Self Disclosure Qualifications, Credentials, And Experience

Self-disclosure: Qualifications, Credentials, and Experience: I’m a retired and high decorated fighter pilot with over 30 years of flying high performance jets where I survived forces on my body exceeding nine times my bodyweight. The cognitive training tools and skills that I will teach you are the same ones that helped me endure and survive intense combat missions and high G forces requiring elite athletic strength. These are also the same cognitive tools taught to elite, professional and Olympic athletes. I’m currently a doctoral student in Sport and Performance Psychology at the University of Western States in Portland, OR and working on my certification as an applied sport psychology consultant. I have a Master’s degree in†¦show more content†¦I typically work with individuals and teams who are struggling with particular issues such as lack of confidence or motivation, nerves before competition, poor attention and focus, energy management, or ineffective team communication, for example. My approach starts with a sound and trustworthy relationship with you using the cooperative coaching style with a mastery motivational (task) oriented climate. You will first learn about my ethical identity followed by me getting to know you and your goals and dreams. I aim to partner with you in a cooperative and positive way so that you can start improving your performance immediately. Human differences: I recognize that differences of age, gender, race, ethnicity, national origin, religion, culture, sexual orientation, disability, language, or socioeconomic status. I only work with specific populations once I have developed the necessary skills to be competent with these populations, or I will make appropriate referrals. Arrangement of Services: Each performance training session in my office is a one-hour block. Sessions outside my office, such as an outdoor â€Å"high risk† activity or my attendance at your sporting event or practice, will vary depending on the activity. Please provide me with a 48-hour advance notice for schedulingShow MoreRelatedWhat Exactly Is Leadership Coaching?1617 Words   |  7 Pagesis a wide array of approaches they take. On one end of the spectrum, let s call it the pure coaching end, you have coaches who will work with a leader on whatever agenda the client brings to coaching. These coaches may or may not have relevant ex perience or additional training in any leadership or business competencies. 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Character Analysis Of Heathcliff In Wuthering Heights

Heathcliff is a very interesting character. In the novel Wuthering Heights Heathcliff starts out as a protagonist and turns into an antagonist. Heathcliff is described as diabolical, yet he loves Catherine deeply. His deep love for Catherine causes him to seek revenge against the man she married. Heathcliff hurts everyone he comes in contact with in his plot for revenge. Heathcliff comes to Wuthering Heights as a young orphan boy. He is loved by Mr. Earnshaw and Catherine but despised by Hindley. Mr. Earnshaw treated Heathcliff as his own and was very kind to the boy. Hindley was always mean and spiteful. During his youth he and Catherine spent hours playing in the moors together. They are the best of friends. Then on one fateful day†¦show more content†¦Before Catherine gives birth to her daughter Heathcliff visits again and Catherine is very ill. Heathcliff tells Catherine to haunt him when she dies as he cannot bear to be away from her. This shows his deep love of Catheri ne. He says he can’t live without her. In the meantime, Isabella gives birth to a son. Catherine dies soon after giving birth to a daughter. During this time Hindley dies, some might say at the hands of Heathcliff. Heathcliff inherits Wuthering Heights because Hindley owed him money. This was the next step in his plot for revenge against Edgar as Edgar and Catherine would have taken control of Wuthering Heights had Hindley not owed money to Heathcliff. Isabella passes away and sends her son to live with Edgar in the hopes that he would be able to raise Linton. However, when Heathcliff hears this he demands that his son live with him, despite Isabella’s wishes. Heathcliff also begins treating Hareton (Hindley’s son) as horribly as Hindley had treated Heathcliff as a boy. This points to his diabolical nature. Heathcliff again goes against Edgar’s wishes and encourages Cathy and Linton to court each other. They’re love blooms and Heathcliff forces the m to marry. Heathcliff knows that if Linton dies while married to Cathy he will also gain control over Thrushcross Grange. Then completing his revenge on Edgar Linton. In the end Heathcliff made Edgar lose his wife, sister, and daughter. He also caused Edgar to lose all of his land andShow MoreRelatedWuthering Heights By Emily Bronte1555 Words   |  7 Pages2015 Wuthering Heights (1847) by Emily Brontà « Introduction The novel Wuthering Heights was written in 1847 by Emily Brontà «. The plot unravels with Lockwood visiting his landlord at Wuthering Heights; as Lockwood stays the night, he starts to discover items within the home and later a fatal vision appears, which causes him great curiosity. Lockwood returns back to his residence at Thrushcross Granges and listens to the history of his landlord, Heathcliff; told by an old servant at Wuthering HeightsRead MoreAnalysis Of Emily Bronte s Wuthering Heights 1589 Words   |  7 PagesVictoria Embry Outside Reading Analysis Wuthering Heights Tramel – 2nd period November 4, 2016 Introduction The self-consuming nature of passion is mutually destructive and tragic. The gothic Victorian novel, Wuthering Heights, was written by Emily Bronte and published in 1847 where Bronte challenges ideas of religious hypocrisy, social classes, gender inequality and mortality. Wuthering Heights was first ill received being too much removed from the ordinary reality in the mid-nineteenth-century;Read MoreEmily Brontes Wuthering Heights: Mental Illness and Feminism1663 Words   |  7 Pages Novels are often taken by the reader at face value, and are never looked into on a deeper level. 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Lockwood, a young London gentleman, is a newcomerRead MoreWuthering Heights by Emily Brontà «1111 Words   |  5 PagesIntroduction: Catherine and Heathcliff grow up together at Wuthering Heights, Catherine family home on the northern English moors. Heathcliff arrives as a gypsy founding. Catherine father Mr. Earnshaw raises him as a son. Catherine is a strong and wild beauty who shares Heathcliff wild nature Alone together on the moors Catherine and Heathcliff feel as if they are soul mates. But to Heathcliff despair outside forces begin to pull them a part. After falling in love with Catherine .She reject himRead MoreEssay on The Depth of Emely Brontes Wuthering Heights1345 Words   |  6 PagesWuthering Heights was written by Emily Bronte’, although she first published her novels under a gentleman’s name. Her famous novel has become a classic in English literature. It would be the least to say her imagination was quite impressive. Through her child imagination, Bronte’ and her siblings would write children stories. â€Å"Emily’s childhood created an imaginary nation, originating from the numerous poems devoted to the doings of the Gondals† (Bradner 129). The ‘Gondal’ poems they wrote inspiredRead MoreThe Importance Of Society And Class In Wuthering Heights1613 Words   |  7 PagesEmily Brontà « uses her novel Wuthering Heights to showcase how the constraints of one’s class, while only enforced by will, can take control over one’s autonomy and desires. Brontà « accomplis hes this in her depiction of the characters Catherine Earnshaw Linton and Heathcliff. Catherine begins the novel as a tomboyish girl, with no intentions of becoming a â€Å"lady† as defined by the society of her time. She only begins to want to conform to feminine roles when she is introduced to the expectations ofRead MoreWuthering Heights By Emily Bronte859 Words   |  4 PagesMer N. Finley E2H2 W4- Wuthering Heights Lit. Analysis 8 October 2014 The Deads and the Livings Wuthering Heights is a English novel by Emily Bronte. The main character in this novel are Heathcliff, Lockwood, Catherine, Edgar, Nelly, Joseph, Hareton, Linton, Hinley, Isabella, and young Cathy. The main character Heathcliff is influenced with the element of gothicism and romanticism. Gothicism shape Heathcliff appearance and actions. Romanticism portrays through Heathcliff passion for Catherine. Read MoreThe Depth of Emily Brontes Wuthering Heights884 Words   |  4 PagesWuthering Heights was written by Emily Bronte’. It would be the least to say her imagination was quite impressive. Through imagination as a child, Bronte’ and her sisters would write children stories, which inspired some popularly known novels. Wuthering Heights contains crossing genres, changing settings, multiple narrators, and unreliable narrators. George R. R. Martin wrote the book Game of Thrones, which is one of the modern day novels that contain several of Emily Bronte’s writing techniquesRead MoreTragic Family Relationships in Wuthering Heights by Emily Bronte 1018 Words   |  5 PagesIntroduction: In 1800 Century, Catherine and Heathcliff grow up together at Wuthering Heights, Catherine family home on the northern English moors. Heathcliff arrives as a gypsy founding. Catherine father Mr. Earnshaw raises him as a son. Catherine is a strong and wild beauty who shares Heathcliff wild nature Alone together on the moors Catherine and Heathcliff feel as if they are soul mates. But to Heathcliff despair outside forces begin to pull them a part. After falling in love with Catherine

Psychological Insights into Parenting Styles Essay Example For Students

Psychological Insights into Parenting Styles Essay Would you have come out different if your parents used a different parenting style? If you are considered cool now could you have come out a nerd if your parents would have used a different parenting style? Parenting style is one of the primary determinants of your childs outcome whether he succeeds, achieves, meets the challenges, flounders, gives up, or runs from or fails in handling life. (6) The purpose of this paper is to describe the outcomes, processes, labor, and techniques of parenting in a psychological point of view. Parenting styles are defined as the manner in which parents express their beliefs on how to be a good or bad parent. (4) Each parenting style has its weaknesses and strengths. All parents incorporate love and limit in their style of parenting. There are four different types of parenting styles: authoritarian, permissive, democratic, and uninvolved parents. The first type of parenting style is called authoritarian. In this parenting style the parents are the boss. They make strict rules and they enforce them. They focus more on restrictions than a loving relationship with their child. They believe it is their job as parents to catch their children being bad and punish them. These parents use external control on their children instead of taking time to tell the kid what they did wrong and why they should not do it again. Something these parents do not realize is that they do not catch their kids being good. Authoritarian parents are firm and unsympathetic. Authoritarian parents love to use discipline. An example can be if Timmy decides he wants to go to a party on Friday. His parents tell him he has to be back by 9:00 pm. He gets angry and decides to come back home at 11:00 pm. When he gets home his parents punish him by beating him with a stick. They do not explain to him why they are hitting him or they do not take the time to ask why he has arrived home late. As a result to this form of discipline the children usually react quickly and do not make an attempt to negotiate with their parents in fear that they will receive more discipline. The outcome of this type of parenting style is that the child usually becomes unfriendly, anxious, distrusted, and withdrawn. Most of them also have a low self-esteem. A positive outcome is that the child becomes academically successful because the parents are so demanding. A great example of a permissive parent is how Mrs. Star treats her 8th period class. Permissive parents allow complete freedom to their children and there is very little discipline visible. Permissive parenting was Popular in the 1950s and 1960s because of all the troubles going on during WWII. (5) They like to tell their kids One more time whenever the kids do something bad. An example can be if Timmy asks his parents if he can go to a party. They tell him he has to be home by 10pm. Then his parents tell him the limit is 10pm. Then he suggests 12pm and because they do not want Timmy to be angry with them they let him do whatever he wants. Permissive parents have a fear that their kids will not like them. Unlike authoritarian parents, permissive parents make rules but they never enforce the rules. The children in this parenting style are usually immature, dependant, aggressive, and unhappy. They do not do well academically because of their inability to regulate to the school rules. Now we come to the democratic parenting style. This is the best parenting style when it comes to raising a child in a healthy environment. Democratic parents make rules but they are flexible with their rules depending on the different situations. Democratic parents also have more open and honest relationships with their children. .ue2725c8c7e143053c86dd5e5a918c297 , .ue2725c8c7e143053c86dd5e5a918c297 .postImageUrl , .ue2725c8c7e143053c86dd5e5a918c297 .centered-text-area { min-height: 80px; position: relative; } .ue2725c8c7e143053c86dd5e5a918c297 , .ue2725c8c7e143053c86dd5e5a918c297:hover , .ue2725c8c7e143053c86dd5e5a918c297:visited , .ue2725c8c7e143053c86dd5e5a918c297:active { border:0!important; } .ue2725c8c7e143053c86dd5e5a918c297 .clearfix:after { content: ""; display: table; clear: both; } .ue2725c8c7e143053c86dd5e5a918c297 { 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; } .ue2725c8c7e143053c86dd5e5a918c297:active , .ue2725c8c7e143053c86dd5e5a918c297:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue2725c8c7e143053c86dd5e5a918c297 .centered-text-area { width: 100%; position: relative ; } .ue2725c8c7e143053c86dd5e5a918c297 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue2725c8c7e143053c86dd5e5a918c297 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue2725c8c7e143053c86dd5e5a918c297 .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; } .ue2725c8c7e143053c86dd5e5a918c297:hover .ctaButton { background-color: #34495E!important; } .ue2725c8c7e143053c86dd5e5a918c297 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue2725c8c7e143053c86dd5e5a918c297 .ue2725c8c7e143053c86dd5e5a918c297-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue2725c8c7e143053c86dd5e5a918c297:after { content: ""; display: block; clear: both; } READ: Into The Wild By John Krakauer Essay They allow their children more of a chance to take responsibility and learn from their mistakes. One thing you should remember when you are raising a child is that your child should not be afraid of you. When your children do something that you do not believe is right, talk with them firmly, but at the .

Migration Of People With Disabilities Social Work Essay Example

Migration Of People With Disabilities Social Work Essay Procedural jurisprudence is the jurisprudence that prescribes the processs and methods for implementing rights and responsibilities and for obtaining damages. It is distinguished from substantial jurisprudence. Substantial law- the subdivision of jurisprudence which creates, defines and regulates people s rights, responsibilities, powers and liabilities. In another words the procedural jurisprudence is a tool to implement the substantial jurisprudence. If we have a right to migration it is non plenty merely to hold it on a paper. This right should be supported by a particular process through which we can to the full bask this right. Gordon Brown, with his ocular damage, Helen Keller and Stephen Hawking would be denied residence in Australia. Why? Because their disablements are seen as enforcing excessively much of a fiscal load on authorities services and supports. The part that they could do to Australian society is non considered. Disabled people are merely non cost-efficient. We will write a custom essay sample on Migration Of People With Disabilities Social Work specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Migration Of People With Disabilities Social Work specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Migration Of People With Disabilities Social Work specifically for you FOR ONLY $16.38 $13.9/page Hire Writer One more extremely publicised instance was that of Bernhard Moeller, who worked for two old ages as a physician in a little town in Victoria. Despite Australia holding a clear deficit of state physicians, Moeller was told in 2008 that his boy s Down syndrome meant that his household could non derive lasting residence. The part the household as a whole could do was ignored. Disability was equated with load. Moeller was finally given a lasting visa, but merely after a countrywide community and media run forced Immigration Minister Chris Evans to step in. Those two instances were mentioned by the day-to-day Australian newspaper on February 4, 2010. Unfortunately, there are the worlds which people with disablements or households with kids who have disablements face every twenty-four hours and non merely in Australia. The differences between the rights we have and the rights we can truly bask are immense. Persons with disablements is a vulnerable group in every society which faces jobs in every domain of life: sensible adjustment, migration, employment, wellness attention, instruction, etc.. In this essay I would wish to set a visible radiation on a existent state of affairs which individuals with disablements experience while migrating to other states. I will utilize the illustration of Australia. Particularly I would wish to look at the CRPD which Australia has signed 2 old ages ago and its art 18 Liberty of motion and nationality . Legislation study CRPD Australia has ever been a strong protagonist of CRPD during its drafting. The Convention was signed on 30 March 2007, ratified on 17 July 2008 and entered into force for Australia on 16 August 2008. Australia besides acceded to the CRPD Optional Protocol on 21 August 2009. ( The Optional Protocol allows the Committee on the Rights of Persons with Disabilities to have communications from or on behalf of persons or groups of persons who claim to be victims of a misdemeanor of the commissariats of the CRPD by that State party ) Harmonizing to Art. 4 of CRPD by subscribing the Convention Australia has committed to follow all appropriate legislative, administrative and other steps for the execution of the rights recognized in the present Convention ; to take all appropriate steps, including statute law, to modify or get rid of bing Torahs, ordinances, imposts and patterns that constitute favoritism against individuals with disablements ; to take into history the protection and publicity of the human rights of individuals with disablements in all policies and programms and so on.. Related to the migration issues there is Article 18.1 Liberty of motion and nationality which proclaims: States Parties shall acknowledge the rights of individuals with disablements to liberty of motion, to freedom to take their abode and to a nationality, on an equal footing with others, including by guaranting that individuals with disablements: ( a ) Have the right to get and alter a nationality and are non deprived of their nationality randomly or on the footing of disablement ; ( B ) Are non deprived, on the footing of disablement, of their ability to obtain, possess and utilize certification of their nationality or other certification of designation, or to use relevant procedures such as in-migration proceedings, that may be needed to ease exercising of the right to liberty of motion ; aˆÂ ¦ Furthermore, Australia has adopted an interpretive declaration to CRPD where it covered the migration issue: Australia recognizes the rights of individuals with disablement to autonomy of motion, to freedom to take their abode and to a nationality, on an equal footing with others. Australia farther declares its apprehension that the Convention does non make a right for a individual to come in or stay in a state of which he or she is non a national, nor impact on Australia s wellness demands for non-nationals seeking to come in or stay in Australia, where these demands are based on legitimate, nonsubjective and sensible standards. In my point of position this portion of the declaration repeats the chief duty of CRPD prohibition of favoritism based on disablement. And these give voicing points on that this sensible standard for migration must be seen in the visible radiation of CRPD and a theoretical account of disablement it creates. That means that the sensible standard does nt make any favoritism for people with disablements while migrating to another state and disablement itself is seen non as a load but as a diverseness. The importance of CRPD Medical and societal theoretical account of disablement Before I will get down analysing the conformity of Australian migration jurisprudence with late adopted CRPD I want to state more about the significance of CRPD in international human rights for people with disablements. CRPD is referred to as a paradigm displacement in international human rights jurisprudence for individuals with disablements. The Convention does non make new rights for handicapped individuals, but it talks about bing international human rights in a disablement context, it elaborates and clarifies bing duties for states within this context. Today, 650 million people, which is 10 per centum of the universe s population, live with a disablement. The statistics says that in developing states, 90 per centum of kids with disablements do nt go to school.A Women and misss with disablements are really frequently capable to deep favoritism. All over the universe individuals with disablements face barriers to their engagement in society and more frequently have lower criterions of life. Why CRPD is a paradigm displacement ? The CRPD helps to alter the perceptual experience that individuals with disablements should alter or conform with social positions of what is normal. Disability, harmonizing to the Convention, consequences from the interaction between individuals with damages and attitudinal and environmental barriers that hinder their full and effectual engagement in society. It replaces the old medical theoretical account of disablement by a societal and human rights theoretical account based on the fact that it is society that disables individuals with disablements from take parting to the full in society and exerting their human rights as citizens. The societal theoretical account of disablement emphasizes the duty of society to level the physical and attitudinal barriers that exclude and stigmatize people on the footing of their physical or mental status. The CRPD changes the attack to disablement, from thought of it as a societal public assistance issue to being a human rights issue. And this human rights attack shows how societies can take the social barriers and biass that lead to the exclusion of individuals with disablements from the society. The CRPD helps to supply counsel on how the provinces can better follow to the human rights duties they have already undertaken in other conventions, such as the International Covenant on Civil and Political Rights. The CRPD is a human rights convention intended to advance, protect and guarantee the full and equal enjoyment of all human rights by individuals with disablements. It addresses such of import issues as handiness, personal mobility, wellness, instruction, employment, habilitation and rehabilitation, engagement in political life, and equality and non-discrimination. A fact of fall ining CRPD by any state points on a full apprehension of the duties it creates and the significance it brings into society. Unfortunately, in the instance of Australia despite of its strong support of CRPD during the drafting and farther confirmation of the Convention, the bing migration jurisprudence does non reflect the chief rules of CRPD. Problems with the current migration jurisprudence in Australia: The CPRD expressly insures the right to liberty of motion and nationality under Article 18, that specifically states that Parties must see that individuals with disablements have the right to use relevant procedures such as in-migration proceedings that may be needed to ease exercising of the right to liberty of motion. Section 60 of the Migration Act 1958 provinces that: If the wellness or physical or mental status of an applier for a visa is relevant to the grant of a visa, the Minister may necessitate the applier to see, and be examined by, a specified individual, being a individual qualified to find the applier s wellness, physical status or mental status, at a specified sensible clip and specified sensible topographic point. The Migration Act by its Section 65 enables the Minister to allow or decline a visa for the applicant depending on a fact if she or he meets the health-related standards. Schedule 4 of the Migration Regulations 1994 contains Public Interest Criteria ( PIC ) 4005-4007 where the health-related standards for allowing visas is set out. One of the demands is that the applier: ( degree Celsius ) is non a individual who has a disease or status to which the following subparagraphs apply: ( I ) the disease or status is such that a individual who has it would be likely to: ( A ) require wellness attention or community services ; or ( B ) meet the medical standards for the proviso of a community service ; during the period of the applier s proposed stay in Australia ; ( two ) proviso of the wellness attention or community services associating to the disease or status would be likely to: ( A ) consequence in a important cost to the Australian community in the countries of wellness attention and community services ; or ( B ) prejudice the entree of an Australian citizen or lasting occupant to wellness attention or community services ; irrespective of whether the wellness attention or community services will really be used in connexion with the applier ; The of import thing here is that Item 4005 does nt incorporate waiver. Items 4006 and 4007 contain Ministerial release, but the procedure requires cost assessment which makes this release a repetition of the chief standards of those Items. The Department of Immigration and Citizenship Fact Sheet 22 on the wellness demand justifies those demands by the purpose to: minimise public wellness and safety hazards to the Australian community ; contain public outgo on wellness and community services, including Australian societal security benefits, allowances and pensions ; and maintain entree of Australian occupants to wellness and other community services. If the applier does nt run into the wellness demands, he or she can non be granted a visa. The other limitation on the manner to be granted a lasting visa is a household unit demand. It requires all members of the migrating household ( those who migrate with the applier ) to set about medical trials. If any members of the household unit fail to run into the Health Requirement no household member will be granted a visa ( including the applier seeking to fulfill the primary standards ) . If the applier ( or member of the household unit ) has an identifiable disease or status, the cost appraisal by the Medical Officer of the Commonwealth ( MOC ) is required. The applier will non be granted a visa ( will neglect the wellness demand ) if the disease he has is likely to be a important cost in the countries of wellness attention and community services and/or prejudice the entree of Australians to those services. There is no definition of the construct of significant cost in either the Act or Regulations. But the Department of Immigration and Citizenship s Procedures Advice Manual 3 gives some counsel as to how the MOC can measure what is considered a important cost under 4005 ( degree Celsius ) ( two ) ( A ) . Harmonizing to the PAC 3, the degree of costs which is already important sums to $ 21000. The Regulations are transporting a clear message that disablement is a load to the society. It is obvious that fiscal factors create a concern for the decision-makers. Current jurisprudence does non take into history the single fortunes of the applier and that the being of a disablement does non needfully intend that individual will be a fiscal load. That this individual may lend in the society much more so the costs are. Decision The Migration Regulations need to be harmonized and updated because they reflect the medical theoretical account of disablement and they do nt follow with the CRPD. Today s Australia s policy of wellness ordinances is a tool of excepting migrators with disablements from come ining the county. Unfortunately the current migration commissariats neer mention that societal and economic parts which an applier with disablement may do to Australia. The jurisprudence is concentrated excessively much on the negative things and possible effects and seems to deny the other sides of appliers personality, his endowments and abilities. The wellness demand has become a manner of excepting migrators from come ining Australia. Furthermore, I would state that the policy behind the wellness demands is non proportionate to the purposes the province seek to accomplish. ( 5 ) For illustration: physician Ten who has a kid with disablement or a female parent who is ill ( because of her age ) buzzword migrate to Australia even if the Australian society is in demand of such a physicians like physician X. A gifted vocalist or a painter in a wheel-chair will non be able to migrate to Australia because while treating his visa cipher will take into consideration his endowment and abilities the jurisprudence is concentrated on the negative side of disablement. What can I say about the kids which have in the row with a disablement besides a great potency in every domain of life such as scientific discipline, art, athletics and so on. Meeting the wellness standard is a status of entry and being granted a lasting visa. The wellness standards lay evidences for automatic favoritism of people with disablements and contradicts the whole construct of CRPD. As a consequence people with disablements are being denied of their rights under Art. 18 Liberty of motion and nationality of CRPD. Harmonizing to the societal theoretical account adopted by the UN, if a deaf individual can non bask the film it is the film s failure to include captions that is at mistake. If a individual in a wheelchair can non entree a edifice it is the designer s inability to imagine a incline that is at mistake. The cost of supplying these services is merely portion of the cost of holding a society that embraces diverseness. Equally good as the harmonisation national statute law with international duties in present instance is a duty of Australia. To go a socially inclusive society demands to take the barriers that reject human difference at the door. Disability is a fact of life. Not merely are physical and rational damages portion of human diverseness, we frequently forget that we will all be disabled by age or unwellness at some phase. Rather than topographic point such a huge psychological and territorial gulf between those with and those without damages, we need to acknowledge the breakability and impermanency of our physical and mental wellness. Even more, we need a province that recognizes the parts people can do in malice of, and frequently because of, their physical or mental difference. Australia should see a displacement from an nonsubjective economic appraisal of a handicapped individual s value to one with a greater focal point on their value and parts to a diverse and progressive society. Some values can non be expressed in economic footings, such as the quality of a individual s life, relationships and their part to Australian society. Australia s committedness to international human rights norms requires the development of appropriate legislative models to back up good pattern. The purpose of the rights-based attack to disablement is to guarantee the active engagement of individuals with disablements in political, economic, societal, and cultural life, and to authorise them in a manner that is respectful and suiting of their difference. While the Convention does non set up new human rights, it does set out with much greater lucidity the duties on States to advance, protect and guarantee the rights of individuals with disablements. hypertext transfer protocol: //www.ohchr.org/EN/NewsEvents/Pages/DisabilitiesLegalTool.aspx ) In many instances, the MOC cost appraisal is based on the premise that an applier with a disease or status would entree all available wellness and community services. This premise nevertheless ignores the fact that in many instances strong household and cultural ties mean that applier s with a disease or status would be more likely to be cared for by a household member and less likely to be put into attention. In Canada the tantamount statutory trial allows the MOC to find whether the applier will really utilize the wellness attention installations and whether such usage may put an excessive demand on the services. I think this is a just trial, because it takes into consideration the existent person instead than the conjectural individual with a similar disease or status. In my point of position, the Health Requirement promotes negative word pictures and perceptual experiences of people with disablement and it contradicts the societal inclusion policy and Australia s international human rights duties, including the CRPD. In add-on, the procedures by which the Health Requirement is applied are flawed and can take to unfair results.

Critically analyse how the Global Energy Assessment pathways represent future socio-technological change in the energy system, focussing on the building sector. The WritePass Journal

Critically analyse how the Global Energy Assessment pathways represent future socio-technological change in the energy system, focussing on the building sector. Abstract Critically analyse how the Global Energy Assessment pathways represent future socio-technological change in the energy system, focussing on the building sector. the Global Energy Assessment (GEA) was therefore launched and a new global energy policy agenda was established (GEA Writing Team, 2012: 4). The GEA intended to change the way society uses and delivers energy in order to mitigate climate change. In doing so, it brings together hundreds of international researchers to provide an analysis of the current issues that exist and to identify the possible options that can be taken in tackling climate change. Technology options and policies are also included in the GEA and are considered vital in protecting the environment and maintaining sustainable development (GEA, 2014: 1). As noted by Greening, the Secretary of State for International Development: â€Å"The long-term effects of climate change threaten to undermine progress in reducing global poverty† (Department for International Development, 2011: 3). This is the main reason why the UK is committed to helping developing countries adapt to climate change in a positive way by ensu ring that they take up low carbon growth and effectively tackle deforestation. This study will therefore examine some of the Global Energy Assessment pathways, by focusing on the building sector, in order to consider the effects these will have upon the energy system in the future. Socio-Technological Change in the Energy System In order for climate change to be tackled effectively, socio-technological changes are needed within the energy system. This can be ascertained by reviewing the different sectors which impact the environment and then considering what socio-technological changes are required. The building sector has a significant impact upon the environment because of the fact that it accounts for one-third of the planets total energy use (Global Alliance, 2012: 1). Technological improvements to buildings are therefore a cost-effective way of mitigating climate change. By using existing proven technologies we have the ability right to â€Å"reduce energy consumption in new and existing buildings by 30-50 percent at extremely low or no cost, and usually at negative cost (Global Alliance, 2012: 1). Increased building efficiency is therefore the future for the building sector because not only do greener buildings help to promote sustainability but they are also better for the consumer in that they are m ore comfortable and cheaper to maintain (NAR, 2014: 1). The pathways for transition that have been explored in the GEA therefore need to be followed if the building sector is to become more energy efficient. This is important given that GHG emissions are expected to nearly double by the year 2030 under a high-growth development scenario (Metz et al; 2007: 6). The GEA supports sustainability in the building sector by helping decisions makers address the challenges associated with building development (CCCSEP, 2012: 1). Energy Efficiency Barriers in the Building Sector   The building sector can contribute to tackling climate change through socio-technological change in the energy system, yet there are many barriers towards improved efficiency in this sector. One of the main barriers that exists is a lack of technical, economic and general knowledge about the energy sector. Not only does this knowledge gap apply to consumers but it also applies to building designers, architects and politicians (Urge-Vorsatz, 2012: 702). Because of this lack of knowledge, it is very difficult for many of the technologies and practices that exist in this area to be implemented. Furthermore, although energy efficient practices are considered cost effective, they are not being widely adopted due to the high initial start-up costs. The high upfront costs are thus discouraging, especially when there is a lack of knowledge that exists in this area and unless greater awareness is provided, it is unlikely that the GEA pathways will have much of an influence in the future. Mark et failures also provide barriers to energy efficiency because of the failures in the way the market operates (Urge-Vorsatz, 2012: 702). Such flaws prevent the trade-off between energy efficiency investments and energy saving benefits. Behavioural barriers are also a problem for energy efficiency in the building sector as the behaviours of individuals and companies may be difficult to change. For example, individuals may fail to turn the lights off in their homes, whilst organisations may fail to identify energy saving opportunities, especially if they do   not benefit directly from them. An example of this can be seen in relation to green leases since these are one of the main pathways to energy efficiency. Green leases thus impose obligations on landlords and tenants to achieve targets for energy consumption. This ensures that the energy use of commercial buildings is minimised through â€Å"better measurement, greater awareness and systematic management† (All Party Urban Development Group, 2008: 2). There are a number of different green lease shades which represent different commitments to the green agenda: light green leases represent a modest commitment to the agenda, whilst dark green leases reflect a much more serious commitment (Bright, 2008: 158). Regardless of the benefits green leases have on the environment, however, they are not being used as much as they should. This is largely the result of the â€Å"conventional relationship between the landlord (as building owner) and tenant (as occupier)† which generally neglects â€Å"environmental co nsiderations† (Hinnells et al; 2008, 1). The extent to which green leases represent future socio-technological change in the energy system is therefore unclear and it seems that further changes are required if a more robust system is to be implemented. Green leases should be used more frequently than they are at present, yet it is questionable whether this is likely to happen given that â€Å"change may be rapid, disruptive and challenging (Hinnells et al; 2008: 1). Bright believes that capital investment will allow for more efficient equipment to be introduced that will allow for better energy savings to be made (Bright, 2008: 158). This will encourage landlords and tenants to enter into a green lease if they can identify the real benefits that are associated with them. Consequently, it is evident when looking at green leases that one of the main barriers towards improved energy efficiency is the lack of awareness that exists. In order to remove this barrier to energy efficiency, campaigns and sector learning networks could be introduced in order to increase the current awareness of GEA’s (Carbon Trust, 2005: 16). Furthermore, actions could also be taken that raise the attention of building owners such as; tax incentives and low interest loans (Rezendes, 1994: 41). This will allow greater access to energy efficient equipment and will encourage individuals to take advantage of the opportunities that are available. Another barrier towards energy efficiency in the building sector is transaction costs and the limited availability of capital. Because building owners do not generally have spare capital available to make their buildings more energy efficient, they are less likely to take the GEA pathways into consideration (Ecofys, 2012: 3). Furthermore, as has been pointed out; â€Å"financial barriers to the penetration of energy efficiency and building integrated distributed generated technologies include factors that increase the investments costs and/or decrease savings resulting from the improvement† (Urge-Vorsatz, 2012: 698). Arguably, building owners are unlikely to make energy efficient changes if they are not also cost-effective despite the fact that the equipment is more efficient. This could also be rectified through tax incentives and low interest loans, yet economic instruments could also be introduced that reduce the overall costs of the equipment. Energy prices could also be increased so that going green would be more of an incentive than it is at present. This is because, unless there are significant cost benefits of becoming more energy efficient, it is unlikely that individuals will be actively encouraged to do so. Market misalignment is another barrier that prevents â€Å"the consistent trade-off between specific energy-efficient investment and the societal energy-saving benefits† (The Carbon Trust, 2005: 16). An example of this can be seen in relation to tenant-landlord relationships where companies have no direct control over the premises and so are reluctant to invest in energy effi ciency. This barrier could be overcome through the provision of split-incentives. This would encourage landlords to become more energy efficient if they were being incentivised to do so. If the GEA pathways are implemented, the environment will benefit significantly from this and the passivhaus standard will be applied in the building sector. This standard is the robust approach to building design which seeks to minimise the heating demand of buildings by building houses that have exceptional thermal performance (Passivhaus, 2011: 1). Unless it is less costly for builders to employ the passivhaus standard, there will be no incentive for them to do so as they will not benefit from the reduced energy savings. GEA Pathways for the Energy Efficiency Transition Because of how important it is to protect the environment, it is necessary that the multiple objectives outlined in the GEA are being met through environmental control. The main objective of the GEA pathways is to understand the combination of measures, time scales and costs that are needed to transform the energy system. In understanding this, however, it is necessary to first identify the energy efficiency barriers that exist so that appropriate measures can be implemented to alleviate them. Reducing thermal energy use is achievable through a number of different pathways such as; best practice in building design, construction and operation; the elimination of energy poverty; the increase of living space and economic development ((Urge-Vorsatz, 2012: 703). Before these pathways can be incorporated, it will be necessary to for significant investments to be made as well as the introduction of new appliances and technology and discounted energy saving costs. Because this will require h igh start-up costs, increased knowledge of the GEA pathway benefits will be needed so that individuals and organisations will be incentivised to adopt such pathways. Hence, many approaches have already been implemented to manage pollution-generating processes (Stuart, 2006: 1), yet it cannot be said that the obligations placed upon individuals under the   Environmental Protection Act 1990 and the EU’s Council Directive 96/61/EC to control the environment are being realised (McEldowney and McEldowney, 2010: 48). This is likely to be the result of market failures and behavioural barriers since individuals and organisations may not be able to identify when an energy saving opportunity arises.   Nevertheless, since the Climate Change Act 2008 was first enacted various mitigation and adaption strategies have been introduced, such as the Government’s ‘Green Deal’. The objective of this deal was to limit greenhouse gas emissions so that the increase of global temperature could be decreased. The Green Deal has been considered a welcoming development because of the fact that it has enabled the energy efficiency of many households and businesses to be improve â€Å"without consuming so much energy and wasting so much money† (DEEC, 2010: 1). This is beneficial for consumers and is likely to reduce the initial startup costs. The Green Deal is also effective in increasing the awareness of energy saving benefits, which is likely to remove any subsisting behavioral barriers. Conversely, it has been argued that the implementation of the GEA pathways may actually lead to further energy use, through the so-called rebound effect (Gillingham et al, 2013: 474). Although the GEA have identified the possible re-bound effect the implementation of their pathways may have, it seems as though little consideration has been given to this (GEA, 2012: 1573). Accordingly, it cannot be said that the barriers to energy efficiency have been given much thought and unless the behaviour of individuals and organisations change, it is unlikely that the GEA pathways will have much of an impact in the future.   There are both direct and indirect rebound effects that are likely to occur. The direct rebound effect happens when people consume more energy as a result of the low costs, and the indirect rebound effect happens when people use savings from lower energy costs to spend on other energy intensive activities (Sorrell, 2010: 636). In view of this, is thereby essential that re bound effects are taken into consideration when evaluating how beneficial energy efficiency really is. As noted by Giillingham et al; however: Empirical evidence indicates that the direct rebound effect will dominate in the near term at around 10-30 per cent (2013: 476). Regardless of this, it was also pointed out that rebound effects are not necessarily bad since the overall well-being of society will be improved as a result. Therefore, even if the re-bound effect does not lead to a significant reduction in energy use, societal well-being will be improved. It is unclear whether the target of 80 per cent emission reductions by 2050 will be achieved since there are a number of different changes that need to be implemented in order for the barriers to energy efficiency to be overcome (Bell and McGillivray, 2008: 531). In effect, whilst many implementations have been made towards establishing a sustainable future in the energy sector, the extent to which these have proven successful re mains largely unclear. If the barriers to energy efficiency are removed and the GEA pathways are followed, there is a possibility that the emission reductions will be reduced by 2050, yet it remains to be seen whether this will be by 80 per cent. This is because as put by Riahi et al; although the GEA pathways have shown that such a transformation is possible, the task remains and ambitious and will require rapid introduction of policies and fundamental policy changes that lead to coordinated efforts to integrate global concerns (2012: 1300). Consequently, the barriers to energy efficiency will need to be overcome before the GEA pathways can be implemented, yet this is likely to prove extremely complex. Increased awareness would be the first step as this will lead to behavioural changes that will ensure the GEA pathways are being adopted. Conclusion Overall, whilst there are a number of different GEA pathways that are intended to make effective socio-technological changes in the energy system, the extent to which these will prove successful remains unclear. This is because, whilst many of the pathways are considered effective ways of creating an environmentally friendly energy system, it cannot be said that the current mechanisms are being employed by all. This is evidenced by the introduction of green leases, which are aimed at establishing energy efficient ways of occupying commercial property. Whilst these leases do seem rather beneficial to both landlords and tenants, their place in the market has not yet been established. The lack of incentives may be one reason for this, which signifies how further benefits ought to be made available. In addition, the future of the mitigation and adaption strategies that have been implemented into the building sector is also unclear because of the fact organisations do not always co-operat e in the implementation of such strategies. The re-bound effect is also not being given enough consideration and thus needs to be taken into account when analysing the GEA pathways. Consequently, in order to maintain sustainable development and minimise climate change, it is vital that the GEA pathways are being promoted a lot more so that the impact the building sector has on the environment can be minimised, yet in doing so the re-bound effect should be taken into account in order to ensure that a more realistic approach is undertaken References All Party Urban Development Group., (2008). Greening UK Cities Buildings; Improving the Energy Efficiency of Our Offices, Shops and Factories. A Report Delivered by the Officers, (2008), centreforcities.org/assets/files/APUDG4.pdf 20 March 2014. Bell, S. and McGillivray, D. (2008). Environmental Law, 7th edn Oxford University Press. Bright, S., (2008). Going Green. 158 New Law Journal 1135, Issue 7333. CCCSEP. (2012) ‘Global Energy Assessment: Energy-Efficient Building Modelling Scenarios’ Centre for Climate Change and Sustainable Energy Policy, Centre European University, https://3csep.ceu.hu/projects/global-energy-assessment-energy-efficient-building-modelling-scenarios 29 March 2014. DEEC. (2010). ‘What is the Green Deal?’ (2010) The Department for Energy Climate Energy, decc.gov.uk/en/content/cms/what_we_do/consumers/green_deal/green_deal.aspx Accessed 20 March 2014. Department for International Development. (2011) Tackling Climate Change, Reducing Poverty, UK International Climate Fund, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/48217/3389-uk-international-climate-fund-brochure.pdf Accessed 19 March, 2014. Dowden, M., (2008). Property/Landlord Tenant: Contentious Carbon? 158 New Law Journal 1707, Issue 7348. Ecofys. (2012) ‘The Benefits of Energy Efficiency – Why Wait?’ Sustainable Energy for Everyone, ecofys.com/files/files/ecofys_2012_the-benefits-of-energy-efficiency-why-wait.pdf Accessed 30 March 2014. Gillingham, K. Kotchen, M. J. Rapson, D. S. and Wagner, G. (2013) The Rebound Effect and Energy Efficiency Policy Yale University School of Forestry Environmental Studies, [Online] Available: yale.edu/gillingham/ReboundEffectLongForm.pdf [03 April, 2014]. Global Alliance. (2012) Why Buildings, Global L-eadership in our Built Environment, globealliance.org/Libraries/Resources/Climate_Change_and_Buildings_Overview.sflb.ashx Accessed 20 March 2014. Global Energy Assessment (GEA) Writing Team. (2012) Global Energy Assessment, Towards a Sustainable Future, New York: Cambridge University press. Global Energy Assessment (GEA). (2014) Global Energy Assessment International Institute for Applied Systems Analysis, globalenergyassessment.org/ Accessed 19 March 2014. Hinnells, M., Bright, S., Langley, A., Woodford, L., Schiellerup, P., and Bosteels, T., (2008). McEldowney, J. and McEldowney, S. (2010) Environmental Law, 1st edition Longman. NAR. (2014) What is Green Building National Association of Realtors, greenresourcecouncil.org/green-resources/what-green-building Accessed 14 March 2014. Passivhaus. (2011) The Passivhaus Standard [Online] Available: passivhaus.org.uk/standard.jsp?id=122 [03 April 2014]. Rezendes, V, S. (1994) Geothermal Energy, DIANE Publishing. Riahi, K., et al; (2012) Global Energy Assessment, Chapter 17, [Online] Available: iiasa.ac.at/web/home/research/Flagship-Projects/Global-Energy-Assessment/GEA_Chapter17_pathways_lowres.pdf [03 April 2014]. Sorrell, S. J. (2010) Dimitropoulus, The Rebound Effect: Microeconomic Definitions, Limitations and Extensions Ecological Economics, 65(3): 636-649. Stuart, R. (2006) ‘Command and Control Regulation’, The Encyclopaedia of Earth, eoearth.org/article/Command_and_control_regulation Accessed 20 March 2014. The Carbon Trust. (2005) ‘The UK Climate Change Programme: Potential Evolution for Business and the Public Sector’ Making Business Sense of Climate Change, carbontrust.com/media/84912/ctc518-uk-climate-change-programme-potential-evolution.pdf Accessed 29 March 2014. The Department of Energy and Climate Change (DEEC). (2014) What we do, Gov.uk, https://www.gov.uk/government/organisations/department-of-energy-climate-change Accessed 20 March 2014. The Greening of Commercial Leases. Emerald Group Publishing Ltd, emeraldinsight.com/journals.htm?articleid=1747108 20 March 2014. James, R., (2010). Not Easy Being Green. Property Law Journal 22, hilldickinson.com/pdf/Property%20Law%20Journal%20-%20green%20leases%20-%20Richard%20James%20Hill%20Dickinson%20LLP%20.pdf 20 March 2014. King, V., (2009). Is My Lease Green? 32 Company’s Secretary Review 24, Issue 24. LRCI., (2009). Guidance: Green Commercial Leases. Low Carbon Research Institute Convergence Programme, lcri.org.uk/images/pdfs/green%20leases%20guidance.pdf 20 March 2014. Urge-Vorsatz, D. (2012) ‘Energy End Use: Buildings’ iiasa.ac.at/web/home/research/Flagship-Projects/Global-Energy-Assessment/GEA_CHapter10_buildings_lowres.pdf Accessed 29 March 2014.

Fahrenheit 451 Study Guide

Fahrenheit 451 Study Guide Fahrenheit 451 is a novel by Ray Bradbury. Published in 1953, the book takes place in a dystopian future world where the job of a firefighter is to burn books, rather than put out fires. The main character, Guy Montag, is one such fireman, who slowly begins to perceive the world around him as perverse and superficial even as it slides inexorably towards a nuclear war. A commentary on the power of literacy and critical thought, Fahrenheit 451 remains a potent reminder of how quickly a society can fall apart. Fast Facts: Fahrenheit 451 Author: Ray BradburyPublisher: Ballantine BooksYear Published: 1953Genre: Science FictionType of Work: NovelOriginal Language: EnglishThemes: Censorship, technology, conformityCharacters: Guy Montag, Mildred Montag, Clarisse McClellan, Captain Beatty, Professor Faber, GrangerNotable Adaptations: 1966 film by Franà §ois Truffaut; 2018 HBO adaptation by Ramin BahraniFun Fact: Bradbury wrote Fahrenheit 451 on rented typewriters at his local library, spending $9.80 to write the book. Plot Summary The protagonist, Guy Montag, is a fireman whose job is to burn hidden caches of books, which are forbidden in this unspecified future society. At first, he goes about his job fairly mindlessly, but a conversation with a non-conforming teenager spurs him to question society. He develops a restless dissatisfaction that cannot be quashed. Montag steals a Bible and smuggles it into his home. When he reveals the book (and the others hes stolen) to his wife Mildred, she panics at the thought of losing their income and thus the huge wall-sized televisions she watches constantly. Montag’s boss, Captain Beatty, gives him 24 hours to burn the book or face the consequences. Montag eventually buries his book collection with help from Faber, a former professor. Soon, however, a call comes in for the Firemen to burn a new book cache- and the address is Montag’s house. Beatty insists that Montag do the burning; in response, Montag kills him and flees into the countryside. There, he meets a group of drifters who tell him of their mission to memorize books in order to eventually rebuild society. At the end of the book, there is a nuclear attack on the city, and Montag and the drifters head out to begin rebuilding. Major Characters Guy Montag. The protagonist of the story, Guy is a fireman who has been illegally hoarding and reading books. His blind faith in society erodes and opens his eyes to the decline of civilization. His efforts to resist conformity make him a criminal. Mildred Montag. Guy’s wife. Mildred has retreated entirely into a fantasy world stoked television. Mildred is unable to comprehend Guy’s dissatisfaction and behaves in a childish, superficial manner throughout the story. Her behavior represents society at large. Clarisse McClellan. A teenage girl who lives in Guy Montag’s neighborhood. She is curious and non-comformist, representing the nature of youth before the corrupting effects of society and materialism. She is the catalyst for Montag’s mental awakening. Captain Beatty. Montag’s boss. Beatty is a former intellectual whose disappointment in books’ inability to truly solve problems has turned him into an anti-intellectual. Beatty tells Montag that books must be burned because they make people unhappy without offering real solutions. Professor Faber. Once a professor of English, Faber is a meek, timid man who deplores what society has become but lacks the bravery to do anything about it. Faber embodies Bradbury’s belief that knowledge without the willingness to use it is useless. Granger. The leader of a group of drifters who have escaped society. Granger and the drifters preserve knowledge and wisdom by memorizing books. He explains to Montag that history is cyclical, and that a new age of wisdom will follow the current age of ignorance. Major Themes Freedom of Thought vs. Censorship. The novel is set in a society where the state forbids certain kinds of thought. Books contain the collected wisdom of humanity; denied access to them, people lack the mental skills to resist their government. The Dark Side of Technology. Passive pastimes like watching TV are portrayed as harmful purveyors of passive consumption. Technology in the book is consistently used to punish, oppress, and otherwise harm the characters. Obedience vs. Rebellion. Humanity assists in its own oppression. As Captain Beatty explains, banning books didn’t require effort- people chose to ban books, because the knowledge in them made them think, which made them unhappy. Literary Style Bradbury uses rich language filled with metaphors, similes, and figurative speech throughout the book. Even Montag, who has no formal education, thinks in terms of animal images and poetic, deeply beautiful symbols. Captain Beatty and Professor Faber frequently quote poets and great writers. Bradbury also uses animal imagery throughout to associate technology with dangerous predators. About the Author Born in 1920, Ray Bradbury was one of the most important writers of the 20th century, particularly in the science fiction genre. Bradbury framed technology and supernatural forces as dangerous and foreboding, which reflected the anxious, uneasy atmosphere of the newly atomic post-World War II world.

Why I want to be a Medical Assistant Essay Example | Topics and Well Written Essays - 500 words

Why I want to be a Medical Assistant - Essay Example One of the major problems in the healthcare industry is the shortage of manpower. At the same time, the number of patients who take shelter in hospitals because of chronic diseases is growing day by day. There are three major reasons which motivated me to select the career in the field of medical assistants: American patients are facing difficulties in communicating properly with foreign hospital staffs, America is losing huge amounts because of outsourcing of clerical and administrative hospital jobs to foreign countries and Medical assistant profession is highly secure and decently paid profession. Most of the people working in American health sector are foreigners. Because of the shortage of Americans in the healthcare industry, patients are facing problems in communicating effectively with the foreigners. It is difficult for an American to communicate effectively with a foreigner, even if the foreigner has some knowledge in English.

Ethics Assignment Essay Example | Topics and Well Written Essays - 1000 words - 2

Ethics Assignment - Essay Example Most assuredly is the fact that making a personal choice to ethics requires much thought, information, and the free will to make such a choice while knowing of the resultant consequences. Indeed, personal ethics affects individuals and their society. Ethics should therefore promote our prioritization and achievement of our core values. Ideally, personal ethics may relate to our religion, virtues, morals, and the community we live in. Personal ethics reflect in ones standards of honesty, courtesy, respect, integrity, trust, harmony, truth, justice, and loyalty (Shay Web). More so, personal ethics vary from one person to another and their effects equally vary. Personally, I believe that my ethics are developing as I grow up. I am an honest, responsible, and respectable person. More so, these are my personal choices that define my personality and my morality. Nevertheless, these attributes have grown with time and various factors propagate the development of these ethics. I think that the development of such ethics comes with time and relate to the environment. For example, I can easily remember that initially I was not an honest person until my teacher and parents sought to intervene in my way of life. My teacher taught me on how to remain honest despite the many possibilities that might force me to compromise. At the same time, my parents ensured that I stick to what is ethical as I grew to an adolescent. Hence, the value of honesty developed in me from my teachers and parents with time. In addition, I relate the development of my personal ethics to the environment where I live. I grew in an environment where the society advocated for the respect of the elderly, law, and leaders. As such, with time I d eveloped this virtue and have since adopted it. Therefore, by interacting with peers and environment that promotes these virtues, it was easier for me to choose them as my environment promoted

Action Research Essay Example for Free

Action Research Essay Abstract This paper reports the results of an action research (RA) on the effectiveness of teaching stories in a new way â€Å"Teaching Stories without Telling Them†. The purpose of this research was to justify that how interactive ways of teaching stories enables students to perform better in the classroom, how the interactive teaching expands the knowledge of both teachers and learners, and how the teacher, at the same time, is teaching and drawing on and learning from the knowledge and experience of the students. That creates an ideal teaching cycle, a self-reinforcing teaching and never ending learning process. Introduction The teacher can choose particular designs and techniques for teaching a foreign language in a particular context. No quick fix is guaranteed to provide success for all classroom situations. Every learner is unique; every teacher is unique; so is every learner-teacher relationship. The teacher’s key task is, therefore, to understand the properties of these relationships and set the classroom environment accordingly. In other countries such as Nepal, students are taught to view their teachers  as an authority and a knows-everything person in the classroom, and this value-based relationship hinders the learners from freely expressing themselves in the classroom. In this firmly established teacher-centered system, it is often offensive for the students to contradict the teacher’s point of view. This unequal classroom relationship is often seen as a cultural disposition. I believe that this is not a new issue. Many published writings have critically looked at it. However, a teacher can always adopt various strategies to increase students’ participation in the classroom activities. In order to justify this possibility, I used a technique that I have termed as â€Å"teaching stories without telling them†. If the stories are carefully chosen, students feel what they do in the classroom is relevant and meaningful to their lives. Moreover, when asked to respond personally to the texts, students become increasingly confident about expressing their own ideas and emotions. The stories involve emotions as well as intellect, which adds to motivation and contribute to personal development. This is in particular very useful where the classroom is often only source of English. Background I’m a new English Teacher at Kaunlaran High School but I have been teaching English for the last four year. The pre-requisite to join this programme is School Leaving Certificate (SLC). Practically, the students who join this course range from SLC graduates to University graduates. I also work at â€Å"English Speaking and Research Club† that runs classes for those who want to improve their speaking skills. Interestingly, the members coming to this Club include school students to professionals and businesspersons. Certainly, the classes in both settings are multilevel in nature. I would like to refer to Hess’s (2002) definition multilevel class is the class in which students vary considerably in their language and literary skills. In my case, students not only differed in language level, but also in age, motivation, expectations, attitude and interest. The Procedure In both places, I began with a pre-test in order to diagnose the learners  level of English. The candidates were tested all their skills – first day reading and writing and the second day speaking and listening. Later they were divided into three groups named as triple five (those scoring less than 50%), triple seven (those scoring between 50-60 %) and triple six (those scoring 60% above) according to their test results; but they were not informed about it. Action plan teaching process Selecting a story: (I selected stories from books available in the market. I purposely chose books that had an appropriate level of difficulty and length.) Briefing the students about the different nature of class: (I told my students that they would have to read the text and be able to answer the questions I would ask them in the class. I did not read the story. My role as a teacher and facilitator was to ask questions very carefully so that I would be able understand the story and students’ role was to make me understand the story.) Giving students the story to read at home as reading assignment: (I gave each student a copy of the same story to read at home.) Grouping the students according to their language proficiency level and carrying out the class: (I asked simple factual questions to below average group i.e. 555; reflective questions to average group i.e. 777; and interpretive and judgmental questions to above average group i.e. 666. This actually engaged every student in the classroom activity. Moreover, they were very attentive when someone was speaking. This various types of questions actually motivated all level students to participate in the classroom activity.) Carry out discussion: (I was very careful while carrying out the discussion. Sometimes the students gave contradictory answers to the same question I asked. In such situation I played a very careful role – I gave the students equal opportunity to justify their answers. My job was to facilitate them to come to an agreeing point.) Giving home assignment: (I gave different tasks to different group – I asked the below average group to write a summary of the story, I asked the average group to imagine one of the characters in the story and write the story from their own perspective. For example, imagine that you are the Brahmin in the story, write a paragraph how these three thieves cheated you. I asked the above average group to interpret t he story using their own feelings and emotions. For example, do you think you would punish these thieves if you  were a judge? Write a very logical paragraph of your argumentations. The students at the beginning were little puzzled but did not express openly. However, they participated very actively in the classroom activities. My primary aim was to promote learner autonomy, by encouraging them to take charge of their own learning (Nguyen, 2005). This became even more interesting as I purposely did not read the story to create a real information gap. If I had read the story, I would already have known everything and then the questions I asked in the classroom would have been merely mechanical ones. For this reason, I claim that the classroom language was authentic. Classroom activity In the classroom, I asked four different types of questions: factual, reflective, interpretive, and judgmental. It is vital that we understand the nature of the different types of question. I have briefly described what they mean and quoted some sample questions I used in my classroom and their respective answers that students gave. They are as follows. a) Factual questions: the questions are very simple and they can pick up the answer from the text very easily such as: T: what is the title of the story? 555: Brahmin and thieves (they can pick from the text) T: How many characters are there? 555: There are four; one Brahmin and three thieves. b) Reflective questions: the types of questions are related with peoples’ emotions, feelings and associations for which the students have to use their won feelings to characters, event and plot of the story such as: T: What could be another suitable title? 777: Brahmin and the goat (they have to associate with the text.) T: why did they try to fool the Brahmin? 777: because they want the goat. c) Interpretive questions: the types of questions are related with meaning,  purpose and values such as: T: Why do you think the title should be Brahmin and goat? 666: Because the goat also has main role in the story. d) Judgmental question: these sorts of questions allow the students to decide their feelings, emotions and response to the topic and discussion they have had together such as: T: Write a very logical description, why do you want to punish one? 666: I should judge very carefully. We all know that if we miss judge then there is no one to help poor people. In this case, any way the Brahmin is (sis) victim †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. In this way, every learner participated in the class. Though the class was multilevel, the task designed for different levels was really challenging. The classroom rule was that only the group was supposed to answer the question, in case they did not answer then other group would answer. As far as the error correction concerned, I did not correct all the errors they made in the discussion. It does not mean that I ignored all the errors. I corrected only global error not the local error. I agree with Brown’s (2000) definition that the local error is clearly and humorously recognized and recommended that they may not be corrected as long as the message is understood and correction may interrupt a learner in the flow of communication. The global error needs to be corrected in some way since the message may otherwise remain unclear and rather ambiguous. I have corrected the errors watching the situation without disturbing in their attempt to produce the language. The result I found a dramatic change in the classroom atmosphere: all trying to say something, listening to others what they say. In fact, I had never had such satisfaction in my class before even though I used pair work, group work and role-play. In this sense, I agree with Nunan’s (as cited in Hiep 2005) suggestion that the teacher should use such activities that involve oral communication, carrying out meaningful tasks and using language which is meaningful to the learners and as well as the use of materials that promote  communicative language use. Such activities helped the learners to find the ways of helping them to connect what is in the text to what is in their minds. One of the major advantages of this approach is that texts can be selected based on the richness and diversity of the language and on the relevance to the English learners who should find them both meaningful and motivating. I refer Nguyen (2005:5) â€Å"Exposing students to varieties of stories let them experie nce not only the beautiful language but also something beyond, such as sympathy with characters and engagement with emotional situations that relate to their actual lives. As a result, I found the activities vital for progress in language learning process. Such discussion certainly enhances students’ ability to pay attention, remember new grammar and vocabulary, process ideas and response appropriately. Moreover, students get enough chances to express their own ideas and opinions and discuss the opinions and ideas of other students. I agree with Byrd and Cabetas (1991:9) ‘by discussing these differences students learn to use English more clearly and to understand it better.† Moreover, they learn to clarify their own ideas, values, perspectives, and learn from others. A major innovation that I have noticed about this technique is to systematically build students’ ability to present their own ideas, opinions and feelings both accurately and confidently. I have particularly focused on maximizing student-talking time and minimizing teacher-talking time in the classroom setting. This action research proved the idea of Breen and Candlin (as cited in Byrd and Cabetas 1991) that the teacher has two roles: the first role is to facilitate the communicative process and to act as an independent participant within the teaching-learning process; second role is that of researcher and learner.

John Maynard Keynes and His Contribution to Economics and America Essay

Introduction With the recent recession John Maynard Keynes and his theories are being debated by millions of Americans, though likely without their knowledge, as his theories have become integral to America’s economic policy. A search of â€Å"John Maynard Keynes† on Google news, limited to just the past week, yields more than 200 results, illustrating the scope of Keynes’ continued influence. Fueled by concerns over unemployment and inflation the debate rages over government’s role in the economy, including regulation of industry, tax rates, and government spending to stimulate the economy. What people are really arguing over are the merits of supply-side economic versus demand-side. Keynes or â€Å"Keynesian economics is based on the notion that government can boost employment or cut inflation by manipulating the demand side of the economy—increasing government spending and expanding the money supply to boost employment and doing just the opposite to hold d own inflation.† â€Å"The two decades between 1919 and 1939 had seen great economic instability.† The economic troubles were being experienced both at home and abroad. In addition to the unemployment plaguing America and other â€Å"major capitalist industrial nations--†¦Britain, France, [and] Germany† —there was also â€Å"nightmare inflation, collapsing banks, [and] agrarian and industrial devastation.† The start of this economic collapse coincided with the end of World War I and the accompanying peace treaty. Keynes, a British economist had been advising his government throughout World War I, including The Paris Peace Conference. He entered the international scene of economics with his 1919 book titled, The Economic Consequences of the Peace. The book captured his views following the Treaty... ...s, 1989. Print. (432) Ibid, 432 "What Was the New Deal?" Franklin D. Roosevelt - American Heritage Center, Inc. 2006. Web. 21 May 2011. . Hofstadter, The America Political Tradition, 442 Subtopics as suggested by Donald Morgan. Qtd In Reich, Economist Keynes, 3 Qtd In "John Maynard Keynes." The Concise Encyclopedia of Economics. 2008. Library of Economics and Liberty. 5 June 2011. . Ibid Hicks, J. R. Mr. Keynes and the "Classics"; A Suggested Interpretation. Econometrica. Vol. 5, No. 2 (Apr., 1937), pp. 147-159 P. 147 "Economics A-Z | Economist.com." The Economist - World News, Politics, Economics, Business & Finance. Web. 22 May 2011. .

Contributors to the Evolution of American Higher Education System

The evolution of Higher Educational System the United States can be attributed from several components. Among these attributes are the 1944 GI Bill of Rights and the appointment of the President's Commission on Higher Education by President Truman in 1946. Such significant contributions not only greatly affected the American Education System during those times but also served as catalysts that continue to benefit the modern society. These also paved the way improvement, acceleration and the widening the system of education as well as has opened opportunities for Americans of past, present and future generations.The significant development of the American higher education system can be traced from the enactment by President Franklin Roosevelt on June 22, 1944 of the â€Å"GI Bill of Rights† which was also called as the â€Å"Servicemen's Readjustment Act of 1944† (cited in Greenberg, 2007, p. 47). The law changed the American economic and social standpoints since among i ts provisions provided veterans of World War II an easy and immediate financial assistance by means of unemployment insurance.Most importantly, the law gave American veterans big opportunities such as vocational and practical activities relating to college learning as well as free access to housing and business loans (Greenberg, 2007). One of the permanent legacies of the GI Bill of Rights is now the ordinary impression that anyone can and should have education irrespective of â€Å"age, sex, race, religion, or family status† (Greenberg, 2007, p. 49). The law was also noted for bringing back the veterans' interest in education, majority of who have not achieved even secondary diplomas because of the World War II.With the provision of a better quality of higher education which the veterans have longed for, the law provided a broad and lasting acceptance of the notion that learning, particularly post-secondary or college education is the Americans' pathway to an improved employ ment and life (Greenberg, 2007). Aside from providing Americans from all walks of life a practical access to higher education, the GI Bill of Rights has also altered the definition of college learning in public awareness starting from 1950s until today.Before the war, the system was characterized mostly by â€Å"private, liberal arts, small-college, rural, residential, elitist, and often discriminatory from institution to institution with respect to race and religion† (Greenberg, 2007, p. 50). However, the current higher education system now is noticeably public that centers on â€Å"occupational, technical, and scientific education, huge, urban-oriented, suitable for commuter attendance, and highly democratic† (Greenberg, 2007, p. 50).At present, the system focuses and offers quality cultural, learning and financial aspects of higher education instead of just authorization of the upper members of the society. Lastly, the law is best noted as one factor that led to tre mendous social change. Since there was shake up of perspectives as regards â€Å"sex, religion, and race,† the law subjected even the ordinary Americans to liberated ideas of the society by means of higher education (Greeberg, 2007, p. 51). Meanwhile, a lot of veterans returned to college or post-secondary education in 1946.The heavy influx of students and industrialization of the economy, however, overstressed the system, curriculum and facilities. Additionally, the increasing number of war veterans studying again aggravated the existing educational problems being experienced by regular college students. This is because the group of veterans has to struggle it out with the American youth in their pursuit of a quality higher education. Hence, both the two groups increased the demands of college education.However, government assets and means of instrument are unable to adapt with the requirements such as an increased enrollees as well as variety of needs and involvements of bo th the veterans and youth as college students (Alexander, 1998). With the above situation in 1946, President Truman established a â€Å"President's Commission on Higher Education† and said that â€Å"we should now reexamine our system of higher education in terms of its objectives, methods, and facilities; and in the light of the social role it has to play† (President's Commission on Higher Education, 1947).The committee was composed of 28 prominent and outstanding Americans such as professionals and laymen like George F. Zook. The group immediately worked and in December of 1947, made a 377-page report titled â€Å"Higher Education for American Democracy† which was composed of six volumes under the following titles: â€Å"Establishing the Goals, Equalizing and Expanding Individual Opportunity, Organizing Higher Education, Staffing Higher Education, Financing Higher Education and Resource Data† (President's Commission on Higher Education, 1947, pp.1-3, 5- 8, 25-29, 32-39, 47-49). With a task to carry out what President Truman has said and define the obligations of colleges and universities, the commissions worked it out with the said educational facilities but were initially unsatisfied with the results. This is because education experts noted an apprehensive sense of failure or defect in the system. They also felt that the facilities are unable to keep up with the pace of the ever-changing state of the system as the society.Additionally, they see a need to re-pattern everything in order to meet the needs and address the concerns of the veterans and youth students which eventually will bring out the effectiveness of the modern education and system and society Moreover, the escalating desire of Americans to aspire for college education and critical necessity for such effective system became the determining factors for the need to improve the execution of the conventional tasks.This, in effect, eventually enabled the system, to assume the new challenge such the as re-entry in college of war veterans as the growing number of youth students, who are both motivated to improve their worth as a free and educated Americans (Alexander, 1998). The above-cited commission and measure are both significant as they greatly contributed on the evolution of the American Higher Education System. This is because the improved system of American higher education enabled the achievement of a more quality of living and democracy in the country for the reason that the benefits equally extended to all citizens.The GI Bill of Rights and 1947 President's Commission on Higher Education have proven their existence and worth because they paved the way for renouncing the unfair education practices of discrimination and separation. Moreover, the said two contributors have resulted in leaders' realization of the importance of quality and accessible college education system and equal opportunities in life. Ultimately, higher education system sho uld be targeted at weakening as well as getting rid of learning discrimination and eventually establishing attitude that will offer the system freely accessible to all Americans. ReferencesAlexander, F. K. (1998). The President's Commission Higher Education for Democracy, 1947. The American College and University EOL 474. Retrieved June 20, 2008 from University of Illinois at Urbana-Champaign database. Greenberg, M. (2007). The GI Bill of Rights. Historians on America: Decisions that Made America (pp. 46-54). Washington, DC: U. S. Department of State's Bureau of International Information Programs President's Commission on Higher Education. (1947). Higher Education for American Democracy: A Report of the President's Commission on Higher Education. Washington, D. C. : Government Printing Office.a

Alice Walker Uses Symbolism to Address Three Issues Essay

Born on February 9, 1944 in Eatonton, Georgia, Alice Malsenior Walker was the eighth and youngest child of poor sharecroppers. Her father’s great-great-great grandmother, Mary Poole was a slave, forced to walk from Virginia to Georgia with a baby in each arm. Walker is deeply proud of her cultural heritage. In addition to her literary talents Walker was involved in the civil rights movement in the 1960’s, walking door-to-door promoting voter’s registration among the rural poor. Walker was present to see Martin Luther King’s â€Å"I have a dream† speech. â€Å"In August 1963 Alice traveled to Washington D. C. to take part in the March on Washington for Jobs and Freedom. Perched in a tree limb to try to get a view, Alice couldn’t see much of the main podium, but was able to hear Dr. King’s â€Å"I Have A Dream† address. † (Alice Walker Biography) Walker is a vegetarian involved in many other issues, including nuclear proliferation, and the environment. Her insight to African American culture comes from her travel and experiences in both America and Africa. Walker is an activist regarding oppression and power, championing victims of racism and sexism. After her precedent setting, and controversial thirteen-year marriage to a white, Jewish, civil rights lawyer, Alice fell in love with Robert Allen, editor of â€Å"Black Scholar. † â€Å"She is currently living in Mendocino, California and is exploring her bi-sexuality. † Alice Walker’s first novel, â€Å"The Third Life of Grange Copeland† was published the week her daughter was born. Walker received praise for this work, but also criticism for dealing too harshly with the male characters in the book. Walker’s best-known novel, â€Å"The Color Purple† won the Pulitzer Prize in 1982, and was made into a movie. Walker was the first black author honored by a Pulitzer. In Celie’s letters to God, she tells her story about her role as wife, mother, daughter, and sister, and other women who help shape her life. Walker portrays Africa in a positive way, and looks to it as a form of artistic and ideological expression. Walker was also criticized for her portrayal of men, often as violent rapists and wife beaters. Even as she portrays men, often in a bad light, she likes to focus on the strength of women. In her story, â€Å"Everyday Use† Alice Walker uses symbolism to address three main issues: racism, feminism and the black American’s search for cultural identity. The story â€Å"Everyday Use† is set in the late ’60s or early ’70s and the setting is an impoverished home in Georgia. The critical analysis of â€Å"Everyday Use† from the web site Sistahspace presented the following interpretation: This was a time, when African-Americans were struggling to define their personal identities in cultural terms. The term â€Å"Negro† had been recently removed from the vocabulary, and had been replaced with â€Å"Black. † There was â€Å"Black Power,† â€Å"Black Nationalism,† and â€Å"Black Pride. † Many blacks wanted to rediscover their African roots, and were ready to reject and deny their American heritage, which was filled with stories of pain and injustice. â€Å"Alice Walker is, as David Cowart argues, â€Å"[satirizing] the heady rhetoric of late ’60s black consciousness, deconstructing its pieties (especially the rediscovery of Africa) and asserting neglected values† (Cowart, 182). â€Å"The central theme of the story concerns the way in which an individual understands his present life in relation to the traditions of his people and culture. † (Sistahspace) â€Å"Everyday Use† depicts a poor, illiterate black mother who rejects the shallow Black Power ideals of her older, outspoken daughter, Dee, in favor of the practical values of her younger, less privileged daughter, Maggie. Mama is the orator, and like griots from tribes in Africa, she perpetuates the oral traditions and history of the family. Mama’s upbeat self-image in spite of little formal education, leads the reader to feel the intense pride she has in maintaining self-sufficiency. As discussed in David White’s critical analysis of (â€Å"‘Everyday Use†: Defining African-American Heritage), Mama’s lack of formal education does not prevent her from formulating a sense of heritage unattached to the â€Å"Black Power† movement held by her, purportedly educated, daughter Dee. Mama’s daughter, Dee (Wangero), has a much more superficial idea of heritage. She is portrayed as bright, beautiful, and self-centered. Maggie is the younger daughter, who lives with Mama. She is scared and ashamed, lying back in corners, cowering away from people. (White, David) (â€Å"‘Everyday Use’: Defining African-American Heritage. â€Å") Maggie understands her heritage, and appreciates the significance of everyday things in the house. She is uneducated, and not in the least outspoken, and is unable to make eye contact. Maggie has stooped posture and walks with a shuffle, this, combined with her inability to look you in the eye, points to her vulnerability in dealing with newfound black rights. Mama’s daughter Dee, who is portrayed as quite successful, has come home to visit and display her new African style heritage. Dee has adopted things African and has changed her name to Wangero. As she handles the everyday articles fashioned and used by previous generations, she believes they should be displayed to her white girlfriends, especially the old quilts made by Mama, her sister and her mother. Mama has promised the quilts to Maggie but Dee says, â€Å"Maggie does not understand their value and would just put them to everyday use. † (Walker, â€Å"Everyday Use†) Mama must decide which daughter should receive the family quilts. Finally, Mama realizes that her daughter, Maggie, has a closer connection with her view of family history than Dee does and gives her the quilts. This is the first time Mama has asserted any authority over Dee. On a deeper level, Alice Walker is exploring the concepts of racism and the evolution of Black Society following the end of slavery, through the era of Martin Luther King, and finally to the Black Power movement in the late 1960’s and early 1970’s. Maggie, Mama, Dee/Wangaro and Hakim-a Barber, symbolize this. Mama is illiterate, because her school closed when she was in the second grade. The role of black Americans in the late 1920s is best illustrated by Mama’s line, â€Å"School was closed down. Don’t ask me why: in 1927 colored asked fewer questions that they do now†¦ † (Walker, â€Å"Everyday Use†) When Mama describes the old house, burning down it symbolizes the ending of slavery and the decreed civil rights. The scars that Mamma’s daughter Maggie, bear are representative of the pain of the past and difficulty in moving from the role of subservience to equality. Maggie has difficulty looking â€Å"you† in the eye just as the American Negro had difficulty moving from the subservient role to peer in dealings with whites. Maggie’s head down on the chest at first appears as an as shame for her scars from the house fire, but they come to symbolize a person caught in the old black paradigm, unable to embrace newfound freedoms in society. The fire of slavery has damaged Maggie and she resigns herself to a transitional cultural existence, neither old nor new. Mama represents the ideals of Martin Luther King through her dream of going on the Johnny Carson show to meet Dee. She embraces the idea of this fantasy and takes pleasure in replaying it in her mind. Ultimately, Mamma is thrust back to the reality that it will never happen, just as she seems to resign herself to the fact that King’s dreams are not real for her generation but for the next.