The Dos and Donts of Synthesis Essay Topics on Finance

The Do's and Don'ts of Synthesis Essay Topics on Finance Synthesis Essay Topics on Finance for Dummies Reading accounting thesis cannot help professionals to be a thriving accountant without practical understanding. If you are searching for assistance with your essay then we provide a comprehensive writing service offered by fully qualified academics in your area of study. Possessing a really challenging job, it's important to find useful information before start of work and we are happy to share some ideas on how to overcome a dilemma of synthesis essay writing. Moreover, ideal information could help you save you time. What You Don't Know About Synthesis Essay Topics on Finance When you've drafted your thesis, you're start the process of selecting sources. There's no problem in search or collecting materials from various sources. At some time you might need to summarize a vital source in some detail. Choosing sources after knowing what you need on the subject, you are now a ble to choose the sources which are resourceful for your research. Understanding Synthesis Essay Topics on Finance Moreover, everything that follows must be about the thesis. All you need to do is select the category or kind of essay that you're assigned to write for school. Now now is the time for writing. The role of assigning an essay to middle school students is to make awareness and permit them to develop writing skills. Argumentative synthesis the primary goal of an argumentative synthesis is to supply your opinion concerning a particular point and support it with evidence. To manage synthesis questions, you've got to understand how to compose an overview of concepts without leaving a point behind. The secret to all types of synthesis is the exact same. If you're writing a background synthesis, in some instances it might be appropriate that you provide an interpretation of the material or have a position (thesis). Also, keep in mind that after you choose a position, stay with it. Once you work through your sources, make a decision as to what position you're likely to take. At another time, you may want to summarize an important section or paragraph of a source within a sentence. What you will need is a topic that has a lot of sources that may support more than 1 position. For instance, in college, you might be requested to compose a paper from the opposing viewpoint. When there's information which goes against your chief points, don't ignore it. A number of the topics might have a limited number of points. You might also want to suggest more research or comment on things that it wasn't possible that you discuss in the paper. To finish a synthesis essay one needs to compile information from various books, articles, newspapers, website articles and journals related to a certain topic. A definition in writing of distinct essays is fundamental as you can't write what you don't know, as it's impossible. If you're given to select a topic then would rather have a topic on which more points and sources are readily available. A fantastic topic for a synthesis essay is one which encourages you to pick a position on a debatable topic. You have to keep the goal of writing the paper in your head so that you don't fall out of discussion of your topic. Now that you know what an awful topic appears like, it's time to chat about what a great topic resembles. The topic has to be interesting, the topic has to be essential and finally the topic has to be informative. Quite frequently, the ideal topic is one which you truly care about, but you also will need to get ready to research it. The Ultimate Synthesis Essay Topics on Finance Trick There's one key difference, thoughyour instructor gives you the sources you will use to substantiate your argument. Many of your sources will likely have information that could support either side of an argument. You do not need to decide on a problem that you have experienced personally. You have to explain your topic and if you are able to do so, it's possible to also add your opinion. Vital Pieces of Synthesis Essay Topics on Finance There are lots of aspects about a sport which can be argued in an essay. It is extremely difficult to influence the point of view of a person who's connected to a topic through a highly effective feeling. Sports betting and its negative influence on the society. Sports research paper topics cover a wide selection of fields. The Hidden Gem of Synthesis Essay Topics on Finance There are two sorts of synthesis you should beware and classify your essay before writing so you abide by its essay format. Now let's proceed to spell out the forms of synthesis essays. As discussed above there are 3 forms of synthesis essay and it is very important to know which kind of essay you will select. A synthesis essay prompt have to be negotiable. In addition, it must be well organized just like any other college papers. You cannot only simply begin writing a synthesis essay. If you're assigned with a synthesis essay for your assignment, it's very critical that you have an understanding about the type of synthesis essay. There are several essay topics that you can select from. You have to have skills to compose a great essay. If you're in a college and need to compose an argumentative essay, you should select a subject of high importance. Only then you'll be in a position to secure decent score in the assignments of essay writing. When it has to do with the middle school, the argumentative essay incorporates moderate topics. To discover argumentative essay topics easy on various platforms, you will need to comprehend about the argumentative essay. Such kinds of essays are extremely much helpful to the students in near future with the intention of writing doctorate thesis. Synthesis essay introduction is the initial portion of Essay Writing. Synthesis Essay Topics on Finance Fundamentals Explained The term synthesis is understood to be a mixture of elements to form a connected whole. If you're looking for synthesis essay thesis examples, it's much better to try to find them at students' communities where they're sharing experience together with the examples. It is extremely important to opt for a great topic as a way to compose a terrific paper. Moreover, you wish to go for an essay topic that's going to permit you to demonstrate your skills to the best of your ability. Many times, it includes a text you should analyze. Moreover, the essay shouldn't be based on the sources but around your key paragraphs. If you would like to copy the precise source then present it in quotation marks otherwise, you will need to paraphrase it to prevent plagiarism. While writing the essay, you may be using the info from the source.

Sidney Defends The Worth Of Poetry - 2624 Words

Sidney defends the worth of poetry by presenting us with a long defense written to William Ponsonby, a very popular publisher of the Elizabethan era. Sidney breaks his argument down into eight sections, each one arguing another point as to why poetry is worthy and should not be thought of as sub-par literature. His arguments are thorough, leaving no gaps between thoughts, and very persuasive in both content and style. I believe his argument is both successful and thorough, covering everything that has been critiqued about poesy in the ages before this work was written. Sidney opens with the first section called the Exordium in lines 1-50. It is significant to note that it was printed several years after his death, communicating the aristocratic air we get from him, manliness, courtier, advisor, masculine roles that Sidney is hinting at comparing himself to a horse master. The introduction here of his argument is lighthearted and funny, â€Å"if I had not been a piece of a logician before I came to him I think he would have persuaded me to have wished myself a horse† (27-30). This show of establishing his own good character through Ethos, pathos the applying to peoples emotions as well as William Ponsonby’s emotions, as this is whom the argument is addressed to. Sidney’s thesis is visible in lines 43-51 where he says that he will bring forth the evidence to prove that poetry is a worthy literary medium and that without poetry we do not have history or philosophy. The secondShow MoreRelated Apology for Poetry Essay1900 Words   |  8 PagesAn â€Å"Apology for Poetry† is a compelling essay refuting the attack on poetry by Puritan and fundamentalist Stephen Gosson. This complex article written by Sir Phillip Sidney represents the decisive rebuttal defending poetry. His strong emotive passages defend the uncongenial comments of poetry from Gosson. Although, his justification for the rebuttal is alluded to Gosson’s durable attacks on poetry; it is known Gosson’s remarks prompt Sidney’s attitude to defend not only against Gosson but as wellRead MoreDeclaration of Independence9744 Words   |  39 Pageshis reading draft of the Declaration, Jefferson systematically analyzed the patterns of accentuation in a wide range of English writers, including Milton, Pope, Shakespeare, Addison, Gray, and Garth. Although Thoughts on English Prosody deals with poetry, it displays Jeffersons keen sense of the interplay between sound a nd sense in language. There can be little doubt that, like many accomplished writers, he consciously composed for the ear as well as for the eye--a trait that is nowhere better illustratedRead MorePeculiarities of Euphemisms in English and Difficulties in Their Translation19488 Words   |  78 Pagesreasons for its use. Here is that classification. The desire to adapt oneself to the general sentiment suitable to, or the general atmosphere of, the time, the place, the company. In an elevated form: anxiety to preserve a lofty or a beautiful style in poetry, oratory, etc., where unseemly trivial words or metaphors would jar on one. In addressing children, or in lowly or very friendly circles: avoidance of medical (or otherwise technical) or literary words by the employment of euphemistic terms; in addressingRead MoreRastafarian79520 Words   |  319 Pagestheorists to codify and systematize their beliefs, there is a lack of systemic treatment of the Rastas point of view on any subject. This is particularly true of their treatment of Babylon. However, in their limited writings and particularly in their poetry and reggae lyrics, their evocative images address various aspects of Babylonian reality. Rastas can recite almost ad inï ¬ nitum the historical atrocities of Babylon, from its days as a Middle Eastern world power to its contemporary Euro-American

Compare and Contrast the ways in which the poets Essay Example For Students

Compare and Contrast the ways in which the poets Essay Compare and Contrast the ways in which the poets, U. A. Fanthorpe and W. H. Auden effectively explore the theme of prejudice in their poems, You will be hearing from us shortly and Refugee Blues. The poems, You will be hearing from us shortly by U. A. Fanthorpe and Refugee Blues by W. H. Auden both explore the themes of prejudice and stereotyping. Fanthorpe does this through a job interview in which the candidate being interviewed probably will not be accepted for the job because the interviewer does not think he or she is acceptable. The interviewer thinks this because the candidate lives in a council estate, which shows that this poem is about class discrimination. In contrast, Audens poem is about two Jewish Germans who have been forced to escape their country because they are being persecuted. However, other countries will not accept them as asylum seekers. This shows that Auden is exploring prejudice through racial and religion discrimination. Both poems are in the form of a conversation. We will write a custom essay on Compare and Contrast the ways in which the poets specifically for you for only $16.38 $13.9/page Order now Fanthorpes poem shows the interviewer as the main speaker with gaps for the candidates replies even though what the candidate says is not shown: What qualities do you feel you Personally have to offer? Ah Whilst, the main voice in Audens poem is one of the refugees who is discriminated against however, this person refers to his or herself and his or her companion: Yet no place for us, my dear. The interviewer in Fanthorpes poem does not listen to anything that the candidate has to say about him or herself. He or she just carries on patronizing and intimidating the candidate. This is perhaps why, there is a gap for the candidates answer because it shows his or hers irrelevance to the interviewer. The interviewers patronizing tone is clearly intimidating the candidate because it causes the interviewer to become abusive. This makes it clear that the interviewer has already got in mind the kind of person the person he or she feels is acceptable for the job. This is why the candidate has to start defending his or herself right at the start of the interview: You feel adequate to the demand of this position? What qualities do you feel you Personally have to offer? This undermines the candidate because what he or she is defending cannot be defended. At this point the candidate will be feeling as though he or she is not good enough for the job because he or she cannot describe their quality. The interviewers responses to what the candidate says are very defensive giving implication that he or she believes that the candidate is not qualified for the job: Ah In the second stanza of Audens poem, the refugee says that: Once we had a country and we thought it fair. We cannot go there now my dear. This implies that the two refugees love their country and do not want to leave it but have been forced to turn to asylum something they do not want to do but have no choice which contrasts with the candidate in Fanthorpes poem who actually wants the job. There is a point in Fanthorpes poem where the interviewer attacks the candidates age: Now your age. Perhaps you feel able To make your own comment about that Too? This gives the impression that the interviewer wanted someone young but not too young making it obvious that the candidate does not have this requirement. The interviewer also begins to discuss the candidates appearance and accent which links together because it gives the impression that the interviewer thinks that the candidate is uneducated. However it is obvious that the candidate is educated through the quotation: .u2cf93b4531786d26131d9f48f8050ff6 , .u2cf93b4531786d26131d9f48f8050ff6 .postImageUrl , .u2cf93b4531786d26131d9f48f8050ff6 .centered-text-area { min-height: 80px; position: relative; } .u2cf93b4531786d26131d9f48f8050ff6 , .u2cf93b4531786d26131d9f48f8050ff6:hover , .u2cf93b4531786d26131d9f48f8050ff6:visited , .u2cf93b4531786d26131d9f48f8050ff6:active { border:0!important; } .u2cf93b4531786d26131d9f48f8050ff6 .clearfix:after { content: ""; display: table; clear: both; } .u2cf93b4531786d26131d9f48f8050ff6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2cf93b4531786d26131d9f48f8050ff6:active , .u2cf93b4531786d26131d9f48f8050ff6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2cf93b4531786d26131d9f48f8050ff6 .centered-text-area { width: 100%; position: relative ; } .u2cf93b4531786d26131d9f48f8050ff6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2cf93b4531786d26131d9f48f8050ff6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2cf93b4531786d26131d9f48f8050ff6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2cf93b4531786d26131d9f48f8050ff6:hover .ctaButton { background-color: #34495E!important; } .u2cf93b4531786d26131d9f48f8050ff6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2cf93b4531786d26131d9f48f8050ff6 .u2cf93b4531786d26131d9f48f8050ff6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2cf93b4531786d26131d9f48f8050ff6:after { content: ""; display: block; clear: both; } READ: Personal response to Emily Dickinson's poetry EssayYour qualifications though impressive, which means that the only reason the interviewer finds the need to discuss them is because he or she finds them unacceptable. This proves that the interviewer does not have any compassion for the candidate. This is similar to the person in Audens poem who would not give the refugees the chance they needed instead they tell the refugees: If you have no passport youre officially dead which contradicts the fact that the refugees are alive and can be seen. This then connects part in the poem where the refugee mentions Hitlers comment: It was Hitler over Europe saying They must die He was talking of me you and me, my dear Because it shows that like the interviewer in Fanthorpes poem, Hitler also lacks compassion for the Jews. The interviewer in Fanthorpes poem then goes on to ask the candidate when or where he or she was born, however when the candidate answers, the interviewer replies with, Yes pity indicating that he or she believes that the candidate should not have been born in the first place. This links to the altimate ending Glad we agree which demeans the candidate making them also feel that they should not have been born. In both poems, there are assumptions made about the people being discriminated, which are not true. In Fanthorpes poem, the interviewer assumes that because the candidate lives in a council estate, he or she must have in problems like financial difficulties and domestic violence: we do not Ask what domestic disasters shimmer Behind that vaguely unsuitable address. In comparison, the refuges in Audens poem are stereotyped as thieves: If we let them in, they will steal our daily bread which indicates that people are not willing to invite them into their countries because they fell that their governments will give them everything like jobs and homes and make the citizens of those countries second priority. Auden shows that animals are often treated better than humans in the quotation, Saw a door opened and a cat let in But they werent German Jews my dear. This image is taken further with the quotation Saw a fish swimming as if they were free. Walked through the woods, saw the birds in the trees They had no politicians and sang at their ease They werent the human race, my dear, Which indicates that the animal kingdom treat each other with a lot more love and respect something that the human race, which is meant to be the most intelligent of all living organisms, cannot do. Both poems end with us feeling sorry for the people being discriminated against. We feel sorry for the candidate in Fanthorpes poem because it is clearly evident that he or she will not get the job and we feel for the refugees in Audens poem because they will never be treated in the same way as every one else. We also feel sorry for them because, their discriminators will never give them the chance to prove them wrong so the candidate in Fanthorpes poem may end up experiencing problems like financial difficulties because his or her chance of a way out has been taken away whilst the refugees in Audens poem, will become thieves stealing peoples daily bread because that it is the only way that they can survive. U. A. Fanthorpe and W. H. Auden both effectively explore the themes of prejudice in their poems, You will be hearing from us shortly and Refugee Blues through looking at stereotyping from one viewpoint. Fanthorpe uses the viewpoint of a person that discriminates which shows how demeaning and intimidating discrimination can be whilst Auden uses the viewpoint of someone being discriminated against which brings to light the hurt, pain and exclusion they feel. This helps us to comprehend how unfair and callous prejudice is.

Uncommon Tricks for Writing Good Headlines

Youve read the statistics. Eight out of ten people read the headline but only two out of ten people read the article. Effective headlines have the potential to increase your sites traffic by 500%. There are hundreds articles about writing catchy headlines based on formulas and algorithms. And a whole lot of energy being put into analyzing which headlines work best. But since everyones reading those posts and using those formulas, readers start to catch on and what worked last year may not be as effective today. Want to get ahead of the curve or simply stick out from the crowd? Give some of these trend-bucking headline techniques a go. Shock and awe Find the most incredible fact about your topic and throw it out there in the headline: â€Å"Millions of Kittens Euthanized in China† â€Å"1,000 Times More Violent Deaths in The US than in Afghan War Zones† Whatever your topic, find the most extreme sounding fact, the most outrageous statistic and work it. Make sure its true, no making things up. Just find the angle that allows you to drive home your point in the most jaw-dropping way. Stir up controversy If your topic is a hot-button item like politics or religion, then your best bet for a clickable headline is to dive into the deep end of the debate. Taking a strong stand one way or the other will result in two things: Those who agree will click because they agree so completely. Those who disagree will click because theyre outraged at how strongly they disagree. This technique works best for highly polemic issues on which there is a clear split in opinions: â€Å"Why Republicans Are Destroying Our Country† â€Å"You Take Away My Guns, Ill Take Away Your Constitution† â€Å"Why the Bible Is A Lie† Appeal to the negative We live in the age of positivity. My Facebook newsfeed is proof of it: rife with reposts of happiness advice from the Dalai Llama to Kim Kardashian. So, if you really want to stick out, try steering clear from the current thumbs-up trend. A lot of people feel secretly relieved when encountering negativity. The pressure to stay smiling can get to be too much. Be catty think Joan Rivers criticizing red carpet fashion. Be nihilist think 90s grunge bands proselytizing the end of fun. Be blunt â€Å"_____ Is a Moron†. Be apocalyptic â€Å"Why Were All Going To Die in the Next Year†. Try rhyming Harking back to ad campaigns of yore, copywriters used rhymes to create a catchy sales pitch: â€Å"Winstons Taste Good Like a Cigarette Should† and Pringless â€Å"Once you pop, you cant stop†. Presidential campaign slogans use rhymes because theyre easy to remember and fun to repeat: â€Å"Tippecanoe and Tyler Too†, â€Å"I Like Ike†, â€Å"All the Way with LBJ† and â€Å"Ross for Boss†. So, if you can find a way to rhyme your headline, you might earn a click or at least a memorable line. Use caps and exclamation points All headline advice says to avoid this because it looks spammy. Well, since were trying to do things a little differently around here, why dont you try messing around with the visuals of your headline: How to Think BIG When Your Budget is small How to Get Out of Your Parents Basement TODAY! 8 WAYS NOT TO REACH FOR ANOTHER DOUGHNUT! Use other languages Everyone writes in English. How boring! Try using popular phrases in other languages in your headlines. Obviously it has to be a recognizable phrase like â€Å"au revoir†or â€Å"capice† or â€Å"arrigato†: â€Å"Why Republicans Are Saying Au Revoir To the New Health Care Bill†. Strike fear into their hearts Not in a horror film kind of way (although thats certainly one way to go) but in a way that makes them fear theyll be in dire circumstances if they dont read this article. Nothing like manipulating nascent fears can boost your posts popularity: â€Å"10 Beach Destinations To Avoid This Summer If You Want to Survive Til Fall† â€Å"Someone May Be Hacking Your Facebook Right Now† Be absurd Cultivate the weird and surreal in your headline. Make it so bizarre that they have to read it twice or three times and still go â€Å"huh?†: â€Å"Male Gymnast Says Key to Success is Poison† â€Å"Spelling-Bee Champ Loses Title For Telepathic Cheating† â€Å"Dog Scores Higher On SAT Than Most Public School Students† Use unusual numbers Top ten lists are a clichà © and have been since David Letterman starting giving his every night show. Top five lists are a close second. Come to mention it, people may be getting tired of top 3s and top 7s as well. Use unpopular numbers like 4 and 8 and pretty much every number from 11-19. Instead of a list of 20, make it 21. You get the idea. â€Å"13 Ways To Choose A Good Wine† â€Å"18 Careers That Are Making People Rich† â€Å"32 Cities For Baby-Boomers† The longer the better Everyone says you should keep it simple. Simple clean language rules the day. Short and sweet. Try giving your readers credit for being able to make it to the end of a headline thats longer than six words. Even if they dont actually read the article, stop limiting your verbosity and just let things flow: â€Å"How I Came To Stop Believing The Hype and Went Back to Non-Organic Grocery Stores And Saved $500/Month† â€Å"4 Books You Should Be Reading That Will Allow You To Join The Snobs Circle At The Christmas Party†

Free Essays on All Choices have Consequences

All Choices have Consequences After decades of living the up’s and down’s of life I realized that I was not happy or satisfied with my life so far. I was either on top of the world doing well with what life had dealt me or was at the bottom. Each bottom was a little worse and got to the point that my life was miserable all the time. I ask myself, â€Å"Why is my life like this†? My life was a total wreck! Something had to change. At that point in my life I came to the realization that the problem was me! Since my choices and decisions appeared to be poorly made, I concluded that the first problem that needed immediate attention was irrational thinking. My thinking was not realistic. One example of thinking irrational was my childhood dream to be a successful businessman in the Oil and Gas Industry. This belief was top priority. I had neglected numerous responsibilities in my life trying to fulfill this belief. I believed that if I accomplished this belief all other priorities would be fulfilled to such as the money would take care of my happiness priority. My rationalizations and justifications were not really even close to being realistic. What I did not consider was the importance of the other priorities that I was neglecting. My first priority should have been having a close relationship with my only daughter, which was almost non-existent through her childhood and spending time with my family. Other priorities that were neglected were: responsibilities, happiness, health, education and religion. You could not convince me that my thinking was wrong and I was making the wrong choices. What is wrong with this picture? To complicate my life even more, I had a serious alcohol and drug problem. Of course you could not get me to admit this and I truly believed that I was just a social and occasional user. I started using at age fifteen. With little thoughts like: â€Å"Everyone is doing it, why not†, â€Å"Do you want t... Free Essays on All Choices have Consequences Free Essays on All Choices have Consequences All Choices have Consequences After decades of living the up’s and down’s of life I realized that I was not happy or satisfied with my life so far. I was either on top of the world doing well with what life had dealt me or was at the bottom. Each bottom was a little worse and got to the point that my life was miserable all the time. I ask myself, â€Å"Why is my life like this†? My life was a total wreck! Something had to change. At that point in my life I came to the realization that the problem was me! Since my choices and decisions appeared to be poorly made, I concluded that the first problem that needed immediate attention was irrational thinking. My thinking was not realistic. One example of thinking irrational was my childhood dream to be a successful businessman in the Oil and Gas Industry. This belief was top priority. I had neglected numerous responsibilities in my life trying to fulfill this belief. I believed that if I accomplished this belief all other priorities would be fulfilled to such as the money would take care of my happiness priority. My rationalizations and justifications were not really even close to being realistic. What I did not consider was the importance of the other priorities that I was neglecting. My first priority should have been having a close relationship with my only daughter, which was almost non-existent through her childhood and spending time with my family. Other priorities that were neglected were: responsibilities, happiness, health, education and religion. You could not convince me that my thinking was wrong and I was making the wrong choices. What is wrong with this picture? To complicate my life even more, I had a serious alcohol and drug problem. Of course you could not get me to admit this and I truly believed that I was just a social and occasional user. I started using at age fifteen. With little thoughts like: â€Å"Everyone is doing it, why not†, â€Å"Do you want t...

How To Write Faster, Even If You Procrastinate - CoSchedule

How To Write Faster, Even If You Procrastinate My friend has a T-shirt that has a logo from the University of Procrastination, which proudly claims to train tomorrows leaderstomorrow.  Or maybe the day after. Procrastination seems like such an ideal solution for creating a better today. Of course, that means the next day is rushed, stressful, and panic-ridden, so its not that great of a solution.  Not every writer is a procrastinator, though. Some are very orderly and regimented. Some are super-focused on being productive.  Whichever kind of writer you might be, you all have something in common: youd like to be able to write faster. Get more writing done, in less time.  Youd like to have a system for writing blog posts that works every time. And youd like to fine tune your editing procedures so you get a great post, from start to finish, in as little time as possible. The Procrastinators Guide To Getting More Writing Done In Less Time #ContentMarketingTheres a way to do it, no matter whether your style is to put off until tomorrow or to drown in to-do lists. Its just a matter of you finding a tailor-made solution to your style of working. How Procrastinating Writers Should Work Just today I finally checked an item off of my highly vague To Do Eventually list, an item I had put on the list more than a year ago. I tried to make myself feel less guilty by titling the list with eventually but  really.  A year. It took me a year to do it. That stupid task had been nibbling at my conscience, as writer  James Surowiecki aptly put it. Lets get one thing clear: procrastination isnt bad. We assume it is, because it puts us in a high-stress rushed state when its finally time to pay the piper for deadline projects;  but procrastination is merely another working style, and not merely an example of a bad working style. Lets get one thing clear: procrastination isnt bad. Guilt-ridden procrastinators (of which I am one, and terribly) spend much of the time they arent doing their work reading about how to stop procrastinating. They look for methods to be more productive, to be the early bird that gets things done in a flash and cant stop checking things off of the list. They buy books, organizers, and apps. And still procrastinate. And are frustrated. There are two ways to approach your procrastination: fight it or work with it. Working with your procrastination. In a broad sense, procrastination has a funny way of getting our priorities straight. Look at your to-do lists. How many of them did you start with specific tasks that had specific dates until, in your eagerness, things got a little out of hand and soon you had a massive list of things you ought to do and should do and might do? Procrastination has a way of helping us not get caught up in what we subconsciously determine is unimportant. Procrastination allows perfectionists to get things done by forcing them to do adequate work under self-induced deadline pressure when they otherwise would be unable to do any work. Procrastination can keep us from fixating on things that are unimportant.In that sense, it is good procrastination. It keeps us from sweating the small stuff. The unimportant things eventually disappear if you never do them. As long as your procrastination has you meeting deadlines and getting the big stuff done, its helping you out. My solution is to use triage rubrics in different areas of life, and to hold my to-do list up against the rubric. For example, in my personal life, family always trumps work. In my work life, client deadlines before tweaking my own website. This is an over-simplification, but I know that if I have these ingrained, I dont fret about the things I procrastinated on that fall into the category of unimportant. Create your own rubric. Start at the top with the thing that will get you into serious trouble if it isnt finished and go back from there. Train your mind to understand what is important. You should work with your procrastination instead of fighting it if: You make to-do lists that are massive and full of unimportant tasks. You have not missed deadlines. You are getting important things done. Fighting your procrastination. Of course, there are times when procrastination is a bad idea, such as putting off paying your taxes and ending up with a penalty because of it. If youre missing deadlines or feeling high levels of stress because everything feels last minute, thats bad procrastination. These undone things dont disappear, they get worse. For writers, bad procrastination means you dont have time to proof and edit properly. You have to constantly deal with reminders and demands of clients wonder why your work isnt submitted. Your work and reputation suffers. This is where the  Zeigarnik effect  comes into play. Bluma Zeigarnik was a psychologist from Lithuania who noticed that restaurant servers could remember large amounts of information (without writing it down) for a limited period of time. Once the food was delivered to the table, servers forgot it all entirely. Through studies Zeigarnik learned that we remember interrupted tasks better than non-interrupted tasks. For procrastinators, this is good news. Once we start a task, we gain focus. This is helped if we arent interrupted. The Zeigarnik effect reveals that starting anywhere on the task is the path to getting it done, even if its with an easy part.  When we allow distractions and interruptions, that unfinished saved-for-later task nags at us relentlessly until we finish it. Start small.If you are procrastinating on writing a post, start with a small thing first. Begin collecting reference links and doing research. Brainstorm ideas. Try free writing techniques just to get text on the screen. Go where you wont be interrupted. Think of the restaurant server. You cant bring the food to the table until youve taken the order and delivered the beverages. Start easy.If getting started is proving impossible, try the  Pomodoro technique. Break up your work into 25-minute timed segments with a five-minute break in between. After four work periods, take a 20 minute break. Once you get in that writing zone skip the breaks and go with it. This way, you know at the start you get breaks and you can ease into the project. How List-Oriented  Writers Should Work A great chef or line cook knows what  mise-en-place  is. It means that before you even begin cooking, you have your station ordered with everything where it belongs. This way, when the rush begins, you are not scrambling for tools and ingredients. As a pastry chef, before I started actually making a recipe, I always got the tools and ingredients together first. It kept me from wasting precious time in a busy day, and it also kept me from starting something and discovering we were out of eggs halfway through. Writer Ron Friedman describes the concept aptly: the single most important ingredient of any dish is planning. This concept appeals to writers who like to make lists. To-do lists, idea lists, project lists, supply lists, editorial calendar liststhese are the people who want things in order. These are the people who are constantly planning. Friedman applies mise-en-place to any kind of work, asking a great question: what is the first thing you do when you start work? Do you check your email? Your Twitter feed? Your analytics from yesterdays blog post? Your voice mail?  These are activities that, according to Friedman, put you into a reactive mode. They make us lose our focus, and let other peoples priorities take center stage, Friedman said. They are the equivalent of entering a kitchen and looking for a spill to clean or a pot to scrub. Begin your day with a brief planning session. An intellectual mise-en-place. Ron Friedman Youre not in a good place to write after youve started with these activities, but instead youre in that no-win zone of reacting and catching up. The truth is, the emails never stop rolling in, the tweets dont stop chirping, and yesterdays analytics can be analyzed later. And people who make lists are prone to starting the day reactively. Or, I should say, people who make lists without hierarchy are prone to starting the day reactively.  Your lists of things to do will hamper you if you do not structure them with the idea of mise-en-place. How do you make a list that works? 1. Small tasks, action words. David Allen, of the well-known Get Things Done system, suggests that you break down  your tasks on your to-do lists, and start the smaller components with action verbs. Instead of: Blog post due try Write 15 headlines. Find 5 outside resources. Write introduction. Outline blog structure. Write first draft. Blog post due isnt mise-en-place. Its we have knives somewhere in the kitchen. Its vague. It tells you a deadline, and not what to do. 2. Prioritize your tasks. Your willpower is at its greatest in the morning. This means that you should  prioritize the things you have to do (not react to) by scheduling them first, in the morning. Leave the easier, less mentally challenging tasks for later. You can answer emails in the afternoon, when your mind is slowing down a bit, but youd better use that morning mental acuity for writing your content.

Counseling a adolescent girl (theories of counseling) Essay

Counseling a adolescent girl (theories of counseling) - Essay Example , emotional and social environment while therapy based on Bowen’s theories draws its conclusions and therapeutic energy from the family of the client. By declaring that â€Å"only intelligence †¦.tends towards an all-embracing equilibrium† in human life, Jean Peaget had been one of the pioneers of cognitive behavioral theory (9). Kendall has described cognitive behavioral theory as â€Å"problem solving in its orientation, deals directly with the cognitive forces that impact social information processing, incorporates emotional and social domains, addresses matters associated with parenting and families, and emphasizes performance-based interventions† (4). The ability to identify a problem and arrive at possible solutions is a skill that a child has to acquire as she grows up (Kendall, 4). The psychological health of a growing child depends heavily on cognitive problem solving strategies, that is, her capacity to consider the full range of solutions, evaluate them properly and choose the best one applicable in a given situation (Kendall, 4). Cognitive behavioral theory, in its application, aims at enhancing the cognitive problem-solving strategies in the mind of a person (Kendall, 4). As the emotions of a person always meddles with the problem-solving process, this theory also helps one learn to understand one’s emotional experiences and modify them (Southam-Gerow and Kendall, 320). Social domain is included as another major factor in this theory because any psychological problem that arises out of the interaction of an individual with other individuals as well as the society as a whole (Kendall, 5). When it comes to a child or adolescent, naturally the parents and family become yet another influencing factor. Last but not least, the child or the adolescent has to be constantly encouraged to practice their problem-solving skills so as to strengthen their cognitive problem-solving strategies (Kendall, 6). While doing a cognitive-behavioral therapy (CBT), the

Writing to Persuade Essay Example | Topics and Well Written Essays - 1000 words

Writing to Persuade - Essay Example 003, 22) Those who want the death penalty continued often make their arguments on the grounds of philosophical or psychological speculation stating, â€Å"The fact that a state can be just and apply the death penalty does not, of course, mean that the death penalty cannot be applied in error† (Sorell, 2002, 30). A more reality-based perspective is wanted when discussing the actual issue of the death penalty. Overall, the death penalty is not an effective deterrent to many crimes, including murder. Even though this is one of the main reasons given by its advocates, other conclusions make more rational sense. Murder, is most often done in the heat of passion or under the influence of drugs or alcohol. In this state, the person is not cognizant of the outcome of their actions; they are acting on impulse rather than planning out what they are doing. And most murders do happen this way. Those that do not are generally preplanned and worked out so that the perpetrator does not expect to receive any punishment at all. In neither of these cases is the murderer thinking of the death penalty: in the first case, they are not thinking of the future at all, and in the second, they are assuming they are not going to be caught. In both of these cases, the death penalty is not doing anything to stop the murder from happening; it is simply assuring that, to paraphrase Martin Luther King, an eye for an e ye is going to keep making the whole world blind. States that do not have the death penalty do not have greater murder rates than those that do. This exposes the practice as essentially barbaric and

Managed Care Organization Essay Example for Free

Managed Care Organization Essay USLegal.com A managed care organization (MCO) is a health care provider or a group or organization of medical service providers who offers managed care health plans. It is a health organization that contracts with insurers or self-insured employers and finances and delivers health care using a specific provider network and specific services and products. They provide a wide variety of quality and managed health care services to enrolled workers keeping medical costs down through preventative medicine, patient education, and in other ways. These organizations are certified by the director of the Department of Consumer and Business Services (DCBS). MCOs vary in their constitution as some organizations are made of physicians, while others are combinations of physicians, hospitals, and other providers. For instance, a group practice without walls, independent practice association, management services organization, and a physician practice management company are the common MCO’s. Patient Advocate Foundation Providers of care, such as hospitals, physicians, laboratories, clinics, etc., make up a managed care organization delivery system often known as an MCO. Seven common MCO models are: 1. Preferred Provider Organization (PPO) An arrangement whereby a third-party payer (health plan) contracts with a group of medical-care providers who furnish services at agreed-upon rates in return for prompt payment and a certain volume of patients, perhaps under contract with a private insurer. The services may be furnished at discounted rates, and the insured population may incur out-of-pocket expenses for covered services received outside the PPO if the outside charge exceeds the PPO payment rate. 2. Point-of-Service Plan (POS) Also known as an open-ended HMO, POS plans encourage, but do not require, members to choose a primary care physician. As in traditional HMOs, the primary care physician may act as a gatekeeper when making referrals; plan members may, however, opt to visit out-of-network providers at their discretion. Subscribers choosing not to use a network physician must pay higher deductibles and co-payments than those using network physicians. 3. Exclusive Provider Organization (EPO) A  network of providers that have agreed to provide services on a discounted basis. Enrollees typically do not need referrals for services from network providers (including specialists), but if a patient elects to seek care outside of the network, then he or she will not be reimbursed for the cost of the treatment. An EPO typically does not provide the preventive benefits and quality assurance monitor. 4. Physician-Hospital Organization (PHO) A contracted arrangement among physicians and hospital wherein a single entity, the Physician Hospital Organization, contracts to provide services to insurers subscribers. 5. Individual Practice Association (IPA) A formal organization of physicians or other providers through which they may enter into contractual relationships with health plans or employers to provide certain benefits or services. 6. Managed Indemnity Program A program in which the insurer pays for the cost of covered services after services have been rendered and uses various tools to monitor cost-effectiveness, such as precertification, second surgical opinion, case management, and utilization review. Also called managed fee-for-service programs. 7. Health Maintenance Organization (HMO) HMOs offer prepaid, comprehensive health coverage for both hospital and physician services. An HMO contracts with health care providers, e.g., physicians, hospitals, and other health professionals, and members are required to use participating providers for all health services. Model types include staff, group practice, network, and IPA. They differ in their financial and organizational arrangements between the HMO and its physicians. Some HMOs combine various attributes of the four principal models. WISCONSIN DEPARTMENT OF HEALTH SERVICES When a person decides to enroll in Family Care, they become a member of a managed care organization (MCO). MCOs operate the Family Care program and provide or coordinate services in the Family Care benefit. The Family Care benefit combines funding and services from a variety of existing programs into one flexible long-term care benefit, tailored to each individual’s needs, circumstances and preferences. View a list of items covered in the Family Care benefit package. In order to assure access to services, MCOs develop and manage a comprehensive network of long-term care services and support, either through purchase of service contracts with providers, or by  direct service provision by MCO employees. MCOs are responsible for assuring and continually improving the quality of care and services consumers receive. MCOs receive a per person per month payment to manage care for their members, who may be living in their own homes, group living situations, or nursing facilities. Some highlights of the Family Care benefit are: When a person decides to enroll in Family Care, they become a member of a managed care organization (MCO). MCOs operate the Family Care program and provide or coordinate services in the Family Care benefit. The Family Care benefit combines funding and services from a variety of existing programs into one flexible long-term care benefit, tailored to each individual’s needs, circumstances and preferences. View a list of items covered in the Family Care benefit package. In order to assure access to services, MCOs develop and manage a comprehensive network of long-term care services and support, either through purchase of service contracts with providers, or by direct service provision by MCO employees. MCOs are responsible for assuring and continually improving the quality of care and services consumers receive. MCOs receive a per person per month payment to manage care for their members, who may be living in their own homes, group living situations, or nursing facilities. Some highlights of the Family Care benefit are: People Receive Services Where They Live. MCO members receive Family Care services where they live, which may be in their own home or supported apartment, or in alternative residential settings such as Residential Care Apartment Complexes, Community-Based Residential Facilities, Adult Family Homes, Nursing Homes, or Intermediate Care Facilities for Individuals with Intellectual Disabilities. People Receive Interdisciplinary Case Management. Each member has support from an interdisciplinary team that consists of, at a minimum, a social worker/care manager and a Registered Nurse. Other professionals, as appropriate, also participate as members of the interdisciplinary team. The interdisciplinary team conducts a comprehensive  assessment of the member’s needs, abilities, preferences and values with the consumer and his or her representative, if any. The assessment looks at areas such as activities of daily living, physical health, nutrition, autonomy and self-determination, communication, and mental health and cognition. People Participate in Determining the Services They Receive. Members or their authorized representatives take an active role with the interdisciplinary team in developing their care plans. MCOs provide support and information to assure members are making informed decisions about their needs and the services they receive. Members may also participate in the Self-Directed Supports component of Family Care, in which they have increased control over their long-term care budgets and providers. People Receive Family Care Services that Include: Long-Term Care Services that have traditionally been part of the Medicaid Waiver programs or the Community Options Program. These include services such as adult day care, home modifications, home delivered meals and supportive home care. Health Care Services that help people achieve their long-term care outcomes. These services include home health, skilled nursing, mental health services, and occupational, physical and speech therapy. For Medicaid recipients, health care services not included in Family Care are available through the Medicaid fee-for-service program. People Receive Help Coordinating Their Primary Health Care. In addition to assuring that people get the health and long-term care services in the Family Care benefit package, the MCO interdisciplinary teams also help members coordinate all their health care, including, if needed, helping members get to and communicate with their physicians and helping them manage their treatments and medications. People Receive Services to Help Achieve Their Employment Objectives. Services such as daily living skills training, day treatment, pre-vocational services and supported employment are included in the Family Care benefit package. Other Family Care services such as transportation and personal care also help people meet their employment goals. People Receive the Services that Best Achieve Their Outcomes. The MCO is not restricted to providing only the specific services listed in the Family Care benefit package. The MCO interdisciplinary care management team and the member may decide that other services, treatments or supports are  more likely to help the member achieve his or her outcomes, and the MCO would then authorize those services in the member’s care plan. For a complete list of the services that must be offered by MCOs, refer to the description of the long-term care benefit package in the Health and Community Supports Contract. People Receive Services Where They Live. MCO members receive Family Care services where they live, which may be in their own home or supported apartment, or in alternative residential settings such as Residential Care Apartment Complexes, Community-Based Residential Facilities, Adult Family Homes, Nursing Homes, or Intermediate Care Facilities for Individuals with Intellectual Disabilities. People Receive Interdisciplinary Case Management. Each member has support from an interdisciplinary team that consists of, at a minimum, a social worker/care manager and a Registered Nurse. Other professionals, as appropriate, also participate as members of the interdisciplinary team. The interdisciplinary team conducts a comprehensive assessment of the member’s needs, abilities, preferences and values with the consumer and his or her representative, if any. The assessment looks at areas such as activities of daily living, physical health, nutrition, autonomy and self-determination, communication, and mental health and cognition. People Participate in Determining the Services They Receive. Members or their authorized representatives take an active role with the interdisciplinary team in developing their care plans. MCOs provide support and information to assure members are making informed decisions about their needs and the services they receive. Members may also participate in the Self-Directed Supports component of Family Care, in which they have increased control over their long-term care budgets and providers. People Receive Family Care Services that Include: Long-Term Care Services that have traditionally been part of the Medicaid Waiver programs or the Community Options Program. These include services such as adult day care, home modifications, home delivered meals and supportive home care. Health Care Services that help people achieve their long-term care outcomes. These services include home health, skilled nursing, mental health services, and occupational, physical and speech therapy. For Medicaid recipients, health care services not included in Family Care are available through the Medicaid fee-for-service program. People Receive Help Coordinating Their Primary Health Care. In addition to assuring that people get the health and long-term care services in the Family Care benefit package, the MCO interdisciplinary teams also help members coordinate all their health care, including, if needed, helping members get to and communicate with their physicians and helping them manage their treatments and medications. People Receive Services to Help Achieve Their Employment Objectives. Services such as daily living skills training, day treatment, pre-vocational services and supported employment are included in the Family Care benefit package. Other Family Care services such as transportation and personal care also help people meet their employment goals. People Receive the Services that Best Achieve Their Outcomes. The MCO is not restricted to providing only the specific services listed in the Family Care benefit package. The MCO interdisciplinary care management team and the member may decide that other services, treatments or supports are more likely to help the member achieve his or her outcomes, and the MCO would then authorize those services in the member’s care plan. For a complete list of the services that must be offered by MCOs, refer to the description of the long-term care benefit package in the Health and Community Supports Contract. A managed care organization (MCO) is a health care provider or a group of association of medical examination providers who proposes accomplished health plans. It is a health group that bonds with insurers or self-insured employers and funds and provides health care by means of a definite provider system and precise facilities and products. An MCO is an insurer that delivers both healthcare amenities and payment on behalf of services. They offer a comprehensive range of quality and managed health care services to the joined employees by keeping medical charges down through preventive medicine, patient teaching, and in additional ways. These organizations are certified by the director of the Department of Consumer and Business Services (DCBS). MCOs vary in their constitution as some organizations are made of physicians, while others are combinations of physicians, hospitals, and other providers. For instance, a group practice without walls, independent practice association, management services organization, and a physician practice management company are the common MCO’s.

The eye :: essays research papers

How Do We See?   Ã‚  Ã‚  Ã‚  Ã‚  Seeing involves more than opening our eyes. Through simple and fun experimentation the class will learn how the interaction of light, the eyes and the brain create the world we see. How Do We See?   Ã‚  Ã‚  Ã‚  Ã‚  Our eyes are constantly feeding information to us. When we are born our eyes need time to get used to seeing and understanding what exactly it is that you are seeing. Given time and experience the eyes learn to take in light, focus it and send information to our brain.   Ã‚  Ã‚  Ã‚  Ã‚  All that you have experienced to this point has involved seeing and gaining an understanding of all that goes on around you. Most of what you see involves a knowing of it from previous experiences.   Ã‚  Ã‚  Ã‚  Ã‚  We perceive things. We build perception. Perception is not determined simply by looking at something but by our brain searching for the best conclusion of all the available information. When perception is wrong we are confused. Sometimes the eyes and brain come to the wrong conclusion and we get an illusion or hallucinate.   Ã‚  Ã‚  Ã‚  Ã‚  When you look at something your eyes are sending information about color, shape, movement, depth and distance to your brain. Then the brain puts it all together so that you can identify the whole object. Seeing   Ã‚  Ã‚  Ã‚  Ã‚  The first thing one need understand about seeing is that if there is no light one cannot see. We are all able to see because light is bouncing off just about everything. There is more to seeing than meets the eye. When you look at an object you are seeing light that is bouncing or reflecting off of that object. Our eyes can take in light directly from a source, like looking at a light bulb, or indirectly after light bounces off of things like the moon.   Ã‚  Ã‚  Ã‚  Ã‚  When light bounces off of the surface of an object some light is absorbed and some light is reflected. We see only the light that is reflected or bounces off the object, so if you look at something that is blue that something you are looking at is absorbing all of the other colors and bouncing the color blue back at you.   Ã‚  Ã‚  Ã‚  Ã‚  The second thing to understand about seeing is the eye and brain connection. The eyes are one of the most important tools we have to gather information for our brain. The Eyes   Ã‚  Ã‚  Ã‚  Ã‚  Light passes through a transparent part of the eye called the cornea. The cornea is a lens which bends light inward.

Salvador Dali Last Supper

February 4, 2009 Surrealistic Meeting Salvador Dali drew the pictureâ€Å"The Sacrament of the Last Supper†in 1955. This painting has quite a bit of emotion as you look and see how the apostles are kneeling. This image was created to show the futurism in the resurrection of Christ. Futurism rejects the traditional form and include art into modern technology. In this painting the most significant detail in this portrait, would be the spirt above the table in form of the cross. This figure is Jesus sprit rising out of him the night before he was going to be crucified.Everyone at the table see this spirt floating out of him and that is why they are bowing their heads. Along with this spirt rising, the large windows in the background, Dali seemed to want all the heavens see what is going on during this meal. Salvador Dali's picture is a totally different setting than the original painting of the last supper. Dali's is set in a peaceful table with bright sun that is showing happine ss and the bright future of everyone at the table. With the mountains covered in snow the setting must be cold but the people in the picture look very warm with just their light robes on while praying.Dali's picture shows the man rising above the table must be the spirit of Jesus leaving his body the night before he was crucified. The arms reaching over the people at the table show his power, strength and desire to protect the loyal ones. The Jesus at the table is in torn clothes, symbolizing a struggle during the day. He looks at peace, like he is ready for his punishment the next day. Out stretched arms of his spirit means he is floating up to the heavens, so the only thing left is just his body or shell. The other people at the table are praying for his spirit and giving thanks for the bread and wine he left them on the table.On the left arm of Jesus is a dove sitting on his hand that symbolizes the calmness of the situation. His right hand, with the fingers that look like they a re pointing to the spirit rising above shows the world  that his spirit will not be stopped no matter what they do with his shell he will live on. This surrealistic setting is the sign that Dali is portraying Jesus as a wonderful peaceful man. He is facing his ordeal with courage and dignity. He looks to be telling his people not to morn and not to hate for what is about to happen. Letting everyone know to keep faith in him and all will be well in the future.The sun shining through the clouds indicates the day is calm and warm even though the mountains have snow in them, It seems Jesus is assuring them that he will keep them all warm with his heart. There is a boat on the shore and that must mean someone with wealth and power showed up for the supper, it might belong to the one person that is in the gold robe. The setting of this background might be a place by Dali's home or  a place where he wanted to live. The big wooden beams and stone dining area proves this is a strong plac e and built to withstand anything.The arms of Jesus spirit are going through the beams and must mean that nothing is as strong as the spirit of Jesus. This surrealistic setting is the sign that Dali is portraying Jesus as a wonderful peaceful man. He is facing his ordeal with courage and dignity. He looks to be telling his people not to morn and not to hate for what is about to happen. Letting everyone know to keep faith in him and all will be well in the future. This painting has a very peaceful and serene theme as shown by the mountains, and the calm face of Jesus.

Notes On Larkin And Abse

Arguably this poem is not simply a misogynistic view on woman however is in fact a satirical poem which mocks modernity through quantifying love as expressed in the use of the line ‘gave a ten Guinea-ring'.  Larkin was a well known hater of the modern world and to an extent the romanticised idea of ‘love' as seen in ‘Self's the man' and ‘Mr Bleaney', so through the use of the conversationalist tone that the persona of the poem creates the reader is presented with the concept of this poem either expressing Larkin's flippantly misogynistic attitude toward women, (through derogatory language ‘bosomy Rose') or his cynical satirical view of the modern day ideals of love. The fur gloves symbolize concealment, remoteness, barriers to intimacy, and perhaps a touch of risque eroticism too.The lucky charms reference conveys a sense that it was fortunate the relationship with bosomy rose never developed, perhaps. I revel in Larkins ambiguities. We think this has misogynistic attitudes as he objectifies women and referes to them only by their physical features. He also reduces her to her †fur gloves†. Mann this is a bad poem, a story of two hookers in my opinion. †¢ Both wild oats and Dockery and son have a persona which appears inferior. †¢ Wild oats says that the choices you make in life have less to do with personal disposition or want, more to do with what you are allowed to do within your social structure.The persona in wild oats doesn’t seem to be in the same social group as the ‘bosomy English rose’ and even though he would rather speak to her, he is forced to speak to the girl in ‘specs’, this is emphasised with the worlds ‘ I could†¦Ã¢â‚¬â„¢ which suggests that he was unable to speak to the other girl. He could also be saying at this point that your appearance may change who you are allowed to do, or who you can talk to. Social bias? †¢ Hard ‘S’ and ‘C’ sounds create a sense of deflation. †¢ The word ‘But’ again creates deflation and a sense of regret. Is he saying here that our lack of confidence limits our decisions?‘so I thought’ – shows a that the speaker doubts his past decisions which were based on a lack of confidence. †¢ However, he did write over 400 letters to the supposedly ugly girl and even though the relationship didn’t work maybe he is saying here that even if you don’t like the decisions you make at the time, it might work out for the best. There is even a possibility of marriage as a ring is mentioned, but that’s all the marriage reference in the poem. †¢ The last line ‘unlucky charms, perhaps’ may suggest that there is a sense of mysticism guiding our lives.Can charms effect what happens in our lives!? †¢ ‘Agreement †¦ I was too selfish, withdraw and easily bored to love’ again shows a lack of self-confidence, the persona has agreed that he is the one at fault. Does a lack of self-belief ruin things as well? †¢ Playing it safe †¦ the persona goes with the person that he is less intimidated by! †¢ More sense of fate, the girls me to where he worked, so he didn’t seek them out, they came to him. I think that he shouldn't bang the tidy bird in the cathedral cities as it's not very religious purley a god like man, Philip Larkin is a literacy genius..: Wild Oats :. Wild Oats by Philip Larkin explains that a person, over the course of time, comes to realize that his greatest desires are unattainable, and second best things will have to suffice. The central purpose of this poem is to show that love is one of these great desires and despite flashes of promise it contains scarcely anything that is more than fragmentary. Through tone, diction, and irony, Larkin reveals the terrible human hopes and cold realities that which love inspires. The Encarta Dictionary defines the word rose as a prickly bush with ornamental flowers.In thinking about roses one pictures its gorgeous petals and often forgets about the prickly stem on which it sits. This word is used in both, the first and third stanzas, to depict the beautiful woman who the narrator falls in love with. Her beautiful face and body allure him into affection, leading him to overlook her harsh thorns. Ironically rose also means favourable, comfortable, or easy circumstances a definition that is the complete opposite of what the unattainable lover instigates in the narrator’s life. The speaker also useswords such as cathedral, ring, and clergy in the second stanza, to implicitly state (does not explicitly state for he is ashamed) that he proposes to the beautiful lover, and is denied many times. In the third stanza, Larkins creative use of the word snaps in describing the pictures of his lover he carries around. Instead of simply calling them pictures or photographs, he substitute s a word that resembles what the woman in the picture did to his heart! In the last lines of the first stanza the speaker ends with But it was the friend I took out.Considering he rambles on about how beautiful and great her friend it is confusing and ironic that he chooses the girl in specs. The speaker continues on in the second stanza and says I believe I met beautiful twice. The uncertainty of how many times he met her is not genuine and is only meant to look like he does not consider or remember how many times they met, when realistically it is all he cares about. In the third stanza the speaker states, Well, useful to get that learnt. This is attempt by the speaker to alleviate the cold reality of the complete loss of his desire in trying to say that he learned a valuable lesson about love.However, this is contradictory because he settled for the girl in specs as a result of knowing that the beautiful girl was unattainable from the beginning. .: Philip Larkin :. Philip Larkin: Bracing Rather Than Depressing Philip Larkin was born August 9, 1922 in Coventry, an industrial city in central England. He was the second son of Sydney Larkin, the city treasurer. He attended King Henry VIII School and then went on to study at St. Johns College in Oxford, where he began to appreciate and explore poetry.Larkin grew up in an era marked by severe economic depression followed by World War II. The Encycolpedia of World Biography portrays the memories of Larkins youth as sensitive and introspective, full of loneliness and passivity. These feelings of destitution are reflected in his poems. Although it was nearly impossible for anyone to catch a break during this time period, Larkin was blessed with terrible eyesight, resulting in exemption from the military (206). While the war was still in progress Larkin graduated from St. Johns College in Oxford in 1943 (206).Soon after graduating, Larkin embodied a counteraction to the wartime poetry which he saw as emotionally over blown and technically sloppy (207). Larkin not only had to revolutionize the poems but the way the readers experienced the poem as well. In her article First Boredom, Then Fear: The Life of Philip Larkin Felicity Walsh explains that Larkin lived in a culture that expected people to live private lives and have private thoughts. Larkin published a series of poems hoping to build a reputation for himself, but they went unnoticed. However, his streak of bad luck soon came to an end.According to the anthology Poetry Speaks, the publication of Larkins 1955 volume of The Less Decieved marked one of the most remarkable turnarounds in literary history and instantly established him as the leading poet of a new generation of voices, a group that would come to be known as The Movement (262). This group of poets mastered the technique of building strong, unique poems out of the everyday details of life, and Larkin, largely influenced by the poetry of Thomas Hardy, proved himself a master of this style. In postwar Britain, Larkins starkly and candid lines sparked recognition among a disenchanted generation (139).British Writers states that life, for Larkin and, implicitly, for all of us, is something lived mundanely, with a gradually accumulating certainty that its golden prizes are sheer illusion, that second best things will have to suffice (275). In his article Philip Larkin, W. S. Di Piero affirms Larkins great subject is romanticism gone sour- in nature, household, and heart. His poems tell us that while were born dreamers, we must know our limits and curb unreasonable aspiration, even though we are enticed by its appeal (45). Larkin addresses the sad facts of life: the difficulty, and the loneliness that often proceeds.Yes in facing these bleak prospects squarely, Larkin manages to be bracing rather than depressing (139). It is interesting that his poems about how rewards and goals in life are deceptions would in turn fulfill his own ambitions. Philip Larkin, the accl aimed British poet, received many awards that include honorary doctorates from Oxford University, the CBE, and the German Shakespeare-Preis. He was Chairman of the Booker Prize Panel, was made a member of the Companion of Literature, and served on the Literature Panel of the Arts Council.What lead to such achievement? He filled his works with appropriate, disconcerting humor, mastered the use of diction and imagery, and incorporated his own Philip Larkin portrays a theme of loneliness in the poem ‘Mr. Bleaney'. Not only does the story within the poem suggest a feeling of solitude and emptiness, Larkin also deliberately uses language and techniques to emphasise the theme he's going for. First of all, the title itself is of a person who's first name we do not know. It creates a sense that it is irrelevant and that ‘Mr.Bleaney' isn't of much importance. The lack of strong syllables in the title makes it sound monotonous giving the impression of boredom, of a life lacking ex citement. The poem, throughout, is a big metaphor of Mr. Bleaney's life. The way the room is described doesn't really make an impression and shows how rough and lonely it must have been to live there. For example, Larkin uses the words ‘littered' and ‘upright'. Also he talks about a ‘sixty-watt bulb', which states how his surroundings weren't very bright, like how his life must have had little inspiration.Larkin reinforces this by describing a repetitive habit of Mr. Bleaney visiting the same family members every year. ‘The Frinton folk put him up for summer holidays' – the poet gives the feeling that Mr. Bleaney wasn't really wanted there and that they're just putting up with him. It suggests that they are most probably forced to look after him, out of pity maybe. Along with the lack of excitement in his life, Larkin also portrays Mr. Bleaney as very reliant on the people around him. The quote ‘they moved him' not only symbolises death and hints that Mr.Bleaney has passed away but also that he was unable to make decisions for himself. ‘One hired box' evokes the images of a coffin, again leading the reader to think that Mr. Bleaney has indeed passed away. Prior to this, Larkin describes the room's curtains as ‘thin and frayed', which could be a metaphor of Mr. Bleaney's past condition and it could be argued that he died of some sort of illness. The use of two characters, being the landlord and the buyer of the old room, ensures that the poem is based on reality. The pessimistic view of the assumed buyer shows lack of pride.The quote ‘I lie where Mr. Bleaney lay' suggests that even though his presumptions of what the man's life must have been like aren't very assuring, his is no different either. He is in the same position. He also has to rent that shabby room like Mr. Bleaney did, showing that he isn't rich enough to own a place of his own too. He is also presumably alone in renting that room, suggesting t hat he doesn't have many friends either. The enjambaments used to carry sentences on symbolises the pointless existence of Mr. Bleaney, having to continue living a dull and tedious life.The lack of obvious similes and metaphors again suggests boredom and lack of inspiration. In the last phrase, the buyer says ‘I don't know', which states how even though he can deduce this man's life by how he used to live and what he's got to show of his previous existence (‘that how we live measures our own nature'), he still cannot be sure exactly who he was and what he was like when he was alive. I personally think that Larkin had a hidden message between the lines of this poem, which is not to judge anyone when you know very little about themIn Philip Larkin’s collection, ‘The Whitsun Weddings’ and Dannie Abse’s collection ‘Welsh Retrospective’, both poets create a sense of place as they write about their own environments. Larkin uses a more de tached observation as he uses a third person viewpoint, seen in ‘Here’ and ‘The Whitsun Weddings’, where he shows the journey of life. This differs to Abse, who presents a personal connection with the place and in the poems ‘Last Visit to 198 Cathedral Road’ and ‘Return to Cardiff’; Abse uses these places to evoke memories.

Role of Green Marketing in Sustainable Development -an Opportunity for Innovation Essays

Role of Green Marketing in Sustainable Development -an Opportunity for Innovation Essays Role of Green Marketing in Sustainable Development -an Opportunity for Innovation Essay Role of Green Marketing in Sustainable Development -an Opportunity for Innovation Essay Role of Green Marketing in Sustainable Development -An Opportunity for Innovation * Mrs.. Kajal Maheshwari Abstract- â€Å"Sustainability is the mother lode of innovations that yield both bottomline and topline returns The most forward-thinking and progressive businesses today are seeing environmental issues as an opportunity to innovate and change how they operate their companies, how they develop new products, and how they relate to stakeholders in the marketplace. Environmentalists, too, are seeing an opportunity to collaborate with business. They are taking a more open-minded view toward the role that business can play in solving big problems. The best way to succeed in making sustainability a source of value is to drive it deep into the organization and broadly across the enterprise is to go Green. What we call smokestack or tailpipe industries - the energy businesses, utilities, oil and gas, transportation, chemicals - they had to tackle these issues because of the significant impact theyve had. But now we see retailers and technology companies and services companies and hospitality and all sorts of new sectors that are embracing sustainability because theyre finding value there. This article briefly give idea about the companies General Electric, General Motors, Chevrolet volt, Pfizer and Novartis, energy companies like BP, HCL etc. investing in Ramp;D amp; innovation in environmental amp; clean tech area. This article covers terms and concepts of green marketing, briefly discuss why going green is important and also examine some of the reason that organizations are adopting a green marketing philosophy. These days, only marketing doesnt seem to be working as well as it has in the past. For sustainability and growth a marketer has to consider innovative environment friendly trends It also focuses some of the opportunities and challenges in green marketing. Therefore, implementing green marketing is pivotal to the sustainable development of industry.

Clovis, Founder of the Merovingian Dynasty

Clovis, Founder of the Merovingian Dynasty Frankish King Clovis (466-511) was the First Merovingian. Fast Facts: Clovis Known For: Uniting several Frankish factions and founding the Merovingian dynasty of kings.  Clovis defeated the last Roman ruler in Gaul and conquered various Germanic peoples in what is today France. His conversion to Catholicism (instead of the  Arian  form of Christianity practiced by many Germanic peoples) would prove a landmark development for the Frankish nation.Also Known As: Chlodwig, ChlodowechBorn: c. 466Parents: Clovis was the son of the Frankish king Childeric and the Thuringian queen BasinaDied: Nov. 27, 511Spouse: Clotilda Occupations KingMilitary Leader Places of Residence and Influence EuropeFrance Important Dates Became the ruler of Salian Franks: 481Takes Belgica Secunda: 486Marries Clotilda: 493Incorporates territories of the Alemanni: 496Gains control of Burgundian lands: 500Acquires parts of Visigothic land:  507Baptized  as a Catholic (traditional date): Dec. 25,  508 About Clovis Clovis succeeded his father as ruler of the Salian Franks in 481. At this time he also had control of other Frankish groups around present-day Belgium. By the time of his death, he had consolidated all the Franks under his rule. He took control of the Roman province of Belgica Secunda in 486, the territories of the Alemanni in 496, the lands of the Burgundians in 500, and portions of Visigothic territory in 507. Although his Catholic wife Clotilda ultimately convinced Clovis to convert to Catholicism, he was interested, for a time, in Arian Christianity and was sympathetic to it. His own conversion to Catholicism was personal and not a mass conversion of his peoples (many of whom were already Catholic), but the event had a profound influence on the nation and its relationship to the papacy. Clovis convoked a national Church council at Orlà ©ans, in which he participated significantly. The Law of the Salian Franks (Pactus Legis Salicae) was a written code that most likely originated during the reign of Clovis. It combined customary law, Roman law, and royal edicts, and it followed Christian ideals. Salic Law would influence French and European law for centuries. The life and reign of Clovis were chronicled by Bishop Gregory of Tours more than half a century after the death of the king. Recent scholarship has revealed some errors in Gregorys account, but it still stands as an important history and biography of the great Frankish leader. Clovis died in 511. His kingdom was divided among his four sons:  Theuderic  (born to a pagan wife before he wed Clotilda),  and his three sons by Clotilda,  Chlodomer,  Childebert, and  Chlotar. The name Clovis would later evolve into the name Louis, the most popular name for French kings. Clovis Resources Clovis in Print Clovis, King of the Franks by John W. CurrierBiography from Ancient Civilizations by Earle Rice Jr. Clovis on the Web Clovis: Fairly extensive biography by Godefroid Kurth at the Catholic Encyclopedia.The History of the Franks by Gregory of Tours: Abridged translation by Earnest Brehaut in 1916, made available online at Paul Halsalls Medieval Sourcebook.The Conversion of Clovis: Two accounts of this significant event are offered at Paul Halsalls Medieval Sourcebook.

Black Criticism Assignment Example | Topics and Well Written Essays - 500 words

Black Criticism - Assignment Example As a critical theory, Black criticism single out condemnation and critique knowledge which is marked by more specific characteristic. The knowledge about racial discrimination presents itself as definite, final, and past human motivations and interests. As such, critical theory seek to destabilize such knowledge. Black criticism acknowledges that racialism is engrained within the system and fabric of American society. An individual racist does not need to so as to note institutional racism is universal in the leading culture. The theory recognizes that white supremacy and white privilege dominates the power structures, which propagates the marginalization of Blacks. Black criticism also discards the traditions of meritocracy and liberalism. Legal discourse reveals that the existing law is impartial and colorblind, nonetheless, the theory challenges this lawful â€Å"act† by scrutinizing meritocracy and liberalism as a means of self-interest, privilege and power.   Black criticism recognizes that meritocracy and liberalism are habitually stories told by those with power, wealth, and privilege. Such stories creates a wrong picture of meritocracy; every person who works hard enough can attain power, wealth, and privilege but disregarding the systemic inequalities which institutional ra cism offer. Intersectionality (examination of sexual orientation, race, class, gender, national origin, and how they interplay in various settings) in Black criticism leads to a multiple oppressions and identifies that race, in itself, cannot suggest disempowerment (Camara, 2011, pg. 63). This is a significant tenet in emphasizing that Black criticism is crucial for most oppressions facing folks of color. The theory does not commit to racism as one–dimensional approach to oppression due to the complexities of the world. An interpretation of white writing especially in racist nations illumines the level of Blacks` oppression –

Organizational leadership Coursework Example | Topics and Well Written Essays - 1500 words

Organizational leadership - Coursework Example This essay will analyze the aspects that lead to great leadership development and the challenges faced in the same area. Leadership is an action of socially influencing people, whereby a person can help and support others to accomplish a common task. Leadership development is the ability of a person to be effective while performing their leadership roles (Veslor, McCauley & Rudeman, 2010, p.2). Leadership and leadership development, therefore, show that leading people, is a task that is left for the few who have the ability to manage not only themselves but also other people. Leadership is not only nurtured but also practiced by the people who mainly specialize in it. Although leadership and leadership development sound similar, they differ in some ways. Leadership is mainly focused on a person’s character and skills that the person has, whereas leadership development is focused on teaching a person the key concepts that revolve around leadership and encouraging them to practice it. Leadership principles in leadership development, help in governing people and organizations for stability and great achievement. The first principle is, Managing vulnerability (Avolio 2011, p.151) but leaders fear discussing their vulnerabilities. Individual strengths and weakness are understood by personally learning about oneself to know where one is vulnerable, so as to avoid mistakes. The second principles is, Identification Organizations must review their leadership development needs, and by doing so, the organizations can identify leadership gaps that are present amongst them and the need for improvement. This practice helps organizations to improve their status by amending the areas that require attention and strengthening themselves to remain relevant and remain competent. This is done by coaching leaders in top positions to

Good Man Is Hard To Find By Flannery O'Connor Research Paper

Good Man Is Hard To Find By Flannery O'Connor - Research Paper Example O’Connor drew experiences for her work from growing up as a Catholic in the South and this explains why she featured religious themes by having priest characters in her work. She had her first publication while at the University of Iowa undertaking her master’s degree. Afterwards, she went on to spend time at a Sarasota Springs, Yaddo that is acclaimed as a retreat for New York artists. Her most recognized work was A Good Man is Hard to Find and other stories published in 1955 and in 1965 Everything that Rises must Converge. She received various awards, most prominent the O Henry Award in 1957 and posthumously, in 1972 the National Book Award. Introduction Cited as one of the best examples of Southern Gothic literature, A Good Man is Hard to Find is set around a family of six- a grandmother, Bailey, his wife, baby and two children as well as a character known as The Misfit. These are the main characters of the story that is centered on the family going on vacation to ea st Tennessee as suggested by the grandmother, instead of Florida which was Bailey’s original idea. ... The family ignores Bailey’s mother referred to simply as The Grandmother and heads off to Florida from their home in Georgia the following day. In the morning the family sets off with The Grandmother being seen to have gained enthusiasm for the trip, she secretly stows away her cat in a basket and wears a dress and a hat with flowers stating that this would ensure that if they had an accident people would be able to recognize her as a lady (O’Connor 3b). This paper seeks to explore a theme of grace versus contradictory Christian beliefs following the beliefs held by The Grandmother and The Misfit. The contradictory Christian belief is a general mistrust of others that The Grandmother mentions whereas The Misfit is seen to live a life of remorselessness yet he wonders about Jesus. The story is generally a dark comical tale where its comical feature is mainly brought out by the character of The Grandmother. While in the car headed towards Florida, The Grandmother tells th e children various stories one such being about one of her suitors a man by the name Edgar Atkins Teagarden who brought her a watermelon each week carved with his initials- E.A.T but one time a black kid ate the watermelon because he read the watermelons as eat (O’Connor 5b). The family then proceeds to stop by a restaurant known as Tower owned by a man named Red Sammy Butts, here O’Connor highlights the theme of mistrust through Red Sammy who states that he had sold gas to some men promising that they would return to pay him but they did not. He tells this story to The Grandmother who commends him for being kind and calls him a good man. Red Sammy’s wife comes into the conversation stating that she also does not trust anyone, her husband included. Red Sammy maintains

Behaviourist and Humanist Approaches to Learning

Behaviourist and Humanist Approaches to Learning The means and style by which material is delivered to a learner depends upon a number of factors, not least of which are the traditions of the environment in which they are being presented. The aim of this essay is to explore both behaviourist and humanist approaches to learning and whether there is a place for the latter in a military environment. The behaviourist approach to learning is traditionally used in both military and school environments: it was the main theory from the 1940s to the 1970s. The ideas that give it its foundation are the experiments that were conducted by Ivan Pavlov; these experiments enabled him to influence the behaviour of dogs with the use of external stimuli – an example of this is salivation at the sound of a bell in anticipation of the arrival of food. This was labelled ‘Classical Conditioning’. It was argued that this sort of conditioning plays a big part in human learning, particularly with regard to physiological functioning (i.e. salivation at the sound of a bell) or emotion (i.e. fears and phobias). James Watson embraced these ideas and was the first to use the term ‘behaviourism’. He believed that it was vital, in order to understand human behaviour and therefore learning, for one to adopt a scientifically measurable approach. He argued that all human behaviour is governed by conditioned responses and as such can be controlled and modified to suit any given purpose. He even went as far as to say that he could train any child to fulfil any job in society as long as he was healthy, as he believed that â€Å" there is nothing from within to develop† (1928). Both Watson and Pavlov thought â€Å"that the simultaneous occurrence of events is sufficient to bring about learning† and is â€Å"ordinarily referred to as the contiguity explanation† (Lefrancois 1994). In other words, the sound of a bell will induce salivation in dogs in anticipation of receiving food, once one is associated with the other; the salivation will occur at the sound of a bell after a while, even if there is no food given to the animal. Thorndike saw this in a different way believing that the effect of the response led learning to occur (termed the Law of Effect). He argued that a learner would repeat responses that brought positive results and that behaviour would be modified through a process of trial and error. This idea is what is known as the reinforcement approach which was further developed by B.F.Skinner. He stated that when reinforcement of any response occurs, it will be repeated and that this can enable control to be gained over people. These r einforcements can either be positive or negative – reward or punishment. He fully explored the relationship between responses and reinforcement and concluded that reinforcement brought about learning. This view is referred to as operant conditioning. Skinner contended that for learning to be effective it needed to be tackled in small stages, it needed to be logical/sequential, it needed to be based on prior knowledge, that the desired behaviour needed to be rewarded regularly in the initial stages and that reinforcement of the required or desired behaviour should happen immediately that it occurs. â€Å"†¦Skinner urges educators to focus on reinforcing student success rather than punishing student failure† and that â€Å"†¦reinforcement for appropriate responses is consistent and immediate, and learned behaviours are maintained by intermittent reinforcement schedules† (Ormrod 2004). As we can see, there is no place for feelings and individual thoughts in behaviourist theory. It is only concerned with what can be observed and it contends that evidence gathered through experiments indicates that there are a number of principles which can be applied to learning and that if these were adopted, the process would be made easier. They are the Law of Effect, the Law of Contiguity, the Law of Exercise (repeating an action or behaviour) and the Law of Reinforcement. The problem with this is that behaviourism provides only a very limited and mechanistic or mechanical way of looking at the process of learning, which is far too simple. It takes little to no account of the learner as an individual and assumes that the learner is passive and has no exercise of free will; it does not allow for differences in individuals and it can be manipulative if the provider wishes to use it in this way. By contrast, humanist thinkers such as Maslow and Rogers asked themselves what is it that makes us human. They approached their studies from a completely different angle and looked upon humanity as innately positive, as opposed to previous ideas which apparently painted life in a very dower and pessimistic manner. Rather than concentrating their studies on those who are suffering form illness, they looked at the behaviour of healthy people –â€Å"when you select out for careful study very fine and healthy people†¦you get a very different view of mankind† (Maslow 1971). The humanist approach encourages people to exercise free will in their lives, allowing them to be individuals in their own right and to highlight everything that is positive about them. This enables any given individual to have the opportunity to achieve their maximum possible potential in whatever they choose to do. They contend that purely scientific methods of studying behaviour are inadequate in assessing any human being (Chapter 6 The Humanistic Approach). Maslow presented his studies in the form of a ‘Hierarchy of Needs’ which indicates that all humans work towards satisfying or attaining their perceived needs â€Å"as a ladder of human achievement that must be climbed† (Trigg 2004). This is laid out in the form of a pyramid with each type of need building from the other while being closely interwoven with each other. At the base is the Physiological type which includes basic needs like air, food, water, shelter and sleep; the next type is Safety or Security which is concerned with stability and a feeling of being protected from harm; this leads on to the type which encompasses Belonging and Love which covers relationships with our family and our peers; the fourth level is that of Esteem which deals with issues of achievement, recognition and respect. Maslow separated these and grouped them together and termed them ‘deficiency needs’ or ‘D-motives’ stressing that a lack of fulfilment in an area will cause a person to act to remedy the problem. He felt that the pyramid was the best way to represent this system as people seemed to challenge themselves to achieve and work their way through the types to achieve their full potential; their motivation was to get better and reach their needs leading onto the next level, similar to the way in which a person who is learning a musical instrument will strive hard to achieve the next grade or a computer gamer will keep trying until he achieves the next level. The final type of needs are called ‘growth needs’, ‘being needs’ or ‘B-motives’ by Maslow. Once the initial needs described above are met, the need for the development within the individual becomes the prime driving force. This is described as Self Actualisation within the pyramid: subsequent versions of the hierarchy included more complex subdivisions within this type of need which serve to break down the areas of personal achievement into smaller categories. Maslow (1968) describes this growth as â€Å"†¦a rewarding and exciting process†¦Ã¢â‚¬  which continues to increase as the person develops throughout their life. Rogers holds similar views to Maslow when looking at the concept of self actualisation. He believes that humans are able to push themselves to achieve their full potential and that each and every person is unique in their ideas about themselves. They hold their own image of themselves in their minds in terms of how they see themselves, how much value they perceive themselves as having and how they would like to develop in the future. â€Å"Whether one calls it a growth tendency, a drive towards self-actualisation, or a forward-moving directional tendency, it is the mainspring of life†¦ it is the urge to expand, extend, become autonomous, develop, mature†¦Ã¢â‚¬  (Rogers 1961). He believed that every individual has the ability to solve their own problems and that his role as a therapist was one of being some kind of ‘facilitator’ to aid the individuals thought processes and progress towards resolving their issues. Each ‘facilitator’ needs to displa y honesty, empathy and respect towards those whom he is trying to help. This environment is controlled by the individual who is being helped and Rogers believed that this was the only environment in which genuine learning could take place. Rogers went on to apply these principles to education. ‘Student centred learning’ enables individuals to take responsibility for their learning; the way that the teacher interacts with their class is crucial in the development of an environment that will encourage learning to take place: â€Å"†¦the facilitation of learning rests upon certain attitudinal qualities which exist in the personal relationship between the facilitator and learner† (Rogers 1969). They need to ensure that there are sufficient resources in place to aid the students, that they themselves are prepared to be a living resource and that they are prepared to act as a learner themselves within the classroom. As an idea, this is an alien concept to many teachers, even today. The idea of not being at the head of the class, dictating the direction that the learning is taking is frightening to a good number of educators. The traditional approach to teaching is being firmly challenged here with me mbers of the profession being asked to look at their methods, critically appraise them and react accordingly. The focus in this environment is the student not the teacher and it is â€Å"a system of providing learning which has the student at its heart† (Brandes and Ginnis 1986). Rogers (1984) sums this supportive environment up by commenting that â€Å"person centred education is much like my rose garden – it needs a caring environment to sustain its beauty.† This sort of approach in the classroom can be very effective as long as both the staff and the pupils enter into the process wholeheartedly. There are many different activities that can focus on the student as an individual in order to allow them to develop and grow as individuals and learn from each other. Initially it is important for the group to set out ground rules so that every individual is aware of how the process works and to ensure that all of the group feel comfortable with the approach that is being taken. These ground rules can include things like not interrupting or talking over the top of someone when they are speaking, thus encouraging every individual to have respect for the others. Once the group have agreed to these ground rules, every activity can be approached with individuals having the same expectations of each other. It is important to note that if there are any new arrivals to the group, these need revisiting to ensure that the newcomer also feels a sense of ownership for them. Group activities where everyone has the opportunity to learn are extremely valuable; examples that I have used are mind mapping (brainstorming), problem solving, open discussion and the circle. The great strength of the circle is that everyone can see and hear everyone else; each person, including the facilitator is on the same level and can physically be regarded as being the same – a listener and a learner. The topic of discussion or the theme that is being addressed can then be opened up to the group; each person has the opportunity to speak if they wish to, with the way that this is organised being decided prior to the circle forming. Sometimes hands up can be used, at other times one person in the group can be placed as a chairperson or even a pencil case or ruler could be passed from the person who is speaking to the next person to speak. This way of organising the group allows each person to feel that they can contribute if they wish to and quieter people can also be in volved by the facilitator in order to broaden their horizons. It also encourages students to listen to and take notice of the views of others even if they ultimately reject them as not being for them. It encourages people to be open with each other without fear of being laughed at, shouted down or humiliated because of what they think or say. It does take a while to get used to this system of learning but it has huge benefits for all those who are open to it. It allows the student to appreciate and develop their own views through consideration of others, broadening their outlook in the process. I have heard the expression ‘Oh, I hadn’t thought of it like that’ during circle time on many occasions. Circle time can also be used to feedback from small group discussions and research that has been undertaken outside the classroom. Role plays are another excellent way of finding out what a small group have understood about a particular topic, through the content of their offering to the rest of the class. Not only does this allow the students to express themselves in their own way but it also encourages different styles of learners to flourish in the classroom and further encourages students to learn from one another. Clearly the teacher or facilitator needs to be comfortable with this process as it is taking place and retain their authority within the classroom. This is a difficult balance to find and is one which some people find it almost impossible to do. Within the traditional school environment this sort of approach is unheard of due to the seemingly unstructured and undisciplined way of tackling any work. Military establishments may have the same views due to the highly disciplined nature of what the soldiers are trained to do. However, the question remains as to whether this sort of humanistic approach can work in that environment. It would seem that whether the approach would work would depend upon the nature of what the learner was attempting to learn and where he is attempting to learn it. The military have traditionally relied upon the behaviourist model as it best suits their purpose. The instructors can employ both positive and negative reinforcement to train the soldiers to do what they have to in the field of battle or ‘theatre of war’. Soldiers do not have time to think about how to reload a weapon or whether it is right to fire when they are in the middle of a battle zone. The way that they are taught reflects the arena in which they will have to perform their set tasks; reloading a weapon today is far easier than it was in the days of muskets, but soldiers still have to be disciplined and keep their heads in difficult pressurised situations. Being taught in a mechanised fashion will help them as tasks will become second nature due to the consistent repetition that has taken place on the training ground. My father could still tell me how to strip down, clean, oil and rebuild his weapon in every detail some 20 years after having left the armed forces. This can also be said of manoeuvres that are vital to the survival of a unit of men. They are ‘drummed’ into the minds of the soldiers so that they are become an automatic reaction to a given stimulus. This could ultimately save their lives and the lives of those around them. An example of this is the reaction to a very loud bang in a public house one day while I was enjoying a drink with my two brothers in law, both then in the Army; they had just returned from Northern Ireland when this incident happened. The loud bang went off and I looked around to find them both on the floor tight up against the skirting boards on opposite sides of the room. This was a conditioned response to the loud bang and was as a result of their extensive survival and battle training. Much of military training cannot afford to co ncern itself with the individual needs of each of the soldiers – it must simplify the learning so that the whole reacts (as far as possible) in a predicable way. In short, when an order is given it is obeyed immediately, without fail. There would however seem to be a place for the humanistic approach within the modern military environment too. Within the confines of a classroom, when conducting classes which are concerned with basic skills such as literacy, numeracy and IT there may well be an opportunity to utilise this type of learning strategy. Everyone likes their opinion to be taken notice of, to feel that they are contributing and to be listened to. Those who are undertaking officer training are required to problem solve – this can be done using this different approach and will allow the learner to express themselves as they are doing so. Individuals need to be given the opportunity to develop themselves to the best of their ability and this needs to be facilitated in all environments of learning, including the military. There is a place for freedom of expression, in the right place at the right time. It would seem that there would need to be strong leadership in order that these sorts of methods coul d be introduced and continue to be used in a military environment, as their implementation would involve a change in long held and established practises. There also needs to be an acknowledgement â€Å"that traditional training approaches, which place an emphasis on replication or imitative learning, are unsuited to fostering the longer term individual and organisational development outcomes required by a significantly changed operational environment† (Thomas 2006). Catering for the individual strengths and needs of individual soldiers can foster a greater sense of loyalty in them and an even greater motivation to succeed not only for themselves but their fellow men. This is particularly important in this rapidly changing modern technological world. In the modern military environment, there would seem to be a place for both the traditional behaviourist and the humanist approaches to learning. Given that all those involved understand that certain situations require different methods of teaching to be employed and accept that from the outset, there is no reason why both cannot be employed. All soldiers understand the need to obey orders and that certain tasks will need to be done like an automaton in order for them to be successful in what they do. It is essential that there is also an acknowledgement that there is a place for people to want to achieve the best that they can within their environment as an individual, as well as for the collective. As Rogers (1980) explains â€Å"the actualising tendency can be thwarted or warped, but cannot be destroyed without destroying the organism.† It is also important to note that â€Å"†¦with this self-actualisation, individuals can engender life long learning†¦Ã¢â‚¬  (Ki el 1999). There are many differing ways that people learn and it is up to different organisations to adopt the method or methods that are best suited to bring them success in their field. That does not negate the need however, for all providers to reflect upon and modify their methods to best effect from time to time. The military have hundreds of years to tradition to fall back on, but need to ‘move with the times’ and accept that the humanist approach in certain areas of their educational provision can be of benefit to both individuals and the military as a whole. Bibliography Chapter 6 The Humanistic Approach Brandes, D. Ginnis, P. 1986 A Guide to Student-Centred Learning Oxford: Basil Blackwood Lefrancois, G.R. 1994 from Tutor notes Behaviourist Theories of Learning Maslow, A. 1971 The Farther Reaches of Human Nature New York: Viking Maslow, A. 1968 Towards a Psychology of Being (2nd Ed) New York: Van Nostrand-Reinhold Ormrod, J.E. 2004 Human Learning (4th Ed) from Tutor notes Behaviourist Theories of Learning Rogers, C.R.R. 1961 On Becoming a Person Boston: Houghton Mifflin Rogers, C.R.R. 1969 Freedom to Learn Columbus, Ohio: Charles E Merrill Publishing Rogers, C.R.R. 1980 A Way of Being Boston: Houghton Mifflin Watson, J.B. 1928 The Psychological Care of Infant and Child from Tutor notes Behaviourist Theories of Learning Rogers, C.R.R. 1984 from Frieberg, H.J. 1999 Perceiving, Behaving, Becoming: Lessons Learned Alexandria Association for Supervision and Curriculum Development Kiel, J.M. 1999 Reshaping Maslow’s Hierarchy of Needs to Reflect Todays Educational and Managerial Philosophies Journal of Instructional Psychology, Vol. 26 Thomas, K 2006 Leadership Development in the Military: Bridging Theory and Practice International Journal of Human Resources Development and Management, 6(2-4) Trigg, A.B. 2004 Deriving the Engel Curve: Pierre Bordieu and the Social Critique of Maslow’s Hierarchy of Needs Review of Social Economy, Vol.62