or an account, I ever think about what I did and why it may hold been ill-defined. When pupils do non understand, they are re-taught. Incentives and wagess for pupils are used to advance excellence. Error rectification is done after the pupil finishes production. Contemplation on how much testing to make and when is the appropriate clip to make it. Make warm up activities at the beginning of the category to fix pupils for mark linguistic communication usage, and/or to put the temper for a specific activity. Monitor on-going public presentation of the category, trying to turn up unexpected jobs on the topographic point and seting direction outright to rectify them. Induce pupil pattern on several, if non all of the linguistic communication accomplishments in each category. Include grammar accounts in the category content. Resources and Materials Use different text books for schoolroom activities. For reading pattern, usage texts that are non excessively difficult for my pupils. Any stuff at manus that could be utile: in writing stuffs, audio stuffs, picture stuffs, multimedia stuffs, cyberspace, games. Motivate pupils to convey stuffs to category which they think might be utile.THE FUTUREThroughout my current procedure of analyzing the theories of linguistic communication acquisition and instruction, I ‘ve discovered several patterns that, if adopted as mine, would surely steer me in the right way of accomplishing on-going professionalism. In the list below I will advert the coveted patterns and how I ‘m traveling to accomplish them. Be able to explicate to my pupils the manner the mark linguistic communication ( English ) plants and why does it work ( Ur, ? ) : I can make this end by analyzing English linguistics. Make informed and appropriate real-time determinations when, ( as frequently happens ) different, every bit valid rules appear to conflict in a peculiar state of affairs ( Ur, ? ) : In order to be able to make this I must rule all the rules of linguistic communication instruction and acquisition and be really detecting of each category state of affairs, concentrating on peculiar characteristics of my instruction or on a peculiar category event. Be peculiarly knowing and adept so that the necessary scope of subjects is addressed suitably and sufficiently ( Pettis, ? ) : Continue analyzing all the facets of linguistic communication instruction and acquisition, and do it an on-going wont, by being personally committed to seeking out extra chances to larn and develop. Have a deep apprehension of the rules of professional action, and be able to introduce and associate critically to the invention of others ( Ur, ? ) : Yet more lasting survey, non merely through reading, but besides by go toing classs, speaking about and discoursing issues with co-workers, and several other activities of the linguistic communication learning community. Let a combination of linguistic communication larning theories and my ain experiences to interact with each other to bring forth effectual linguistic communication lessons ( Tice, ? ) : I must set into pattern the studied theory and reflect about its consequences taking into history my old experiences and cognition. Question the ends and values that guide my work ( Kumaravadivelu, 2003 ) : Constantly analyze my premises on linguistic communication acquisition and instruction in the visible radiation of each peculiar state of affairs and context. Reflecting upon the ideological rules that inform my instruction pattern. Be more organized with my instruction patterns ( Pettis, ? ) , and maintain a record of my ain analysis and contemplation on category observation ( Tice, ? ) : By roll uping information about what goes on in my schoolroom ( lesson programs ) , and analysing and measuring their consequence. By depicting lessons and activities and reflecting on whether or non they ‘ve been successful and why. By detecting the different things me and my pupils do in category, ever seeking to detect things that I was antecedently incognizant of. Take deliberate hazards in the schoolroom by introducing my pedagogical techniques and measuring their effectivity ( Richards, ? ) : Trust my ain personal instruction schemes. Explore the right methodological analysiss for each undertaking by reflecting on their consequence. Identify the features of the effectual activities and implement them in category, and measure them once more in a uninterrupted rhythm. Look back critically and imaginatively to make cause-effect thought, to deduce explanatory rules, besides to look frontward and make prevenient planning ; utilizing a carefully structured attack to self-observation and self-evaluation. See the facets of instructor behaviour: how much do I speak? , what about? , how do I react to student talk? , where do I stand? , who do I talk to? How do I come across to my pupils? ( Tice, ? ) : The easiest manner to make this is by entering my categories ; but that is n't ever possible to make. I must calculate out how to supervise my categories in a manner that I can detect and roll up this type of information. Use the category clip for pupil acquisition by developing smooth and efficient schoolroom activities and organizing groups to suit instructional demands ( Richards, ? ) : Keep on showing job work outing activities that meet the category ‘ demands with existent accent on pupil engagement and pattern. To name the demands of the pupils ( Richards, ? ) : By acknowledging their motivations to larn and by observing the linguistic communication acquisition phase in which they are. By reacting to the societal interactions and shared significances that exist among pupils, both inside and outside the schoolrooms. To be cognizant of the â€Å" developmental preparedness † of the scholar, that determines when and how to learn a pupil something ( ? , ? ) : By analyzing Piaget and the humanist theories, and by detecting my pupils really carefully so that I know when to present certain undertakings, harmonizing to the advancement they ‘re doing. The same applies for lesson programs. Observe if my pupils get the acquisition ends set by me ( Richards, ? ) : By supervising closely the learning advancement of my pupils. To hold a thorough appreciation of how my pupils learn and what motivates them to larn ( ? , ? ) : By analyzing the learning acquisition theories. By detecting my pupils actions and behaviour. By roll uping this type of information from pupil engagement in my categories. By reflecting on these subjects to make up one's mind what to make in category. See pupil feedback in the contemplation of my instruction patterns ( Tice, ? ) : Ask my pupils what they think about what goes on in the schoolroom. Their sentiments and perceptual experiences can add a different and valuable position. This information can be collected through questionnaires. Take portion in course of study development and affect myself in school alteration attempts ( Kumaravadivelu, 2003 ) : Use my experience and cognition on schoolroom contexts and state of affairss to assist develop better instruction plans. Working together with other instructors, pupils, parents and decision makers to portion thoughts and exercising power over the conditions of our labour. And being cognizant of the socio political context and the power dimensions that have helped determine it.DecisionBecoming a good professional in the linguistic communication learning field is no easy undertaking. There are several long-run patterns that should be acquired in the procedure, all of which include difficult work. Personal intuitive judgement is excessively wide and excessively obscure to be satisfactory in the application of a profession. Learning to learn does non stop with obtaining a diplomat or a grade in instructor instruction but is an on-going procedure throughout one ‘s learning calling. Teachers must build their ain theory of pattern, concerned chiefly on the critical thought of their concrete schoolroom contexts. Teachers should non merely joint their standards for developing and measuring their ain pattern, but besides have to prosecute in extended theorizing about the nature of their topics, pupils and learning/teaching procedures and even be concerned with wider ethical, societal, historical and political issues. This theorizing must include self observation, self analysis and self rating of their ain instruction patterns. Teaching should be an explorative activity in which the instructor must develop, choose or accommodate undertakings which are appropriate for their schoolroom context in order to bring forth location-specific, classroom-oriented advanced schemes ( Kumaravadivelu, 2003 ) . Monitoring learning Acts of the Apostless should even travel beyond the person, personal activity that transforms schoolroom practicians into strategic minds and adventurers ; it must transform into a corporate activity in which all the linguistic communication instructors of a peculiar establishment confront their experiences and finds to make a better learning plan or course of study for their communities. In my peculiar instance, I must concentrate on analyzing and larning the different theories that inform the linguistic communication instruction pattern, I must get down roll uping informations on category work activities and pupil behaviour ; and I must get down analysing and making self-reflection on all the gathered information.

Sunday, September 29, 2019

How Technology Has Changed Our Lives Essay

Even though it seems like technology has reached its limits and will stop changing, it’s still improving and will probably stop improving itself. Just twenty years ago, personal computers became small and affordable enough for families to buy and use them at home. Since then, technology has shown no signs of stopping or even slowing down. These days, it seems hard to imagine the original size of computers. Over just a few years, they have become smaller, and much thinner, and even more powerful and faster than ever before. When computers were first invented and started being used, Technology advancements have changed our lives almost completely, but not always in a good way. But luckily, there are still many good things that come with technology. Twenty years ago, if someone was to say that almost everyone would have a cell phone, they would have been called crazy. During that time only the richest people have cell phones, and those phones were much different than the ones we have now. They were much bigger and could only made calls, they also had terrible call quality. However, they were still the building blocks of the future and all the phones that we have now. Smartphone’s can now do almost anything, with Smartphone’s, we are now able to keep in contact with everyone no matter where we are. People can talk to their family members around the world or their friends just a few blocks away. Smartphone’s can also help with safety, if a person is in danger, instead of having to look for someone to help them, they can just call 911 and get help very quickly. Overall, cell phones have revolutionized the way we stay connected with friends and family, and have also increased the amount of safety we have with us.

Saturday, September 28, 2019

Comparative Analysis Essay Example | Topics and Well Written Essays - 1250 words

Comparative Analysis - Essay Example The female heroines are placed into situations in which love is not easy, nor it is the primary goal of these women, but it is an inevitable outcome to the events that occur. The novels Jane Eyre, an Autobiography and Emma explore the topic of love through heroines which have no interest in finding love, but whose destinies are on a trajectory towards that end. The story of Jane Eyre, an Autobiography, written by Charlotte Bronte, is a tragedy, the life of Jane filled with painful moments that seem to plague her life. As a child she is orphaned and sent to live with relatives who treat her poorly. She attends a school where cruelty is the main interaction with adults. Once she finds a position, the strangeness of the house is balanced against the love that she finds there, only to find out that the subject of her love is married to another. Love is denied to Jane throughout the novel, her life defined by a resignation to this fact. It is a surprise when she finds love, but her principles keep her from that love until such time as the circumstances around it become appropriate. A word that defines the nature of Jane is dignity, although much of the time those around her are working hard to deny her that quality. The story of Emma written by Jane Austen is a comedy which is in high contrast to the gothic, dark environment of Jane Eyre, an Autobiography. Where Jane is reserved and has had a difficult life financially, Emma has no financial worries and explores her world without much caution. Emma is an extrovert who tries to manipulate her environment with a blind belief that she knows what is best for everyone who comes into her life. The conflict comes as it appears that she does not know what is best for everyone else, not even herself. The novel is written from the perspective of Emma’s world view, the third person narration often sounding much more like it is coming from Emma’s thoughts. This perspective creates a humorous, often ironic narrative. Emma

Friday, September 27, 2019

Social Psychology 4423 Essay Example | Topics and Well Written Essays - 2000 words

Social Psychology 4423 - Essay Example The aphorism, ‘men are better than women’ has become no less than a haunt for women who try to achieve an equal footing with men in the society. Women are forced to hear comments regarding their inferiority in all walks of life be it driving, office work, state affairs or something as womanly as cooking. The essay looks into the possible affects of sexism on women, how confronting sexism helps women, and a summary of the article ‘Excuse Me—What Did You Just Say?!: Women’s Public and Private Responses to Sexist Remarks’ (Swim and Hyers 68-88). Swim and Hyers have highlighted how women react to sexist remarks that they come across. The article is divided into two studies which throw light on styles of confrontations of sexism and types of responses influenced by costs of responses perceived respectively. In the first study, they have observed how women confront sexism keeping in mind that the style of confrontation varies within the groups due to difference in perceptions about sexism societal pressures. Women who are more afraid of being identified as feminists and being tabbed as rude are less likely to confront sexism publicly. While women who wish to put an end to the problems that they face due to sexism are more likely to confront sexist remarks publicly in an attempt to change the views of advocates of sexism. This is influenced by one’s personal beliefs and motivation to react coupled with the gender of the bystanders as more women respond publicly if they are surrounded by females who do not react openly to sexist comments than if they are surrounded by males who adopt an inactive stance on sexism. The study also suggests that women often develop private dislike for sexists and their comments when they are unable to confront sexism publicly. The second study suggests that women are more likely to assume that they are capable of publicly confronting sexism than they actually are. This hypothesis is coupled wi th the assumption that women usually analyze the costs and benefits associated with their responses before actually reacting to the situation. A public confrontation is thus made when women view their reaction as polite and only if they believe that their response would not augur a strong and impolite retaliation from the people who have passed the sexist comments. In their article, Swim and Hyers conclude that most of the women in their studies have not responded as they would have liked to respond to the sexist comments that were directed at them. Women in different parts of the world face sexism in round about similar forms. However, it has recently been noticed that confronting sexism helps women more than if the decide to remain quiet and develop a private dislike towards it. Instances of confronting sexism are generally lower because women are mostly afraid to confront sexism publicly. This is mostly because they are fearful of the fact that they will be discriminated more and will become the main target of the people who they will try to confront. They therefore avoid confronting sexist remarks publicly in an attempt to prevent themselves from becoming the point of focus for the sexist comments that would come forward as a reaction to their confrontation. Women also fear confronting sexism publicly because they are unable to deal with the label of impolite and rude that is stuck with them after

Thursday, September 26, 2019

T.V.Show Project Concept Essay Example | Topics and Well Written Essays - 1250 words

T.V.Show Project Concept - Essay Example The genre of the project is that of the traditional variety show and game show, mixed with travel and reality TV. There is a sense of live television or immediacy in hosted television reality programs: it is about the present tense and the competition of the participants. The rule is that the host is expected to look at the camera and relate to the home viewer explicitly and intimately. The rule that the reality game show should remember is that it is all based on money. The show wants to show the viewer something that is spontaneous or unexpected. The reality game show also must apply in the future that reality TV shows do have an effect on prime time news programs, as is seen by many of the tactics taken by FOX and others. Comparative shows to â€Å"Where Are We?† include â€Å"Fear Factor,† â€Å"The Amazing Race,† â€Å"American XPlorer,† and other shows on Discovery and the Travel Channel. There are cable as well as network inspirations for the show, which relies on classic game-show formulas at its heart. Target audiences include urban males and females, especially couples, who want to travel, but do not have time. In terms of programming strategy, the individual in this demographic watches reality TV game shows on cable at home and alone, or they get social gratification or filling social needs by watching the channel with friends or family members. They watch reality TV game shows on Discovery or some other channel has every day for hours, or while they eat dinner. If â€Å"Survivor† had this kind of habitual viewer it would’ve gotten even higher ratings. The gratification for this demographic is found in the channel’s game show programming and reality show programming, and people do not pay any attention to the advertisements during commercials. In fact, this demographic in particular often switches the channel so as to avoid advertisements entirely while watching reality TV

Wednesday, September 25, 2019

School Vouchers Essay Example | Topics and Well Written Essays - 1750 words

School Vouchers - Essay Example Due to the multifaceted effect of the said system it is important to consider the advantages of the system over the disadvantages (Walberg, and Wang 2-15). When it comes to the study of the issues regarding the voucher system for schools, there are the two sides. The side that affirm the importance of the used of the school vouchers and the side that questions the feasibility of the propositions and policies are vital to the study of the school voucher system (Kupermintz 2). The main objective of the study if to present the importance of the application of school voucher system. To be able to determine the importance of school voucher system, views on the different aspects are required. Based on the study of the different issues related to the system, there are different points that can be given attention. These points include the educational aspect itself, social aspect, and political aspect. It is important to give attention to these issues to be able to realize the vitality of the voucher system. The primary evidence of the importance and applicability of the school voucher is in relation to the a... Although there are different contradictions and criticism regarding the issue, it is important to consider that the main objective is to be able to provide access to education. The subsequent evidence in support of the school voucher system is the aim of the proponents of the establishment of the system to target the improvement in terms of educating the population. Generally the view of the group that opposes the system is the fact that optimization of the resources if not guaranteed and that the possible loss in terms of fund can be put to the improvement of the public schools which are considered to require more form the government to be able to improve. This can be considered to be affected by the school vouchers due to the fact that in most cases these privileges are also from the government and government officials. Although there is an important point being presented by the groups that question the feasibility of the school vouchers it is important to consider the different advantages that are related to the system. It can be considered as an optimistic action to be able to alleviate a larger portion of the population from illiteracy. It can be considered as a bold action to be able to pursue the advocacy for school voucher due to the fact that it is opt to be questioned by different groups. The advocacy for the continuance of the school voucher system is important for the people who have the capability to avail the requirements and the privileges of the provision system due to the fact that the people being helped can make the difference. When it comes to the different aspects that can be discerned by the groups and institutions in the society that are against the continuation of the provision of school

Tuesday, September 24, 2019

Review Essay Example | Topics and Well Written Essays - 1000 words - 2

Review - Essay Example The informal networks within the organization are rarely depicted (if they are known at all!) The background concepts you have seen before. Remember Appendix A? I am still amazed at how the work ÃŽ ¿f Randolph and Dess has persisted. We still use much ÃŽ ¿f the terminology they coined. Some distinction is made about the differences between line and staff personnel. The concept ÃŽ ¿f line vs. staff authority is not really addressed. Line authority is clear positional authority to make decisions relating to the work ÃŽ ¿f the firm. Classically this means the manager on the line producing the product. Line authority is real, legitimate authority--within the legitimate realm ÃŽ ¿f the manager. Staff authority is advisory--staff experts make recommendations that line managers may use or not. The information perspective--asks managers to assess the uncertainty in the external environment. Two possible strategies: design structures in the organization that increase information gathering about the environment. Or, design flexibility into the organization. Environmental uncertainty is affected by the complexity ÃŽ ¿f the external environment and whether that environment is stable or rapidly changing. Higher complexity and rapid change creates the most uncertainty. This harkens back to the idea that mechanistic organizations tend to be possible in very stable environments and organic organizations tend to be successful in complex, unstable ones--like the microcomputer industry. Randolph, W. Alan; Gregory G. Dess. The Congruence Perspective ÃŽ ¿f Organization Design: A Conceptual Model and Multivariate Research Approach. Academy ÃŽ ¿f Management. The Academy ÃŽ ¿f Management Review (pre-1986); Jan 1984 Management has a specific economic & social objective hence is can be applied everywhere. It is a continuous, multidisciplinary, dynamic process. "Management is a multipurpose organ that manages a business manages a manager and manages workers and work" as defined by Peter Druker.

Monday, September 23, 2019

Choose Essay Example | Topics and Well Written Essays - 1500 words

Choose - Essay Example Rawls and Nozick have different conceptions of justice and liberty because of their divergences on deserts, government’s role in ensuring justice, and whether justice or liberty is more important than the other. The paper asserts that Rawls has a more superior theory of justice than Nozick because he relates his theory of justice to liberty and rights and justifies the importance of justice to liberty, while Nozick’s framework of justice may improve liberty’s basis for individual rights, but his theory can lead to gross inequalities that can be justified as moral. Rawls says that we do not deserve the talents and natural gifts we are born with and the products we get from them because we are all born with some form of social advantage/disadvantage in one way or another, but such social inequality can be fixed to promote justice. He asserts that people start from biased positions in life that impact their social status, which, in turn, shapes his conception of jus tice. Rawls says that a man is not born equal with another because â€Å"[h]is character depends in large part upon fortunate family and social circumstances for which he can claim no credit† (Rawls 219). People are not born equal if they are born with varying levels of social advantage or disadvantage. ... He argues that people with more social and wealth endowments should sacrifice for the poor to reduce injustice in the world. Rawls underlines the role of the government and institutions in addressing inequality: â€Å"What is just and unjust is the way that institutions deal with these facts [of injustice through inequality]† (Rawls 218). In particular, Rawls stresses that what is just is to redistribute wealth to benefit the most worst off: â€Å"Those who have been favored by nature†¦may gain from their good fortune only on terms that improve the situation of those who have lost out† (Rawls 218). In other words, Rawls is saying that people do not deserve what they get from their talents and natural gifts, if others in society are worse off than they are, and to correct this, the government must step in to redistribute wealth that can lead to greater equality. To do this is to just, according to Rawls. Nozick disagrees with Rawls and argues for private property ri ghts where we deserve our talents and natural gifts and the products we get from them. Nozick asserts that a particular distribution of goods is just depending on how it came about (110), where people are seen as ends, not means to an end, whatever that end may be. He states: â€Å"An end-state view†¦would express the view that people are ends and not merely means† (104). The paper interprets that, if people are ends, then the state should not see them as means of improving justice. In addition, Nozick offers three kinds of justice to argue that people deserve the talents and natural gifts they have and the products from them. He asserts the first form of justice, where a person who acquires property â€Å"in accordance with the

Sunday, September 22, 2019

The Baroque Era Term Paper Example | Topics and Well Written Essays - 500 words

The Baroque Era - Term Paper Example In comparison to the forms of music preceding the Baroque music, the Baroque music is more intense, ornate and texturized in a lavish manner. The melodic line of the Baroque music is immensely decorated and has a rich counterpoint. A myriad of traits define the music of the Baroque era that include but are not limited to the basso continuo’s use and a faith in the affections’ doctrine which enable the composers to incorporate their feelings and emotions into their work. One of the most distinguishing features of music in the Baroque era is the emphasis it places upon the pace, volume and texture of the music. These features were altogether non-existent in the conventional music from the late Renaissance. Moreover, the Baroque music replaced the austerity of the early Renaissance and the Medieval style with the color of the instrument and the use of voice. In the Baroque era, there was an abundance of the secular forms of music and their use was just as much as that of t he liturgical styles of music. Imitative polyphony was one characteristic that reflected in most of the preceding music eras as well as in the Baroque era. It was used in the musical lyrics. On the contrary, the homophonic style was gaining increased attention and use in the music of the Baroque era, unlike the preceding music eras. Along with the employment of the homophonic music in the Baroque era, several innovative types of polyphonic music were surfacing in this era as well. Composers in the Baroque era were of the opinion that the counterpoint’s art.

Saturday, September 21, 2019

EVOS Office Essay Example for Free

EVOS Office Essay The Exxon Valdez oil spill in 1989 is considered as the worst environmental challenge that the state of Alaska has faced over the years. The incident led to the spillage of around eleven million gallons of oil from the Exxon Valdez tanker which immediately affected the immediate environment which resulted to the ecological imbalance within the water system affecting marine life and the loss of thousands of sea birds that dwell in the area. (â€Å"Crude Awakening,† 2008) Since the incident, Exxon Mobil has tried to resolve the problems and the impending threats and risks that come with the spread of oil within the water system by transforming the mission of the company as it inches forward to alleviate the effects of the oil spill. The mission of Exxon Mobil is to keep up with the growing demand for energy all over the world by providing and facilitating the abundance of oil and gas resources under the dimensions of financial stability, the adaptation of technological innovations, and efficiency and superiority in presenting the goods and services of the company. (Exxon Mobil, 2008a) To strengthen the position of the company in terms of social responsibility, it upholds the highest standards of ethical conduct by implementing principles that meet the conditions of ethics and morality. The guiding principles that Exxon Mobil observes are defined for both the internal and external members of the organization. Exxon Mobil acknowledges the role of stakeholders in the success of the company by working on improving products and services to ensure the return of investment and financial stability. For the company’s consumers, Exxon Mobil undertakes the responsibility of satisfying them, despite diversity or varied preferences. Aside from the company’s consumers, Exxon Mobil also follows guiding principles in handling employees. The company strives to sustain a highly competitive pool of staff, personnel, or employees by hiring, recruiting, and looking after the needs and demands of able individuals who meets the mission, goals, and objectives of the company. To enhance corporate social responsibility, Exxon Mobil observes practices that are geared towards satisfying the expectations of communities. Exxon Mobil assures society of their will to become a valuable asset of the community by adhering to and respecting laws, whether domestically or internationally, and consider the multicultural diversity at all times. (Exxon Mobil, 2008b) Due to the Exxon Valdez oil spill, the company has worked towards transforming the mission statement of Exxon Mobil by incorporating other goals or objectives to address the problems brought about by the incident. Apparently, the company established the Exxon Valdez Oil Spill Trustee Council following the incident that damaged the ecological environment in Alaska. The mission statement of the council constitutes the determination of the company to re-establish the natural environmental conditions of the immediate location of the situation under the dimensions of the desirable quality of life based on set standards of living. (â€Å"Restoring the Resources,† 2004) Exxon Mobil’s focus included the mission of addressing environmental concerns that will lead to the restoration of the ecosystem in Alaska. The company exerts time, effort, and resources in conducting research, establishing plans for restoration, monitoring the progress or changes in the environment, providing reimbursements as payments for damages and other costs caused by the oil spill, working on the establishment of means of protecting the habitat or ecosystem in the area, and such. (NOAA, 2008) Overall, the oil spill in 1989 caused Exxon Mobil to become aware of the effects and influences of the incident to the environment. Since then, it has included in its mission not only the restoration of natural environmental conditions in Alaska, but the continued protection of environmental systems not only in the area but all over the world as well. References â€Å"Crude Awakening. † (2008). Retrieved November 23, 2008, from The International Bird Rescue Research Center. Website: http://www. ibrrc. org/Exxon_Valdez_spill_1989. html Exxon Mobil. (2008a). What We Do. Retrieved November 23, 2008, from Exxon Mobil. Website: http://www. exxonmobil. com/Corporate/about_what. aspx Exxon Mobil. (2008b). Guiding Principles. Retrieved November 23, 2008, from Exxon Mobile. Website: http://www. exxonmobil. com/corporate/about_operations_sbc_principles. aspx NOAA. (2008). About NOAA Fisheries’ EVOS Office. Retrieved November 23, 2008, from The National Oceanic and Atmospheric Administration’s National Marine Fisheries Service. Website: http://www. fakr. noaa. gov/oil/ â€Å"Restoring the Resources. † (2004). Retrieved November 23, 2008, from Exxon Valdez Oil Spill Trustee Council. Website: http://www. evostc. state. ak. us/Universal/Documents/Publications/AnnualStatus/2004AnnualReport. pdf

Friday, September 20, 2019

Dementia: Impact of and Support Needs

Dementia: Impact of and Support Needs Task 3 A. People with Dementia 3.1.A In your own words explain the differing consequences of an impairment or type of disability in relation to: a. Individual A person with dementia faces a number of different challenges. Apart from the most well known effect of the disease which is gradual memory loss, the most basic of things and or activities are difficult for them to perform. Dementia affects a person’s mental and physical abilities thus manifesting in a demented person’s inability to perform activities of daily living in an effective and efficient fashion. Apart from this, a person with dementia also has difficulty with communication. They are not able to effectively communicate what they want to say which often results to frustration and fits of aggressiveness. Furthermore, this also results to poor social interaction with others. They are not able to carry meaningful conversations and they may feel that they are often misunderstood which isolates them and withdraws them from the things which they used to enjoy doing. They may also manifest various behavior changes which they are not aware of. b. The family/whanau Taking care of a dementia person is very difficult- especially if they are your family member. The care and support they need will be permanent which means that it may cause various financial problems for the family. In the later stages of dementia, the client will need professional support which will need more finances from the family. Also, the client will need constant attention and support which may cause stress on the part of the family. They may lose their social life because their time is eaten up by their responsibilities with taking care of the client. Family members may neglect themselves and this may cause various health problems for them. They will be under so much stress and this may most likely lead to burn out. c. The carers The carers face a very challenging task when taking care of a dementia client. They have to make sure that the client is watched over constantly, that the medications are given on time and they also have to consider a lot of safety measures because dementia clients tend to wander throughout the day. Furthermore, taking care of a dementia client is a long term task; thus, this may also lead to high levels of stress and eventually burn out for the carers. Dementia clients may exhibit challenging behaviors and this may frustrate carers. 3.2 A The progression/development of the signs and symptoms (conditions/disease pathway) associated with the specific group chosen. Dementia is not a specific disease. It is a term used for an overall term used for a wide variety of symptoms which are all associated to a progressive loss of memory and or cognitive skills which to an extent affects a person’s ability to perform normal everyday tasks. This disease is caused by damage in the brain. The slow and ongoing damage to the brain is caused by a build-up of abnormal proteins in the brain. This abnormal build-up is different for various types of dementia Symptoms of dementia usually start slow and gradually get worse which are evident in varying stages of the disease- mild, moderate, severe. At differing extent, clients with dementia experience a progressive deterioration in their cognitive function- to include their memory, cognition, communication and judgment. 3.3.A In your own words discuss the way in which the impairment impacts on the diverse dynamics of the family/whanau A dementia client’s family often faces various difficulties. The impairment affects the family dynamics due to the difficulty of looking after a demented member. They will face financial constraints because they would have to pay for medications and support which the client needs. This task also involves a lot of physical efforts, thus it may lead to high levels of stress and burnout. Family activities may be disrupted and the member’s social life may be affected because their time will be greatly focused on looking after their family member with dementia. Furthermore, the stress of role reversal is also present- the children who were once taken cared of by their parents now have to step up to the role and take care of them. The way in which the individual, family/whanau and carers interact and respond to evolving stressors a. Individual The client will exhibit more challenging behaviors which may affect their safety. Their forgetfulness may progress and worsen. They may also have more episodes of aggression due to increased frustration from their current situation. They may be irritable throughout the day and be more difficult to handle them. The high levels of stress may also worsen their difficulty in communicating with others. They may find it harder to express their emotions and needs. b. Family/whanau Family members may feel higher levels of stress which may lead to burn out. They may feel that the responsibility is too much for them to handle. Family members may seek the help of other relatives or carers in handling the client. They may experience high anxiety and not be willing to engage in social activities with others. c. Carers The clients may exhibit more challenging behaviors which mean that the task at hand for the carers become more difficult. They will be under higher levels of stress and anxiety. As a result, they may feel burn out and may need some time off from work. Furthermore, they may also seek the help of their other colleagues to handle the client. The way in which the Code of Rights is applied to the specific group of people selected a. Right to be treated with respect- Even if the client is suffering from dementia, he still has to be treated with respect because he is a human being. Carers must always provide privacy when doing their cares and their choices must also be given proper importance. b. Right to freedom from discrimination, coercion, harassment and exploitation- Clients should be treated equally. No matter their race or gender, they should receive equal care and support from their carers. They should also not be coerced to do things which are out of their will. For example, if the client refuses to shower, he must not be given false promises just to comply. Measures should always be taken to make sure that their dignity is maintained at all times. Privacy is very important when doing cares. c. Right to effective communication- It may be difficult to communicate with a client with dementia but it is their right to be communicated to in an effective manner. It is the duty of the carers to make sure that effective ways to communicate with the client is adapted and used when dealing with them. This ensures that their needs and concerns are acknowledged. For example, if the client is slow in picking up things which are said to them, the carer should talk slowly and clearly and if needed, repeat what they are saying to make sure that the client has understood. d. Right to support- Clients have the right to be visited by their families for support. It is actually a big help to them if they are constantly around people who they trust. Families should be permitted to visit the client openly. Contact numbers of family members should be available in order to easily contact them when the client wants to see them. e. Right to services of an appropriate standard- Facilities which house dementia clients must provide the appropriate services which they need. The carers must be trained to handle these types of clients to ensure that the care delivered is appropriate and beneficial. Proper equipment should also be used for clients according to their different needs. For example, if a dementia client needs a walker or a hoist for transfers, carers must make sure that these are used and available for them. -The needs (support and other) which you have identified for the specific group of people selected. People with dementia have a number of different needs. Some of which are the following: Speech and language therapist- to help them in their communicating difficulties. They also need support in doing various activities of daily living such as getting dressed, taking a bath and eating because they often cannot do these themselves. However, it is also important to allow them to do things which they can do for themselves. Occupational therapist to help and encourage them in participating in various activities which helps them improve their social skills. They should also be assisted in engaging in meaningful and positive interaction with other people/residents. Support must also be focused on helping clients maintain their quality of life. Medication management is also important to help control some symptoms or effects of the disease to worsen such as episodes of aggression/anxiety. Their family and carers should also be aware of the support available to them. This can be done by awareness programs and other types of educational support. The people handling them should also be aware of the importance of constant check-ups with their respective doctors in order to be aware of the progression of the disease. 3.4.A References: Alzheimers New Zealand; 2012; Progression of Dementia; retrieved from: http://www.alzheimers.org.nz/about-dementia/progression-of-dementia Alzheimer’s Association; 2014; What is Dementia?; retrieved from: http://www.alz.org/what-is-dementia.asp Alzheimer’s Society; 2014; The Progression of Dementia; retrieved from: http://www.alzheimers.org.uk/progression/ Alzheimer’s Society; 2014; Caring for a Person with Dementia; retrieved from: http://alzheimers.org.uk/Caring_for_someone_with_dementia/ B. People with autism spectrum disorders 3.1.B In your own words explain the differing consequences of an impairment or type of disability in relation to: a. Individual People affected with autism spectrum disorder are often regarded as different from the whole. Although it is not readily admitted, it is inevitable that these clients do face social discrimination at a certain extent especially from people who lack enough knowledge about their disorder. It is often hard for clients to form social bonds because they often behave differently- depending on the type of disorder that they have. Most clients exhibit challenging behaviors such as tantrums, mood swings and aggression. Clients also face a number of physical difficulties. Most conditions under the autism spectrum disorder cause the individual to not be able to perform daily tasks for themselves, making them dependent on family members and carers. b. The family/whanau The family may be under a lot of stress as they take care of a loved one with autism. As mentioned, clients with this disorder often exhibit challenging behavior, thus it can be very tiring and sometimes frustrating to care for them. Family members will have to look after them constantly to ensure their safety and cater to their needs. Financial constraint will also be another problem. Because of the task at hand, family members may neglect themselves and their health. They may focus all their time on the client and forget to live a life of their own. This will affect their social relationships and oftentimes, their work as well. Furthermore, parents may also feel self-blame. They may think that their child’s condition is their fault. c. The carers The carers will most likely feel stress which may lead to burn out. It is not easy to care for autistic clients. They have to constantly consider safety measures and always help them with various tasks. It will require much patience from carers. However, they may feel frustrated especially during days when clients exhibit challenging behaviors. It will also be a struggle for them to understand what the client needs because most autistic clients have speech impairments. So, the carers should always be sensitive to the needs of the client because they may not be able to voice these out. 3.2.B The progression/development of the signs and symptoms (conditions/disease pathway) associated with the specific group chosen. ASD is a developmental disorder which directly affects a child’s communication skills, social skills and behavior. The cause of this disease is still unknown but studies show that it may be caused by several factors. Among these factors may be developmental factors and genetic factors. Children with ASD think and behave differently compared to other children. They view the world differently. They find it difficult to speak and understand others when they are spoken to. It is also difficult for them to express themselves through proper body language- they can often be misunderstood. They have poor social skills which causes isolation and withdrawal from other people. Children with ASD also have difficulty thinking and behaving flexibly. They may engage in unusual behavior and sometimes may do things repetitive things. Furthermore, they also experience various developmental delays. 3.3.B In your own words discuss the way in which the impairment impacts on the diverse dynamics of the family/whanau ASD affects the family member’s dynamics in different ways. It is clear that having a child with ASD in the family is not easy. They may have to adjust family activities to suit the needs of the client. The family may also face social isolation because other people may not understand what it is like to take care of a child with ASD. Also, since children with ASD are often regarded as different, the family may also experience judgment from other people and this may have a huge impact to their emotional well-being. Family members also face financial problems because so much is required to take care of a child with ASD. Studies also show that parents who have kids affected with ASD are at a greater risk for mental and physical health problems compared to other parents. Furthermore, with all these difficulties, family members are placed under high levels of stress, which may be the reason why their health is often affected. The way in which the individual, family/whanau and carers interact and respond to evolving stressors a. Individual The client may exhibit more challenging behaviors such as flapping and rocking; or something more aggressive such as throwing things or biting. They may also throw tantrums more often making it harder for the people who handle them. The client may also experience high levels of anxiety and or depression due to their current situation; because they may feel that they are not being understood by people around them. b. Family/whanau Family members will experience physical exhaustion. They will be stressed out and this may lead to burnout. They may not be willing to go out and interact in social activities because their time is eaten up by taking care of the client. Because they will be socially isolated, this may lead to depression. Furthermore, due to the high levels of pressure, they may seek the help of other relatives to support them in looking after the client. c. Carers The growing levels of stress will greatly affect carers. They are the ones who will interact with the client most of the time. They have to make sure they always implement adequate safety measures. Their stress may lead to burnout if they are continuously exposed to challenging behavior. As a result, they may be frustrated and appear to be irritable at work. They may also seek the help of other colleagues to assist them. The way in which the Code of Rights is applied to the specific group of people selected a. Right to be treated with respect- Clients must always be treated with respect despite how different they may seem. Clients with ASD are often hard to understand without adequate knowledge of the disease but even then, they should be seen as fellow human beings who have the right to be respected as everyone is. They should not be laughed at and their personal needs should be given importance. When doing cares, privacy should be provided at all times. b. Rights to freedom from discrimination, coercion, harassment and exploitation- Children with ASD may face discrimination from others and this should not be the case. They should not be perceived as of lower standards. They deserve to be treated as every person will be treated. They should also not be talked into doing things which they do not agree with. Furthermore, they have the right to be protected from any form of harassment and exploitation; especially those of the young age, because they cannot perceive if a person is taking advantage of them. c. Right to effective communication- Clients with ASD may be hard to communicate with but they have the right to be communicated to in an effective manner. Thus, it is the carers task to make sure that the communication difficulties of the client is assessed and appropriate strategies is used when interacting with them. This ensures that their needs and concerns are taken cared of. The carer must make sure they talk clearly to the client. They have to be patient and repeat sentences for them if the client has not understood what has been said. d. Right to support- The clients have the right to have support. This may be family or friends or other people who care for them. They should be given the chance to interact with people who they trust. This may lessen their frustrations and episodes of aggression. Family members must also be informed of the importance of their presence and support to the clients. Regular visits should be encouraged. e. Rights in respect of teaching and research- If a client is to be used for a certain study or research, it is important that they consent to it- or that a family member consents to it. It is also important to treat them with respect when talking about their condition. Even if they are to be used as subjects, it is their right to keep their identity if they wish to do so. Normally, this is more ideal. -The needs (support and other) which you have identified for the specific group of people selected. People with autism spectrum disorders (ASD) have a number of different needs. Some of which are the following: Speech and language therapist- to help the client improve their speech They should be encouraged to engage in behavior modification programs to help develop positive behavior. Medication management- carers/family members should make sure that their medications are taken on time. They should be cared for in a safe environment. Support people must work towards eliminating possible hazards to the client. They should have regular check ups with their physician to assess the disease progress. Support must be given with regards to various activities of daily living. Clients should also be encouraged to participate in appropriate activities which will help develop their social skills. 3.4.B References: Ministry of Health; 2014; Autism Spectrum Disorder; retrieved from: https://www.health.govt.nz/your-health/conditions-and-treatments/disabilities/autism-spectrum-disorder kidshealth.org.nz; 2005-2014; Autism Spectrum Disorder; retrieved from: http://www.kidshealth.org.nz/autism-spectrum-disorder-asd Autism New Zealand; 2014; About Autism; retrieved from: http://www.autismnz.org.nz/about_autism National Institute of Mental Health; 2014; What is Autism Spectrum Disorder?; retrieved from: http://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml Nur Anne Piccio; SN:14160101; Ageing and Disability Task3Page 1

Thursday, September 19, 2019

Nickel Essay -- essays research papers

Nickel is one of the most important elements on the periodic table. It has plenty of history, as well as a huge importance to society. Its has unique chemical, physical, and geological properties. Nickel is used commercially in abundance, as it is used anywhere from simple art products such as ceramics to complex structures such as tubing for desalination plants. It is even used in the American five-cent coin, the "nickel".Nickel was discovered by Axel Fredrik Cronstedt, in Sweden, during the year 1751. Mr. Cronstedt discovered nickel in a mineral called niccolite. He originally planned to extract copper from this new mineral but got none at all. This is why nickel, at first, was called "false copper". Instead, Cronstedt got a silvery-white metal, which was eventually used for other things. The origin of the name "nickel" is a derivative from the German word "kupfernickel", meaning "Devil's Copper" or "St. Nicholas's Copper".The chemical properties of nickel are as follows: Nickel has the atomic number of twenty-eight. The atomic symbol of nickel, "Ni". It has the atomic weight (mass) of 58.70, to be exact, 58.693. It occurs in five stable isotopes. Physically, nickel is a lustrous silvery-white and takes on a hard polish. It is a hard metal, malleable, ductile, and slightly ferromagnetic. Its melting point is at 2651 degrees F, and its boiling point is at 5275 degrees F. Also, nickel is a fairly goo...

Wednesday, September 18, 2019

Alcohol and its Effects on Social Behavior Essay -- Drinking Alcohol B

Alcohol and its Effects on Social Behavior The characters in Ernest Hemingway’s novel, The Garden of Eden, exhibit an interesting social behavior throughout the story in their frequent consumption of various types of alcoholic beverages. The character David Bourne especially seems to have one or two drinks often before ordering food when out at the French cafà © near their hotel, regardless of the present time of day. The behavior of these characters, by modern society’s standards, places them in a class of heavy social drinkers, but this may not have been Hemingway’s intention at the time when the novel was written. It is most appropriate, therefore, to discuss the specific drinks mentioned in the text independently of the specific situation, but simply in the context of class and society in general. The established historian and literary critic Hippolyte Taine once made the valid observation, â€Å"Alcohol is the literature of the people† (Haine 100). She uses this idea to show the strong correlation between a simple commodity and its profound effects on the people and issues of a larger society. The emergence of frequent alcohol consumption is first seen in the upper classes and royalty because these people not only have the time to devote to this form of leisure, but they possess the money to finance these habits as well (Haine). This image of a luxurious aristocratic lifestyle appeals to all other members of society who, in turn, wish to emulate this behavior themselves. The idea of alcohol use as a fashion is the stimulus that causes its practice to spread throughout all levels of society. The upper class may be where the practice of regular alcohol consumption originates, but the working class is the group of peo... ...Reviews.com Inc. 16 Nov 2002 . This article is a post by someone who has tried the alternate (legal) versions of absinthe and it provides descriptions of the drink and some of its effects. Haine, W. Scott. The World of the Paris Cafà ©: Sociability among the French Working Class, 1789-1914. Baltimore: Johns Hopkins University Press, 1996. This book is extremely interesting and helpful because it provides insight into how drinking was different for members of each class and the trends in social behavior. Murdock, Catherine Gilbert. Domesticating Drink: Women, Men, and Alcohol in America, 1870-1940. Baltimore: The Johns Hopkins University Press, 1998. This book provided a resource on the traditional gender roles of alcohol consumption and the changes that were seen overtime in these positions.

Tuesday, September 17, 2019

John Dryden Essay -- essays research papers fc

Quarrel of the Moderns and the Ancients â€Å"Those beauties of the French poesy are such as will raise perfection higher where it is, but are not sufficient to give it where it is not: they are indeed the beauties of a statue but not of a man† (Poesy Abridged). Dryden wrote this essay as a dramatic dialogue with four characters representing four critical positions. The four critical positions are ancients verses moderns, unities, French verses English drama, separation of tragedy and comedy verses tragicomedy and appropriateness of rhyme in drama (Brysons). Neander is in favor of the moderns but he respects the ancients, he also favors English drama while having critical views towards French drama. In â€Å"An Essay of Dramatic Poesy† Dryden used character to represent four critical positions, but he cleverly disguised himself as one of them Throughout Dryden’s â€Å"An Essay of Dramatic Poesy† Neander is believed to represent Dryden’s point of view on the different critical issues discu ssed. Living from 1631 to 1700 John Dryden was the leading literary figure of the Restoration (â€Å"John Dryden† Encarta). Dryden was an accomplished poet, playwright and critic. Speaking English, Latin and Greek Dryden was also a successful translator. Writing â€Å"Heroic Stanzas,† a poem commemorating the death of Cromwell, Dryden secured a place in London’s literary circles. After converting to Christianity under the Christian rule of James II, Dryden was appointed poet laureate where he later lost the title ...

Monday, September 16, 2019

Explore how the theme of hunting is used in “Lord of the Flies” and why this is central to the boys’ changing behaviour

The theme of hunting is recurrent throughout the novel, and is used to track the boy's descent into savagery. It starts as a necessity and simply a means of getting food, a common need that the boys all share and benefit from. However, it soon turns into a cultish way of life which divides the ultimately kills members of the group. The restraints and rules of society are taken away from the boys quite abrubtly and without warning, and at the beginning it is apparent that they do not really know how to react to this sudden change of lifestyle. However, as the book progresses the boy's newfound freedom, paired with their immaturity and their fustration with being trapped on the island manifests in a primeval obsession to hunt. Golding portrays the desire to hunt and kill as a primitive urge which lies dormant in each of us, but can take over when in an unnurtured and unrestrained environment. It seems to pronounce itself in each of the boys at different points of the novel; at Simon's death, even Piggy and Ralph found themselves â€Å"eager to take part in this demented but partly secure society†, where â€Å"the desire to squeeze and hurt was over-mastering. I think this is one of Goldings main moral messages, not to let your primeval instincts or the mentality of the people around you to detract away from your moral sense of what's right and wrong, and ultimately it is this fatal flaw and the â€Å"darkness of man's heart† which led to the downfall of the island. This descent from civilization into savagery is tracked by the progression of hunting, and the transformation of characters in the novel. While Ralph and Piggy remain civilized embassadors of law and order, Jack and the other boys progressively become more and more deranged with every hunt. At the beginning Jack and Ralph were morally and ethically much more similar, but he soon becomes obsessed with the violence and glory that hunting entails, and his appearance and behaviour mirror this descent into savagery. For example, Jack's once innocently â€Å"freckled† face becomes obscured by a mask that â€Å"repelled them†. This indicates a loss of identity, and sheilded by the mask he feels at ease to commit deeds of faceless malevolence against those with which he was once friends. In addition, Jack's identity evidently disappears completely when he loses his name. He is now so far distanced from the life that he used to lead that he decides to not conform to the use of a forename, and instead answers only to â€Å"the chief† – a somewhat tribal phrase which suggests inferiority and submission. This failure to abide by the standard expectations of society is suggested very early in the book, when on introduction Jack states â€Å"Why should I be Jack? I'm Merridew. † The way each character reacts and responds to Jack and his growing tribe and hunting obsession, is key to how they will prevail in the novel, and it is around the motive of hunting and the unmaintainable equilibrium between it and â€Å"building shelters† that the main group division is formed. For example, Jack as head of choir falls automatically into the position of head of the hunters. Unknowingly to him and the rest of the group, this initial taste of power and violence will lead to the formation of his savage tribe and the barbaric way of life they end up adopting. Opposingly, Ralph's negative response to the idea of hunting is an indication as to how he will retain his level head and his sanity throughout the book. The idea that Jack and his boys hunt to kill pigs is very indicative of how events will unravel, and when Jack's thirst for violence can no longer be satisfied by the killing of a pig, they move onto who they deem as the most unhuman and unworthy member of the group, Piggy, who after weeks of being compared to a pig, is killed in the same manner as one. There are parallels drawn between most of the main characters and the progression of hunting, and Golding uses this to help the reader to track the development of them and the novel.

Discourse Analysis Essay

Discourse analysis (DA), or discourse studies, is a general term for a number of approaches to analyzing written, vocal, or sign language use or any significant semiotic event. The objects of discourse analysis — discourse, writing, conversation, communicative event, etc. — are variously defined in terms of coherent sequences of sentences, propositions, speech acts or turns-at-talk. Contrary to much of traditional linguistics, discourse analysts not only study language use ‘beyond the sentence boundary’, but also prefer to analyze ‘naturally occurring’ language use, and not invented examples. Text linguistics is related. The essential difference between discourse analysis and text linguistics is that it aims at revealing socio-psychological characteristics of a person/persons rather than text structure.[1] Discourse analysis has been taken up in a variety of social science disciplines, including linguistics, sociology, anthropology, social work, cognitive psychology, social psychology, international relations, human geography, communication studies, and translation studies, each of which is subject to its own assumptions, dimensions of analysis, and methodologies. Topics of interest Topics of discourse analysis include: * The various levels or dimensions of discourse, such as sounds (intonation, etc.), gestures, syntax, the lexicon, style, rhetoric, meanings, speech acts, moves, strategies, turnsand other aspects of interaction * Genres of discourse (various types of discourse in politics, the media, education, science, business, etc.) * The relations between discourse and the emergence of syntactic structure * The relations between text (discourse) and context * The relations between discourse and power * The relations between discourse and interaction * The relations between discourse and cognition and memory Discourse Analysis Deborah Tannen Discourse analysis is sometimes defined as the analysis of language ‘beyond the sentence’. This contrasts with types of analysis more typical of modern linguistics, which are chiefly concerned with the study of grammar: the study of smaller bits of language, such as sounds (phonetics and phonology), parts of words (morphology), meaning (semantics), and the order of words in sentences (syntax). Discourse analysts study larger chunks of language as they flow together. Some discourse analysts consider the larger discourse context in order to understand how it affects the meaning of the sentence. For example, Charles Fillmore points out that two sentences taken together as a single discourse can have meanings different from each one taken separately. To illustrate, he asks you to imagine two independent signs at a swimming pool: â€Å"Please use the toilet, not the pool,† says one. The other announces, â€Å"Pool for members only.† If you regard each sign independently, they seem quite reasonable. But taking them together as a single discourse makes you go back and revise your interpretation of the first sentence after you’ve read the second. Discourse and Frames ‘Reframing’ is a way to talk about going back and re-interpreting the meaning of the first sentence. Frame analysis is a type of discourse analysis that asks, What activity are speakers engaged in when they say this? What do they think they are doing by talking in this way at this time? Consider how hard it is to make sense of what you are hearing or reading if you don’t know who’s talking or what the general topic is. When you read a newspaper, you need to know whether you are reading a news story, an editorial, or an advertisement in order to properly interpret the text you are reading. Years ago, when Orson Welles’ radio play â€Å"The War of the Worlds† was broadcast, some listeners who tuned in late panicked, thinking they were hearing the actual end of the world. They mistook the frame for news instead of drama. Turn-taking Conversation is an enterprise in which one person speaks, and another listens. Discourse analysts who study conversation note that speakers have systems for determining when one person’s turn is over and the next person’s turn begins. This exchange of turns or ‘floors’ is signaled by such linguistic means as intonation, pausing, and phrasing. Some people await a clear pause before beginning to speak, but others assume that ‘winding down’ is an invitation to someone else to take the floor. When speakers have different assumptions about how turn exchanges are signaled, they may inadvertently interrupt or feel interrupted. On the other hand, speakers also frequently take the floor even though they know the other speaker has not invited them to do so. Listenership too may be signaled in different ways. Some people expect frequent nodding as well as listener feedback such as ‘mhm’, ‘uhuh’, and ‘yeah’. Less of this than you expect can create the impression that someone is not listening; more than you expect can give the impression that you are being rushed along. For some, eye contact is expected nearly continually; for others, it should only be intermittent. The type of listener response you get can change how you speak: If someone seems uninterested or uncomprehending (whether or not they truly are), you may slow down, repeat, or overexplain, giving the impression you are ‘talking down.’ Frederick Erickson has shown that this can occur in conversations between black and white speakers, because of different habits with regard to showing listenership. Discourse Markers ‘Discourse markers’ is the term linguists give to the little words like ‘well’, ‘oh’, ‘but’, and ‘and’ that break our speech up into parts and show the relation between parts. ‘Oh’ prepares the hearer for a surprising or just-remembered item, and ‘but’ indicates that sentence to follow is in opposition to the one before. However, these markers don’t necessarily mean what the dictionary says they mean. Some people use ‘and’ just to start a new thought, and some people put ‘but’ at the end of their sentences, as a way of trailing off gently. Realizing that these words can function as discourse markers is important to prevent the frustration that can be experienced if you expect every word to have its dictionary meaning every time it’s used. Speech Acts Speech act analysis asks not what form the utterance takes but what it does. Saying â€Å"I now pronounce you man and wife† enacts a marriage. Studying speech acts such as complimenting allows discourse analysts to ask what counts as a compliment, who gives compliments to whom, and what other function they can serve. For example, linguists have observed that women are more likely both to give compliments and to get them. There are also cultural differences; in India, politeness requires that if someone compliments one of your possessions, you should offer to give the item as a gift, so complimenting can be a way of asking for things. An Indian woman who had just met her son’s American wife was shocked to hear her new daughter-in-law praise her beautiful saris. She commented, â€Å"What kind of girl did he marry? She wants everything!† By comparing how people in different cultures use language, discourse analysts hope to make a contribution to improving cross-cult ural understanding. How to do a discourse analysis The first point to note is that in order to do a discourse analysis you need to have read a handful yourself first. By reading published articles that use the method, you will have a better understanding of (1) how to do an analysis and (2) some of the theoretical orientations that you will need to know to do your own analysis. Having identified a theory and a chosen item (text or recorded conversation) to analyse, you need to transcribe it in one of the accepted/published ways. The transcript must always appear in the appendices. There are many different forms of discourse analysis, so here we will focus on thematic analysis as an example. What is thematic analysis? Thematic analysis is about trying to identify meaningful categories or themes in a body of data. By looking at the text, the researcher asks whether a number of recurring themes can be abstracted about what is being said. For example, on one level you might find an inconsistency, an attempt to assign blame, an attempt to cite others to support one’s views, a regular interruption of other people, an attempt to make one’s account of some event sound more authentic, and so on. On another level, you might idenitify a regulalry occurring attribution of blame or the repeated reference to some specific cause of an event. The reference might take slightly different forms but refers to the same cause. An example might be football fans blaming various aspects of a player’s motivation for the failure of their team (e.g., â€Å"he gets so much money, doesn’t need to try†, â€Å"he looked as though he wasn’t bothered†, â€Å"he didn’t want the ball†, and so on). In the results section of the report, the themes abstracted are collated and reported on. In doing so, it is usual to cite from the transcription examples of the points you are trying to make. A summary of the findings can be offered but also a critique of the author’s own interpretations – this refers to the concept of ‘reflexivity’, that the author’s is only one interpretation of the text.

Sunday, September 15, 2019

Lesson Plans and Lesson Presentations

Lesson 1Course: World History   Date: Grade level: 9,10,11 Estimated time: 1hour 30 minutes Topic:   The beginning of the WWII Arizona State Standards: Bell Work:Do you know what war is considered to be the greatest tragedy of all nations?Do you agree wiyh this definition? Why or why not?How do you personally feel about WWII?Anticipatory Set: (Motivation)The students are shown 5 minute video stating the losses that the world in general and the US in particular had to suffer after the WWII.Lesson Objective:Students will be able to identify:The causes of the WWII; Main participants; The start of the war. Students will be able to write at least 2 main dates in the history of WWII.The students will be able to form their own opinion who was the initiator of the war and how it could be avoided, if could at all.The main conceptual objective is to make students critically think and analyse historical events.Lesson Overview/Procedure:The teacher asks the students to remember what had happened after the WWI and what specific treaties were signed. Then he/she leads active discussion about Versailles Treaty, its positive and negative sides. In advance, the teacher gives an individual task for three students to prepare an overview of economic and political situation in postwar Germany, Italy, and Japan respectively. After that, the class is divided into 5 groups representing five countries (regions): Germany, Italy, Japan, former USSR plus Western Europe, and the USA. All of these groups are given 7 minutes to prepare their possible reasons to be engaged in the war.When all of the reasons are announced, the teacher summarizes them and writes down the correct ones on the blackboard. Then the teacher asks one student (voluntarily) to identify key participants of the war, and again writes them on the blackboard. At this time another student is asked to show these countries on the map, pointing specifically at the territories they aspire to gain after the war. All this takes 40-45 minutes. After that the teacher initiates the topic about Moscow conference and invites three students to represent Molotov, Ribbentrop and Churchil l. The teacher asks students to defend the interests of their countries (USSR, Germany and Britain respectively), and the rest of the class should be willing to help. When the discussion is over, the teacher reveals the secret Molotov-Ribbentrop Pact and explains its importance in the world history. After that he/she makes a short overview of the first military actions that signified the start of the WWII. Along with students he/she writes down the main dates:Hitler’s party foundation; Moscow conference; Molotov-Ribbentrop secret Pact; The official start of the WWII. Closure:The teacher gives the students a short quiz summarizing the key points of the lesson. In order to avoid students fear and resentment, he/she allows them to use their notes to answer the questions. When they are done, the teacher tells the correct answers and asks the students to check their own work. Only the good grades are fixed. However, the teacher warns that next time all the marks (both good and bad will be put).Extension/Fast finishers:For those who finishes quiz quickly, the teacher asks to fill in the table stating:The reasons of the war for specific countries; Country’s prominent political leaders; Country’s interest in the war. Each fast finisher gets a separate country. The teacher could check the assignment during the class (if there is enough time or prepare them for the next one).Assessment/Evaluation:The teacher refers to the objectives attained as the result of the lesson. Then, he points that in order to develop further students’ critical thinking skills he assigns the following homework. He/she also might ask students how they liked the interactive games and dialogues in order to evaluate the effectiveness of such method of teaching.Individual Student Practice:To write a two page essay expressing own opinion about what parties were guilty and why, and how the war could be possibly avoided, if could be at all.Teacher Reflection & References:1. Breuer B. â€Å"Deceptions of WWII† Wiley: New York, 20012. Morton L. â€Å"Targeting the World War II Generation† In Public Relations Quarterly. Vol.: 49., 20043. O’Brien K. â€Å"The Home-Front War: World War II and American Society† Greenwood Press: Westport, CT, 1995Materials List: textbook, notebook, hand map, pens/pencilsLesson 2Course: American History   Date: Grade level: 11 Estimated time: 1hour 30 minutes Topic:   Veteran’s Day Arizona State Standards:Bell Work:Do any of you have grandparents who survived the WWII?Did your relatives participate in any other American war?What does it mean to them? Did they share the memories?Anticipatory Set: (Motivation)Can you count all people you know that have taken part in any American war? Do you consider them heroes? Can you write just one sentence for them to tell or to send as a message to thank for their effort at this glorifying date — Veteran’s Day.Lesson Objective:Students wi ll be able to identify all the significant events in the US history involving wars.Students will be able recall the history of the Veteran’s Day holiday.Students will define the significance of the holiday for present and future generations.Lesson Overview/Procedure:The teacher asks the students to recall the major events in the US history, which involved military actions. He writes them all on the blackboard. Then the teacher invites one student to put those events/wars in the chronological order. When the student is done, the teacher together with the rest of the class checks the assignment. The teacher asks the student to choose four major American wars and divides the class into four groups accordingly.Each group is given 10 minutes to prepare a short report about the war (everything they know) including the memories of their relatives about the event (for instance, about the WWII). If possible, it is useful to provide each group with one laptop in order for them to make power point presentation. Then each group presents their overview and exchanges the opinion. Basically, the teacher doesn’t intrude, but just direct the discussion and control the time. When the discussion is over, the teacher tells who played a significant role founding the Veteran’s Day as it is. In advance, the teacher also arranges for one veteran of WWII to come to the class and share the experience. The teacher leaves 15-20 minutes for this veteran to share his experience. Extension/Fast finishers:For the group that makes presentation fast, the teacher prepares a statistical information about how many veterans there are in the USA, in what regions etc. He/she asks the group to get familiar with the information and to present it for additional mark. Another possible task is to write the slogans glorifying the courage of those participated in the war. After the writings are done, the big board should be hang on the blackboard.Closure:At the end of the class the tea cher collects the writings with greetings and wishes that students made at the beginning of the lesson and gives them to the veteran invited. He also gives the task for three students to prepare one war poem and learn it by heart. The end of the class is signified by reading of these three poems.Assessment/Evaluation:The teacher encourages the student to say a few words about the significance of the Veteran’s Day for them personally and for future generations. He asks the students to greet their relatives and other people they know who participated in the War.Individual Student Practice:The teacher asks to research the history of the Veteran’s day and prepare a detailed plan stating the main branches of the Veteran’s Day development.Teacher Reflection & References:1. Veteran’s day. Available: http://www.infoplease.com/spot/veteransday1.html2. The History of Veteran’s day. Oct. 3, 2003. Available: http://www.army.mil/cmh-pg/faq/vetsday/vetshist.htm3 . Adrian G. â€Å"The Silence of Memory: Armistice Day, 1919-1946† Berg: Oxford, 1994 Materials List: notebooks, separate sheet of paper, pen/pencil, laptop (if available)

Saturday, September 14, 2019

Plant #2

1) Using budget data, 176,087 iPhone 4’s must be completed on a monthly basis in order for Danshui Plant No. 2 to break even. The first step is to calculate the contribution margin which is equal to the budgeted revenue, $41,240,000, minus the variable costs, $40,412,000, which gives us a contribution margin of $828,000. If we divide this number by the number of units, 200,000, we find the contribution margin per unit to be $4. 14. Now, all we need are the fixed costs, which are budgeted as $729,000 per month. Plugging these values into the break-even point formula we find BEP=729,000/4. 14=176,087 units. ) Using budget data, the total expected cost per unit is $205. 70 and the actual cost per unit is $211. 94. Since manufacturing and shipping are both taken into account we need to focus on both variable and fixed costs. To find the total expected cost per unit we must add the budgeted variable costs, $40,411,000, and add them to the budgeted fixed costs, $729,000, and divide the sum of these numbers by 200,000 units. This gives the result of $205. 70 expected cost per unit. To find the actual cost per unit the process is the same except we use the data from the actual column in exhibit three.So we have the variable costs at $37,412,000, add the fixed costs of $736,000 to this number, then divide by the number of units, 180,000, and we find the actual total cost per unit to be $211. 94. 3) In order to prepare a flexible budget for 180,000 iPhone 4’s you can either use exhibit 1 and values and multiply them by the number of units, 180,000, or you can do what I did, which is take the values in the monthly budged section of exhibit 3 and multiply them by 9/10 which is the simplification of 180,000/200,000.Here are all the values I calculated: Revenue:$37,116,000 Flash Memory:$4,860,000 Application Process:$1,935,000 Chips-Phone:$2,529,000 Gyroscope:$468,000 8 Other Chips:$12,771,000 Total Variable Costs From Materials:$22,563,000 Variable Supplies an d Tools Labor:$11,256,300 Assembly and Packing:$2,359,800 Shipping:$190,800 Total Variable Costs:$36,369,900 Factory Rent:$400,000 Machine Depreciation:$150,000 Utility Fee and Taxes:$52,000 Supervision:$127,000 Total Fixed Costs:$729,000 Total Costs:$37,098,900 Net Income:$17,100.The variance for each respective value (in order) is to be indicated by an H or L. H meaning that the actual value is higher than the flexible budget value, and L meaning that the actual value is lower than the flexible budget value. The variances are 0 units, $360,000H, $389,000H, 0, 0, 0, $128,000L, $261,000H, $48,700H, $732,200H, $200H, $1,042,100H, 0, 0, 0, $7,000H, $7,000H, $1,049,100H, $689,100L.

Friday, September 13, 2019

Ogallala Aquifer Assignment Example | Topics and Well Written Essays - 500 words

Ogallala Aquifer - Assignment Example or the irrigation of one fifth of all the croplands in the United States which infers that it adds up to 30% of the water used for the source of groundwater irrigation in America and fueling the crops for their growth. There are many sort of croplands that take a big advantage of the water from the Aquifer which include wheat, corn, cotton and soybean crops. This production of grains and other agricultural products have made it possible for America to emerge as an agricultural state also and fulfill the state needs of grain quantities such as that in Nebraska and Kansas. (Guru, Horne and Kerr Centre 1). This establishes the importance of the Ogallala Aquifer and the water reserve in the irrigation process and its agricultural value in the state economy. Recently, there has been seen a dramatic decline in the water level of the aquifer and this is causing an alarm, because the domestic needs of the American citizens are met with the water drawn out from the underground aquifers and this includes almost all of the rural and half of the United States population in general. There is low water conservation and the decline has also added much to the water pollution which includes mixtures of agricultural chemicals with volume of water that leach into the ground and render the water harmful to drink. The pesticides are responsible to adding more into the source of water pollution. (Guru, Horne and Kerr Centre 2). The impact of the water decline in the Aquifer can mean crop damage, water shortage and many other agriculture related problems since, Ogallala is the largest Aquifer in the American state. Agriculture wise South Dakota and the Texas state side are the most productive agricultural lands that are widely included in the productive agricultural contribution in the world as well (Brambila). The decline in the water level also means that not only the irrigation and agricultural development of the country gets threatened but also the country will see the greatest

Thursday, September 12, 2019

E-Learning in Dental Education Essay Example | Topics and Well Written Essays - 2000 words

E-Learning in Dental Education - Essay Example According to the essay findings the context of explaining dentistry alongside education refers to the need with which the required education can be imparted to students. Students receive knowledge and information in a number of ways ranging from classroom teaching to reading books to tapes and videos as also live demonstrations. But, as far as the theoretical knowledge and the sharing of opinion and views are concerned, the volume of information that is available today has called for a need to look towards a different medium of providing this information. The rise in the popularity of the internet and its accompanying popular methods of teaching have not only allowed the prospect of making information to be available, but also allowed it to be searchable and presented in a number of electronic formats. From the discussion it is clear that dental science is one of the most widely researched medical sciences in the world today, where new discoveries are being made every day. With tooth decay being acknowledged as the most common disease in the world, it is no doubt that one of the most visited professional during a person’s lifetime is a dentist. Studying to become a dentist requires years of study and practice as the science of studying one’s set of teeth is enormous. The basic requirement for information and knowledge in the modern world is to allow it to be shared and made widely available.

Wednesday, September 11, 2019

Discuss what you understand by physical ,scientific and creative ways Essay

Discuss what you understand by physical ,scientific and creative ways of learning and consider wether relating these elements en - Essay Example   It is the learner who interacts with objects and events and thereby gains an understanding of the features held by such objects or events.   The learner, therefore, constructs his/her own conceptualizations and solutions to problems.   Learner autonomy and initiative is accepted and encouraged.† (Van Ryneveld, n.d.). Teachers come up with several strategies in capturing their students’ attention, and courses are offered in helping educators become more efficient in imparting knowledge and skills to their pupils. No longer do they limit their teaching strategies to boring lectures, dizzying written and oral examinations and students’ delivery of memorized answers to expected questions. Teaching aids have likewise expanded from using flashcards, blackboard demonstrations and textbooks to more concrete materials like actual 3-dimensional objects, dioramas and multimedia materials. Activities are likewise evolving to be more learner-centered, as teachers are c oming to terms that their students have a hand in directing their own learning. This is not to say that teachers are slowly losing their hold on the learning of their students. In fact, they are important figures in stimulating and encouraging their students’ pursuit of knowledge. ... e rigorous intellectual commitment and perseverance, and teachers must continually connect student’s previous and current knowledge to the emerging curriculum. The relevance of curriculum to student interests therefore cannot be planned, because the learners’ interests and experience cannot be assumed nor completely evaluated in advance.† This gives the students more power in the acquisition of learning. Using prior knowledge, they are encouraged to invent their own solutions and try out their own ideas and hypotheses with the able support of their teachers. This way, they can indulge in concrete experiences that focus on their interests. Science is a subject that encourages constructive learning. The very nature of the scientific method supports it. Teachers may discuss theories in their lessons and encourage children to try them out in practice. Traditional classroom activities such as reporting in front of the class, showing pictures related to the lesson or fi lling out textbooks pale in comparison to concrete experiences such as touching a real, live dog, conducting plant experiments or cooking activities. The concrete interactions and experiences with the real world helps children retain learning better because they have actually experienced learning using most, if not all their senses. To illustrate, the following activities are designed to teach three scientific concepts, namely: 1. the gravitational pull of the sun. 2. the sun as the only source of light for the earth. 3. the formation of shadows This essay would illustrate how a child would learn these concepts through traditional scientific methods and in addition through the medium of art, dance and music as more constructivist methods of teaching-learning. 1. The Gravitational Pull of the Sun A.

Tuesday, September 10, 2019

Christian Counseling Ethics By Randolph Sanders Essay

Christian Counseling Ethics By Randolph Sanders - Essay Example From this research it is clear that  in the first section of the book, The Christian Practitioner, chapters included are ‘Essential Elements for Ethical Counsel’ by Horace C. Lukens Jr., ‘Qualifications of the Christian Mental Health Professional’ by Richard E. Butman, ‘Pastors Who Counsel’ by Bill Blackburn, ‘Sexual Misconduct & the Abuse of Power’ by John F. Shackelford and Randolph K. Sanders, and ‘Christian Responses to the Unethical Healer’ by Ioma L. Hawkins and Colleen K. Benson. In his article, Horace C. Lukens Jr. deals with various significant elements of ethical counseling including confidentiality, informed consent to treatment, documentation, ending treatment, and dual relationships. Richard E. Butman, in his article, makes a reflective analysis of the various essential qualifications of the Christian mental health professional and he defines competence of the Christian counselors.  This study outlines that  more significantly, he offers ten guidelines for improving the competence of Christian clinicians. In the chapter ‘Pastors Who Counsel’, Bill Blackburn deals with topics such as pastoral counseling in context, the Pastor as Shepherd, integrity of the Pastor, the ethics of referral, and boundary issues, etc and provides general guidelines for pastoral counseling.  Business Ethics in Mental Health Service’ which gives revealing ideas of the business of mental health, truth in advertising, payment for services, and interactions inside and outside the workplace.... opics such as 'Ethics' versus 'Christian Ethics', professional ethics, ethics in context and as content, ethical theory, and social ethics, public policy and consensus. According to Alan C. Tjeltveit, psychotherapy is an extremely and pervasively ethical endeavor and the Christian ethics dynamically supports as well as sharply challenges the ethical positions represented in various forms of therapy. He also maintains that Christian ethics have much to learn from psychotherapists and it is essential for the Christian clients and therapists to engage in substantive reflection on the ethical dimensions of therapy. In the first section of the book, The Christian Practitioner, chapters included are 'Essential Elements for Ethical Counsel' by Horace C. Lukens Jr., 'Qualifications of the Christian Mental Health Professional' by Richard E. Butman, 'Pastors Who Counsel' by Bill Blackburn, 'Sexual Misconduct & the Abuse of Power' by John F. Shackelford and Randolph K. Sanders, and 'Christian Responses to the Unethical Healer' by Ioma L. Hawkins and Colleen K. Benson. In his article, Horace C. Lukens Jr. deals with various significant elements of ethical counseling including confidentiality, informed consent to treatment, documentation, ending treatment, and dual relationships. Richard E. Butman, in his article, makes a reflective analysis of the various essential qualifications of the Christian mental health professional and he defines competence of the Christian counselors. More significantly, he offers ten guidelines for improving the competence of Christian clinicians. In the chapter 'Pastors Who Counsel', Bill Blackburn deals with topics such as pastoral counseling in context, the Pastor as Shepherd, integrity of the Pastor, the ethics of referral, and boundary issues, etc