Parenting Styles Parental Child Rearing - 1262 Words

Parenting styles play an integral role in the development of a child. During the first few years of life, the parents assume a special role of importance as their child progresses through a unique period of human development. As parents guide their young children from complete dependence into the beginning stages of self autonomy, parenting styles can have both immediate and lasting effects of the child s social functioning in addition to their mental and physical development. In order to ensure the child reaches their developmental milestones, the parent needs to find the balance between disciplinary and nurturing methods while maintaining a stable, and safe home environment. This essay will compare and contrast the problematic aspects of parental child rearing in addition to the social challenges faced within authoritarian, neglectful and permissive parenting to the ideal and widely practiced, authoritative parenting style. This essay will focus on the problematic aspects of pa rental child rearing in addition to the social challenges, such as academic, self-esteem and juvenile, that may result from them. Drawing upon the symbolic interactionism sociological paradigm, this essay will accomplish this by first examining the unique challenges within each of the three main parenting styles: authoritarian, neglectful, and permissive and will draw reference on past research. Next, this paper will compare and contrast these parenting styles to authoritative parenting,Show MoreRelatedInvestigating The Relationship Between Parents On How They Deal With Child Rearing852 Words   |  4 Pagesinvestigate relationship between parents on how they deal with child-rearing as a couple wanting their child to become a well-rounded little person. Parents’ positive and negativism of excessive high standards tend to be negatively linked with indulgent parenting child rearing practices. â€Æ' Child Rearing in Infancy This research essay will focus on some of the thoughts and obstacles a parent might face in child rearing in infancy Parenting styles plays a pivotal role in the development, psychological andRead MoreConsequences to Authoritarian Parenting 868 Words   |  4 Pagesoffers the prospect to influence the child regularly. Parenting styles figures in as a prime part of a child’s mental health and behaviour. Parenting refers to the parent’s actions and reactions to their child, including expectations, beliefs and values. Diana Baumrind (1971, 1991), psychologist, based parenting on two aspects including control and warmth. Baumrind used the combination of these aspects in different ways to identify the four styles of parenting used today, consisted of, authoritativeRead More Parenting Styles Essay1397 Words   |  6 PagesParenting Styles Parenting styles are as diverse as parents themselves. Parenting is one of the most challenging and difficult responsibilities a person can face. The way a family is structured is called the parenting style. Parenting styles are collections of parental attitudes, practices, and non-verbal expressions that characterize the nature of parent-child relationships. Because individuals learn how to parent from many different examples including their own parents, role models, societyRead MorePosition Paper- Child Abuse and Discipline1181 Words   |  5 PagesPARENTAL DISCIPLINE AND ABUSE Parental discipline and child abuse are among the most controversial topics currently, and they cause serious problems for children in the United States. Child abuse essentially focuses on the child’s bad behaviors and gives the child emotional and physical harms. Forms of abuse include spanking, hitting, saying negative things and corporal punishment. In fact, parental discipline is a much more appropriate way of dealing with negative behavior than using abusiveRead MoreChildhood Anxiety Disorders : Is The Role Of Fathers Been Underestimated?870 Words   |  4 PagesGoedhart, et.al, Parenting and Parental Anxiety and Depression as Predictors of Treatment Outcome for Childhood Anxiety Disorders: Has the Role of Fathers Been Underestimated? Gives a hypothesis from previous researches that had been done that childhood anxiety disorders led to adult anxiety disorders and that many children aren’t responding to Cognitive Behavioral Therapy, (CBT). Based off of previ ous research it has been suggested that there is a link between parenting styles and anxiety in childrenRead MoreDifferent Types Of Parenting Styles880 Words   |  4 Pagesobserve our everyday life we will notice that we see many different types of parenting styles. Many parents create their own parenting style based on important factors like culture, education, and religion. Generally there are two main types of parenting style proposed. These two styles seem alike but are very much different from each other. Strict parent and the not so strict parent. The two approaches towards parenting differ from each other and this is why. There are some parents who are strictRead MoreDifferent Types Of Parenting Styles1495 Words   |  6 PagesParenting styles have been described by Diana Baumrind into four categories, authoritative, authoritarian, neglectful, and indulgent parenting (Santrok 461). Parenting styles can be defined as patterns of attitudes in how parents choose to express and communicate with their children. This paper will examine the different type of parenting styles as it relates to ethnicity and various cultures. What exactly is ethnicity and culture? The Oxford Dictionary defines ethnicity as â€Å"the fact or state ofRead MoreThe Effects Of Parenting Styles And Its Effects On Preschoolers Growth1083 Words   |  5 Pagesto further understand the relationship between parenting styles and its effects on preschoolers’ growth, more specifically, their personalities and social development. The topics that will be discussed in the research paper are the effects of children’s tempe rament on parenting styles, specifically authoritarian and authoritative parenting styles, the personalities displayed by children and its correlation to each style, and the effects of child-rearing practices on preschoolers’ social developmentRead MoreChild Rearing Styles Are Different As The Parents Are1515 Words   |  7 Pages Nashika Turner 2/26/2015 DEP2004 Professor Hernandez Child rearing styles are as different as the parents are. Child rearing is a standout amongst the most difficult and troublesome obligations an individual can confront. The way a family is organized is known as the child rearing style. Child rearing styles are accumulations of parental state of mind, practices, and non-verbal interpretations that portray the way of guardian kid connections. Since people figure out how to parent from a wideRead MoreChild Rearing Controversy973 Words   |  4 Pagesthere are those that read books about parenting. Parents come in various and diverse forms, each approaching parenting in ways as distinct as their personalities. Philosophies on child rearing can be grouped into two styles; authoritarian, authoritative parenting. These two styles are similar sounding, but have nuanced differences. Authoritarian parents hold their children to an exceedingly high level of status and success. In this style of parenting, children are expected to follow the strict

Issues of Foreign Workers Policy in Malaysia Manufacturing Industry Free Essays

Introduction On March 7, 2011 The Star, we know that our Malaysia government had decided to recruit more foreign workers from India which around 45,000 people from India. This is to meet the demand by around 13 sectors which currently in shortage of workforce. So, this resulted in many people and The Malaysian Trades Union Congress (MTUC) had strongly opposed the decisions made by government. We will write a custom essay sample on Issues of Foreign Workers Policy in Malaysia Manufacturing Industry or any similar topic only for you Order Now The Malaysian Trade Union Congress (MTUC) is said as the most representative workers’ organization in Malaysia. Three main objectives emphasized by MTUC: first is to promote the interest of its affiliate unions in order to improve the workers’ economic and social conditions. Second is to ensure the policies are developed and action been taken towards make sure that full employment and setting a minimum wage, a legal maximum working period per week which is 44 hours and served as a training centres for workers. Thirdly, build a Social Security measures that provide retirements benefits, as well as protection against sickness, unemployment, injury, and old age. Overall, MTUC was served to protecting the workers interest or fight for them. According to Nagiah Ramasamy (2008), our Malaysia trade union movement is facing many challenges, which are from neoliberal policies and the changing structures of employment. Due to the strict requirements of the Trade Union Act 1959, Malaysia union are normally small fragmented and regional. But, they still protest the decision of recruiting more foreign workers from India which might harm our local workers benefit. Some local workers are too picky on job selection and they don’t want to work unless there is high salary, benefit or bonus waiting for them. So, attitude towards the job is their main problem. So, the employers forced to retrenched the local workers and recruiting the foreign workers by outsourcing or others way. The objectives of this assignment are to figure out the problems facing by Trade Unions in Malaysia on migrant and domestic workers. Furthermore, we also know that the impacts of the foreign workers policy in manufacturing industry. In this assignment, we have a more understanding on foreign workers policy as well as the ways to overcome it in future trend. Literature Review According to A. Navamukundan (n. d. ), employers are cost-conscious and choose workers who are not only inexpensive but also have the necessary skills and comply with strict discipline and hard work. The preference will be for immigrant foreign workers, who will accept both lower wages and worse terms and conditions of employment, as their primary objective is to earn as much money as possible within a short span of time. Those are the reason why the population of immigrant foreign workers are increasing years by years. A study done by Philip S. Robertson Jr (n. d) stated that the Malaysian Government does not have a comprehensive legal and policy framework to regulate the recruitment, admission, placement, treatment, and repatriation of migrant workers. Oversight of migrant workers is divided among ministries, and even within ministries, between various departments. Therefore, foreign worker can easily migrate to our country to find a job which offers them the salary that is higher than their own countries. This has become a threat to the local workers. Nagiah Ramasamy (n. d) proposed that the challenge for union leaders is to build a union movement that can respond effectively to the threats and opportunities that it faces with the growing influence of MNCs and the growing numbers of bilateral trade agreements. Trade unions can help in improving occupational health and safety, decent work and social dialogue with government and employers. It is so obvious that trade union play an important role in fighting for local worker’s right. A study presented by U. S. Department of Labor stated the Government of Malaysia revised its policy on foreign workers so that priority would be given to Malaysians seeking employment due to the world economic slowdown and increased unemployment in 2001. The Government has limited documented workers to a three year stay and is cracking down on unregistered foreign workers, with new amendments to the Immigration Act calling for harsh penalties. According to Kgaogelo Elizabeth Mokoka (2007), most South African nurses immigrate to destinations such as UK, Saudi Arabia, New Zealand, Australia and the USA (Xaba amp; Phillips 2001). In a study commissioned by the World Health Organisation (WHO), Buchan et al (2003) identified two groups of countries in terms of nurse emigration and mobility. â€Å"Destination countries† are those to which nurse are drawn, while â€Å"source countries† are those that nurse are drawn from. Destination countries include five countries, namely Australia, Ireland, Norway, the UK and the USA. According to Mr. Ajit Singh Jessy from the Penang Human Resources committee, salary remains as one of, or the most, important factor in the retention of workers. As such, the complaints of local workers regarding wage levels are not baseless, especially when it comes to menial forms of labour. What may be baseless is the argument that locals shun these jobs which then have to be farmed out to foreign labourers. According to Cecilia Kok (2011), for South and Southeast Asian economies, especially those that are lagging behind Malaysia, many migrant workers perceive a land flowing with milk and honey. Official data show that Malaysia attracts a huge number of migrant workers into the country. According to official record, the number quadrupled from less than 500,000 in 1999 to more than two million, representing about 17% of the country’s workforce in 2008. Vijayakumari Kanapathy (2006) proposed that foreign workers in large numbers were seen as a security threat as the rising crime rate and incidence of highly contagious diseases were associated with them. Such popular perception was compounded by the belief among policy makers that heavy reliance on low-skilled foreign labour will trap the economy in low-wage low-skill equilibrium and slow down the much-warranted economic transformation into high-skilled activities. According to the International Organization for Migration (n. d. ), there are approximately 2,109,954 migrant workers currently working in Malaysia, 50 per cent are Indonesian labour migrants, indicating the scale of Indonesian labour migration to Malaysia. The majority of labour migrants arriving in Malaysia originate from other South and Southeast Asian countries, mainly attracted by the higher salaries that are covered in Malaysia compared with their countries of origin. A study done by FEDERATION OF MALAYSIAN MANUFACTURERS (2010) stated that Manufacturing companies are currently reporting an increase in orders. However, many are facing difficulties accepting and fulfilling orders due to a shortage of workers. Some have to turn away orders while others are penalised for late delivery. There are also companies recording losses because they have not been able to fulfill orders. Development of the Issues Important of Manufacturing Industry and Contribution to GDP The Gross Domestic Product (GDP) of Malaysia is depends on its agricultural ector, manufacturing industries and the service sectors. Purchasing power parity (PPP) is a theory which states that exchange rates between currencies are in equilibrium when their purchasing power is the same in each of the two countries. This means that the exchange rate between two countries should equal the ratio of the two countries’ price level of a fixed basket of goods and services. In 2008, the agricultu ral sector had contributed 9. 7 % towards the country’s GDP. The contributions of the manufacturing industries were estimated as 44. % and that of service sector was 45. 7 % towards the country’s GDP. As per the GDP- PPP, Malaysia is ranked 29th in the world. A GDP growth rate of 20 % was noticed towards the end of 20th century. The Gross Domestic Product nominal of Malaysia in 2009 was estimated as US$ 207,400 billion in 2009 and that of GDP-PPP was estimated as $ 3. 9 billion. The GDP nominal per capita in 2009 was estimated at US $8,100. Analysis of challenges facing by Trade Union in Malaysia Number of foreign workers is growing-1. 6 million in 2005 to 1. million in 2010 (figure 1). According to Philip S. Robertson Jr. , Malaysians have a bad altitude of not willing to perform jobs that they consider as 3-D (dirty, difficult and dangerous), creating demand for foreign workers in sectors like plantations/agriculture, construction, manufacturing, and some service occ upations. The Malaysian Trades Union Congress said today it opposes strongly the proposed mass recruitment of 45,000 foreign workers because it would edge out locals from the labour market. According to MTUC vice-president A. Balasubramaniam, a profound effect on the wages of Malaysians could be caused by such a big influx of foreigners and the government’s high-income policy for them would be jeopardized too. Moreover, locals are being deprived or discriminated if they are competing with foreign worker for the opportunity of being chosen to work overtime according to Ministry of Human Resources Malaysia. A study done by Syarisa Yanti Abubakar, from the short-term point of view of employers, migrant labour will only be hired only if doing so is more cost effective compared to other existing alternatives. That’s why locals are left behind because their cost of hiring is far higher than that of foreign worker. Besides that, according to Ministry of Human Resources Malaysia, more and more local workers are retrenched and replaced with foreign workers. This is resulted by the actions taken by many manufacturing companies of outsourcing foreign workers through some agencies. Furthermore, altitude is another reason which cause the retrenchment of local workers such as thinking too highly on themselves, not willing to do those ‘non-air conditioned’ job and so on. STATISTICS OF FOREIGN WORKER IN MALAYSIA Statistics PLKS by Citizenship and Sector, Feb 2010 (Source: Immigration Department) STATISTICS OF FOREIGN WORKER IN MALAYSIA Statistics PLKS by Citizenship and Sector, Feb 2010 (Source: Immigration Department) Figure 1 Implementation Various foreign worker policies are implemented by the to control the influx of illegal foreign workers. According to economic report 2004/2005, these include the Foreign Worker Rationalisation Programme to legalise illegal workers, amendments to the Immigration Act, 1977 and imposition of an annual levy. In addition, several Memorandum of Understanding (MOUs) were signed with labour exporting countries to authorise legal recruitment of foreign workers. All of these had resulted the employer’s preference more towards foreign workers but not the locals and this preference has come along with three obvious activities according to a study done by the Ministry of Human Resources Malaysia. The first is the number of the application on recruiting foreign workers is significantly increasing as we can know from a statistic that there are average 20,000 foreign workers approved every month in Malaysia. Secondly, most of the employers are not taking serious altitude in recruiting locals. Those applications from the employer mostly from manufacturing industry are bypassed while going through the ELX system to ensure the objective of recruiting foreign workers can be achieved. Lastly, large portion of foreign workers in Malaysia are employed through the outsourcing companies to escape the quota limit. If the employer directly hires foreign workers from source countries, they will be facing the quota limitation and therefore they hire the foreign workers through a third arty. Advantages According to Daniel Lee and Richard Ho (2011 Nov), many employers complain that their business activities will come to a dead stop if they forbid them to use foreign workers because the jobs in those sectors are perceived to be dirty, difficult and demeaning to the average Malaysian. Therefore, they have to utilize foreign workers and sing praises of hiring such workers, supposedly of a labor category t hat is easy to utilize, simple to manage and that does not make demands for wages increases. Some local employers have voiced out in support for the hiring of foreign workers that many among them have threatened to blot out and relocate if their demands for â€Å"low-cost† foreign workers are unmet. As such, foreign workers fill up the empty space as they are not opposed to working in dirtier, more dicey conditions and longer hours for equal or lesser pay thereby keeping labor costs relatively low and helping to keep Malaysia competitive against other low-cost producing countries. They also serve as a buffer during times of recession as they help sustain. Disadvantages According to Ken CK (2002), the economic profit that gained from foreign workers has resulted in social costs and social problems, for example rising crimes, fraud, social deviance, health care costs and the transmission of communicable diseases including HIV/AIDS. This is because their unsafe sexual behavior through commercial sex, and casual homosexual and heterosexual activities. Furthermore, according to Syarisa Yanti Abubakar (2002), migrant labours will only be hired only if doing so is more cost effective compared to other existing alternatives. This will cause the locals are being deprived or discriminated if they are competing with foreign worker for the opportunity of being chosen to work overtime according to Ministry of Human Resources Malaysia. According to Ministry of Human Resources Malaysia, nowadays local workers are retrenched and replaced with foreign workers and this will resulted by the actions taken by many manufacturing companies of outsourcing foreign workers through some agencies. Altitude is also another reason which causes the retrenchment of local workers because they think too highly on themselves and not willing to do those 3D jobs (dirty, difficult and dangerous). Effects of Foreign Worker Migration to Manufacturing Industry According to Ministry of Human Resources Malaysia, there must be no discrimination in treatment by employer on local and foreign workers in respect of wages and terms and conditions of service. According to K George, the government has finally decided to extend equal treatment to foreign workers and also Human Resources Minister Dr. Fong Chan Onn announced that foreign workers employed in Malaysia would be treated equally in accordance with the provisions of the International Labour Organisation (ILO) convention which Its function is to safeguard the rights and dignity of the working people all over the world. Recommendation Foreign worker indeed have contributed to the growth of economy, but too dependent on this group of foreign workers to drive our economy cannot be carry out in long term as this may drag our country economy. To stop dependence of foreign worker in our country cannot be done away overnight as a sudden repatriation of them can have a serious impact on the economy. Therefore a careful planning and cooperation from employer and government is needed. One of the ways to ensure employers lower down the foreign worker and shift to employ locals are by quotas system. Quotas of foreign employee can hired in one company should be set by the government to stop them over relying to foreign worker and hire more local. Different quotas should be set differently according to the supply and demand because the supply for local labour in certain industry is low for example construction. Quotas should be raise for a certain period of time to minimize the impact to the industries. Government can reduce the amount of foreign worker by increasing levy on foreign worker to a high amount where there are no cost saving benefits in employing foreign worker to encourage the employer uses local worker. When the cost of hiring a foreign worker is higher compare to local worker, employer will choose to use local worker because they can save cost thus ill eventually increase the amount of skilled local worker in Malaysia which will increase the productivity and move Malaysia into a high income country. Both employer and government play a big role in order to reduce the country dependence on foreign worker. Employer who over depend on cheap foreign worker should try to shift use local to increase the productivity in long term while government should implement better regulation and enforce them to punish those employer which break the rules for using illegal immigrant in their firm and to prevent illegal immigrant to enter our country. Conclusion In conclusion, we had more understanding about foreign workers policy in Malaysia. Nevertheless, the foreign workers play an important role as one of the workforce in our country since decade years. They bring their skills from their country and practice them at here. But, it also brings some problem and cases to us which even make our government headache. So, law enforcement should be taken serious, as we should treat the arrest and detention of undocumented migrant workers as an administrative offence, and not a criminal matter. These undocumented workers will affect our daily life, as they would commit crime or practice illegal activities in our country which make our government hard to tackle on them since we don’t have their personal detail and document. So, enforcement on foreign works policy is vital. Besides that, instead we relying on foreign workforce, we know that it would be better for us to consider more on our domestic workers which can also have equivalent level of skills and performances. This also follows to our MTUC aim which suggested that giving priority to our local workers. Of course, our domestic workers also need to improve themselves, not matter on hard-skills or soft-skills; we should upgrade our own knowledge and skills to fight in economy and global competition. It should be making clear that the interactions between governments are extremely important. The trade union leader should try to come out an agreement with the government on foreign workers policy which will benefit foreign workers and our Malaysian at the same time. If does, it will be the win-win situation between two country. References A. Navamukundan. (n. d. ) Labour migration in Malaysia –trade union views. Daniel Lee and Richard Ho. (2011). Labour Shortage Issues Forum. Retrieved November 11, 2011, from www. seri. com. my: http://www. seri. com. my/v3/index. php? option=com_contentamp;view=articleamp;id=169:labour-shortage-issues-forumamp;catid=38:latestnewsamp;Itemid=54 Evelyn S. Devadason and Chan Wai Meng. (n. d. ). A Critical Appraisal of Policies and Laws Regulating Migrant Workers in Malaysia. Ken CK. (2002). Male foreign migrant workers and HIV/AIDS in Malaysia: risk environment, susceptability and implication for intervention. Retrieved November 3, 2011, from NLM Gateway: http://gateway. nlm. nih. gov/MeetingAbstracts/ma? f=102259889. html Nagiah Ramasamy. (n. d) The Future of the Trade Union Movement in Malaysia. Tenaganita. (n. d. ) Outsourcing in Labor or Trafficking in Migrant Labor? How to cite Issues of Foreign Workers Policy in Malaysia Manufacturing Industry, Papers

Roads And Traffic Authority NSW V Dederer â€Myassignmenthelp.Com

Question: Discuss About The Roads And Traffic Authority NSW V Dederer? Answer: Introducation The case of Roads and Traffic Authority of New South Wales v Dederer counters about a very sad incident that unfortunately commonly happens in our community. The decision pronounced in this case narrates the common laws fixed exit within the collective legal responsibility and accountability for disastrous mishaps and its definite foyer into the kingdom of individual accountability. The supporting available proved that the Roads and Traffic Authority of New South Wales (RTA) was already enlightened about the treacherous performance that many youngsters were involved into. Of which one was jumping from the bridge into the river. Fortunately for others and unfortunately for the plaintiff, since 39 years of the said practice there has not a single casualty until the said incident occurred. Thus the final call taken by the court in the case that the minor should be accountable for his own deeds and actions shows a detectable change in the attitude of the Common law with regards the individuals own responsibility and duty with regards the incidents which involved kids and adolescent individuals as well. To the concern of all, there has been a considerable change in the present days in the attitude and outlook of the High Court in errand of emphasizing private accountability and being more conventional and traditional towards the problem of responsibility with regards the perils which should definitely be to all the plaintiffs. However the cases that comprise of this change fail to look upon the age of the plaintiff in discussion. (OGrady, 2014). Facts Of The Case On the new year eve in the year 1998, Mr. Dederer who was a minor at that time jumped into the river from a bridge which connects the two cities of Forster and Tuncurry in NSW and during the said stunt, he met with an accident due to which he was declared as partial paraplegic. Due to the said accident, Dederer filed a case against the appellant ,the Roads and Traffic Authority NSW and further the Great Lakes Shire Council (Council) demanding for the damages it had to suffer due to negligence. The bridge comprised of a footpath which was covered from all sides by a 1.2m high wooden post and rail fencing done comprising of a flat wooden top railing, two horizontal wooden cross-members, horizontal wires and vertical posts. There was a sign board which said that diving was strictly disallowed at the two ends of the bridge and also mentioned the fact that fishing an climbing on the bridge was also disallowed. However, in the year 1995, these sign boards had been pulled off by the RTA who was accountable for the assembly and upholding of the bridge and the council was accountable for the daily administration of the bridge. However the fact that diving and fishing had been two of the most popular activities conducted by young people post construction of the bridge in the year 1959 cannot be denied. Mr Dederer was the first one to have suffered an injury post the construction of the bridge. At the trial held in the Supreme Court, the plaintiff had won against both the RTA as well as the council and the trial judge had lessened the damages suffered by the plaintiff by 25 percent on account of his contributory negligence as well. The Court of Appeal gave weightage to a request made by the council wherein it stated that it was not responsible towards the actions of Mr. Dederer since the wounds he had suffered were because of the materialisation of an understandable jeopardy of a hazardous leisure action within the meaning of s 5L of he Civil Liability Act 2002 (NSW). Further the request made by the RTA regarding the contributory negligence also was successful and the share of Dederers contributory negligence was enhanced to 50 percent. Issues Raised And Arguements Placed By The Plaintiff Mr. Dederer stated that he had listened for various boats that may be approaching beneath the bridge. Before jumping into the sea, he waited at the platform for about two to three minutes post which he dived into the water at an angle but straight. According to the plaintiff the angle chosen by him was similar to the one chosen by all the other divers he had noticed earlier. Per his memory, there was no bumping against the water bed or striking the water, but within a few seconds he was aware of the fact that his lower portion had become numb. The plaintiff here i.e. Mr Dederers claim that the RTA had contravened its responsibility of care and due diligence towards him by not putting up a warning notice about the hazards of the variable depth of the water beneath the bridge and also failed to put in a redesigned railing again along the side of the pedestrian walking on the bridge. As per the issued raised and the argument presented by the plaintiff, the bridge that was constructed and upheld, posed a hazard since the railings were horizontal instead of vertical with a flat top railing. Due to the same, people could easily climb up the railing and thereby getting an opportunity to try such tricks. On the other hand, there were sign boards installed at the two ends of the bridge which detailed the fact that climbing onto the railing was prohibited and diving is risky. The plaintiff had seen those signboards as well as confirmed. But as per Mr Dederer the issue here was that even though the signboards were put up, the information it gave was inadequate as it failed to mention the depth of the water beneath the bridge due to which it was difficult for the plaintiff to measure the danger. While presenting his arguments against RTA, various recommended arguments of carelessness which was mentioned at the start of the trial for Mr Dederer fell away. Nor had the plaintiff insisted an allege that the defendant i.e. RTA was not successful in confirming to the safety on the bridge by ensuring a police force or its own guards to be there for protection. Neither did he impress its own claim that a fencing of some sort or some other barrier should have been stiffed so as to ensure that the age old practice of people diving from the bridge could be stopped. Finally, Mr Dederers case stated that the RTA had chosen to undertake a method which was not too expensive, was equally less effective i.e. installing of a signboard and that too which could give a prominent message with regards the risk that the people are actually exposed to by such an act of them. Further to this, he also stated that apart from the uselessness of the signboard, RTA should have embarked on three initiative s. First and foremost, apart from the pictogram that was already present, the signboard should have been able to provide a more detailed facts which would give appropriate reasons regarding why the diving is a danger. The highlight of the same should have been the shifting sands beneath the bridge of which RTA was well acquainted of, due to which the entry into the water from the bridge was a hazard. Secondly, the flat level railing should have been replaced or improvised which basically acted as a diving platform. The same should have been changed for a triangular surface which surely would have downcast the usage of the railing for diving purposes. Last but not the least, RTA should have made all efforts to uproot that part of the bridge which was used most for entering the water i.e. the horizontal fencing nearby the light pole which was mostly used. They should have tried to copy the standard Australian swimming pool fencing by replacing the same with vertical railings. The same had been bought to the eyes of the RTA many a times before occurrence of the said event. Post the commencement of the court hearings and trials, only against the RTA, Mr Dederer afterwards realised that the council was also to be held responsible as it was the roads authority which indicated that the council also had some responsibility towards the same. Issues Raised And Arguements Placed By The Defendants With regards the defendants side of the argument, even though the subsistence of the duty of care owed by the RTA to the plaintiff was not in disagreement, however two points must compulsorily be narrated about the nature and extent of the liability. Firstly the duty of care is not owed in abstract, in fact these are liabilities covering a particular area which can be expansive or not basis the linkages in the question. Secondly, irrespective of the scope, the duty of care is to be performed by implementing reasonable care. They do not compel a more rigorous or arduous encumber. Further a road authority such as RTA does not hold any liability to perform actions carefully in the abstract. However, even then it is his liability to guarantee that a road be secure in all perspectives. The defendant, RTAs duty of care was for all those who used the bridge, and even if they did not take ordinary security of their own self, it did not cease the RTA to guarantee Mr Dederer a duty of care simply due to his own intended and visibly unsafe behaviour in diving from the bridge. Judgement Of The Court The final judgement of the said case was in the favour of the plaintiff i.e Mr Dederer wherein the Supreme Court of NSW granted damages to be claimed to the tune of $840000 stating that it was a case of contributory negligence of the plaintiff in the order of 25%. The entire amount of the damages was apportioned in the ratio of 80:20, wherein the RTA had to pay the major chunk in comparison to the payment that was to be made by the council. The court of Appeal of NSW, advocated a petition alongside the judgment against the council and discharged a petition of the decision against the RTA. Hence post this, it incremented the contributory negligence from 25% to 50%. Even though the judge found that Mr Dederer had ignored the sign boards and jumped despite being aware of all the dangers and the possible injuries that can occur, even then Dunford J pressed upon the fact that many people jumped and dived from the bridge both pre and post the sign boards mentioning about the dangers of the said recreational activity was erected. His Honour conformed that the RTA contravened its duty of care and was careless in being unsuccessful to erect a warning sign board which should have mentioned words such as hazard to life, shifting sands and variable depths. Also it was unsuccessful in putting up vertical fences and take off the horizontal ones which was there due to which the diving was made easy. Further an appeal was made by both the defendants post the said judgement was pronounced. The councils appeal was permitted since it was not obligated to the plaintiff as the wounds suffered by Mr. Dederer was a result of materialisation of an obvious risk of a dangerous recreational activity as per Section 5L of the Civil Liability Act 2001. The RTAs appeal and petition also was successful with regards the contributory negligence due to which the plaintiffs proportion was increased to 50%. Even then the final verdict was announced in favour of Mr. Dederer. Thus it can be said that in this case the judgement was pronounced both in favour as well as against all the three parties (High Court of Australia, 2007). Critical Analysis Of Why The Court Decided For Mr. Dederer It was found that although on appeal the contributory negligence of Mr. Dederer was increased from 25% to 50%, yet he was in a win position. His case was found to be stronger because as per him he dived in a manner in which all the others were diving successfully. Further to this, Mr. Dederer was totally write that the signboards were inappropriate and failed to give proper information to the people. Further to this, there was no security installed at the bridge who would ensure that no one was diving and those who still dived were punished. His duty was simply to take adequate care while performing any risky task and did not impress any liability on it to prevent performance of potentially harmful acts. Here the problem was that the defendant failed to discharge adequate duty of care by not putting proper fencing which would make the diving impossible, install proper signage which would ensure the reasons of the risk and also did not have safety guards present. Just installing of si gn boards was not enough, specially when they knew that it was being ignored. Although the fact that Mr. Dederer failed to act in a sensible and a prudent manner, yet his level of negligence is weighed at only 50%, since he acted due to many others acted in the same manner without any harm for years. Even though this is no reason for him to act in such a manner, even then the failure of the RTA and the council is much more grave than the imprudent conduct of the plaintiff, due to which the final verdict or the majority was in favour of the plaintiff. References High Court of Australia, (2007), Business and Traffic Authority of NSW and Philip James Dederer ANOR, Available at https://eresources.hcourt.gov.au/downloadPdf/2007/HCA/42 (Accessed 17th September 2017) OGrady, P.T., (2014), Roads and Traffic Authority of NSW V Dederer [2007] HCA 42, Accounting at https://peterogrady.com.au/2014/08/30/roads-and-traffic-authority-of-nsw-v-dederer-high-court-of-australia-30-august-2007/ (Accessed 17th September 2017)

Race V Class, Understanding American History After 1945

Introduction After 1945, American soldiers returned from the Second World War that had just ended. Their return plunged the nation into a state of economic boom in the housing sector. The economic boom transpired due to the availability of benefits acquired by veterans from the war. However, the period witnessed high levels of racial discrimination against the Black Americans, Native Americans, Asian Americans, and Mexican Americans, whom the White Americans deemed as the minority groups.Advertising We will write a custom essay sample on Race V Class, Understanding American History After 1945 specifically for you for only $16.05 $11/page Learn More In this view, the concept of race defined the United States history just after the Second World War because it formed the basis of employment, acquisition of property, and attainment of leadership positions. Therefore, the essay explains that race is concept that is more important than class in understanding A merican history after 1945. Overview Race is a concept that highlights the American history after the Second World War. After 1945, America went through a period when racism was highly pronounced. During the period, the Whites believed that people from the minority groups were lesser beings than those from the majority groups (Cowie 49). The minority groups were in the category of marginalized groups and many services provided by the federal government went to the White Americans. Areas such as employment, education, property ownership, and leadership were a preserve of the White Americans. Therefore, race is a concept that best explains the history of America after the Second World War. Discrimination in Employment The minority groups in the United States experienced and endured discrimination in employment sector due to the institutionalized racism. The federal government enacted and passed laws that denied the minority groups the chance to work in the United States. The laws gove rned the terms of employment, working conditions, as well as salaries and wages. According to Sugrue, â€Å"Chicago, Philadelphia, and New York played a decisive role in deepening racial inequality in the city† (86). Moreover, the federal government and private employers were reluctant or unwilling to hire employees of African, Asian, or Mexican origins. Therefore, a number of people from the minority groups worked in plantations such as rice fields, which had poor working conditions and low wages. Most of the employees from the minority groups received very little wages, and subjected to hard work and harsh treatment as opposed to employees from the majority groups. The White Americans discriminated against the minority groups making them victims of racism in the United States. The federal government redlined the minorities and created a harsh working environment for them.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 1 5% OFF Learn More The Native Americans received harsh and inhuman treatment from their employers or superiors who perceived them as unimportant beings basing on their color or ethnical background. In workplaces, employers or superiors overlooked employees from the minority groups in aspects such as promotion and increment of salaries or wages. The racial disparity in promotion and salary or wage increments took place irrespective of the performance of the employees from the minority groups. Therefore, unemployed members of the minority groups demonstrated their anger through riots and strikes organized by unions in an attempt to communicate their grievances to the federal government (Cowie 225). Thus, the minority groups experienced pronounced levels of racial discrimination in places of work orchestrated by the federal government and the private sector. The riots and demonstrations led to the loss of lives and eventually recognition of the minority rights. Discrimination i n Housing Soon after the Second World War, the minority groups became the main target of discrimination under the basis of race and place of origin. The United States federal government introduced policies that segregated people from the minority groups and prevented them from accessing good houses. The federal government limited the access of the minority groups to good housing using the housing administration, which was a body charged with the provision of shelter to the citizens of the United States. In an attempt to limit equal access to good housing among minority groups, the federal government denied them low-interest loans and forcefully acquired their houses. Sugrue outlines that â€Å"Detroit’s public housing was racially segregated† (86). Furthermore, the boom from veterans of the Second World War worsened the housing problem as houses became scarce; hence, cases of discrimination quickly emerged with the scramble for the few available houses. Most of the Whi te Americans who were house owners declined application for housing from minority groups, but instead accepted applications from White American tenants. Mortgage companies also tailored their policies in a manner that favored the White Americans in the United States. As a result, many potential house owners from the minority groups found it very difficult to acquire good houses because mortgage prices were high and favored the White Americans. Cowie explains that Martin Luther King Junior campaigned â€Å"to support the striking sanitation workers as a building block in ‘poor people campaign,’ a new march in Washington that would be a Selma-like movement on economic issues† (65). Therefore, minority groups used unions to present their grievances to the government. Additionally, the minority groups lost their houses through forceful acquisition, deception, and fraud to the White Americans. Racial discrimination in the housing sector forced the minority groups to s eek shelter in camps and shanties where the living conditions were poor. In some cases where the minority groups managed to get houses, they paid higher amounts of rent than what their White counterparts did.Advertising We will write a custom essay sample on Race V Class, Understanding American History After 1945 specifically for you for only $16.05 $11/page Learn More Discrimination in Ownership of Property After 1945, policies designed by the federal government of the United States favored the Whites and discriminated against the minority groups. Ownership of property among minority groups became a very complex and difficult affair for officials in the government declined their proposals, deceived them, and refused to help them acquire property in the United States. Although a few members of the minority group had the limited access to property acquisition, the state frequently confiscated their properties and declared them as illegal. Unfair treatmen t had its basis on the color and appearance of the individuals because of their racial background (Sugrue 8). During the period after 1945, the federal laws and policies prohibited ownership of property by the minority groups. One of the factors that contributed to the prohibition is the misconceptions held by White Americans concerning the minority groups. Property owners, managers, and agents discriminated against the minority groups in the sale of properties and business outlets. As a result, many Americans of African, Asian, and Mexican origins failed to acquire properties during the period. Failure to acquire properties and business outlets by the Africans, Asians, and Mexicans rendered them poor and greatly affected their living conditions. According to Cowie, â€Å"Congress for the first time since it went democratic in 1932 passed a tax cut not to redistribute wealth, but to give relief to the middle upper class, suggesting a very new mood among the democrats more broadlyâ €  (257). Therefore, the minority groups in the United States endured discrimination and enjoyed limited rights of property ownership. Some of the ways that the Whites exercised racism included refusal to sell or rent their houses and unequal valuation and appraisal of property. Furthermore, other White Americans who were property owners provided different terms and conditions for the minorities, whereas banks refused to provide loans to the Asians, Africans, and Mexicans living in the United States. Discrimination in Education Racial discrimination also affected the education sector since many institutions of learning had some forms of racial segregation. After 1945, many schools in the United States belonged to either the White Americans or the minority groups. The federal government discouraged students of color from studying in schools designated for the White American students. Teachers and trainers administered harsh and inhumane punishment on the children from Asian, Afric an, and Mexican origins (Cowie 11).Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, trainers entrenched racisms in schools, as they perceived children from minority groups as lesser beings than their White counterparts. Therefore, the trainers gave biased treatment in training, discipline, and grading of the students. Due to the misconceptions held by the students concerning the attitudes displayed by their parents, the White Americans students undermined their colleagues from the minority groups. The prejudice, which students from minority groups received from their colleagues, led to poor relationships among students in schools and social places where they interacted. â€Å"The effects of racial discrimination were evident as they highlight racial differences in urban streets and workplaces† (Sugrue 6). Therefore, the prejudice of students from minority groups also lowered their self-esteem and affected their performance. Moreover, another form of racial discrimination that the state displayed during the period after 1945 was underdevelopment and the absence of good learning facilities in schools designed for the minority groups and presence of good facilities and good infrastructure in learning institutions designed for the White Americans. Teachers in schools offering education to the minority students experienced challenges in terms of lack of teaching resources and funds. Teachers mainly from the minority groups joined unions and voiced their grievances to the federal government. Furthermore, educational loans and sponsorships were available to the White American students only, while the children from the minority groups usually dropped out of school or performed poorly due to insufficient funds to facilitate their education or poor quality of learning facilities. Discrimination in Leadership Members of the minority group who wanted to vie for leadership positions in the United States also experienced racial discrimination. During and after 1945, the White Americans believed that people from the minority groups were unable to provide good governance and leadership. Therefore, any member of the minority group who attempted to vie for any political or leadership position was discouraged and intimidated by the White Americans who formed the majority group. As Martin Luther King Junior fought against racial discrimination, â€Å"Robert Kennedy admired King’s commitment to unite the poor whites and the poor blacks into what the civil rights believed it would a ‘powerful new alliance’ that transcended racial integration and placed social justice on an economic footing† (Cowie 65). Additionally, some states in the United States barred members of minority groups and women from casting their votes. As the federal government denied the minorities their voting rights, it implies that it was impossible for any member of the minority group to win and get a leadership position. Thus, members of the minority who tried to campaign failed due lack of support from the federal governmen t and voters. Aspiring leaders from the minority groups who tried to vie for leadership positions received discouragement from the federal government or lacked adequate funds to facilitate their campaigns. The federal government preferred the White Americans, but discriminated against the Native Americans, Asians, Africans, or Mexicans. One of the main factors that contributed to the preference was the misconception held by the White Americans who believed that women and minority groups did not have capacity to take leadership positions. According to Cowie, leaders from the minority group who tried to campaign were the subject of ridicule and discouragement by the state and the White Americans (63). In some cases, the White Americans booed the leaders from minority groups in rallies and conferences during campaigns. Therefore, the minority groups remained as marginalized members of the American society for the larger part of the 20th century, after the Second World War. Conclusion A fter the Second World War in 1945, America experienced economic boom in the housing sector, which resulted from the pension that war veterans received. Housing and economic boom led to a sharp increase in the demand for housing and affected the economy of the United States. Besides, in the period preceding the Second World War witnessed high levels of discrimination against races from Africa, Asia, and Latin America as the White Americans deemed them as minority groups. The White Americans exercised racial discrimination in learning institutions, workplaces, and social places such as hospitals and churches. Americans from the minority groups worked in plantations and construction industry as casual laborers where they received meager income. Works Cited Cowie, Jefferson. Stayin’ Alive: The 1970s and the Last Days of the Working Class.  New York: The New Press, 2013. Print. Sugrue, Thomas. The Origins of the Urban Crisis: Race and Inequality in Postwar  Detroit. New York: Princeton University Press, 2010. Print. This essay on Race V Class, Understanding American History After 1945 was written and submitted by user Selah Berry to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Essay Sample on Design After the Internet Revolution

Essay Sample on Design After the Internet Revolution The introduction of the internet has had a huge impact on most peoples lives, a new source of information and communication, and for businesses, a new area of advertising, marketing and a virtual expansion of the shop floor. With the ever changing requirements of businesses and with all the competition that the global network forces on the market, becoming a part of the internet revolution and having a web site that reflects the services and calibre of a business, has become paramount for most companies. Because technology is improving all of the time, the competition has become fierce and the challenge for the graphic designer to use traditional design practices in a digital environment to create attractive and functional web sites has also become competitive. In the early days of the internet, web page construction was a relatively simple process. there was only one browser for viewing pages, and the constraints of the medium meant that the placement of small images in relation to text was the only consideration. As with designing for print, the graphic designers role is to create web pages with the appropriate visual form. Fundamentally the use of colour, text and imagery stay the same, but there is more to web site design than this. A designer must understand the possibilities and limitations of web design as well as the use of interactivity, where pages can respond to the viewers actions. All web publishing is intended to be viewed on screen. This means that the final outcome of the design may be altered slightly by the viewer, depending on which browser they use or by the set up or preferences they may have chosen for their computer. This becomes a new challenge for the designer because they must adapt to make the best of this environment. The most common factors that can affect the way that a web page is viewed are monitor resolutions and the size of the browser window, there are also differences in the way displays are viewed on a Macintosh and on a PC. This becomes a crucial factor when we consider that most designers work on Macs and over 90% of web surfers use a PC. Another key difference between design for print and design for screen, is that most print designs, i.e.. books and magazines are oriented for portrait formats, in contrast, computer monitors are landscape oriented devices. This means that many existing print designs do not directly translate into good web page designs. Although tall web pages can be scrolled, this is a poor answer to a design problem. A designer must be able to carefully plan and create a structured page navigation system and must understand the limitations of their works intended audiences, not just the possibilities. Interactivity is a key element of any web site. A designers role is to make the site dynamic and create an environment that encourages the user to stay and explore areas of the site that provide more information. Web designers must fully understand the concepts of interaction in order to use them appropriately. The simplest form of interaction is a clickable hypertext link, this provides access to a new page by clicking on the text item displayed on screen. A designer may wish to make link items more interesting by using rollover buttons. These work the same way as text links, but are more visual and provide more feedback to the viewer so it is clear that the item is definitely a clickable link. By using a second rollover image, these buttons may appear to change colour, lighten up or become depressed. Whichever form of interaction a designer chooses to use, the key goal is to produce a functional web site that is aesthetically pleasing and inviting to a universal audience. A designer may be called to work upon a varied range of web sites, ranging from educational, cultural and non profit making organisations to commercial and financial companies. Many companies who entered the cyber market-place early are aware that their original web presence may be out dated and require a fresh look. Due to new technology which now offers greater functionality and scope to web sites, the graphic designer can find challenging and varied prospects within the world of internet design. You can also order a custom research paper, term paper, thesis, dissertation or essay on design from our professional custom essay writing service which provides high-quality custom written papers. Here is a list of the most popular essay topics on design: 1. Questionnaire of design activities 2. Network design 3. How good packaging design increase product sales 4. Service design and variety 5. Interior design 6. Web Design for Graphic Design 7. Information Technology Design 8. Design Arguments History 9. The Seventeenth Century and Graphic Design 10. Business Research Design 11. How will the information help me as an interior designer? 12. The Pros and Cons of  becoming a fashion designer 13. Design and Manufacturing in Industries 14. Transportation design process 15. XML | Applications for Business Process Analysis Design 16. Industrial design 17. Industrial revolution and its effects on victorian interior design 18. Designing Profitable Menus 19. Software Design for Telephone System 20. Importance of Emotional Response in Shelter Design 21. Language design implementation 22. Chip Design

Dostoevsky Crime and Punishment Quotations

Dostoevsky 'Crime and Punishment' Quotations Crime and Punishment is a novel by one of the greatest Russian authors, Fyodor Dostoevsky. The novel was published in installments during 1866. Rodion Romanovich Raskolnikov, a poor ex-student in St. Petersburg, who is the main protagonist. Here are a few quotes from the novel. Notable Quotes All is in a mans hands and he lets it all slip from cowardice, thats an axiom. It would be interesting to know what it is men are most afraid of. Taking a new step, uttering a new word is what they fear most.- Fyodor Dostoevsky, Crime and Punishment, Part 1, Chapter 1Why am I going there now? Am I capable of that? Is that serious? It is not serious at all. Its simply a fantasy to amuse myself; a plaything! Yes, maybe it is a plaything.- Fyodor Dostoevsky, Crime and Punishment, Part 1, Ch. 1Why am I to be pitied, you say? Yes! Theres nothing to pity me for! I ought to be crucified, crucified on a cross, not pitied! Crucify me, oh judge, crucify me but pity me?- Fyodor Dostoevsky, Crime and Punishment, Part 1, Ch. 2What if man is not really a scoundrel, man in general, I mean, the whole race of mankind - then all the rest is prejudice, simply artificial terrors and there are no barriers and its all as it should be.- Fyodor Dostoevsky, Crime and Punishment,Part 1, Ch. 2He ran beside the mare, ran in front of her, saw her being whipped across the eyes, right in the eyes! He was crying, he felt choking, his tears were streaming. One of the men gave him a cut with the whip across the face, he did not feel it. Wringing his hands and screaming, he rushed up to the grey-headed old man with the grey beard, who was shaking his head in disapproval. One woman seized him by the hand and would have taken him away, but he tore himself from her and ran back to the mare. She was almost at the last gasp, but began kicking once more.- Fyodor Dostoevsky, Crime and Punishment, Part 1, Ch. 5 Good God! ... can it be, can it be, that I shall really take an axe, that I shall strike her on the head, split her skull open...that I shall tread in the sticky warm blood, blood...with the axe...Good God, can it be?- Fyodor Dostoevsky, Crime and Punishment, Part 1, Ch. 5He suddenly heard steps in the room where the old woman lay. He stopped short and was still as death. But all was quiet, so it must have been his fancy. All at once he heard distinctly a faint cry, as though some one had uttered a low broken moan. Then again dead silence for a minute or two. He sat squatting on his heels by the box and waited, holding his breath. Suddenly he jumped up, seized the axe and ran out of the bedroom.- Fyodor Dostoevsky, Crime and Punishment, Part 1, Ch. 7Where is it Ive read that someone condemned to death says or thinks, an hour before his death, that if he had to live on some high rock, on such a narrow ledge that hed only room to stand, and the ocean, everlasting darkness, everlasting solitude, everlasting tempest around him, if he had to remain standing on a square yard of space all his life, a thousand years, eternity, it were better to live so than to die at once! Only to live, to live and live! Life, whatever it may be!...How true it is! Good God, how true! Man is a vile creature!...And vile is he who calls him vile for that- Fyodor Dostoevsky, Crime and Punishment, Part 2, Ch. 6 Life is real! Havent I lived just now? My life has not yet died with that old woman! The Kingdom of Heaven to her-and now enough, madam, leave me in peace! Now for the reign of reason and light...and of will, and of strength...and now we will see! We will try our strength.- Fyodor Dostoevsky, Crime and Punishment, Part 2, Ch. 7I like them to talk nonsense. Thats mans one privilege over all creation. Through error you come to the truth! I am a man because I err! You never reach any truth without making fourteen mistakes and very likely a hundred and fourteen.- Fyodor Dostoevsky, Crime and Punishment, Part 3, Ch. 1But what can I tell you? I have known Rodion for a year and a half; he is moody, melancholy, proud, and haughty; recently (and perhaps for much longer than I know) he has been morbidly depressed and over-anxious about his health. He is kind and generous. He doesnt like to display his feelings, and would rather seem heartless than talk about them. Sometimes, however, he is not hypochondriacal at all, but simply inhumanly cold and unfeeling. Really, it is as if he had two separate personalities, each dominating him alternately.- Fyodor Dostoevsky, Crime and Punishment, Part 3, Ch. 2 Actions are sometimes performed in a masterly and most cunning way, while the direction of the actions is deranged and dependent on various morbid impressions - its like a dream.- Fyodor Dostoevsky, Crime and Punishment, Part 3, Ch. 3It began with the socialist doctrine. You know their doctrine; crime is a protest against the abnormality of the social organisation and nothing more, and nothing more; no other causes admitted!- Fyodor Dostoevsky, Crime and Punishment, Part 3, Ch. 5If he has a conscience he will suffer for his mistake. That will be punishment - as well as the prison.- Fyodor Dostoevsky, Crime and Punishment, Part 3, Ch. 5It was dark in the corridor, they were standing near the lamp. For a minute they were looking at one another in silence. Razumikhin remembered that minute all his life. Raskolnikov’s burning and intent eyes grew more penetrating every moment, piercing into his soul, into his consciousness. Suddenly Razumihin started. Something strange, as it were passed between them... Some idea, some hint as it were, slipped, something awful, hideous, and suddenly understood on both sides... Razumihin turned pale.- Fyodor Dostoevsky,  Crime and Punishment, Part 4, Ch. 3 I did not bow down to you, I bowed down to all the suffering of humanity.- Fyodor Dostoevsky,  Crime and Punishment, Part 4, Ch. 4Power is given only to him who dates to stoop and take it... one must have the courage to dare.- Fyodor Dostoevsky,  Crime and Punishment, Part 5, Ch. 4I wanted to murder, for my own satisfaction ... At that moment I did not care a damn whether I would spend the rest of my life like a spider catching them all in my web and sucking the living juices out of them.- Fyodor Dostoevsky,  Crime and Punishment, Part 5, Ch. 4Go at once, this very minute, stand at the cross-roads, bow down, first kiss the earth which you have defiled, and then bow down to all the world and say to all men aloud, I am a murderer! Then God will send you life again. Will you go, will you go?- Fyodor Dostoevsky,  Crime and Punishment, Part 5, Ch. 4You ought to thank God, perhaps. How do you know? Perhaps God is saving you for something. But keep a good heart and have less fear! A re you afraid of the great expiation before you? No, it would be shameful to be afraid of it. Since you have taken such a step, you must harden your heart. There is justice in it. You must fulfill the demands of justice. I know that you don’t believe it, but indeed, life will bring you through. You will live it down in time. What you need now is fresh air, fresh air, fresh air!- Fyodor Dostoevsky,  Crime and Punishment, Part 6, Ch. 2 Nothing in this world is harder than speaking the truth, nothing easier than flattery.- Fyodor Dostoevsky,  Crime and Punishment, Part 6, Ch. 4Crime? What crime? ... That I killed a vile noxious insect, an old pawnbroker woman, of use to no one! ... Killing her was atonement for forty sins. She was sucking the life out of poor people. Was that a crime?- Fyodor Dostoevsky,  Crime and Punishment, Part 6, Ch. 7If I had succeeded I should have been crowned with glory, but now Im trapped.- Fyodor Dostoevsky,  Crime and Punishment, Part 6, Ch. 7It was I killed the old pawnbroker woman and her sister Lizaveta with an axe and robbed them.- Fyodor Dostoevsky,  Crime and Punishment, Part 6, Ch. 8Youre a gentleman... You shouldnt hack about with an axe; thats not a gentlemans work.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2Some new sorts of microbes were attacking the bodies of men, but these microbes were endowed with intelligence and will ... Men attacked by them became a t once mad and furious.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2 How it happened he did not know. But all at once something seemed to seize him and fling him at her feet. He wept and threw his arms round her knees. For the first instant she was terribly frightened and she turned pale. She jumped up and looked at him trembling. But at the same moment she understood, and a light of infinite happiness came into her eyes. She knew and had no doubt that he loved her beyond everything and that at last the moment had come.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2They wanted to speak, but could not; tears stood in their eyes. They were both pale and thin; but those sick pale faces were bright with the dawn of a new future, of a full resurrection into a new life. They were renewed by love; the heart of each held infinite sources of life for the heart of the other.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2Seven years, only seven years! At the beginning of their happiness at some moments they were both ready to look on those seve n years as though they were seven days. He did not know that the new life would not be given him for nothing, that he would have to pay dearly for it, that it would cost him great striving, great suffering.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2 But that is the beginning of a new story – the story of the gradual renewal of a man, the story of his gradual regeneration, of his passing from one world into another, of his initiation into a new unknown life. That might be the subject of a new story, but our present story is ended.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2

Report on Companies in East Anglia Essay Example | Topics and Well Written Essays - 750 words

Report on Companies in East Anglia - Essay Example So, students will see from close, the way their own books get printed, as well, as everything else, such as pamphlets, magazines, newspapers and all publishing stuff. Upon organizing this trip, one has to think of some parameters, regarding this business, such as international trade if so. Whether, for example, these companies are export and import companies at the same time, by collaborating with other companies, bigger companies, from which they get new ideas, on the work procedure whether they deal with their own ideas, in regard to their business after having worked longue time offering their innovations (Ashwell Dies, 1976). Also some cultural issues, such as labor force, marketing, relationship between importers and exporter, will be criteria, for them to better understand the history of printing, in the long run, in regard to adaptation to trade rules of today companies in the field. We’ll be choosing 7 companies among the first 10 ones chosen initially. We’ll be choosing the biggest ones, and those who are willing to receiving a group of 25 students from University These companies are: Ashwell Dies, Label-On, Adhesive Label Manufacturer, Label Solutions Limited, Taffeta Label Printing, Plimsoll Label Printing, One-Label Printing, Also, this will be for saving time, and just fewer companies, would be better for the scope of the trip, and paper (Billbord, 1971) later. Labor force should not be big nor too small, so the image that students will get, will be as objective as possible. Also what has to be considered, are the relationships between importers and exporters, whether for example, these companies are doing exports, to Publishing Houses of abroad for example, for printing their material in books or magazines for example, so that students will get deeper to the meaning of one of the big inventions in history that have changed the world, (Bellis, 2011) thus getting post- historical knowledge on one of the ‘’100 most importan t events’’ of the world so far throughout history (Seidi, J. 1999). What also would be also interesting for the future, is whether something even newer on this will be ever discovered by anyone, being specialized in the object, to be â€Å"added† to history of label printing, in the modern world. For example anyone will be ever able to invent something more original, for speed on printing, that this can be a â€Å"case study† for future students. And we also want to consider upon this, whether, any innovations will be implemented, for making this work easier and more comfortable for workers in the future. So, in general what are the perspectives of further development of these six major companies, of East Anglia, serving as statistics finally to the topic and the real status of label manufacturer (Adhesive Label Manufacturer, 2011). The companies, finally chosen for visit, have welcomed students before, and they are too open and willing, to inform then in detail, about past, present and possibilities of the field in the near future. Safety and health conditions, are not

Is the 'Promise' of international institutions really 'false' Essay

Is the 'Promise' of international institutions really 'false' - Essay Example The international institution has not conformed to its agenda maintaining world peace as it has been witnessed that institutions such as IGOs do not include its entire agenda in societal and international issues1. Some institutions relates to issues of economic while ignoring cultural, and security issues. International institutions have encountered several critiques questioning their involvement in world issue. The arguments view these institutions as a basic reflection of power distribution in the world2. They have based their self-interest on calculations of achieving great powers and not possessing independent effects on behavior of the states. This shows that the institutions might be seen to be relevant in spreading norms that are common to states but they still do not enhance interstate peace being that they still need to have complex institutional structure to reduce chances of conflicts among states. Besides, the IGOs that still do not include security issues in their agenda, but majors on fewer issues cannot pursue management of conflicts in a peaceful manner .Therefore, the institutions should avoid creation of groups based on powers of those states so that they can abandon their individual interest and be in position to reach mutual agreement. By doing this the institutions can now receive favorable arguments that they are surely decreasing conflicts among states. These issues have therefore resulted to invention of various theories that are concerned with peaceful conflict resolution among warring states3. There have been several empirical evidences showing that commercial institutional peace research to have done commendable work in ensuring that the incidences of military interstate conflict reduced. This has been made possible through the following way; firstly, commercial institutions haveensured that they increase the opportunity cost of war for various states. Secondly this institution has

Religious teaching Essay Example for Free

Religious teaching Essay Religious teachings offer the only sound basis for moral reasoning. Critically examine arguments for and against this opinion. Morality is the knowledge and practice of what is moral, which may, according to your personal view be instinctive, be associated with religion and culture, or be acquired by reasoning. Most, if not all religions have a human moral code, which follows Gods will. Religious people will consult their religious text, whether it is the Bible, Quran or Torah ect, when making a moral decision. Very often these religious texts will lay out a set of rules or guide lines. In Christianity it is the 10 Commandments, in Buddhism it is the 8 Fold Path. Although these rules do provide a good moral base, if taken to their logical conclusion they are objective and absolute, leaving no room for the flexibility needed in todays society. This is taking a Deontological approach; this is when a person has a set of rules that they consider to be absolutely right. They abide by these rules, as they are more important than the effect or outcome. We can use the example of abortion and the 10 Commandments. These religious laws state that Thou shalt not kill. If taken absolutely this means that abortion is wrong no matter what the circumstances are, even if the child will be born severely disabled or will be born into extreme poverty. For many people moral values are relative to a specific society, time and circumstances, and their moral view can change through changed circumstances, needs, beliefs and knowledge. This flexibility is known as relativism and is the opposite of absolute. This is also known as taking a Consequential approach, when a person looks to the outcome, and decides how to act to achieve that result. They have in mind the aim and believe that actions can be deemed moral if they achieve that aim the end justifies the means. Because of this many individuals often experience conflict in making moral decisions because they have no absolute code of what is right or wrong. There are several different methods subjective morality: Utilitarianism is the view that you decide whether an action is right or wrong by looking at the consequences, and you should choose they action that will produce the most happiness/least-suffering to the greatest number of people. If we consider whether abortion is right or wrong using the utilitarianism view we would have to say that it depends on the individual situation, and whether the baby would be born healthily or not, and whether the baby would be loved, and the number of people affected by the pregnancy, amongst other things. Natural Law states that morality should use the natural form of behaviour, and that humans and society should follow this natural law. Therefore anything that is deemed as un-natural is wrong. This means that in the case of abortion it is always wrong, as pregnancy is a natural occurrence and it should not be ended un-naturally. Social contract theory claims that laws and morals are a human invention upon which we agree to make life better for ourselves. When making a moral decision a person would have to consider the impact upon society and peoples freedom, amongst other things. Once again considering the case of abortion, a person using social contract theory, would consider the effect having a baby would have on their lives, the lives of people around them, and how the life of the bay would be once it is born. I conclude by saying that I think that religious teachings do not offer the only sound basis for moral reasoning. I feel that the individual situation also needs to be considered when making a moral decision as every case has different circumstances. I also feel that although the religious laws do give a good, sound basis for morality the objective and absolute rules stated by religion do not leave room for the flexibility needed in todays society.

Neil Armstrong Essay -- Moon Flying Armstrong Biography Essays

Neil Armstrong When Neil Armstrong was two years old he loved going to the Airport to watch the planes take off and land. He got so excited just watching. When he was five years old he pretended that he was hovering over his bed. He wanted to fly! He loved airplanes and at six years old he had his first airplane ride. He was so smart in school that they moved him from second grade into third grade because he was reading at a fifth grade level. Every airplane book he got his hands on he read. He always liked building model airplanes. When Neil was in high school he worked in the Chemistry lab. In his basement he made a wind tunnel. And on the roof of his garage he built an observatory where he had telescopes to look at the moon and the stars. He learned so much and was so excited that he couldn't wait to fly. He worked in a pharmacy to pay for his flying lessons. When he was only sixteen years old he got his pilots license! He graduated high school and went to Perdue University on a US Navy scholars hip. He learned everything he could about planes and rockets. After college graduation he was a pilot in the Korean War. After the war he went back to Perdue to learn even more. He became a test pilot for experimental X-15 rocket planes which flew to the end of the earth's atmosphere. He didn't want to stop there, he wanted to just keep on going. So in 1962 when NASA was taking applications for astronauts he applied and was accepted. His first mission was on Gemini 8. He and D...

A Format for Case Conceptualisation

Many professional and personal challenges confront practicum students as they work with clients. For example, students must establish a counseling relationship, listen attentively, express themselves clearly, probe for information, and implement technical skills in an ethical manner. Those counseling performance skills (Borders & Leddick, 1987) center on what counselors do during sessions.At a cognitive level, students must master factual knowledge, think integratively, generate and test clinical hypotheses, plan and apply interventions, and evaluate the effectiveness of treatment. Those conceptualizing skills, within the cognitive operations used to construct models that represent experience (Mahoney & Lyddon, 1988), show how counselors think about clients and how they choose interventions. It is highly desirable for instructors of practica to have pedagogical methods to promote the development both of counseling performance skills and conceptualizing skills.Such methods should be d iverse and flexible to accommodate students at different levels of professional development and with distinct styles of learning (Biggs, 1988; Borders & Leddick, 1987; Ellis, 1988; Fuqua, Johnson, Anderson, & Newman, 1984; Holloway, 1988; Ronnestad & Skovholt, 1993; Stoltenberg & Delworth, 1987). RATIONALE FOR THE FORMAT In this article, we present a format for case conceptualization that we developed to fill gaps in the literature on the preparation of counselors (Borders & Leddick, 1987; Hoshmand, 1991).Although many existing methods promote counseling performance skills, there are few established methods for teaching students the conceptualizing skills needed to understand and treat clients (Biggs, 1988; Hulse & Jennings, 1984; Kanfer & Schefft, 1988; Loganbill & Stoltenberg, 1983; Turk & Salovey, 1988). We do not discount the importance of counseling performance skills, but we believe that they can be applied effectively only within a meaningful conceptual framework. That is, wh at counselors do depends on their evolving conceptualization of clients; training in that conceptualization matters.Given the large quantity of information that clients disclose, students have the task of selecting and processing relevant clinical data to arrive at a working model of their clients. Graduate programs need to assist students in understanding how to collect, organize, and integrate information; how to form and test clinical inferences; and how to plan, implement, and evaluate interventions (Dumont, 1993; Dumont & Lecomte, 1987; Fuqua et al. , 1984; Hoshmand, 1991; Kanfer & Schefft, 1988; Turk & Salovey, 1988).Although systematic approaches to collecting and processing clinical information are not new, the case conceptualization format presented here, as follows, has several distinguishing features: 1. The format is comprehensive, serving both to organize clinical data (see Hulse & Jennings, 1984; Loganbill & Stoltenberg, 1983) and to make conceptual tasks operational ( see Biggs, 1988). The components of the format integrate and expand on two useful approaches to presenting cases that are cited often and that are linked to related literature on supervision: (a) Loganbill and Stoltenberg's (1983) six content areas of clients' functioning (i. . , identifying data, presenting problem, relevant history, interpersonal style, environmental factors, and personality dynamics), and (b) Biggs's (1988) three tasks of case conceptualization (i. e. , identifying observable and inferential clinical evidence; articulating dimensions of the counseling relationship; and describing assumptions about presenting concerns, personality, and treatment). In addition, the format makes explicit the crucial distinction between observation and inference, by separating facts from hypotheses.It advances the notion that observations provide the basis for constructing and testing inferences. Thus, the format fosters development of critical thinking that is more deliberate and le ss automatic than the ordinary formation of impressions. The approach is compatible with recommendations that counselors receive training in rational hypothesis testing to reduce inferential errors (Dumont 1993; Dumont & Lecomte, 1987; Hoshmand, 1991; Kanfer & Schefft, 1988; Turk & Salovey, 1988). 2.The format can be adapted to the developmental stage of students by its focus on stage-appropriate components and implementing those components in stage-appropriate ways (Ellis, 1988; Glickauf-Hughes & Campbell, 1991; Ronnestad & Skovholt, 1993; Stoltenberg & Delworth, 1987). As an example, beginning students use the format to organize information and to learn the distinction between observation and inference, whereas more experienced students focus on using the format to generate and test hypotheses. 3. The format is atheoretical, thereby permitting students to ncorporate constructs from any paradigm into their case conceptualizations. In this sense, the format resembles the cognitive s caffolding described in the constructivist perspective (Mahoney & Lyddon, 1988). Rather than being an explicit template through which observations are filtered to conform to an imposed representational model, the format provides an abstract set of cognitive schemas. With the schemas, the student actively fashions a conceptual framework from which to order and assign meaning to observations.Simply put, the format is a generic structure that the student uses to construct his or her â€Å"reality† of the case. COMPONENTS OF THE FORMAT The format has 14 components, sequenced from observational to inferential as follows: background data, presenting concerns, verbal content, verbal style, nonverbal behavior, client's emotional experience, counselor's experience of the client, client-counselor interaction, test data and supporting materials, diagnosis, inferences and assumptions, goals of treatment, interventions, and evaluation of outcomes. Background data includes sex, age, race, ethnicity, physical appearance (e. . , attractiveness, dress, grooming, height, and weight), socioeconomic status, marital status, family constellation and background, educational and occupational status, medical and mental health history, use of prescribed or illicit substances, prior treatment, legal status, living arrangements, religious affiliation, sexual preference, social network, current functioning, and self-perceptions. Initially, students are overwhelmed by the data that they assume need to be collected. Guidance must be provided on how students are to differentiate meaningful from inconsequential information.In our program, for example, we ask students to evaluate the relevance of background data, for understanding clients' presenting concerns and for developing treatment plans. We advise students to strive for relevance rather than comprehensiveness. Presenting concerns consist of a thorough account of each of the client's problems as viewed by that client. This task mi ght begin with information contained on an intake form. We assist students in developing concrete and detailed definitions of clients' concerns by showing them how to help clients identify specific affective, behavioral, cognitive, and interpersonal features of their problems.For example, the poor academic performance of a client who is a college student might involve maladaptive behavior (e. g. , procrastination), cognitive deficits (e. g. , difficulty in concentrating), negative moods (e. g. , anxiety), and interpersonal problems (e. g. , conflict with instructors). Counseling students should also explore the parameters of presenting concerns, including prior occurrence, onset, duration, frequency, severity, and relative importance.We further suggest that students explore how clients have attempted to cope with their concerns and that they examine what clients expect from treatment, in terms of assistance as well as their commitment to change. In addition, students should assess i mmediate or impending dangers and crises that their clients may face. Finally, we instruct students in identifying environmental stressors and supports that are linked to presenting concerns. Verbal content can be organized in two ways. A concise summary of each session is appropriate for cases of limited duration.Alternatively, verbal content can include summaries of identified themes that have emerged across sessions. Occasionally, those themes are interdependent or hierarchically arranged. For example, a client may enter treatment to deal with anger toward a supervisor who is perceived as unfair and, in later sessions, disclose having been chronically demeaned by an older sibling. We teach students to discriminate central data from peripheral data through feedback, modeling, and probing questions. Students need to focus their sessions on areas that are keyed to treatment.For instance, we point out that clients' focal concerns, along with the goals of treatment, can serve as ancho rs, preventing the content of sessions from drifting. Verbal style refers to qualitative elements of clients' verbal presentation (i. e. , how something is said rather than what is said) that students deem significant because they reflect clients' personality characteristics, emotional states, or both. Those elements can include tone of voice and volume, changes in modulation at critical junctures, fluency, quantity and rate of verbalization, vividness, syntactic complexity, and vocal characterizations (e. g. , sighing).Nonverbal behavior includes clients' eye contact, facial expression, body movements, idiosyncratic mannerisms (e. g. , hand gestures), posture, seating arrangements, and change in any of these behaviors over time and circumstances. Instructors can assist students in distinguishing relevant from unimportant information by modeling and providing feedback on how these data bear on the case. As an example, neglected hygiene and a listless expression are important nonverb al behaviors when they coincide with other data, such as self-reports of despair and hopelessness. Clients' emotional experience includes data that are more inferential.On the basis of their observations, students attempt to infer what their clients feel during sessions and to relate those feelings to verbal content (e. g. , sadness linked to memories of loss). The observations provide insights into clients' emotional lives outside of treatment. We caution students that clients' self-reports are an important but not entirely reliable source of information about their emotional experience. At times clients deny, ignore, mislabel, or misrepresent their emotional experience. Students should note the duration, intensity, and range of emotion expressed over the course of treatment.Blunted or excessive affect as well as affect that is discrepant with verbal content also merit attention. To illustrate, a client may report, without any apparent anger, a history of physical abuse. Initially, students can be assisted in labeling their clients' affect by using a checklist of emotional states. We have found it helpful to suggest possible affect and support our perceptions with observation and logic. Empathic role taking can also help students to gain access to clients' experience. Instructors may need to sensitize students to emotional states outside of their own experience or that they avoid.Counselor's experience of the client involves his or her personal reactions to the client (e. g. , attraction, boredom, confusion, frustration, and sympathy). We strive to establish a supportive learning environment in which students can disclose their genuine experiences, negative as well as positive. Students often struggle to accept that they might not like every client. But students should be helped to recognize that their experience of clients is a rich source of hypotheses about feelings that those clients may engender in others and, thus, about the interpersonal world that the clients partially create for themselves.The â€Å"feel† of clients often provides valuable diagnostic clues (e. g. , wanting to take care of a client may suggest features of dependent personality disorder). Sometimes students need assistance in determining whether their reactions to clients reflect countertransferential issues or involve â€Å"normative† responses. We draw on parallel process and use-of-self as an instrument to help clarify students' feelings and to form accurate attributions about the origins of those feelings (Glickauf-Hughes & Campbell, 1991; Ronnestad & Skovholt, 1993).Client-counselor interaction summarizes patterns in the exchanges between client and counselor as well as significant interpersonal events that occur within sessions. Such events are, for example, how trust is tested, how resistance is overcome, how sensitive matters are explored, how the counseling relationship is processed, and how termination is handled. Thus, this component of t he format involves a characterization of the counseling process. Students should attempt to characterize the structure of the typical session–specifically, what counselors and clients do in relation to one another during the therapy hour.They may do any of the following: answer questions, ask questions; cathart, support; learn, teach; seek advice, give advice; tell stories, listen; collude to avoid sensitive topics. Taxonomies of counselor (Elliott et al. , 1987) and client (Hill, 1992) modes of response are resources with which to characterize the structure of sessions. At a more abstract level, students should try to describe the evolving roles they and their clients play vis-a-vis one another. It is essential to assess the quality of the counseling relationship and the contributions of the student and the client to the relationship.We ask students to speculate on what they mean to a given client and to generate a metaphor for their relationship with that client (e. g. , do ctor, friend, mentor, or parent). Client-counselor interactions yield clues about clients' interpersonal style, revealing both assets and liabilities. Furthermore, the counseling relationship provides revealing data about clients' self-perceptions. We encourage students to present segments of audiotaped or videotaped interviews that illustrate patterns of client-counselor interaction.Test data and supporting materials include educational, legal, medical, and psychological records; mental status exam results; behavioral assessment data, including self-monitoring; questionnaire data, the results of psychological testing, artwork, excerpts from diaries or journals, personal correspondence, poetry, and recordings. When students assess clients, a rationale for testing is warranted that links the method of testing to the purpose of assessment. We assist students in identifying significant test data and supporting materials by examining how such information converges with or departs from o ther clinical data e. g. , reports of family turmoil and an elevated score on Scale 4, Psychopathic Deviate, of the Minnesota Multiphasic Personality Inventory-2 [MMPI-2; Hathaway & McKinley, 1989]). Assessment, as well as diagnosis and treatment, must be conducted with sensitivity toward issues that affect women, minorities, disadvantaged clients, and disabled clients, because those persons are not necessarily understood by students, perhaps due to limited experience of students or the â€Å"homogenized† focus of their professional preparation.Diagnosis includes students' impression of clients' diagnoses on all five axes of the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV, American Psychiatric Association, 1994). We guide students' efforts to support their diagnostic thinking with clinical evidence and to consider competing diagnoses. Students can apply taxonomies other than those in the DSM-IV when appropriate (e. g. , DeNelsky and Boat's [1 986] coping skills model).Instructors demonstrate the function of diagnosis in organizing scattered and diverse clinical data and in generating tentative hypotheses about clients' functioning. Inferences and assumptions involve configuring clinical hypotheses, derived from observations, into meaningful and useful working models of clients (Mahoney & Lyddon, 1988). A working model consists of a clear definition of the client's problems and formulations of how hypothesized psychological mechanisms produce those problems.For instance, a client's primary complaints might be frequent bouts of depression, pervasive feelings of isolation, and unfulfilled longing for intimacy. An account of those problems might establish the cause as an alienation schema, early childhood loss, interpersonal rejection, negative self-schemas, or social skills deficits. We help students to elaborate on and refine incompletely formed inferences by identifying related clinical data and relevant theoretical const ructs (Dumont, 1993; Mahoney & Lyddon, 1988).We also assist students in integrating inferences and assumptions with formal patterns of' understanding drawn from theories of personality, psychopathology, and counseling (Hoshmand, 1991). As with their instructors, students are not immune from making faulty inferences that can be traced to logical errors, such as single-cause etiologies, the representative heuristic, the availability heuristic, confirmatory bias, the fundamental attribution error, and illusory correlations; (Dumont, 1993;Dumont & Lecomte, 1987). As an example, counselors tend to seek data that support their preexisting notions about clients, thus restricting the development of a more complete understanding of their clients. We alert students to the likelihood of bias in data gathering, particularly when they seek to confirm existing hypotheses. Furthermore, we demonstrate how to generate and evaluate competing hypotheses to counteract biased information ]processing (Du mont & Lecomte, 1987; Kanfer & Schefft, 1988).Instructors, therefore, must teach students to think logically, sensitizing them to indicators of faulty inferences and providing them with strategies for validating clinical hypotheses as well as disconfirming them (Dumont & Lecomte, 1987; Hoshmand, 1991). The proposed format can accomplish this task because it separates inferences from the clinical data used to test inferences and thus â€Å"deautomatizes† cognitive operations by which inferences are formed (Kanfer & Schefft, 1988; Mahoney & Lyddon, 1988).We have found it beneficial to have students compare their impressions of clients with impressions that are independently revealed by test data (e. g. , MMPI-2); this exercise permits the correction of perceptual distortions and logical errors that lead to faulty inferences. Although students' intuition is an invaluable source of hypotheses, instructors need to caution them that intuition must be evaluated by empirical testing and against grounded patterns of understanding (Hoshmand, 1991). We also model caution and support for competing formulations and continued observation.This approach fosters appreciation of the inexactitude and richness of case conceptualization and helps students to manage such uncertainty without fear of negative evaluation. With the development of their conceptualizing skills, students can appreciate the viability of alternative and hybrid inferences. Moreover, they become more aware of the occasional coexistence and interdependence of clinical and inferential contradictions (e. g. , the simultaneous experience of sorrow and joy and holistic concepts such as life and death).The increasingly elaborate conceptual fabric created from the sustained application of conceptualizing skills also enables students to predict the effect of interventions more accurately. Goals of treatment must be linked to clients' problems as they come to be understood after presenting concerns have been ex plored. Goals include short-term objectives along with long-term outcomes of treatment that have been negotiated by the client and trainee. Typically, goals involve changing how clients feel, think, and act. Putting goals in order is important because their priorities will influence treatment decisions.Goals need to be integrated with students' inferences or established theories and techniques of counseling. In their zeal, students often overestimate the probable long-term aims of treatment. To help students avoid disappointment, we remind them that certain factors influence the formulation of goals, including constraints of time and resources, students' own competencies, and clients' capacity for motivation for change. Interventions comprise techniques that students implement to achieve agreed-on goals of treatment.Techniques are ideally compatible with inferences and assumptions derived earlier; targets of treatment consist of hypothesized psychological structures, processes, and conditions that produce clients' problems (e. g. , self-esteem, information processing, family environment). Difficulties in technical implementation should be discussed candidly. We provide opportunities for students to observe and rehearse pragmatic applications of all strategies. Techniques derived from any theory of counseling can be reframed in concepts and processes that are more congruent with students' cognitive style.To illustrate, some students are able to understand how a learned fear response can be counterconditioned by the counseling relationship when this phenomenon is defined as a consequence of providing unconditional positive regard. In addition, we teach students to apply techniques with sensitivity as well as to fashion a personal style of counseling. Finally, legal and ethical issues pertaining to the conduct of specific interventions must be made explicit. Evaluation of outcomes requires that students establish criteria and methods toward evaluating the outcome s of treatment.Methods can include objective criteria (e. g. , grades), reports of others, self-reports (e. g. , behavioral logs), test data, and students' own judgments. Instructors must assist students in developing efficient ways to evaluate progress over the course of treatment given the presenting concerns, clients' motivation, and available resources. USES OF THE FORMAT We developed the :format for use in a year-long practicum in a master's degree program in counseling psychology. Instructors describe the format early in the first semester and demonstrate its use by presenting a erminated case; a discussion of the format and conceptualization follows. The first half of the format is particularly helpful when students struggle to organize clinical data into meaningful categories and to distinguish their observations from their inferences. The focus at that point should be on components of the format that incorporate descriptive data about the client. Later in their development, when students are prepared to confront issues that influence the counseling relationship, components involving personal and interpersonal aspects of treatment can be explored.As students mature further, components that incorporate descriptive data are abbreviated so that students can concentrate on the conceptualizing skills of diagnosis, inferences and assumptions, treatment planning and intervention, and evaluation. When conceptualizing skills have been established, the format need not be applied comprehensively to each case. Rather, it can be condensed without losing its capacity to organize clinical data and to derive interventions. The format can be used to present cases in practicum seminar as well as in individual supervision sessions. It can also be used by students to manage their caseloads.Also, the format can be used in oral and written forms to organize and integrate clinical data and to suggest options for treatment (cf. Biggs, 1988; Hulse & Jennings, 1984; Loganbill & Stoltenberg, 1983). For example, practicum seminar can feature presentations of cases organized according to the format. As a student presents the data of the case, participants can construct alternative working models. Moreover, the format compels participants to test their models by referencing clinical data. Written details that accompany a presentation are also fashioned by a student presenter according to the format.The student presenter can distribute such material before the presentation so that members of the class have time to prepare. During the presentation, participants assume responsibility for sustaining the process of case conceptualization in a manner that suits the class (e. g. , discussion, interpersonal process recall, media aids, or role play). Supervision and case notes can also be structured more flexibly with the use of the case conceptualization format to give students opportunities to relate observation to inference, inference to treatment, and treatment to outcome (Presser & Pfost, 1985).In fact, supervision is an ideal setting to tailor the format to the cognitive and personal attributes of the students. In supervision, there are also more opportunities to observe students' sessions directly, which permits instruction of what clinical information to seek, how to seek it, how to extract inferences from it, and to evaluate the veracity of students' inferences by direct observation (Holloway, 1988). FUTURE APPLICATIONS AND RESEARCH The format is a potentially valuable resource for counselors to make the collection and integration of data systematic when they intervene with populations other than individual clients.Application of the format to counseling with couples and families might seem to make an already conceptually demanding task more complex. Yet counselors can shift the focus from individuals to a couple or a family unit, and apply components of the format to that entity. By targeting relationships and systems in this way, the format can also be used to enhance understanding of and improve interventions in supervision and with distressed units or organizations.Although research has been conducted on how counselors collect data, few studies have investigated how counselors process information when testing hypotheses (e. g. , Strohmer, Shivy, & Chiodo, 1990). Empirical evidence of the effectiveness of various approaches to the conceptual training of counselors is long overdue. Avenues of inquiry include determining whether the format contributes to the acquisition of conceptualizing skills and to facilitative conditions and techniques thai: may be mediated by such skills (e. . , empathy and clear communication). There are several written measures available with which to evaluate students' conceptualizing skills. Examples of those measures are the Clinical Assessment Questionnaire (Holloway & Wolleat, 1980); Intentions List (Hill & O'Grady, 1985); and Written Treatment Planning Simulation (Butcher, Scofield, & Baker, 1985). Interpersonal process recall of audiotaped and videotaped sessions, case notes (Presser & Pfost, 1985), and direct observation can also be used.Other promising directions for research include comparing the effect of the format with other approaches to training, isolating components of the format that produce the greatest gains in conceptualizing skills, and determining the outcomes when the format is implemented with the use of different instructional strategies and with students at varying levels of development. Finally, investigation into how the format produces cognitive and performance gains would be valuable, particularly if integrated with literature on cognitive development and effective learning strategies.Nonetheless, the format has several limitations. Although students will eventually learn to apply the format more efficiently in their professional practice, it remains cumbersome and time consuming. Explicit and comprehensive application of the format in supervision and in the routine management of individual caseloads is particularly awkward. In those contexts, the format must be applied tacitly as a heuristic, with specific components used more deliberately when obstacles to progress are encountered.For example, focus on a client's affective experience can promote accurate empathy in the student and lead to more helpful interventions. Moreover, given the differences in the cognitive development of students (Biggs, 1988; Borders & Leddick, 1987; Ellis, 1988; Fuqua et al. , 1984; Ronnestad & Skovholt, 1993; Stoltenberg & Delworth, 1987), the format cannot be applied rigidly or uniformly as a pedagogical tool. Beginning students and those who think in simple, concrete terms seem to profit most from learning environments in which instructors provide direction, expertise, feedback, structure, and support.Conversely, more experienced students and those who think in complex, abstract terms learn more readily when instructors fashion auto nomous, collegial, flexible, and interactive environments (Ellis, 1988; Glickauf-Hughes & Campbell, 1991; Ronnestad & Skovholt, 1993; Stoltenberg & Delworth, 1987). Hence, the format must be applied creatively and tailored to students' capabilities, to avoid needless discouragement, boredom, or threats to personal integrity (Fuqua et al. , 1984; Glickauf-Hughes & Campbell, 1991; Ronnestad & Skovholt, 1993; Stoltenberg & Delworth, 1987)