Culture CompetenceMOdel Essay Example | Topics and Well Written Essays - 500 words

Culture CompetenceMOdel - Essay Example Once this awareness is there, a nurse can develop skills which let him/her understand how the patient views the treatment being given and how they can be made to participate in the process of regaining their health. For example, with culturally aware skills, a nurse may be able to give an addict the right kind of motivation which lets the addict recover quickly. Additionally, as these skills are developed by nurses, the nurse gains knowledge about cultures and cultural aspects which are relevant to the profession of nursing which even include the understanding of why some people may associate illness with supernatural causes (Campinha-Bacote, 2001). Thus knowledge becomes the binding factor of cultural competence since the more knowledge a nurse has about culture and how culture affects the patient; the more able the nurse will be in handling cultural issues. Without this knowledge, a nurse would show incompetence when dealing with different cultures and this incompetence can be conscious or unconsciously produced (Campinha-Bacote, 2001). On the other hand, with the right knowledge about cultural competence, a nurse would show conscious competence about culture. This competence or incompetence would become evident in cultural encounters which put the nurse in contact with people from different backgrounds. These encounters can be difficult to deal with and may even cause discomfort for some nurses. However, those who are aware of cultural differences and those who have developed the skills to deal with different cultures may find them to be positive learning experiences rather than difficult to deal with situations (Campinha-Bacote, 2001). In fact, such nurses may even thrive on cultural encounters since they can be seen as opportunities to improve skills. All these factors are enclosed within the desire of the nurse to become better at dealing with people from different cultures and without this desire, no amount of skill or

Management Essay Example | Topics and Well Written Essays - 500 words - 11

Management - Essay Example Mergers of existing power player like Vodafone and Hochstein also made the situation more vulnerable for entrants, thus making them mighty and unbeatable. For better hold on coverage, working in collaboration with government is highly beneficial for entrants (ZDNet Australia). Due to substantial growth in the industry over a decade, industry has reached a level of saturation. Therefore, there is a considerable decline in prices and rise in number of buyers. They include kids from 12 years of age to adults 0f 60 years. Buyers are driving force for providers; in order to keep them loyal Miller Ltd. needs to provide and edge in price for competitive advantage. Mobile service industry in Australia is multiple sectors. In a flourishing industry like Australian telecommunication, monopoly can’t survive is today’s market. Market is diverse which include manufacturing of hardware, carriage service providers (CSPs), content service providers and retailers. The report by Economic access and ATMA briefly describe the market. Ericsson Australia, Nokia Siemens and Alcatel-Lucent are infrastructure provider in hardware sector. Nokia, Samsung, LG, i-Mate have market in consumer goods. CSPs provide services by utilizing carrier network infrastructure and have different levels; mobile telecommunication carriers in Australia are; Telstra, Vodafone, Optus, and Hutchison’s ‘3’ and Orange. Resellers services include; Primus Mobile, AAPT, Virgin mobile, B Digital, DigiPlus, Sim Plus, People TelecomM8 Telecom and Dodo Mobile. MVNOs or Mobile Virtual Network Operators are basically wholesalers and provide value adding services.B Digital, Revolution, People telecom Primus Telecom and Boost Mobile are a few to name. Content service providers, aggregators and program developers are other dimensions of service providers; Legion Interactive, Touch and Infospace are main content aggregators. CSPs have their own retailers like Hutchison ’s ‘3’ but other

The Work Of Milton Glaser Arts Essay

The Work Of Milton Glaser Arts Essay Milton Glaser, was born in 1929 in New York, he attended the High School of Music Art. Known for his influential dynamic design, three of his most famous works include the I love New York logo, Bob Dylan poster and DC bullet logo, designed for DC Comics. Glaser has worked for a variety of agencies, designers, illustrators and co-founded Push Pin Studios in 1954. In 1977, Milton Glaser designed the I heart New York poster, unbeknown to him that it is this piece of design that would define his life. As a very simple piece of design to the eye, it holds a very clever message, Glaser explains how the design is to be translated to be fully understood, he says that, to understand the design you have to translate it. First of all you have to figure out that the I is a complete word, then you have to figure out that the heart is a symbol for an experience, then you have to figure out that NY are the initials for a place he then goes onto say that the issue in all communication is moving the brain, and puzzles move the brain, this then makes people feel good because they have solved the problem, just like this logo. The logo was designed to promote tourism in New York City and then became the trademark of the New York State. Glaser did the work pro bono as he only expected the campaign for more tourism to last a few months; never did he think it woul d have gone global, as this was not his original intention. However, the logo was a major success and has become so iconic worldwide and has been and still continues to be sold for years. The logo, then became furthermore prominent during the aftermath of the 911 terror attacks, as Glaser added a black smudge to the bottom corner of the heart symbolising a wound and a wounded heart is important to attain healing, and to acknowledge pain, despite this though the Department of Commerce were sceptic to adopt the creation which is why Glaser sent the new logo to New York Daily News, circulation close to a million copies around the city and the added the extra words more than ever, it helped create a sense of unity between the population and an awareness of support from visitors. Glaser has always craved being, new, original and inventive using a variety of historical and visual references, he stated my sense is not to be allergic to style or mores in time, he says. I see it as a continuous conversation. My resources run deep from African art to Japanese watercolor to Modernism to Dada. The best example of this from Glaser is probably the album insert designed for Bob Dylan in 1967, the use of jarring historical references allows a sense of inventiveness. Designing, something new, fresh and different is definitely aspiring. Being versatile and flexible with media and styles is a must; I absolutely admire experimentation, as well as delving into various visual styles and media. The use of technology in design is great, yet the more conventional and traditional styles are truly something to treasure, these are a big passion of mine. Combining traditional media and technology together really does enable a stronger connection and context with the audience, as much as I appreciate how the usage of technology has greatly helped the development of design tremendously, it seems as though conventional design is a sign of the past, this needs reviving! It is stated by Glaser that whether simple or complex design is integrated into a piece, communicating a clear opinion, message or view to the prospective audience. To design is to communicate clearly by whatever means you can control or master, design should do what it is designed to do, whether thats inform, shock or persuade people as an example . However, design is definitely beyond reading; colour, layout and shape recognition all have a selective purpose, for example road signs are very legible yet out of date in relation to current generations and social conditions and therefore should be changed, yet humans are very reluctant to change and prefer to stay conformed to conventional design. This then idea of being conformed is because people are scared of change, yet when that change becomes conventional overtime it is then a norm. Glaser felt that whilst working for Push Pin studios, that he became imprisoned by its reputation, and I wanted to try and invent a new ambiguous rep utation, leaving the agency to build up his own strong reputation. Glaser is a very ambitious individual, this is definitely something to idolize, not being scared or worried about other peoples views on what he produces or the context that surrounds it. Computers are to design as microwaves are to cooking, what a great statement! Design is an art whether a piece takes hours, days, months, weeks or even years, it is very precious. As a simple analogy, a microwave is an electrical appliance that uses technology to reheat and cook food; computers as technology lower the standard, classic knowledge as well as the craft of design. The definition of a designer seems to have become more blurred. The accessibility of technology now means that anyone with a computer and the correct software can become a designer. This has both negative and positive effects; on one hand, poorly considered, non-disciplined design is now being allowed to flow through the public consciousness. On the other hand, we are seeing new, forward thing, unrestricted creative thinking from those who are not restrained by traditional formalities. Craft allows technology to be exploited effectively. Therefore the continuation of taught craft in academic institutions is essential to sustaining graphic design as a profession. The use of technology has vastly helped revolutionise design, I do not disagree there and to run a design office, computers are necessary along with traditional skills. Having amazing artistic abilities and a range of experience is in most cases what is clarified as a designer, yet I do not believe this is how a designer should be classified, I understand that various skill sets are required to be clarified as a graphic designer. I believe in using a variety of styles, dependent upon which area of design Im working on and what purpose the design has. My styles seem to have become more varied in the last couple of years, which is great, becoming too rounded on a particular style is good, if wanting to familiarize people to easily recognise a defined style and the designer, but then having that comfort of working in one style I feel makes people become conformed to that one and only style, not allowing any room for change, just how us humans work in general, we dont like change, having a variety of rounded styles is great and something I definitely believe in. When I work on HTML and websites, I really do prefer to be minimalistic, ordered and very structured enabling a good usability for browsers, yet this may be seen more for purpose than design as I do not like over complex websites that confuse the browser. However, when designing a piece of work purely around fine art, my thought is exactly the opposite, I adore being slightly abstract and bright, bold colours. I do this as I find art truly is a form of expression and communication, just how Glaser states that communication is all about moving the brain, which is done through puzzles, so when someone can identify what a piece of work is and they feel good they have done this, it shows there is effective communication and expression in a piece of work. Typography is not really one of my strong suits, but I really do have to acknowledge the importance of its use amongst design. It is typically questioned whether there are currently too many fonts, as there are hundreds and possibly thousands of websites that offer free fonts for download. I disagree with the statement that there are too many fonts, as it really is the understanding of the fonts that is lacked these days. Having this knowledge can really define the difference between a good and excellent designer I feel. Understanding and knowing the main fonts, font families and the use of line height, kerning and tracking is very important in any area of design, if a designer is not aware of any of these aspects of typography, knowing when and how to use them may become ineffective, as the art of typography is to communicate efficiently and therefore has be clean, legible and well designed, knowing the basics is essential. I really aspire to travel wherever design takes me, and experience a bit of everything. I have my strong suits and my weak suits, but there is so much I want to learn. I am very good at fine art practice and thoroughly enjoy this; this is because it is a very way for me to communicate with people without using words. As well as this, the amount of historical and current influences that inspire my work is vast, I enjoy combining influences to create a mixed piece of design, this may be seen as unconventional and wrong but the possibilities within design are endless, as Glaser states my sense is not to be allergic to style or mores in time, just my thoughts exactly, I really enjoy combining styles and references. There are other areas of design which Im not that keen on, as for example, web design, web design really does interest me, yet frustrates me at the same time because of the careful consideration of code that is needed, despite this though, I understand that the web is booming and will continue to do so, the need for online advertising is currently enormous in any market, I know this and this is an area which I am currently extending my practices on, as web design is very important and influential in the current twenty first century. Web design isnt the only practice that I feel will continue to grow hugely, the need of branding is getting ever more so diverse along with the use of complex applications for smart phones, smartphones are certainly taking off and such big developments in design have been made in the past five years, the current rate of change in design is rapid, and becoming even more complex each year. The need of experienced designers who adapt quickly to change and new technologies is extremely important; keeping up with change is definitely a must in the current era. I know that Graphic Design is a very tough business, but being consistent and persistent to work very hard will get me where I want to be.

Free Essay on Homers Odyssey: Odyssey as Epic Poem :: Homer Odyssey Essays

The Odyssey as Epic Poem "The Odyssey" is an epic poem. In "The Odyssey", the reader can find at least four characteristics, which help prove it is an epic poem. One characteristic is the vast setting that Odysseus experiences throughout his journey. Another is Odysseus's larger-than-life, imposing stature. So are the superhuman deeds Odysseus completes on his long arduous journey. Also, "The Odyssey" is based around a central hero whose actions determine the fate of his kingdom. Throughout "The Odyssey" the reader is given thorough details of the vast setting that Odysseus experiences. During Odysseus's journey across the sea he experiences many lands and people previously unknown to him. In "The Odyssey", Odysseus leaves his known world of Ithaca and enters the Unknown World. There he finds the land of the Cyclopes, Aeolys Island, and Ogygia. While on his journey Odysseus must travel to the Underworld to find Tiresias. The blind man will tell him whether he will return home to Ithaca or not. Another characteristic is Odysseus's larger-than-life, imposing stature. When Odysseus returns to Ithaca, he strings his bow and continues to slaughter the suitors who threatened his rule. Stringing his bow and shooting it repeatedly, while even the strongest suitor could not pull it shows great strength. It proves he is a larger-than-life man of unmatchable strength. Also throughout his journeys Odysseus is recognized as a man of wisdom and strength. Odysseus must have been an epic hero as he was recognized by the gods on numerous occasions. For instance when Hermes appears and gives Odysseus the magical herb, Moly to protect him from the magical powers of Circe's. Throughout "The Odyssey" Athena shows herself to Odysseus and gives him advice. When Odysseus is attempting to return to Ithaca, Circe tells him he must visit the blind Tiresias, who will tell him his fate. Odysseus is one of only two men who enter the Underworld and live. Odysseus performs many superhuman deeds throughout "The Odyssey" perhaps the most important is when he entered the Underworld. One of the main characteristics of "The Odyssey", which proves it is an epic poem, is that it is based around a central hero whose actions determine the fate of his kingdom.

Betrayal: Rhetoric and Ethos Julius Caesar

To get credit for the collaboration activity, Betrayal 01, 02, 04, 05, and 06: A. ) Submit this attachment in A Collaboration Process. Then copy and paste the below information in the student comment area of A Collaboration Product and Betrayal 01, 04, and 05: 1. Date you attended the session. 2. At least 3 sentences explaining how Shakespeare’s story about Julius Caesar is different than what really (historically) happened in Caesar’s life. 3. Give examples of the three persuasive techniques from either Antony’s or Brutus’s speech. logos, pathos, and ethos) 4. Give an example of one traitor and one patriot with supporting examples from the play. 5. At least 3 sentences explaining what you did in the session so that someone who did not attend would have an understanding of it. 6. At least 3 sentences evaluating how well your group worked together to accomplish your task. B. ) Submit this in Betrayal 02: 1. Complete the Lesson 2 Quiz. For the essay question s, you may respond, â€Å"I attended the Betrayal Live Lesson on __________ (date). C. ) Schedule Betrayal 6 DBA as we still need to complete that on the phone. If you are an honors student, complete the honors assignment before the dba. D. ) If you are an honors student, complete lesson 8. Lesson 8 Assignment 1. ) Choose which character from â€Å"The Lay of the Were-Wolf† you would like to defend. 2. ) Analyze the story to find examples of logos, pathos, and ethos that support your character’s innocence. 3. ) Determine how to present your examples in a persuasive argument. 4. Write a three-paragraph â€Å"closing argument† for the trial that will persuade the jury that your character is not a monster. a. ) Paragraph #1 – logos b. ) Paragraph #2 – pathos c. ) Paragraph #3 – ethos Julius Caesar Recordings: a read-along for each act. Enjoy! Act I, Scenes i, ii, iii https://sas. elluminate. com/site/external/jwsdetect/playback. jnlp? psid=201 2-01-23. 1812. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Act II, Scenes i, ii, iii, iv https://sas. elluminate. com/site/external/jwsdetect/playback. jnlp? psid=2012-02-03. 107. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Act III, Scenes i, ii, iii https://sas. elluminate. com/p. jnlp? psid=2012-02-07. 0726. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Acts IV & V https://sas. elluminate. com/p. jnlp? psid=2012-02-07. 0817. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Brutus’s Funeral Speech: http://www. youtube. com/watch? v=ab68AjRMKmA Antony’s Funeral Speech: http://www. youtube. com/watch? v=Zd9BLib8448 Materials from Live Lesson and Play in original language: http://vimeo. com/41708712 Betrayal: Rhetoric and Ethos Julius Caesar To get credit for the collaboration activity, Betrayal 01, 02, 04, 05, and 06: A. ) Submit this attachment in A Collaboration Process. Then copy and paste the below information in the student comment area of A Collaboration Product and Betrayal 01, 04, and 05: 1. Date you attended the session. 2. At least 3 sentences explaining how Shakespeare’s story about Julius Caesar is different than what really (historically) happened in Caesar’s life. 3. Give examples of the three persuasive techniques from either Antony’s or Brutus’s speech. logos, pathos, and ethos) 4. Give an example of one traitor and one patriot with supporting examples from the play. 5. At least 3 sentences explaining what you did in the session so that someone who did not attend would have an understanding of it. 6. At least 3 sentences evaluating how well your group worked together to accomplish your task. B. ) Submit this in Betrayal 02: 1. Complete the Lesson 2 Quiz. For the essay question s, you may respond, â€Å"I attended the Betrayal Live Lesson on __________ (date). C. ) Schedule Betrayal 6 DBA as we still need to complete that on the phone. If you are an honors student, complete the honors assignment before the dba. D. ) If you are an honors student, complete lesson 8. Lesson 8 Assignment 1. ) Choose which character from â€Å"The Lay of the Were-Wolf† you would like to defend. 2. ) Analyze the story to find examples of logos, pathos, and ethos that support your character’s innocence. 3. ) Determine how to present your examples in a persuasive argument. 4. Write a three-paragraph â€Å"closing argument† for the trial that will persuade the jury that your character is not a monster. a. ) Paragraph #1 – logos b. ) Paragraph #2 – pathos c. ) Paragraph #3 – ethos Julius Caesar Recordings: a read-along for each act. Enjoy! Act I, Scenes i, ii, iii https://sas. elluminate. com/site/external/jwsdetect/playback. jnlp? psid=201 2-01-23. 1812. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Act II, Scenes i, ii, iii, iv https://sas. elluminate. com/site/external/jwsdetect/playback. jnlp? psid=2012-02-03. 107. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Act III, Scenes i, ii, iii https://sas. elluminate. com/p. jnlp? psid=2012-02-07. 0726. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Acts IV & V https://sas. elluminate. com/p. jnlp? psid=2012-02-07. 0817. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Brutus’s Funeral Speech: http://www. youtube. com/watch? v=ab68AjRMKmA Antony’s Funeral Speech: http://www. youtube. com/watch? v=Zd9BLib8448 Materials from Live Lesson and Play in original language: http://vimeo. com/41708712

A Job Experience in story form

I am a Reader in English and earn my livelihood by delivering at least 35 lectures a week to undergraduate major degree students.Apart from my daily schedule, I enjoy writing for a reputed Essaywriters Company of United States and dabbling into creative writing along with that. Whatever the case may be, I am keen on taking my classes regularly with much devotion. My seniors are well-established academics. They love me and adore my dedication to this job.But things began to change as and when I earned my PhD from Wisconsin. I began to take Postgraduate classes, 6 in average per week and surprisingly enough I was offered   supervisor-ship by my immediate boss.As I took to guide a PhD student, I began to draw the ire of a spiteful colleague who thought that taking classes might be my forte but not, of course, guiding a PhD scholar. He began to look for my pitfalls. A month ago, when I was coming back from my class, the Dean of the Faculty sent a message to me asking me to meet him aft er the classes. My heart missed a beat or two.  However, I went to his cubicle after my day’s lecture-schedule. I found him engrossed in a book and as I entered he shot me a glance of nonchalance. A fear of some unknown flashed past my mind. He lifted his face from the book he was reading, and said, â€Å"So, Dr. Wilson, how do you feel to interact with the new students?† I hummed and hawed to answer. At last I said, â€Å"I enjoy really, I do.† He resumed, â€Å"Hmm, but I heard that you are neglecting these classes and devoting much time in guiding two PhD scholars.But your appointment in this college entails a regular class-schedule with the undergraduate students.† I could see ulterior motive of my envious, mischievous colleague behind it. And, of course, it was not totally baseless. However, I rejoined in an instant, â€Å" I know, and I never shirk my duties.† He reminded me again of my primary duties and I left his room mutely, feeling a b it enraged.I came straight to my cubicle where I found an undergraduate bursar was waiting for my return. I took up the matter he was in need of clarifying and as he went out, I fished out a pen and a sheaf of loose sheets from my drawer. I went on scribbling, lighting up a cigar and holding it in between my left fore-and mid-fingers—An individual must be aware of his duties first of all. Maybe he is capable enough of accomplishing too many jobs at one go, i.e. putting too many irons in the fire, he must yet be deterred in doing so. After successful completion of his scheduled works if he yet finds time to do that he is at liberty to do so.I stopped, touched my lips with the pen and continued, If he is honest to his profession, he must not any room for any criticism. Yet, if any sneaky colleague comes to cast a spanner in his way, he must not leave any hole unplugged for him to take an opportunity to commit any mischief. He should resolve that duty is his foremost concern. An d after that, he must enrich himself in accomplishing something of his choice. He must be free to choose a work he likes to be engrossed with.  What on earth was I up to? I put out the light and buried my head in my hands , crushed the last butt of the cigar in the ashtray and went on recounting . No doubt, I was deeply hurt by the Dean’s remonstrating attitude. But I was no less surprised by the jealous, denigrating backbiting of my colleague. However, though it is case in point, I must not attack or inflict any harm on him.If a superfluous suavity is maintained , he may not get any wrong signal. And again, he may change his line of action. However, no loophole in work might be allowed.   Later on, I faced no difficulty in smooth-sailing with my work.

Importance of Gross Domestic Product Essay Example

Importance of Gross Domestic Product Essay Example Importance of Gross Domestic Product Essay Importance of Gross Domestic Product Essay Importance of Gross Domestic Product Name: Institutional affliction: Date: Importance of Gross Domestic Product GDP (Gross Domestic Product) is the quantifying in monetary value of all goods and services produced within the boundaries of a nation over a specified period of time usually a year. As a result, GDP is distinguished from GNP where the later considers nationality of producers regardless of location or boundaries. Its important to note only newly produced goods as well as within the county’s boundaries are measured within the agreed amount of time. There are three approaches used to measure GDP distinguished by point of assess. The spending or expenditure method measures the amount of money individuals spend on goods and services produced in a specific country. The second method known as income approach measures the income of good and service producers within a country where as the final method referred to as production method enumerates value of goods and services at point of production or export (Baumol et al. 2012). GDP figures are paramount for national economies due to planning purposes. GDP comprises contributions made by different economic sectors such as industrial, mining, agricultural or even tourism. The government acquires information illustrating the production levels of different sectors and is determine sectors requiring more investment capital or efficiency in management. Additionally, the government institutions responsible for economic affairs of a nation can gauge the economic growth registered by different sectors as well as identify contributing factors. World monetary institutions responsible for funding as well as bailouts use the GDP to measure the economic soundness while predicting growth and required investment capital for different countries. Overall, the GDP is indicative of the effects of macro-economic policies employed by the government in addition to being used to calculate other macro-economic factors such as per capital income and standard of living (Baumol et al. 2012). Lastly, GDP is a vital indicator in identifying the economic trade cycle phases in a country. References Baumol, W. J., Blinder, A. S. (2012). Economics: Principles and policy. Mason, OH: South-Western Cengage Learning.

Anterograde Amnesia and Memento

Anterograde Amnesia and Memento Free Online Research Papers Did I Have an Assignment Due? I Cant Remember. Anterograde Amnesia is not genetic or or something that comes with age. It is a condition where a persons memory of the events prior to a trauma are retained, while the events following the trauma are forgotten and not retained.(Anterograde Amnesia 1). This results from brain injury. The ability to learn new information or make new memories is severely impared. The person who has amnesia may recall their childhood memories very well but do not have the ability to remember the things that happen on a daily basis. There has been experiments that test the ability of the brain to rehabilitate during this experience. Even though Anterograde Amnesia destroys the memory for facts or events, it may in fact spare the memory for skills or habbits. This theory is tested by teaching an individual a new skill, such as how to play a game. The next day,the amnesic individual will claim to have no memory of the prior session, but when asked to try executing the skill, can often perform quite well-indicating that some memories have been formed.(Memory Loss the Brain 1). Anterograde Amnesia can occur after damage to at least three distinct brain areas. The first, and most well-studied, is the hippocampus and associated areas in the medial temporal lobes of the brain. It can also occur if the basal forebrain is damaged, a group of structures that produce acetylcholine, a chemical which helps cells in the brainstorenew information during learning. Finally is the diencephalon which is a set of structures deep in the brain including the medial thalamic nuclei.(Memory Loss the Brain 1). The movie is centered around Leonard who is an insurance investigator seeking revenge. His problems all started when his life was forever destroyed by a couple of robbers breaking into his house and beating him and his wife. When he came to, his wife was dead and he had no short-term memory. His quality of life was severely hampered after this event, and he could only live a comprehendible life by tattooing notes on himself and taking pictures of things with a Polaroid camera.(Memento 1) While encountering several other people in his ventures that took advantage of him, Leonard still managed to find and kill his wifes murderer. In order to do this, he took drastic measures. He remembered from the pictures and tattoos everything, from the persons license plate number he was after, to which car was his. The motel clerk also took advantage of his disability by renting him out more than one room knowing that Leonard would forget shortly after. If he did not write the information down within a short amount of time, it was forgotten. One time he did not write down the much needed information. In the time it took for Natalie to walk out and back in the house it was like it never happened. So instead of remembering that the woman was bad, all he knew was what she had just told him when she came back in the house. Although Leonards situation was more extensive than the eveyday cases of Anterograde Amnesia, he fought through it. He woke up every morning looking for clues telling him what, who, and where he was. One morning when he was getting dressed, he noticed all the tattoos covering his body which confused him. He then quickly undressed to be able to re-read them all. This was an everyday occurrence with Leonard discoverring and rediscovering himself on a daily basis. what I take away from this assignment is that psychological disorders are a part of this world. normal everyday people deal with serious issues all the time. watching the movie Memento, I observed that amnesia is a terrible yet livable disorder. Forgetting everything you love, not remembering who you are or how you got there would be almost impossible to deal with. Yet, i learned that if you have the will to overcome your disability anything is possible. Also, from the project I learned that some folks take advantage of people with these disabilities. In the movie, Teddy befriends Leonard knowing of his disabilities and ends up taking advantage of him for several years, to his own benefit. Then Natalie abuses his illness for only a short while and still gets away with it. Learning about Anterograde Amnesia has made me open my eyes to the world, and helped me understand what some people go through daily. Not just the people who are living with this disorder go through terrible experi ences, but their caretakers, loved ones, and family. They are the ones who have to take care of or watch the people they care about suffer. In conclusion this assignment has made me aware of many different kinds of amnesia. With acceptance and constant repetition this disorder can be managed. Even if able to manage, memory loss would be a down right terrible disorder to have. We joke about the topic saying I wish I couldl forget some of the people I have met, but put yourself in their shoes. Try to feel what it would be like not to remember anything you did yesterday or the day before that. Imagine waking up in a strange place everyday and you have no idea how you arrived there. Even though I will never fully understand this disorder, I am more aware of what they go through and how they deal with life. Anterograde Amnesia. Mahalo.com: Human-Powered Search. 02 Dec. 2009 . Memento (2000) Plot Summary. The Internet Movie Database (IMDb). 02 Dec. 2009 . Memento movie review. Ramblings. 02 Dec. 2009 . Memory Loss the Brain. 02 Dec. 2009 . Research Papers on Anterograde Amnesia and MementoThree Concepts of PsychodynamicIncorporating Risk and Uncertainty Factor in CapitalStandardized TestingNever Been Kicked Out of a Place This NiceThe Hockey GameEffects of Television Violence on ChildrenHip-Hop is ArtLifes What IfsCapital PunishmentThe Masque of the Red Death Room meanings

Cause and effect

OK, now we’re getting into something fun, the cause and effect essay. The cause and effect essay will train you to call and respond. For example, if you’re arguing about why cigarettes are detrimental to health, you can’t just say cigarettes cause lung cancer and move on to the next subject. You must respond to that statement and tell the reader why cigarettes cause lung cancer: Call-Response. That said, the most important members of the who, what, when, where, why gang are what and why, and these are the two points we deal with most in cause and effect essays. The overlying message of your essay will be one huge â€Å"why† (cause) followed by one huge â€Å"what† (effect). We are in the world of relationships, how one thing affects another thing. Your thesis will concentrate on the effect, the consequences of the cause. So we’re actually going to work back in time from effect to cause; therefore, we are not dealing with chronological order here but with the emphatic order or order of importance. Yes, the cause does lead to the effect, but the effect is the main point of your thesis with the cause, your argument. Let’s look at a simple example: By drinking enough martinis, I will soon destroy my liver. Cause (why): By drinking enough martinis Effect (what): I will soon destroy my liver See? Drinking martinis answers â€Å"why,† and â€Å"what â€Å"is answered by my soon-to-be destroyed liver. So the actual topic of your essay is the martini. Your opinion or slant on the topic: drink enough of them and you will destroy your liver. So your plan of development or three points of argument will be based on reasons â€Å"why† drinking martinis destroys the liver. You must prove that the cause leads to the effect. Now don’t be fooled by a post hoc fallacy. The American Heritage Dictionary defines post hoc as â€Å"in or of the form of an argument in which one event is asserted to be the cause of a later event simply by the virtue of having happened earlier. † The cause must yield the effect. Because you threw salt over your shoulder before an airplane flight and then had a safe flight, there is no evidence that the salt over the shoulder is the reason your flight was safe. Capish? You MUST back up your claim with a good argument and references that back up your argument. Here are some essential rules for this essay: You must offer at least two works cited You must have at least one quotation from our readings, properly cited. Your essay must be typed in proper MLA format The checklists and outline in this packet must be filled out and handed in You will hand in early rough drafts with your essay You will read, or have another student read, your opening paragraph to the class. *Please see the â€Å"Checklist for Required Work†: for more on this, later in this handout. Here is your essay prompt: What incident, event, or occurrence happened in your life that made you realize you are different from other people? Essay Review: What is expected in the basic essay. Introductory Paragraph Introduction Plan of development: points 1. 2. 3 Thesis Statement The introduction must attract the reader. The plan of development is a list of points that support the thesis. The points are offered in the order they are given. Thesis: the main idea in two parts: topic and your opinion. First Supporting Paragraph Topic sentence (point 1) Specific evidence The topic sentence is the first supporting point for your thesis, and the specific evidence delves into you topic sentence Second Supporting Paragraph Topic sentence (point 2) Specific evidence The topic sentence advances the second supporting point for your thesis, and the specific evidence develops that point. Third Supporting Paragraph Topic sentence (point 3) Specific evidence The topic sentence advances the third supporting point for your thesis, and the specific evidence develops that point. Concluding Paragraph Summary, conclusion or both A summary is a broad restatement of the thesis and its main points. A Conclusion is a final thought or tow stemming from the subject of the paper. Common Methods of Introduction. 1. Broad Statement: Using factory work as an example, you might start out by saying the following: Working in a factory might be one of the worst jobs. And then you go into the specific factory that you’re writing about, for example, an egg factory. 2. Contrast: Start with an idea that is the opposite of the one you will develop: working in an office is a nice, clean job. You have comfortable chairs, a desk, a computer, a cup of coffee nearby, but working in a factory does not have the niceties found in an office. 3. Relevance: What makes your topic special? Convince the reader that the topic applies to them or is important. So many of our ancestors, when they first came to this country, found themselves working in factories. 4. Anecdote: An interesting short story that coaxes the reader into the world of your essay. The story should be related to your thesis. I once met a man named Victor who was missing two of his fingers. Victor told me that he lost his fingers because of an accident at work. He caught his hand in the wheels of a conveyor belt at the egg factory where he worked. 5. Quotation: Quote something from your research, or find a dictionary quote that relates to your topic: â€Å"Perhaps it seemed to me,† Wrote Henry David Thoreau, â€Å"that I had several more lives to live, and could not spare any time for that one† (342). This is how I felt after working in an egg factory for two years. I had other lives to live. I had wasted enough of my life here. Concluding Paragraph The concluding paragraph should summarize the essay by restating the thesis and even restating the main supporting points. Also, the conclusion brings your paper to a graceful end, leaving the reader with a final thought on the subject. Here is where you get to offer your opinion on the subject. Three Ways to Conclude You Paper using La Jolla Shores (a local beach) as an example. 1. End with a summary or final thought: La Jolla Shores, then, is one of the most inviting beaches in San Diego. The beaches there are wider, cleaner, and safer. It is not surprising that a growing number of San Diegans are traveling to La Jolla Shores to experience this great beach. 2. A thought-provoking question: Appeal to the reader that your subject is bigger than your essay. Comment on any one of these: The future Which choice should be made Why is your subject important Wouldn’t La Jolla Shores be the beach of choice for anyone who wants to experience an enjoyable day by the ocean? 3. A prediction or recommendation Even with its growing popularity, La Jolla Shores will always be the most pleasant beach experiences San Diego has to offer. Outline Form for Essays

Beam Theory Assignment Example | Topics and Well Written Essays - 750 words

Beam Theory - Assignment Example Beams are often characterized by their profile, material and length. Contemporarily, beams are made of reinforced concrete, steel, cased fluid, wood or composites in a typical construction. Some of the most common beams include wide flange beam and I-beam. These are used commonly in building steel frames and bridges. Other types of beams include pipe, C-channel, angle and hollow structural section1. This paper therefore seeks to discuss the beam theory, its document design, performance and constraints involved. Statement of problem Due to the need of a comprehensive explanation of the physics of beams as well as the intense space charge an explanation of the accelerator systems requiring adequate intensity in which mutual interaction of particles in the beam cannot be neglected, this paper is important as it is aimed to give a discussion of all these elements involved in the beam theory. There is also a need to provide a wider overview of beam dynamics. The paper will put emphasis on the analytical and theoretical methods that describe the transport and acceleration of beams. There is also a need to cover aspects of experimental and numerical methods in order to bring familiarity with the basic methods used to understand the longitudinal and transverse evolution of beams. This may enable an intense foundation in designing a practical architecture. Often beams are described in the way of their support. This support restricts rotational and/ or lateral movements in order to satisfy the conditions of stability and to limit deformations to some extent of allowance. In addition, there is need to understand how a simple beam is supported by a roller in one end and a pin in the other. One may also need to understand how a cantilever beam is established. It is the interest of this paper to also explain how an overhanging beam is formed from a support of two points with one or both ends stretched beyond supports. Beams primarily support vertical loads2. Compared to thei r span in the diagrams in engineering, they have a small cross section. Document design Beams are vital class of the structural elements. The major function of constructing structures is to enable support of the space that encloses the elements such as roofs, floors and walls. Beams are often horizontal to support such elements. The behavior of any structure of a building can get complicated; however, sub structures such as horizontal elements that are associated with roofs and floors, and vertical structures identified with the walls can be identified. The horizontal elements include space frames; trusses, beams and slabs, and the vertical elements include walls, columns and lift cores3. The external bonding of reinforced strips of fiber plastic and reinforced concrete beams are broadly accepted as an effective and efficient method for upgrading and strengthening members. A growth in the exponential research has been observed due to the attention paid to the strengthening area of s tructures through reinforced strips of fiber plastic. The objective of the study is to enhance mechanical performance of the reinforced concrete. In order to prove the results of the research, the method of the finite element will be used to analyze the principal of inter-laminar, distribution of the normal stress and shear along the reinforced strips of fiber plastic and concrete4. Performance requirement The performance requirement of beams and engineering structures are more ambitious.

The Holy Ghost Essay Example | Topics and Well Written Essays - 500 words

The Holy Ghost - Essay Example In addition, once all the members were seated, they started clapping their hands and singing together. Besides, as the congregation is singing and worshipping, the pastor stands up and addresses the congregation; he invites all those who are not filled with the Holy-Ghost to come forward to receive an impartation. Eventually, the services move into a session of prayer; members of the congregation stand and make known their prayers and concerns. Additionally, the congregation breaks out into diverse kinds of prayer including lying on the floor, standing still, and convulsing uncontrollably. The documentary is a testament of what many individuals consider as the ministry of the Holy Spirit, a strange paradox. On the one hand, there are very little theological works on the ministry of the Holy Spirit; there is only a small reference to the issue in connection with the Trinity. On the other hand, over the last two decades, there has been an increasing interest and manifestation of the mi nistry and work of the Holy Spirit, especially in many non-denominational churches in America. The documentary is an example of the Pentecostal movement and subsequent series of the charismatic faiths that led many individuals to a new awareness of the ministry of the Holy Spirit and His spiritual gifts in the lives of Christians. The ministry of the Holy Spirit just as the documentary demonstrates revolves around the work of the Holy Ghost, especially in the lives of believers; the spiritual gifts such as faith healing.

Emergency Response Planning For Airports Essay Example | Topics and Well Written Essays - 2500 words

Emergency Response Planning For Airports - Essay Example In this regard, responsibilities for workers in an airport and within its vicinity should be clearly defined to avoid confusion during operations. Apparently, the rapid response department in an airport must ensure that all the necessary equipment and the personnel required are present when the need arises. Different airports have varied emergency response techniques subject to the nature and scale of the disaster. Emergency response planning involves structuring the airport in such a way that the impact of an emergency is minimized. It includes establishing procedures to be followed when attending to an emergency. This essay is meant to critically analyze the equipment used, and Procedures followed when attending to emergencies, training and Practices of the emergency response department and policies adopted for effective response to emergencies. We focus on Dubai International Airport to learn more about emergency response including the procedures and equipment employed when handling emergency cases. The airport is administered in accordance with the United Arabs Emirates legal requirements for airports operations. The emergency response docket is headed by the chief emergency coordinator. The chief emergency coordinator is entitled with the responsibility of overseeing the reaction to emergency cases. The airport has a well-structured system of command which outlines who reports to who during an emergency. The rapid response department is stratified into several subunits to facilitate effective management and division of labor. Each subunit is given a certain responsibility and head by a commander, who reports to the chief emergency coordinator. The emergency department handles several cases such as health, fire, and security threats among others. The department has a well-trained team of security staff that handles emergency incidences on a

Individual case study analysis(Ireland's Tiger Economy) Essay

Individual case study analysis(Ireland's Tiger Economy) - Essay Example A stiff prohibition on foreign ownership of firms and high tariff barriers from the 1930s to the late 1950s hindered Ireland’s economic growth (Barry,1995). By the 1950s, it was evident that policies, which aimed at giving local investors the priority was not beneficial at all (Barry,1995). This was because infant industries had not matured and were not sufficiently competitive to generate sizable exports. As a result, Irish policy makers changed tact. The â€Å"control of manufacturers’ act†, which gave local investors priority, was abolished. Policy makers engineered the development of the foreign direct investment. The first step was to introduce zero corporate profits tax on manufactured exports. Secondly, policy makers initiated attractive investment grants to foreign investors. Thirdly, policy makers abolished tariff barriers. The Irish economy in the past three decades is strongly linked to FDI. The investment platform has significantly changed. Currently, foreigners who own export-oriented firms, additionally, own almost sixty percent of gross output and forty-five percent of employment in manufacturing. U.S. investors are the majority of foreign investors operating firms in Ireland followed by UK and Germany (Barrell, 1996). Amazingly, a majority of foreign manufacturing firms in Ireland imports their raw and semi processed materials. This is because FDI has abolished barriers, which hinder investment making the cost of investment extremely affordable. Current data indicates that companies, which are owned by the locals, export only 35 percent of output (Barry, 1996). On the other hand, foreign owned manufacturing companies exports a whopping 86 percent of the output (Barry, 1996). This indicates that Ireland’s economy cannot strive without the investment from foreign firms. The success of Ireland’s economy is also because of a solid political economy. Furthermore, the political, economic and legal systems of any give n country take a huge role in determining the economic well being of that particular country. Ireland’s political economy and legal systems offer a perfect environment to foreign investors. Although, seen as the most successful economy in Europe and the world at large, Ireland’s economy was greatly affected by the global financial crisis. Between 2002 and 2007, the economic prowess that Ireland enjoyed changed in fundamental ways. At that moment, the economy continued to grow steadily owing to the rapid expansion of credit cards and an increase in personal indebtedness by the Irish natives. Rising property prices were seen as one of the igniters of this situation. Between 2002 and 2007, construction activities grew rapidly, accounting for the economic boost and rise in employment (ESRI, 1997). Amazingly, the rampant growth in the construction industry was supported by huge bank lending. At that moment, the balance sheets of many Irish banks expanded relative to the siz e of the economy. Reports indicate that a majority of the banks relied, on their deposit base, to fund loans. Unfortunately, greater financial integration, which was initiated partly by the introduction of the euro, forced local banks to source funds from abroad. In addition, the same period realized an increate appetite in financial markets, which caught Irish banks with surprise. A concentration in risky lending practices and lending in property

Ludwig van Beethoven Essay Example | Topics and Well Written Essays - 500 words

Ludwig van Beethoven - Essay Example Additionally, he met with Mozart and he offered him to play piano for him. As a music loving person, Ludwig did not decline his offer and played the piano for Mozart. The level of interest and charm of Ludwig greatly attracted the admiration of the Mozart who once commented that one day you will make a big noise in the world. Beethoven did not pass a prosperous life when he was young and at the same time, his family greatly suffered economic problems soon after his father’s death. As a result, he was assigned to look after his family. Despite so many problems, he successfully managed his family problems. Before his death on March 26, 1827, particularly in his last decade of life Beethoven became deaf. However, he did not give up but successfully continued his musical journey. Beethoven’s Music Beethoven was a great musician and composer of his times. Among his renowned musical works include nine symphonies, 32 piano sonatas, sixteen string quartets, five piano concertos , an opera (Fidelio), the Miss Solemnis, a violin concerto, and other numerous musical work such as incidental music, songs, overtures and chamber music. Additionally, his musical contribution experienced the era when the Classical and Romantic music was experiencing a great change rather a transition between them was taking place.

The Research Proposal Dissertation Example | Topics and Well Written Essays - 2000 words

The Research Proposal - Dissertation Example The presence of such significant number of industries in the region also invariably affect the environment of the region specifically and UK generally. London is also considered as the third command city in the world after New York and Tokyo because of the fact that it is the leading financial hub of the world. The overall population of London is however, mostly employed by the Services sector with less than a million population working in the manufacturing sector. Region’s only substantial manufacturing facility is Ford Dagenham which is also the largest diesel engine manufacturing facility in the world. Though the overall concentration of industry is low in the region however, it can still pose a threat to the environment. This proposed research study therefore aims to assess and explore the impact of industry in greater London on the environment of UK generally and Southern England specifically. Aims and Objectives of the Research The major aim of this research study is to understand and explore as to how the industry of great London impact on the environment of UK and especially the Southern England. ... How industries in great London have an impact on environment? 2. Are there any particular types of industries which are affecting the environment most? 3. Whether regulatory requirements for environment are being met by the industry? A general assessment of the regulatory requirements and the implementation will be undertaken to understand as to whether regulations have any influence on reducing the impact. 4. Does industry is taking efforts to lessen such impact? 5. If yes, what measures have been taken so far in order to contain the damage? These broader aims and objectives will therefore set the overall tone and direction of the research. These research objectives will also allow the researcher to set the overall research questions and hypothesis for this research. Research questions and Hypothesis Following research questions and hypothesis will be constructed for the purpose of this research: 1. Industry has significant impact on the environment. Industry does not have any impac t on the environment? 2. Businesses have put in place appropriate security and risk measures to reduce the impact on environment. There are no significant efforts taken by the industry to reduce the impact on environment. 3. Regulations have been successful in compelling businesses to reduce the harmful impact on environment. Regulations have failed to compel businesses to reduce the harmful impact on environment. Literature Review Greater London region has important significance in the economy of UK and contributed towards the economy to a great extent. It is also however, important to note that the economy of London went through a structural change where the focus was shifted from the manufacturing to services sector. Greater London therefore is still dominated by the firms

Ludwig van Beethoven Essay Example | Topics and Well Written Essays - 500 words

Ludwig van Beethoven - Essay Example Additionally, he met with Mozart and he offered him to play piano for him. As a music loving person, Ludwig did not decline his offer and played the piano for Mozart. The level of interest and charm of Ludwig greatly attracted the admiration of the Mozart who once commented that one day you will make a big noise in the world. Beethoven did not pass a prosperous life when he was young and at the same time, his family greatly suffered economic problems soon after his father’s death. As a result, he was assigned to look after his family. Despite so many problems, he successfully managed his family problems. Before his death on March 26, 1827, particularly in his last decade of life Beethoven became deaf. However, he did not give up but successfully continued his musical journey. Beethoven’s Music Beethoven was a great musician and composer of his times. Among his renowned musical works include nine symphonies, 32 piano sonatas, sixteen string quartets, five piano concertos , an opera (Fidelio), the Miss Solemnis, a violin concerto, and other numerous musical work such as incidental music, songs, overtures and chamber music. Additionally, his musical contribution experienced the era when the Classical and Romantic music was experiencing a great change rather a transition between them was taking place.

Energy Drinks Introduction Essay Example for Free

Energy Drinks Introduction Essay Energy drinks refer to beverages that contain, besides calories, caffeine in combination with other presumed energy-enhancing ingredients such as taurine, herbal extracts, and B vitamins. They ? rst appeared in Europe and Asia in the 1960s in response to consumer demand for a dietary supplement that would result in increased energy (Reissig and others 2009). In 1962, a Japanese company, Taisho Pharmaceuticals, launched Lipovitan D, one of the very 1st energy drinks, which is still dominating the Japanese market. Lipovitan D contains B vitamins, taurine, and ginseng, which are all frequent constituents of mainstream energy drinks with the intended purpose of providing the consumer with sustained energy, and to reduce mental and physical fatigue (Taisho Pharmaceutical Co. Ltd. 2009). Energy drinks did not make their way into the U. S. market until 1997 when Red Bull was ? rst introduced, which originated and was initially launched 10 y earlier in Austria (Reissig and others 2009). Since the 1960s, the energy drink market has grown into a multibillion-dollar business which has been reported as being the fastest growing segment in the beverage industry since bottled water (Agriculture and AgriFood Canada 2008). Energy drinks have established a viable position in the beverage market as evidenced by their commonplace consumption in the morning, afternoon, and night, not only by the general consumer, but those of age 18 to 34 in particular (Lal 2007). Athletes initially were the primary consumers of energy drinks. However, as the energy drink market grew and expanded into various niche markets, athletes are no longer the primary target. Today, the majority of energy drinks are targeted at teenagers and young adults 18 to 34 y old due to this generation’s on-the-go lifestyle and receptiveness to advertisements for these types of products (Lal 2007). While the energy drinks and shots market may be a small component of the non-alcoholic beverage industry, it is perhaps the most dynamic market—growing 60% from 2008-2012 according to Packaged Facts estimates in the all-new research report Energy Drinks and Shots: U. S. Market Trends. In 2012, total U. S. sales for the energy drinks and shots market was worth more than $12. 5 billion. Intense competition surrounds the beverage industry as marketers seek to increase market penetration and consumption frequency through positive alignment as a healthy and/or functional beverage. Thirst quencher/sports drinks remain the most formidable competitor for energy drinks as this type of beverage attracts a large constituency of energy drink users. Energy drinks are subject to competition from other energy-boosting beverages such as coffee and tea beverages, as well as an increasing number of new product innovations that tap into the energy trend but are outside of the beverage industry. At present, energy drinks have the lowest consumption rates of any RTD beverage—a point which reflects the market’s relative infancy but also its growth potential. Experian Simmons analysis shows the growth trend of this market, with the incidence of energy drink usage among adults rising from nearly 13% in 2006 to 17% in 2012. In addition, there is a modest segment of heavy users: 5% of adults consume energy drinks 5-7 times per month and less than 2% drink energy drinks 10 or more times. Packaged Facts estimates that energy drinks account for some 78% market share, followed by 18% for energy shots, and energy drink mixes (roughly 4%) in 2012. A few select marketers dominate the energy drinks and shots market. This demonstrates the first mover advantage in each category. The result is a market that is highly dependent on a handful of key brands, namely Red Bull, Monster Energy, 5-Hour Energy, and Rockstar Energy.

Experiment: Attractiveness Halo Effect on Human Faces

Experiment: Attractiveness Halo Effect on Human Faces Matriculation Number: 140011607 Partial Research Report Abstract The aim of this report was to test for an attractiveness halo effect on human faces. This experiment was conducted in the University of Dundee and the participants were international undergraduate students of both genders. The independent variable was the level of physical attractiveness, while the dependent variable was the estimated IQ score the participants gave to the male and female faces that have been selected at random. The hypothesis predicted that there will be an effect of attractiveness of faces on their perceived intelligence, meaning that subjects would rate highly attractive individuals with higher IQ levels and those with less attractive characteristics with lower IQ. The participants were asked to rate for attractiveness (7= very attractive and 1= not attractive at all) ten male and ten female faces shown to them that have been selected at random from a pre-existing data set and afterwards provide an estimated IQ score. The obtained results signify that there is a hi gh correlation between high attractive faces and higher IQ scores. This is in accordance with previous research, such as the attractiveness halo effect that is the tendency to assign positive personality qualities to people bases on their looks and Eagly’s (1991) research which claims that attractive people are attributed with lots of positive traits. Introduction Individuals are confronted with many serious decisions in their everyday life where they are either judging others or being judged. Langlois Kalakanis (2000) demonstrated that physical attractiveness plays a significant part in decision-making in situations such as hiring decisions, voting behavior and romantic partner choices. Physical attractiveness is a complicated concept that reflects numerous significant factors. According to Pansu Dubois (2002) facial attractiveness consists one of the main determinants of total rankings of attractiveness. Furthermore, Thornhill Gangestad, (1999) claimed that with regard to the face itself, masculinity, femininity and symmetry all rise perceived attractiveness. People that are more attractive tend to be advantaged in several critical and appraising ways. The halo effect can help interpreting the ‘what is beautiful is good’ stereotype. The halo effect is a traditional corollary in psychology. It is the idea that one personâ€⠄¢s central positive (such as attractiveness) or negative characteristic, affect another’s person’s decision about their other characteristics (for example, intelligence). According to Eagly (1991) people regularly ascribe positive traits to attractiveness and negative traits to less attractive individuals. This belief leads to erroneous judgmental, attribution errors and regular human perceptual partialities. By using practical research, Edward Thorndike was the first contending the halo effect. The definition he gave to the halo effect was ‘a question that rises in data collection when there exists a conveyance from an estimation to another’. Moreover, he conducted a study in 1920 in which commanding officers of the American army requested to classify their soldiers on groups of guidance, intelligence, character and physique. The findings of the study showed that there exists a direct interaction among all negative and all positive characteristics. After his study has been completed, Thorndike extended his first definition of the halo effect to be ‘an expansion of a total impression of an individual (or of one specific characteristic) to affect the total impression of that person’. Additionally, this is the part that has been highlighted in this research. If an individual is considered attractive then this person is deemed to possess many more positive attribute s such as intelligence. Furthermore, there is some proof that the effects of attractiveness on perceived intelligence may vary between women and men. In a study conducted by Chia, Allred, Grossnickle and Lee (1998) that was examining the effects of gender and physical attractiveness on conceptions of academic success, initiative, accomplishment related characteristics, intelligence and ascriptions of effort in respect to academic success, it was found that men and more attractive people would be assessed more positively comparably to women and less attractive people. This study relates the above research on the halo effect as its aim is to test for an attractiveness halo effect in human faces, while providing an estimated IQ score. In addition it is hypothesized that there will be an effect of attractiveness of faces on their perceived intelligence. Method Participants The target population is restricted to the opportunistic sample of 152 international undergraduate students of both genders of the University of Dundee. 103 of the people participated in the experiment were females and the other 49 were males. Materials This study is an experimental design as it has IV and DV. The independent variable is the level of physical attractiveness, while the dependent variable is the estimated IQ score the participants gave to the male and female faces that have been selected at random. The research hypothesis states that there will be an effect of attractiveness of faces on their perceived intelligence and the aim of the experiment is to test for an attractiveness halo effect in human faces. Descriptive Statistics will be used in order to test the hypothesis stated above. The materials used in this study where: Ten male faces and ten female faces have been selected at random from a pre-existing data set and displayed in a computer screen. The computer, which enable participants to see the pictures of the male and the female faces. The data collection sheet, in which participants wrote their ratings of attractiveness and the estimated IQ scores. Standardized instructions (Appendix 1). Procedure The opportunistic sample was obtained and welcomed in a silent room. Applicants were asked to sit to the desks. The experimenter informed the participants about the experiment by using a consistent set of instructions. Data collections sheets were distributed to the students. Students completed the survey by seeing the twenty different faces on the computer, rating them for attractiveness and provide an estimated IQ score for each face. After the participants completed the survey, the data collection sheets were collected by the experimenter. Once the data have been collected, faces were split into two groups based on the median of attractiveness and mean IQ score for each face was calculated. Students were debriefed about the nature of the experiment. Results Table 1 Mean number (M) of estimated IQ scores in faces with low and high attractive characteristics, plus standard deviations (SD) Table 2 Mean number (M) of estimated IQ scores in male and female faces with low and high attractive characteristics, plus standard deviations (SD) As can been seen in Table 1, faces with low attractive characteristics are estimated with lower IQ levels (M= 100.9, SD= 7.85) than faces with high attractive characteristics (M= 118.35, SD=15.55). A between-groups t-test revealed that faces with low attractive characteristics have significantly lower IQ levels than faces with high attractive characteristics, t (13.3) = -3.17, p = 0.007. As we can see in Table 2, column one, males with low face attractive characteristics are estimated with lower IQ levels (M=98.18, SD= 9.96) than males with faces with high attractive characteristics (M=129.84, SD=13.18). A between-groups t-test revealed that male faces with low attractive characteristics have significantly lower IQ levels than male faces with high attractive characteristics, t(8) = -4.29, p=0.003 As we can see in Table 2, column two, females with faces with low attractive characteristics are estimated with lower IQ levels (M=103.63, SD=4.55) than females with faces high attractive characteristics (M=106.86, SD=6.35). A between-groups t-test revealed that female faces with low attractive characteristics did not have significantly lower IQ levels than female faces with high attractive characteristics, t(8)= -0.9, p=0.38. Discussion The hypothesis that there will be an effect of attractiveness of faces on their perceived intelligence was supported. This means that participants rated people with faces with more attractive characteristics with higher IQ levels, where those with less attractive faces with lower IQ levels. This finding is similar to the study conducted by Thorndike in which he asked army officers to classify their soldiers on groups of guidance, intelligence, character and physique. The findings of the study, like in our experiment, showed that there exists a direct interaction among all negative and all positive characteristics and that participants rated more highly the ones that were more physically attractive than those who were not. The result also bolster the work of Eagly. In which is stated that people regularly mete positive traits to attractiveness and negative traits to less attractive individuals. In our example participants rated the more attractive people with higher IQ levels. Moreover, Chia, Allred, Grossnickle and Lee claimed in their study the existence of some proof that the effects of attractiveness on perceived intelligence may vary between women and men. They found that men and more attractive people would be assessed more positively comparably to women and less a ttractive people. This finding was supported in our experiment as men and more attractive individuals were rated with higher IQ levels while women and less attractive individuals were rated with lower IQ levels. In conclusion, the insinuation of our findings is that our opinion of others can be defective as a result of the tendency we have to generalize the personalities of people, or their ability to think based on positive traits they have, in this case, face physical attractiveness. References Chia, R., Allred, L., Grossnickle, W., Lee, G. (1998). The Journal of Social Psychology. Effects of Attractiveness and Gender on the Perception of Achievement Related Variables, 138(4), 471-473. Eagly, A., Makhijani, M., Ashmore, R., Longo, L. (1991). What Is Beautiful Is Good, But A Meta-Analytic Review of Research on the Physical Attractiveness Stereotype, 110(1), 109-113. Langlois, J., Kalakanis, L., Rubenstein, A., Larson, A., Hallam, M., Smoot, M. (2000). Maxims or myths of beauty? A meta-analytic and theoretical review. Psychological Bulletin, 126(3), 390-399. doi:10.1037//0033-2909.126.3.390 Nisbett, R., Wilson, T. (1977). The halo effect: Evidence for unconscious alteration of judgments. Journal Of Personality And Social Psychology, 35(4), 250-256. doi:10.1037/0022-3514.35.4.250 Shinners, E. (2009). Journal of Undergraduate Research XII. Effects Of The What Is Beautiful Is Good Stereotype On Perceived Trustworthiness, 1-3. Appendix 1 Before the begging of the experiment the experimenter gave the following instructions: â€Å"If at any time you feel uncomfortable and wish to leave the experiment you may do so.† â€Å"If at the end of the experiment you wish your results to be removed, they can be.† â€Å"All results will be kept in confidence.† â€Å"Open the computers, go to ‘My Dundee’ then to ‘Module Materials’ then to ‘Workshops’ then to ‘Research Report’ and then open the ‘Faces presentation folder’. ‘Use the data collection sheet to rate each of the faces and provide an estimated IQ score’ After completing the experiment we were asked to make sure we have completed all sections of the data collection sheet The final instruction was to close the PowerPoint and log out of My Dundee. Appendix 2 Raw Data

Emily Brontës Wuthering Heights :: essays research papers

Wuthering Heights Emily Brà ¶nte Wuthering Heights, written by Emily Brà ¶nte, is a story about the Earnshaw family who own a place called Wuthering Heights. Wuthering Heights is located on the moors. It narrates the story of the Earnshaw family, Heathcliff and the love story behind them all. Wuthering Heights is a strange, agonizing and powerful novel. It is said that revenge is the dominant theme of the book. Towards the 2nd part of the novel, the focus of the story was about Heathcliff planning for vengeance against the Edgar Linton. Edgar Linton is the person who married Catherine who was Heathcliff’s only love. The heroes in the story are Edgar Linton and Hareton Earnshaw. Heathcliff is considered as the villain. The book is also taken over by sin and retribution (crime and punishment). All the characters sin in some way are punished, with the exception of Cathy and Hareton, who manage to destroy evil in their lifetime. Major Characters: Mr. Earnshaw- Mr. Earnshaw is the one who brought Heathcliff to Wuthering Heights. He is the owner of Wuthering Heights. Mr Earnshaw is a brusque Yorkshire farmer. Hindley Earnshaw- He is cruel and he lacks character. He also can be describe as the artistic type. He was neglected by his father especially when Heathcliff arrived at Wuthering Heights. Catherine Earnshaw- She is a wild, impertuous, arrogant girl. Despite her feelings for Heathcliff, she decides to marry Edgar, knowing full well that Heathcliff is the true love of Catherine. Before she dies, she says that she wants both Edgar and Heathcliff to suffer. Hareton Earnshaw- He is the son of Hindley and Frances Earnshaw. He was reared by Heathcliff as part of his plan to punish the Earnshaws. Hareton reflects Heathcliff’s cruel nature. Healthcliff- An adopted member of the Earnshaw family. As a child, he was sullen and impatient; as a young man, he is sullen, impatient, vengeful and cruel. He has an all- engrossing passion for Catherine Earnshaw, and when she marries Edgar Linton, he spends the remainder of his life in spiritual torturement. Linton Heathcliff- The son of Heathcliff and Isabella Linton. He is sickly and unmanly. His death is hastened because of Heathcliff’s neglect. Edgar Linton- A devoted suitor of Catherine, he becomes a recluse after her death. He develops a fondness for young Cathy, but he is no match for Heathcliff., who is determined to make Cathy pay for her mother’s caprices. Cathy Linton- Edgar’s darling; she inherits her mother’s pride and determination and

Importance of Control in Staffords Traveling Through the Dark Essay

Importance of Control in Stafford's Traveling Through the Dark In William Stafford's "Traveling Through the Dark," the narrator encounters a dead deer on the edge of the road. He knows that the safe and proper course of action is to push the deer into the canyon, but when he finds that the doe was near giving birth before she died, he hesitates to kill the unborn fawn. Stafford's central idea in the poem revolves around the decision the narrator makes to sacrifice the deer in order to clear the road of obstacles, so that others who drive on the dark, narrow road won't have to swerve. The image of the deer evokes sympathy and compassion from the reader because the image isn't merely that of a dead animal. The second stanza describes the dead deer as the reader would expect. The narrator "stood by the heap, a doe, a recent killing; / she had stiffened already, almost cold." The lifeless deer, merely a heap of animal recently killed on the road, seems ready to be pushed into the canyon, but the next stanza reverses the image of the deer. The narrator approaches ...

A Format for Case Conceptualisation

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