The Cask of Amontillado Essay Example for Free

The Cask of Amontillado Essay In Edgar Allan Poe’s awful story of â€Å"The Cask of Amontillado† perusers witness an excursion of two individuals pondering through an underground burial ground prompting a disastrous and wound end. Most perusers expect that the character of Montresor is a male figure. The entirety of the activities of Montresor, over the span of the story, are full abilities of a lady. It could be conceivable that our two characters had an adoration illicit relationship before our horrifying story plays out. Let us state that Montresor is an escort of Fortunado. He affronts her before another man, couple, or sweetheart openly; as it is never said what the affront is explicitly. Upon this affront Montresor, our female character, is so incensed with adrenaline and feeling that she plots an arrangement to demonstrate Fortunado that she is a power to be dealt with. While the adrenaline beats through her veins she dismantles the divider effortlessly and prepares it for the death of the clueless adversary. As most have heard or seen in regular daily existence, ground-breaking floods of adrenaline can make individuals do errands they typically would have no solidarity to achieve. As she baits our unexpectedly grievous Fortunado through the smelly, clammy passage of underground, she insults him. Or on the other hand could this be her female empathy rising to the top of the truth that will be Fortunado’s destiny? As she keeps on recommending pivoting on the excursion, she comforts him and his cold just as she could be thinking again. Montresor has a merciful heart and cognizant. A man would infrequently show these attributes. At long last, she has him right where she needs the offending character. The flavor of vengeance returns. She recalls why she has carried our casualty to his bone chilling end. She replays the time or on many occasions that Fortunado has offended her freely and she gives him what he merits. Bone by bone, she finds pleasurable fulfillment in her arrangement. As the colloquialism goes, â€Å"Hell hath no anger like a lady scorned†.

Lab Report Help Sample

Lab Report Help Paper Mrs. Wolf Period:3 AP Chem Lab Report: Determination Of the Molar Volume Of a Gas Objective: TO respond MGM and HCI and structure hydrogen gas, at that point in the wake of gathering lab information, decide the hydrogen gass molar volume at STEP through computation. Materials: - Labiates information authority ; 3. MM of HCI arrangement Ribbon of MGM metal Gas pressure sensor Temperature test 600 ml measuring glass 125 ml Erlenmeyer cup 20 ml gas syringe Rubber plug with two-way valve Plastic tubing Analytical parity Procedure: I. Recover an Erlenmeyer carafe at that point decide its volume. 2. Acquire a MGM lace from educator at that point make a point to clean until test is a metallic silver at that point measure strip on a systematic equalization at that point place in jar, a while later record mass in your information. 3. Fill an enormous measuring glass With room temperature water. 4. Start up Labiates and append the weight and temperature test. 5. Associate an elastic plug to the weight test and later to the jar with valve shut so that definitely no hydrogen gas will get away. 6. Groups a five ml test 3. 0 M HCI arrangement and spot in a syringe. Associate syringe to the two-route valve on plug 7. Computations for % blunder 22. 4-224 = 0% for preliminaries one and two. 224 6. An understudy neglects to clean each example of MGM strip before massing them, What impact does this mistake have on the determined molar volume of hydrogen gas? Scientifically legitimize your answer The mass of the MGM lace would be higher than it should which would prompt the moles of MGM and H2O (since the two of them have a mole proportion) to be higher hen it should. At that point when you separate liters by moles in the molar volume count you will partition by a bigger mole number, along these lines creating a more modest number for the molar volume. We will compose a custom exposition test on Lab Report Help explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on Lab Report Help explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom exposition test on Lab Report Help explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Which thusly would give lower liters per mole proportion and State that there is less H2O gas then there really is. Molar Volume Calculation for mutilated preliminary one ;0. 011 L H2O = IS. Mm/L (4. 9 x 10-4 - e . 0002 mol of twisting) 7. An alternate understudy neglects to embed the plug into the jar while deciding the accessible volume of the 125 ml cup. What impact does this mistake has on the determined molar volume? Numerically legitimize your answer. A portion of the H2O gas would be let out, in this way thus would bring down the volume of the gas and giving it a lower molar volume. Molar Volume Calculation for twisted preliminary two: (0. 13-0. 002 L gas let out) 5. 8 x 10_4 = 19. 0 m/L Summary: What was essentially expected to be done in this lab was we were to respond a lace of magnesium and a HCI arrangement within an Erlenmeyer cup to frame H2O gas. While we were doing this we were to gather every single distinctive kind of information factors, for example, temperature an d weight, During the presentation of the ABA we needed to ensure that we set up the sensors, syringe and elastic plug all effectively, in any case mistakes, for example, gas getting away or an inaccurate weight perusing could all prompt the molar volume figuring being mutilated. A few things that could tone been found out by doing this lab would utilize gas conditions and some lab information you can extend a molar volume for actually any gas. Additionally I could shade figured out how to work a wide range of lab hardware that have never had any experience utilizing, such and the syringe and figuring out how to effectively utilize a two-way elastic plug. The information was given since I wasnt there to play out the lab gave me a zero percent mistake when I worked the numbers through the counts, however as recently expressed there could be numerous wellsprings of blunder including not cleaning of the magnesium, adding to a significant part of the HCI arrangement, not utilizing the syringe accurately, and conceivably letting out a portion of the H2O since somebody may have coincidentally left the two way valve open. In general this seems as though a lab were a colossal measure of crucial aptitudes could have been scholarly, and Im seriously baffled that needed to miss it.

Maladaptive Behaviors to Relieve Anxiety

Maladaptive Behaviors to Relieve Anxiety Panic Disorder Coping Print Maladaptive Behaviors to Relieve Anxiety By Sheryl Ankrom linkedin Sheryl Ankrom is a clinical professional counselor and nationally certified clinical mental health counselor specializing in anxiety disorders. Learn about our editorial policy Sheryl Ankrom Updated on February 24, 2020 Maladaptive Behaviors. Getty Images Credit: Jetta Productions More in Panic Disorder Coping Symptoms Diagnosis Treatment Related Conditions Often used to reduce anxiety, maladaptive behaviors often result in dysfunctional and non-productive outcomes. If you experience frequent panic (anxiety) attacks and have been diagnosed with panic disorder or another anxiety disorder, you may have inadvertently developed maladaptive patterns of behavior to cope with your situation. People with anxiety disorders, including panic disorder, may use alcohol or other substances to cope with fear and anxiety. Studies show that people with anxiety disorders are up to three times more likely to have alcohol or another substance abuse disorder compared to people who dont have anxiety disorders. Abusing alcohol or other drugs to control stress and anxiety is classified as a maladaptive behavior because it provides only temporary relief from anxiety and actually may create more long-term problems. Substance abuse does not fix the underlying problem, and long-term alcohol or drug abuse can lead to tolerance, dependence, and for some, addiction. Tolerance can result from using a drug over an extended time. The result of tolerance is that the drug does not produce the desired effect or the effect is diminished. Tolerance may mean increasing the amount of the drug to produce the desired effect. The physical dependence on a drug often includes tolerance and can be identified by withdrawal symptoms if the drug is abruptly stopped or decreased. The Effects of Alcohol Tolerance Common withdrawal symptoms associated with alcohol or other drug dependence may include: AnxietyDiarrhea/stomach upsetInsomniaMuscle crampsHeadacheDecreased concentrationRapid breathingTremorsSeizures Drug addiction is a brain disease with components of physical and psychological dependence. Detoxification may occur during the ending phase of physical dependence, but the psychological component maintains a steadfast hold. The Risks of Using Alcohol to Relieve Anxiety There is no cure for addiction, and maintaining sobriety is usually an ongoing quest for people who have substance use disorders. According to the American Society of Addiction Medicine, drug addiction differs from drug dependence and drug tolerance. Not all people who develop tolerance or physical dependence on a drug will go on to develop an addiction. It is believed that certain individuals are predisposed or vulnerable to addiction from biological, psychological, and social influences. Getting Help for Substance Abuse Maladaptive behaviors refer to types of behaviors that inhibit a person’s ability to adjust to particular situations. Maladaptive behaviors prevent people from adapting to the demands of life. Initially, excessive use of alcohol or other drugs may appear to provide relief from anxiety, but the long-term effects of substance abuse can be serious. If you have an anxiety disorder and are abusing alcohol or other drugs, you should talk to your doctor or a therapist. A professional who treats anxiety disorders can also help address your substance use. Using substances to self-medicate anxiety symptoms can feel like a fix in the short term, but its more likely to cause distress in the long run. Get Help With the 7 Best Online Anxiety Support Groups

The Catcher in the Rye by J.D. Salinger Essay - 624 Words

Holden’s Valuable Accessory â€Å"The Catcher in the Rye† is a 1950’s novel written by J.D. Salinger. It tells a story about a teenage boy who travels to multiple locations throughout New York after being kicked out of his school, Pencey. Throughout the book, Salinger uses numerous amount of symbolism to show the feelings of the main character, Holden Caulfield. One of the most recognized symbol is Holden’s red hunting hat. It is present in many situations and has abundance amount of symbolic characteristics. The red hunting hat plays an important role to Holden and represents his individuality, safety, as well as his strive for childhood innocence. In the beginning of the story, Holden buys the red hunting hat while in New York for a†¦show more content†¦While Holden was leaving Pencey, Holden places the hat on his head before saying, â€Å"[...]Sleep tight, ya morons! Ill bet I woke up every bastard on the whole floor. Then I got the hell out† (Salinger 29). Holden does not voice his opinions, but with his hat on he feels protected enough to say what he feels. The hat gives Holden a sense of strength and protection to live in the world in which he calls, â€Å"phoniness†. Holden’s hunting hat symbolizes the fight between himself and wanting to remain a child forever. Towards the end of the novel, Holden feels like he no longer needs the hat so he gives it to his little sister, Phoebe, â€Å"Then I took my hunting hat out of my coat pocket and gave it to her. She likes those kind of crazy hats† (Salinger 97). Holden is trying to protect her from the phoniness world by giving her a valuable piece of clothing that kept him protected. While Holden and Phoebe were on the carousel ride Holden says, â€Å"My hunting hat really gave me quite a lot of protection, in a way; but I got soaked anyway† (Salinger 114). Although, the hat gave him protection from the rain he still says that he got soaked anyway. At this point Holden realizes that the hat does not protect him from the rain and realizes that he cannot be protect from adulthood forever by wearing his hat. Holden now believes nothing cannot remain the same forever and has to face that fact that he is soon enteringShow MoreRelatedThe Catcher in the Rye by J.D. Salinger637 Words   |  3 PagesThe Catcher in the Rye, by J.D Salinger, consists of many minor characters. There are more than about sixty characters in the novel in which only three of them are major characters (Holden, Allie, and Phoebe) and the rest minor. Many of these characters are just mentioned with no lasting impact on either the novel itself or H olden. Salinger uses minor characters in the Catcher in the Rye to tell the readers about Holden and his views about the world. The first minor character seen in the CatcherRead MoreThe Catcher in the Rye by J.D. Salinger654 Words   |  3 Pagesfirst questions that came to my mind when I received the first assignment notice that we would be reading The Catcher in the Rye for English class. The title is most likely the single most important word choice that the author must make. J.D. Salinger uses the title in the book to allude to more than just when Holden sees the young child singing. J.D. Salingers title, The Catcher in the Rye, alludes to the conflict Holden faces of sexuality when growing up. The first reference made to the titleRead MoreThe Catcher in the Rye by J.D. Salinger944 Words   |  4 PagesMany people have different aspects and impressions on a teenager’s life. Some say society is the problem for their misbehaviours while others say it is the child who is responsible. Catcher in the Rye by J.D Salinger tells a story of a teenage boy named Holden Caulfield who gets kicked out from school to school. He never pushed himself in academics or anything and ended up failing, at most, everything. He re-tells what happened to him in New York after he got kicked out of Pencey Prep and secretlyRead MoreThe Catcher in the Rye by J.D. Salinger1005 Words   |  5 PagesHolden Caulfield, the protagonist of J.D. Salinger’s classic coming of age tale The Catcher in the Rye, entices readers through his hyper-critical scrutinization of the post-war consumer world. The novel itself is acclaimed to be quite autobiographical; the similarities between Salinger and H olden are numerous. Holden is an avid critic of materialistic American ideals, and he aims to preserve innocence in others, and to save himself from falling into the land of adulthood. After failing out ofRead MoreThe Catcher in the Rye by J.D. Salinger862 Words   |  3 PagesThe Catcher in the Rye a novel written by J.D. Salinger, the book starts off with Holden Caulfield, main protagonist, talks about his experience alone the weekend before he went home after getting kicked out of Pencey Prep.Holden seems to be embracing the growing up mentality yet he is frighten of adulthood he is trying to keep his innocence. Holden’s attitude toward life in general is perplexed. He pretends to be an adult by drinking heavily, yet he complains like a child. Holdens thoughts arentRead MoreThe Catcher in the Rye by J.D. Salinger1515 Words   |  7 PagesIn the novel, The Catcher in the Rye, written by J.D. Salinger, Holden Caulfield is a very complex and interesting person to take into consideration and psychoanalyze. His various traits make him a different person from the rest of the phonies in the world. Holden says, â€Å"All you do is make a lot of dough and play golf and play bridge and buy cars and drink Martinis and look like a hot-shot. How would you know you werent being a phony? The trouble is, you wouldnt.† What Holden doesn’t realizeRead MoreThe Catcher in the Rye by J.D. Salinger798 Words   |  3 PagesCatcher in the Rye Essay Anyone who has lost a beloved relative to cancer or other illnesses can understand how difficult it is to return to a normal living routine and move on with their lives without the relative. In J.D. Salinger’s novel, Holden Caulfield has to deal with the loss of his younger brother to leukemia. A few years after his younger brother, Allie, passed away, Holden finds himself being kicked out of yet another boarding school, this one being Pencey Prep in Pennsylvania. HoldenRead MoreThe Catcher in the Rye by J.D. Salinger1104 Words   |  4 Pages J.D. Salinger has written multiple novels, but his most famous is The Catcher in the Rye. Not only is this novel famous for its literary merit, it is also known as his most banned novel in certain schools. Even though this novel has been banned, J.D. Salinger’s themes and moralistic purposes serve literary worth. In The Catcher in the Rye, the reader is first introduced to Holden Caulfield, as first person narrator. He is a radically independent adolescent who tosses off judgments at ease unselfconsciouslyRead MoreThe Catcher in the Rye by J.D. Salinger983 Words   |  4 PagesCatcher in the Rye Essay Throughout Catcher in the Rye there are a lot of small parts of the story where it would be linked to the book and to the text all together. J.D. Salinger created a lot of important passages that would be associated with what type of message that he was trying to convey to the audience. Salinger would develop certain characters like Phoebe through her description and actions to have a influence on Holden, thus causing him to change as a character and reveal sides of himRead MoreThe Catcher in the Rye by J.D. Salinger507 Words   |  2 PagesJ.D Salinger is a very known american writer whose literature became very popular. His books revolved around many ideas such as his view on children. Children in many of his books have an innocence that Salinger grasps onto and makes adults corrupt. Also, he shows how children are teachers to adults but can still be foolish. Purity in children are expressed throughout many stories by Salinger. In Catcher In the Rye, Holden repeatedly expressed â€Å"Did you ask her if she still keeps all her kings in

Ovid s Metamorphoses A Collection Of Myths - 1627 Words

Ovid’s Metamorphoses is a collection of myths remastered to fit a theme of transformation. In these stories, the characters are confronted with a problem or a situation and how they react determines their fate. These fates take the form of physical alterattions. Often people transform into flora, fauna, or different human forms. In Metamorphoses the metaphors utilized by Ovid involve the natural world. These mataphors are natural for us to understand because nature is a common reference point for us all. While Ovid’s meaning behind the forms he chooses in his transformations seem simple, recognizing why characters are transformed can be confounding. The key to interpreting Ovid’s transformations is in realizing to whom the transformation is directed and this may not always be the one being transformed. The transformations that take place in Metamorphoses symbolize traits in the transformed and the transformer in both positive and negative aspects. Ovid uses trans formations to exaggerate the traits of the charater being transformed. In Book III, Narcissus is pursued by hordes of admirers. He is a young man and is exceptionally beautiful. Despite his abundance of suitors, Narcissus prefers to remain single. His rejection obviously upsets his followers, especially one of his male admirers who curses Narcissus in prayer to Nemesis: â€Å"May he himself love as I have loved him/ †¦ without obtaining his beloved† (3. 521-522). Nemesis grants his wish and Narcissus falls in love withShow MoreRelatedThe Greek Mythology : A Normative Critique1754 Words   |  8 Pages  Greek mythology is the body of myths and teachings that belong to the ancient Greeks, concerning their gods and heroes, the nature of the world, and the origins and significance of their own cult and ritual practices. It was a part of the religion in ancient Greece. Modern scholars refer to and study the myths in an attempt to shed light on the religious and political i nstitutions of Ancient Greece and its civilization, and to gain understanding of the nature of myth-making itself. Greek mythologyRead MoreAnalysis Of King Arthur And The Knights Of The Round Table1901 Words   |  8 Pageswriter’s imagination. Thomas Malory was the first to provide an English work retelling of the legend in his Le Morte D Arthur, published in 1485. Centuries later, Alfred Tennyson published his Idylls of the King throughout the later half of the 1800’s, telling the story of Camelot in the form of an epic poem. Arthur is such a great warrior and leader that his tale is very hard to believe. People have never heard of someone more selfless and humble, whose goal is to help others instead of themselvesRead MoreGreek Mythology8088 Words   |  33 PagesA   Gods   Given  the  multiplicity  of  myths  that  circulated  in  Greece,  it  is  difficult  to  present  a  single  version  of  the   genealogy  (family  history)  of  the  gods.  However,  two  accounts  together  provide  a  genealogy  that   most  ancient  Greeks  would  have  recognized.  One  is  the  account  given  by  Greek  poet  Hesiod  in  his   Theogony  (Genealogy  of  the  Gods),  written  in  the  8th  century  BC.  The  other  account,  The  Library,  is   attributed  to  a  mythographer  (compiler  of  myths)  named  Apollodorus,  who  lived  during  the  2nd

A Personal Educational Philosophies Free Essays

My personal philosophy of education is holistic, and focuses on the role of the teacher as a facilitator of students. This personal philosophy is important in guiding my future career goals to become a better educator. I believe that teaching and learning are concepts that often cannot be easily teased apart. We will write a custom essay sample on A Personal Educational Philosophies or any similar topic only for you Order Now Often, we learn even as we teach, as in the case of a new teacher who learns a great deal about the importance of keeping the attention and respect of children as she teaches her very first real kindergarten class. In addition, we teach as we learn, as in the case of a child who shares his family’s Christmas traditions with a class who is learning about holidays throughout the world. Students, in my opinion, are active participants in the teaching process. Often, professional educators see themselves as teachers, and focus strongly on their teaching skills, abilities, philosophies, and plans. I see teachers instead as facilitators of learning among students. This belief takes the emphasis off the importance of the teacher as the authority who imparts knowledge to children, and instead focuses importance on the learner’s role in acquiring knowledge or skills. My personal philosophy of education encompasses a little bit from each of the five philosophies of education. The five philosophies are: Essentialism, Progressivism, Perennialism, Existentialism, and Behaviorism. While many in the educational community tend to attach themselves strongly to one philosophy, and discount the others, I believe there is a lot to be learned from each of the theories. That said, the philosophies of Existentialism and Perennialism have special appeal for me. Existentialism places a strong focus on the unique development of the student, with the teachers role to † help students define their own essence by exposing them to various paths they may take in life and creating an environment in which they may freely choose their own preferred way† (Shaw, Existentialism). Perennialism also holds as strong appeal, which espouses the â€Å"the notion that some ideas have lasted over centuries and are as relevant today as when they were first conceived, Perennialism urges that these ideas should be the focus of education† ((Shaw, Perennialism). I strongly feel that the ability to learn, rather than simply rote learning of facts or beliefs, is absolutely worth knowing. Enabling students to become critical thinkers, who can learn on their own, in a number of different environments, is the most important facet of teaching. This is especially true today, in a world that is brimming with information. Individuals in our society, more than ever before, need to be able to obtain knowledge from the multitude of information in the world today. It is impossible to know everything in the world today, and this is often even true among specific specialties. As an example, who among us would be arrogant enough to say that he or she knows everything there is to know about education? The key components of my personal philosophy of teaching follow: A teacher is simply the facilitator of learning. All educational philosophies have some important ideas. The ability to learn, rather than simply rote learning of facts or beliefs, is absolutely worth knowing. Teaching and learning are concepts that often cannot be easily teased apart. Taken together, these components form my personal philosophy of teaching. I plan to use these beliefs to become a better teacher, who focuses strongly facilitating learning in students. I will use these beliefs as the key basis of my instructional practice. Personally, I plan to use these beliefs to empower my friends and family (and myself) to become active learners. In conclusion, my personal philosophy of teaching focuses on the student, rather than the teacher. I see myself as a facilitator of learning, whose job it is to empower students to learn on their own. I also see a valuable role in a holistic view of teaching, with much to be learned from each of the five educational philosophies. How to cite A Personal Educational Philosophies, Papers

The Public Sector Auditing Accounting Essay Example For Students

The Public Sector Auditing Accounting Essay Audit map is one of the most of import elements in an organisation. The map is non merely restricted in guaranting that an organisation fiscal coverage demo a true and far position, but it besides functioning the public involvement as to beef up the answerability and reinforce trust and assurance in fiscal coverage. The populace sector has more institutional stakeholders instead than private sector itself. As in public sector context, audit map concerned on guaranting that the money allocated by Parliament was spent harmonizing to its intent and the histories were decently presented and the besides comply with Torahs and ordinances governed by the bureaus. Besides that, the authorities besides develops an independent public sector in order to guarantee the transparence to its citizen. We will write a custom essay on The Public Sector Auditing Accounting specifically for you for only $16.38 $13.9/page Order now National Audit Department is the medium and a organic structure who is responsible in the development of public sector scrutinizing in Malaysia. National Audit Department has been given a authorization to carry on assorted type of audit to authorities bureaus, hence the bureaus able to present services successfully and transport out plans in an just and appropriate mode. Government bureaus in Malaysia began to implement public sector in a manner to better the effectivity and efficiency Analysis Despite National Audit Department has its ain codification of moralss and corporate civilization, the negative remarks and perceptual experience on the hearers work is ineluctable. Every issues and struggles rise from the audit affected the image of audit officers, particularly those in public sector. Some of them are a neer stoping struggle. All of this is a consequence from complexness of public sector environment such as the size, programme, activities, and outgo. All these struggle and publish demand to be handle earnestly so that the degree of dependability on National Audit Department is at a higher degree. This should be taken as a challenge to accomplish its aims in supplying and safeguarding public answerability. One of the issues is on outlook spread. Regardless the hearers are in public or private sector, outlook spread is one of serious issue face by hearers. Expectation spread is neer resolve struggle in audit. Expectation spread is defined as the difference between the degrees of expected public presentation of hearers in footings of detection and coverage on patterns and public presentation of auditees or in this instance authorities bureaus. Expectation spread exists due to assorted factors. Some of the factors that have been discussed are the clip slowdown between scrutinizing profession in placing and responding to the alteration in audit environments and besides the outlooks of public, being of different parties with different demands, misinterpretation of the study users on audit map and besides several other factors. The chief beginning of the job is the key participant itself which are the hearers and the users. Both private and public sector face the same struggle. Therefore uni nterrupted attempt on making research associating to this affair was taken in order to cut down or shut the spread that exists. Other than that, there is changeless ailment sing on the seasonableness of audit study. The period after the terminal of fiscal twelvemonth and the issue of audit study in public sector show a different clip taken every bit compared to private sector. The seasonableness of audited fiscal study is valuable to the fiscal information users. The seasonableness represents the degree of utility of the study itself. The earlier the information reaches the users, the more utile the information to the users. Some provinces are said to detain on the readying of their fiscal statements. Therefore it will detain the audited fiscal study excessively. It does non demo a good quality of authorities officers in supplying seasonableness of fiscal information to the users. Average audit timing for general purpose authorities is said to take extra of one month than norm. And it is said that another extra month taken has change the value of information in the study from utile to no longer utile. Althou gh there has been betterment in the timing of publication, the timing spread is still there and besides necessitate to be taken earnestly. There is a turning demand by authorities, parliament and populace for a timeliness study. Therefore, it is necessary for National Audit Department to re-examines their audit map to run into the outlook or demand. .u4d19f0139c8f09bb05e211edc3229170 , .u4d19f0139c8f09bb05e211edc3229170 .postImageUrl , .u4d19f0139c8f09bb05e211edc3229170 .centered-text-area { min-height: 80px; position: relative; } .u4d19f0139c8f09bb05e211edc3229170 , .u4d19f0139c8f09bb05e211edc3229170:hover , .u4d19f0139c8f09bb05e211edc3229170:visited , .u4d19f0139c8f09bb05e211edc3229170:active { border:0!important; } .u4d19f0139c8f09bb05e211edc3229170 .clearfix:after { content: ""; display: table; clear: both; } .u4d19f0139c8f09bb05e211edc3229170 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4d19f0139c8f09bb05e211edc3229170:active , .u4d19f0139c8f09bb05e211edc3229170:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4d19f0139c8f09bb05e211edc3229170 .centered-text-area { width: 100%; position: relative ; } .u4d19f0139c8f09bb05e211edc3229170 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4d19f0139c8f09bb05e211edc3229170 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4d19f0139c8f09bb05e211edc3229170 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4d19f0139c8f09bb05e211edc3229170:hover .ctaButton { background-color: #34495E!important; } .u4d19f0139c8f09bb05e211edc3229170 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4d19f0139c8f09bb05e211edc3229170 .u4d19f0139c8f09bb05e211edc3229170-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4d19f0139c8f09bb05e211edc3229170:after { content: ""; display: block; clear: both; } READ: Migraine Headaches Are The Result Of A Disturbance In The Neurochemist EssayAnother great concern issue arises late is sing on the National Audit Department independency. Some resistance parties and non-governmental organisations believe that National Audit Department is still influenced by outside parties and to be peculiar, authorities. These parties and organisations had used media as a medium to respond on this peculiar issue. And it brings a great concern to society. A serious remark had been issued which said that there is no inquiry on Auditor General s independency but, there is uncertainty on National Audit Department s. However, an account has been issued by Audi tor General himself ; Tan Sri Ambrin Buang, where he said the National Audit Department carries its audit in conformity with international criterions without bias to any party. He besides mentions how assurance he is on the competence and unity degree of those hearers in National Audit Department in transporting out their responsibilities. Though he did admitted that there is some failings, they will endeavor to better the procedure from clip to clip. Apart from all the issue arose, National Audit Department besides has taken stairss to get the better of the struggle and issues and besides strengthen the capacity and capableness of audit officers . The adequateness of professional and qualified audit forces is besides an issue that has been question by users. The unqualified offices may endanger and destroy what the National Audit Department represents for, an unity professional organic structure which responsible in keeping public answerability. Earlier this twelvemonth, the National Audit Department and Anti-Corruption Commission ( MACC ) will set about an exchange programme affecting officers from the two bureaus. Auditor-General Tan Sri Ambrin Buang said that the fond regard officers programme end was to to hike and better audit offices capableness and capacity in the techniques of observing misconduct, corruptness, embezzlement, dispute of systems and processs, and abnormalities in transporting day-to-day undertakings. Hearer in public sector besides should acquire recognition on part that they make towards authorities. The being of National Audit Department has created a promoting authorities answerability environment. Even though the function of National Audit Department in advancing answerability towards authorities organic structures has existed for more than 100 old ages, the attempt taken by them have made the answerability degree among authorities organic structures shows a batch of betterment. In recent imperativeness conference, Auditor-General said that the execution of evaluation system which is based on Accountability Index has unfastened authorities sections and bureaus to follow with Torahs and ordinances. The difficult plants from National Audit Department has made the value-added mission win. As a consequence, important alterations can be seen in fiscal and overall direction among authorities organic structures, hence heightening answerability, good corporate administration and be tter transparence. Following the greater efficiency of Malayan Anti-Corruption Commission ( MACC ) and constabularies in disposing corruptness instances, Auditor-General Tan Sri Ambrin Buang has pointed out several steps taken that need to be taken to cut down procurement maladministration. Some of the steps are greater trust on unfastened stamp instead than direct dialogue, equity in the awards of contract and unwraping detail authorities procurance and denationalization contract. For all these ground, serious concern and measure to better overall public presentation should be taken into history in order to turn out that National Audit Department is capable in executing a sound audit work. A sound audit work help the section in executing audit with conformity to policy, program and codification of moralss. So they may carry through the aim or the intent of scrutinizing in public sector which include all degrees of authorities. Decision The being and subsequently the development of public sector scrutinizing in Malaysia have been influenced by political and socio-economic systems. Audit establishment in Malaysia has been established before Malaysia attained its independency, which is during British Colonial disposal in early twentieth century to beef up the Government. There is neer stoping attempt for improvement of authorities in executing their responsibility for a great and better answerability towards the citizen. Until now, 2012, the being of National Audit Department brings a important alteration in direction and public answerability of public sector disposal. .ua3e15ec363dd3a4ccd5677e0ca7ff346 , .ua3e15ec363dd3a4ccd5677e0ca7ff346 .postImageUrl , .ua3e15ec363dd3a4ccd5677e0ca7ff346 .centered-text-area { min-height: 80px; position: relative; } .ua3e15ec363dd3a4ccd5677e0ca7ff346 , .ua3e15ec363dd3a4ccd5677e0ca7ff346:hover , .ua3e15ec363dd3a4ccd5677e0ca7ff346:visited , .ua3e15ec363dd3a4ccd5677e0ca7ff346:active { border:0!important; } .ua3e15ec363dd3a4ccd5677e0ca7ff346 .clearfix:after { content: ""; display: table; clear: both; } .ua3e15ec363dd3a4ccd5677e0ca7ff346 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua3e15ec363dd3a4ccd5677e0ca7ff346:active , .ua3e15ec363dd3a4ccd5677e0ca7ff346:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua3e15ec363dd3a4ccd5677e0ca7ff346 .centered-text-area { width: 100%; position: relative ; } .ua3e15ec363dd3a4ccd5677e0ca7ff346 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua3e15ec363dd3a4ccd5677e0ca7ff346 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua3e15ec363dd3a4ccd5677e0ca7ff346 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua3e15ec363dd3a4ccd5677e0ca7ff346:hover .ctaButton { background-color: #34495E!important; } .ua3e15ec363dd3a4ccd5677e0ca7ff346 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua3e15ec363dd3a4ccd5677e0ca7ff346 .ua3e15ec363dd3a4ccd5677e0ca7ff346-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua3e15ec363dd3a4ccd5677e0ca7ff346:after { content: ""; display: block; clear: both; } READ: Human Rights EssayNational Audit Department constitution is to be responsible in the development of public sector scrutinizing in Malaysia. The section was organized into federal sector, province sector, and federal statutory organic structures. The Auditor General is appointed to head this section. In accomplishing its aims to advance and heighten the criterion of public answerability, they are empowered by two Torahs ; Federal Constitution and Audit Acts 1957. The section was entrusted to guarantee the answerability in disposal and direction of public financess through the audit of histories and activities of authorities bureaus. Even though the constitution of National Audit Department is seen to help authorities bureaus in bettering answerability, there are still issues and struggles arise from their work. it includes outlook spread which is misunderstood of users on audit study, seasonableness of audit study, independence of National Audit Department which is said to be influenced by outside party and to be peculiar authorities and besides the capableness of hearer officers . These issues have brought serious attending to public and besides automatically impact the unity of the section The attending given to the issues has made National Audit Department to seek ways as for betterment on their overall public presentation. Effort taken by Auditor-General Tan Sri Ambrin Buang with cooperation of the members has leads to diminish in struggle arose before. Apart from the lessening in figure of struggles, National Audit Department public presentation has improved their overall public presentation. This better public presentation leads to accomplish answerability and unity, better operations and addition of citizens and stakeholders towards authorities organisations.

The Rocky Horror Picture Show as an Enduring Pop Cult Classic essays

The Rocky Horror Picture Show as an Enduring Pop Cult Classic essays For years, with its phenomenal success as a midnight movie, The Rocky Horror Picture Show has made "don't dream it, be it" the motto for its ever-growing cult audience. The film continues to be regarded by critics and audiences as the only no-holds-barred, ultimate theatre experience, which has seemingly drawn a repeat audience of cult film followers year after year. More than just a movie, The Rocky Horror Picture Show (RHPS) has become a community, a loud, profane, exuberant collection of cult film freaks: the beautiful, the creative, the lovers and the lost. Despite its first success as a play and then initial failure when produced as a mainstream film, RHPS has become a successful paradigmatic cult classic due to its strange and unusual theatrical exhibition and the film's blend of thematic, visual and verbal elements, which parody accepted societal conventions. According to the RHPS Anniversary Commentary, a young actor by the name of Richard O'Brien originally wrote RHPS's musical predecessor, The Rocky Horror Show. After performing small roles in the films Carry On Cowboy and Casino Royale, O'Brien landed roles in the musicals Hair and Jesus Christ Superstar and made one disastrous yet fateful performance in each. Although he did not succeed in either of the shows, O'Brien had the opportunity to present his rock musical entitled "They Came From Denton High" to Jesus Christ Superstar's director Jim Sharman. Through Sharman, a solo acoustic tape of O'Brien singing the future RHPS opener "Science Fiction, Double Feature," came across the desk of independent theater producer Michael White. White became fascinated with the tape and story concept and agreed to sponsor the production as a small experimental stage production at London's Royal Court Theatre Upstairs. O'Brien spent countless hours in movie houses watching the tasteless thrillers which would later inspire him to write The Rocky Horror Show. The play was base...

Gaius Mucius Scaevola

Gaius Mucius Scaevola Gaius Mucius Scaevola is a legendary Roman hero and assassin, who is said to have saved Rome from conquest by the Etruscan king  Lars Porsena. Gaius Mucius earned the name ‘Scaevola’ when he lost his right hand to Lars Porsenas fire in a show of intimidating will power. He is said to have burned his own hand off in the fire to demonstrate his bravery. Since Gaius Mucius effectively lost his right hand to the fire, he became known as Scaevola, which means left-handed. Attempted Assassination of Lars Porsena Gaius Mucius Scaevola is said to have saved Rome from Lars Porsena, who was the Etruscan King. In about the 6th century B.C., the Etruscans, who were led by King Lars Porsena, were on a conquest and were trying to take Rome. Gaius Mucius supposedly volunteered to assassinate Porsena. However, before he was able to successfully complete his task he was captured and brought before the King. Gaius Mucius informed the king that although he might be executed, there were plenty of other Romans behind him who would try, and eventually succeed, in the assassination attempt. This angered Lars Porsena as he feared another attempt on his life, and thus he threatened to burn Gaius Mucius alive. In response to Porsena’s threat, Gaius Mucius stuck his hand directly in the burning fire to demonstrate that he did not fear it. This showing of bravery so impressed the King Porsena that he did not kill Gaius Mucius. Instead, he sent him back and made peace with Rome. When Gaius Mucius returned to Rome he was viewed as a hero, and was given the name Scaevola, as a result of his lost hand. He then became commonly known as Gaius Mucius Scaevola. Gaius Mucius Scaevola’s tale is described in the Encyclopedia Britannica: â€Å"Gaius Mucius Scaevola is a legendary Roman hero who is said to have saved Rome (c. 509 bc) from conquest by the Etruscan king Lars Porsena. According to the legend, Mucius volunteered to assassinate Porsena, who was besieging Rome, but killed his victim’s attendant by mistake. Brought before the Etruscan royal tribunal, he declared that he was one of 300 noble youths who had sworn to take the king’s life. He demonstrated his courage to his captors by thrusting his right hand into a blazing altar fire and holding it there until it was consumed. Deeply impressed and fearing another attempt on his life, Porsena ordered Mucius to be freed; he made peace with the Romans and withdrew his forces. According to the story, Mucius was rewarded with a grant of land beyond the Tiber and given the name Scaevola, meaning â€Å"left-handed.† The tale is presumably an attempt to explain the origin of Rome’s famed Scaevola family.†

Research methodology Essay Example | Topics and Well Written Essays - 1000 words

Research methodology - Essay Example This method’s main objective is to come up with general rules or principles. Examples of areas in which quantitative methods are applied include numerical methods (mathematical modeling), laboratory experiments, formal methods (econometrics) and surveys. Quantitative methods involve procedures which have to be followed to obtain expected result. First step the researcher collects variables which are then measured. The next step is to obtain the frequency distribution, measure of dispersion and location, get the probability, test the hypothesis and finally conduct statistical tests. Its advantages are that it facilitates for broad study because it involves many subjects. It also avoids bias among researchers and enhances accuracy of results. This is because it applies many cases and few variables in a study hence precise and can be compared. Quantitative method has disadvantages such as leading to wrong presentation where the researcher gives personal views instead of analyzing the data. Its results provide numerical analysis thus limited. When carried out in a laboratory, its results are artificial in contrary to the real world (Bryman, and Cramer, 1999). Qualitative method Qualitative methods emerged from social sciences. They enhance the study of cultural and social phenomena. It analyzes data according to categorization and quality of the given characteristics. Qualitative methods investigate human beings. They explore how individuals experience and see. Unlike quantitative analysis, it emphasizes on words other than quantities in the collection and examination of data. There are different types of qualitative research: interactive interviewing, written descriptions and observation. Each qualitative research is guided by its own approach of investigation. To ensure quality research, there must be maintenance of details. Its advantage is in unfolding a lot of information about people’s lives in depth. It is relatively inexpensive as it deals wit h small groups at a time. Qualitative analysis also uses cheap measurement tools. Its drawbacks are that it is not convenient because it inhibits statistical data collection. More so, this method gives limited information: it collects details from a small, selected group (Hoepfl, 1999). Mixed methods Statisticians prefer the term mixed model to mixed method. They based their argument on the fact that mixing is not just about the methods carried out in a research. Mixed method is a combination qualitative and quantitative research method. It adopts more than one research approach. It involves methods that are flexible hence appropriate for multiple studies. Mixed method may or may not contain a strategy. The method is used in mapping exercises and collection of the nation’s statistics data. Today, mixed method is widely used because of its merits. In that, mixed methods combine many research methods hence offer an extraordinary opportunity for advancement. It also allows for t he enhancement of skills. However, mixed methods can be tedious especially in the application of many research methods (Bazeley, 2003). Action research It is also known as participatory action research. It originated from social psychology. Action research involves a process which is reflective of progressively solving problems led by persons working together as a team. The process entails being actively involved in an organization’

What has been learned about the effectiveness, and limitations, of Essay

What has been learned about the effectiveness, and limitations, of parent training programmes for helping children with externalizing behavior problems What needs to be learned - Essay Example ith this behavioral problem with ample knowledge gained through three categories of Incredible Years Parent Training Programmes: (i)Babies and toddlers (0-3 years); BASIC Early Childhood (3-6 years) and ADVANCE (4-12 years) (Incredible Years, 2009). The goals of these programmes are to treat children aggressive behavior and ADHD and to build a robust parent-child interaction that would help in raising children that would be socially competent, emotionally strong and enjoy mental alacrity (Incredible Years, 2009). While there have been some improvements in the social behaviors of children in countries where Webster-Stratton Model has been applied, but it had also been discovered that not all of these programmes have been successful or effective: they face some unavoidable limitations due to the process of implementation that worth investigating and proposing better approaches that would be able to withstand both the internalizing and externalizing problems in children. There are some observable indications that the idea of parent training programmes for helping children with externalizing behaviour problems has been effective: surveys of trial or randomized group control evaluations indicate that there has been improvement in the way parents discipline their children, shunning harsh discipline or spanking that could have made grow into unruly adolescents (Incredible Years, 2009). This action has encouraged children to look up to their parents as problem-solvers, and by engaging them in fruitful communication, instead of resulting to violent outburst. Over the period of the training, the parents’ attitude to interaction with their children has improved, with parents using more positive words or praises to supply the needed encouragement for their children to act well in the society. Webster-Stratton and Hammond (1990) recognized that researchers have previously discovered that the state of parental mental health largely contributes to how th eir children’s social

School Counsellors for Gifted and Talented Students

School Counsellors for Gifted and Talented Students This paper critically reviews previous studies that have explored the role of school counsellors for gifted and talented students. School counsellors in Saudi Arabia receive little specific training in the needs of gifted students, and it is very rare for counsellor training programmes to require counsellors to take courses on gifted students as part of the degree requirements. Therefore, this article considers theories of counselling, and the role of school counsellors, and gifted student programmes in the USA, the UK and KSA. This review considers the counsellors role in different contexts and discusses it in the Saudi context. In doing so, the psychological, educational and professional skills of counsellors need to be understand in order to meet the needs of gifted and talented students so that they can live up to their ambitions and aspirations. Background of the study The role of the school counsellor is complicated and one of the most demanding careers when compared with other educational professions. It involves interaction with students from different cultural, economic and social backgrounds. The primary responsibility of the school counsellor is to develop the skills that will enable them to meet the challenges of this technological era. In the era of globalization, this objective is more important than ever, where we have to search for and develop the skills of talented students. In 1981, the Ministry of Education in Saudi Arabia established the General Directorate of Guidance and Counselling for Gifted Students. Since that time, guidance and counselling has become formalized and recognized as a profession, and counsellors have been appointed to deal with psychological, social, educational and vocational problems and to deliver protective counselling (Ministry of Education in Saudi Arabia, 1999). For this reason the current paper will highlight the historical background of school counselling and counsellors of the gifted and talented in the USA, UK and KSA. In the 1955 Yearbook of Education, reference is made to counselling as a process of helping individuals through their own efforts to discover and develop their potentialities both for personal happiness and social usefulness (Hall Lauwerys, 1955, cited in Milner, 1974). A more recent definition is that counselling is to help an individual to make his own decisions and choices in the light of his feelings and needs (Milner, 1974). Jones (1970) suggested that counselling Is an enabling process, designed to help an individual come to terms with his life as it is and ultimately to grow to greater maturity through learning to take responsibility and to make decisions for himself. The American School Counsellor Association (ASCA, 1999) defines counselling as an interactive process as follows: it is a confidential relationship in which the counsellor meets with students individually and in small groups to help them resolve or cope constructively with their problems and developmental concerns. In Coreys (2002) words, the central function of counselling is to help clients recognize their own strengths, discover what is preventing them from using their strengths, and clarify what kind of person they want to be. Counselling is a process by which clients are invited to look honestly at their behaviour and lifestyle and make certain decisions about how they want to modify the quality of their life. McLaughlin (1993) mentions that effective school counselling has three elements: an educative function whereby attention is focused on the social development of the student within the school context; a reflective function which explores the possible impact of the school practices and societal conditions on the personal and mental health of the student, and a welfare function which is concerned with planning for and reacting to issues that affect the students welfare. Saudi Arabia has conducted research to find out the best approach to gifted education, but of course for females who are severely restricted in the subjects they are allowed to study, these moves are somewhat academic. An interesting survey of computer use in Arabic countries was made by a Jordanian, Subhi (1997). He recommended that gifted pupils records should be computerised for easier monitoring of their progress, and he has designed a programme to help this. The problem, he found though, is that although there are computers in Jordanian schools, there are very few of them and the teachers do not generally know how to use them. It looks as though most, if not all, Arab countries are willing to recognise and help the gifted, and several have made forays into out-of-school activities, but the overall outcome is still difficult to define. Some authors (such as Sternberg et al., 1986, Ziegler and Heller, 2000) believe that a consensus is yet to be reached on what is meant by the term (gifted), and yet multiple efforts have been made to establish criteria for this, which include components such as motivation, creativity, task commitment, and problem solving. However, personal talent is described by Renzulli (1999a, p.4) as exceptional ability to select and achieve difficult goals that fit ones interests, abilities and social contexts. In his view, personal talent is a capability developed in the field of self-management that is concentrated by the individual in the direction of selected outcomes that contain well-being, happiness, personal relationships, hobbies as well as career achievements. He proposes that personal talent can be referred to as a range where those in the centre of this continuum can be explained as personally competent, while those at the high end of the range can be categorized as personally talente d. On the other hand, Masten et al. (2002) argue that resilient individuals learn how to overcome obstacles in order to achieve their anticipated goals, and that this can be described as personal talent. Also, Bland et al. (1994) refer to specific characteristics of resilience as an indicator of exceptional abilities and talent regarding children from poor backgrounds. In this regard, Marker et al. (1996) propose that numerous of the principles of distinguishing curriculum for gifted and talented learners support the development of personal talent. They refer to learning environments that foster independence, flexibility and high mobility as being potentially more promising for fostering personal talents than the more traditional teacher-centred classrooms that concentrate on lectures with academic content. However, some researchers regret the fact that research on giftedness has been somewhat biased, having mainly concentrated on IQ-related abilities that address academic skills, and b y-passing or simply ignoring other basic skills such as vocational skills (Bals, 1999), practical intelligence in everyday life (Sternberg, 2000), and, most importantly, social skills (Persson, 1997). Motivation is another issue that has been the focus of research with regard to gifted children. According to Sternberg (2000), some theories depict motivation as an assisting internal factor in the expansion of giftedness. One of these theories is Gages dynamic theory of giftedness which depicts motivation, volition and self-management as interpersonal catalysts that help convert gifts into talents. However, these theories have failed to provide guidance in assisting youths of high ability to develop motivation. For this reason, some researchers (for example, Colangelo et al. 2000; Alrasheed, 2001) believe that talented students should be identified and given tasks at a higher level than the normal school curriculum. Renzulli (1999b) is of the opinion that gifted students should be pro ducers of knowledge rather than mere consumers of existing information. He believes that specific programmes and services for the talented and gifted are the only solution to allow them to live up to their potential. This idea is further supported by Reis et al (1995) who argues that it is not fair to make a gifted child sit in a classroom where learning something new will not happen until the second half of the year. According to Alhossaini (2000), the effectiveness of the educational process could be seen in table (1): The above figure of methods of interactions could be interpreted in this table. If these roles are all positive, we get the creative outcome. And it is mines, mines, mines, it is less creative. Pattison (2006) suggests that, counselling is an activity that takes place behind closed doors in privacy, the nature of client confidentiality requires this. However, this can make counselling practices and processes mysterious and misunderstood. In placing this research in the public arena, it is hoped that counselling practices and processes have been made a little more transparent and that the case for including young people with learning disabilities in counselling has been strengthened. Bor et al. (2002) state that school counselling is an interaction in a therapeutic setting, focusing primarily on a conversation about relationships, beliefs and behaviour (including feelings), through which the childs perceived problem is elucidated and framed or reframed in a fitting and useful way, and in which new solutions are generated and the problem takes on a new meaning . Research Problem There have been few programmes for gifted students offered in the Kingdom of Saudi Arabia. Even though there has been programmes existing, it is new and is for further evaluation to be able to develop it more for the students. It has been believed that if there has been more developed programmes for gifted children then they will be more enhanced and so, benefiting the country. The Kingdom of Saudi Arabia have put up programmes for gifted students but is new and rare. There has been studies regarding the support of the authorities in the schools on how to support gifted students. 1.5 The research questions Based on the aims articulated in the previous section, the following specific research questions have been formulated: How does the Ministry of Education in Saudi Arabia support gifted students? Does the authorities in the schools help in the development of the programmes? How do we determine the effectiveness of the programmeswith the school counsellor, principal, and teachers help? 1.6 Sub-questions Two sub-questions will also be explored: Do the teacher, student counsellor and principal who work with gifted students have special qualifications? What is the level and nature of the response of gifted students to these programmes? Historical review of school counselling in USA Schmidt (1999) suggests that the development of school guidance and counselling in the United States has its roots in the vocational guidance movement, which started in 1898 when a Detroit school principal, Jesse Davis, introduced a guidance curriculum that was delivered in each English class in his school to help students develop character, avoid problem behaviour, and relate vocational interests to the solution of their vocational and social problems. Gysbers (2001) argues that in the 1920s and 1930s, the concept of guidance evolved from vocational to educational guidance. Educational guidance was viewed as a set of activities that would address not only occupational concerns but also the personal and educational aspects of individuals. However, although school counselling remained focused on secondary schools, counsellors were beginning to appear in some elementary schools in Boston in the 1930s. Yet, it was not until the 1960s that the need was generally recognized and funds were provided for the training of counsellors in elementary schools (Schmidt, 1999). However, Baker (2001) suggests that despite the progressive movement of the 1960s, school counselling did not fare well in the 1970s. During the 1970s and into the 1980s, a number of school counselling positions were eliminated and fewer jobs were available for newly trained school counsellors due to school budget cuts and financial problems across the US. At the same time, concern was being expressed about the programmes of guidance and counselling and the services offered by counsellors in school (Baker, 1996; Schmidt, 1999). On the other hand, Herr (2001) says that attempts to define the role and functions of the schools comprehensive developmental models w ere better suited to meeting the development needs of students. In 1997, the American School Counsellor Association (ASCA) (1999) adopted the National Standards for School Counselling Programmes. According to these standards, school counsellors are required to address the needs ofstudents comprehensively through the implementation of a developmental school-counselling programme. Historical review of school counselling in the UK School counselling in the United Kingdom dates back to 1913 when London County Council appointed a psychologist to examine backward children and advise their parents and teachers on methods of treatment (Milner, 1974). However, it was not until the 1960s that school counselling began to emerge as a discipline in its own right (Bor et al., 2002). At the time, the American school counselling model which was based on the client-centred approach proposed by Rogers (1961) was influential. Rogers produced a report in which he recommended that counsellors should be appointed to look into the needs of low achieving children. As a result, counselling courses were set up for experienced teachers, and several hundred counsellors were employed by local education authorities throughout the country (Bor et al., 2002). However, according to the Department of Education and Science (1989, cited in Bets et al. 1995) pastoral care is concerned with promoting pupils personal and social development and f ostering positive attitudes. Confronted with pervasive and traumatic social problems such as the collapse of the extended family and increases in rates of violence, the need for school counselling attracted the attention of local education authorities. However, in the light of limited budgets, the 1980s witnessed a shift of emphasis on counselling, and it was felt that counselling should be integrated into teaching practice, so that teachers themselves should take responsibility for pastoral care (Bor et al., 2002; Mclaughin, 1999). Jones (1970) says that, in the absence of government backing, enthusiasm for counselling courses began to fade, and the majority of schools were left without counsellors. To exacerbate the situation even further, cuts in education funding at thehands of the Conservative government in the 1980s resulted in a reduction in the number of existing counsellors (McLaughlin, 1999). According to one estimate, only fifty counsellors were left in schools in England and Wales following the introduction of the local management of schools in 1987 (Robinson, 1996). Bor et al. (2002) argue that since the 1980s and despite heavy workloads, growing social problems and immense psychological pressure, teachers in the United Kingdom still continue to play a major role in counselling their students. To add to their problems, they have recently fallen under pressure to fulfil all of the criteria of an over-demanding National Curriculum. As a result, teachers now find it difficult to fulfil a pastoral role, and schools are beginning to feel the need to employ counsellors to meet the educational, psychological and emotional needs of students. To provide teachers with the necessary counselling skills, a sizeable number of studies in the field of pastoral care began to appear (e.g. Raymond, 1985; Watkins, 1994; Hamblin, 1984; Marland, 1989). In general, these studies focused on good student-teacher relationships (Mclaughlin, 1999), emphasized the importance of assisting children to improve their lives, and used study skills to guide them in making their own decisions (Raymond, 1985). Nonetheless, although the literature on counselling and pastoral care in the United Kingdom is vast, it is still not integrated and provides only a few guidelines on practice (Al-Rebdi, 2000). On the other hand, some still argue that teachers have to manage complicated and demanding situations, channelling the personal, emotional and social pressures of 30 or so youngsters (Black et al., 1998). The debate is still raging between those who argue that counselling should be provided by specialists and those who suggest that teachers should bear the burden. Inthis context it is worth listing the duties and responsibilities of the school counsellor as outlined by the British Association for Counselling (1997). These are: Â · To offer pupils, parents and staff individual or group counselling. Â · To provide information on the counselling service, the role of the counsellor and boundaries of confidentiality. Â · To cooperate with head teachers, governors, parents and, where appropriate, the local education authority, in setting up a suitable appointment system. Â · To keep suitable case records of counselling conducted in a secure place. Â · To report back to management on a regular basis on the numbers that use the service and to give a general overview of the types of problem encountered. Â · To liaise with the pastoral management team, year tutors, class teachers, governors, parents and caring agencies. Â · To network with personnel from other agencies with a view to easing referrals and accessing specialist consultants. Â · To devise and, where appropriate, deliver a programme of training to support and develop the counselling service. Â · To attend supervision with a suitably qualified supervisor. Historical review of school counselling in the KSA Initially, in 1981, the Ministry of Education established the General Directorate of Guidance and Counselling. Since that time, guidance and counselling has become formalized and recognized as a profession, and counsellors have been appointed to deal with psychological, social, educational, and vocational problems and deliver protective counselling (Ministry of Education KSA, 1999). It should be mentioned here that the model for and practice of guidance and counselling in SaudiArabian schools was derived from western sources, mainly the United States. More than two decades have passed since the guidance and counselling programme was established in Saudi schools. Its development has progressed at a slow rate and, currently, it faces various problems. The major difficulty relates to the definition of the role and function of the school counsellor (Al-Gamdi, 1999) which is unclear to principals, teachers, parents, students and school counsellors themselves. Due to this problem, counsell ors have found themselves overly involved in paperwork and administrative tasks and duties not related to school counselling. Additionally, counsellors often complain about lack of support and cooperation from others involved in the counselling service, especially parents (Al-rebdi, 2000). In this situation, if school counsellors in Saudi Arabia are to provide better services for students, their role must be clearly defined. It is also necessary for those involved in counselling to have a clear view of what counsellors should and should not do. Added to this, counsellors must choose carefully how they spend their time and energy. As the role and functions of the school counsellors become clearer, they should be able to respond better to the needs of their students. Furthermore, in 1981, following decree number 216/k issued by the Ministry of Education, the Social Educational Administration was replaced by the Student Guidance and Counselling Service, and guidance and counselling in Saudi schools became formalised. That same year, the name was changed again to the General Administration for Guidance and Counselling (Ministry of Education, 1999). The responsibilities of this administration are as follows: 1- To plan, prepare and develop the programme and services of guidance and counselling. 2- To provide professional staff who are capable of delivering such services to all students at various stages of education. 3- To provide students with the appropriate care applicable to their ages and their psychological, educational and social needs. 4- To assist students to develop their capabilities, potentialities and talents, to allow them to face their problems and to help them feel comfortable with themselves and with the community in which they live. 5- To attain a high standard of mental health in a way that reflects the targets and goals sought by educational guidance in general (Ministry of Education, 1999). Saleh (1987) pointed out that, due to the immediate need for professionals to monitor and guide the counselling service in schools, the Ministry of Education sought personnel from among the existing social education supervisors to act as the supervisors; counselling and guidance programmes in addition to carrying out their normal duties. The Ministry of Education also sought personnel from within the existing teaching force, provided they had the relevant experience, to work temporarily as counsellors in schools. To meet the need for school counsellors in all schools, the General Administration for Guidance and Counselling allowed those with a Bachelors degree in psychology, social work or sociology to perform the role of the school counsellor until enough trained professional counsellors could be provided. In order to meet the need for trained full-time counsellors to work in schools, universities in Saudi Arabia were requested to offer guidance and counselling programmes at masters level. Statistical information for the year 2000 shows that there were 229 counselling supervisors and 3381 school counsellors overall (Ministry of Education, 2000). By 2003, the number of counsellors had increased rapidly toabout 4000(Al-Rebdi, 2004). The Ministry of Education (1999) defined the term counselling as the interactive process though which the counsellor assists the student to understand himself and recognise his capabilities and potentialities and gives him a more enlightened approach to his problems and how to face them. Counsellors also help students to enhance their responsible behaviour and to show conformity with their community. Counselling gifted students Landau (1990) noted that gifted students might become isolated and alienated. Moreover, Rogers (1983) pointed out that in an egalitarian system children not only lack the opportunity for confirmation and social acceptance, but they also often lack the freedom to learn. The need for confirmation and emotional support is well known in the literature which focuses on giftedness and talent (Csikszentmilalyi et al., 1993; Kelley, 1999; Stednitz, 1995). Donna (1999) suggests that teachers and counsellors need to encourage minority students to consider a teaching career in general and gifted student education in particular. Ford (1995) however, believes that from an historical point of view, the counselling of gifted students has not been an important part of educational and counselling discourse. He points out that misconceptions and stereotypes of gifted students as being immune to social, emotional, and academic problems have contributed to the lack of counselling for these students, and in cases where counselling is available it is only limited to academic, assessment and placement issues. According to Ford, the fact that more children are entering school with serious personal and academic problems should entail an expansion in the responsibilities and roles of counsellors to meet the needs of all children who seek guidance andassistance. But nonetheless according to Alrasheed, (2001) the limited availability of counselling services has failed to meet the enormous need for counselling services and research regarding gifted individuals. In this respect he endeavoured to provide counsellors, classroom teachers and educationalists as well as parents with advice regarding the understanding of the academic and social needs of gifted and talented students. Persson (2005) considers mentorship as a possible solution to aid the immediate psychological and intellectual needs of gifted individuals, particularly received mentorship. According to Person, mentorship could be direct or indirect by cooperating with the student to find a mentor of his choice, given the fact that not al l gifted students would be likely to choose their counsellors to be their mentors. Person expresses the conviction that mentorship is the only viable counselling solution in an egalitarian context, which lacks recognition and particular provision for gifted individuals. Ford (1995) outlines the goal of counselling as that of promoting healthy self-concepts and ensuring psychological growth. Bearing that in mind, counsellors must have an awareness and understanding of the many issues that hinder gifted students and affect their psychological, social and emotional well-being. He recognises the role of counsellors in ensuring that such students remain in gifted programmes once identified and placed. Finally the concept of counselling needs to be defined within a context where it is not a task assigned merely to a particular group. Instead, as Brown et al. (1992) suggest the task has expanded from an initial concern with educational and vocational guidance to the remediation and prevention of personal, interpersonal, vocational and educational concerns. Consequently, according to Persson (2005), the aim of the intervention is for the individual to gain an understanding of self and context, in which case individual differences become a sensitive and even problematic issue, particularly in cases where gifted individuals are involved. Research Design The design of the study is intended to determine: first, the relationship of the roles of student counsellor, teachers, and principals to the performance of the gifted students; second, the effectiveness of the programmes in developing the capacity of the gifted students. Instrumentation and Data Collection The researchers visited the [Insert name of University Library or City Library] for journals, articles and studies needed for the research paper. The researchers gathered time-series data from different physical training institutions to assure of its validity and consistency. The primary data will be gathered using quantitative method, as this is best useful with questionnaires. The use of quantitative method will be appropriate for the research because the results in the questionnaires consist of numerical information, mostly based from the ratings included in the questions. Quantitative methods are used to provide reference to numeric calculations and are often used with questionnaires that have a specific goal and a target to achieve. This is helpful in the research, and its instigation in the process needs to be further culminated so that the problem is solved with efficiency and precision. In gathering data, the researcher would like to clear certain ethical issues that might hinder the processing of data. First, confidentiality will be kept at all costs. As the main reason why questionnaires will be used in the research is for the respondents to feel secure and to be assured that their answers will not be related to who they are. There may be instances wherein the respondent will divulge information that will be detrimental to the company, or to its competitors, depending on the case. Hence, there is a better chance at more responsive respondents if they can be assured of their confidentiality. Second, the Data Protection Act will be followed at all costs. The compliance with the act will be transparently said to the respondents so that they are further assured that anything they say in response to the questions asked them will only be used for the benefit of the research and not in any other practices. It should also be clear to the researcher that any information regarding the respondents cannot be released to anyone who is not immediately connected with the research unless permission from the subject respondent has been secured beforehand. Third, the research must always bear in mind the objectives of the study and never stray away from them. A researcher who has no definite purpose in doing the research is going nowhere and is exerting effort in a research that is not delimited properly and punctually. The purpose of the research is explicitly stated at the beginning of the research and is implied in every step of the realization of the research so as to not delineate the researcher from his goals. Lastly, the researcher must opt to practice objectivity. As the researcher, he is expected to keep an open-minded approach to the topic, keeping from his mind and personal bias in the subject matter or on the people involved. The reason for doing research is to test existing information, validate, prove or disprove existing ideas, or to test the limits of a certain prospect. Given this simple definition, it is clearly seen that in no form is the personal opinions of the researcher expected to hinder in the subject. Any act that might be biased or subjective will hint of the researchs failure to achieve its goals. Planned Method of Analysis The researchers plan to analyze the different test conducted through constant evaluation of the gifted students and how they perform. There will be a weekly evaluation in terms of how the programmes and the role of the authorities, and the effect of it to their performance. The performance in the field will be evaluated by the gifted students progress and development. Time Schedule Literature Review History of programmes for gifted students in KSA Observation Questionnaires Evaluation of performance Analysis of performance of the students Findings and Recommendation Conclusions Conclusion The role of school counsellors for gifted and talented students has been discussed widely in the literature. However, school counsellors urgently need to be provided with the appropriate skills in the areas of education and psychology so that they are capable of providing guidance to talented students and thereby respond to their needs in a way that will boost the educational process in the school. Counselling gifted students and their relatives is one of the mainly challenging and satisfying functions for a counsellor. Gifted students have wonderful variability, not only in their cognitive capability, but in their affective progress. While there are obviously frequent themes in the social-emotional issues tackling gifted students, there are also reflective individual differences amongst them. The talented student faces numerous problems that make life hard for him at school. However, anxiety and tension may affect his social life as well as forcing him to live in isolation. Moreover, decisions in relation to gifted learners should be part and parcel of a wider programme. This implies the identification of the task as being one which helps children conform with their culture, or empowers children to advance in their society, or challenges social, political and economic inequalities. Schoolcounsellors receive little specific training on the affective needs of gifted students and it is rare for counsellor training programmes to require counsellors to take a course on gifted students as a degree requirement. The role of the school counsellor is to develop the skills of the pupils in general, giving special attention to those who are talented and innovative by discovering their areas of interest, and by responding to their needs in a way that will achie

History of the Marine Nco

Role of the Marine Non Commissioned Officer After the Vietnam War ended, the Marine Corps’ main focus changed from broad scale operations, to being an Expeditionary Force in Readiness. Although this was no new role for the United States Marine Corps (USMC), there have been many changes in society, technology and tactics that affect how the Corps operates. However, over the last 36 years one thing has remained the same, and that is the role of the Marine Non Commissioned Officer (NCO).With the world changing ever so rapidly, the strong values and responsibilities of the Marine NCO are now, more than ever, necessary to carry out the operations being assigned to United States Marines. The role of the NCO is characterized by their leadership skills, ability to train and care for their subordinates, as well as their responsibility to enforce Marine Corps standards to ensure the proficiency of the Marines in their unit. 1 Strong NCO leadership is extremely crucial on the battlefield , particularly when it comes to small unit combat operations.The Marine NCO must have courage to be able to lead their Marines in the presence of danger. An excellent example of the courage shown by an NCO is portrayed through the actions of Sgt Dakota L. Meyer. On September 8th 2009 (Corporal at the time), Meyer’s unit was ambushed by over 50 Taliban insurgents. This turned into a six-hour fire-fight, in which he risked his life for his fellow service members. Meyer repeatedly exposed himself to enemy fire to rescue the wounded, and bring 13 U. S. Marines and Soldiers, as well as 23 Afghan National Army Soldiers to safety. Along with these actions he also killed over eight enemy combatants. For his actions, Sgt Meyer has been nominated for the Medal of Honor and is scheduled to receive it sometime in September 2011. Sgt Meyer’s outstanding leadership has proven how important the values of courage and selflessness are in the Marine Non Commissioned Officer. Another imp ortant responsibility of the NCO is to ensure their Marines are knowledgeable. During humanitarian aid missions like Operation Restore Hope (Somalia 1992) and Operation Unified Response (Haiti 2010), troops were deployed on short notice. It was imperative that these Marines understood the mission, and had the proper training before hand to carry out these tasks.The focus that NCOs put on training and preparedness was proven to be successful when it came time for their Marines to assist in expediting the relief efforts. The training Marines are given consists of maintaining annual qualifications, Military Occupational Specialty (MOS), and Professional Military Education. It is the responsibility of the Non Commissioned Officer to ensure that their junior Marines are completing rifle qualifications, physical fitness tests, swimming qualifications as well as any other yearly requirements.Marines should also be seeking knowledge in and outside of their MOS on a regular basis, and are en couraged to do so by their NCOs. The more knowledge Marines possess, the more successful they will be as individuals, as well as the USMC as a whole. The deep sense of professionalism and tradition is influenced heavily by the Marines who enforce the standards of the Corps. It is said that the Marine NCO is the Backbone of the Marine Corps. This can be attributed to the fact that it is the NCO, who enforces the regulations and standards of the Marine Corps.Non Commissioned Officers have a thorough understanding of Marine Corps Orders, and the Uniform Code of Military Justice. They make sure that Marines are conducting themselves professionally, and that they are proficient in their work. NCOs set the example by keeping a good personal appearance, attitude and sense of leadership at all times. These standards and traditions have remained strong until today because of strong NCOs. Throughout the many changes the world has experienced since the end of the Vietnam War, the Roles of the Marine Corps Non Commissioned Officer have remained the same.NCOs continuing to lead, train, set the example, and ensure Marine Corps standards are followed has contributed to the overall success of the Marine Corps. It is clear that one of the most important parts of the USMC is the role of the Marine Non Commissioned Officer. Bibliography History of the Marine NCO Student Guide. Quantico: United States Marine Corps EnlistedProfessional Military Education Curriculum Branch, 2011. The Marine Corps Organizational Structure Student Guide. Quantico: United States MarineCorps Enlisted Professional Military Education Curriculum Branch, 2010. Medal of Honor Sgt. Dakota Meyer Operation Enduring Freedom.Official U. S. Marine Corps Website: USMC Division of Public Affairs Media Team, 2011. http://www. marines. mil/community/Pages/MedalofHonorSgtDakotaMeyer-HeroicActions. aspx (accessedSeptember 7, 2011). Endnotes 1 History of the Marine NCO Student Guide. (Quantico: United States Marine Corp s Enlisted Professional Military Education Branch, 2011), 5. 2 Medal of Honor Sgt. Dakota Meyer Operation Enduring Freedom. (Official U. S. Marine Corps Website: USMC Division of Public Affairs Media Team, 2011), http://www. marines. mil/ community/Pages/MedalofHonorSgtDakotaMeyer-HeroicActions. aspx (accessed September 7, 2011).

The New Millennium Irreversibly Changed The Direction Of...

Saskia Binder-Tulenko sb47593 12.5.14 Events of the new millennium irreversibly changed the direction of American foreign policy. During the 1990s, Anti-American sentiments burgeoned in the Middle East within growing radical Islamist groups that perceived America as empirical and expansionist after the prolonged US occupation of Muslim holy sites in Saudi Arabia after the end of the first gulf war. The September 11th attack on the Twin Towers, once representative of American military and economic hegemony, symbolized to many a political failure that would change the focus of American national interest for years to come. September 11th catalyzed a major revival in the American public’s concern for domestic national security, which had dropped off following the collapse of the Soviet Union. The attacks, which were the first on American soil since Pearl Harbor, prompted American leaders to respond with swift and ambitious military action. At this time, the public perceived security of American territory against †Å"terrorism†Ã¢â‚¬â€œan intentionally broad and emotionally charged term– as its chief national interest. Following the attack, President Bush announced the launch of a â€Å"global war on terror†, an international effort to combat terrorist groups and the nations that harbor them–prompting him to establish the Department of Homeland Security later that year. 9/11 catalyzed the public’s support of military presence in the Middle East, as the immediate threat to