For My Paper I Am Going To Be Writing On Something Other Than A Video

For my paper I am going to be writing on something other than a Video Exhibition, since I couldn't find one. However, I was able to undertake something which I found very appealing, a tour of NBC studios in New York City. The father of my friend's girlfriend gave the tour to a few friends and myself. Since he knew all of us, he decided to give us a private tour. When we first entered the building, I was amazed by the sense of centricity that came over me; it felt as if I was in the center of the television universe. The tour began with our guide, Mr. Kanuk, who is an executive producer at NBC, getting us past the many guards who watch the entrance to the main building. After this initial entry, we delved into a few of the editing rooms at NBC. I was at first taken aback by the many different terminals and editing bays that were in only one room. There were also separate audio production facilities in each editing room. We were shown the few linear and non-linear terminals which people were using to edit their equipment. The next part in our tour was taking a look at the live television studios used in NBC. We first were allowed to go into the studio where the Rosie Odonell show in taped. It was actually very small as compared to what it looks like on TV. The studio was very clean and organized, and Rosie Odenell's coffee mug (which only contains water) was sparkling clean. Mr. Kanuk then pointed out to us the Robotic Cameras that are primarily used to tape the show. These cameras were in 90% of the live studios we visited. The cameras, according to Mr. Kanuk, are completely automated, eliminating the need for the cameraman. They run on state of the art motion detection and can of course be remotely programmed. The cameras make running the show twice as easy, according to Kanuk. For our next part of the tour we went to the studio where Saturday Night Live is recorded. This studio also seemed small as compared to on television. The thing I instantly noticed in this studio was the lighting rigs on the ceiling. They completely encompassed the entire studio. Everywhere you could think to look, the lighting rigs were superimposed. It was a truly masterfully engineered studio. The next part of our tour led us to the Conan Obrian Show. We entered the studio and witnessed Conan practicing some lines. It was now only 3:00p.m. and they were getting ready to record. When we arrived they were in the process of rehearsal so we had to watch in the outer control room. This was very interesting since we were able to view the inside of the live control room. There were about 3 people inside the control room, all wearing headsets and communicating with personnel outside of the studio. The organization levels here were outstanding. When one member of the crew was told to do something, it was done before the words left the control persons mouth. The inside of the room consisted of an elaborate system of banks and bus', which left me feeling very confused. It contained a great deal of monitors and nice computers. A few of which I assumed were for graphics, due to the fact that one person was drawing on one. When we were browsing a few more of the studios at NBC I asked Mr. Kanuk about the analog setup which I was viewing in many of the rooms. He told me that NBC was now almost half digital and half analog and that they were in the process of converting to all digital. Once they are all digital they will begin to broadcast all of their programs in HDTV. He told me that it was a very time consuming process due to the expensive and delicate nature of the task. They had been converting for almost two years already. The next and last part of the tour led us to a hall which contained paintings and photos of the many historic people to have worked at NBC. I browsed these

Tam Narrative Essay Essays

Tam Narrative Essay Essays Tam Narrative Essay Essay Tam Narrative Essay Essay There are a few of those special days which remain evergreen in my heart and that I can remember of. Some events have changed me for better and made me stronger, while others are just there to remember and smile because they have happened at one point in my life. The fact of me coming to America for the first time is such an event. It was the month of April, 2009. Was only twelve years old and didnt really want to come to America, yet had to because my dad was already here. I felt very sad but happy at the same time. I could already imagine how hard things were going to be for me until would finally adapt to the new environment. I was happy because I hadnt seen my dad for a long time and I had missed him a lot. My first year of school in America was the hardest time of my life. Din it know very well English and couldnt express myself by communicating tit others. There were only a few students that were the same nationality as me, yet I wasnt very talkative therefore couldnt make any new friends. Many things and the diversity of the people in America were very interesting yet very strange for me, therefore looked at people and to the things around me in a way that they thought was weird or had staring problems. One time one of my classmates came up to me and asked me in a mean way about why I kept on staring at the students that were in my class including herself. I couldnt really understand what she was saying, but someone else translated it for me. They all thought was racist and had something against other races. After that day, they all started staring at me and making fun of me because I would t talk much and was by myself for most of the time. Finally, time passed and things started to become better for me. Started to speak and understand English better and already had made a few friends. By the time overcame the obstacles that were given to me it was already the mime to graduate my middle school and move on to high school. All these hard times have changed me and made me stronger as a person. As of today, many years have passed and Im already a college student. Thank my parents for always supporting me through everything.

Values and Ethics in a Global Setting in IT Essay

Values and Ethics in a Global Setting in IT - Essay Example Every individual has a set of beliefs and philosophies in mind that carry meaning and significance. Whether he or she consciously believes in those beliefs and philosophies or not, is not important. They can be in the subconscious mind, and the person does not have to think hard before reflecting them in his actions. These values are known as personal values and can include principles of punctuality, hard work, trust, and harmony. Steve Job’s belief of â€Å"Think different† has reflected in Apple’s success of coming up with innovative and creative technology that has earned them their brand recognition (Labrosse, 2010).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Personal values are relatively easier to tailor to a global setting. Most of the personal values, such as justice, trust and love, are prevalent in most of the communities around the world. What individuals need to do is find a point of intersection between the personal values and global values and build upon that. One can observe the online social communities, such as facebook and orkut, to see how they reflect personal values in a global arrangement. Individuals from all over the world use these mediums to interact with each other and socialize using harmony and trust with each other and are seen to give respect to others throughout the world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are, however, differences found in personal values also.

Take Ways from Leadership Skills Speech or Presentation

Take Ways from Leadership Skills - Speech or Presentation Example A concluding portion would highlight relevant concepts and lessons learned from the essay. Take ways from Leadership Skills Leadership is an important component in the existence, survival and functioning of any group or organization. Many organizations have been aware of the fact that their success is greatly dependent upon the quality and effectiveness of this dimension. As an organization grows in size and complexity, the requirements for an efficient and effective leadership multiply. In this regard, the essay aims to define leadership using one’s own words and to indicate what components or elements are involved in leadership. Further, the discourse would describe the different leadership theories in simple words. In conjunction with the discussion of the leadership theories, one would present a theoretical application in one’s workplace (convenience store) through the provision of an example. Finally, one’s personal view on the best leadership skills and a d escription of the follower's role in leadership process would be proffered. A concluding portion would highlight relevant concepts and lessons learned from the essay. Definition of Leadership The term ‘leadership’ has received various definitions and explanations depending on the perceptions, experiences and understandings of those who discuss it. One’s personal definition of leadership sees it as an act or behavior manifested by a person possessing qualities and traits that enable that person to influence others into achieving a well defined goal. At the simplest, leadership have three key elements: leader, followers and the situation (Martires & Fule, 2004). To determine what leadership involves, one must take into consideration various points of views. From the view point of the leader, there are skills and traits that are commonly manifested and exemplified by leaders. According to Martires & Fule (2004), leadership is at once personal, interpersonal, and sit uational. But it can be viewed from one perspective at a time. At the personal level, traits and skills are highlighted. At the interpersonal level, style comes to the fore. Finally, at the situational level, the contingent nature of leadership manifests itself. Murray Ross and Charles Hendry drew a personality profile of effective leaders from many tests conducted to identify leadership traits. In general, they found that effective leaders have attibutes as follows: (1) self-confident, well-integrated, and emotionally stable; (2) warm, sensitive, and sympathetic toward other people and give practical, helpful suggestions; (3) intelligent in relation to the gorup members; (4) identify with the goals and values of the groups they lead; (5) want to take leadership responsibility and are competent in handling new situations; (6) can be relied on to perform leadership functions consistently; and (7) in elected or public positions, usually possess more enthusiasm and capacity for express ion than other types of leaders (Ross & Hendry, 1957). On the other hand, various skills are exhibited by leaders as essentially described by Henry Mitzberg, to wit: (1) skills of introspection; (2) entrepreneurial skills; (3) conflict-resolution skills; (4) peer skills; (5) information-processing skills; (6) skills in unstructured decision-making; and (7) resourse generation and allocation skills (Mitzberg, 1973). Leadership Theories There are diverse leadership theories that evolved through the years

COMMERCIAL LAW Essay Example | Topics and Well Written Essays - 250 words

COMMERCIAL LAW - Essay Example According to sections 171 and 192 of the Sale of Goods Act, 1979, Daniel can claim the identifiable part because it is unsold and is not mixed with any other goods. In Clough Mill v Martin3, the seller had retained the title to the goods and when the buyer became insolvent before paying for the goods, the goods were identifiable. It was held that the seller had the title to the goods and he was also entitled to damages. Therefore, Duncan can claim this part of copper wires because he retains the title to them and this part does not form the assets of Craftit Ltd and would not be appropriated in settlement of its claims. Larry, the liquidator, would not be able to withhold possession of them. The part that has been wound into coils around cardboard spools is not identifiable because it now forms a part of a finished or a semi-finished good. Duncan’s title in respect of this part of copper wires is lost. In Borden (UK) Ltd v Scottish Timber Products Ltd4 and Re Peachdart Ltd5, the buyer had used the resin that he had bought as an ingredient in the manufacture of chipboard. He became insolvent before payment. It was held that the seller had lost the title to the resin as it was mixed with other goods. The wound copper wires cannot be returned to their original form. It may be argued that the parties to the contract had agreed on the terms that the title was to be retained by the seller even if the goods were processed. This term poses a problem in reality. If the supplier of cardboard spools also had supplied them on the retention of title clause, it would be quite a conundrum. Therefore, the courts might apply Re: Bond Worth Ltd6 hence allowing property in the good s to pass to Craftit Ltd and resulting in a charge being granted back to Duncan. However, the courts would first make certain whether such a charge is allowed to exist.

Aldehyde, Ketone Tests and Preparation of Derivatives

Aldehyde, Ketone Tests and Preparation of Derivatives Results: I. Aldehyde and ketone testes and preparation of derivatives 2,4 DINIROPHENYL HYDRAZINE Observations 2-butanone Solid orange precipitate at bottom Benzaldehyde mp of derivative:217-220 °C dark yellow precipitate forms. BISULFITE ADDITION TEST Acetophenone Cloudy ,off-white solution (no reaction) 2-butanone Clear solution and no colour change(no reaction) Benzaldehyde White precipitation forming after few minutes from clear solution. It appears like white solid crystals. Trans-cinnamaldehyde Thick white yellow particles floating (precipitate) on top and clear solution at bottom. IODOFORM TEST Acetophenone Solution turned to yellow, yellow precipitate form n-butyraldehyde Forms 2 layers: top layer creamy and bottom layer lime yellow(no reaction) 2,4-pentanedione 3 layers: top layer lime yellow, middle layer foggy and bottom layer orange-yellow precipitate. OXIDATION OF ALDENHYDES 2-butanone Orange red colour precipitate turns to green after long time. Takes long time to react. n-butyraldehyde Bottom greenish brown colour precipitate and top layer brown. Precipitate after 1 minute Benzaldehyde Dark greenish brown precipitate and liquid is greenish colour forms immediately after adding CrO3. II. Alcohol tests and preparation of derivatives SODIUM TEST Observations 1-butanol Litmus test pH of 9-10 is observed forms dark blue colour. Bubbles forms after adding sodium in solution. 2 layers are seen which are clear after adding ether. LUCAS TEST 1-butanol 2 layers: top layer light orange and bottom layer clear solution 2-pentanol (sec-amyl alcohol) 2 layers: top layer light clear and bottom is off-white. Observed after 3 minute. 1-propanol Clear solution. Observed after 2 minutes. t-butyl alcohol(2-methyl-2-propanol) Reaction occurs as soon as reagent is added.3 layers: top clear, middle layer off-white and bottom off-white. Observed in 2 seconds. URETHANE DERIVATIVE 1-heptanol Mp: 25-30  °C white crystals forms after cooling, white precipitate III. Solubility tests Solubility In Water Solubility in Cyclohexane methanol Soluble Insoluble Ethanol Soluble Soluble Diethyl ether Insoluble Soluble Cyclohexanol Insoluble Soluble Acetone Soluble Soluble 2-butanone (ethyl-methyl ketone) Insoluble Soluble Cyclohexanone Insoluble Soluble Introduction: Identifying and classifying of the unknown molecules is significant part of organic chemistry. The purpose of this lab is to identify functional groups which are present in alcohol, ether, aldehyde and ketone. This lab helps in gaining knowledge about chemical and physical properties of all this four structures. Distinguish them using function group and solubility tests. In this experiment several test such as physical properties including melting point and index of refraction with literature values to compare. Furthermore, identification can be acquired by crystalline derivative and comparing its derivative melting point with original to find the original carbonyl functional group present. Lucas test is used for determining if alcohol is primary, secondary or tertiary. This depends on the substitution reactions in the presence of acid but, the rate at which it reacts depends on the structure of alcohol. Aldehyde and ketone reacts with 2, 4-dinitrophenylhydrazine to form yellow-orang e precipitate but, does not react with alcohol. In addition, iodoform test use to recognize methyl ketone by forming precipitation. In this experiment it is necessary to give all attention to what reaction is being form so that accurate results can be obtained. Discussion: 2, 4-dinitrophenylhydrazine reagent helps to identify carbonyl groups associated with ketone and aldehyde. When this reagent is added solid yellow-orange precipitate is observed in benzaldehyde and 2-butanone which indicated positive test. Derivatives of this can also, be use to identify the compound. In the experiment benzaldehyde melting point is 217-220 °C but, original is 237  °C which is close enough (Caroly and David(1999)). This can be due to error caused by taking too much of benzaldehyde to measure its melting point or some impurities in crystals. This test is also called bradys test. + 2, 4-dinitrophenylhydrazine à   2, 4-dinitrophenylhydrazone (precipitate) + 2, 4-dinitrophenylhydrazine à   2, 4-dinitrophenylhydrazone (precipitate) benzaldehyde Nitrogen gets attach to carbonyl group after reagent is added therefore, dehydration in reaction results. 2, 4-dinitrophenylhydrazine does not react with alcohol therefore, it is good reagent for carbonyl group. Sodium bisulfite addition test is only positive with aldehydes and methyl ketones. This reaction does not occur with stearically hindered ketones but, it is best indication for aldehyde. In this experiment no reaction occurred in acetophenone and 2-butonone when bisulfite is added to it. This test is positive when white precipitate is formed which is observed when it is added in benzaldehyde and trans-cinnamaldehyde. + NaHSO3 (sodium bisulfite) à   white precipitate Benzaldehyde Iodoform test is use to distinguish ketones from methyl ketones, when the test is positive it forms iodoform as yellow precipitate. Acetaldehyde and alcohols with hydroxyl group at its second place can also give positive and alcohol can oxidize to methyl ketone with iodoform reaction as I2 is oxidizing agent. It is observed that acetophenone and 2,4-pentanedione both reacts as it form yellow precipitate whereas, n-butyraldehyde did not. As, n-butyraldehyde did not contain methyl group it did not react. On the other hand, acetophenone and 2, 4-pentanedione contains methyl group which helps replace a hydrogen atom next to carbonyl group with iodine further, cleaves the iodinated compound to iodoform and carboxylic acid (yellow precipitation).This classifies them as methyl ketones. NaOH and I2 -à   + iodoform 2, 4-pentanedione Oxidation of aldehyde both n-butyraldehyde and benzaldehyde reacts and gives greenish precipitation when reacts with chromic reagent. Therefore, positive sign is it gives greenish bluish precipitate which represents that oxidation or reduction has occurred. Aldehydes are oxidized easily due to chromic acid and forms carboxylic acid whereas, ketones. Chromate reagent replaces hydrogen atom and adds oxygen resulting carboxylic acid.2- butanone is not able to react because it is ketone and it lacks hydrogen atom next to carbonyl group. C3H7CHO(n-butyraldehyde ) + CrO3(chromic acid) à   n-butyric acid (benzaldehyde) + CrO3 (chromic acid)à   Benzoic acid When sodium is reacted with 1-butanol hydrogen gas is release because alcohols are weakly acidic so went they react with alkali metal gas is produce. So, when tested with litmus paper solution found to be basic. (l) +Na(s) à   CH3(CH2)3ONa(l) + H-H(g) In lucas test t-butyl alcohol reacted immediately with lucas reagent (HCl and ZnCl2) because it is tertiary alcohol. It forms stable carbocation and forms chlorinated alkane after attracting negative chlorine. Positive test indicates when turbidity due to formation of insoluble alkyl chloride is mark.1- propanol and 1- butanol does not react with lucas reagent but, 2-pentanol reacts very slowly and reaction is observed after long time. So, lucas test helps determine rate and which is tertiary or secondary alcohol. (CH3)3C-OH + ZnCl2/HCl à   H2O + (CH3)3C-Cl Urethane derivative reacts with 1-heptanol which results in phenyl urethane as white precipitate. Phenyl isocynate reacts with alcohol. + à   N-phenyl urethane derivative Melting point of this is 25-30  °C but original is 60 °C (Caroly and David(1999)) there is a lot of difference; this can be due to error performed during experiment. Solubility test concludes that alcohol with less than six carbons are soluble in water, rest of them due to increasing number of carbon it is insoluble in water. In this experiment almost all results were equivalent to expect results. Questions: 1) a. Certain are like hydroquinone, whose tautomer is ketone and it is oxidizable. Uncertain is if there are other things attach to this molecules may be these tests were not able to detect it example cyano or nitro groups. b. Catechol c. IR will identify all other functional groups which were unable to detect by qualitative tests. NMR will give information about isomers example between hydroquinone and catechol. 2) Chromic acid forms a chromate ester that will decompose to carnonyl compound and chromium in a lower oxidation state. C4H9CH(CH3)OH + HO- -> C4H9CH(CH3)O- + H2O C4H9CH(CH3)O- + I-I -> C4H9CH(CH3)OI + I- C4H9CH(CH3)OI + HO- -> C4H9C(CH3)=O + I- + H2O Reference: Carolyn Oconnell and David Dollimore.1999.Determination of melting point using derivative. Instrumentation science and technology. Volume 27 Issue 1. pp.13-21 Experiment 7 Identifying and classifying organic functional groups: alcohols, ethers, aldehyde and ketones

The USSR’s Ill Fated Military Intervention in Afghanistan Essay

The USSR’s Ill Fated Military Intervention in Afghanistan In the Fall of1994 the Bulletin of the The Cold War International History Project mentions in an article, †Despite the declassification of numerous high-level Soviet documents the precise reasons behind the USSR’s massive, ill fated military intervention in Afghanistan in December 1979 remain murky†. Reading these documents it becomes obvious that intervention was the result of a long and sometimes bitter struggle within the politburo mostly in Chernenko’s handwriting. Six days earlier, the Politburo had approved sending a 500 man â€Å"Spetnaz†(military intelligence special unit) force to Afghanistan and now the Politburo subgroup of Andropov, Ustinov, and Gromyko, (Ponomarev was absent) together with Chernenko, obtained Breshshenev’s sighed consent to implement the agreed-upon measures leading to the deployment of 50-75,000 Soviet troops in Afghanistan later that month, and using the (Spetnaz) force mentioned above to the killing of Amin and his replacement by Karmel as Afghan leader and head of PDPA,† The Soviet Documents do contain a number of complaints while failing to say, â€Å"this is the last straw, let’s invade.† One of the first of these is the Poliburo’s nervousness at the increasing conservative Islamic activity in the country coupled with activity in Iran whom they suspected of sending missionaries to Afghanistan dressed as natives. They also find the PDPA guilty of ‘draconian’ measures and miscalculations and mistakes.’ One of the first signs of major trouble on the horizon was a revolt in Herat in which many of the government troops joined with the rebels. Afghanistan (Taraki) asked for help to squash the situation but this help was denied. Seven months late... ...inister, and president of the Revolutionary Council, and secretary general of the PDPA. Opposition to Karmal and the Soviets, as you can see from Afghani history too much Afghani blood had been shed for its citizens to even consider a ruler from outside. By early 1980 the mujahideen had united inside Afghanistan and were resisting Soviet invaders or Soviet backed Afghani forces. In January 1987 a six month cease fire was declared by the Soviets. It was largely ignored by the Afghani. By 1986 the Afghani fighters had begun receiving shoulder fired ground-to-air missiles. These were capable of easily bringing down helicopter gunships and jet bombers. This is what brought the Soviets to the table. Peace accords largely in Afghani favor were signed in 1988. The last Soviet soldier left on Feb 15, 1989. The war, however, continued, now between the Afghani and themselves.

Developing a Motivational Plan Essay

A motivation plan for any school is extremely important for the success of any educational program. Students who are not motivated will not learn and in turn won’t succeed. Many components should be included in a motivational plan so that all the needs of students are met and each student has goals that are attainable and can be reached. According to Hersey (2008), â€Å"Goals should be set high enough that a person has to stretch to reach them but low enough that they can be attained.† Goal setting, rewards, both tangible and non-tangible, and a sense of belonging are motivational components that should be included in a motivational plan. The first part of a motivational plan that I would feel essential for my school would be goal setting. At the current school that I work at, I feel like this is a missing part of our motivational plan and it greatly affects our students. Without goals, the students don’t know what they are working towards, this creates confusion and a detachment from the meaning of education. Although some students may set personal goals, I feel like it’s important for there to be group goals so that the students can work together to achieve them and be more motivated. Goals should be set high, but not so high that students can’t achieve them. Goals that are too high would do the opposite of motivate, it would create despair and students would give up eventually because they would know that their effort is not worthwhile. Setting goals that are attainable will motivate students and will give students the confidence that they need to continue their efforts in reaching additional goals. If students know that they can reach a goal, something that is attainable and reachable, they’ll be more motivated to try so that they can have that feeling of accomplishment. Another important aspect of goal setting is that the goals are changed and updated frequently so that students constantly have something to work for. Once a student achieves a particular goal, the motivation will be gone unless they have something else to work towards, something else to motivate them. Hersey (2008) also supports this idea by stating, â€Å"Once the child becomes proficient in attaining a particular goal, it becomes appropriate for the parent to provide an opportunity for the child to identify and set new goals.† So, it’s my plan to work with the students to create attainable goals frequently so that students have constant motivation and something that they can always work towards. I believe that goal setting is a major component of any motivation plan and this will be the main focus behind mine. I feel that it’s extremely important that students have goals and something to work towards, otherwise there will be no motivation behind their actions. The second component of my motivation plan will be tangible and intangible rewards. Students will work towards something and be more motivated if they receive something in return. This is similar to why anyone get a job. They work hard and complete actions in order to receive the tangible reward of money and the intangible reward of accomplishment. Students are going to be more motivated and work harder if they will get something in return for their hard work, whether it’s intangible like a feeling, or tangible, like good grades or rewards. â€Å"It is no surprise, then, that to improve academic achievement of middle school students, successful programs incorporate the social contexts for both intrinsic motivation and internalized extrinsic motivation† (Wilson & Corpus, 2001). Although studies have shown that extrinsic rewards are only beneficial short term and can be detrimental in long term situations, (Corpus &Wilson, 2001), I believe that every now and then a tangible reward is needed and can result is a positive outcome and increased motivation. An example of this is a current motivational strategy that we use at my current school regarding awards for good grades, citizenship, and good attendance. Students get awards every semester for achieving milestones in these categories and I believe that it does increase student motivation. If a student is close to the end of the semester and has a B+ in one class, they will are motivated to raise that one grade in order to get the highest award presented to them in front of their parents, teachers, and students, since we do the award ceremony during the school day. I have personally seen the motivation that is created by these awards and I plan to include this in my motivational plan as well. Intangible awards can also be very successful in creating motivation and are more beneficial long term although short term effects may not be as common as with the tangible rewards. Students respond to intrinsic rewards like praise, self assurance, and accomplishment. â€Å"There are, however, many intangible rewards, such as praise or power, that are just as important and effective for use as incentives when endeavoring to evoke a particular behavior† (Hersey, 2008). To incorporate this into my plan I would like to see more praise for good behavior, as well as giving students more choices in the classroom. By giving students choices, they will feel more empowered by their choice and feel more accomplished when they achieve it, resulting in increase motivation. Finally, I would like to see a good sense of community and belonging in my school community. According to Glasser (1985), the five basic needs common to all people are the need for belonging, power, fun, freedom, and survival. With a sense of belonging, students will have more ownership over their behavior and will be more motivated to succeed. It’s been my experience that students that are out-casts aren’t motivated to succeed because they have no reason to, no one to share their success with. The opposite would happen if students feel like they belong and have someone to share their motivation and success with. Overall, more than one component is important to any successful motivational plan. My plan will focus on goal setting, rewards, and a sense of belonging or community within my school. With these factors I hope that my students will be motivated to learn and become better students and people. It’s my belief that although many factor are essential to a motivation plan, it’s crucial that goals are set so that students have something to work towards. Without a goal to work towards, students won’t feel like they have a reason to be motivated. These are the components that will be included in my motivational plan for my future school.

Neutrality in psychoanalysis Essays

Neutrality in psychoanalysis Essays Neutrality in psychoanalysis Essay Neutrality in psychoanalysis Essay Batman. When read, the image of a superhero with a profound power devoted to helping others comes to mind. Defined by the Complete Scoundrel sourcebook (McArtor Schneider, 2007) as a neutral good character, Batman adheres to a personal code, in which he is unbiased in doing good, while remaining unindebted to those he helps. This personal code was devised to maintain a greater good in society by providing a set of guiding principles that aid in making moral decisions and is followed when fighting crime. Psychoanalysts draw many parallels with Batman. Psychoanalysts are also devoted to helping others and follow a set of principles when in practice. An essential part of the psychoanalytic code is neutrality. According to Meissner (1998) neutrality has been long honored as an essential component of the [psycho]analytic situation and process (p. 1089). The concept of neutrality has recently been the basis of highly controversial debate. Emphasis has been placed on the interactions of the analyst, in particular the use of self-disclosures. Analysts have examined the outcomes of neutrality and self-disclosure in the analytical process. These authors have purported mixed stances. Some analysts have advocated neutrality. Others have endorsed self-disclosure (e. g. , Mills, 2005; Shill, 2004; Meissner, 1998). It will be argued that, similarly to Batman, it is advantageous to adhere to guiding principles, and therefore maintain neutrality as an analyst. Primarily, Freud felt strongly about psychoanalysis as a science and attempted to establish its analytical objectivity. In his paper (1912), Freud utilized the metaphor of a surgeon, who set aside all feelings and beliefs to retain uninterrupted concentration, in order to convey that the analyst should be someone who rearticulates and annotates the patients comments while remaining non-pejorative. Added to this metaphor, Freud explained the concept of a mirror, which has since become synonymous with neutrality and abstinence . In contrast, Ferenczi attempted to promote psychoanalysis on a more interpersonal and interactive level. In consultations with patients, Ferenczi expressed an empathetic attunement and warmth to the patient, sharing feelings, thoughts and observations that were not only related to the therapy, but also his personal life (Meissner, 1998). This synergism between patient and therapist, wherein Ferenczi disclosed to patients, was a direct challenge to the principles of neutrality, consequently resulting in the main theoretical impetus for the movement towards a more interactive analytical process. The Freud-Ferenczi, neutral-interpersonal, debate has continued throughout the history of analytic treatment. The patients autonomy, guidance towards the analytic process, and the influence on interventions are aspects of the analytic process which have been scrutinized. According to Greenberg (1986), neutralism maximizes the patients autonomy in the analytical process. As the patient engages in giving an account of the illness or condition, a detailed inquest is recorded by the therapist. The patients role is organized by the prerequisite of the freedom to express and this is counterbalanced with the analysts prerequisite, which is structured to sanction, listening and understanding (Mills, 2005). There is a synergic effect from roles of both the patients and analysts, and this establishes a vehicle for destabilizing the neurotic equilibrium. On the other hand, the analyst can participate more in the analytic process by self-disclosing.   Argued that interactions, such as self-disclosure, are two-fold. Firstly, the patient participates less and important areas of the account may be obscured. Secondly, without open expression and interaction from the analyst, the patient may feel inhibited to further explore personal affects. However, this prompting may be problematic. The patient may be more likely conform to, rather than challenge, the ideas of the analyst and consequently providing a false account (Shill, 2004). Analytical neutrality can overcome this fault. As a result of maximum concentration, the analyst can easily identify the areas that require attention when conducting the analysis. The analyst can probe these areas by asking carefully devised questions in order to o pen dialogue allowing for greater self-examination by the patient. In light of this solution, analytic neutrality is advantageous to self-disclosure techniques as neutrality can empower [the patient], rather than encourag[e] a dependency on analyst as problem solver (McIlwain, 2007). Likewise, the code of Batman not only maximizes his autonomy in fighting crime, it also provides a medium in which he can control and channel his attention towards doing good. Just as Batmans code offers guidance in how to handle foes, neutrality is also acts guiding ideal that is formed and informs all of the analysts actions and attitudes in the analytic process (McWilliams, 2003). Contrast to the rigid constraint on human responsiveness as depicted by Meissner (1998), the neutral analytic structure establishes a vital contribution to the integrity and nature of the methodological process. Freud noted the analytic process is defined by transference, which involves a distortion of reality. Neutrality and abstinence permits the transference to unfold relatively uninfluenced by direction from the analyst. This provides the analysis with the internal freedom required to observe the patients distortions in reality. Alternatively, self-disclosures offer an external means to the analyst in probing transference. Whereas neutrality guides the analyst in conducting the analytic process, the interpersonal approach lacks an analogous reference point. This attenuates the analytic process as the interactions and disclosures of the therapist remain unguided. In order to establish the use of self-disclosures as an alternative analytical technique, it is necessary to delineate a protocol in which to match various analytic circumstances to appropriate self-disclosures, albeit a non verbatim procedure (Roberts, 1997). Therefore, neutrality as a principle plays a significant role in guiding the therapist in the analytical process and is advantageous to interpersonal techniques such as self-disclosures. However, according to critics it is impossible to observe neutrality in an analytical relationship. Shill (2004) regards analytic neutralism as ill-conceived as the implicated subjectivity is irreducible and the analyst is provided with unwarranted authority. Similarly, academics (e. g. Mills, 2005) which support interpersonal approaches with patients argue that, even in a neutral context, the analyst inevitably has expectations for the patient that can influence the intervention (McWilliams, 2003). In an attempt to provide a solution to this challenge, one can propose that neutrality may serve as the foundations upon which the analyst can gain a deeper understanding of their personal expectations and how these may impact upon the intervention. Rosenfarb (2010) suggested that whilst probing a patient , neutrality may allow for the identification of areas that require attention when formulating the intervention. This can be juxtaposed to the subjective intrusions that occur with self-disclosing techniques. Not only do self-disclosing techniques interfere with how the patient is examined, they can also result in the denial of appropriate interventions (Shill, 2004). The inevitable expectations that psychoanalysts usually have for their patients may have a significant influence on intervention. However, the use of neutrality may be essential when devising appropriate interventions for the patient. Another criticism is that the analytical neutrality tends to disengage the patient from the analyst (Meissner, 1998). Some critics suggest that although neutrality remains equidistant from the requirements of the drives, ego, and superego, it does not preclude the existence of the intent of the therapy (Greenberg, 1986). Alternatively, proponents of neutrality assert that although neutrality may be passive in nature, there is still involvement between patient and analyst (Mills, 2007). One can suggest that as the participant-observer relationship exists, in the essence that the analyst inevitably interacts with the patient, neutrality precludes disengagement the patient. In conclusion, the patients autonomy, guidance towards the analytic process, and the influence on interventions are aspects of the analytic process in which neutrality is advantageous to self-disclosing techniques. Through thorough evaluation it is evident that, similarly to Batmans personal code which acts as a guiding force in his assignment to fighting crime, neutrality functions to guide the analysts in the analytic process. With adherence to a code which is intended to non-pejoratively help others, one can conclude that psychoanalysts are Batman.

Identifying The Experience Of Child Protection Issues Social Work Essay Essays

Identifying The Experience Of Child Protection Issues Social Work Essay Essays Identifying The Experience Of Child Protection Issues Social Work Essay Essay Identifying The Experience Of Child Protection Issues Social Work Essay Essay who were removed from their households for assorted grounds, were denied the basic right of all kids to have protection, support and loving attention ( FAHCSIA ) . Today, the Australian Government is committed to larning from its history and bettering the quality of life experience by our kids and immature people. The Australian Government and the non-government sector recognize that households are the cardinal system that supports and nurtures our kids and immature people. There is a national committedness to supply child-centred, family-focused responses as the most effectual manner to assist kids and immature people who are disadvantaged, neglected or abused, or at hazard of going so in ulterior life. 2.1 The Issue As of June 2010, there were 24, 279 kids populating in Out of Home Care. Of these, 11, 468 of these kids were of Indigenous or Torres Strait Islander decent, doing them 9 times more likely to be in Out of Home Care so non-Indigenous kids ( 44.8 in every thousand compared with 4.9 in every 1000 ) 0 ( FAHCSIA ) . Harmonizing to the Australian Institute of Health and Welfare, Indigenous Australian kids are 8 times more likely than non-Indigenous kids to hold been involved with Child Protection services and experience remotion orders. The arrangement of kids in Out of Home Care is widely recognised as the most terrible signifier of kid public assistance intercessions. Autochthonal kids are non merely more likely to be placed in Out of Home Care, but to come in attention at a younger age and to stay in attention longer than other kids. ( SNAIIC ) Disregard is the most common ground for Indigenous kids to be removed from their households, with 37.5 % of Autochthonal kids in the system is due to pretermit ( Australian Institute of Health and Welfare, 2010 ) . 2.2. Children in Care In the yesteryear when Autochthonal kids were removed from their households they were by and large placed with Non-Indigenous carers or insitutions. These kids were cut off from their households and were forced to absorb into non-Indigenous Australian civilization. This has had an improbably detrimental consequence on the development of the Indigenous kids involved and their households, doing what is by and large known as the Stolen Generation . When Autochthonal kids are placed in the attention of non-indigenous people, despite the good purposes and positive environment of the Care-givers, the Indigenous kids doubtless suffer in their cultural development and individuality, which can do reunion hard, if non impossible, due to relational and individuality issues it causes between the kid and their birth household ( and community ) . Unfortunately, small to no research has been done on the effects of Autochthonal kids in Out of Home attention. The SNAICC have put forward recommendations that comparings and ratings be done on the assorted experience of Autochthonal kids in Out of Home Care ( 2011 ) . The Policy In an effort to diminish the injury that Autochthonal kids and their households experience when the kids are placed in Out of Home Care, the Aboriginal and Torres Strait Islander Child Placement Principle ( Australian Human Rights Commission, 2008 ) was accepted in 1986 by all of Australia. However, it was non until about 10 old ages subsequently that the Principle transitioned from simply policy to go legislative pattern ( Child Protection Peak, LTD. ) The Aboriginal and Torres Strait Islander Child Placement Principle states the order in which it is preferred for Autochthonal kids to be placed once they are removed from their households: Their drawn-out households The kid s autochthonal community Other Autochthonal people If none of the above can be arranged, merely so will an Autochthonal kid go to a non-Indigenous Carer ( Australian Human Rights Commission, 2008 ) The Principle acknowledges that the old policies on assimilation caused agony to Aboriginal and Torres Strait Islander peoples. It reflects the right of Autochthonal people to raise their kids in their ain civilization and maintain them as a portion of their communities ( Australian Human Rights Commission, 2008 ) . Childs that are placed in one of the three preferred options are described as being placed in conformity with the rule ( Australian Human Rights Commission, 2008 ) . In Australia in 2009-10, 70.5 % of Autochthonal kids who were placed in Out of Home Care were put in a preferable arrangement under the Aboriginal and Torres Strait Islander Child Placement Principle such as with drawn-out household, other Autochthonal health professionals or in Autochthonal residential environment. The Principle besides requires that an Autochthonal administration or bureau be involved in the determination as to where to put the kid. In some legal power, the drawn-out household of the kid is besides involved in the determination ( SNAICC, 2011 ) . If a kid can non be placed with Autochthonal carers, so the Principle requires that every attempt be made for the kid to keep connexion with their household, linguistic communication and civilization ( SNAICC, 2011 ) . Literature reappraisal For the intent of this study, information on the experience of Indigenous and Torres Strait Islander kids with Out of Home Foster attention was gathered from assorted equal reviewed articles, authorities and non-government studies. Though it must be noted that non all available stuff was researched due to time-constraints, the undermentioned information pertain to the beginnings used to inform this study: Many of the articles and studies focus to a great extent on the quantitative informations that represents and informs the statistics of Autochthonal kids in attention and for the assorted grounds for this happening. All articles, particularly those written by Indigenous organisations, see the Principle as a acknowledgment of the racialist attitudes held by past Australian Governments policies that removed Autochthonal kids from their households and into the places of Non-Indigenous, white Australians. Many of the beginnings believe the ground why there is such a high figure of Autochthonal kids in attention is, in a sense, a fall-out of the Stolen Generation ; the kids of the Stolen Generation were so traumatised that, now they are grownups, they can non rear their ain kids. A study done by the SNAICC in 2011 calls for comparative research to be done in the experience of Autochthonal kids in the assorted surrogate scenes. None of the literature disagreed with the Principle, merely that it can non be placed above the precedence to maintain the kid safe ( SNAICC, 2011 ) . The literature focused more on why Children are in attention, instead than how to forestall this and rehabilitate the parents who be traumatized by the Stolen Generation. Evaluation Harmonizing to the SNAICC, The Child Placement Principle is extremely important to Indigenous peoples for a figure of single, but connected, grounds: 1.In regard to Aboriginal and Torres Strait Islander kids, execution of the Principle provides the chance for these kids to keep a strong connexion to their extended household and community which is an of import factor in the kid developing a healthy and culturally relevant sense of individuality and well-being. 2. The SNAICC believe that the Principle was contrary to and discredits the thought that was the foundation for the policies of segregation and cultural assimilation held by the Australian Governments in old ages gone by. 3. It is possible that the psychological benefits of a kids being placed with members of their ain household or members of their ain culture/community is applicable to all kids in general. This could be specifically of import to kids of other civilizations populating within Australia In a qualitative study conducted by the Association of Children s Welfare Agencies NSW ( ACWA, 2004 ) , this sensed psychological benefit was the figure one ground spring by comparative carers for looking after a kid from their ain family- They re your ain flesh and blood one respondent was recorded as stating. It is besides seen as less traumatic for the kid to be placed in kin attention, as the people they are being placed with are people they place with, person they know .and experience comfy with . A strong sense of household duty was besides recognised in the study as a benefit of Family attention ( ACWA, 2004 ) The strong support for household or family attention for Autochthonal kids can besides be seen by the common position of many Autochthonal people that alternative signifiers of surrogate attention were flawed and potentially detrimental to the kids s development. One respondent to the study said that I think our history of other signifiers of alternate attention is black ( ACWA, 2004 ) . This is in mention to the Stolen Generations ( Human Rights and Equal Opportunity Commission, 1997 as cited by ACWA, 2004 ) . 4.1 As mentioned antecedently, 70.5 % of Autochthonal kids are placed harmonizing to Principle . While this can be seen as a success compared to the old policies that affected the Stolen Generation, it is of import to discourse the other 29.5 % that are with non-Indigenous carers. This is chiefly due to the deficiency of Autochthonal carers in the Foster attention system. Some suggest that there are three chief grounds for this deficit: Trauma associated with the Stolen Generation has rendered some Autochthonal people incapable of looking after kids The hesitance of some Autochthonal people to be associated with the Welfare system in visible radiation of old public assistance policies and experience There are significantly more Autochthonal kids than there are Autochthonal grownups. Foster Agencies so hold much work to make in order to accommodate themselves with the Indigenous community. It besides increases their duty to the 29.5 % to guarantee sufficient and effectual cultural plans are available and utilized by the non-Indigenous carers and their Autochthonal Foster kids. 4.3 Whilst the SNAICC clearly support the Principle and believe that kids maintain connexions with their household and community is critical, they are concerned that the safety of Indigenous kids has non been discussed in recent treatments on the Principle. Whilst maintaining civilization is of import, it is neer more so than the safety of a kid placed in Out of Home attention. Puting a kid in the attention of a household member or their community merely to adhere to the Principle can neer be a justification for go forthing or seting the kid at hazard ( Berlyn, Bromfield A ; Lamont, 2011 ) . Decision As of June 2010, 47 % of kids in Out of Home Care we Indigenous kids. This makes Autochthonal kids 9 times more likely to be in attention than non-Indigenous kids. The highest ground for kids to be removed from their parents is neglect. Due to the history of the Autochthonal people, specifically in respects to the Stolen Generation and the policies that informed it, the Aboriginal and Torres Strait Islander Child Placement Principle was introduced to maintain Autochthonal Children within their households, community or civilization in order to advance positive cultural individuality and better familial dealingss. Presently, merely 70.5 % of Autochthonal kids in attention are placed harmonizing to the Principle. More demands to be done to enroll Indigenous Foster carers and to efficaciously cut down the figure of Autochthonal kids traveling into attention.

Who is the Prophet Isaiah Research Paper Example | Topics and Well Written Essays - 3750 words

Who is the Prophet Isaiah - Research Paper Example Within a year of the death of Jeroboam II, however, the Jehu dynasty in the Northern Kingdom of Israel had come to an end and times of insecurity set in . Despite the greater sense of stability due to the Davidic dynasty in Judah, the spiritual and social problems that shook both Judah and Israel, including the deep socioeconomic divide, seemed pretty much identical . As though to multiply the Israelite woes, Tiglath-pileser III, who had gained the throne of Assyria, turned his attention westwards soon after stabilizing his rule in the East . Consequently, the Northern Kingdom sank into an abject vassalage to the Assyrian empire , and in 722 B.C., Tiglath-pileser’s successor, Sargon II, put an end to its existence capturing the capital city Samaria. Insofar as the Hebrew prophets, as witnesses of God’s vital concerns , had generally spoken to the people and elites in times of crisis, whether spiritual, moral or political , their guidance was badly needed by that time. Thus, the Assyrian menace, first posed by Tiglath-pileser III and then by his successors, Shalmaneser V, Sargon II and Sennacherib, was addressed, to a degree or another, by the prophets Amos, Hosea, Isaiah and Micah, while the prophecy of Isaiah particularly reflected the Assyrian invasions of Syria-Palestine . 8. The moral and religious decay, which according to the prophets constituted the circumstances that led to the end of Israel – the Northern Kingdom – and had grave implications for Judah9, necessitated a source of authority, outside the complacent monarchy and priesthood, that would steer the nation â€Å"through the narrow straits of political uncertainty and moral inexactitude†10. This purpose of this paper is to convincingly reconstruct prophet Isaiah’s life and ministry, as found in the Old Testament; as well as to highlight the historical circumstances and divine inspiration that called forth his visions and prophecies. The Prophet’s Life Prophet Isaiah is thought to have lived in Jerusalem throughout most of the second half of the eight century B.C., namely 765-69511. The biographical details about the prophet are found especially in the Book of Isaiah, chapters 6-8, 20, and 36-39, while the historical – political, social and religious – circumstances of his time are thoroughly presented within 2 Kings 15-2012. However, the opening chapter of the Book of Isaiah provides some general information, namely the prophet’s name, the name of his father as well as the historical time13. The prophet’s name, â€Å"Yesha’yahu†, means â€Å"Yahweh saves† or â€Å"helps† and thus, according to Sawyer, enshrines two elements of immense theologica l significance – ‘yahu’, which stands for the name of Israel’s God, Yahweh, and ‘yesha’, which appears not only in the names of Joshua, Elisha, Hosea and Jesus (Yeshua), but also in the triumphant cry ‘Hosanna’ (save)1415. As for the name of Isaiah’s father, Amoz, due to the similarity between Latin and Greek forms of this name and that of prophet Amos, the latter had been initially mistaken for the father of Isaiah16. Among those, who believed the prophet-shepherd of Tekoa17 to be the father of Isaiah, was St Clement of Alexandria; however, as early as the antiquity there had been voices against that opinion, e.g. St Augustine (354-430 A.D.)18, St Jerome (342-420 A.D.)19, etc. Virtually nothing is known about prophet Isaiah’s ancestry; nevertheless, certain passages from the Book of Isaiah hint at the possibility of notable origin2021. As Souvay points out, a Jewish tradition

A Review of the book Packinghouse Daughter by Cheri Register Essay

A Review of the book Packinghouse Daughter by Cheri Register - Essay Example But she is only reflecting the 'beatnik' or 'hippy' point of view of the 1960's. Her hindsight at this stage of her life is evident in her work, but she does keep some childish perspective as she talks about her youth. Memories of her dad are that he talked about making knives at work and she called him a "millwright". It isn't until later that she speaks to the actual work he did butchering up animals. Like many kids who discover the reality of their parents' work world, she is not willing, or able, to give his real work the same dignity that she gives a millwright. But after describing the 'rich' kids at school, the white-collar suburban kids, she says that people from her town are "too moral" to do the things necessary to become rich, assuming that the only way to acquire money is to be dishonest. Another assumption is that they are all Republicans who would sell you out in a minute, unlike her Democratic roots. There is a pretty strong irony at the conclusion of the book where Register says that her parents end up living in the same assisted living facility as the former Governor and Mrs. Freeman. They bridge their social divide when Mr. Register shows the former Governor how to set the controls on his exercise bicycle and they have dinner together. In the second and thir... Unions are strong and important but are still aimed toward obtaining basic working conditions for union members. Being part of a union house holds its own merit. The strike at the plant lasts 109 days, about 3-1/2 months, which can be a long time for someone who has worked for years every day, and also for his family. Register doesn't write about her mother as much as she does her dad. The mother, maybe a typical housewife of the era, is in the background as a nice, supportive woman. Register does seem to have a lot of family and friends in Albert Lea. Friendships become strained as a result of the strike that threatens the economy of the area. Many people are opposed to it. But the strength of the union members' principles holds fast and after a violent patch, in which the Governor of Minnesota has to call in the National Guard and threatens to close the plant, they win their case and return to work. This memoir includes historical research and interviews with its personal memories. It crosses the lines that clarify what type of book it is this way. By doing this it sets itself apart from traditional memoirs or historical fiction. It won the American Book Award and the Minnesota Book Award for autobiography. Summary In the first chapter, The Blue Workshirt, Register relates how she wants to buy a blue work shirt from her hometown Montgomery Ward while on school break so that she can align herself with the campus radicals who, as Register puts it, "use fashion to decry fashion" (pp. 9-10). Register does not even want to call her folks 'parents' because she feels it is too "haughty" a word. After being in New York for the first semester of school,, she