Master Harold And The Boys Essays - Harold, Improvisational Theatre

Master Harold And The Boys Master Harold and his Father Master Harold is very similar to his father. Although Harold probably doesn't want to become like his father, or think like him, he will grow up to be just like his father. When Harold gets involved into arguments, only then does his fathers instincts kick in. Although Harolds father is never in the play, we can learn a lot about him just by Harold and a single phone call. Harold inherited his fathers need for power and control, his racism, hatred, and negative attitude. Harold likes to be in control. In Harolds family situation, his fathers dominates his mother. For instance when Harolds father made up his mind that he wanted to leave the hospital, and that's just what he did. Even though Harolds mother tried to talk him out of it, she made no difference in the final decision. This could mean that Harolds father is always the one who's in control, and his wife just looks after him and has no say in anything. In a marriage there shouldn't be domination. Harolds situation is a lot like his fathers. Harold dominates Willie, and Sam. If you're a servant, of course your master is the one in control. But in this situation Willie and Sam are more to Harold than just servants, they're good friends, and in a friendship there should not be domination. Harold does take advantage of the fact that he is Sam and Willies master. for example, if there is an argument, then Harold threatens to fire Sam and Willie and always reminds them that he is the one in control. He is just using that as an excuse to win the argument and to prove that he's always right. Now between Harold and his father, his father dominates him easily. Because of this Harold may want to feel like he's somehow in control of something, and that's why he treats Willie and Sam the way he does. I think Harold loves Willie and Sam, like Harolds father loves his wife, but because Harolds father is in control, Harold wants to feel somehow in control too. Harold is prejudice against black people. Though he may not know it, or might not want to admit it, Harold is racist. This is also another way Harold argues with Willie and Sam. He argues that because Sam is black he doesn't know as much as Harold or can't learn anything to complex. He also argues that he is far too civilized and well mannered to be hanging out with black people who are nothing more than servants. Then again this just might be another excuse for Harold to win an argument. For instance, Harold deliberately told Sam what he thought was a funny racist joke just to hurt Sams feelings. Now this is a joke that Harold shared with his father, and this is how they spend their time together, making prejudice jokes about black people. Harold became racist because of his father. Their racist jokes are the only thing that brings them together. They make jokes about people who are less then them so they can feel more dominate in society. It's the only thing Harold knows of to make his father happy. This also means that Harold and his father don't have a close relationship and only know each other through racist jokes. Harold always has a negative attitude towards things. There are few scenes in the play where Harold has a positive and happy attitude. Though Harolds father is never seen in the play, you can tell that he's not a happy person. Harolds father doesn't really function as a father should, this may have affected Harold. He should spend more time with Harold and try to bring the family closer. If he even attempted this maybe Harold could change his sour attitude about everything. Harold isn't happy because he was never really close to anyone except Sam, and he feels indifferent about it because Sam is black. Harold would be better off if he was under the influence of Sam instead of his father because Sam is more of a father to Harold than his real father. Even when

Learning outcomes for the 1st year of the diploma in Humanistic Counselling The WritePass Journal

Learning outcomes for the 1st year of the diploma in Humanistic Counselling References Learning outcomes for the 1st year of the diploma in Humanistic Counselling ). It therefore does not deal merely with observations of external behaviour which is the province of the behaviourist approach, but does make some inferences about what it must be like in the inner worlds of different people. There is some overlap with the humanist approach in that the approach is usually to get the individual to elaborate as much as possible on their individual perspective. Phenomenology does acknowledge the intrinsic differences that exist between different peoples’ internal representations of the world which is an assumption shared with the humanistic approach. The inner world is composed of peoples’ thoughts, feelings and behaviours, and the world and experiences that come from it are interpreted through the frame of reference defined as a personal inner landscape. The frame of reference is difficult to separate from the self-concept, is reacted to intuitively, and it is often assumed that other people have similar frames of reference to our own. A dditionally, much of a person’s inner landscape can come from another person, with the former person being only unconsciously aware of it (Sutton and Stewart, 2008; Lapworth and Sills, 2011). The frame of reference for an individual is composed of meanings, cultural influences, beliefs and values, memories, behaviours, experiences, sensations, perceptions, feelings thoughts and emotions (Sutton and Stewart, 2008). In the humanistic approach, the person is seen as a dynamic, ‘fluid’ entity who has many different urges, preferences and characteristics which change with time and are in a state of flux but at any one particular moment it is perceived as a unified goal-directed whole(Rogers, 1952; Rogers, 2008). This is analogous to the concept of the frame of reference since it is seen as something dynamic and determined by many factors. The frame of reference also has a profound effect on how experiences are interpreted (Mearns and Thorne, 1988). Since everybody’s frame of reference is different it would be foolish to attempt to interpret such a thing externally, especially because the therapist themselves are subject to the same influence from their personal frame of reference. Thus, the practice in humanistic and gestalt therapy is commonly to ‘bracket’ out their own thoughts and feelings as they occur and attempt to recognise their own assumptions and preconceptions (Lapworth and Sills, 2010; Joyce and Sills, 2014). This is the best possible technique since the complete separation from one’s own frame of reference is a near impossible task. Without understanding a client’s personal frame of reference it is extremely difficult to fully understand what they mean when they communicate their thoughts and feelings due to the personal meanings their communications will have for them as they are interpreted through their own frame of reference, like a code with a cipher. Equalisation is another i mportant skill in practice (Green, 1998; Green, 2010). This is the practice of perceiving everything that is communicated by the client as being equally important, when normally the therapist’s frame of reference would make certain things seem more prominent. This is an important technique because this assumption may not hold when the same information is interpreted with the client’s frame of reference. 6. To demonstrate a broad knowledge of assessment issues and the importance of working agreements Assessment issues in humanistic counselling should be considered whenever a new client is taken on, and also during sessions for current clients. They are important facts and debates which affect how the counselling experience will be perceived and what the impact of it will be for the individual. Without appropriate consideration of these issues, counselling could turn into a reckless endeavour, insensitive to the potential effects it could have on clients. Because of this, certain standards are set, and it is necessary for therapists to be aware of the debates and the way people vary in order to ensure that harmful effects do not befall the client (Dryden, 1989). The issues in counselling can be broadly appreciated from a humanistic perspective since it includes as central aspects any facet of life which may be viewed as important by the client, and therefore takes account of the client’s position on a wide variety of dimensions (Rowan, 1998). The assessment issues refer to potential problems with how the therapist perceived and assesses the client; the issues which may bias this judgment and lead to erroneous counselling. In general terms there are ethical issues which refer to anything relevant to the protection of clients. These are of course important because at the onset and during the process of counselling because above all it is vital not to cause more psychological damage. There are also cross-cultural issues in counselling which draw attention to the cultural context in which client and therapist exist (D’Ardenne and Mahtani, 1999). These issues undoubtedly affect how clients should be assessed in counselling, because the cultural context has a large effect on the meaning ascribed to different behaviours. The same behaviour may also be interpreted very differently across cultural contexts. Specific cross-cultural issues regard differential levels of equivalence, non-verbal communication, expectations and beliefs, client-counsellor similarities, test bias and response styles (Lonner, 1985). Equivalence in this context refers to the differences in emphasis which people in different cultu ral contexts place on different objects in their frames of reference; which objects are defined as contextual or tangential and which ones are the ‘figures’ in the foreground taking a place of prominence in their experiences (Rogers, 1952). The significance and meaning of non-verbal gestures is likely to be different across cultures, and the cultural context may also affect the expectations the client holds about the purpose and potential outcomes of therapy. Client-counsellor similarities refer to potential problems with the interpretation of client communications in light of cultural (or indeed personal) similarities or differences between client and therapist (Rowan, 1998). Finally, test bias and response styles; if tests or psychometric assessments are used as part of the assessment process then the results may only be valid in the cultural context in which they were developed because of differing response styles, cultural norms and knowledge bases between cultures (Dryden, 1989). There are also issues with the medium that the counselling relationship is communicated on. For example, internet counselling is increasingly popular in recent years, but research suggests that it may not be the best tool for developing the counselling relationship, particularly due to the loss of verbal communication (Robson and Robson, 2000). It appears that there is something lost in communication in the case of internet counselling, perhaps it simply feels less personal to those who use it, especially since they cannot express themselves in their own unique voice. Obviously tone is also lost when communicating over the internet making it even more problematic. Professional issues in counselling which refer generally to the issues affecting the client-therapist relationship arising from how the therapist views the relationship and their career (Fretz and Simon, 1992). Entanglements of the client’s and the therapist’s frames of reference can result in non-therapeutic outcomes. It is therefore important that the therapist maintains professional standards and views the relationship in a professional capacity while balancing the need to appear warm and genuine to create a therapeutic environment. There may also be spiritual issues which arise during counselling. It must be established what role spirituality and religion plays in a client’s life, and whether they feel it is appropriate and pertinent for discussion (Rose, Westefeld and Ansley, 2008). The presence of spirituality in a person’s life may be a key variable in determining their state of mind and frame of reference, if this is the case then ignoring it could be disastrous. Working agreements in the counselling relationship are important for therapeutic progress and change because they allow the client the space and tools to explore their concept of self fully and openly. They help to define the context in which the interactions between therapist and client take place. Working agreements serve to reconcile the issues between therapist and client which become apparent in the course of counselling at least temporarily for the purpose of the counselling sessions (Clarkson and MacKewn, 1993). Some of the possible issues have been outlines above. These agreements therefore allow for the gradual building of the therapeutic relationship, and for the establishment of therapeutic dialogue. 7. To evidence an awareness of the complexities and impact of issues of power on the counselling relationship The notion of power is related to the juxtaposition of the client in relation to the therapist. It pertains to the regard in which the client holds the therapist and the position in the life of the client that is ascribed to the therapist. The degree of power to which the client assigns the therapist in their personal frame of reference plays a significant role in determining how their interactions are interpreted and what meaning is ultimately taken away from counselling (Green, 2010). In humanistic counselling, the relationship is vitally important in establishing an environment conducive to positive change. The required relationship for many techniques in humanistic counselling requires that the relationship be modelled after the parental relationship (Gelso and Carter, 1985). The balance of power in the client-therapist relationship is important in creating a constructive relationship. It comes from the concepts of the ‘self’ and the ‘self in relation’, and is largely based on the client’s conception of the other and their power in relation to the other (Bager-Charleson and van Rijn, 2011). Naturally, the therapeutic relationship in the present will be affected by past models of relationships. The parental relationship formed in early childhood has been documented to be vitally important in determining the ability to form attachments and relationships in the future (Dryden, 1989) and a securely attached relationship with a parent is predictive of an ability to form positive and trusting relationships with others in adult life (Cook, 2000). A securely attached relationship with a parent then is an effective relationship to foster a therapeutic dialogue. This is why in humanistic and psychodynamic counselling the client-ther apist relationship is ideally modelled on the parental relationship (at least a secure version of it). This sets the tone for the power balance in the relationship, in which the client must feel that they have a secure base in the relationship; they have unconditional positive regard for the therapist. Clarkson (1995) identifies aspects of the client-therapist relationship which are important to consider when setting the tone for the power balance; the working alliance, the transference/countertransference relationship, the developmentally needed or reparative relationship, the real relationship and the transpersonal relationship. These are important because once they have been properly established they can sometimes be used to enable therapeutic work to proceed even when difficult transference and countertransference feelings occur through the recognition of such feelings, and the invocation of the working alliance and the setting of common goals to continue the therapeutic process. The transference relationship is defined as the repetition of past conflicts which normally (but not always) began in early childhood in which feelings and thoughts which arose during those conflicts are displaces into. The countertransference relationship is the feelings the therapist holds about the client, which is typically understood now as a valuable therapeutic tool (Clarkson, 1995) because it helps the therapist to establish the perceptions of the power balance in the client’s frame of reference. The developmentally needed relationship in the context of adult life refers to the therapeutic relationship which takes place to redress the perceived power balance between the self and the other, and reintegrate experiences in order to bring the power balance closer to equilibrium. Transactional analysis is the practical outcome of the study of relationship styles and the perceived power balance. It is the analysis of how a person interacts and relates to others (Clarkson, 1992). This method can reveal some insightful inferences about an individual client because it can be indicative of the power ascribed to the self in relation to others in the individual’s frame of reference (Clarkson, 1992). This is done through the establishment of patterns in the client’s relationship history. This can be a useful tool to get the client thinking about pertinent issues in their histories which could be related to the root causes of psychogenic distress (Dryden, 1989). 8. To demonstrate awareness of the need for an ethical framework, their responsibilities to clients, colleagues and the wider community and an ability to discuss these in relation to personal beliefs and values The ethical framework is perhaps the most important thing to consider regardless of the approach or perspective that is ascribed to by the therapist. Every approach must have ethical principles which must not be violated because this is the primary protection of the rights and safety of the clients. Unethical counselling could result in harmful effects on the client, or exacerbation of current psychological distress (Dryden, 1989). The ethical framework should be prominent in the consciousness of the therapist and the client, and should be communicated to the wider community since this contains all the people who potentially may become clients in the future (Dryden, 1989). The ethical principles in counselling that should be observed and abided by are fidelity, autonomy, beneficence, non-maleficence, justice and self-respect which will each be addressed in turn. Fidelity is the honouring and respecting of the trust that is placed in therapists by clients (Bond, 1993). Adhering to this principle basically involves being trustworthy; practitioners must treat all information imparted to them by clients as confidential, and assign it the appropriate weight and respect that the trust from the client demands. Additionally, therapists should restrict the dissemination of any confidential information strictly to the purpose of furthering the purpose for which its initial disclosure was intended. This is crucial in maintaining the integrity of the client-therapist relationship since such a relationship must be based on trust and genuineness (Dryden, 1989). This is related to the personal value of unconditional positive regard for the client and of the belief th at everyone should have a safe place in which to explore personal issues which are causing them distress. Autonomy is the respect for the client’s freedom of choice and innate ability to become self-governing. This is related to the issue of the client’s voluntary participation in counselling, and their right to leave therapy at any point. By gaining informed consent from the client and informing them of this important principle, the client can feel more in control, and because their voluntary participation is explicit, this makes it easier to establish a working alliance and secure commitments from clients towards beneficial therapeutic outcomes (Bond, 1993). Part of respecting a client’s autonomy is respecting their ability to make intelligent informed decisions for themselves, which includes giving them all the necessary and relevant information to make these choices. A pertinent example of this would be giving accurate and true information in advertising and information given to potential clients in advance of counselling (Rowan, 1998). It is also the responsibility of the therapists to gain explicit consent of the client for all commitments, tasks and objectives set in the interest of achieving therapeutic goals, protect privacy and confidentiality, and inform the client of any conflicts of interest that arise. In this way, clients are protected against manipulation and deception. This is a very important point for fostering a sense of self in clients and respecting their basic rights and dignity. It is not for the therapist to say that a certain outlook or set of behaviours is healthy and another is not; it is the client who is the ultimate authority on their own mental health (Rogers, 1952). It is therefore helpful to have an appreciation for the vast variety of human behaviour and culture to aid understanding of diverse clients. This is simply related to the value of respect for others which all therapists should hold; giving due respect to information imparted in confidence and therefore not disseminating it un less absolutely necessary. Beneficence in this context refers to the commitment to promoting the client’s wellbeing. Based on professional assessment, the therapist must act in a way that is within their competence and experience and continually assess the outcomes of therapy through continual monitoring using whatever means are most appropriate to the individual client. Research and systematic reflection must inform practice and there should be a commitment from the therapist towards continual professional development. This is an especially important principle when working with clients whose ability to act autonomously is diminished (Corey, 1991). This is important if the therapists values include a desire to alleviate distress and suffering and enhance the ‘realness’ of interpersonal relationships. Non-maleficence is broadly concerned with avoiding all forms of harm to the client. This includes financial, sexual, emotional, psychological or social exploitation (Bond, 1993). This must be done by avoiding malpractice and incompetence including that of others by challenging behaviour that does not meet professional standards (Bager-Charleson and van Rijn, 2010). The personal value which should be prominent in the minds of therapists is to ensure that no further harm is being caused to clients. The fair and impartial treatment of all clients and adequate service provision is referred to as justice (Dryden, 1989). This requires a commitment to fairness and equality of opportunity and treatment regardless of background or characteristics of clients. It involves respecting human rights and dignity and remaining alert to any potential legal or ethical conflicts. It is important to appreciate differences between clients without discriminatory practice (Green, 2010). The personal belief in equality of all people is at the forefront of ensuring that all therapists treat clients with the fairness and dignity which they deserve. Finally, self-respect means that the therapist should be continually applying all of the above principles to themselves. This includes seeking appropriate therapy and pursuing opportunities for personal development themselves. This is important because in order for the counselling relationship to be conducive to good therapeutic outcomes the therapist should not be compromised by personal issues which are preventing them from cultivating a helpful atmosphere for the client. If therapists hold the value of keeping personal issues separate enough from counselling relationships that it does not negatively interfere then this principle should hold. Based on these ethical considerations it is necessary to make an assessment on whether any one particular client is ‘ready’ for therapy (Bager-Charleson and van Rijn, 2011). The task is to assess in a professional manner whether the client is in a psychological position to address and challenge the way they are leading their lives (Green, 2010). It may be that a client is currently in too fragile a state to warrant attempts to alter their perceptions of themselves or their world, as these may be a valuable defence against unresolved issues. It is important for therapists to respect these defences and monitor the responses to any treatments because if the client is not ready, tampering with their internal psychological world could be harmful. 9. To evidence their ability to support and maintain a supportive counselling relationship The skills that are important for me in establishing and maintaining a supportive counselling relationship in the paradigm of humanistic counselling should aim to communicate a sense of empathy, warmth and genuineness, and create an environment which is completely threat free and encouraging of introspection and self-exploration (Corey, 1991). These skills I use include reflective and active listening (Bager-Charleson, 2010). They are important to communicate presence and interest to the client, and if they are used effectively can convey a sense of empathy because they allow the client to feel listened-to, which in turn enables them to feel as though I am at least attempting to appreciate their perspective and their frame of reference (Rogers, 1952). Active and reflective listening do not involve making inferences about the underlying thoughts and feelings which have prompted the information which is presented, they rather rely on actively engaging with the client and picking up on what they are saying to let them know they have been heard, and also reflecting internally on what has been said and the context it occurred in to get a sense of what their frame of reference might look like (Green, 2010). I can then use this information to construct a counselling relationship that feels right and safe for them as an individual. Questioning, prompting, and observing are further useful skills in creating the appropriate relationship (Corey, 1991). These skills make it possible for interactions to take place, for the conversation to be directed in ways that encourage self-exploration and expansion, and encourage the client to elaborate to me on the figures and backgrounds that make up their frame of reference (Green, 2010). They can also give me the opportunity to paraphrase and summarise what the client says, which enhances my understanding as well as the client’s sense that I am listening and empathising with them. I focus on creating a ‘real’ relationship which is transparent with clients, meaning it is highly congruent for clients; they accurately interpret the meaning behind all interactions and the atmosphere is positive and encouraging (Rogers, 1952). This fosters a feel of genuineness in the relationships I develop with clients which subsequently gives the clients a feel of authenticity and real meaning in our interactions. This lends credibility to revelations they may have about themselves during the course of counselling. It is very important that I create a feeling that I give clients unconditional positive regard. This is important because some clients have experienced key relationships in their life as a player which is only regarded positively depending on them acting or existing on other’s terms. By giving all clients unconditional positive regard this allows for the feeling of warmth and acceptance which is important for every client to open up in constructive ways. The evidence I can provide for my ability to perform these skills comes from my experience as a senior mental health worker and my placement in Lewisham Bereavement Centre. These experiences have honed my ability to appreciate a diverse range of perspectives, and take into account the cultural context in which the individual client exists. They have allowed me to appreciate the person as an individual with thoughts, feelings, hopes and dreams rather than just a collection of experiences and traits. Therefore, I have become more sensitive, approachable and warm as my experience has increased. As a member of BACP, I adhere to all guidelines of conduct and make use of personal therapy and supervision. This has made me fully aware of the ethical and legal obligations to clients, making me take client welfare very seriously and think consistently about assessment issues such as whether the client is ready for therapy. 10. To demonstrate an ability to assess the impact of who they are on the counselling relationship Most notably, my values have influenced the shape the relationships tend to take. At Lewisham Bereavement Centre my value of equality and appreciation of diverse culture, perspectives and characteristics influences how I react to different clients; it ensures that I am non-judgmental regardless of how client’s behaviour is interpreted by my own frame of reference. Separating oneself from one’s own frame of reference is extremely difficult if not impossible, so my tactics involve strictly accepting clients and giving them unconditional support regardless of the content of interactions. I am patient and interested in clients and try to bring an air of thoughtfulness to the relationship, which tends to make the client feel like examining what they are saying more closely as well. The characteristics that define me as a counsellor are patience and approachability, and a strong commitment to acceptance and positive regard. This involves having appropriate respect for clients and a belief in their ability to get to the root of their problems on their own with minimal guidance. I believe this is what sets me apart from some other counsellors because I tend to give the clients more leeway to choose their own direction for the direction of conversations, as I believe wholeheartedly in all clients as intelligent entities who are the supreme authorities on their own wellbeing and the causes of their personal suffering. This value causes me to listen very carefully to what the clients say and make minimal to no use at all of personal speculations that I naturally draw about underlying causes using my own frame of reference. Naturally, this sometimes leads to clashes with some client’s expectations and the service that I actually deliver. Some clients expect mor e interpretations to be drawn by the therapist based on what they tell them; they believe the therapist can diagnose them or draw on expertise to present them with an underlying cause. In these cases without seeming confrontational I will use therapeutic techniques to empower the client into believing that they hold the power to identify in themselves any problematic issues and begin the healing process. I believe I am not given to overly emotional reactions, and can therefore remain emotionally neutral even when presented with very emotional information from clients which may perturb other people. By remaining a neutral and safe contact for clients to relay this information to the relationship can take the form of a confiding relationship which is positive for the client no matter what happens. This can lead clients to suspect that I am hiding my true emotions, which can be a difficult thing to deal with, but I believe the benefits outweigh the costs of this method. I create constructive boundaries and respect confidentiality and privacy in my work. This leads to my constantly remaining vigilant for client permission and participation in the therapeutic process; informed consent must be gained at all stages of the process, and so I do my best to keep the client in charge of the direction of the conversation during sessions. In this way, the risk of venturing onto subjects the client is not ready to talk about is minimised. I believe that no one issue is universally going to cause psychological distress and some issues which would be innocuous to other people may be extremely influential over others. An appreciation of this is vital in how I approach therapy, and guides me in letting the client mostly determine the direction of the conversation. As such I can appear flexible in counselling sessions which can come across as slightly disinterested, but the benefits of being flexible include the client having time to relate exactly what they want to say and quiet space to explore their own self-concept. When interacting with client’s I adopt a non-threatening posture and I am fundamentally interested in subjective stories of human experience and emotion. This gives me a demeanour in sessions which is engaging, warm and accepting, and ready to put subjective judgments aside when clients present relevant content. The counsellor-client relationship is a dynamic and dialectical relationship which is shaped almost as much by the therapist’s characteristics as the client’s. A final characteristic which I believe influences the relationships I form with clients is the drive to help others, and an uncompromising stance on providing a positive response despite what the client may be expressing. This gives me a strong ability to work with clients who believe they have been put at risk by other professionals. 11. To evidence an appreciation of the use of self in the counselling relationship The self in the counselling relationship is useful in that it can be used to relate to the client. It is an important point that differentiates humanistic counselling from other approaches that the humanistic approach puts so much emphasis on self-awareness (Rogers, 1952). A person who is not fully self-aware has feelings and/or experiences which are not fully symbolised and integrated into the current conscious self-concept. According to the humanistic perspective these concepts which are ‘outside’ the self-concept could be influencing thoughts, feelings and behaviours about the self and others in the environment even without conscious awareness (Rowan, 1998). Because of the intimately private subject matter that often arises during counselling, it is very important that the counsellor themselves be fully self-aware, in a way that they are trying to encourage the client to become. While it is important to develop a ‘real’ relationship with clients, I have f ound that it is necessary to remain a least somewhat emotionally detached from them. This is because when emotional attachments form between counsellor and client, they can bias the thinking of the therapist and begin a cycle based on judgments stemming from perceptions in the counsellors frame of reference, which is unacceptable. With full self-awareness the counsellor can use self-reflection to monitor feelings and thoughts, integrate them with the whole and reconcile them with their role as counsellor. In the counselling relationship the self can be used as an instrument (Reinkraut, Motulsky and Ritchie, 2009) in monitoring the development of the relationship, in setting up a basis for acting well on the client’s behalf through the development of counselling skills, for modelling self-awareness to the client and for keeping track of the transference relationship and power balance. When working with clients I see opportunities to assess my own personal strengths, limitations, thoughts and feelings as they relate to other people. This allows for greater self-awareness and gives me the ability to draw on personal life experiences and cognitive strategies for reflection which can be used to relate to the client. The self as an instrument also refers to the learning process of mastering techniques to discover information about the self which as a counsellor I have experienced. Throughout my work with clients, I have had opportunities to examine my own beliefs and values and the impact they have on my personal life and on others. This self-awareness is in a way the foundation of the client-counsellor relationship for me because without this it would be very difficult to relate due to the difficulty in describing what I am thinking and feelings. Personal growth can only truly be assessed through self-awareness and this goes for the client and for the therapist. Being fully conscious of all facets of my own self-concept also allows me to remain professional under circumstances that would otherwise be quite challenging. For instance, when a client is divulging very personal and intimate information which may make them feel psychologically vulnerable during expression, being self-aware in these moments will enable me to acknowledge my own counter-transference feelings towards the client and interpret them in light of the professional persona which I must don when counselling clients. The self then, is an important tool in establishing a positive and productive therapeutic relationship. If I am not in touch with my own thoughts and feelings and I do not psychologically ‘own’ all of my experiences then this could have serious consequences for the relationships I form with clients. It is likely that the relationships would suffer less positivity and there would be less transparency in the relationship, leading the client to wonder about the true meaning of our interactions and a loss of trust. This is an environment which is not conducive to the client growing in self-awareness or having positive therapeutic change. 12. Students to demonstrate an ability to analyse their strengths and weaknesses and assess themselves effectively in relation to others I believe that my strengths as a counsellor include the ability to empower clients in the relationships that I form with them. I also make good use of supervision and counselling services myself. I see this as a strength of mine because not only does it give me an opportunity to observe new techniques or the application of known techniques but it also helps me to continually grow as a person and become more self-aware. This is necessarily an ongoing process because as new experiences occur and become integrated into my own self-concept it truly helps to have a safe and non-judgmental place to explore this. This is the kind of ethos which I bring into the counselling relationship with my clients; I do not provide this service because I believe it is unimportant, in fact I believe that everyone could benefit from counselling if it is conducted appropriately; it is not just something for people who have experienced traumatic events. In this way I believe that I effectively and continuou sly evaluate my own frame of reference, which makes it easier when forming relationships with clients to identify what aspects of my perception of relationships and of the client are due to my own biases in perception. Separating entirely from one’s own frame of reference is not something I am able to do any more than anyone else; I believe it is simply a part of being human and therefore the best thing to do is become as aware of my own frame of reference as possible. I therefore have good awareness of my own personal conflicts, thoughts and feelings when interacting with clients and I am well practiced in keeping a healthy emotional distance from clients. This attitude gives me an accepting and patient demeanour towards others, and I do not push for more information on issues when others do not want to divulge further. With greater self-awareness I have an enhanced ability to assess how I appear in relation to others. Remaining non-judgmental and impartial and separate enough from the pertinent issues in a client’s life is a further skill that I see as a strength, because in my experience this serves to empower the client and encourage them to explore the very pertinent issues which may be having a negative impact on their lives. My values are an important part of this, the principles which I hold to be important in helping people are something which I can rely on to not change and to guide me in the pursuit of honing more effective techniques in counselling. With the use of these values and principles I am also proficient in establishing boundaries and overcoming distortions of perception and personal feelings as they occur during counselling. This allows me to effectively treat all clients with equality and unconditional positive regard. Although I establish a real relationship with clients, I continually assess my relationship with clients and how I appear in relation to clients, this he lps to establish the model of prior relationships which the counselling relationship is based on. An open mind and commitment to continuously bettering my skills is another positive aspect of my practice because it enables me to absorb knowledge and ideas from a diverse range of sources and consider the merit of their application in my own practice in an unbiased way. This is another way in which I am continuously attempting to better my counselling skills and assess myself in relation to others. It is also important for practitioners to acknowledge their own weaknesses so that at the very least they can increase their own self-awareness and make allowances in their practice of counselling to compensate for areas in which their practice is not as strong. It is also vital for weaknesses to come to light so that the practitioner can continue to try and improve in these areas. In the case of my own practice I believe I could further improve my use of paraphrasing and active listening. In the past, I noticed that my use of these techniques varied from other counsellors, and so in liaising with other professionals and through continuous supervision and commitment to understanding the effects of different uses of these techniques I have changed the way I tend to use paraphrasing or more specifically the frequency with which I use it; now only in cases where I believe the specific words or phrases a client has used are important to conveying the same message. This helps clients to u nderstand that I have heard them exactly as they are attempting to express themselves and has made me appear more succinct to clients. I also differed from other practitioners in my use of prompts in the therapeutic process. I tended to make more use of this technique to direct the conversation in a way I thought would be most beneficial to the patient by uncovering issues which were not symbolised and integrated with their self-concept. However, with continuous use of reflection I realised that these perceptions were at least somewhat coloured by my own frame of reference and therefore tried to give more leeway to the client to direct the conversation. I believe this method is more effective because the client has much more input in defining the course of the conversation and I appear to have a more open-minded role in the client’s perception. Therefore the conversation can turn to the issues which are subjectively important to the client. References Bager-Charleson, S. (2010). Reflective Practice in Counselling and Psychotherapy. Exeter: Learning Matters. Bager-Charleson, S. and van Rijn, B. (2011). Understanding Assessment in Counselling and Psychotherapy. Exeter: Learning Matters Baumeister, R. F. (1987). How the self became a problem: A psychological review of historical research.  Journal of personality and social psychology,52(1), 163. Berne, E. (1961). Transactional analysis in psychotherapy: A systematic individual and social psychiatry. New York: Grove Press Bond, T. (1993). Standards and Ethics for Counselling in Action. London: Sage. Chen, C. P. (2001). On exploring meanings: Combining humanistic and career psychology theories in counselling.  Counselling Psychology Quarterly,  14(4), 317-330. Clarkson, P. (1992). Transactional analysis: An Integrative Approach. London: Routledge. Clarkson, P. (1995). The Therapeutic Relationship. London: Whurr Publishers Ltd. Clarkson, P. and MacKewn, J. (1993). Key Figures in Counselling and Gestalt therapy. Fritz Perls. London: Sage. Cook, W. L. (2000). Understanding attachment security in family context. Journal of Personality and Social Psychology,  78(2), 285. Corey, G. (1991). Theory and Practice of Counselling and Psychotherapy. California: Brooks/Cole. D’Ardenne, T. and Mahtani, A. (1999). Transcultural Counselling in Action (2nd Edition). London: Sage. Dryden, W. (ed.) (1989). Key Issues for Counselling in Action. London: Sage. Feller, C. P., Cottone, R. R. (2003). The importance of empathy in the therapeutic alliance.  The Journal of Humanistic Counseling, Education and Development,  42(1), 53-61. Fretz, B. R., Simon, N. P. (1992). Professional issues in counselling psychology: Continuity, change, and challenge. Oxford: John Wiley and Sons, pp. 861 Gelso, C. J., Carter, J. A. (1985). The Relationship in Counseling and Psychotherapy Components, Consequences, and Theoretical Antecedents.  The Counseling Psychologist,  13(2), 155-243. Gelso, C. J., Carter, J. A. (1994). Components of the psychotherapy relationship: Their interaction and unfolding during treatment.  Journal of Counseling Psychology,  41(3), 296. Green, F. (1998).  The value of skills. Department of Economics, United Kingdom: University of Kent Press Green, J. (2010). Creating the Therapeutic Relationship in Counselling and Psychotherapy. Exeter: Learning Matters. Hanna, F. J., Ritchie, M. H. (1995). Seeking the active ingredients of psychotherapeutic change: Within and outside the context of therapy. Professional Psychology: Research and Practice,  26(2), 176. Hansen, J. T. (2009). Self†Awareness Revisited: Reconsidering a Core Value of the Counseling Profession.  Journal of Counseling Development,  87(2), 186-193. Hatchett, G. T. (2008). A One-Size Relationship Stance Does Not Fit All: Customisation of the Counselling Relationship.  Australian Journal of Guidance and Counselling,  18(02), 210-218. Husserl, E. (2012).  Ideas: General introduction to pure phenomenology. London: Routledge. Joyce, P., Sills, C. (2014).  Skills in Gestalt counselling and psychotherapy. London: Sage. Kelly, E. W. (1997). Relationship†Centered Counseling: A Humanistic Model of Integration.  Journal of Counseling Development,  75(5), 337-345. King, R. (2005). CAT, The Therapeutic Relationship and Working with People with Learning Disability. Reformulation, Spring, 10-14. Lapworth, P. and Sills, C. (2011). An Introduction to Transactional Analysis: Helping People Change. Los Angeles: Sage Publications. Lonner, W. J. (1985). Issues in testing and assessment in cross-cultural counselling.  The Counselling Psychologist,  13(4), 599-614. Mearns, D. and Thorne, B. (1988). Person-centred Counselling in Action. London: Sage Neimeyer, R. A. (1998). Social constructionism in the counselling context.Counselling Psychology Quarterly,  11(2), 135-149. Patterson, C. H. (1984). Empathy, warmth, and genuineness in psychotherapy: A review of reviews.  Psychotherapy: Theory, Research, Practice, Training,  21(4), 431. Perls, F., Hefferline, G., Goodman, P. (1951). Gestalt therapy.  New York: Sage. Reinkraut, R., Motulsky, S. L., Ritchie, J. (2009). Developing a competent practitioner: use of self in counseling psychology training.  Asian Journal of Counselling,  16(1), 7-29. Robson, D., Robson, M. (2000). Ethical issues in Internet counselling.Counselling Psychology Quarterly,  13(3), 249-257. Rogers, C. (1961). On Becoming a Person: A Therapist’s View of Psychotherapy. London: Constable. ISBN 1-84529-057-7 Rogers, C. (2008). Carl Rogers.  Information Theory, 214. Rogers, C. R. (1946). Significant aspects of client-centered therapy.  American Psychologist,  1(10), 415-422. Rogers, C. R. (1952). Client-Centred Therapy: It’s Current Practice, Implications and Theory. London: Constable and Company Rogers, C. R. (1959). A Theory of Therapy, Personality, and Interpersonal Relationships: As Developed in the Client-centered Framework. London: McGraw-Hill Rogers, C. R. (1965). Some questions and challenges facing a humanistic psychology.  Journal of Humanistic Psychology, 5(1), 1-5 Rose, E. M., Westefeld, J. S., Ansley, T. N. (2008). Spiritual issues in counselling: Clients beliefs and preferences. Psychology of Religion and Spirituality, S(1), 18-33 Rowan, J. (1998).  The reality game: A guide to humanistic counselling and psychotherapy. New York: Psychology Press. Ryle, A. (1991) Cognitive Analytic Therapy. Active Participation in Change. London: John Wiley and Sons Ltd. Strupp, H. H. (1973). On the basic ingredients of psychotherapy.  Journal of Consulting and Clinical Psychology,  41(1), 1. Sutton, J., Stewart, W. (2008).  Learning to counsel: develop the skills, insight and knowledge to counsel others. New York: Constable Robinson. Walker, D. E., Peiffer Jr, H. C. (1957). The goals of counseling.  Journal of Counseling Psychology, 4(3), 204-209

Organization Analysis - Wal-Mart Essay Example | Topics and Well Written Essays - 2000 words

Organization Analysis - Wal-Mart - Essay Example The organization has a reputable brand that is globally recognized allowing it to outshine competitors in the field. The company’s brand is distinct; furthermore, Wal-mart has established a group of loyal customers. Spotts (2005) asserts that consumers usually respond to less costly products to sustain their daily needs especially in a current time of economic hardships. Since the company makes purchases in large quantities, it obtains huge discounts that it can pass to its customers. This enables it to offer products at a reduced cost. Furthermore, the organization manufactures its own products allowing it to sell them at subsidized rates. Wal-Mart’s huge capital and customer friendly operations promote the marketing capacity. The strategic pricing is the prominent marketing strength that offers the company a competitive advantage. The organization has a policy that governs the procedures for determining prices for the products. This restricts management from hedging p rices. Furthermore, the company conducts a Rollback promotion strategy that targets customers. This system lowers the prices of the already subsidized products making the company out-price their competitors. The company understands the concept of customer value as highlighted in their customer-oriented scheme. The organization has one of the best contentment guaranteed models that enhances customer goodwill. The organization allows customers to return the purchased products that do not please them and claim a refund.

A trip to Sequoia National Park Essay Example | Topics and Well Written Essays - 750 words

A trip to Sequoia National Park - Essay Example In addition to this natural resource, Sequoia National Park comprises of many other natural features, which include the giant sequoia trees, among them being the greatest tree on earth, known as the General Sherman tree (White, 24). Additionally, the park consists of the giant forest, which occupies approximately 202, 430 of old-growth forests in conjunction with the neighboring Kings Canyon National Park. This park comprises of one of the most natural and unaltered environments, ranking it among the major national parks that have preserved the natural ecosystem without much alterations. Additionally, the geology of this national park is yet another key feature that makes it unique among the National Parks in the US with an exclusive landscape (Scott and Kay, 52). The region surrounding this area was initially occupied by the Monachee Native Americans, who did not exploit the natural resources in the major sequoia giant forest but coexisted in an eco-friendly manner. However, the arr ival of the white settlers threatened to cause destruction to the forests, but only for a little while, before they discovered that the Sequoia trees were not suitable for timber (White, 22). This made them cease to cut down the trees, and the park was declared a national park in 1890, by the USA government. The logistics required to visit the park Most parts of this park are not accessible by the means of road or rail, making trekking the most viable option for accessing the park from different directions. However, the logistics involved in visiting the park entails parking the required personal effects, which will be used during the stay or the visitation period in the park. Then, the second step will be taking a flight to Visalia Airport, which is a destination that requires one to take an average 1 hour’s drive to the park (Scott and Kay, 46). On reaching Visalia Airport, there is no need to hire transport or to have own car, because there are already various means of tra nsport from the airport into the park, which are convenient for the visitors. There are many Sequoia Shuttles, which transports visitors from the Visalia city to the National Park, passing through the Three Rivers, and then going up to the Giant Forest Museum (White, 21). The cost of this transport is affordable, since an individual requires paying only $15 as the ticket price for the shuttle ride. Before boarding the shuttle, it is important to ensure that one signs the time to and from the park, to ensure that the last shuttle will not leave an individual in the park. However, the greatest advantage, which makes this visit simpler logistically, is the fact that it is possible for one to walk back from the park, in case he/she is left by the last shuttle (Scott and Kay, 47). Once an individual arrives at the park, it is vital to go through the Lodgepole Visitor Center or the Giant Forest Museum, where more information regarding the visitation sites and ideas are given to the visito rs, as well as the accommodation and hospitality options available in the parks and its immediate environs (Scott and Kay, 50). After the individual has obtained sufficient information regarding the visitation areas and ideas, they can select the location to start visiting and plan the rest of the schedule. In case the individual does not want to go back the same day, there are various accommodation facilities available within the park and even in the immediate surroundings. The accommodation facilities within the park include the Wuksachi Lodge and the he John Muir Lodge, while those outside but in the immediate

Personal statement for USC MAcc Example | Topics and Well Written Essays - 500 words

For USC MAcc - Personal Statement Example Despite the suffering, I felt that it was my responsibility to ensure that everything run smoothly. I went to the business location and with the help of some few senior officers, I ensured that coordination between the various business organs was good enough to eliminate inconveniences. Having learnt that I was among the top management team of the business at the time, one employee altered some financial document for personal gain. Being not an expert in the field, I did not realize the alterations until one of the senior accountants informed me. This was very challenging to me and I decided not to be taken advantage of in future. This developed my passion for accounting and I decided to take my studies in this field in a reputable institution of higher learning that would prepare me to handle challenging problems. The institution of choice has been USC. In my undergraduate studies, I studied accounting with a major in finance, which has increased my knowledge in this field. This provides me with a good base in studying masters in accounting. The USC has been observed to be one of the best institutions in the field of business. This has given it credit not only to the residents of this country but also worldwide. It is the dream of every person to get access to the best information in his field of education in order to be able to conveniently handle different challenges that may arise, which makes USC a university of choice. In addition, it is evident that there have been numerous transformations in the business and accounting fields resulting from tremendous technological advancements. Considering this is necessary in ensuring that the students are well conversant with the use of technology. This avoids committing some mistakes as well as makes the business transaction be conducted smoothly. Moreover, one stands in a better positio n to offer support to other people who may not have sufficient knowledge in the field but may

Overview of Ebola

Overview of Ebola Ebola virus is a deadly virus which cause disease in humans and nonhuman primates for instance monkeys, gorillas, and chimpanzees. Infection caused by the Ebola virus strains is known as Ebola hemorrhagic fever or Ebola. Virus which cause Ebola infection belong to familyFiloviridae, genusEbolavirus. Five species of Ebola virus are identified. Among these five species,four cause disease in humans which are: Ebola virus Sudan virus Taà ¯ Forest virus Bundibugyo virus Reston virus is the fifth specie and is known to cause disease in nonhuman primates and not in humans. History: Ebola virus disease first emerged in 1976 in 2 simultaneous outbreaks, first one in Nzara, Sudan, and second one in Yambuku few months later. Later a case was reported in a village located near a river named as Ebola River. The disease is named after that river.The first attack of Ebola in Sudan affected about 284 people with mortality rate of approx. 53%.The second Ebola virus appeared from Yambuku(EBOZ) has mortality rate of 88% and affected 318 people. Use of contaminated syringes and needles in clinics and hospitals and close personal contact with infected ones are considered as main cause of outbreak of disease. In 1989,the third strain of Ebola named as Ebola Reston (EBOR) was discovered in USA(Virginia and Pennsylvania) through imported infected monkeys into Virginia from Philippines.In 1990,once again EBOR was emerged in Virginia and Texas by imported monkeys but four people developed antibodies and remained safe. Later in 1994,the last strain of Ebola named as Ebola Cote dIvoire (EBO-CI) was discovered while conductance of a necropsy on a dead chimpanzee sighted in the Tai Forest by a female ethologist. One more case occurred in gold-mining camps located in the rain forest in the same year with mortality rate of 60%. Initially the disease was thought to be yellow fever and was identified as Ebola virus disease much later. In 1995, virus apperared in Kikwit with mortality rate of 81%.Later in 1996, ebola virus appeared in South Africa with mortality rate of 50% when medical professional travelled to South Africa from Gabon after treating Ebola-infected patients. He was admitted in hospita l and a nurse whose duty was to take care of doctor, also became infected and died. Another case occurred in Mayibout area with mortality rate of 57% when an infected chimpanzee was eaten by people hunting for food. In 2000,virus appeared in Masindi, Gulu, and districts of Uganda with mortality rate of 53%. In 2001 and 2002,disease emerged in the Republic of the Congo and over the border of Gabon and with mortality rate of 82% and was the first time that Ebola virus disease spread in the Republic of the Congo. In 2003, outbreak of infection appeared in Mbomo and Mbandza villages with mortality rate of 83%.In 2004,cases of disease were reported in Yambio county of southern Sudan accompanied with measles at the same time with mortality rate of 41%.Later in 2007, virus affected people in Kasai Occidental Province and Bundibugyo District in western Uganda with mortality rate of 71% and 25% respectively.In 2008,strains of Ebola-Reston were discovered in pigs.In 2011, a patient died in th e Luwero district, Uganda due to Ebola Hemorrhagic fever as diagnosed by The Uganda Ministry of Health.In 2012,a viral attack was reported in the Kibaale District of Uganda. In 2013, disease emerged in the Luwero District.Samples were tested by CDCs Viral Special Pathogens.Recently in 2014,infection was reported in several villages located in the Democratic Republic of the Congo in months of august to November with mortality rate of 74%.In March, virus attacked multiple countries in West Africa. Worldwide occurance: Ebola is a rare disease and has spread in Guinea,Sierra Leone and Liberia. Severely affected countries by Eboal a-included Guinea, Sierra Leone and Liberia due to weak health systems,shortfall of infrastructural and human resources. Ebola outbreak also began in Boende, Equateur which is a part of the Democratic Republic of Congo. Ebola virus disease occurs in the Republic of the Congo, Africa, Ivory Coast, Sudan , Gabon, and Uganda, but there are chances of its occurance in other African countries. Transmission: Fruit bats that are included in Pteropodidae family are considered as natural Ebola virus hosts. Introduction of Ebola virus into the human population occurs through close contact with the organs, blood and secretions. Virus can also be transmitted by bodily fluids of infected animals such as gorillas, chimpanzees, forest antelope ,monkeys, porcupines. and fruit bats. Virus spreads via direct close contact through broken skin,fluids of infected people, mucous membranes and materials or surfaces contaminated with these fluids e.g. clothing and bedding. EVD spreads through close contact with infected patients when control precautions are not firmly practiced. It is transmitted by needles and syringes used to treat Ebola-infected patients. Transmission of Ebola occurs via those burial ceremonies in which people have direct close contact with the body of the dead infected by EVD. As long as blood and body fluids e.g semen and breast milk contain the ebola virus,people are considered infectious. Interestingly men can transmit the virus via their semen after recovering from illness for up to seven weeks. Symptoms Symptoms of Ebola virus disease are nonspecific. After the incubation period of 2 to 21 days, signs of Ebola virus are: abruptfever and fever fatigue headache joint pain muscle aches and pain sore throat weakness These symptoms are followed by : . This is followed by vomiting, diarrhoea, rash symptoms of impaired kidney and liver function both external and internal bleeding e.g. blood in the stools and oozing from the gums in some cases. Hiccups Stomach pain It is important to mention that humans are not infectious until they develop specific symptoms for disease. Diagnosis Distinguishing EVD from other infectious diseases for instance malaria, typhoid fever and meningitis is a difficult task. For identification of Ebola virus disease following strategies are used in order to confirm that symptoms are caused by Ebola virus. antibody-capture enzyme-linked immunosorbent assay (ELISA) antigen-capture detection tests serum neutralization test reverse transcriptase polymerase chain reaction (RT-PCR) assay electron microscopy virus isolation by cell culture. ELISA and PCR are considered as efficient diagnostic tests for Ebola virus disease. Treatment Still there is no standard treatment for Ebola virus disease and only supportive therapy is available. Supportive therapy includes treatment of specific symptoms and supportive care-rehydration with intravenous fluids or orally. A wide range of treatments including immune therapies, drug therapies and blood products, are recently being evaluated for treatment of Ebola virus disease. Two vaccines are undergoing human safety testing but still there is no licensed vaccine available for treatment. Prevention and control Prevention and control of Ebola virus disease is much difficult. One can prevent from disease by early testing and isolation of the infected patient. Moreover ,barrier protection for caregivers for instance mask, gown, goggles, and gloves is necessary to prevent others from getting infected. Outbreak of disease can be controlled by applying a package of interventions, e.g., safe burials ,surveillance, , case management , social mobilisation., contact tracing and a good laboratory service. Outbreak control of disease relies on raising awareness of risk factors and protective measures that individuals can take in order to reduce human transmission. Risk reduction must consider following factors: Reducing the risk of wildlife-to-human transmission: In order to control its outbreak,it is very necessary to avoid contact with infected monkeys or fruit bats and the consumption of their infected meat. Infected and uninfected animals must carefully be handled with gloves and significant protective clothing. Thorough cooking of animal’s meat is required to reduce risk of infection. Reducing the risk of human-to-human transmission: One must avoid from direct or close contact with people suspected to be Ebola victims.Gloves and specific personal protective equipment must be used while looking after patients at hospitals or at home. Outbreak containment measures: It refers to safe burial of the dead,identification of people who may have been remained in contact with infected people, the significance of separating the healthy ones from the sick to prevent further spread and finally the importance of maintaining a neat and clean environment and good hygiene.

El Nino Essay -- Meteorology Weather Climate Essays

El Nino We live on an incredibly large planet. Even broader than the size of the planet are the amount of changes and relationships between humans, animals, environment, weather, and the effects of each. Many times with busy schedules and modern lifestyles we forget the interaction that goes on between any number of concepts or ideas. We fail to realize that a specific weather occurrence in the Pacific Ocean can have an effect on every day life in the United States. El Nino is one of the largest scientific phenomenons that scientists have ever explored. The main concepts of El Nino are very simple and there are many variations, causes, affects, and relationships to study. The main idea behind El Nino is that the wind changes direction across the Pacific Ocean. In a non El Nino year (normal), the trade winds blow from east to west across the ocean, from North and South America towards the tropical regions of the Pacific Ocean. In an El Nino year, the trade winds change direction and blow from Asia and the tropical Pacific towards North and South America (NOAA B, 2004). The changes in these winds, commonly called Southern Oscillation winds because the majority of activity happens in the southern parts of the Pacific, produce many other changes. In the final analysis, the winds are the root of this scheme. John Daly (2004) discussed how the winds produce major changes in the temperature of the ocean water. This is the second main concept of El Nino. In normal years, when the wind blows from east to west, the temperature at â€Å"Sea Surface† is about 8 degrees cooler in the west than in the east. During El Nino, the winds blow a certain amount of water towards the west, thus piling it up and making its depth approximately one half meter deeper. Because of the loss of water at either coast, the deeper ocean water rises to replace what is gone. The deeper/cooler water is the source of many incomes in North and South America; however, in an El Nino year, the warmer water sits on top of the ocean, which creates many tribulations relating to both income and weather. The last main point of El Nino is the weather that follows due to the changes in water temperature. Precipitation follows the warmer water, whichever direction it flows. During the normal wind patterns the rainfall in the southern Pacific islands is consistent and creates their tropical identity. Whe... ...lnino/history.asp. National Oceanic and Atmospheric Administration (NOAA). Washington D.C. Last updated April 22, 2004. http://www.pmel.noaa.gov/tao/elnino/el-nino-story.html. (A) National Oceanic and Atmospheric Administration(NOAA). Washington D.C. Last updated April 22, 2004. http://www.pmel.noaa.gov/tao/elnino/faq.html#what. (B) National Oceanic and Atmospheric Administration (NOAA). Washington D.C. Last updated April 22, 2004. http://www.pmel.noaa.gov/tao/elnino/impacts.html. (C) Redmond, Kelly. â€Å"El Nino, La Nina, and the Western U.S., Alaska and Hawaii.† June 16, 1998. http://www.wrcc.dri.edu/enso/ensofaq.html. United States Geological Survey (USGS). â€Å"1998 California Flood.† From News Release. Feb. 3, 1998, http://ca.water.usgs.gov/archive/floods/flood98/. University of Illinois, Champaign Illinois. Last updated April, 2000. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/eln/rcnt.rxml. USA Today, by the Associated Press. â€Å"El Nino found to affect Antarctic Sea Ice.† 2004. http://www.usatoday.com/news/science/cold-science/2002-03-06-nino-ice.htm. Williams, Jack. USA Today. â€Å"Scientists Gather Information on El Nino Impact in Antarctica.† January 8, 2003.

Magic Springs

Khiana Carr Professor Ansbro ENGL 1010 16 November 2012 Magic Springs Many family and friends love to visit and enjoy the many attractions and fun from amusements parks. Every state and city has at least one good loveable memory about it. The hot and enjoyable attraction in Hot Springs, Arkansas is the awesome water and amusement park Magic Springs and Crystal Falls. There are many activities to do in Hot Springs like the following: shopping area, cite seeing in the mountains, the spa, and more. Most people go to enjoy the exciting attractions of Magic Springs, a place the entire family could enjoy.Magic Springs and Crystal Falls, Magic Springs for short, is a combination of an amusement park and water park all in one. Magic springs have everything for the family entertainment, including an Amphitheater for a variety of musical events and more. The park is open weekends from April through October and daily late-May through mid-August. The owner has really put in a lot of work to make the park what it is today. One can learn the history of Magic Springs, the many rides and thrilling descriptions there are, and many reviews from satisfied visitors.For those who love Six Flags and Disney World would also love Magic Springs. Magic Springs opened around 1978 in July in Hot Springs, Arkansas. In the beginning the park was going through a quite bit of financial problems. The park was sold in the mid 1980 to a businessman by the name of Melvin Bell. Soon after the inventors had landed into a huge pile debt, then Bell was forced to close down the park in 1995. The park was up for sale in an auction and reopened in 2000 as Magic Springs and Crystal Falls.The new management by CNL Lifestyle Properties and operation by Amusement Management Partners, LLC turned the park into an ongoing attraction for many. Ever since, Magic Springs has gotten innumerous visits from people all the country. Magic Springs is an amusement park offering a lot of attractions for the whole family, from fearless daredevil to the gentlest cat. There is a total of 20 rides throughout the park including the water rides. For the thrill seekers there are a good select few one would love to take for a ride. The top three amazing thrilling rides are the Gauntlet, the Hawk, and the Arkansas Twister.The Gauntlet is a â€Å"eight-story drop into a whirling dervish of inverted loops and mind-blowing bends† (Magic Springs), it is a 2,2000 feet 50 mph ride that will for sure take anyone on the ride of their lives. The Hawk is a 70feet 13 rpm speed exciting twirling machine that will take a person to new heights. The ride has many loops and turns and even rotates360 degrees clockwise and counter-clockwise throughout the ride it might even stop, while you hanging upside down! The Arkansas Twister is a wild 50 mph 3,300 feet heart pounding thrill.It is a 90 feel drop rollercoaster with all the heart racing effects, â€Å"to experience Magic Springs, one must experience the Arkansas T wister† (Magic Springs). With accommodating all the thrill seekers of the world Magic Springs have rides for little children as well. The two most enjoyable kiddie rides are the Li’l Leapin’ Lizard and Looney Ballooney. The Li’l Leapin’ Lizard zooms into the air and gently returns to the ground, just enough excitement for the little ones. A ride that reaches the sky and beyond is what all the kids want to go on, all the kids love being in the spinning hot air balloon Looney Ballooney.The park has many separate rides that ignite the fun in every member of the family, but there are a couple family rides everyone can enjoy together. The number one family favorite is the Old No. 2 Logging Company Log Flume. The ride takes off as it twists and turns into a water maze that ends with a splash of cooling water. Last but not least, the many water rides and pools. All the rides are loveable for every family member, which is what keeps the satisfied visitors c oming back for more. The park has had many reviews and has been rated A+ by the BBB business review and more.The happy visitors left wonderful reviews of Magic Springs. On satisfied customer said, â€Å"Me and my family enjoyed the water and the gospel concert held at the park that day. I plan to get the season family passes next year we had so much fun† (Trip advisor). â€Å"I live not too far from Hot Springs and have heard how cool it is to go, but finally made my way there with other friends and family. It was an awesome experience. There are plenty of areas for small children and plenty of rides adults are able to enjoy. My personal favorite was the Gaunlet, so much so I rode it twice. † (Trip advisor).The Gaunlet is the number one favorite of all rides at Magic Springs. â€Å"The park was VERY clean, the workers we encountered were friendly overall, and there were NO lines. We rode every ride that we wanted to at least once and many of them twice with no waiting . Every ride was up and running. We went to Crystal Falls after that to cool off and stayed until it closed at 6 pm. It was wonderful as well. Not crowded at all and a great variety of play/pool areas for all ages† (Trip advisor). â€Å"Love the rides, the music, the water and the water rides! Lots to do here. You can spends days and never get bored! (Trip advisor), it is very self-explanatory that the Magic Springs is a very enjoyable place for fun in the sun. In conclusion, Magic Springs and Crystal Falls have been recognized for family entertainment they have attracted people all over the country. Hot Springs have plenty of activities for any family member. Magic Springs have gotten a lot of good reviews and awards from the public. The water park is extraordinary the rides are full thrilling fun; the park is really a lot of fun in the sun. Including the Amphitheater, the amusement park has a lot of famous concert performances.The new owners of Magic Springs and Crystal Fal ls have really turned out the new park for the best. All the heart racing roller coaster to the gentle carousel does well accommodating to the entire family. The many reviews and increasing number of visitors show that the Magic Springs will not be losing any business any time soon. Works Cited â€Å"Magic Springs and Crystal Falls – Hot Springs, Arkansas – combination family amusementpark and water park. † www. city-data. com. 2012. 06 Nov. 2012. www. citydata. com/articles/Magic-Springs-and-Crystal-Falls-Hot. html â€Å"Magic Springs & Crystal Falls. Magic Springs & Crystal Falls. Web. Np. Nd. 06 Nov. 2012http://www. magicsprings. com â€Å"Magic Springs Water and Theme Park. † – Hot Springs. Web. Np. Nd. 06 Nov. 2012http://www. arkansas. com/attractions/detail. aspx? id=23423. Magic Springs & Crystal Falls, Hot Springs. † Magic Springs & Crystal Falls. N. p, n. d. Web. 15 Nov. 2012. http://www. tripadvisor. com/Attraction_Review-g60856-d2 74499Reviews-Magic_Spr ings_Crystal_Falls-Hot_Springs_Arkansas. html Going up up away Ready to ride. People in front ready for the Arkansas Twister to take off! my sister ready to swim. On the way tooooMagic Springs!!

Impromptu Speech

Impromptu Speech The first basic assignment which you are given in college is to write a good impromptu speech. In order to be able to write a good impromptu speech – you have to have great writing skills as well as imagination and creativity. Be prepared to write an impromptu speech on an unusual impromptu speech topic, and be ready to spend a lot of time writing an impromptu speech. If you decide to write the impromptu speech on your own – the first trap you may stumble upon – is the impromptu speech topic. You can not proceed writing the impromptu speech without defining the impromptu speech topic you want to write about. Usually, in most cases the professor leaves it up to you to choose an impromptu speech topic so you will have to spend some time coming up with the best impromptu speech topic, or choosing a topic among given free impromptu speech topics. If you lack any creativity when writing an impromptu speech – feel free to choose a topic from the list below: * Optimism and pessimism, who are you? * What is knowledge and what is wisdom. How are they alike and different? * A famous dead person I would like to meet * Is it moral to keep a pet at home? * Is a Zoo – a good place for animals? * The most important moral qualities * How to prevent pollution, what is the most serious threat? * Freedom, my understanding of this concept * Sex on the first date * Success, how to measure it? There are many other topics you can write about. In order to find a good impromptu speech topic – you can simply analyze everything you are interested in, and choose something what you feel is important. Here is an example: if you are fond of music – you can discuss if it is good or not to have an idol or a cult figure, etc. Your best decision in choosing the impromptu speech topic is the topic which suits you. CustomWritings.com offers online speech writing services which will help you find a suitable impromptu speech topic and write an impromptu speech for you. We have professional writers who are available and are always at your service. If you have problems writing a good impromptu speech on your own, why not have an expert in impromptu speeches help you? We write custom written speeches exceptionally, and all of them are of the best quality. Good quality does not presume that the paper will seem too smart and wordy – we will write the speech according to all your requirements and instructions. Just give CustomWritings.com a try, and you will be 100% satisfied with our premium performance.

Double Placement Reactions Lab Essay Example

Double Placement Reactions Lab Essay Example Double Placement Reactions Lab Essay Double Placement Reactions Lab Essay Reactions Lab * November 14, 2010 Double Replacement Reaction Introduction / Purpose: The purpose of this experiment is to combine a solution made of potassium iodide and a solution of lead (II) nitrate and produce a precipitate. The reaction is listed as Pb(NO3)2(aq)+2KI(aq) 2KNO3(aq)+PbI2(s). The contents of the beaker was the solution of potassium iodide and lead (II) nitrate. The solution was poured into an Erlenmeyer flask holding a Buchner funnel with a piece of filter paper at the bottom of the funnel. The filter paper contained a yellow precipitate at the end of the experiment. This precipitate was lead (II) iodide. The potassium combined with the nitrate and filtered through the paper whereas the lead combined with the iodide and was not soluable in water and was collected on top of the paper. Materials: * 40 ml Potassium Iodide (Kl) * 20 ml Lead (II) Nitrate (Pb(NO3)2) * 100 ml Beaker * Stirring rod * Erlenmeyer flask * Buchner funnel * Watch glass * Scale Experimental Methods: 1) Obtain a 100 ml beaker 2) Obtain 40 ml of Potassium Iodide (Kl) 3) Obtain 20 ml of Lead (II) Nitrate (Pb(NO3)2) 4) Obtain an Erlenmeyer flask 5) Obtain a Buchner funnel with filter paper at the end of the funnel 6) Obtain a stirring rod ) Obtain a watch glass 8) Combine the 40 ml of Potassium Iodide (Kl) and 20 ml of Lead (II) Nitrate (Pb(NO3)2) in the 100 ml beaker 9) Use the stirring rod to stir the solution 10) Place the Buchner funnel in the Erlenmeyer flask 11) Pour the solution from the 100 ml beaker into the Buchner funnel 12) Remove the Buchner funnel from the Erlenmeyer flask 13) Place the solid precipitate from the filter paper into the watch glass 14) Using the scale, record the weight of the solid Data: Weight of Percipitate| Color of Percipitate| % Yeild| 9. 112 g| Yellow| . 0098828633| Results: When Potassium Iodide is combined with Lead (II) Nitrate, a chemical reaction occurs. The lead combines with the idodine and the potassium combines with the nitrate. One solution remains a liquid whereas the other solution becomes a solid. The solid is not soluable in water and is able to be filtered out. The equation is pictured below in Figure 1. The solid turned yellow in color. After the solid was filtered from the solution, it was weighed. This weight was measured and calculated as the percent yield. Figure [ 1 ] Discussion and Analysis: This experiment was a basic one with little possibility for error. The combining of two liquids produced a liquid and a solid. The positively charged atoms present in one solution combined with the positively charged atoms present in the other. This left the negatively charged atoms in both solutions to do the same. This is known as a Double Reaction. In this experiment, the Potassium Iodide was mixed with Lead (II) Nitrate. When the two chemical compounds were combined in a beaker and stirred with a stirring rod, the solution changed color. The solution in the beaker turned yellow in color. After stirring the solution, it was poured into a Buchner funnel that had a piece of filter paper at the bottom. This filter paper aided in collecting the precipitate and allowing the remaining liquid solution to pass through. The precipitate that was collected was transferred to a watch glass. After weighing the watch glass, the weight of the solid was calculated. The weight of the solid subtracted from the original weight of the solution gives the weight of the remaining liquid that was filtered through the filter paper. The weight of the solid is used to calculate the percent yield. The formula used to calculate the percent yield is: = (actual yield/predicted yield) x 100% = (actual yield /((20 ml /1000ml / liter) x GMW of PbI2)) x 100% = (actual yield / (. 2 x 461. 009)) x 100% = (actual yield /9. 22) x 100% = . 0098828633 Conclusions: The experiment went just as planned. The hypothesis was that a precipitate would be yielded as the result of combining two solutions together and passing the solution through filter paper. The solutions combined and reacted just as predicted. The cations and anions combined together and created a precipitate that was yellow in color. The precipitate was weighed and gave a chance to calculate a percent yield. The data collected was plugged into a formula that was given in the experiment procedures. The weight of the solid precipitate was divided by the predicted yield and then multiplied by 100%. In conclusion, the experiment was a success. Observations Record weight of lead (II) iodide solid (grams): 9. 112 g Calculate % yield = (actual yield / predicted yield) x 100% = (actual yield / ((20 ml /1000 ml/liter) x GMW of PbI2)) x 100 % = (actual yield /(. 02 x 461. 009)) x 100 % = (actual yield / 9. 22) x 100% = 0. 0098828633 g

Preparing Principals for Leadership in Special Education Essay

Preparing Principals for Leadership in Special Education - Essay Example Adhering to such components face challenges based on the requirements of the district education standards, demand, and supply of qualified faculties, special education teachers and principals (Palladino 2). Currently, the requirements and demands for qualified individuals for each area are high while the supply for personnel is low. Inadequate personnel to cater for the needs of special education directly influence the achievement of educational success among special needs students. Special education has distinct tendencies including its diverse, complex and unique nature because of the nature of the student it serves. This educational division has roles, responsibilities, and duties that differ from those found in non-special needs educational systems. Additionally, these aspects change rapidly and they follow the trends of changing budgets, policies, systems of accountability and best practices that govern their ability to serve this educational system (Palladino 3). In addition, t hese individuals face challenges as they strive to address the inadequacies amongst such students. In my opinion, special schooling leadership occurs as a multifaceted enterprise governed by the notions of social justice (Cooner, Tochterman and Garrison-Wade 4).Special education has four interweaving, but distinctive categories that include district leadership, site leadership, higher education leadership and special education teachers (Palladino 2). These components have different and unique roles in administration, education, and preparation of students with these disabilities. However, they are intertwined based on the influences of academic preparation in administration. For instance, district administration influences site administration influencing the retention of the special education teacher. Special education administration has a distinct place especially at crossroads of the discipline of education administration and special. This crossroad resembles the disciplines of ge neral education, special education and education administration. In such an environment, educational leadership plays a crucial role because they typify crucial concepts associated with effective schooling. The principal of an effective educational system must have the leadership capabilities to manage components of special education administration. The school principal should presume liability for the programs within the school especially in a special education context. This means that the principal must manage these programs including special education services to attain the ambitions of the teachers, education program, and student. According to Cooner, Tochterman, and Garrison-Wade (2005), educational leadership is a crucial variable that determines how effective a school runs. Experience is a crucial factor in ensuring effective educational systems and management of the special education program. For instance, a district may replace 60% of its principals leading to inexperienced management of the schools.  

Should cell phones be allowed on airplanes Essay - 2

Should cell phones be allowed on airplanes - Essay Example Airplanes are very sensitive to signals that are coming into and going out of them. The fact that airplanes can be intercepted by these signals is an alarming issue which must be raised at all fronts. Even more important is the reality that dawns upon everyone – cell phones are the bane as far as airplane flights are concerned. They must be banned at the earliest and allowing the users to communicate or text through them is fatal to the basis of safety whilst being on a flight. The question that arises here is that how would people be able to stay in touch with their near and dear ones, especially when the flights take a lot of time. One shall believe that there is absolutely no substitute for safety of the passengers and nothing should be allowed if it comes in the wake of the same. Hence cell phones due to their dangerous signals and similar transmission issues should be shown the door as far as the airplanes are related. Since airplanes have state of the art technology regimes working in them, it is the responsibility of the airline to ensure that the cell phones are not allowed no matter how difficult the circumstances are or how influential the passengers turn out to be. The rules are the same as far as the usage of cell phones are concerned (Bedord 2008). There have been some airlines which have allowed their passengers to make free use of cell phones but what these airlines are forgetting is the fact that these cell phones can have serious drawbacks on the smooth functioning of the aircrafts as well as the signals which are being sent to the pilot as well as transmitted from his end. A great deal of responsibility rests with the pilots and their crew to ensure that the aircrafts are cell phone-free because this is in the better interest of all and sundry. One of the most important reasons behind avoiding cell phone usage lies in the research that has been conducted thus far. It has been demonstrated that