Personal Approach to Counseling Essays

Personal Approach to Counseling Essays Personal Approach to Counseling Essay Personal Approach to Counseling Essay Personal Approach to Counseling Todd J. Schmenk, M. Ed. Rhode Island College Author Note Todd J, Schmenk, M. Ed. , Department of Counseling, Educational Leadership, and School Psychology Department, Feinstein School of Education and Human Development, Rhode Island College. Correspondence concerning this article should be addressed to Todd J. Schmenk, M. Ed. , Department of Counseling, Educational Leadership, and School Psychology Department, Feinstein School of Education and Human Development, Rhode Island College, Providence, RI 02908 E-mail: [emailprotected] om 1. Key Concepts In dealing with individuals and in my experience and studies over the years I have come to the conclusion that a person’s development and interactions with the world is a compilation of internal adaptations to external stimulus. As the philosopher Ken Wilber put it â€Å" A person’s network-logic is a dialectic (an investingating or discussing the truth of opinions) of w hole and part. As many details as possible are checked; then a tentative big picture is assembled; it is checked against further details, and the big picture readjusted. And so on indefinitely, with ever more details constantly altering the big picture- and vice versa. † (Wilber, 2000, Loc. 213-15) Drawing upon this broad but key ideology, any approach to counseling or psychotherapy, in my opinion, would have to be sure to address these internal processes and conclusions in order to help an individual deal with and achieve balance when an imbalance has occurred. In order to do so, this would mean incorporating upon several of the key components of made by astute individuals who have helped to define the various aspects of these processes. Of great influence to my approach would be Erik Erikson’s psychosocial theory of development which considers the impact of external factors from family, specifically the parents, to cultural and societal influences and their effects on an individual’s personality (ego) development from childhood to adulthood. According to Erikson’s theory, every person must pass through a series of eight interrelated stages over the entire life cycle. (Arlene F Harder, 2011) At each transition, there is the possibility that the individual may falter and develop less than optimal approaches for dealing with external stimuli. Going a step further in identification and specificity of those external influences and their effects on an individuals ego development are the works of Dr. Clare Grave, Dr. Chris Cowen, and Dr. Donald Beck, who have compiled their observations in their theory which they refer to as â€Å"Spiral Dynamics†. Dr. Graves in the early 1950’s refered to this new emerging approach to human understanding as a biopsycho-social system. In his words he defined the term as: â€Å"Bio† for the neurology and chemical energy of life and the organismic part of us. The â€Å"Psycho† for the variables of personality and life expereinces, our temperments and sense of self and relationships to others, the â€Å"Social† for the collective energy in group dynamics and culture as the interpersonal domain influences human behavior in collective settings ranging from small groups and families to corporations and entire societies, and the â€Å"System† for the interdependence and action/reaction of these three upon one another in a coherent whole according to principles laid out in General Systems theory and other approaches to how things work and interact. (Cowen, Todorovic, Lee, 2001) Or in more simple terms: â€Å"Briefly, what I am proposing is that the psychology of the mature human being is an unfolding, emergent, oscillating, spiraling process, marked by progressive subordination of older, lower-order behavior systems to newer, higher-order systems as man’s existential problems change. † (Graves, 1959) Where Er ikson, Graves, Beck, Cowen and a good number of other therapists saw he quantifyable development of human beings as the unfolding of stages, I also look to Ken Wilber who has devised a â€Å"Integral Theory† that looks for underlying connections between all these pieces of the same puzzle, drawing upon the available schools of thought in psychology, religion, philosphy, and other related fields, in an attempt to relate them to each other. One of Wilber’s greatest contributions to the field of psychology and counseling is by demonstrating that the various practitioners have all been studying several lines of development, yet collapsing these observations together as if they were one. By doing so, creating illisionary camps of opposing thought that are believed to be mutually exclusive. Wilber has shown that all of these lines coexist and need to be acknowledged in order for the treatment to have a larger impact. This is not to say that all approaches to pyschotherapy do this, many of the newer theories and approaches to therapy have begun to see and adapt this idea pulling from various modes of applications, such as dialectical, but few do this as broadly. An example of this can be seen in the following illustration: [pic] Wilber explains: And there are multiple paths or lines of development. It has been demonstrated that each level of development has a different worldview, with different perceptions, modes of space and time, and moral motivations (discoveries upon which the work of researchers from Maslow to Kohlberg to Loevinger to Gilligan would depend); he showed that reality is not simply given but is in many important ways constructed. (Wilber, 2000, loc 577-82) Given this explaination, Freud’s view could be seen and the identification of the psycho-sexual line of development, whereas Maslow focused on the needs line , Grave focus on an individual’s world-view, and Gilligan focused on the line of ego development. All equally important. Given this, my intake form that an individual would fill out combined with information collected during sessions should provide the basis from where to move forward in choosing the appropriate psychotherautic model for treatment increasing the effectivess and positive outcome in alleviating the individual’s current condition. This conclusion is echoed in this course’s text in that â€Å" Effective theories are grounded in an understanding of human development. They provide a framework for gathering and organizing information and exploring personality. (Seligman Reichenberg, 2010, loc. 972-73) Since I have the most experience in dealing with individuals drawing from health education and promotion theories that are similar to Solution Focused Brief Therapy (SFBT) methods, this would be the area I would most often begin. In SFBT, one of the core objectives â€Å" is to increase people’s hope and optimism by creating expectancy for change, n o matter how small. In this way, people become more aware of what is working rather than what is not. † (Seligman Reichenberg, 2010, loc. 1000) Often times I have found that when people seek my services, they do so because something has changed, yet they are unaware of such a change, and that that change has been percieved as a negative effect by that individual. A common example of this is a person in their late 20’s or early 30’s who is distressed over a sudden increase in weight. There are many factors that can contribute to this, but a common theme I have observed is that the individual had continued to eat as if they were still an athlete, a teenager, or in their early 20’s. Their eating habits remained constant, however, their activity levels and the stage of their body’s development (they are no longer growing) have not, having an undesirable and unintentional impact. While this example is dealing with obersavable behaviors (activity, nutrition), the same can also be applied to an individuals mental constructs, schema’s, or beliefs. People often relate present expereinces with ones that look similar to what they have encountered in the past, yet the course their responses produces different results. One of the other great strengths is that SFBT focuses on the present and the future rather that on the past and allows an individual to focus on positive change. (Seligman Reichenberg, 2010, Loc. 10986-87) This would be especially important in the first few sessions since I would want to alleviate the immediate cause of distress. Using the above example, looking at the person’s belief and coming up with goals, such as using a nutrition journal to increase awareness, would be a good place to begin. Even small insights based upon this simple exercise can greatly motivate and increase this individual’s expectancy for further changes. Next I would turn to Rational Emotive Behavioral Therapy (REBT) because of its structure and its use of reason to challenge irrational beliefs. I love the outline presented in the class text because, in my experience, I have found that having a plan tends to increase the likelihood of compliance and therefore success. The typical session will almost always include the following tens steps 1. Review old business from the previous session – if it is the first session, than I would review the intake form to ensure accuracy and begin to develop the therapeutic alliance. 2. Check up on the mood, behavior, symptoms, and medication. 3. Elicit new business, especially and major life changes 4. Follow up on homework 5. Establish the agenda for the sessions 6. Do the work according to the ABCDEF format 7. Summarize the work that was done 8. Assign new homework 9. Obtain feedback on the session 10. Close the session (Seligman Reichenberg, 2010, loc. 8046): This is not to say that I would be inflexible and if the situation presented itself, would even incorporate the use of Carl Roger’s more free-flowing client centered approach, but I would not start a session off that way. I have tried this type of approach and have found that for an individual who is looking for an immediate solution and possibly some guidance, that type of approach if used right from the start can be frustrating and de-motivating. I would also use the concepts found within REBT to help teach clients about rational and irrational thinking so that they could identify, dispute, and modify their irrational beliefs. By doing so, the individual should be able to develop a more rational and integrated approach to life. Unlike SFBT, which focuses on goal setting and problem solving, REBT dictates that I would need to go beyond this approach to enable the individual to establish more balanced, logical, and rewarding lives. (Seligman Reichenberg, 2010. Loc. 7968) For emotionally based complaints that do not seem to be able to be addressed using SFBT and REBT, I would consider utilizing an emerging approach that has some components of Gestalt therapy, but it also based heavily on the concepts of Freud’s work called Core Energetics. The work of Core Energetics requires that clients want to dissolve their original wounds and evolve into their authentic selves, heart and soul. It is an emotional focused practice. It first appeared in the 70’s introduced by Dr. Pierrakos who had based this new methodology upon observations made by Wilhelm Reich, a colleague and disciple of Freud, about the connection between the body and psychological/emotional health and dysfunction. Black, 2004, 120-23) He believed that his clients’ bodies were tensed and distorted as a result of blocked energy and used physical approaches to alleviate or encourage an emotional discharge that often produced insight in to what was bothering them. I have experienced this type of therapy and have found it useful, especially when I was not completely aware of what was truly bothering me, though I would need further training before I was comfortable in implementing this type of approach. 2. Signs of Change As I worked with an individual there would be signs that I would be looking for that would help identify if my approach was having the desired effect. As reflected in our text: As they become cognizant of the possibilities for positive change, their empowerment and motivation increase correspondingly, creating a beneficial circle; positive change fuels people’s belief that change can happen, which enhances their motivation and efforts to change, which in turn leads to more positive changes. (Seligman Reichenberg, 2010, loc. 11001) When it comes to SFBT, simple indications would be compliance, the client creating and meeting the goals that were agreed upon, an increased motivation to be in action, and their reported belief that they were getting something out of our sessions. When it came to REBT, one of the advantages of the approach is the scaled questions that would be attached to their irrational beliefs. Those issues causing the most turmoil should be seen over time to diminish moving down scale on a scale of 1 – 10, where 10 would be most distressful to 1 being the least. If I find that the individual is still holding on to these irrational beliefs and being negatively affected by them, it would be because that they are still active and the individual was still using them (still unaware) and an adjustment would be made. Two other themes I would look for in working with the individual would be self-acceptance and awareness. The REBT approach â€Å"suggests that emotional difficulties often are found in people with conditional self-acceptance and that they value themselves because of their accomplishments rather than because of their basic worth as a person. † (Seligman Reichenberg, 2010. 5828-30) In other words, for many, when they have a set-back or fail at something, they believe it is because they are bad or a failure. (conditions of self-worth) Those who were able to differentiate and see these differences (and display behaviors congruent with their statements) I would see as both making progress and as becoming more self-aware. By being aw are of their approaches to life, they would then be able to make changes, become fully self-expressed or authentic in the moment and see the possibilities available to them. . The Role of the Therapist and the Nature of the therapist-client relationship Given my experience over the last 15 years in dealing with individuals with a variety of health concerns and now moving to a more broad based look at an individual’s over-all mental health and its effect on those health issues, my approach and role in a therapist-client relationship would tend to be eclectic, integrating different treatment strategies as needed. Interactions and assessments with the individual would help to clarify what is most likely the main issue and which counseling theory or theories and the tools provided in each would best increase the chances for the most favorable outcome. With that being said – all of my approaches would begin by ensuring the strong development of a therapeutic alliance as illustrated by several of the fields most prominent therapists since the formalization of this idea by Carl Rogers. Therapist traits such as empathy, unconditional positive regard, and congruence (or being genuine with a client) create the conditions necessary to develop a more effective alliance between clinician and client. Therapy sessions then primarily act as a place where an individual can explore uncomfortable emotional experiences and learn or relearn more constructive ways of dealing with them. (Seligman Reichenberg, 2010. Loc 1186) Even though the initial approach to REBT and SFBT tend to be more structured and more formal, it is still possible to create a warm, safe space or clearing within these contexts in order to foster re-education, insight, reframing, challenging irrational beliefs, and personal growth. By doing so it is almost inevitable that change will occur and that it will â€Å"have a ripple effect on many aspects of the client’s life. (Seligman Reichenberg, 2010. Loc 11142) In REBT and SFBT the therapist often assumes many roles such as an educator, a mentor, a role model, and a coach using a wide variety of interventions, tools, and resources. Some of these tools I would bring into sessions would be identifying the situations and utilizing the three column technique, using a dysfunctional thought log or other journal and asking questions like â€Å"Between now and our first session, I want you to notice the things that happen to you that you would like to keep happening in the future? † or â€Å"What changes have occurred since the person first made the appointment? † all the time utilizing active listening skills, portraying empathy, offering reassurance, and making suggestions when they are relevant. When I was in session, I would keep all the above in mind in regards to the following: Current research suggests that treatment approaches and interventions are just one factor in producing change. In a landmark study, Miller, Duncan, and Hubble (1997) found that clients attributed 40% of the change they experienced in treatment to extratherapeutic factors (including people’s internal resources and events in their lives), 30% to the therapist–client relationship, 15% to particular techniques and interventions, and 15% percent to their hope and expectation of positive change. Seligman Reichenberg, 2010. Loc 1043) which demonstrates the power of the therapeutic alliance and the need to be seen as both an expert, a guide, an advocate, and as most importantly, another human being just like them. 4. Goals Given the processes of the therapies I would tend to implement, I believe that the amount of sessions that would be needed in order to achieve the desired outcome and to alleviate their current concerns would be six to eight sessions with 80% of clients concluding treatment by the 20th session and most of their positive changes occurring by the 8th session. Seligman Reichenberg, 2010. Loc. 11093) Before meeting with the client and then continuing the practice before any sequential sessions, I would use a decision tree to determine what interventions to use next with my client. Part of REBT is starting each session off by checking in with them to see what was happening in their life and what they wished to see happen more often to move towards major life changes. One of the major concepts of REBT is that Clinicians teach clients about rational and irrational thinking; help people identify, dispute, and modify their irrational beliefs; and facilitate their efforts to develop a more rational philosophy of life. Although problem solving is part of treatment, REBT clinicians go beyond problem solving and enable people to establish more balanced, logical, and rewarding lives. (Seligman Reichenberg, 2010, Loc. 8079-82) This would be done using the six-step ABCDEF structured format that would meet the requirements described above. In brief – we would look to identify the external source of discomfort, take a look at the belief about that stimulus and its effect, look at the consequences the belief was having on their life, devise ways to dispute this belief, what the effect would be once the belief had been realigned, and an exploration of the new feelings and behaviors that would be a result of this process. (ensuring motivation) (Seligman Reichenberg, 2010. Loc. 8084-8138) Other tools I described earlier would be the use of behavioral tracking and awareness enhancing practices such as a log or journal. When it comes to SFBT, some of the most important interventions would be the use of the miracle question which would implement the use of scaling to measure change and the use of suggested solutions, but would also focus on identifying exceptions, looking for places in a person life where things worked. For instance, if a person was having a difficult time and was feeling burned out because of the work requirements, exploration of times when they had a good day and what they did differently should provide their own solution to the kind of plan that should be developed further in order to have that exception become the norm. If the person had a difficult time identifying such a situation, there is where SFBT would tend to suggest activities to help the person identify such solutions or suggest ways they could try to alter the situation. Simple questions like â€Å"What is different about the times when the difficulty does not happen? †, When is the problem less severe? , and How is that different from the way you handled this the last time it occurred? † (Seligman Reichenberg, 2010, Loc 11155) would all be ways to explore this further and find the individuals strengths or effective ways in which they have dealth with similar situation before. Once identified, those traits and skills would be exemplified and then practiced so that they become a new behavior. Tony Schwartz, the author of The Power of Full Engagement: Managing Energy, Not Time, Is the Key to High Performance and Personal Renewal has broadened this approach laying out the four main areas that an individual should look when trying to create new rituals, ones that will over-ride and replace older dysfunctional approaches. He focuses on the following: At the same time, we must build the four underlying capacities that make excellence possible: strength and endurance (physical), high positive energy (emotional), control of attention (mental), and a compelling sense of purpose (spiritual). (Schwartz, 2005, Loc. 143) What is so great about this book is that it addresses many of the main issues around performance, whether it is at work or in dealing with the family and aligns well with both REBT and SFBT. The main underlying message in the book could be summed up best by â€Å"It’s not the number of hours we work that determines how much value we create. Rather it’s the quantity and quality of energy we bring to whatever hours we work. † (Schwartz, 2005, Loc 161) This enderlying theme echos the beliefs of both systems. From a REBT perspective – it addresses the â€Å"performance equals worth† irrational belief and from a SFBT it focuses on the positive aspects and strengths an individual uses to maintain their energy levels, including understanding what values are of the upmost importance to them. 5. How this approach might apply to diverse groups Given that every individual – regardless of race, culture, gender, or orientation would need to proceed through the same stages of development and face similar transitional challenges at each stage, I believe that my approach would be useful in most therapy situations that were targeted at mid to high functioning individuals. I do not see this approach as being as effective with those who have a compromised perception of reality such as those who are currently in a psychopathic state, but even there this approach may be useful once those individuals have been stabilized. SFBT and REBT are both mental approaches to dealing with current issues which are both cross-cultural both in their acceptance and application. Since some cultures are more sensitive to talking about their emotions, my approach, using these methodologies should help to alleviate and overcome this cultural reluctance. When it comes to cross-cultural or diverse populations, I also include gender communication differences, religious orientation, sexual orientation, ethnicity, and even political. Both methodologies have been shown to be effective in dealing with such diversity. With that being said, given that I am a white male, coming from German-Slavic culture, with a hetero-sexual orientation, a higher level of education, and more of an urban ideology, I would expect that this perception may also be seen as a weakness in dealing with some individuals, especially depending upon why they were seeking my services in the first place. For instance, a woman suffering from mental issues surrounding a traumatic experience, such as rape, would most likely not do well with me – at least initially. Those coming from a Hispanic or other cultural orientation, or even a strong specific religious or philosophical background may also be turned off since I do not fall into their perceived notion of being able to relate. Of course, utilizing the therapeutic alliance and even addressing these concerns right from the start should help to alleviate these concerns. Also – the language barrier would certainly have a negative impact in that if communication was weak, it would reinforce the cultural divide not to mention have a profound effect on how well the individual and I could relate. In those cases, I would simply refer the individual to someone within the counseling network to whom I would believe this person would do best with. 6. Limitations and strengths of your approach The strengths, weakness, and limitations of my approach would be the same as those apparent in the tools that I would employ in most cases. SFBT can be too quick to identify with the presenting problem and therefore missing the greater importance or that a solution would need to be reached in a relatively short period of time could have a negative impact on outcomes. REBT may not be as useful with individuals who have a difficult time separating their emotional responses from their thoughts or the belief or expectation that therapy should be unstructured, focus on insights, and the need to explore the causes of their current state of mind could also undermine the entire process. While common complaints for Erikson’s approach being that it focuses too much upon the social implications, ignoring the biological influences of personality and physical dimension and for having been derived with more of a male gender bias. However, by utilizing the integral framework devised by Ken Wilber and using the four quadrant approach to cover all the bases of the internal individual self (locus of control), the biological effect on personality and displayed behaviors, the cultural effect on the individuals belief system, and the social structures and laws which tend to reinforce these effects should help to alleviate or negate these effects leaving only the strengths or the best of each approach to having the greatest influence upon the sessions, the individual, and the possible outcomes being pursued. The strengths of all these approaches would be that they are all cognitive or rational approaches to dealing with current issues which have empirical data to back up their claims as solid approaches to working with individuals in the alleviation of their problems. Also, as backed by our class text, â€Å"SFBT has also been easily integrated with other theories, including cognitive behavioral, REBT, Adlerian, and reality therapy† (Seligman Reichenberg, 2010. Loc. 8094) leaving me to believe that this approach would indeed have the outcomes and positive interations I would hope to see. Finally, many of the strengths, weakness, and limitations would be my own internal belief systems and my level of comfort in working with certain populations as well as any life events that I might be expereincing when working with any population plus my own specific preferences. Continued therapuetic work, I believe, would be essential in both expereincing the approaches first hand as well as addressing any irrational beliefs that I may have. Arlene F Harder, M. M. (2011). Support4change. com. Retrieved 2012, from Supportforchange. om: support4change. com/index. php? option=com_contentview=articleid=47Itemid=108 Beck, E. B. , Cowen, C. (1996). Spiral Dynamics: Mastering Values, Leadership and Change. Malden, MA: Blackwell Publishing. Black, S. (2004). A Way of Life: Core Energetics. Lincoln, NE: iUniverse. Kindle version Cowen, C. , Todorovic, N. , Lee, W. R. (2001). Clarewgraves. com/Theory. Retrieved from Clarewgraves. com: clarewgraves. com/home. html Graves, D. C. (1959). An Emergent Theory of Ethical Behavior Based Upon an Epigentic Model. Historical Collection of the work of Dr. Clare W. Graves of William R. Lee,, 12. Schwartz, T. (2005). The Power of Full Engagement: Managing Energy, Not Time, Is the Key to High Performance and Personal Renewal. NY, NY: The Free Press. Kindle version Seligman, L. , Reichenberg, L. (2010). Theories of Counseling and Psychotherapy; systems, strategies, and skills (Kindle Versio n). Saddle River, NJ: Pearson. Kindle version Wilber, K. (2000). Integral Psychology: Consciousness, Spirit, Psychology, Therapy. Boston: Shambhala Publications. Kindle version

AP English Language and Composition Exam Key Terms

AP English Language and Composition Exam Key Terms On this page, youll find brief definitions of grammatical, literary, and rhetorical terms that have appeared on the multiple-choice and essay portions of the AP* English Language and Composition exam. For examples and more detailed explanations of the terms, follow the links to expanded articles. *AP is a registered trademark of the College Board, which neither sponsors nor endorses this glossary. Ad Hominem:  An argument based on the failings of an adversary rather than on the merits of the case; a logical fallacy that involves a personal attack.Adjective:  The part of speech (or word class) that modifies a noun or a pronoun.Adverb:  The part of speech (or word class) that modifies a verb, adjective, or another adverb.Allegory:  Extending a metaphor so that objects, persons, and actions in a text are equated with meanings that lie outside the text.Alliteration:  The repetition of an initial consonant sound.Allusion:  A brief, usually indirect reference to a person, place, or event- real or fictional.Ambiguity:  The presence of two or more possible meanings in any passage.Analogy:  Reasoning or arguing from parallel cases.Anaphora:  The repetition of the same word or phrase at the beginning of successive clauses or verses.Antecedent:  The noun or noun phrase referred to by a pronoun.Antithesis:  The juxtaposition of contrasting ideas in balanced phrases.A phorism:  (1) A tersely phrased statement of a truth or opinion. (2) A brief statement of a principle. Apostrophe:  A rhetorical term for breaking off discourse to address some absent person or thing.Appeal to Authority:  A fallacy in which a speaker or writer seeks to persuade not by giving evidence but by appealing to the respect people have for a famous person or institution.Appeal to Ignorance:  A fallacy that uses an opponents inability to disprove a conclusion as proof of the conclusions correctness.Argument:  A course of reasoning aimed at demonstrating truth or falsehood.Assonance:  The identity or similarity in sound between internal vowels in neighboring words.Asyndeton:  The omission of conjunctions between words, phrases, or clauses (opposite of polysyndeton).Character:  An individual (usually a person) in a narrative (usually a work of fiction or creative nonfiction).Chiasmus:  A verbal pattern in which the second half of an expression is balanced against the first but with the parts reversed.Circular Argument:  An argument that commits the logical falla cy of assuming what it is attempting to prove. Claim:  An arguable statement, which may be a claim of fact, value, or policy.Clause:  A group of words that contains a subject and a predicate.Climax:  Mounting by degrees through words or sentences of increasing weight and in parallel construction with an emphasis on the high point or culmination of a series of events.Colloquial:  Characteristic of writing that seeks the effect of informal spoken language as distinct from formal or literary English.Comparison:  A rhetorical strategy in which a writer examines similarities and/or differences between two people, places, ideas, or objects.Complement:  A word or word group that completes the predicate in a sentence.Concession:  An argumentative strategy by which a speaker or writer acknowledges the validity of an opponents point.Confirmation:  The main part of a text in which logical arguments in support of a position are elaborated.Conjunction:  The part of speech (or word class) that serves to connect words, phrases , clauses, or sentences.Connotation:  The emotional implications and associations that a word may carry. Coordination:  The grammatical connection of two or more ideas to give them equal emphasis and importance. Contrast with subordination.Deduction:  A method of reasoning in which a conclusion follows necessarily from the stated premises.Denotation:  The direct or dictionary meaning of a word, in contrast to its figurative or associated meanings.Dialect:  A regional or social variety of a language distinguished by pronunciation, grammar, and/or vocabulary.Diction:  (1) The choice and use of words in speech or writing. (2) A way of speaking  usually assessed in terms of prevailing standards of pronunciation and elocution.Didactic:  Intended or inclined to teach or instruct, often excessively.Encomium:  A tribute or eulogy in prose or verse glorifying people, objects, ideas, or events.Epiphora:  The repetition of a word or phrase at the end of several clauses. (Also known as epistrophe.)Epitaph:  (1) A short inscription in prose or verse on a tombstone or monument. (2 ) A statement or speech commemorating someone who has died: a funeral oration. Ethos:  A persuasive appeal based on the projected character of the speaker or narrator.Eulogy:  A formal expression of praise for someone who has recently died.Euphemism:  The substitution of an inoffensive term for one considered offensively explicit.Exposition:  A statement or type of composition intended to give information about (or an explanation of) an issue, subject, method, or idea.Extended Metaphor:  A comparison between two unlike things that continues throughout a series of sentences in a paragraph or lines in a poem.Fallacy:  An error in reasoning that renders an argument invalid.False Dilemma:  A fallacy of oversimplification that offers a limited number of options (usually two) when, in fact, more options are available.Figurative Language:  Language in which figures of speech (such as metaphors, similes, and hyperbole) freely occur.Figures of Speech:  The various uses of language that depart from customary construction, order, or significance.Flashbac k:  A shift in a narrative to an earlier event that interrupts the normal chronological development of a story. Genre:  A category of artistic composition, as in film or literature, marked by a distinctive style, form, or content.Hasty Generalization:  A fallacy in which a conclusion is not logically justified by sufficient or unbiased evidence.Hyperbole:  A figure of speech in which exaggeration is used for emphasis or effect; an extravagant statement.Imagery:  Vivid descriptive language that appeals to one or more of the senses.Induction:  A method of reasoning by which a rhetor collects a number of instances and forms a generalization that is meant to apply to all instances.Invective:  Denunciatory or abusive language;  discourse  that casts blame on somebody or something.Irony:  The use of words to convey the opposite of their literal meaning. A statement or situation where the meaning is directly contradicted by the appearance or presentation of the idea.Isocolon:  A succession of phrases of approximately equal length and corresponding structure.Jargon:  The speciali zed language of a professional, occupational, or other group, often meaningless to outsiders. Litotes:  A figure of speech consisting of an understatement in which an affirmative is expressed by negating its opposite.Loose Sentence:  A sentence structure in which a main clause is followed by subordinate phrases and clauses. Contrast with  periodic  sentence.Metaphor:  A figure of speech in which an implied comparison is made between  two  unlike things that actually have something important in common.Metonymy:  A figure of speech in which one word or phrase is substituted for another with which it is closely associated (such as crown for royalty).Mode of Discourse:  The way in which information is presented in a text. The four traditional modes are narration, description, exposition, and argument.Mood:  (1) The quality of a verb that conveys the writers attitude toward a subject. (2) The emotion evoked by a text.Narrative:  A rhetorical strategy that recounts a sequence of events, usually in chronological order.Noun:  The part of speech (or word class) that is used to name a person, place, thing, quality, or action. Onomatopoeia:  The formation or use of words that imitate the sounds associated with the objects or actions they refer to.Oxymoron:  A figure of speech in which incongruous or contradictory terms appear side by side.Paradox:  A statement that appears to contradict itself.Parallelism:  The similarity of structure in a pair or series of related words, phrases, or clauses.Parody:  A literary or artistic work that imitates the characteristic style of an author or a work for comic effect or ridicule.Pathos:  The means of persuasion that appeals to the audiences emotions.Periodic Sentence:  A long and frequently involved sentence, marked by suspended syntax, in which the sense is not completed until the final wordusually with an emphatic climax.Personification:  A figure of speech in which an inanimate object or abstraction is endowed with human qualities or abilities.Point of View:  The perspective from which a speaker or writer tells a story or presents information.Pred icate:  One of the two main parts of a sentence or clause, modifying the subject and including the verb, objects, or phrases governed by the verb. Pronoun:  A word (a part of speech or word class) that takes the place of a noun.Prose:  Ordinary writing (both fiction and nonfiction) as distinguished from  verse.Refutation:  The part of an argument wherein a speaker or writer anticipates and counters opposing points of view.Repetition:  An instance of using a word, phrase, or clause more than once in a short passagedwelling on a point.Rhetoric:  The study and practice of effective communication.Rhetorical Question:  A question asked merely for effect with no answer expected.Running Style:  Sentence style that appears to follow the mind as it worries a problem through, mimicking the rambling, associative syntax of conversation- the opposite of periodic sentence style.Sarcasm:  A mocking, often ironic or satirical remark.Satire:  A text or performance that uses irony, derision, or wit to expose or attack human vice, foolishness, or stupidity.Simile:  A figure of speech in which two fundamentally unlike things are explicitly compared, usually in a phrase introduced by like or as Style:  Narrowly interpreted as those figures that ornament speech or writing; broadly, as representing a manifestation of the person speaking or writing.Subject:  The part of a sentence or clause that indicates what it is about.Syllogism:  A form of deductive reasoning consisting of a major premise, a minor premise, and a conclusion.Subordination:  Words, phrases, and clauses that make one element of a sentence dependent on (or  subordinate  to) another. Contrast with coordination.Symbol:  A person, place, action, or thing that (by association, resemblance, or convention) represents something other than itself.Synecdoche:  A figure of speech in which a part is used to represent the whole or the whole for a part.Syntax:  (1) The study of the rules that govern the way words combine to form phrases, clauses, and sentences. (2) The arrangement of words in a sentence.Thesis:  The main idea of an essay or report, often written as a single declarative sentence.Tone:   A writers attitude toward the subject and audience. Tone is primarily conveyed through diction,  point  of view, syntax, and level of formality. Transition:  The connection between two parts of a piece of writing, contributing to coherence.Understatement:  A figure of speech in which a writer deliberately makes a situation seem less important or serious than it is.Verb:  The part of speech (or word class) that describes an action or occurrence or indicates a state of being.Voice:  (1) The quality of a verb that indicates whether its subject acts (active voice) or is acted upon (passive voice). (2) The distinctive style or manner of expression of an author or narrator.Zeugma:  The use of a word to modify or govern two or more words, although its use may be grammatically or logically correct with only one.

Phonemic Awareness Essay Example | Topics and Well Written Essays - 750 words

Phonemic Awareness - Essay Example d on the NRP report and also details the relationship between the various components of the balanced reading program and the above mentioned entities. A phoneme is the smallest part of a spoken language which has the ability to change the meaning of a word. Phonemic awareness (PA) is the skill to hear, recognize and control the phonemes (Armbruster, Lehr and Osborne, 2003, p.3). Studies have demonstrated that PA can be taught to the children through many methods of instruction such as phoneme isolation (recognition of individual sounds in a word), identity (recognizing same sounds in different words), categorization (recognizing an odd word from a set of three or four words), blending (combining various phonemes into a single word), segmentation (breaking a word into smaller sounds) and deletion (to recognize a word after a phoneme is deleted) (National Reading Panel, 2000, p.2-2). However, children who were taught three or more types of the above mentioned phonemic instructions did not gain much in terms of PA. Many reasons can be cited for the same. The children get confused by the multiple types of phonemic instruction and the teachers are not in a position to concentrate on a single type of instruction completely. They rush through the methods of instruction and sometimes end up teaching tougher methods before the children are aware of easier types of instructions. However, if only one or two methods of instruction were used it was found to be highly effective in gaining PA (Armbruster, Lehr and Osborne, 2003, p.7). It has also been proved that children with PA found it easier to read and spell words as PA helps children understand and pronounce the different phonemes which constitute a word. Also PA helps the children relate sounds with the alphabet (Armbruster, Lehr and Osborne, 2003, pp.6-7). This is the reason why PA is found to be very effective when alphabets are used during the process of phoneme manipulation. English language is represented as words

Substance abuse course Essay Example | Topics and Well Written Essays - 250 words

Substance abuse course - Essay Example Many lives and families have been ruined due to alcoholism like in the case of Ben in the film under consideration. It is a common responsibility for each member of the society to face the menace of alcoholism as it translates to high cost in terms of loss of life and ill-health. The ensuing frustration from wasted life and loss of job sinks victims even deeper. This is evident in the movie which portrays Ben as having been abandoned by the wife and children, isolated by friends and eventually relocates to Las Vegas to drink to death. Finding a solution to this problem requires in-depth knowledge of the stages of its development. Understanding the source of the drinking habit can be attributed to genetic and social environment factors. However, there are appropriate measures that can help in prevention of the problem in respect of each cause. Initiation stage is critical in averting the possibility of addiction. Recovery also tends to be delicate since there are high chances of relapse. It is therefore important for the society to sustain the campaign against substance abuse. This calls for public-private partnership to consistently create awareness in attempts to mitigate the consequences of substance abuse in the

The Effect of Organization Essay Example for Free

The Effect of Organization Essay In future studies it may be more beneficial to try to carry out the investigation in laboratory conditions rather than in participants own homes to limit distraction and ensure that all participants carried out the test at the same time of day.  Other factors that may have affected the participants are demand characteristics. Knowing that they are taking part in a psychology experiment may have meant that the participants behaved differently when in a normal situation e.g. the situation may have spurred on some participants, whereas others may have felt nervous which could have hindered their performance. Allocating participants into groups should have been carried out in the same manner by each of the experimenters, and in future experiments perhaps the use of Random Number Tables would be more appropriate.  Upon conducting the study it was also discovered that although the words had been shuffled on a computer to compile the random list, the computer had placed them in alphabetical order which imposed some form of organisation onto the list which was pointed out by some of the participants. The randomisation of the words would have to be improved if further studies were undertaken. It had been decided for the purposes of this study that gender was not important. However, further studies could investigate whether there is a difference in memory recall between genders. The same study could be repeated but in this instance four Conditions would need to be satisfied: Condition 1 female participants to study a prepared organised list of words; Condition 2 female participants to study a prepared random list of words; Condition 3 male participants to study a prepared random list of words; Condition 4 male participants to study a prepared random list of words.  This study also did not take into account any possible cultural variations. Investigations into memory are important in finding ways to help people learn, particularly in an educational or work environment. Teachers should use structures within their lessons and encourage students to attach meaning to what they are learning, so that later retrieval of the information will be easier. In addition, children and students should be encouraged to attach some of their own organisation when studying new subjects. REFERENCES Bousfield (1953), The Effect of Organization on Memory, Beginning Psychology, p75  Bower (1969), The Effect of Organization on Memory, Beginning Psychology, p75  Mandler (1967), Category Clustering, Simply Psychology (Michael Eysenk), p16

Cattells Big Five Factors Essay -- science

Cattell's Big Five Factors Cattell’s Big Five Factors of Personality, Behavioral Genetics, and Evolutionary Personality Theory. Current Research Raymond Cattell (1905-present) designed the â€Å"Big five Factors of Personality†, in which five classifications are revealed. Big Five factors: #1 extraversion vs. introversion, #2 agreeableness vs. antagonism, #3 conscientiousness vs. undirected ness, #4 neuroticism vs. emotional stability, and #5 openness to experience vs. not open to experience. Han’s Eysenck’s and Sir Francis Galton behavior genetics research and Arnold Buss’ three concerns for evolutionary personality theory coinsided with each other. The Big five represents a catalog of traits that some personality psychologists suggest capture the essence of individual differences in personality. Raymond Cattell used Allport and Odbert’s 4500 trait-descriptives in which he extracted 35 traits. After others continued to analyze these factors and found congruence with the ratings, that eventually became the Big five Factors of Personality. In order to fully understand the origin of these factors an outline for factor analysis must be explained. Factor analysis studies where conducted and the results where used in an analysis technique generally done with computers to determine meaningful relationships and patterns in behavioral data. Beginning with a large number of behavioral variables, the computer finds relationships or natural connections where variables are maximally correlated with one another and minimally correlated with other variables, and then it groups the data accordingly. After this process has been repeated many times a pattern of relationships or certain factors that capture the essence of all the data appears (Pervin & John 1999). The same process used to determine the Big Five Personality factors; copious amounts of different researchers that have done numerous tests and they all agree that the â€Å"Big five Factors† are the only consistently reliable factors that have been found. Big Five factors include: #1 extraversion vs. introversion, #2 agreeableness vs. antagonism, #3 conscientiousness vs. undirected ness, #4 neuroticism vs. emotional stability, and #5 openness to experience vs. not open to experience, these breakdown into understandable terms. #1 Extraversion implies an energetic approach to the social and material wo... ...between human nature and individual characteristics? He also acknowledged three criteria from evolutionary biology for determining a characteristic as a part of human nature. These are: it must be universal. Must be â€Å"innate, unconditioned, and relatively difficult to modify† (p.1139). And lastly it must have an adaptive function (Lindsey and Campbell p. 352,1998). In conclusion, all of these theories have laid the groundwork for mapping complex human behavior. It is still unclear when and how much of our personalities/traits come from genetics and how much is influenced by outside factors. Many believe you must learn of your past in order to succeed in the future, but understanding how we became what we are today is of equal importance. With the advances in technology, DNA/Genetics who knows what answers the future will hold for us. References Hall, C., Lindzey, G., Campbell, J. (1998). Theories of Personality (4th ed.) (pp.343-356) John Wiley and Sons, Inc. Pervin, L. & John, O. (Eds) (1999). Handbook of Personality: theory and research. New York: Gilford. Potkay, C. & Allen, B (1986). Personality: Theory, research, and applications. California: Brooks/Cole.

Poem Analysis: Boy with His Hair Cut Short

How do you see the world around you? As a beautiful paradise, or a grim failure? In â€Å"Boy with His Hair Cut Short†, we are given a glimpse into the life of a boy looking unsuccessfully for a Job during the â€Å"Great Depression†. While the boy remains doubtful that hell find a Job, his sister provides him with an optimistic viewpoint in hopes of giving him a glimmer of hope. In â€Å"Furniture Art†, we are introduced too girl who Is Interviewing her neighbor, Mr.. DuPont, for a project about deferent worldviews. Mr..DuPont shows her that the world truly Is a beauteous place, we simply need to open our eyes to see It that way. Though the sister and Mr.. DuPont both have a similar worldview, Mr.. DuPont's worldview Is more realistic. In â€Å"Boy with His Hair Cut Short†, the boy comes home after yet another unsuccessful day of Job-seeking. Even though he's crestfallen, his sister offers to assist him by cutting his hair shorter. While she cuts his hair , she continues to encourage him by telling him that â€Å"they can't keep turning you down; the finest gentleman's not so trim as you'† (18-19).But then we learn that this optimistic and hopeful demeanor is simply a facade, and that she feels just as hopeless as she does, when we read â€Å"meeting/ her earnest, hopeless look† (22-23). Upon reading this, we discover that she tries to look at a doubtful situation with a happy-go-lucky, unrealistic attitude. In â€Å"Furniture Art†, the narrator is working on a Socials project, in which she must interview a neighbor about their view of the world, and contrast it with her own.While interviewing him, she learns that English 10 Training Papers 2006/2007 Page 22 our supposedly good planet may not be so great, unless we look at it in a different way. Mr.. DuPont goes on to explain that Just because we have the money to buy stuff doesn't mean that we'll be happy, and that there is more to life Han materialistic purchas es. The narrator learns throughout Mr.. DuPont's interview that â€Å"the world is beautiful if you can see it that way, but no less or more than it already was†. 53) In the end, even though she got a â€Å"C+† on her project, the narrator finds that her new view of the world is invaluable. The worldview expressed in this story is more realistic because it addresses the major problem of our society, greed, and shows us to appreciate the world's natural beauty instead. Poem Analysis: Boy with His Hair Cut Short By mariachi â€Å"Boy with His Hair Cut Short†, we are given a glimpse into the life off boy looking fitful that he'll find a Job, his sister provides him with an optimistic viewpoint in who is interviewing her neighbor, Mr..DuPont, for a project about different worldviews. Mr.. DuPont shows her that the world truly is a beauteous place, we simply need to open our eyes to see it that way. Though the sister and Mr.. DuPont both have a similar worldview, Mr. . DuPont's worldview is more realistic. Gentleman's not so trim as you! † (18-19). But then we learn that this optimistic and hopeful demeanor is simply a facade, and that she feels Just as hopeless as she does, when we read â€Å"meeting/ her earnest, hopeless look† (22-23). Upon reading this,

Effects of Globalisation on Economic Growth Essay

Discuss the effects of globalisation on economic growth and the quality of life in the Chinese economy. Globalisation is the progression towards a growing assimilation between different countries in order to gain a single world market. It strongly encourages overseas trade, the removal or the reduction of trade barriers to increase economic growth and development. Globalisation ultimately presents to everyone a world which is increasingly liberalized and market-orientated. Associated with globalisation there is increased and intensified competition and greater interdependence among countries. In numerous ways China has taken this opportunity and used it to its full advantage which has enhanced economic growth and significantly improved the quality of life. China’s influence in the world economy was minimal until the late 1980’s but we are now seeing China being one of the most independent countries and leading the manufacturing producing market. China started with a fragile economy with minimal infrastructure from frequent revolutions and invasions in 1949. In the early 1980’s, China’s economy was still extremely weak as a result of its inward looking government system of a socialist planned economy under the Mao government. This resulted in living standards below world averages and economic growth at nearly zero. China has risen from the edge of economic obscurity to lead the world in terms of economic growth, and this is done is just over a quarter of a decade. The People’s Republic of China has transformed from a planned economy into a socialist market economy and is now the world’s second largest economy to the USA being number one, by nominal GDP at $7.3 trillion and by purchasing power parity (PPP). â€Å"Pay attention to what’s going on in China. â€Å" – Jeff Mbanga – The Observer. China is the world’s most rapidly growing economy with their growth rates averaging 10% in the past 30 years. In the past decades there has been a significant increase in international trading and investments flows due to globalisation. This has led to high levels of economic growth. It was unusual in the 2007-08 Global Financial crisis how an industry was maintaining an average economic growth rate of 8.5% per year. In addition to  this China’s trade with other nations has expanded 16 times more. This is occurring due to their extremely low prices which are highly competitive and pleasing to the developed western world. Although with the recent European Sovereign debt crisis â€Å"Growth in China has slowed, but to a rate that remains the envy of the world, while Chinese industry continues its march onto the world stage.†- Time magazine. China’s financial system which is often regulated has promptly expanded due to monetary policy becoming increasingly fundamental to its complete economic policy as a result of globalisation. The outcome of this has resulted in banks distributing an increase in finance to its enterprises for investment, deposits for liquidity and also loaning money to the government which maybe then reallocated in providing infrastructure. The most significant result of globalisation has been the development of China’s import sector and has allowed the nation to become the second largest exporting economy in the world. The large export sector of extremely low cost goods and services has manipulated the trade currents of the world. Through China’s growth it has developed a stable-body of trading partnerships with raw material producers. An example of this is with Australia where 40% value of all products exported is worth around $40 billion. China is buying these raw materials to accommodate its largely growing urban-mega-cities and industries to produce new goods and create more low-cost goods and a more intensifying complex form of trade. Through constant trading globally, this has increased the aggregate demand. As of 2011 foreign direct investment (FDI) has exceeded from $US.100 billion in 2010 to $US.116.10 billion. This has occurred through the private and public growth in mining, construction trade and finance. This globalisation impact has also seen a shift in the population from rural areas to urbanised cities. This has led to a decrease in agricultural produce and an astonishing increase in industrial goods and services and alleviated a substantial amount of China’s absolute poverty. The Chinese government has embraced a series of strategic policies to address the challenge of economic globalization. These strategies started in 1978 after Chairman Mao’s self-sufficient economy plan. China began employing several reform strategies to enhance growth. This included stimulating the agricultural sector to allow them to sell a percentage on the free trade market yet hold a competitive position. In addition to this  citizens were given money incentives and tax breaks in order to start new businesses and allocated regions were created to encourage high levels of investment, increase exports and increase technology levels. Other reform strategies included Deng Xiaoping’s the rearrangement of the economic structure by increasing the development of the high technology sector and moving away from the agricultural sector; transformation of the pattern of economic growth by increasing power in IT education and sustainable development as well as additional progress of the outward-oriented economy by implementing â€Å"come in† and â€Å"go out† strategies. This is where the government encourages its enterprises to invest overseas. This has been demonstrated in Australia where Chinese investors have bought farming land and are now operating that land and are taking that product back to China. Also, the government consolidated reform in State Owned enterprises ( SOEs) and government administration with a view to establish a governing mechanism in compliance with international rules and practices. These policies noticeably ease China’s integration into the global economy and have proven effective as of 2010 where almost 50% of the total population was urbanised. It took only 22 years to increase from 17.9% to 39.1%; this was the same increase which took Britain 120 years. Similar to the â€Å"come in, go out† strategy. Chinas government has applied the promotion of overseas direct investment (ODI) allowing them to invest in the large pool of foreign currency. This strategy is fulfilling their economic growth mentality and development strategies. It was 2000 when China forwarded the ‘Go Global’ strategy which encouraged firms to invest overseas. Its objective is to utilise foreign exchange reserves to purchase or buy shares in foreign firms that seem profitable. Rather than building the foundations of investment in domestic firms, China has wanted to promote the development of internationally recognized brands such a Lenovo Group Limited which has its operational headquarters in Morrisville, North Carolina, USA and its registered office in Hong Kong. These reform strategies saw an upturn in economic growth rates to 9.8% annual average over the following years with this growth almost doubled from the pre-reform 5.3% shown in Figure 1. This created an influx of employment and income thus increasing the overall living standards of the economy. Foreign Direct Investment utilisation (come in and go out strategy) saw an increase of $2 billion to $92 Billion from  1985-2008 shown in figure 2. By utilising the globalisation transformation it allowed China to become exposed to global markets and increase trade and the profits made from globalisation. Figure 1. Economic development recognises both a quantitative growth measurement and important qualitative measures. A developing country is a nation with a low living standard, undeveloped industrial base and low Human Development Index. For a country to be classified as developed they have to fill a certain criteria. This includes a number of areas such as the GDP per capita, Safe water, Malnutrition, the number of poverty related deaths (malaria), Infant mortality and life expectancy. The Chinese government has grown concerns in these specific areas. In China the Human Development Index (HDI) has risen from 0.404 in 1980 to 0.682 in 2011. They are ranked 101st out of 187 countries with comparable data. The HDI has been on a steady increase since then, in 1990; 0.490 and 2000; 0.588. This shows that their overall standards of living have improved; other statistics show that their life expectancy: 73.5 years and at 0.843 out of 1; Education is at 0.623 with a compulsory 7.5 years of schooling whilst Australia is 0.981 with 12 years of schooling. This is due to policies similar to the reform of the health care system in 2005 where only 20% of the health care services would be in rural areas. This has seen China invest US $2.4 billion to rebuild rural medical centres composing of village clinics and hospitals. With relations to educational spending China has increased its spending by 20% in consecutive years since 1999 and now exceeds $100 billion. The reason China is outlaying an excessive amount of money it will build a more stable and productive population by producing skilled workers. This investment has seen a relief of absolute poverty declining 25% in rural areas. Shown in figure 3, the GDP per capita has increased drastically in 18 years which has allowed the standard of living to increase. China is still a developing country. Its service sector is relatively small and weak in comparison to its other sectors in the country and its counterparts in other countries. In addition to this in 2006 the eastern region covering 10% of  the land accounted for 55.7% of China’s GDP. Due to this uneven distribution of income this will decrease standards of living in other areas and major class seperation. â€Å"China has long been criticised for its incredibly uneven distribution of wealth.† Figure 4 highlights the success of the stimulating strategies as leading economies such as Germany and the US both experienced negative growth over the course of the Global financial crisis. The major cause for this is due to the Chinese government artifically stabilising the exchange rate to constantly produce cheap products. It was at this time that these cheap products continued to be sold to larger countries to fulfill their aggregate demand and thus China continued developing.Though with the US and Europe are in a substantial amount of debt, this has slowed the production with the Chinese production. It is said, if â€Å"China is to sneeze the whole world will catch a cold† Figure 3↑ Figure 4↓ With the extensive economic growth and the development the environment has been completely neglected as China concerntrates on its escalation in the economic world. Economic development officials often overlook envoronmental pollution, worker’s health and safety and simple public health in priority to enhance the living conditions of those in the area. The impact which china has had on its environment is illustrated through the excessive quantity of air pollution with 1% of the 500million; and growing, people who inhabit the cities. Although the breathing air is deemed safe by the European Union (EU), 1/3 of children are suffering from elevated blood levels as a result of the air quality. (Refer to picture 1.)Picture 1shows smog which is serious harm to health. It is a combination between smoke and fog and can inflame breathing passages, decrease the lung’s working capabilities, cause shortness of breth and pains whilst breathing. Regardless of these statistics China has spent $34.6 billion on clean energy and are now the leading investor of renewable technology. China is also the number one producer of carbon dioxide emitter and with conjunction to inda being the 3rd largest they account for 30% of the world’s emmisions. In conclusion globalisation is based upon nations becoming more integrated and reducing the trade barriers between nations. Although by increasing trade  this makes some countries dependent upon imports to create revenue by consumer consumption rather than utilising their comparative advantage. While by being so interdependent upon each other this will allow economic changes to ripple through and impact on other countries. Globalisation has obviously encouraged the majority of China’s accomplishments in assimilating into the global economy. The policies implemented have flowed through the economy and is showing signs of economic growth and quality of life in a number of areas. These policies will continue to promote economic growth not only for the temporary fixations but will be drawn-out for years to come. Through constructive motivation China is now moving towards clean energy usage, environmental sustainability and increasing the health of the nation and will soon be labelled a developed economy. Chinese economy essay Bibliography http://www.chinadaily.com.cn/china/2012-10/29/content_15855250.htm 30/10/12- 12:44, Updated: 2012-10-29 21:18 http://en.wikipedia.org/wiki/Economy_of_the_People’s_Republic_of_China 30/10/12 12:54, last modified on 28 October 2012 at 17:41. http://www.economist.com/blogs/freeexchange/2012/10/rebalancing-china?zid=306&ah=1b164dbd43b0cb27ba0d4c3b12a5e227 7/11/12 – 10:11 am, Oct 20th 2012, 12:11 by S.C. | The Economist http://business.time.com/2012/11/07/can-chinas-new-leader-prevent-an-economic-crisis/ 8/11/12- 1:50 pm, Nov. 07, 2012 – Time Magazine http://www.google.com.au/imgres?um=1&hl=en&sa=N&biw=1366&bih=677&tbm=isch&tbnid=4kyBsA9wIHlN9M:&imgrefurl=http://blendedpurple.blogspot.com/2010/08/consumption-rate-china-gdp-1980.html&docid=PQa1gLnb9LbE6M&imgurl=https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8F6dll2NV_nhkMBt1ilR4El9-LtbLo1mZPzBZvqWj6znsAU6AbLPDAl1MNm4j_XqbbgEaEWdjt1AhUmtCGiIOXPjQiDMCc0VUdxMzE08l28WnyPBMQsALZg9esAK3nMiCXj8NNEv1i99Z/s1600/A006%252Bcopy.jpg&w=933&h=545&ei=mBmkUPrWFqqgigeq74G4Ag&zoom=1&iact=hc&vpx=381&vpy=159&dur=5207&hovh=171&hovw=294&tx=125&ty=76&sig=108432953463892850089&page=1&tbnh=131&tbnw=248&start=0&ndsp=20&ved=1t:429,r:1,s:0,i:72 9:27am 15/11/12, August 2 2010-NA http://news.xinhuanet.com/english/china/2012-01/18/c_131366513.htm 16/11/12-9:26am, English.news.cn 2012-01-18 10:35:11 http:/ /en.wikipedia.org/wiki/Go_Out_policy 2:07pm 18/11/12 last modified on 13 February 2012 at 22:36. http://en.wikipedia.org/wiki/Lenovo#History

How to Conjugate French Spelling-Change Verbs

How to Conjugate French Spelling-Change Verbs There are two groups of otherwise regular -er verbs that have spelling changes in certain conjugations due to hard and soft consonants and vowels. That is, they are conjugated like regular -er verbs, except for slight spelling variations in certain conjugations in order to maintain soft consonant sounds throughout. They are known as are spelling-change verbs. The Consequences of Orthography These orthographic changes occur because of how hard and soft letters affect pronunciation. The letters  Ã‚  a,  o, and  u  are sometimes called  hard vowels  while  e  and  i  are  soft vowels.  Certain consonants (c,  g,  s) change pronunciation according to which vowel follows them. Place the soft vowels e or i after them, and they have a soft sound; place the sometimes hard vowels a, o and u after these consonants and you could get a hard-sounding consonant.   The spelling-change verbs follow these rules of orthography. Thus, wherever the  g  in -ger verbs is followed by a hard vowel like o, it changes to ge  to keep the g soft, as in gel. In  -cer  verbs, wherever the  c is followed by a hard vowel, it  changes to à § to keep the c soft, as in  cell.   The Actual Changes: -cer Verbs Generally, for -cer  verbs, the  Ã‚  c à § spelling change is found only in the imperative and the  nous  conjugation of the present tense:  lanà §ons.  It is also needed in the  present participle,  lanà §ant, but not the  past participle,  lancà ©. All verbs that end in -cer undergo this spelling change, including:   Ã‚  Ã‚  annoncer   to announce  Ã‚  Ã‚  avancer  Ã‚  to advance  Ã‚  Ã‚  commencer  Ã‚  to begin  Ã‚  Ã‚  dà ©noncer  Ã‚  to denounce  Ã‚  Ã‚  divorcer  Ã‚  to divorce  Ã‚  Ã‚  effacer  Ã‚  to erase  Ã‚  Ã‚  lancer  Ã‚  to throw  Ã‚  Ã‚  menacer  Ã‚  to threaten  Ã‚  Ã‚  placer  Ã‚  to put  Ã‚  Ã‚  prononcer  Ã‚  to pronounce  Ã‚  Ã‚  remplace  Ã‚  to replace  Ã‚  Ã‚  renoncer  Ã‚  to renounce The Actual Changes: -ger Verbs For -ger  verbs,  the  g ge spelling change is likewise found only in the imperative and the present tense  nous  conjugation:  mangeons.  It is needed in the  present participle,  mangeant, but not the  past participle,  mangà ©. All verbs that end in -ger undergo this spelling change, including:   Ã‚  Ã‚  arranger  Ã‚  to arrange  Ã‚  Ã‚  bouger  Ã‚  to move  Ã‚  Ã‚  changer  Ã‚  to change  Ã‚  Ã‚  corriger  Ã‚  to correct  Ã‚  Ã‚  dà ©courager  Ã‚  to discourage  Ã‚  Ã‚  dà ©mà ©nager  Ã‚  to move  Ã‚  Ã‚  dà ©ranger  Ã‚  to disturb  Ã‚  Ã‚  diriger  Ã‚  to direct  Ã‚  Ã‚  encourager  Ã‚  to encourage  Ã‚  Ã‚  engager  Ã‚  to bind  Ã‚  Ã‚  exiger  Ã‚  to demand  Ã‚  Ã‚  juger  Ã‚  to judge  Ã‚  Ã‚  loger  Ã‚  to lodge  Ã‚  Ã‚  manger  Ã‚  to eat  Ã‚  Ã‚  mà ©langer  Ã‚  to mix  Ã‚  Ã‚  nager  Ã‚  to swim  Ã‚  Ã‚  obliger  Ã‚  to oblige  Ã‚  Ã‚  partager  Ã‚  to share  Ã‚  Ã‚  rà ©diger  Ã‚  to write  Ã‚  Ã‚  voyager  Ã‚  to travel For both types of spelling-change verbs, these slight changes also occur in the following tenses and moods: Imperfect  - singular conjugations plus the third person pluralPassà © simple  - all conjugations except the third person pluralImperfect subjunctive  - all conjugations For both, there is no spelling change in the  conditional,  future, or  subjunctive. See the Full Conjugations to Understand Check out the full conjugations of spelling-change   -ger  verbs  and  -cer  verbs  for a global picture of how these small changes affect spelling. One caveat: Do not confuse spelling-change verbs with  stem-changing verbs. They are completely different, as their names indicate.

How to Take Math Notes With a Smartpen

How to Take Math Notes With a Smartpen Everybody knows that its important to take good math notes, but do you really know how to take notes that really make a difference? The old rules may not work for modern students. For example, weve always heard that you should use a sharp pencil to take math notes. But these days its much better to use a smartpen! Using a Smartpen for Taking Math Notes A smartpen has the ability to record your teachers lecture as you take notes. This is important because no matter how quickly you copy notes in class, you are likely to miss something. If you are able to record the lecture as you write, you can review the teachers words as you work through the class problemsand you can do it over and over again! The best tool for recording math class is the Pulse Smartpen, by LiveScribe. This pen will enable you to tap on any space in your written notes and hear the lecture that took place while you were writing it. If you cant afford a smartpen, you may be able to use a recording feature on your laptop, iPad, or tablet. If these tools arent accessible, you can use a digital recorder.If you cant use a smartpen, you should be sure to write down everything that might be useful as you do your homework. Be sure to copy every single step of every problem, and in the margins of your notes, jot down anything the teacher says that may give additional clues t o the process. Science has shown that we all learn best through repetition over time. Rewrite each problem or process at night as you study. Also, try to re-listen to the lecture.Sometimes we struggle on exams because we havent worked through enough problems. Before you leave a class, ask for extra sample problems that are similar to the problems your teacher works through. Try to work through the extra problems on your own, but seek advice online or from a tutoring center if you get stuck.Buy a used math textbook or two with more sample problems. Use these textbooks to supplement your lectures. It is possible that one book author will describe things in a more comprehensible manner than another.

The Airbus Way Assignment Example | Topics and Well Written Essays - 2500 words

The Airbus Way - Assignment Example The paper has further disclosed the main reason underlying behind the failure of a merger agreement between the European Aeronautic Defence and Space (EADS) and British Aircraft Marconi Electronic (BAE) system. The national and organizational culture has been recognized to be significantly correlated with each other as both of these cultures impose both positive along with negative impact upon the performance of different organizations. According to the present rapid development of the business environment, the modern organizations intend to focus more upon internationalization process while making different business transactions with the intention of expanding their businesses (Park, 1997). From the perspective of Airbus and its global business operations, the organization considerably tends to emphasize upon promoting its cultural diversity while performing business operations in the foreign countries. The organization maintains several effective workforce diversity-based programmes in excess of 100 nations with 55,000 employees. It has been viewed that the employees of the organization shares information and connects each other from different cultural backgrounds irrespective of age, sex , race, ethnicity as well as experience and abilities. The organization often seeks to acquire mix ideas and knowledge from different people belonging to the diverse culture in order to accomplish superior competitive position over its chief business market contenders (Airbus, 2013). This paper intends to discuss the application of two cross-cultural comparative models to Airbus in order to analyze as well as evaluate the impact of national culture issues on the organization’s own culture. Various aspects that include the problems of cultural diversity that has created for Airbus and the identification to what extent the cultural differences may have contributed to the recent failure of the planned merger between Airbus’ parent company EADS and BAE Systems.