High School and New Tech High Essay

I never knew going to high-school would be such a big deal for me. High-school never seemed so challenging, but my first year of high-school was a challenging year, but also a fun year. Going to high-school was like the start of a new life, actually it was the start of a new life because I knew I would learn so much and become a mature young lady. My first year of high-school I went to Arsenal Technical High-school. I was in New Tech High, it was an academy that was mostly about Technology and projects. Yes, I was nervous the first couple of days of school, but after a couple of days I had got use to it. I met lots of new people and made a lot of friends that year, and by being able to experience a different environment of people really changed me as a person. Being in New Tech High I got to use a computer every day of school, I thought it was cool for students to get a computer their first year of high-school. I was even surprised that the students and I got the opportunity to use Mac Book computers. Being in New Tech High was very beneficial for me. In New Tech I learned a lot of new things about computers such as working with power-point, I movie, Word Excel, Photo-shop and more. Before I got to New Tech I didn’t know much about computers, but after my Freshman year of high-school I had learned so much it made me feel like a computer wiz. I also gained good work ethic skills, collaboration skills, 21st century communication skills, and good presentation skills. My first year of high-school was mostly about projects, I always worked in groups and collaborated with those around me. I actually found it to be fun to work with others, after working with others I knew how it felt to be part of a team. One thing that always made me so nervous in school was presentation day, every time I stood in front of that crowd of people in my classroom I got so nervous. At times I would even stutter cause I never experienced presenting before, but after a while I got use to presenting. People have to overcome obstacles in life and presenting was an obstacle I had to overcome to succeed in New Tech. After my first year of high-school I actually missed going to school, but I knew I had three more years of school before it was all over. My Sophomore Year of High-school It seem like I had more responsibilities than my first year. I always had work to do, I had projects on top of the work and I also had to study a lot for my tests. I’m glad I had responsibilities because if I never experienced the task of being responsible I wouldn’t know how to handle my responsibilities in the future. After responsibility came the good grades, I always tried to stay on top of my work so that I could make good grades in high-school, but at times it was hard because I was experiencing a different way of learning. Learning eight different subjects and trying to cram your brain was a difficult task to handle, but also a challenging task for me. At times It wasn’t all about work, in some of my classes I got to go do fun things such as going on field trips. I remember my Sophomore year my Zoology teacher took our class to Newport, Kentucky to the Newport Aquarium. Yes, it was very fun I never went out of town before and experiencing this moment was very exciting for me. Landers2 While continuing my Sophomore year I couldn’t wait until my Junior year, I knew my Junior was the year to start looking in to different colleges. College really never came across my mind the first two years of high-school, but when my Junior year finally came I knew it was time to start thinking about my college life. I had to figure out what I wanted to be, what I wanted to do and think about the places I wanted to go with my career field. At times I was a little confused about my life, I didn’t know where I should began my life and where I should start the beginning of a new life. My Junior year I was still in New Tech, after two years of being in New Tech High I felt like it was another home that kept me safe, and taught me more about life. I always had very good teachers, they taught me things that I didn’t know and also things that they already knew. I loved to come to class and learn from the teachers in New Tech High, I knew each and every day my teachers would teach me something new that would better my life and lead me on the road to success. After I realized what high-school was all about, I didn’t want to leave being able to walk down the hallway and see all my friends, and also get the opportunity to do things that other high-school students didn’t get was beneficial for me. It wasn’t all about working myself to death to get the next assignment done, It was also experiencing the life of a high-school students. Many teachers said, â€Å" cherish every moment of high-school cause when your gone you’re going to miss what was here. † I find that to be so true because now that I am out of high-school I wish I had one more chance to do it all over again. As the year went on my Senior year finally came I was so shocked, it seemed like the first day of high-school was just yesterday I couldn’t believe it was all almost over with. Deep down inside I knew I didn’t want to leave high-school even though at times I wished I had graduated, but when I thought about it, it seemed like my life flashed right before my eyes. I knew now I had grew into that mature young lady I said I was going to be, I was proud of myself that I made it through the years of high-school. I believed in myself, but I also thought that I wasn’t going to succeed at a lot because of my fear of failure. I thought that my fear of failure would ruin my high-school life, but it didn’t because I learned to face my fears and become stronger than what I was before. I was always the person that was shy to get in front of people, I was the person who didn’t believe that people would like me for me. After being in high-school I realized that it shouldn’t matter if others like you or not or if your being judged because at the end of the day your the one pushing forward and moving on to a successful life. Being in New Tech helped me mature and overcome a lot of my fears, I never use to be the type of person that was open to others but after being in high-school I learned how to collaborate and network with others. I knew graduation was coming, I was so nervous I felt it at the pit of my stomach everyday, but as graduation came closer and closer I knew it was my time to face the world and become what I wanted to be. I promised myself that when I got out of high-school I was going straight into college, and I kept that promise to myself because I knew no one could hand me my future in my hands. I had to be a that responsible person and walk across the stage and get my high-school diploma. At times I thought about graduation, I wasn’t ready I didn’t want to leave the place that taught me so much. When the time came for me to graduate, I was sitting there watching students walk across the stage and smile so happily. I was so nervous I sat still in my seat, I almost busted outwith tears but I held my composure and kept my head high. As I walked up to the stage I could feel the eyes of others staring at me, but I looked forward and kept walking and praying that I didn’t fall when I walked across the stage. When my name was called,† Lakeya Landers,† I walked across the stage and then I knew it was time for my life to began.

Anne Frank Book Summary Essay

I’ve just finished reading The Diary of a Young Girl, by Anne Frank. Anne Frank’s diary was begun on June 14th, 1942 and her last entry was on August 1st, 1944. Her diary was mostly about the Holocaust, when her family went into hiding. Anne’s family included herself, her sister (Margot Frank), her mother (Edith Frank), and her father (Otto Frank). This story was set in Prinsengracht, Amsterdam. I chose to read this book because stories that relate to war, really interest me. It all started on Anne’s thirteenth birth, when she received a diary from her parents. She was really excited because she wanted someone or something, she could tell her thoughts to. Even though Anne had a rich social life, she felt as if people didn’t know the real her. She began writing about daily events, school, boys, etc. Within a month, her entire life changed. More and more Jewish people were getting captured and receiving call ups. Call ups mean to surrender now and go to concentration camp. The family decided to go into hiding. They moved into a little section of Anne’s father’s office building that was walled off and hidden behind a singing bookcase. It was called â€Å"the Secret Annex†. For two years, the Frank family lived in â€Å"the Secret Annex†. Mr. and Mrs. van Daan and their son Peter (a little older than Anne) were also hiding with them. Later, Mr. Dussel, an elderly dentist, moved in and Anne had to share a room with him. Anne’s whole life now revolved around getting used to hearing gunshots and bombs. She started drifting away from her family because she spent more time studying and ready instead of spending time with them. Anne started to change as she began to spend time with Peter van Daan. Around that time, she started having dreams about a bout she was in love with, another Peter, Peter Schiff. She always came to see Peter (of the Annex) more than she used to. Before, Anne thought he was an obnoxious, hypersensitive and a lazy guy, but he turned out to be sensitive and caring. Eventually their relationship changed, and they became more than friends. Another big change for Anne happened, when the war was beginning to end. She heard on the radio that â€Å"personal accounts such as her diary will be in demand after the war ends†. She than started editing her diary with excitement! Unfortunately that didn’t last long. Anne started becoming more sensitive to the world around her. She felt completely alone. She felt constantly criticized and there was no escape. At one point, Anne thought it might’ve been better if she and her family had all died instead of hiding in the Annex. Things got a lot harder on Anne. The secret Annex was raided. On the morning of August 4th, 1994, they arrested all of the people in hiding. They were first brought to a prison in Amsterdam and then transferred to Westerbork, the transit camp for Jewish people in north of Holland. They were deported on September 3rd, 1944, in the last transport to leave Westerbork, and they arrived three days later in Auschwitz (Poland). Mr. van Daan (Hermann van Pels) was gassed to death in Auschwitz in October or November 1944. Mrs. van Daan (Auguste van Pels) died at and unknown concentration camp. Peter van Daan (Peter van Pels) was forced to take part in the â€Å"death march† from Auschwitz to Mauthausen (Austria), where he died on May 5th, 1945, right before the camp started. Albert Dussel (Fritz Pfeffer) died on December 20th, 1944, in the Neuengamme concentration camp. Edith Frank died in Auschwitz-Birkenau on January 6th, 1945, from hunger and exhaustion. Margot and Anne Frank had gotten typhus, caused by one of two types of bacteria: Rickettsia typhi or Rickettsia prowazekii, and their bodies were dumped in the Bergen-Belsen’s (concentration camp) mass graves. The only sole survivor was Otto Frank. He was the one who published Anne’s diary. The thing is, to this day, no one knows who exposed them. Every time I read this book, it gets better every single time. It also leaves me crying about ten minutes. It also makes me realize how lucky and blessed I am. Anne was such a brave girl, I could never imagine being in her position. I give this book ten out of then, it was one the best books I’ve ever read. I definitely recommend everyone to read The Diary of a Young Girl.

Hearing and Visual Impairments Essay

Understanding the struggles that hearing and visual impaired people go through has to be a tough challenge for them. Using their senses and other abilities to comprehend and communicate is truly extraordinary. They live their lives to the fullest and do not want anyone’s sympathy. Learning about how visual impairments take place must not be noted until we find out how a person can see. There are three functions for seeing: optical system, muscular system, and the nervous system, all play a role in how a person uses their vision. According to the IDEA, (Individuals with Disabilities Education Act), any human being whose vision is 20/200 or less is considered legally blind (Heward, 2013). The educational definition when referring to learning states, an impairment in vision that disrupts a child’s ability to succeed in educational performance. Damage to the optical, muscular or nervous system can cause a visual impairment. Types of visual impairments include cataracts, color blindness and glaucoma. When it comes to academic achievement students will not be left behind when it comes to visual impairments. For students who are blind the use of braille is the way of reading and writing in which letters numbers and words are in arrangements of raised dots on the book or paper. Computers have special keyboards for students with visual aids so that the use of technology is not taking away from the student. Students with low vision have the options of optical aids where magnification plays a huge role in helping the student see. Hearing Impairments A person has the ability from gathering sounds from the environment and transforms that energy into a form that can be interpreted by the brain  (Heward, Hearing and Visual Impairments 3 2013). Hearing impairments may be the hardest of the five senses to understand. There are factors involved that are not completely understood by scientist and doctors. The IDEA defines hearing impairments as, a hearing loss that is so traumatic, that the child is impaired by understanding sounds and what they stand for, rather with sound or not, and affects a child’s work in school. A person who is deaf cannot hear what a person is saying to them without the use of hearing aids, reading lips, or sign language. People that are considered hard of hearing can comprehend things with the use of devices such as hearing aids. There are different types of hearing impairments that cause hearing damage. Conductive hearing loss has to do with damage to the outer or middle ear. Sensory hearing loss has to do with a disturbance to the cochlea that affects hearing. Neural hearing impairment is damage to the auditory nerve pathway (Heward, 2013). Hearing impairments can be caused by several factors: ear wax buildup, noise exposure, genetic factors, and meningitis. Things that can help students who suffer from hearing impairments in school are being improved every day. Technology such as hearing aids, cochlear implants, television and movie captioning. The thing that I feel is most important to hearing impaired students is the use of sign language. The fact that the use of sign language interpreters in the classroom has increased over the years is a sign that people see the positives in using the interpreters for success. In conclusion, technology has had a big hand in helping the hearing and visual impaired reach astronomical success in the classroom and outside the classroom. Although they still have their struggles in society it has improved a great deal from the early centuries. Hearing and visual impaired do not believe they have a disability and with good reason they should not. They can do anything they set their mind to and with good reason due to the advancements we have made as a society. Reference Exceptional Children: An Introduction to Special Education, Tenth Edition, by William L. Heward. Pearson, 2013.

Sickle Cell Anemia Essay Example | Topics and Well Written Essays - 1500 words

Sickle Cell Anemia - Essay Example Each cell of a human body consists of a nucleus. All the genetic material required for the physical characteristics of a human being are present in the 23 chromosomes located inside the nucleus. A single unit of a DNA is called a gene. A gene provides us with the directions required for synthesizing a protein and these proteins are responsible for our traits. Each gene consists of a specific order of nucleotides and these nucleotides dictate the order of amino acids which in turn form chains and links to form proteins. These sequences of amino acids are very important because they are responsible for the shape, structure and characteristics of a protein. Any change in this sequence is called a mutation and the effects could be dreadful. Change in this sequence could cause the characteristics of a protein to change completely. Mutation is basically the spontaneous change in the structure of a gene or chromosome. There are many types of mutations and they could either be beneficial or harmful. This type of mutation is an example of a point mutation or a missense mutation, and is obviously extremely harmful, if the gene occurs in a homozygotic form. It occurs in the beta globin gene (HBB) which is present in the 11th chromosome. The HBB gene is responsible for normal blood production. The point mutation causes the beta hemoglobin molecule to convert the GAG codon into a GUG codon by transcription i.e. it encodes the amino acid valine rather than the seventh amino acid, glutamic acid. Valine is hydrophobic (water hating) causing the hemoglobin molecule to bend inwards, causing it to become sickle shaped. There are no other changes in the structure. The synthesis of any protein is a two-step process. Firstly the instructions in the gene, present in the DNA, are copied onto a messenger RNA (mRNA) with the help of RNA polymerase. The synthesis of the mRNA is a complex process. This stage is known as transcription. In this stage, the RNA polymerase breaks the bonds of the double helical molecule of DNA and with the help of base pairing, different RNA nucleotides are added one at a time. To understand the concept of base pairing, one needs to understand the structure of RNA first. Each RNA molecule consists of a nitrogenous base, sugar and a phosphate molecule. But unlike DNA, RNA is single stranded. During transcription, each DNA nucleotide is paired with a complimentary RNA nucleotide. The complimentary base pairs are as follows: Guanine with Cytosine Thymine(DNA) pairs with Adenine (RNA) Adenine (DNA) pairs with Uracil(RNA) One of the basic differences between DNA and RNA is of the nitrogenous bases. In place of Thymine, RNA contains Uracil. This method of base pairing ensures that the correct sequence of nucleotides, present in the DNA, is copied onto the mRNA chain. (Gary H. Perdew) These instructions consist of the sequence in which the amino acids should be linked together to form the protein. In this case, the new mRNA formed at the 11th c hromosome is encoded with the mutant code. Then the information on the mRNA bases is translated by the ribosomes so that they can place amino acids in the given order to form the protein that was coded for by the gene in this case, the beta s globin. Three nucleotides in an mRNA molecule are the code for one amino acid. This set of nucleotides is known as a codon. This sequence of codons is actually the code for the sequence of amino acids in a protein. Because of the point mutation the HBB gene

Research Paper Example | Topics and Well Written Essays - 1250 words - 12

Research Paper Example It is relevant during investigations where one dies of poisoning. Referred to as the inventor of forensic toxicology as he studied asphyxiation, exhumation as well as bodies decomposition. He designed reliable techniques to enhance his treatise to detect arsenic poison. He developed Anthropometry between 1893 and 1914 hence referred to as the father of criminal identification. He used the principle of distinctness of individuals exact measurement of their body, and that such sum of measurement leads to characteristic formula of a particular individual A provision is permitting officer to conduct a check with no warrant on an arrestee (Mena 76). Conducted in arrestees jurisdictional area on polices security, interference with evident and preventing hiding. A significant Supreme Court ruling that police was not restricted by Fourth Amendment to stop and frisk a person even there is no probable cause to arrest so long as the police is satisfied with a probable

Assignment Example | Topics and Well Written Essays - 500 words - 120

Assignment Example 1. Many nursing homes have limited financial resources. Based on the information that you have learned from your reading assignment, what are two or three things that a nursing home administrator could do to enrich their nursing home environment? The nursing home administrator is answerable for the standard of consideration, concessions, and system administration inside the nursing home. Most executives have earlier preparing or work encounter in the medicinal services area. His or her part is discriminating to the organization and association of the nursing office. This sort of position joins together business and administration aptitudes with nursing and palliative consideration administrations. The fitting equalization of both natures of consideration and fiscal targets is the managers essential obligation. The most effective approach to turn into a nursing home manager is to get a combo of instruction and work encounter in a nursing home setting. Practically all managements will oblige post-optional instruction in administration, business, or a related field. A few schools offer courses or declarations in nursing home organization, however not many degrees are offered in this claim to fame (Gutkind, 2013). Hypotheses on maturing have been around as long as there have been individuals who age. We have contemplated the inquiries over and over. What is truly the strategy by which we age? Is maturing a malady process? Do eating methodology, nourishment, or air poisons influence maturing? Do our propensities and the way we handle ourselves have any kind of effect? What makes us age quicker than other individuals? Uniting different doctors to structure the Longevity Institute International, we attempted to create answers for overcome malady and incapacity. We likewise looked to run across approaches to advertise being sold to the extent that this would be possible, and to discover methods for delaying life. The Four Basic Theories of Aging includes the Free

Letter to parents Essay Example | Topics and Well Written Essays - 500 words

Letter to parents - Essay Example I plan purposefully the learning outcomes that should be achieved for each child and accordingly I design and deliver instruction. These types of instructions help to achieve the desired learning outcome without changing the curriculum and potential of every student can be achieved. Struggling students and gifted or above-average students both have different needs and can definitely make progress with differentiated learning activities without their realization. They do not feel isolated and this also invariably develops sense of belonging. This teaching strategy helps to reach, teach and develop all my students. It is important to know the child as an individual and learner. To recognize pupil’s diverse background intentional efforts are made like calling each one by respective name, observing each one carefully, and establishing two way conversation, etc. Differentiate instructions involve content, product and process differentiation. Since each child’s ability and apprehension is different, the depth and complexity of the content is varied by offering multiple options. I emphasises on dynamic group culture in the classroom so that each pupil has opportunity to enhance the knowledge in similar as well as different settings. The composition of the group is varied depending upon the purpose. This process differentiation of dynamic groups fosters cooperative and collaborative skills among children. This ensures that student can work at their own level and simultaneously make progress in varied skill sets and interests. Also, I love to make my students more independent and therefore, every time they are engaged in different and stimulating learning activities. I also give many examples, stories & illustrations as well as multiple methods for the students who need assistance to explain certain concepts. To nurture natural but inten tional learning, type of poems, songs, finger plays, vocabulary building games,

Gun control Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Gun control - Research Paper Example This law is, in effect, in many parts of the world. Even with the gun-control policy, gun ownership is still faced by many controversies and challenges. The Gun-control policy has a significant importance on the safety of people and ensuring that guns licensed are not used wrongly and addressing the challenges and controversies facing this policy will be imperative in meeting the objective of safety of individuals, societies and communities. The Gun Control Gun control is policies and laws that are designed to restrict gun ownership in a given jurisdiction. Most countries are concerned about the safety of the people. They license individuals to carry guns. Those licensed are supposed to use their guns for defense only. However, there are cases where the owners get false alarm and use their guns out of panic. At the same time, there are some people who feel they are secure enough and threaten other people using the gun they obtained (Hemenway 1). Some licensed gun holders may also use their guns inappropriately and for criminal purposes. This has made it a challenge for the gun-control policies and law makers. They do not know who to trust and who not to trust. The current regulations Any person in any country across the world has right to a licensed gun. However, there are regulations that come with this. ... Policy makers usually worry that a mentally ill person owing a gun can be disastrous to the society and have to ensure that applicants are sane. The third process involves providing reasons as to why the applicant would like to own a gun. In most countries, the applicant has to go the nearest police station for an interview. Once they provide all the reasons why they would like to own a gun, a police board evaluates the application. It is discussed by that board and decision made. It is important to note that the police have the right to disregard an applicant’s application without providing any reasons. If the police decide that the application is successful, the applicant has to prove that they know how to handle and use guns. If they do not know how to use, they have to enroll for a class on the same. The class may day a few days after which the applicant is provided with the gun and the permit. The newly licensed gun holder has to go through the requirements and conditions for using the gun (The New York Police Department 1). The terms and conditions for gun application and the process differ from country to country. They also differ in different parts of an individual country, especially countries that have a state system. This also differs if the applicant requires large guns for hunting or other purposes. The Gun Control Debate There has been a gun-control debate for the last decades. Of course, some support gun ownership while others do not. Most people apply for gun ownership for self-defense purposes. They claim that there are times they may be in danger, and guns may be important in protecting them. For example, a person could be walking down a dark alley at night only to come across criminals. If they

Sleepless In Seattle (The Movie) Essay Example | Topics and Well Written Essays - 500 words

Sleepless In Seattle (The Movie) - Essay Example She was his perfect match. He knew it since he touched her hand for the first time. It was like magic, he says. He doesn’t believe it may happen twice in life. He decides to begin the life from a clean page and leaves for Seattle, where he buys a boat house. He’s got a wonderful 8-year-old son Jonah, who worries about him. On Christmas Eve Jonah calls the radio and speaks to Dr. Marcia about his father, who doesn’t sleep and denies having any dates. Jonah thinks his father needs a wife. Dr. Marcia feels that Sam is seriously depressed and invites him to communication. When Jonah goads his father to the phone, Sam, first reluctantly, speaks about his wife. He tells about her and their relationships in simple words that touch all the female hearts. He speaks of the magic every woman dreams of. As a result, he gets about 2,000 letters with proposals from women living all over the USA. He even agrees to date with one of them, hyena-like laughing Victoria. Annie Reed (Ryan) is a newspaper feature writer, who loves to watch romantic old movies and is going to marry a man, offering her stability and certainty. Bill Pullman, playing her fiancà ©, what Hollywood calls "the Bellamy role" (â€Å"decent but dull suitors always nudged aside so that hero and heroine could go off together†) is a perfect nuisance, dull and boring. She persuades herself that there is no romantic in the world and we should live using our common sense. When she hears Sam’s story, something clicks in her head. She thinks of him, and at last writes a letter, offering to meet in New York at the Empire State building, as it was planned by the characters of the old movie she likes best of all. An Affair to Remember, which inspired Ephron and makes all the females in the film cry, had a tragic end, while Sleepless in Seattle doesn’t leave any doubt as to the happy end. Besides, Annie goes to Seattle to look at Sam and really likes him.

Scarcity Assignment Example | Topics and Well Written Essays - 250 words

Scarcity - Assignment Example A need is something that is tremendously essential for a human being to survive. It is that thing that people cannot live without; they must have it in order to stay alive. In addition, it is that one thing that people cannot function without that one thing that people must have. If a requirement is not met, it would probably result to the beginning of a disease (Bomstein and Susan 135). Also, when the need is not met, it leads to a person’s inability to function effectively. The lack of needs also makes it hard for people to purpose professionally in a society. Therefore, when the need is not met it can likely lead to death. Normally, needs remain steady all the way through the lifetime of a person. Conversely, wants are something that an individual wishes to have in life. It can be that thing that a person longs for either right away or in prospect. They are not essential for a person’s survival people can live without wants. Wants normally vary from one individual to another. Every individual has her or his list of wants, all with unreliable level of significance. In addition, wants can vary over a point in time (Bomstein and Susan189). Some of the examples of needs are; food, the air, shelter, water and clothing. On the other hand, wants are a nice car, travelling abroad, ice cream, designer t-shirt, nice shoes. The idea of my choice is based on the necessity and the most desired things by majority of the

The Wizard of Oz as a Fairy Tale Essay Example for Free

The Wizard of Oz as a Fairy Tale Essay For hundreds of years, parents have been enthralling children with stories of magic and wishes coming true. Fairy tales are passed from one generation to the next through oral tradition, and, in modern times, books. As various societies develop, fairy tales are changed to fit the needs and morals those societies want to impress upon their children. Thus, the style and content of a fairy tale is directly affected by the social attitudes of a particular society at a particular time. Jack Zipes adopts and assumes the magical folktale is the oral version and the fairytale the literary version of a tale when he describes the rise of â€Å"the fairytale in the Western world as the mass-mediated cultural form of the folktale† (Zipes 15). Fairy tales include common themes, motifs, story lines, and characters that aid in the protagonist’s working towards a common goal. In the first chapter of his book, Swiss scholar Max Luthi identifies fourteen characteristics that are vital to the unique classification of a fairy tales as demarcated from other forms of children’s literture. With the help of these distinctive structural and stylistic features, Frank L. Baum’s novel, â€Å"The Wizard of Oz† can be classified within the boundaries of the fairy tale. â€Å"The Wizard of Oz,† like so many fairy tales, naturally has cultural, social, and political undertones interwoven within the text. Virtually all of Baum’s characters and magical land pertain to specific cultural or socio-political event of the time. Contemporary social issues are unconsciously rolled into the fabric of the story like: the yellow brick road and the silver slippers that both symbolize the influence of the gold and silver debate prominent in Baum’s time. Baum lifts phrases almost directly from Grimm. In â€Å"The Wizard of Oz†Ã¢â‚¬ ¦Ã¢â‚¬Å"she wished the girl to remain with her to do the cooking and cleaning† (Baum 27) is similar to the witches request if Gretel in â€Å"Hansel and Gretel† when she says, â€Å"I want you to fetch some water and cook your brother something nice† (Grimm 53). Dorothy also states to the Scarecrow, â€Å"If you come with me Ill ask Oz to do all he can for you†(Baum 22). Which is reminiscent to the donkey’s words in the Grimms’ â€Å"The Bremen Town Musicians† (Grimm 96)†¦The basic plot of this tale is similar to â€Å"The Wizard of Oz† in that a group of helpers accompany a hero and use their specific skills to achieve a quest. Baum does not forget to include several classic airytale motifs: seven league boots are replaced with silver slippers that take the wearer any place his or her hearts desires and the classic object used three times to summon a helper is represented by the golden cap that is used to call upon the winged monkeys three times. The motifs appearance in this story demonstrates how often similar motifs are re-used in an altered states across various types of literature. The witch threatens the heroes with forty bees, forty wolves and forty crows. Though forty may not be the most commo n number used to highlight the unique fairy tale repetition of numbers, this number of course holds meaning. In the Bible there were forty days of flood, forty days of fasting and forty days of wandering. In fact the very nature of â€Å"The Wizard of Oz’s† medium, the novel, increase the differentiation between it and fairy tales. Oz is too long a work for it to be easily recognizable as a fairy tale. Most tales do not describe locations, physical features, or emotional states. Heroes are rarely afraid of foreign creatures, they just kill them or die trying, it is simply a part of their nature as heros. Luthi (Visual Aspect non-deliniation of character p. 25) Within the first few pages Baum informs the reader of the what Dorothy is wearing, a checked gingham dress, and that she â€Å"cries sorrowfully when the wizard wont see her† (Baum 60). The story’s descriptive passages concerning the physical environment mainly relate to the colors that are present (what is visible), especially in the description of the forest †¦ Psychoanalysis has classified and links fairy tales to childhood sexuality. They serve a psychological function by representing to children their subconscious sexual urges and conflicts. Bruno Bettelheim uses his â€Å"The Uses of Enchantment† to discuss the manifestation of these drives in fairytales and how children use such literature to reconcile internal struggles they may be having. The Wizard of Oz provides internal resolution in preparation for something greater—sex. Sex, is of course skirted around rather than confronted head on. For example in chapter eight of the novel, â€Å"The deadly poppy field† sleep is used as a substitute for death. Dorothy never has to experience any real death, but wakes up surrounded by dead wolves she is only mildly frightened for a moment until the woodsman explains their presence euphemistically as being not dead, but â€Å"shaggy. † Oz approaches the deep levels of meaning discussed by Bettelheim and falls into the Freudian romance, like â€Å"Cinderella† who escapes her psychologically unsatisfactory step family to achieve a better life. Dorothy, though she returns to her home in Kansa, manages to move towards maturity and self-realization. As Dorothy realizes the power of the magic slippers and the other characters find what they were looking for but had all along, the reader gets the message that what we need for â€Å"wholeness† is within, not without. Different from the psychological approach of Bettelheim, Max Luthi worked to identify what makes a fairy tale a fairy tale. So although characters may seemingly act without logic, reason, or emotion and one incident may not connect with what occurs immediately before or after it, there is a rationale that permeates every tale. Dorothy is to some degree disconnected from reality. Aunt Em and Uncle Joe are rarely happy because reality has soured them but Dorothy who is not fully integrated with reality is able to go on a quest to discover her own happiness (Luthi: Supernatural #8 p25). Dorothy, as the heroine, is in tune with the underlying fairytale theme of†¦ (Luthi p25, 34 #5, 14). Dorothy seems to be unknowingly blessed. She is mistakenly revered as a sorceress; â€Å"The silver shoes fitted her as if they had been made for her† and she accidentally kills not one, but two wicked witches. The outward sign of her charm is the mark of the good witchs kiss. In some fairytales there is a similar physical indicator, it could be freckles, red headedness, extreme ugliness or a tuft of hair. Separate but related to chance is magic. What distinguishes the fairytale from other folk literature is the prescience of magic. What is fundamental is the existence of magic and the otherworldly. Often there is a stated crossing from the mundane to a magical realm. Once in the magical realm Baum utilizes stock motifs like talking animals, witches, wizards, the Simpleton figure, caps that can summon powerful creatures three times and shows that can travel infinite distances in a few strides. Help is the central motif of the folktale, it propels the narrative and defines the hero. In the folktale the hero would not achieve his objective without help, in particular the help of otherworld beings. And this support is lavished on him. Dorothy never asks for or thinks about magic gifts but when she needs them they are granted. Gifts are given to Dorothy without entreaty and do come into play when needed but, especially in the case of the slippers, she has to work for the privilege. Dorothy shows no extraordinary strength of character yet she is given the silver shoes and fatefully obtains the golden cap. Though one would assume the nature of the heroine determines her success and reflects her good character her quest is often solely for personal gain. Dorothy and her friends want whats best for them and by following their own course they inadvertently rescue other people without intending to do so. This in turn paves the way to their ultimate goal. The happy ending, as Bettelheim reiterates, is what makes the fairy tale stand out as childrens literature. Because fairy tales provide resolution and reassurance children can easily relate and learn from the tales (Bettelheim, 10). Dorothys goal is achieved not in Oz, because Oz is not the right place for her, but instead back at home where she can apply what she has gained to get her â€Å"happily ever after†. â€Å"The Wizard of Oz† corresponds to a large number of fairy tale characteristics, but it undoubtedly does not fit quite perfectly into the exact fairy tale mold. It doesnt fit entirely, partly because its just too big. The nature of its form, the novel, demands a greater level of descriptive information and plot explication, both which lead away from the traditional fairytales.

The issue of ecology Essay Example for Free

The issue of ecology Essay The issue of ecology as a transnational issue has become highlighted with the intensification of world trade. As such, it becomes a global responsibility and a consideration in developing trade policies. As the primary governing body of international trade, the World Trade Organization (WTO) has been one of the pioneers in equating environmental responsibility with trade (Deal, 2002). At the same time there, has been regional efforts to standardize environmental laws to mitigate the impact of development in shared environs as illustrated by the efforts of the European Union (EU), North Atlantic Free Trade Agreement (NAFTA) and the Association of South East Asian Nations (ASEAN) (Sampson, 1998). One of the efforts made by the WTO is the development of the Kyoto Protocol which is aiming to mitigate environmental issue particularly global warming by establishing a trade system for emissions. However, there has been a difficulty in the implementation of the regulation because of varying views on the policies as well as difficulty in monitoring emissions. At the same time, there have been some issues regarding the institution of multilateral agreements that are contradicting or undermining the Kyoto Protocol or the status of most favored nations (MFN) (Brewer, 2004). Focus For WTO members, the use of energy tax adjustments could have significant implications. The issue raises difficult environmental, trade policy issues, economic issues. It also raise the internalization of environmental costs and the â€Å"polluter pays† principle, the effects on trade competitiveness and relationship between the multilateral environmental agreements and WTO agreements. The main issue that whether Article III: 2 first provisions of the 1994 GATT or the General Agreement of Tariffs and Trade ponders the use of border tax adjustment (BTA) on â€Å"final† products for taxes on the manufacture of inputs. Albeit the decision in Superfund case, discussed in the latter of this section, the question will turn on a proper analysis of the taxes â€Å"applied, directly or indirectly, to â€Å"the like products to be compared, as opposed to the overall â€Å"fiscal burden† on producers from taxes on inputs. The Kyoto Protocol and the General Agreement of Tariffs and Trade In December 1997, the Kyoto Protocol to the UN Framework Convention was adopted. Under Kyoto Protocol, only Annex 1 countries are subject to legally binding emissions reduction commitments for the commitment period 2008-2012 in post-2000 scenario. Annex 1 parties or developed countries have to meet individual emission reduction targets listed in Annex B of the Protocol. Developing countries or non-Annex 1 parties are not subject to specific emission reduction commitments. Though over 120 countries have ratified the Protocol but the Protocol has yet to come into force. U. S. A and other developed countries have to date indicated an intention not to ratify the Protocol. Another contention is with regards to Article 1, II, VI and VII of the GATT and their potential implication with border tax adjustments. Further, energy tax adjustments may be challengeable under Article XXIII: 1 [b] of 1994. Finally, Panel approach to WTO-consistency will be governed by the reasonableness of the specific measure and its appreciation of the wider international implications. Energy tax adjustments as per Article III: 2 first sentences could offer potentially broad scope for countries to apply energy tax adjustments as disguised barriers to trade. Such results would do little to serve the objectives of either the WTO multilateral trading system or the international response to climatic change. Border Tax Adjustment Border Tax Adjustment [BTA] is a tax levied on imported products to adjust or compensate for taxes levied on domestic product. The main goal of BTA is to ensure trade neutrality of domestic taxation and thereby safeguarding competitive equality between imported and domestic goods. BTA is not necessarily levied at the border and imports may be taxed at the point of sale or consumption. Sales tax, consumption taxes or excise duties, value added taxes are examples of domestic taxes that might be subject to BTA. Likewise, a BTA on imported energy products such as imported natural gas or diesel fuel and other fossil fuels for domestic excise duties would fall within this group. Though the taxes on energy have been levied by governments for fiscal purpose for long time, now there has been a change in trend to levy â€Å"energy tax† mainly for â€Å"environmental† purpose. Energy tax is being levied on energy inputs such as coal ,electricity or gasoline which in turn calculated in value terms , or on the basis of its content of carbon of fossil fuels which is also known as â€Å"carbon taxes†. As of now, there exists no border tax adjustment scheme in place for taxes on energy inputs employed in the production of final products. However, European and other high energy taxing governments are contemplating to introduce such measures in near future due to the pressure exerted by environmental and industry groups. But there are increasing pressures from environmental groups to enforce strictly trade measures to enforce Kyoto Protocol objectives against non-signatories like United States. These environment groups regard the U. S. rejection of the Kyoto protocol is unfair as it places the European business at a disadvantage. They argue that Europe has the right to penalize the U. S goods for the pollution they cause under â€Å"Polluters pay â€Å"policy. Cases for Consideration A BTA can be applied on final goods or on inputs used in the production process. An example is the border tax adjustment on imports of aluminum’s for taxes on energy used in the production process as taxes are being levied on embodied energy in the final good that are adjusted, as opposed to taxes on the final goods itself. These measures are regarded as contentious with linkage to WTO trade and environmental debate. Albeit the Appellate body’s findings in the United States – Shrimp dispute, the exercise of trade measures applied on the basis of process and production methods (PPM) – in this case embodied taxes, carbon or energy –remains highly contentious. BTA for domestic taxes on energy inputs also raise significant equity and sovereignty concerns on the use of trade measures to inflict domestic environmental or taxation systems on other countries. Super Fund The case is against levy of superfund tax by U. S. A on petrochemicals and other chemicals and inputs when imported and sold in U. S and no tax is levied when it is exported out of U. S. U. S claimed that the aim of the tax was to compensate the cleaning up cost of hazardous waste sites and towards public health programs. When an importer fails to provide the details of input which he imported, then a penalty tax rate of 5 % was imposed. The GATT panel ruled that the tax on imported substance was a tax ‘directly imposed on products’ and hence eligible for border tax adjustments. The panel held the US super tax would be consistent with the Article III: 2 first sentence as long as it is equivalent to tax borne by the like domestic substances. The U. S direction to provide the information of inputs may make such information available to trade competitors and would have a real effect in discouraging trade. In this case, it appeared that neither the GATT Panel nor the parties sought to distinguish between the tax applied to the imported products, the like domestic products or the chemical products used in the production of the like domestic products. The Panel seemed to accept the US argument that the imported product and that the like domestic product was subject to the same â€Å"fiscal burden†.

Starting Or Running Your Own Business Commerce Essay

Starting Or Running Your Own Business Commerce Essay Starting or running your own business is a very big task,running your own business is also challenging ,interesting ,rewarding, exiting and fulfilling indeed its is also frustrating ,exhausting, frightening and tricky. An entrepreneur is who organizes and manage a business taking risk for the sake of profits with skills to operate a business Entrepreneur is a person who willing to take risk with his money to make money. The skills need for the 21th century entrepreneur. He should be a self -starter, willing to work hard, he should have a ability to handle uncertainty. Having self -discipline .All and above the risk tolerance its very important. Entrepreneur is prepared for fresh approaches, come up with crazy ideas that may just work. The competencies on which the 21th century Entrepreneur have to focus. Entrepreneur has to understand that the risk taking means is to try something new. For entrepreneur networking is the key business activity from which you can provide information, co llaboration, expertise and sales .entrepreneur have a strategic thinking in a sense the value of planning process and to recognize the opportunities. Entrepreneur builds trust and relationships with the customers and also generates high level of customer service and come up with customer expectation. The biggest challenge for an entrepreneur is the current global economy. Entrepreneurs who have tried and failed are part of the risk taking economy, But it is not necessary to accept the current failure rate as normal John Baldwin The entrepreneur should be an business minded and he should have a good understanding of how to run an business, then entrepreneur should have a positive attitude and he should be a self starter being an entrepreneur you have to make a big decision regarding advertising, what is your product and who are they best suited In this assignment its shows the skills and competencies for 21th century entrepreneur .In this assignment successful I had an interview with MR Ben who own a company know a I AM SOLD the question ask him about the difficulties and pressure in running own business and also the skills should have for new entrepreneur. Mr BEN company started in year 2009 .it is successfully running then .the company I AM SOLD is basically a real estate business .this business was started by Mr. Ben now he have four shareholders for his company. By seeing the success of the company we can that the company will have a great future Critical evaluation To get business idea There is lot of business ideas around us. Business ideas are mostly come after analysing the market and customer needs if your want to open a new business and you want to get a idea for that you have to examine your own skills first to open a business you have to focus on area on which you are good. You have to be ready for business opportunities you have to observe the market closely read the business news daily, to get a new idea for business you can ask the peoples what they want. Business Plan For starting a new business it is necessary we should have a business plan. Business planning play a vital for starting a new business or growing your business, there are many types templates and variations of an business plan is exits,you have to choose the right one for your purpose ,having an business knowledge is a separate issues .you have to create a well executed business plan to get succeed in your business .you should have good business plan so that investors are willing to invest in your business. Self-Motivation Motivation is processes, this process is influences from families and friend but when speaking about the entrepreneur they have the self motivated and get succeed. Self motivation plays a major role in starting a new business for an entrepreneur. You have to motivate yourself that you can do it. You must always think positive. You should be self-starter with a clear desired goal in mind. You should have an self confident on you and yours ideas. Customer services Its very important to attract customer for your business, for that your customer services should be excellent and with many option available .your is going to succeed if only when you treat your customer properly. For attracting more customers you have to run a promotional schemes .the most important part is to reply customer queries quickly. if you reply customer late then it will creates negative impression on customer. Marketing Strategy You should have a good marketing strategy; if your marketing strategy is good you not face any problem to attract customers .you should have a unique marketing strategy .you should not copy from your competitors. Because if your marketing strategy is same or copied of your competitors then your market reputation is going to suffer and youre going to lose your customer. The basic marketing strategy is to is to understand your customer need and develop your marketing planning on surrounding of those needs. Spend more time in researching and creating strategic for marketing plan. You have to spend some time on your previous customer Its is important when you spend money on marketing you should forget to create a way to track those marketing efforts. Investors for your business The toughest job for the entrepreneur for starting a new business is to find investors. There is a lot of peoples who can invest in your business, but some of then have combination of understanding, the investor should have investment focus and risk tolerance to be your investors. You have to find potential investors and you have inspired the investors to risk their money your business. Investors are mainly focus on how money you new to start your business and expected rate of return will be Time management Time management is very important in your business, time management is very difficult task for an entrepreneur. You have write list of things your are going to do in dairy its should be in order ,you have to make a schedule for everything you have to do ,after finish of that work you have to ticked off so that it will become easy to know what you have done and what else you have to do. You have to make a target far days and weeks and you have try to achieve them. Dont have to waste time for making decision. Take less time for any process. Working in a team will save the time. Biggest challenges For starting a new business the challenges are mainly depends upon the business.The things come on your mind tight economic time.  · To find a right business in the market  · The biggest challenge is to got investors or adequate capital for your business  · To get legal brand name for the company.  · To get a require permits from, the governments  · To get well skilled employees.  · To do market survey and scope of work  · To attract the customer to buy your product. Stand Out From Your Competitors For running a successful business you have to get over your competitors, for you have to know your competitors for that you have to try something different from other. Company mainly have to focus on best customer service .you have to make strong relation with your prospect then other competitors do. You have to used different marketing strategies from other competitors. You have to create a free irresistible offer so that shows your prospect and show then how well you understand their problems and solved then. Offer discounts and free consultation Finance for your business The most important part for starting business is how you are going to finance your business .first you have to know about how much money you need to start a business there different recourses to get the required money for your business. Either you can take a loan from bank or you can go by investment finance, to get a investors for your business. Who will invest their money for your business or else if want to finance through your family and friend .I spoke MR Ben who finance his business by borrowing Money from friends and family Finance You are started this business to make money, thats why its very important for you to handle your money well, this includes by knowing how to do a limited start-up .spending your money only when you needed and making to do with the equipment and the supplies you have .you to got to know the best pricing structure for your business in order to get best kind of return from your product. If you manage your cash flow well then your business will start to run then you will be able to survive the up and down of the market the important thing for you to focus on bottom line. You should ask your self for every spending for each and every step of your business you have to think positively. Handle tough business decisions In our lives and businesses we make lot of decision but some decisions are can be stressful. Because of some decisions involved money, resources and our reputations. When you had to make a tough business decisions you have immediately focus on resolution. You have to concentrate on the present task and try to generate a flexible solution. Dont take your decision to fast, take a deep breath, clear your mind and think positive, consult with co leaks and take the right decisions. Conclusion The results of various researches regarding entrepreneur skills for 21th century and the pressure and complexities associated with running a small business has been shown in this assignment. After having an interview with MR BEN from I AM SOLD I came to know that the entrepreneur should have  · The entrepreneur should possess with self motivation because if an entrepreneur is self motivated he can face any tough situation very effectively.  · It is very important for you to focus your work and energy in each and every step to make your business successful.  · For an entrepreneur most difficult part is to manage time, to overcome that we should maintain a dairy with schedule what you have to do.  · You should have a business knowledge and skills for starting a new business .you have to your ability on which field your are good at  · If you are the entrepreneur then its your job to know what type of sales you prefer and what types of services you can provide for the customers.  · As an entrepreneur you should have an ability to take risk .because without taking risk you cant be successful.  · As an entrepreneur you should maintain your cash flow, because your business ear money and finance play a very important role in your business.  · For handling taught decision you should not take decision too fast, you have to concentrate on it first for solution.  · The main thing on which MR BEN is more focus is on work hard, to get success in your business.  · If you want to be success entrepreneur then should be work alone you should not depend on anyone and you should have self confident on you for handling tough situations. REFRENCES Rachel bridge. (2008) You can do it too. Kogan Page Ltd [Online].Availableat:http://www.powerhomebiz.com/vol69/entreskills.htm (Accessed: 4/22/2010). Starting a business in minneapolis a practical guide [Online].Availableat:http://www.ci.minneapolis.mn.us/cped/docs/starting_a_business.pdf (Accessed: 4/05/2010). Starting a new business [Online].Availableat:http://www.ador.state.al.us/taxpayerassist/newbus.pdf (Accessed: 4/20/2010). [Online].Available at http://www.rjmartino.com/2005/08/28/three-biggest-challenges-for-small-business/ (Accessed: 4/05/2010). [Online].Available http://www.entrepreneur.com/ask/category14.html (Accessed: 15/04/2010). [Online].Available http://www.smallbusinessbible.org/how_bring_customers.html (Accessed: 20/04/2010). Ian hunter (2005) Risk ,persistence and focus : A LIife cycle of an entrepreneur,Australian economic history review ,vol 45 Available [online ]http://wf2dnvr16.webfeat.org/oNuDO1172/url=http://www3.interscience.wiley.com/cgi-bin/fulltext/118682522/PDFSTART?CRETRY=1SRETRY=0 (Accessed: 8/05/2010). [Online].Available http://www.morebusiness.com (Accessed:21/04/2010). [Online].Available http://www.zeromillion.com/business/starting/entrepreneur.html (Accessed:8/05/2010). ANNOTED BIBLIGRAPHY Rachel bridge. (2008) You can do it too. Kogan Page Ltd In this book the author shows you can do it too means you can also be an entrepreneur Starting a business in minneapolis a practical guide [Online].Availableat:http://www.ci.minneapolis.mn.us/cped/docs/starting_a_business.pdf (Accessed: 4/05/2010). In this one the author shows the steps to follow to start a new business and how can your business be sucessful. Ian hunter (2005) Risk ,persistence and focus : A LIife cycle of an entrepreneur,Australian economic history review ,vol 45 Available [online ]http://wf2dnvr16.webfeat.org/oNuDO1172/url=http://www3.interscience.wiley.com/cgi-bin/fulltext/118682522/PDFSTART?CRETRY=1SRETRY=0 (Accessed: 8/05/2010). I this one the athors shows the risks the entrepreneur faceses and how the entrepreneurs come throught from that Starting a new business [Online].Availableat:http://www.ador.state.al.us/taxpayerassist/newbus.pdf (Accessed: 4/20/2010). In this book the author show the basic steps for stating a new business ,the thinks we have to remember before starting a new business . [Online].Available http://www.smallbusinessbible.org/how_bring_customers.html (Accessed: 20/04/2010). I this one its shows how to attract the customers to buy your products the Marketing Strategy [Online].Available http://www.entrepreneur.com/ask/category14.html (Accessed: 15/04/2010). I this one its the question ask for a entrepreneur when starting a new business . Questions for an entrepreneur 1. Why did you start this business? 2. What inspired you to start this business? 3. How and where did you get this idea for a business? 4. What makes this business stand out from the rest? 5. How did you finance the business? 6. What are your most significant products or services? Whats your strategy for getting and keeping profitable customers 7. How difficult was it to get investors? How did you find investors for your business? 8. What are your marketing strategies for this business? 9. How you manage your finance? 10. How are you managing your time? 11. How do you handle tough business decisions? 12. What was the most difficult part of starting the business? 13. What are your expectations for the future with regards to this business? 14. What advice would you give an entrepreneur starting out today? 15. .How did you know it was the right idea? 16. What is the worst experience youve had as an entrepreneur? 17. What are the biggest challenges you face now? 18. How have sales grown in the last few years 19. What has been your most effective marketing tactic or technique? 20. What possibilities or opportunities do you see for your business in 2011? 21. If you were to start a new business today, what would it be?

Elderly Warned About Social Security Scams :: essays research papers

Elderly warned about Social Security scams WASHINGTON (AP) -- Elderly Americans should be careful about giving out their Social Security numbers, officials warned Tuesday after arresting a man who sent out letters offering an extra check to senior citizens who send back money or their bank account and Social Security numbers. "People should be really cautious about who they give their personal information to, especially their Social Security number," said Social Security Administration spokeswoman Cathy Noe. Special agents from the Social Security inspector general's office arrested Anthony David Williams, 32, in Phoenix Monday night. Williams is accused of misrepresenting himself as a government employee to defraud retirees and disabled Americans receiving Social Security benefits. He is charged with mail fraud. Calls to Phoenix phone numbers associated with Williams' businesses and to his lawyer on Tuesday were not immediately returned. Williams allegedly mailed out letters on a likeness of Social Security stationery, often following up with phone calls, according to an affidavit filed in U.S. District Court in Phoenix. "According to our records you are entitled to receive an additional check from Social Security each month," one version of the letter said. "These extra income benefits could give you up to an additional $514 per month." Recipients were asked to send a "filing fee" of varying amounts up to $23, or to fill out a form including their Social Security and bank account numbers so the fee could be "automatically deducted." The mailings were signed by "Donald Jenkins" of the "Winning Advantage Program, SSI-SSA" -- an alias used by Williams, who is British but applied last year to become a permanent U.S. legal resident. Social Security recipients usually do get letters from the government when their benefits go up. Other legitimate mailings that people get from Social Security include a new statement of taxes paid and future benefits due, which every American worker over age 25 will receive by the end of next year. "But we never ask for money for a processing fee," said Noe. The federal government also does not normally ask for someone's Social Security number -- they already know it. Indeed, Social Security prints that number as an identifier on mailings about a person's benefits. Social Security numbers are the most widely used ID in the private sector as well -- requested on the forms people fill out for everything from college registrations to bank slips.

Civil War Essay -- essays research papers

Civil War Civil war was the greatest war in American history. It was waged in 10,000 places-from Valverde, New Mexico, and Fernandina on the Florida coast. More than three million Americans fought in it and more than 600,00 men died in it. It was not only the immensity of the fight but the new weapons, the new standards of generalship, and the strategies of destruction which made the Civil War an event present ever since in the American consciousness. Here are some of the crucial events of the war: the firing of the first shots at Fort Sumter; the battles of Shiloh, Chancellorsville, and Gettysburg; Sherman's dramatic march to the sea; the surrender at Appomattox. In fact, Civil War wasn't simply the story of great battles and great generals, it was also an elaborate portrait of ourselves, American people- individuals and families, northerners and southerners, soldiers and civilians, slaves and slaveowners, rich and poor, urban and rural. Twenty years before Civil War started, South and North didn't have a good relationship already and there were many issues that they didn't agree on each other such as Clay's compromise, Fugitive slave act, Pottawatomie massacre, etc. The Southern states supported slavery because the slave population held more than 40 percent of the entire population and also they needed slavery for their industrialization. Therefore, if they freed all the slaves, someone would predict, many whites would have no jobs and many things would be up-side-down. As the result, controlling over slaves was very important for the Southern. But the Northern were opponent of slavery since the slavery population took less than 10 percent of the entire population and Southern states were already free. Then something really happened when Abraham Lincoln, a known opponent of slavery, was elected president. The Southern states then decided to secede, which meant that they were leaving the nation because they thought how could Lincoln be the president of the United States if most of the Southern didn't vote for him. Now, as we could see, our nation started to divide into two, the south and the north. During the year of 1861 to 1865, there were thousands of war between south and north and there were countless people died in it. The war immediately began when south and north fought for Fort Sumter. At Lincoln's inaug... ...enges of Reconstruction and of defining African Americans' rights. Therefore, many Moderate Republican, who made up the majority of the Republican party, angry because his failure to protect African American's rights. After congress took over the reconstruction from Johnson, they quickly passed the Civil Rights Act of 1866, which declared that everyone who was born in the land of United States was a citizen with full civil right, (not guarantee for voting rights). Then Fourteenth Amendment was also passed in June 1866. It required states to extend equal citizenship to African Americans and all people were born naturalized in the United States.) Then Fifteenth Amendment was passed at the following year, it pointed out that everyone should have rights of vote no matter what color the people were. Many African American children started to go to school and being educated just like everyone else. Many African Americans involves politics and protect their own rights. As we knew, countless people didn't have jobs and started die from hunger, therefore, Industrialization was needed so that those people could have jobs. Many Southern landowners turned into factory owners.

Beach Burial Essay -- English Literature

Beach Burial Beach Burial says only that men die and are buried. Is this a fair evaluation of the poem? Beach Burial is a poem which deals with many issues, not only about men dying and being buried. This is by no means a fair evaluation of the poem. The poem in actual fact deals with the problems in war, and it encases a hidden meaning, which is equality. This poem dwells heavily on the problems in war. It describes how high the death toll is for both sides. Slessor uses â€Å"convoys of dead sailors† to show that all these dead body’s are very much alike, with their movements and feelings being the same. It also outlines a major problem in war, being able to identify and bury they dead properly. "And each cross, the driven stake of tide-wood, bears the last signature of m...

Callicles’ Ultimate Goal: The Fulfillment of All Human Desires Essay

Each and every person has his own idea of what â€Å"the good life† is. For some, it is simply having enough of the basic necessities of life such as food and clothing to sustain themselves for everyday life. For others, it can be the acquirement of more riches and wealth. Others see the good life as living as wise, good, or virtuous men. In spite having these different ideas of what the good life is, it remains true for all people that in order to live this, they must be able to fulfill all their needs and desires. In other words, they need to find contentment. A person can say he lives the good life when he has everything he wants—not just in a material sense, but also in the mental, emotional and spiritual senses. When all these are satisfied, the ultimate goal of happiness (which is basically the good life itself) is reached. In Plato’s Gorgias, the good life and the concepts of desire and happiness are discussed by the characters of Socrates and Callicles. As Callicles discusses in the following passage, he reveals his idea about how the full expression of desires is the ultimate goal of the good life: Human happiness is incompatible with enslavement to anyone. What nature approves and sanctions, on the other hand—I’m going to speak bluntly to you now-is this: the only authentic way of life is to do nothing to hinder or restrain the expansion of ones desires, until they can grow no larger, at which point one should be capable of putting courage and cleverness at their service and satisfying every passing whim. Now, I don’t think most people can do this, and that’s why they condemn those who can; they’re ashamed, and they try to disguise their failings by claiming that self indulgence is contemptible, which, as I explained earlier, is an attempt to enslave those who are better than them. And why do they praise self discipline and justice? Because their own timidity makes them incapable of winning satisfaction for their pleasures The first part of his statement discusses how man’s goal must always be his happiness. His desires can never be suppressed, that his focus must always be on his main goal, which is to achieve everything he has set his heart upon having. When the time comes that he reaches this point—the â€Å"maximum† level—those that he desires after (though not necessarily all) will be easier to acquire. The phrase â€Å"passing whims† are like short-term goals. When one has achieved the ultimate or long-term goal, it seems that the short-term ones become much easier to achieve. However, Callicles believes that not all people are capable of achieving their ultimate goals. The force themselves to make to with their short-term ones, but fulfilling these never seem to be enough, which is why â€Å"they condemn those who can†. People who fail to reach their goals say that putting forward one’s own pleasures and gratifications is contemptible. They pretend that they do not need to fulfill their own desires because it is rather unacceptable behavior. It is selfish and unpleasant to place oneself as the first priority. But deep down, there is resentment about his failures. He puts on a show that he is virtuous and unselfish—another way, in truth, of gratifying oneself. This becomes a way of attempting â€Å"to enslave those who are better than them†. Because they make it seem like they are the virtuous ones, they make the successful men look like the self-seeking ones. They condemn the achievers to reputations of being self-indulgent and unworthy of respect or power because they chose to put themselves first, above all else. Secretly wishing to in the achievers’ position, the failed men try to redeem themselves and their prides by making themselves appear virtuous. They make it seem that they did not reach their mains goals not because of deficiencies or weaknesses, but rather because they have self-discipline and believe in equality amongst all men that no one should rise above the others, that they remained equal and that they wanted to be fair to all. They force to turn their weaknesses and shortcomings into acts of nobility. If they cannot achieve their main goals, they prefer to find satisfaction elsewhere, even if their means are not of the right way. This way of thinking becomes the explanation for why self-discipline becomes the goal of those who can’t have what they really desire. Self-discipline, firstly, as mentioned earlier, is a means of redeeming oneself. This is the failures’ way of getting satisfaction. Even though it is not as pleasurable a feeling as achieving one’s ultimate goal, they compensate for it by getting to experience parts of it. Secondly, self-discipline is a means of controlling oneself to not desire any other things, or at least things that are difficult to attain. Their continuous disappointments spur them to set realistic goals for themselves—goals that match their capabilities. They make do with what they have as not to fail as much anymore. This is not to say that they find a different ultimate goal. They still seek to attain the good life and happiness, but they set their criteria for it in lower standards that they can reach. They seek new desires to fulfill, as these are the things which lead to the good life. Man has always been a desiring creature, always on the lookout for a better state in life. There are few who can say truthfully that they have achieved the highest end. This is because most men fail to complete all their desires. The full expression of man’s desires is the ultimate goal of the good life. A person who believes himself to be living the good life does not need or want anything else to make it even better. In other words, he is at his â€Å"peak†, at the maximum level of happiness and pleasure. Every single thing that man desires is for his own good. He does not desire anything that will cause him harm or discomfort. Man desires for one reason and one reason alone: to be happy. When he is truly happy, there is no more need for desiring anything. Even the simplest desire of wanting to be happy (in a general sense) is enough to show that there is something missing. Contentment does not go hand-in-hand with desire. A contented man feels that he is complete and every aspect of his life has fallen properly into place. Every person has in himself a list of goals that he aims to achieve. As he grows older, these goals are slowly achieved, but then, more and more desires are also added to the list. Because of this, more often than not, man fails to live his ideal â€Å"good life†. Men, however, who set limits for their desires and know which ones they can achieve, try their best to achieve this, and when they do, they become contented. In a different perspective in Gorgias, the character of Socrates refutes Callicles’ statement of what the ultimate goal of man is. According to Socrates, and Plato himself, as well, the ultimate human goal is represented by virtue (defined as â€Å"the highest good†¦and†¦ the abstract sum total of all more specific instances of good†), and â€Å"is attained through a proper combination of fitness, temperance, justice, and the other arts† (Gorgias: Important Terms). Socrates sees pure goodness as the ultimate goal. Callicles, on the other hand, sees the fulfillment of all desires as the ultimate goal, because the desire of wanting to be good and wanting to be virtuous is present. This â€Å"want† is something that is aimed to be achieved, and if this want to be good and virtuous is not achieved, there will be no contentment—therefore, the ultimate goal cannot be reached. To be living the good life, for Callicles, is to be happy. To be happy is to be able to fulfill all that one desires. When needs and wants are fulfilled, man becomes content. Those who cannot attain all their needs and wants succumb to self-discipline wherein they redeem themselves through achieving less ambitious but more realistic goals, and they control their goals to match their capabilities. Everything man desires, he desires for his own good. It has always been man’s nature to choose what is beneficial to him, and will always be that way. These desires are all aimed towards one goal: the good life. When man has reached the point wherein he desires no more, he has reached his ultimate goal. Work Cited â€Å"Gorgias: Important Terms. † 2009. SparkNotes. 27 April 2009.

Cement Production Process Description

Little understanding of who the cement production process, cement production will be mentioned when it comes to â€Å"two grinding a burn†, ‘e they are: raw material preparation (a mill), Cement Clinker Processing Plant, cement grinding (two grinding) . In a portland cement plant, cement production has the following main stages. Prepare raw materials: Limestone is the main raw material for cement production , limestone is the main raw material for cement production .Limestone is the largest amount of raw aterials for cement production , the larger the particle size after mining , high hardness , thus crushing the material crushing limestone cement plant occupies a more important position. Most of the raw material to be broken, such as limestone, clay , iron ore and coal. It is said that many manufacturers use Jaw crusher manufacturers in india production crusher for crushing . Limestone is the largest amount of raw materials for cement production , the larger the particl e size after mining , high hardness , thus crushing the material rushing limestone cement plant occupies a more important position.Raw materials and fuel poured into the pit by a dump truck unloading , fed by a plate feeder crusher broken. Raw materials crushed by a belt conveyor to the pre-homogenization yard. Prehomogenization memory of raw materials, to take the process of applying scientific stacker reclaimer technology to achieve the initial homogenization of raw materials , the raw material yard along with storage and homogenization function. Raw materials crushed by the pre- stacker tacker homogenization and stratification , and then take the feeder scraper reclaimer .Remove the raw material from the belt conveyor to the raw ingredients stations and other places. Grinding the raw material : in this phase using the vertical mill and a ball mill, a roller former use of the pressure leakage through the crushed material , which relied on the ball of the material for grinding. The new Crushing And Screening Plant production process, raw material composition is stable pit entry clinker burning thermal stability of the system under remise of raw material homogenization system plays a stable raw material composition pit entry last a gatekeeper role .In continuous production line set up a raw meal silo storage and materials are metaplasia . After the raw material database partitions alternately inflated unloaded from the mixing chamber to the periphery of the annular region , the raw material in the mixing chamber is inflated uniformly stirred . After homogenization of material powder is measured after passing through air delivery chute and bucket hen through the dosing valve , valve locks were fed two feed ports dual series preheater .Cement Clinker Processing Plant: Feed preheater raw material powder, after preheater and calciner pre-heat decomposition, the next five cyclone feed tube into the rotary kiln, and then fired at high temperatures in a kiln, and the n through kilns fall into the cooler for cooling, the clinker is cooled to ambient temperature after +65 C, transported to clinker libraries and databases through yellow zipper machine.

Being and becoming

In order to be human, not only the idea of reflection upon life is necessary but in emphasizes of the use of the Socratic method in that reflection and in the course of finding the truth, questions are paired with such reflection. At this level, questioning and reflection are the apex of what it means to be human.Socrates however had some varying views on philosophy that opposed some of what Plato believed. Socrates was a skeptic, as was Plato, and as can be exemplified in the cave metaphor, but Socrates also believed that a person can be convicted of their own beliefs even if they cannot find their pathway of truth.Plato, in contrast, believed that philosophers were the delegates who maintained what was and was not truth, and led the way to such truth for the common man. It is not then self-interest that leads a person to happiness, and there is a definite equilibrium between the allowance of each part of the soul guided by reason, and asceticism. Plato was a not a Sophist. Without the guidance of moral reason then a state of chaos would ensue entailing an everyman for himself type of attitude.It is a bitter debate on whether or not Socrates was a Sophist, he himself vehemently denied it but some of his philosophies correlated with Sophist thinking (i. e. the issues of ethics, and living a good life, each Sophist preoccupations). Morality must then be shown as adhering to individual interests. Plato did not agree with the type of hedonism exhibited by the Sophists, who thought human nature was an extension of the animal world. Instead, Plato states that the nature of man is reason; and in this reason exists an organized society constructed by reason.Happiness for the rational man then comes into fruition by governing their more base, animal, desires, which are irrational. This morality is extended into the realm of society because of human interaction. Therefore, if a man is to be the pinnacle of reason, and morality, and happiness, then the society that he li ves and associates must then also exhibit such a moral temperance. If then a society is blinded by hedonism, or pure desire of self, a man in that society has no hope for personal happiness because of lack of morality, reason, and thus fully succumbing to akrasia.In order to be human, not only the idea of reflection upon life is necessary but in emphasizes of the use of the Socratic method in that reflection and in the course of finding the truth, questions are paired with such reflection. At this level, questioning and reflection are the apex of what it means to be human. Socrates however had some varying views on philosophy that opposed some of what Plato believed. Socrates was a skeptic, as was Plato, and as can be exemplified in the cave metaphor, but Socrates also believed that a person can be convicted of their own beliefs even if they cannot find their pathway of truth.Plato, in contrast, believed that philosophers were the delegates who maintained what was and was not truth, and led the way to such truth for the common man. It is not then self-interest that leads a person to happiness, and there is a definite equilibrium between the allowance of each part of the soul guided by reason, and asceticism. Plato was a not a Sophist. Without the guidance of moral reason then a state of chaos would ensue entailing an everyman for himself type of attitude.It is a bitter debate on whether or not Socrates was a Sophist, he himself vehemently denied it but some of his philosophies correlated with Sophist thinking (i. e. the issues of ethics, and living a good life, each Sophist preoccupations). Work Cited MacDonald, Ross. Socrates versus Plato. Aspects of Education. P9-22. 1996. Plato. Phaedo. Plato. Crito. Translated by Benjamin Jowett. < http://classics. mit. edu/Plato/crito. html>

Unit 1 Individual Project Pres111

Marketa S Marshall Unit 1 Individual Project AIU Online – PRES 111 Professor C. Embry Presentation Essentials Before I begin with the videos I chose for this assignment I will first define the rhetorical triangle and the parts of it. The rhetorical triangle refers to the relationship of the three forms of Aristotelian rhetoric-Ethos, Pathos, and Logos. A speaker who aims to attain perfection in his speech must strive to use all three forms of rhetoric. Similarly Ethos, Pathos and Logos form the basic components of all kinds of writing.It is important to learn and recognize the use of these three elements not only in our own writing but also in others writings. It is by the use of Ethos, Pathos and Logos that one can develop a text appealing to readers on various levels. The three parts of the triangle are ethos, logos, and pathos. Ethos is more concerned to the character of speakers. Any kind of text document that is ethos-driven concentrates on the character and reputation of writer. It reflects the reputation of author. If listeners can recognize the speaker’s credibility, it will help the speaker to make his task more easy and perfect.Ethos helps to interpret the relationship between listeners and speakers. Ethos-driven document is highly focused on the qualities of author that give credibility to his personality such as sincerity, trust, grooming, eye contact, dress, movement, height and expertise. Pathos is highly focused on emotions, feelings and psychological state of the listeners. It is the fact that we can interpret the concept of document easily when we are in good mood but we cannot interpret it when we are in hostile mood. So it is the fact that pathos-driven document concentrates on the mood, emotions and feelings of the audience.Logos-driven document is always focused on concepts or logical ability. It concentrates on proof that is given to the audience through logic reasoning. Humans make decisions on what grabs their attention thr ough logical reasoning. If speaker’s communication is perfect and convincing, audience will inspire because they always try to find logical reasoning in the speech of speakers. Educational or official documents are focused on logos. (Ranjan, 2012) The first video is about Breast Cancer: http://www. youtube. com/watch? =bjXCnAXp8cs The second video is about students who attend a high school in New York and the discuss the STEP program which helps them to better understand technology http://www. youtube. com/watch? v=bjXCnAXp8cs First video †¢ What is the background information for this presentation? The information in this video provides info about breast cancer, the presenter tells you in the simplest way how to prevent breast cancer and how to detect it in the early stages hands on, and she gives you an example on how to test yourself for breast cancer.She also gives you in depth information about the subject and why she feels the subject is a sensitive topic for her. W hat is the name of the presenter? Megha Shah What is the name of this presentation? Breast Cancer Prevention Presentation by students of Lewis University Where can it be located? (What is its URL? ) http://www. youtube. com/watch? v=4zrTI25mV9I part 2 of the presentation is http://www. youtube. com/watch? v=bjXCnAXp8cs When was this presentation given? August 2, 2010Where was this presentation given? On the Lewis University campus Who was in the audience? Faculty, students, staff, friends, and family How does each part of the Rhetorical Triangle operate in the presentation? Pathos is focused on emotions and feelings of the listeners, since the presenter felt sensitive on the subject since she either has a family member or a friend who has suffered from breast cancer she was able to reach out to the audience not in just an informative matter but in a personal matter as well.Logos is built on how much the presenter has informed the audience I feel she did a great job, since she has ex perienced the topic in a personal way she was able to give tips and help the audience understand the subject better, she also gave great examples on presentation and how to catch the early signs of the illness. Ethos is described as the personality of the presenter I feel she was a bit nervous in front of the camera but she still did a great job when presenting it. She stumbled on a couple of words when doing the presentation in a face to face camera mode.How does The Speaker operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)? Yes I feel the speaker did successfully touch the basis of all three steps in the triangle though there were some mishaps altogether it still came out to be a great presentation. The speaker gave an effective method for the presentation as well she was able to properly inform the audience on the subject and give them examples on prevention. How does The Audience operate in the presentation?Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)? The audience seemed compelled because I believe all women need to know and understand the causes and effects of breast cancer and learn how to catch the early signs of it, they seemed very attentive when it came to listening ad understanding the topic. How does The Situation/Purpose operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. . , effective)? The situation given for the topic was to inform women more on an illness that causes death for women today; so the purpose was to inform, educate, and help the audience to better understand the subject and gave them tips on how to prevent and catch the early signs of it. What is the relationship between these elements in this video presentation? Based on what you have learned in U1 about the Rhetorical Triangle, overall, is this successful (i. e. , ef fective)?Since the presentation was given on a campus site, not only did it help the faculty and staff, the students, but it also gave them an opportunity to bring family and friends and help them get involved on the issues of the subject and to help them understand the subject as well. Second Video What is the background information for this presentation? The students in this video attempt to inform the audience about a program that is given to them after school hours(weekends) and it help enrich them in technology and further pushes them to their goals.I think that the program offers the students ways to help them achieve their goals, the program also allows them to go a step further with their homework it’s something like a homework help program that is offered to them after school. It helps the kids in writing, math, and reading as well as English. What is the name of the presenter? Various high school students What is the name of this presentation? The Barnard STEP Progr am special presentation 2012 Where can it be located? (What is its URL? ) http://www. youtube. com/watch? v=oxO7t0vs5QE When was this presentation given? March 26, 2012Where was this presentation given? Various locations that offer the after school program to its students. Who was in the audience? Teachers who volunteer at the program and various audience members who wanted to learn more about the program. How does each part of the Rhetorical Triangle operate in the presentation? Not every step was offered in this presentation I think, Ethos was effectively terminated in this presentation the students were still in school clothing I think or clothes that they wore at home after school I think they could’ve had the students look more presentable.Pathos was initiated since all of the students seemed to come across the program by friends, teachers or family members who wanted to see them succeed. Logos was initiated but could’ve been handled differently if I were just bro wsing online the presentation given on the site would not have just caught my attention, the students were knowledgeable on the subject but only to a certain extent. One of the volunteered teachers could’ve made an appearance in the video and talked more to the parents watching about the subject.It was just students in the video so they pretty much reached out to other students, but students must be able to help their parents understand the subject as well so a teacher should’ve been in the video to help capture the attention of the parents of the students who were interested in the program. How does The Speaker operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)? All speakers pretty much went over why they joined the program, and what it offers.I didn’t get to see information on why or who started the program where it was offered or why students should join. Students just told w hy they started the program because of who brought it to their attention i. e friends, family members or teachers. No one gave in depth information on why the program was started and who stated it and why. How does The Audience operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)?Various members were able to watch it was a video that was uploaded in order to let students know about the program, since the video didn’t properly execute why or how the program was stated and gave follow up information of the program I don’t think most audience members would be that interested in letting their students join. How does The Situation/Purpose operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)?Every school has a after school program, the video didn’t really discuss why or what made their program so special, or more important than any other program †¢What is the relationship between these elements in this video presentation? Based on what you have learned in U1 about the Rhetorical Triangle, overall, is this successful (i. e. , effective)? It was mildly successful I think that if any other student were to view the video they’d just watch and move on to another video relating to the same subject due to lack of information.Both videos were entertaining but the second video proved to be more entertaining than the first the first video gave more information on the subject as well as examples and presentations on prevention, the presenter was able to capture the audience’s attention because the subject is a touchy matter and she was able to capture the attention of not only the faculty and staff as well as her fellow students but other women as well.The second video would prove to have a mild audience it lacked of information. The students who presented the video just dis cussed why they felt the program was useful, no one went into detail on how or why the program was started and what the program offered. REFERENCES http://www. alloutdigital. com/2012/09/what-are-three-parts-of-the-rhetorical-triangle/ http://www. youtube. com

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 diverse 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, what 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 Stoltenbergs (1983) six content areas of clients functioning (i. . , identifying data, presenting problem, relevant history, interpersonal style, environmental factors, and personality dynamics), and (b) Biggss (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 c oncerns, 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 less 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 scaffolding 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 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, clients emotional experience, counselors 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 clients problems as viewed by that client. This task might 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 immediate 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 anchors, 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 nonverbal 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. Counselors 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 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 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 the format involves a characterization of the counseling process. Students should attempt to characterize the structure of the typical sessionspecifically, 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. , doctor, 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 other 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 pe rsons are not necessarily understood by students, perhaps due to limited experience of students or the 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 Boats [1986] 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 clients problems and formulations of how hypothesized psychological mechanisms produce those problems. For instance, a clients 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 constructs (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 (Dumont 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 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 explored. 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 outcomes 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 masters 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.