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)

Benjamin Franklin and Frederick Douglass as self-made men Essay

‘Autobiography’ of Benjamin Franklin states that apart from being one of the founding fathers of United States, he was a philosopher, scientist, inventor, a leading writer, publisher and a diplomat too. A person with so many specialties in his personality is rarely seen and when we read the whole book, which has 14 chapters, we come to know that Benjamin Franklin was completely a self-made man. He gained expertise in each field he worked because he did everything in his life with all his interest. Benjamin gives a good description of his life in Philadelphia and his keen interest in literature and hilosophy in this book. He also had interest in religion prevailing in America during colonial and revolutionary period. He wrote the first five chapters of the book in England in 1771 and after 13 years i. e. , probably in 1884-85 he continued it when he was in Paris. Later when he returned to US in 1788, he completed the book giving the account of his life till he is 57 years old i. e. , till 1757. One year after Benjamin Franklin’s death, in March 1791, his autobiography was published in Paris. Benjamin was born in Boston in 1706 as his father’s 15th child out of 17. When he was a chool going child he wanted to become a minister but later he dropped this idea as he had great interest in reading and writing. For the first few years, Benjamin apprenticed his brother but soon moved to Philadelphia and worked there for some time. While staying in Philadelphia, Franklin made friends with well-known political figures and then moved to England. Here he stayed for 18 months with James Ralph who was a good friend of his but later he estranged with him. Then in 1726 he returned to America where he started a debating club in a very short time and called it the Junto. After two years, with the help of tools and knowledge gained in England, he turned ‘The Pennsylvania Gazette’ into a flourishing publication after taking it over from Keimer. In 1730 Benjamin married his beloved, Deborah Read and had two children. Franklin did printing work for the government holding small positions during 1730s. Later he became postmaster of Philadelphia and also started Poor Richard’s Almanac. He invented Franklin stove by the end of 1730s. 1740s saw him working on various projects like fire brigade, police force, university of Philadelphia and even public works like street weeping service too. After retiring from printing business in 1748 he conducted various scientific researches on lightning. He was honored with degrees from Harvard and Yale in 1753 and he turned out to be the Postmaster General of America. Next year saw war breaking out between England and France and he participated in the war by drafting proposals that helped bring funds for the war. However the ‘Autobiography’ is left unfinished and is written only up to 1757. The first chapter of his ‘Autobiography’ is addressed to his first son, William Franklin who was born nearly one year after his marriage. He writes, Dear son: I have ever had pleasure in obtaining any little anecdotes of my ancestors. You may remember the enquiries I made among the remains of my relations when you were with me in England, and the journey I undertook for that purpose. (The Autobiography of Benjamin Franklin, Chapter one, Lines 1-3) First chapter includes his present work and the reasons behind choosing it, some description of his ancestors’, about his early life and his attachment towards reading books. In chapter six, Benjamin mentions a lot of such incidents that made him decide to be simply honest in his dealings in life. The philosophical lines in chapter six are, I grew convinc’d that truth, sincerity and integrity in dealings between man and man were of the utmost importance to the felicity of life; and I form’d written resolutions. Which still remain in my journal book, to practice them ever while I lived. (The Autobiography of Benjamin Franklin, Chapter six, Paragraph 21, Lines 1-2) Thus we find that Benjamin Franklin worked on lot of projects and expertised his knowledge in various field with the help of his own experiences of life. He met various people and read variety of books too, which further helped him develop a sense of esponsibility and duty as well also morality and self-improvement. â€Å"Narrative of the Life of Frederick Douglass, An American Slave† is a book with eleven chapters that gives us the picture of Douglass’s life as a slave and how keen he was to become a free man. His book has played quite an influential role during the ‘abolition movement’ of early nineteenth century in United States. The first chapter starts with the information that Douglass is unaware of his date of birth and seems sad about this fact. Then he explains that he lost his mother when he was only seven-year-old but he was taken far away from his mother even before that. He had no idea about who was his father but according to most people he must have been the son of his owner who was a white man. The first time when Douglass could see the brutal side of slavery was when he saw his Aunt Hester being whipped. The following two three chapters describe the life of slaves of that time and how they were treated along with farms’ structure also. A very important and mentionable point here is the description of the singing of the slaves and this makes the reader have a good deal of admiration for Douglass as he knows far better that slaves are forced to do everything. Douglass mentions incidents of extreme brutality with slaves even if they spoke truth. He also makes the reader aware of how slaves were taught to behave in front of their owners. In chapter five he starts with life in Baltimore as he was taken there and also mentions that had he not been taken to Baltimore, he would have been slave for the rest of his life without having the feeling of making himself free. Here he started to feel that he could also have better hopes for future and mentions his new mistress, Mrs. Auld as a very kind woman initially but in due course of time turned malicious. Douglass learned to spell small words and read a little bit from Mrs. Auld and he tried to develop his new skill whenever he found time and opportunity. The following two chapters describe his life in Baltimore and how he learns to read and write for himself and the sufferings due to this skill for him. In chapter six he mentions the difference in the treatments of a city slave and rural slave. He writes, I had resided but a short time in Baltimore before I observed a marked difference, in the treatment of slaves, from that which I had witnessed in the country. A city slave is almost free man compared with a slave on the plantation. He is much better fed and clothed, and enjoys privileges altogether unknown to the slave on the plantation. Narrative of the Life of Frederick Douglass, An American Slave, Chapter six, Paragraph 4, Lines 1-2) When Douglass was probably ten or eleven years his master died and with the division of property he was sent to the family of Master Hugh. For some time he was moved from one master to another which he extremely hated but had no option other than to follow the instructions of his present master. During these different voyages, Douglass made up is mind to flee from this kind of life and tried to take an account of the direction he was traveling so that it would help him run away from there. He had very hard time with the kind of work he was allotted and he was even whipped almost weekly just because he was awkward with the work. All this crossed the limit of patience for Douglass and one day when his master Covey tried to tie him he fought and won. After this incident he was never beaten. Douglass was then sent to another farm where he made friends with other slaves and also taught them to read and write. Here he planed to escape with some of the slaves but was caught and sent to jail. After being released from jail he was sent to learn some trade in Baltimore and he worked as a trainee in a shipyard. Here also white men abused him and his master was kind enough to make him work as a caulker and not go back to the shipyard again. He was even given wages for his work but he had to give them to Master Auld. He writes, In the early part of the year 1838, I became quite restless. I could see no reasons why I should, at the end of each week, pour the reward of my toil into the purse of my master. When I carried to him my weekly wages, he would, after counting the money, look at me in the face with a robber-like fierceness, and ask, â€Å"Is this all? he was satisfied with nothing less than the last cent. He would, however, when I made him six dollars, sometimes give me six cents, to encourage me. It had the opposite effect. (Narrative of the Life of Fredrick Douglass, An American Slave, Chapter eleven, Paragraph 3, Lines 1-3) Somehow Douglass manages and finds his own job and escapes from there and moves to Massachusetts. He mentioned very little about this escape in order to protect the names of persons who helped him in this work. After this he met his fiance and started working on his own. He then joined an antislavery get-together and fought for the issue from that time onwards. Within four months of the publication of the book, â€Å"Narrative of the Life of Frederick Douglass, An American Slave† in 1845, it made a sale of five thousand copies. Douglass sailed to England after the publication of his book and remained there for next two years, as he feared to be recaptured by his legal master. This book eventually gave him the liberty to work for himself and people now believed in the story of his past. He then started a black newspaper too.

My Favorite Actor Tom Hanks

My Favorite Actor I never thought about that actor I liked but after analyzing it I think the actor that I like and that caught my attention since I was young is Tom Hanks because he was a collogue student that seemed to have no future in acting and he was not very good on his classes in theater, I leaned that he was born in Concord California his childhood was like a normal kid with, divorced parents his father was descendant of British and his mom Portuguese descent.Hanks was a very shy boy, so the theater classes in high school were as a refuge since he was not popular in school. Interestingly later he continued in theater while studying in California Chabot College. He had no acting experience in college and, in fact, credits the fact that he couldn't get cast in a college play with actually starting his career. He went downtown, auditioned for a community theater play, was invited by the director of that play to go to Cleveland, and there his acting career started.His first TV s how â€Å"Bosom Buddies† (1980) where he meet his second wife the actrees Rita Wilson. I still remember when I went to the cinema to see this film â€Å"Splash† seemed formidable. I still remember the beautiful mermaid, in those years I found it in credible. I also want to mention that seemed to me something like that with the hit movie â€Å"Big,† â€Å"Joe Versus the Volcano† or â€Å"Bachelor Party† (these last two do not remember very well but they were commented in the 80's)Tom Hanks was typecast in the roll of movies comic actor or light and family, no one thought that was going to perform as well in a role as â€Å"Philladelphia† in the role of a gay man dying of AIDS is very well played, was really very believable the character that Tom Hanks in this role that I play in Philladelphia, again showed his acting discipline to lose weight for characterization, to show a man really damaged by this terrible disease.Another famous movie .. w here he showed his great talent as an actor was â€Å"Forrest Gump† Fascinate how developing the role of a man with some level of mental retardation, the posture, the faces, the accent. Simply stunning. I also learned that after filming â€Å"The Green Mille† filmed the first part of the movie â€Å"Cast Away† then began a strict diet after which lost more than 30 pounds of weight, grew a beard and began a process of tanning to continue filming.This information seemed important to emphasize that not only is the dress up for memorizing dialogues and act but also how hard it to be the be on diets either to lower or raise a character to represent adequately. Certainly caught my attention in this movie than most of it we see only one man talking to a volley ball (Wilson is unforgettable) Almost the entire sequence of the island, no background music you hear only the sound of the sea. The island is totally inhospitable boring and lonely.Hanks is capable of a performa nce in which not need anything more than himself hallucinating talking to Wilson. To maintain the film in a high level. of a meticulous man . The viewer really believe when he is afraid and the things he does with his character of a meticulous man, when he goes crazy for the toothache, when sick of being alone, when he has the look of a hermit and hardened man, when mourning the loss a human symbol†¦ In my view his work was very well done. My Favorite Actor Tom Hanks My Favorite Actor I never thought about that actor I liked but after analyzing it I think the actor that I like and that caught my attention since I was young is Tom Hanks because he was a collogue student that seemed to have no future in acting and he was not very good on his classes in theater, I leaned that he was born in Concord California his childhood was like a normal kid with, divorced parents his father was descendant of British and his mom Portuguese descent.Hanks was a very shy boy, so the theater classes in high school were as a refuge since he was not popular in school. Interestingly later he continued in theater while studying in California Chabot College. He had no acting experience in college and, in fact, credits the fact that he couldn't get cast in a college play with actually starting his career. He went downtown, auditioned for a community theater play, was invited by the director of that play to go to Cleveland, and there his acting career started.His first TV s how â€Å"Bosom Buddies† (1980) where he meet his second wife the actrees Rita Wilson. I still remember when I went to the cinema to see this film â€Å"Splash† seemed formidable. I still remember the beautiful mermaid, in those years I found it in credible. I also want to mention that seemed to me something like that with the hit movie â€Å"Big,† â€Å"Joe Versus the Volcano† or â€Å"Bachelor Party† (these last two do not remember very well but they were commented in the 80's)Tom Hanks was typecast in the roll of movies comic actor or light and family, no one thought that was going to perform as well in a role as â€Å"Philladelphia† in the role of a gay man dying of AIDS is very well played, was really very believable the character that Tom Hanks in this role that I play in Philladelphia, again showed his acting discipline to lose weight for characterization, to show a man really damaged by this terrible disease.Another famous movie .. w here he showed his great talent as an actor was â€Å"Forrest Gump† Fascinate how developing the role of a man with some level of mental retardation, the posture, the faces, the accent. Simply stunning. I also learned that after filming â€Å"The Green Mille† filmed the first part of the movie â€Å"Cast Away† then began a strict diet after which lost more than 30 pounds of weight, grew a beard and began a process of tanning to continue filming.This information seemed important to emphasize that not only is the dress up for memorizing dialogues and act but also how hard it to be the be on diets either to lower or raise a character to represent adequately. Certainly caught my attention in this movie than most of it we see only one man talking to a volley ball (Wilson is unforgettable) Almost the entire sequence of the island, no background music you hear only the sound of the sea. The island is totally inhospitable boring and lonely.Hanks is capable of a performa nce in which not need anything more than himself hallucinating talking to Wilson. To maintain the film in a high level. of a meticulous man . The viewer really believe when he is afraid and the things he does with his character of a meticulous man, when he goes crazy for the toothache, when sick of being alone, when he has the look of a hermit and hardened man, when mourning the loss a human symbol†¦ In my view his work was very well done.

Unit 1 Seminar Case managemnet Research Paper Example | Topics and Well Written Essays - 250 words

Unit 1 Seminar Case managemnet - Research Paper Example dividuals, actively manage any programs that ensure a successful service provision as well as making decisions that facilitate a smooth service provision (Metzger 30). Dual relationships mean relationships that crop up between a client and a worker in the course of their interaction. A dual relationship might occur consecutively or simultaneously during the interaction between the client and the service provider. There are various types of dual relationships. They include, social dual relationships whereby the client is also a friend, a professional dual relationship whereby the client and the service provider are professional acquaintances in other arenas and a communal dual relationship involves the client and worker living in the same area/community. Other dual relationships include sexual dual relationships whereby the two are involves in a sexual relationship and a business dual relationship whereby the client and worker are business partners as well. Client rights refer to the entitlement of a client to receive certain treatment or services. Some of clients’ rights include privacy and confidentiality, accurate and timely access to information, receipt of excellent services (Woodside, 271). Clients are also entitled to have the cultural needs respected as they get respect as well as dignity in service provision. For instance a client going to see a professional counselor over divorce or custody matters has the right to have information disclosed to the counselor private and confidentially no matter

Should the Drinking Age be 18 Years Essay Example | Topics and Well Written Essays - 250 words

Should the Drinking Age be 18 Years - Essay Example The push would even be more for an adult, at 18, who would be allowed all other privileges of an adult apart from alcohol consumption. It would cause a feeling of being unjustly targeted resulting in resistance to the implied injustice in an attempt to regain control. (2012). Therefore, such persons would be driven more to drinking, referred to as reactance motivation by Hanson (2012). Since these persons are already adults, they should be allowed to drink to avoid such eventualities. Such a viewpoint is useful to examine due to the fact that as long as the crimes associated with alcohol are limited to the actual age of consumption; very little positive effects to society are instigated. On the flip side, if the bulk of the crime that is a function of alcohol consumption can be linked to those crimes committed under its influence (which has been proven to be the case), then such crimes should be treated distinctly separately from those associated with merely imbibing alcohol while un derage. Moreover, due to the fact that research indicates that reducing the drinking age would have minimal behavioral change, it is not really a contributing factor to modifying the behavior of the target demographic. Such a change would only be achieved through proper training, giving responsibilities and holding one accountable for whatever actions. Therefore, with all these benefits attached to the raised drinking age, it would be beneficial to reduce the drinking age to 18. Hanson, D. J. (2012).

Customer experience Essay Example | Topics and Well Written Essays - 250 words

Customer experience - Essay Example When being given service, the customers will feel appreciated because the attendants will use etiquettes and respect the decision they make. In addition, the will feel appreciated by being given offers. Moreover, the customers will not be restricted. They will be allowed to see what is happening in the stores. This will make them feel important. Free services such as wifi will make the customers to spend even more time in the stores. The shop will show them various mobile phones and other technological gadgets. In addition, they will be informed of their distinct specifications. This will increase their level of confidence towards the products being offered. This is because they can be able to check whether the gadget being purchased meets the specific requirements. When solving a problem, the customers will feel engaged because they will be taken through the steps being used come into a conclusion. This will improve their confidence towards the shop. Once they purchase a product or even fail to purchase a product, they will feel important by being appreciated for taking their time to visit the shop. All these experience will play a significant role in increasing their confidence and changing their perception towards the shop. In addition, they will increase the customer loyalty towards the shop and products being sold