Multicultural counselling values Essay

The main purpose of writing this essay is to analyze and highlight some personal values of a counselor that can affect the quality of maintaining effective therapeutic relationship with the client. The writer agrees to the statement â€Å"it is impossible for a counsellor to maintain a position of neutrality.† The views and critical approaches of the writer are expressed in the following essay. Introduction Everyone has his/ her personal values, beliefs, biasness and preferences. Personal values have great influence in relation to human decision-making. Each individual has a different set of personal values because everyone has a different set of life experience, environment and family background. Values are essential to our life as it acts as a form of catalyst to guide our life, shape our behavior and reflect our personal moral standards. For example, an individual who uphold the values of trust, sincerity and honesty, he/she will want people to have faith in them. In addition, this group of individuals would yearn others to be sincere in terms of friendship and things they do. It could also be in a form of ability to perform certain task with full of sincerity without hoping for any credits. (All of us preserve values which produce high standards, portraying good image to our loved ones, self and ultimately, bringing good things towards the society. Personal Values & Its Origins The writer has personal values that include being filial, devoted, responsible, and establishing good relationship with his loved ones. In certain circumstances, these personal values of the writer may differ from the client’s values, resulting in conflict and resistance. (It creates relationship difficulties with the clients.) This may prevent the writer from forming a therapeutic relationship with the clients. One example would be the writer, who is a religious person, dealing with clients who have a character totally opposite of him. Since he is religious, the writer is cautious with his act and reframe from situations leading to sins. For instance, if the writer were to counsel clients facing issues such as abortion, gambling, divorce and intentional single parenting, it may lead to conflicts due to differing personal values. The writer heavily criticizes these acts because the client is irresponsible, inhumane, and he considers such acts as uncivilized. Regardless of the client’s ethnicity / religion, conflicts may bring up feelings of anger, uneasiness and negativity towards the client. The author’s emotions will be affected due to the writer being intolerant of such acts. It is due to the writer’s strong religious values that cause his emotions and cognitive ability to be disoriented. As he is not in the right state of mind to think effectively, the writer’s focus is affected. The level of empathy and being congruent become affected because the counselor’s value does not align well with his client’s values. As a result, the writer has the urge to judge the clients and become biased. Such emotions can be overwhelming, leading to the writer’s unconscious skewed judgment and possible ill feelings formed of these clients. Dealing with countertransference In addition, it is equally of utmost importance to recognize our own unresolved personal issues that feeds into problematic behaviors with clients .Take the following as an example, a client who wants to change into a filial person after committing various sinful acts. The client wants to repent. Relating back to the writer’s past experiences, he too was once a rebellious person. His parents condemned his acts that brought shame to the family name. It was tough and difficult for his parents to accept him back. That was one incident his parents nearly disowned him after what he had done. He had been heavily insulted and judged. The writer knew it was not his fault because his motive was to only get the attention from his parents. His parents have been biased and treated him unfairly compared to his other two siblings. With the writer’s past experience, the writer has developed similar chemistry with his/her clients. The writer becomes emotionally detached with his/her client due to the situation similarity that the client had experienced. Instead of analyzing and finding out more about the client’s main issues, the writer became engrossed with the similar event portion. He may place his focus on the filial issue. If the writer is unable to deal with his unresolved conflicts from the past or other relationships, it can affect the therapeutic outcome. It may slow down the process of gathering information that is important for the client’s needs. The writer’s focus may wander and disorientate, that can impair the quality of the session. By having the impression of showing good and positive impression to the clients, the counter transference affects the therapy session when the counselor is readily accepting the client’s opinions. The writer’s blind spots may hinder his ability to deal with various similar behaviors shown by the clients, or the writer’s old wounds that surfaced as he works to process the client’s pain. Each client needs to be met where they are and worked with on their individual â€Å"stuff†, without interference from either the counselors’ prior experiences with clients or their personal values. On the other hand, counselors need to know what their personal thresholds are. For example, if the writer feels that he cannot work with a child abuser or a murderer without allowing his personal values affect his work with the client, he needs to take the precautionary measures to excuse himself from such clients and refer them to another counselor. Alternatively, he can seek supervision from someone who is experienced for advice. Benefits and Limitations of Personal Values There are some benefits that personal values can bring upon in counseling. Values by the counselor can be used as a form of communication. Based on an article entitled â€Å"Values in Counseling and Psychotherapy†, written by Patterson, he mentioned that the therapist’s values are not communicated directly to the client . The writer as a person would relate to the client as a person. In other words, the writer feels he is in a position whereby he set the appropriate tone and example to the client. When the counselor begins to demonstrate empathy, sincerity, authenticity, respect and establishing good rapport, the client would most likely mirror these values. Since the client develops more positive attitudes and the willingness to change, it establishes better communication with the writer. The writer is able to show congruence as well as unconditional positive regard towards the client. The writer also feels that benefits would arise from working with specific groups of people based on shared values. For example, a preacher or imam who is counseling will likely do so in a way that incorporates their religious beliefs. The client would specifically go to that person for religious-based counseling. However, if the client is struggling with those beliefs, their struggles may not be heard Managing Personal Values Every obstacle can be overcome and dealt with. In the counseling context, values are manageable which can be key to maintaining effective therapeutic alliance. One of the key factors is to establish â€Å"multicultural awareness†. Multicultural awareness increases a person’s intentional and purposive decision-making ability by accounting for the many ways that culture influences different perceptions of the same solution. This illustrates how multicultural awareness is able to influence the counselor decision-making. Different people have different cultures. Therefore, to avoid any form of culture shock, it is therefore vital for the counselor to develop his/her level of multi-cultural awareness. The counselor has two choices: to ignore the influence of culture, or to attend to it. Both cases, cultures will still continue to influence a client’s and a counselor’s behavior with or without the counselor’s intentional awareness.Counselors are encouraged to attend multicultural knowledge training. Some of the knowledge approaches that are commonly used are through publications, audio and visual media, and reading materials. Let’s ask ourselves this question â€Å"Why do we, as counselors, have to be multicultural competent?† One reason is to avoid any form of personal biases, stereotyping or misjudging the clients. By increasing the counselor’s knowledge about other cultures, the writer believes it would provide him with correct and sufficient information about one’s own as well as target cultures. The writer’s high level of competencies and awareness increases his self-confidence and self-realization to face the problem effectively and diligently. It puts the writer in a position whereby he feels much comfortable to listen and understand emphatically to the client. If the writer were to deal with clients who come from different backgrounds and cultures, the writer should have the ability to handle his personal values properly in order not to offend his clients. The writer may experience some form of culture shock if he is incompetent with his awareness. The awareness competencies are essential as it enables to control the writer’s interpretation of his own knowledge and utilizing the right skills. By controlling the writer’s interpretation, he can avoid making any form of assumption and jump to conclusion. The multicultural skilled counselor does not take awareness for granted. Conclusion Is it possible to maintain a position of neutrality? The answer is no. With all these values that are lingering in the counselor’s thought process, the counselor may have difficulties. The counselor has to be natural. Hiding behind a professional faà §ade may leads to upsetting the counseling relationship and jeopardizing the therapeutic factors in the process. Counselors who have different set of personal values can affect the therapeutic relationship outcome. A counselor who is unable to manage his/her personal values can affect the quality of relationships between people. The most common misconception among clients is that counselors tend to tell individuals what to do or choices he/she should have made. Instead, role of the counselor is to guide the client to make use of the resources they have and help them to define their goals. Nonetheless, the counselor’s personal values can be used as a tool in creating some form of connection with the client. (We, as counselors will do our best to find the right approach for each client.) A counselor shall never make any form of assumptions. Whatever values the counselor believes in, they should never judge or be bias towards the client. In reality, differences in personal values may stand as an obstacle in establishing therapeutic relationships with clients. The fundamental of personal values in counseling is to alleviate the personal distress. An effective counselor has to be authentic, genuine, have an appreciation for cultural influences, and retain effective interpersonal effective communication skills .

Definition of Poetry Essay

According to W.H.Hudson we all have a sense of what poetry constitutes. There are innumerable definitions of poetry given by poets and critics of poetry and out of which Hudson chooses some famous definitions. They are given below: * Johnson : â€Å"Metrical composition† , it is â€Å"the art of uniting pleasure with truth by calling imagination to the help of reason† * Macaulay: â€Å"we mean the art of employing words in such a manner as to produce an illusion on the imagination, the art of doing by means of words what the painter does by means of colours† * Carlyle: â€Å"We will call Musical thought† * Shelley: â€Å"In a general sense may be defined as the expression of the imagination† * Hazlitt: â€Å"It is the language of the imagination and the passions† * Leigh Hunt: â€Å"The utterance of a passion for truth, beauty, and power, embodying and illustrating its conceptions by imagination and fancy, and modulating its language on the principle of variety in unity† * Coleridge: â€Å"Poetry is the antithesis of science, having for its immediate object pleasure, not truth† * Wordsworth: â€Å"It is the breath and finer spirit of all knowledge and the impassioned expression which is in the countenance of all science† * Edgar Allan Poe: â€Å"It is the rhythmic creation of beauty† * Keble: â€Å"A vent for overcharged feeling or a full imagination† * Doyle: â€Å"It expresses our dissatisfaction with what is present and close at hand† * Ruskin: â€Å"The suggestion by the imagination, of noble grounds for the noble emotions† * Prof. Courthope: â€Å"The art of producing pleasure by the just expression of imaginative thought and feeling in metrical language† * Mr. Watts-Dunton: â€Å" The concrete and artistic expression of the human mind in emotional and rhythmical language† * Matthew Arnold: * â€Å"It is simply the most delightful and perfect form of utterance that human words can reach† * â€Å"It is nothing less than the most perfect speech of man that in which he comes nearest to being able to utter the truth† * â€Å"It is a criticism of life under the conditions fixed for such a criticism by the laws of poetic truth and poetic beauty† As Hudson state when we look at them critically, and compare them with one another, certain disturbing facts about them become clear. Commenting on these definitions Hudson concludes they are almost distracting in their variety because the subject is approached from many different points of view. Some, strictly speaking, fail to define, because they express rather what is poetical in general, wherever it may be found, than what is specifically poetry. Some, on the other hand, are too narrow and exclusive, because they recognize only the particular kind of poetry in which the writer happened to be personally interested.

Explain the Relation between Trade and World Output

World output or global output represents the sum of the entire amount of goods and services produced by all the countries of the world for a certain period of time. In simple terms, if each country produces a pair of shoes, a computer and a sack of coffee, multiply that by the total number of countries in the world to get global output. On the other hand trade, or more correctly international trade, is the exchange of goods and services across international borders. Since it is impossible for all the countries to produce similar products, trade allows countries to focus on products that they have an advantage in producing over other countries. A classic example is crude oil. Not all countries have an abundant supply of oil – the reason why Middle East countries sell their excess oil to countries that need them. Trade encourages effective and efficient use of a country’s resources. A country that is more proficient in growing coffee could forgo the manufacture of computers and shoes and increase their yield of coffee to ten sacks of coffee and trade some of these excess coffee to a country that has an advantage at making shoes and computers. Following the logic of this interaction, as a country becomes more efficient in producing goods and services its total output also increases. And, as all the other countries increase their total output, world output ultimately increases. Describe the broad pattern of international trade International trade has been evolving at a much faster pace after World War II. Much of the evolution of trade in present times is attributed to rapid advancements in technology. Production of goods is now done at a much faster and more efficient rate – lowering overall manufacturing cost and doubling-up output. At the same time, it is now faster to ship goods to any point in the globe and attendant support communication facilities have improved tremendously. According to statistics from the World Trade Organization (the organization tasked to oversee international trade): –   75 percent of the global exports come from developed countries, while only 25 percent are from developing ones. – 83 percent of exports from developed countries are manufactured goods, accounting for 62 percent of total world exports. – Manufactured goods from developing countries are growing – now registered at 56 percent of their total exports — and account 14 percent of the world total. – Today, more primary products are being exported by developed countries than by developing countries: 14% of world exports, compared with 11% by developing countries. If the nations of the world were to suddenly cut off all trade with one another,  what products might you no longer be able to obtain in your country? An obvious answer is oil since it is one of the top imports of the country. Still, other items would be woodcrafts and furniture and certain agricultural products like rubber and natural oils. If the other trading country is China, products that will no longer be available here are office equipment, shoes and other articles of apparel, telecom and sound equipment, and, professional and scientific equipment. Choose one other country and identify the products it would need to do without In the case of China, products that would no longer be available in that country are electrical and heavy machineries, mineral fuel, oil, seeds and fruits, organic chemicals, iron and steel, aircraft and spacecraft, and cotton, yarn and fabrics. Discuss trade patterns Trade patterns deal with what goods and services a country trades, with whom, and in what direction. Trade patterns are studied in two ways: through the pattern of movement in commodities like oil, capital and raw materials, and, through factor contents or the amounts of primary factors used in the production of goods. Trade patterns reveal the current state of international trade, the direction it is heading and its effect on overall global output. Trade patterns also reveal emerging markets as well as markets that are on the decline. Trade patterns also influenced by global events that do not deal directly with international trade. These events include the September 11 attacks, SARS and the war in the Middle East. The current trade pattern reveals an interesting trend: prior to World War II, primary commodities came mostly from developing countries whereas manufactured products came mostly from developed countries. After the WW II, the trend has reversed and that reversal continues up to the present. Explain the methods governments use to promote and restrict international trade International trade is generally regulated and controlled via imposition of tariffs. Nations carry out such measures in three ways: on their own (unilateral); in agreement with another country (bilateral); or, in agreement with several other countries (multilateral). Non-tariff measures include imposition of quotas and voluntary export restraints (VERs) – a restriction on a country's imports that is achieved by negotiating with the foreign exporting country for it to restrict its exports. To promote international trade, countries give concessions like preferential trading agreements (PTAs), custom unions and common markets. Custom unions are groups of countries that who adopt zero tariffs and no other restrictions on trade when trading among them. Common markets on the other hand, are groups of countries, who choose to eliminate all barriers to movement of both goods and factors among themselves. References World Trade Report: 2006 (2006). World Trade Organization. Retrieved October 30, 2007 from the World Wide Web: http://www.wto.org/english/res_e/reser_e/world_trade_report_e.htm Deardorff, A. (2001). Deardorff's Glossary of International Economics. Retrieved October 30, 2007 from the World Wide Web: http://www-personal.umich.edu/~alandear/glossary/    Morrison, W. (2007). China-US Trade Issues. Retrieved October 30, 2007 from the World Wide Web: http://www.fas.org/sgp/crs/row/RL33536.pdf    Wild, J. Wild, K., & Han J. (2006). International Business. Prentice Hall   

Exam 3 Essay Example | Topics and Well Written Essays - 250 words - 1

Exam 3 - Essay Example Another aspect that makes the two considerably akin to each other is the way they fashioned their conclusions. The former concludes that ‘hers is a valuable necklace,’ while the latter ends by saying ‘students should not be given entire freedom in choosing elective courses.’ Both are not accurate conclusions as their premises are not also logically aligned and factually acceptable. A contradiction to the principle of modus ponens, such premises were not true as prior validation is required for both claims to be recognized (Surhone, Timpledon, & Marseken, 2010). As already mentioned, the extrapolation that college freshmen do not have adequate knowledge of what makes a good education is a blatant falsity. It is a fallacy at work when it is not yet evidenced that these segments of society are wholly devoid of the grasp as to what are the essential components of their college education. Conversely, it can also be not totally evinced that every single item in Ti ffany’s is of the highest value and is of the loftiest price, as validations from reliable authorities are needed to establish these to counter such bandwagon (marketing) tactics.

Kunsthaus Bregenz - Peter Zumthor Essay Example | Topics and Well Written Essays - 6000 words

Kunsthaus Bregenz - Peter Zumthor - Essay Example Kunsthaus sits near the east end of the Lake Constance, after finally being erected in 1991. The construction was in accordance with the order placed by Land Vorarlberg authorities. It was to play a role of major tourist attraction in this well-visited part of northern Austria. Thus the layout and architectural organization in general conform well to the function of a public site that is to play an educational and partly recreational role in the area. The significance of Kunsthaus lies mainly in the superb technical skill with which Zumthor constructed this major oeuvre of today's glassworks architecture. The organizational and designing solutions found in Kunsthaus are therefore of a major interest to those architects that begin their career in this sub-field. Moreover, Kunsthaus may tell us what principles lay in the foundations of the post-modern glassworks architecture as a whole. An emphasis on the construction of the public space and public perception modes make this building a n excellent example of the glassworks. The scope of this study will outline the main architectural innovations that the glassworks architecture experienced in the 1980s to 1990s along with the context of a change in public perception of architecture in general. Such issues as the use of proper construction materials, the tuning of a building’s organization strategy to the need of producing specific visual effects, and so forth are thus to be frequently touched upon in the present study. Yet, at the same time, the problem of architecture as a social field, as an expression, and the form of influence upon the public perception of space and time, is the main point of the concept. This focus will not be overlooked in fulfilling the study’s purposes. It is necessary to turn toward an intellectual and social contextual view of Kunsthaus along with Zumthor's other projects. Inevitably, the concept of a minimal architecture would arise here. As Hartmut Obendorf has mentioned i n this regard, the rise of a minimalism is inexorably connected with the reaction against the aesthetic banality and â€Å"visual excess† that he found typical for the post-modern â€Å"supermarket culture†.1 In this way, a minimalist architecture may be contrasted with the lavish architectural styles that reigned supreme as late as the 1970s.2 At the same time, the very concept of ‘minimalism’ may be found questionable, as the works that are usually referred to as ‘minimalist’ generally differ among themselves in some important architectural and conceptual qualities. For instance, Tony Fretton, one of the architects widely associated with the concept of ‘minimal architecture’ finds the very definition ‘not very useful’.3 This aspect should likewise be touched upon in the context of the present study. The minimalist element as related to the Kunsthaus will be fully explained. Finally, the issue of methodology should b e addressed. For the purposes of the present study the use of case studies will be used extensively, since the subject of the thesis concerns itself with a specific building situated within specific cultural, geographical, and socio-historical context. The research design of the study in general may be characterized as a qualitative one, as the quantitative elements of analysis (e.g. the exploration of spatial and geometrical organization of a building) are treated for purpose of establishing

Electricty Grid retailer Assignment Example | Topics and Well Written Essays - 1000 words

Electricty Grid retailer - Assignment Example 4). Increase the ease and reduce the cost to operate PHEV. Electrical Power: How the Electricity Retailer Can Reduce Consumption During Peak Periods with Low Carbon Footprint Energy Technology Electricity is a secondary source of energy. Electricity is transformed from the combustion of coal and fossil fuels into a secondary source, which can be used and effectively and efficiently transmitted by means of power transmission lines to the consumer. Electricity can also be generated by means of the combustion of biomass. Other primary sources from which electricity is transformed are: natural gas, solar, hydro, geothermal, wind and nuclear sources. The electricity which is generated from the combustion of coal, natural gas, fossil fuels and nuclear sources is non renewable. Electricity is also generated from renewable sources such as: hydropower, wind, biomass, geothermal and solar (Need.org n.d.). The cost of generating electricity varies between 2.2 pence per kilowatt hour to 3.2 penc e per kilowatt hour for the electricity producer. The least expensive means of deriving electrical power is from a combined cycle gas turbine. The most expensive means of deriving electrical energy through combustion is the coal fired integrated gasification combined cycle plant. Open cycle gas turbines which operate on the combustion of natural gas are the most well suited for new electrical generating facilities. The best candidates for fulfilling electrical power generation requisites at peak duty are the open cycle gas turbines. These open cycle gas turbines are adaptive, reliable and are capable of being efficiently ignited when the demand for electricity reaches its peak demand. An open cycle gas turbine can generate electricity at 3.2 pence per kilowatt hour when operate continuously. When operated solely at periods of peak duty, the open cycle gas turbine generates electrical energy at 6.2 pence per kilowatt hour (Royal Academy of Engineering n.d.). The operating cost of ren ewable energy sources is more expensive than the constant cycle gas turbine, the pulverized fuel steam facility, the circulated fluidized bed steam plant and the integrated gasification combined cycle. Fluctuation of electrical power generation in the renewable energy sources is a limiting factor in the output generation of electrical power. The cost of generation of electrical power varies from 3.2 pence per kilowatt hour to 7.2 pence per kilowatt hour. The cost of generating electrical power is diminished when there is no standby generation from non renewable sources. An onshore wind farm generates electrical energy at a cost of 3.2 pence per kilowatt hour, notwithstanding the standby generation of electrical power from non renewable sources. In the provision of a standby electrical generator operating from non renewable sources, the cost of generating electricity from an onshore wind farm is 5.4 pence per kilowatt hour. The kilowatt hour cost of generating electrical power from w ave and marine technologies is consistent at 6.6 pence per kilowatt hour, with or without a standby electrical generation resource (Royal Academy of Engineering n.d.). The analysis of consumer demand for electrical energy by the electricity retailer requires constant demand data on a monthly, daily and hourly basis. This data may be evaluated by two means: daily and by the maximum or minimum electrical power consumption. The patterns of demand

OHIO & DUBAI (Comparative Essay) in Business Research Paper

OHIO & DUBAI (Comparative Essay) in Business - Research Paper Example However, the economic prospects of Ohio today are quite unattractive and that this adversely affect investing or doing business in the state. This is reflected in a study conducted by Bo Carlsson (2002) wherein the firms in Ohio report a lack of regional venture capital firms as well as a lack of venture capital firms based outside the state particularly those interested in Ohio-based startups. (p. 171) All in all, the dismal business environment in Ohio can be seen in the economic activity, population trends, tax and real estate. There is an ongoing competition among US states for a share in investment as they compete with each other in regard to which locale is able to provide the best investment climate. In this landscape of escalating inter-state competition, selective interests within traditional industrial states sough to mobilize governmental powers and resources behind a strategy of inward investment. In Ohio’s case, construction of an inward-led model of economic development consisted of three elements. According to Nicholas Phelps and Philip Raines, these are: a set of economic and political interests that provided the social base for the strategy; formal institutions dedicated to a particular form of economic development; and, a framework for coordinating economic development practices. (p. 84) In Ohio’s economic history, it is clear that development came from the interconnection of these three elements. The first involved the establishment of the Ohio Department of Industrial and Eco nomic Development; the second is the codification of the relationship between State and private interests in the form of Ohio Economic Development Council; and, the third involves the routine practices through which inward investment has been pursued as a policy for the last four decades. (p. 85) Today, however, one fact stands out for Ohio: it is dramatically losing its competitiveness. Since the twenty-first

Trusts Law. Non-Charitable Purpose Trusts Essay

Trusts Law. Non-Charitable Purpose Trusts - Essay Example Secular Society†2, Lord Parker was of the view that â€Å"benefit to individuals should be an essential ingredient of a trust or must be in that category of gifts which the courts identify as charitable.† In â€Å"Re Recher's Will Trusts†, Brightman J was of the view that as there is no beneficiary, a non-charitable trust is void. â€Å"Just as a rail requires an engine, so a trust requires a recipient†3. In â€Å"Astor's Settlement Trusts†, it was held by Roxburgh J that due to lack of a beneficiary, every non-charitable trust is void4 For a pure purpose, a private purpose trust (for instance, a trust to advance a cause) may be established where there will no single beneficiary to enjoy the benefits or for the advantages of an unquantifiable group of people (for instance, a trust to construct a playground for a school). A private, non-charitable purpose trust of the first type mentioned above will always be annulled, since it is not enforceable by a nybody. As opposed, a charitable trust is always a purpose trust and hence, enforceable and there will no problem in enforcing the same as the Attorney-General will have locus standi to litigate. 5. Though, there exists a general rule which appears to forbid purpose trusts in the non-charitable background, there are, some scenarios in which non-charitable purpose ? trusts have been endorsed in English law, and these can be detailed as follows: If confined to a perpetuity period, trusts for the prolongation of other non-charitable, religious ceremonies / rites may well be held valid. For instance, a gift for the recital of ceremonies namely Sin Chew (worship of ancestor) so as to disseminate the testator's reminiscence during the perpetuity period was upheld by the Supreme Court of the Straits Settlement in â€Å"Khoo Cheng Teow, Re†6.The House of Lords in â€Å"Bourne v Kean†e7 which viewed such trusts for the saying of masses as valid and clearly held it to be charita ble. This research essay will analyse in detail the validity of such non-charitable trust under English law and will recommend suitable amendments in English Trust laws to give legal sanctity to such non-charitable trust. Analyse Since the gift encourages an essential part of religion, namely, the saying of prayers, a gift for the saying of prayer of masses in public is held to be charitable. Though, saying cannot be established to beneficial to the mankind per se, but are supposed to offer an adequate element of public benefit. The prima facie hypothesis that is made is that prayers mentioned by a settlor in an inter viva or a will instrument are supposed to be said in public as held in â€Å"Re Caus†8. In â€Å"Re Hetherington†9 , and in this case, a testatrix by her will had bequeathed ? 2,000 for saying of â€Å" masses for the souls of her parents , sisters, husband and herself† It was held that trust was valid as it was for the advancement of religion10. T hough, in, it was held by Roxburgh J that due to lack of a beneficiary, every non-charitable trust is void but the English law has conventionally permitted four fundamental varieties of testamentary private purpose trust where it has been held that non-charitable trust even without beneficiaries can be held valid under the following scenarios. †¢ The upholding of specific animals; †¢ The building and preservation of private tombs, graves and monuments; †¢ The conducting other religious ceremony in private or saying of masses and †¢ The encouragement of fox-hunting Purpose trusts emanating in the

China's Environmental issue Essay Example | Topics and Well Written Essays - 2000 words

China's Environmental issue - Essay Example Rapid economic development has led to reduction in land that can be cultivated. According to current studies China has lost more than 44.1 million hectares of land since the 1980s. Many jungles, fisheries and ponds have been destroyed. The majority of China’s forests and jungles are suffering from deforestation and destruction. Desertification and salinization are other major problems affecting arable land. Large areas of the Yangtze River have lost its volume. Environmental problems which have affected China’s arable land have led to scarcity of water and diminished agricultural production capacity. Serious concerns have been raised about China’s ability to feed its rising population. Soil erosion, desertification, water scarcity, deforestation are some of the major environmental problems faced by China (Edmonds, 53). China’s rising industrial capacity has led to pollution which threatens the environment. Industrial waste products make up a large portion of pollution in China. Waste products have been released into the environment without proper processing methods. Textile, mining, food, paper, oil industries are the leading producers of waste products which have been dumped into the Huang River. The lack of enforcement of environmental regulation laws had led to the spread of pollution by the industrial sector. China’s industries also lack the modern technology to process industrial waste products. China has ample resources of oil and coal. However it consumes more energy than it produces. A thriving economy has also fed the need for energy resources. This has led to the degradation of the environment. Coal is the main source of energy for China. The demand for crude oil and electricity has increased with the rise in industries. China consumes about 9 percent of the world’s oil supply. It is increasingly dependant upon foreign producers for oil and energy

Airline Industry Assignment Example | Topics and Well Written Essays - 1000 words

Airline Industry - Assignment Example This entails enhancing overall air travel and market penetration, given the uniqueness of the European market in terms of labor costs, market size, air travel substitutes, deregulation measures and new-play entry prospects. In the introduction section, the report provides a general view of the European airline industry. The report will also include a summary of the PESTLE analysis (in tabular form), opportunities and threats facing the European airline industry. The reflective report section provides the insights into the processes and factors that affect the industry the industry. The conclusion part will provide an overview of the case study (European aviation industry). Since 1919, countries, especially in Europe, had sovereign rights over the airspace in their territories. National governments took responsibility to regulate the industry. However, from 1944, countries began setting rules touching on economic rights in the aviation industry. For example, the U.S. called for an open skies policy through a multilateral agreement. However, European nations called for the formation of an international regulatory authority to regulate issues such as capacity and traveling fees to build the industry. Since then, the European airline industry has changed, thereby promoting competition. Given the diverse issues discussed above, issues specific to Europe’s aviation sector affect the nature of ‘new entry’ airline performance and overall competitiveness. Captain and Sickles (1997) assert that cost implications affect overall airfare, time-utility, overall efficiency and effectiveness of industry players in promoting air travel as the preferred means of transport in Europe. This captures both short- and long-haul travel be it goods, cargo or passenger travel.

Of Mice and Men is a famous novel written by John Steinbeck Essay Example for Free

Of Mice and Men is a famous novel written by John Steinbeck Essay Of Mice and Men is a famous novel written by John Steinbeck; Steinbeck was born in 1902 in Salinas Valley, California and he set Of Mice and Men during the Great Depression. He based the storyline on his personal experiences and ventures. The novel was later adapted into a motion picture starring John Malkovich and Gary Sinise. This essay will examine various aspects of the film; the films treatment of the story, characterisation, camera work, symbolism, special effects and the use of music. The film does not follow the book exactly as several scenes from the novel have been edited to add climax and tension. For example some important aspects of the book have been changed. The first change is George and Lennie going into the boss house to meet him instead of the boss meeting them in the bunkhouse; George doesnt scold Lennie for talking in front of the boss when he strictly told not to say a word; George is introduced to Slim over dinner but in the book they first meet in the bunkhouse; George comes into Crooks room to get Lennie while in the book Candy joins Lennie and Crooks and they all discuss the dream, then even Crooks starts to believe in the dream and asks if he can be part of it. Some scenes from the book are not included at all, for example Curleys wife doesnt threaten Crooks in the film whereas in the book she threatens to frame Crooks for rape purely out of spite because the men reject her company. The hallucinations that Lennie has of Aunt Clara and the rabbit telling him how bad he has been in the last chapter of the novel are not portrayed in the film and when Slim and the other men console George after he has killed Lennie is not shown in the film either. Although some scenes have been cut from the original storyline others scenes have been added to the film. For example the opening of the film which shows the girl running in the red dress and the men chasing George and Lennie (this is only hinted at in the book); the train scene where George and Lennie jump on the train escaping to Salinas Valley and grabbing their work tickets in town; the work scenes which show the power of Lennies strength; Curleys wife talking to George alone in the barn; Curley practicing his boxing skills on his punching bag and George and Lennie speaking to Curleys wife after they have just left Crooks room. This treatment of the story shows us that not all scenes in a novel makes a good or interesting scene in a film so a novel can not just be filmed as it is, it often needs changing to make it a film the audience wants to watch. In film the director usually tries to bring a romantic element into the film to keep the audience guessing, will the couple get together or not? For example, there is an underlying sexual tension between George and Curleys wife in a couple of scenes. The characterisation is fairly faithful to the way they are described in the book. The way Lennie is portrayed is as a large, tall man with the strength of a giant. He is shown to be innocent like a child but as strong as an ox. The actor playing Lennie, John Malkovich matches Lennies description in the book, A huge man, shapeless of face, with large, pale eyes, with wide, sloping shoulders. Gary Sinise also fits Georges physical description, Small and quick, dark of face, with restless eyes and sharp, strong features. He is shown to be the brains and Lennie the brawn. He is like the responsible father of Lennie, always taking care of him and trying to keep him out of trouble e.g. the scene where George gets Lennie out of Weed because he got into serious trouble for touching a womans red dress. Candy, the swamper, is faithful to his description in the book, A tall, stoop-shouldered old man and so is his character. Curley, the Boss son is described as, A thin young man with a brown face, with brown eyes and a head of tightly curled hair (hence the name) but the actor in the film has straight hair. However some characters differ from the way they are described in the book. In the book Slim, the jerk line skinner, is described as Prince of the ranchhe moved with a majesty only achieved by royalty and master craftsmen and he has a lot of authority and respect among all the ranch men in fact, His authority was so great his word was taken on any subject, be it politics or love. In the film his authority and respect doesnt come across as much as it does in the book. The actor playing Slim didnt look the way the reader would have imagined him, His long, black, damp hair straight back. His hatchet face was ageless. His hands, large and lean, were as delicate in their action as those of a temple dancer. Curleys wife is physically the same as how she is described in the book. However, the audience has more sympathy for her in the film than in the book because she doesnt threaten Crooks in the same vindictive, spiteful way. Her vulnerability is also highlighted when she is seen breaking down in tears after Curley has broken her records. In addition Crooks, the stable buck, (his nickname is derived from his crooked spine) is much more bent over then the audience would have expected. He is crueller than in the book e.g. he enjoys tormenting Lennie about George possibly not returning ever again therefore is seen to be quite malicious. The camera work is very cleverly done and emphasises certain aspects of the story very well e.g. the close up of Lennie crushing Curleys hand and the close up of Lennie breaking Curleys wifes neck, make the scenes more dramatic. The lighting affects the mood of the story like the semi-darkness in the barn when Lennie kills the puppy and the bunkhouse when Carlson takes Candys old dog to be shot display a sombre mood. The golden glow of the men playing horseshoes outdoors displays a happy and optimistic mood. There are also several interesting special effects used in the film to intensify the drama. For example the fight between Curley and Lennie is exciting to watch as you see the blood dripping from Curleys crushed hand, the killing of Curleys wife as she panics and he breaks her neck and the shooting of Lennie when George shoots him in the back of the head. Most scenes in the film symbolise things for different characters for instance the dark side of the mens lives when they are on the train and the light flickers symbolises an uncertain future ahead, violence could flare at any time. It could also symbolise a gloomy, depressing future. Scenes with a lot of light symbolise happier times, signs of hope or the men just enjoying life for a change. The rabbits symbolise the dream and a symbol for Lennie of a better life. The dead mouse symbolises death and a sense of foreboding (that something bad is about to happen). Music is a key element in any movie because it helps to build up tension e.g. the famous theme tune of Jaws or the music used in Physco as the person is being murdered the beat is set by every stab. Music also shows the mood and is there to accompany the action on screen e.g. when the men are chasing George and Lennie at the beginning of the film the music gets louder and louder. In contrast to this is the use of complete silence to set the mood e.g. when they are on the train and when they are hiding in the ditch. The silence can represent calm or tension. The music when they are discussing the Dream is very relaxing and soothing, which again reflects the mood. Overall the novel is a tragedy because you feel sympathy for George because he had to kill his friend who had become like a brother to him. The film relays the novel, keeping along the lines of the story but is still a film worth watching even if the audience has not read the book. This is because the director has altered and added scenes to include tension, drama and climax. People who have read the book would be satisfied that the characters and storyline follow the book almost to every aspect.

At universities and colleges Essay Example for Free

At universities and colleges Essay In today’s society, a large number of the students in universities and colleges have less physical exercise than ever before and hardly go out of the campus to have some social activities. Many people argue that students pay more attention to the study than their health which may because they[SQQ1] do not get enough financial support. As to this problem, I hold the opinion that sports and social activities are just the same significant as classes and libraries and receiving equal financial support can have many benefits though it still has some shortages[SQQ2]. In what follows, I will illustrate my point of view. First of all, today’s students need to face more challenges which means they specially should have a better body[SQQ3] to fight for their future. Enough sports and social activities can help them become healthy not only physically but also mentally. As we can see, some of the students in universities choose to end their own lives because of their pressure on scores or other things and we can easily find most of these students hardly do exercise and even never go out to do social activities such as volunteer work. If this part of the students can regard sports and social activities quite important, they may have a healthier psychology and may not end their own life[SQQ4]. Secondly, if the universities can give sports and activities equal financial support as classes and libraries and build up enough gyms and exercise areas, it can be more convenient for students to keep fit. Because of the schools’ support, the students do not need to go out of the school to do social activities and they can find more chances in school campus like joining the school’s Red Cross to visit the local welfare center for children. Also, the increasing sports place can even bring students the convenience to do any sports any time they like. However, it can still have several disadvantages. For example, the schools  may have less money than before to support students’ study which means the school may invite less famous professors from all over the world to make speech for students. In conclusion, I hold the view that sports and social activities should be regarded as important as classes and libraries and should also get the same large amount of financial support which can help the students have a healthy body physically and mentally. These two facto

Concepts in solution focused brief therapy

Concepts in solution focused brief therapy SFBT, believe that solutions ensue when there is a change in negative interactive patterns and behaviour and as such, giving new meaning to clients problems and tools necessary to solve their them (Stalker et al., 1999). SFBT does not pathologize but rather focuses on clients strengths (Gehart and Tuttle, 2003). It orients clients to a solution talk rather than problem talk. The SF, therapist therefore works with the clients to find solutions as they occur. This pragmatic approach to therapy utilizes concepts that enabled clients to find solutions (Cunanan, McCollum, 2006). This modality strongly supports the view that there are solutions to almost every problem and that everyone has the capability to solve their own problems. The SF, therapist believes that people are dynamic and not static and that change is constantly occurring. The SF, therapist explores with the clients problem areas that they want to change in their lives while encouraging the continuance of areas that are currently working for them. The therapists and clients then co- construct concrete goals of a preferred future and subsequently create a change within themselves (Lewis and Osborn, 2004). There are many concepts which play a vital role in this modality, these include: re-session change (Lawson, 1994; Lethem 2006, 2002), moving from a problem saturated talk to solution-focused talk (Langdridge, 2006; Lethem 2002; Talyor, 2005), looking at the exception to the problem (Ruddick, 2008), viewing change as a constant, recognizing that language has meaning and experiencing hope (Gehart and Tuttle, 2003). Pre-session change The pre-session change is the concept that assesses to see if there have been any changes for the client prior to beginning their initial session (Weiner-Davis, 1987 as cited in Lawson, 1994). This pre-session change is an integral part of therapy as it helps the therapist to begin a dialogue in focusing on the solution and helps the client to see the possibility of change (Lethem, 2002). Problem saturated talk to solution talk According to Taylor (2005), moving from the problem-saturated story to a solution talk is one of the main goals of therapy. The problem-saturated story usually occurs during the initial stage of therapy. The therapist will take a non-judgmental stance to the client story while formulating the problem that the client is sharing, while gently helping the client to shift focus and explore possible solutions. The therapist also helps in directing the clients to make goals that they would like to accomplish during and after the course of therapy (Jordan, Quinn, 1994). During this process the therapist takes a curious/neutral stance in understanding the client and their presenting issue. While the therapist focuses on the here and now of the problem and how its currently affecting the client, they help to re-focus the client in the direction towards the future (Adam et.al., 1991 as cited in Jordan Quinn, 1994). The SFBT therapist re-directs clients from a problem saturated story to a state of solution oriented story. This shift allows the therapist to begin the process of building upon the clients strength in order to help them to identify solutions to their problem (OHanlon and Wiener-Davis, 1989 as cited in Reiter, 2007). Looking at the exceptions to the problems Eliciting feedback from the client about the differences when the problem did not occur, or occurred with less severity, helps the therapist identify strengths, embedded in exceptions that the client can utilize in the future, (De Jong Berg, 2002). The use of expectancy, derived from the work of Milton Erickson, was utilized by de Shazer utilized to help clients capitalize on the resource they possess within themselves to solve their problem. The art of solution focused therapy involves not only bringing awareness to the exceptions of problems but rather the solutions that lies in their repertories. According to O Hanlon, (1999) there should be positive expectancy talk. Change is constantly happening and hope This therapy assumes that nothing is always the same, it is the belief that change is occurring all the time and small change is generative, as one small changes leads to larger changes. Additionally, this assumption also means that problems are only as big as ones definition to them. Our definition defines both the experience and size of the problem. Change occurs when clients can look at the exceptions to their problems and make that shift from the problem-saturated story to solution-focused talk (Simon, Joel K. Nelson, Thorana S. 2007). Change can be measured with scaling questions, so as to get an overview of where the client is at and if any small changes have occurred (B.OConnell, 1998). According to Miller, Duncan and Hubble (1996, p 218), hope is the exercising of ones belief that something positive will happen in each session. This takes a team approach, both therapist and client work together actively to get an outcome which finds solutions to the clients problem. Assumptions of Solution Focused Brief Therapy This theory utilizes 12 assumptions, John Walter Jane Peller (1992) from their text Becoming Solution-Focused in Brief Therapy (pp 10-34) described the following assumptions: 1. Focusing on the positive: 2. Having clients identify the exceptions to the problem. 3. Change is occurring all the time. 4. Small change generative, small changing leads to larger changing. 5. Clients are always cooperating. 6. People have the natural resource within themselves to solve their problems. 7. Meaning and experience are interactionally constructed 8. Actions and descriptions are circular. 9. The response you received is the meaning of the message. 10. The client is the expert 11. Change is constantly occurring. 12. A treatment group comprises of members who share stated goals and have desires to accomplish these goals. Nature of Reality in Solution Focused Brief Therapy Reality is the construction of ones language and as such, problems are maintained when ones construction disregard their natural capability and resources. Steve de Shazer, 1991 stated that clients and their belief system constructs reality; reality is therefore invented rather than constructed. In the event that the reality that the client is living in at present is not working for them, then the therapist can gently invite the client to enter into a momentary hypothetical. This allows the client to enter into a reality where anything is virtually possible. This gives the client the opportunity to dream as to what they would be doing in the event that this miracle was to occur. Miller, (1996) stated that therapists can use the intervention of the miracle question to enter into this reality. The use of the miracle question allows the therapist not only to join with the client but to also enter the world of the client. This intervention allows for the client to imagine a better future reality in which they want to create the future (De Shazer, 1991). According to Nelson and Thomas (2007), reality is based on how the client chooses to live their life and their perception of what life is about. Each individual owns the architecture of their reality, and they choose how to shape their world. A therapist can however identify with the reality of their clients through the use of language. According to Harland as cited in de Shazer (1991), language constitutes the human world and the human world constitutes the whole world. In order to understand the clients language, the therapist has to enter into the world of the client and understand what is happening for the client at that moment. This allows the therapist to get a clearer understanding of the clients viewpoint and what motivates them to think as they do (Odell, Butler and Dielma, 2005). In SFBT, therapists respect the clients for who they are and the reality in which they live. The therapist takes a non-judgmental stance and doesnt make comparison with the clients past issues, but rather focuses on the here and now present of the client. Miller posits that therapists respect their clients point of view by understanding the language in which they speak. Language is the clients thoughts that help to shape and express who they are. The therapist and the client enter into a therapeutic relationship through the client language as the main vehicle to their perception of reality. Understanding the clients reality is a process. Initially, the therapist is unable to be a part of the clients reality because they are on the outside; however, as the sessions progress, the therapist becomes more familiar and better able to comprehend the clients language, and subsequently becomes a part of the clients reality (Miller, (1997b) De Shazer et al., argues that people use language to shape their reality and to assist in establishing the meaning of situations, relationships, others and self. They further note that the meanings people assign to a situation may limit the range of solutions to a problem, which is of particular interest to solution-focused therapy. They explained that every individual constructs his or her meaning based on previous experiences, beliefs, family of origin or societal view (De Shazer et al. 1988). Furthermore, they posit that clients stories are usually more problem-saturated than goal-oriented. Hence, it is easier for clients to focus on their problems than the solution. As such, when the therapist and client interact, there is a `co-creation of realties; therefore, differences in perspectives and meanings should be defined Bobele et.al, states expertise lies in the manner in which the conversation is conducted, not in the ability to convey a venerated body of information (Bobele, Gardner, Biever, 1995, p. 16). Philosophy proposes that reality exist objectively in the world irrespective of ones subjectivity, language or thoughts. I believe that a persons perception is his or her reality, and so what I believe becomes my reality; subsequently, what I believe in does not necessarily hold true for someone else. For example, I believe in a supreme being and that is a part of my reality; however, that might not be the reality for another person who sees himself as a God. A persons reality is shaped by his or her beliefs and value-systems, or anything that seems real to him or her whether its conceptualized by the mind or an extension of self or environment. Reality does exist for me, but there are several forms of reality. What I can see and touch and what I believe exists not in a physical state but by fai th. I define truth as being an accurate account of reality -a claim that has been proven factual. However, I would suggest that there might be several versions of truth. Truth can be based on my perception of what is true. But this may not necessarily be factual. For example, others may not share my belief that chocolate tea is pleasant to the taste; hence, truth can also be relative. Furthermore, if everyone were behaving in a certain way and someone came along behaving in the opposite manner, and then the perception would be that something is wrong with him or her, a plausible conception of insanity. If relatively, speaking nothing is innate to a newborn baby if the mind is a blank slate, then everything we know is learned from some source. If your only source told you, the moon was a space ship in the sky, then that would be your truth. After dissecting all these terms, I believe that objective and subjective truths co-exist in my reality. I know that certain things are just facts, yet at the same time I am aware that some things that were previously taught me as truths are not based on factual grounds. For example, my value system is not based on facts, but rather on my beliefs, my truths and my reality. It defines who I am as a person. Having the knowledge that my reality may differ from my clients reality, it is imperative that I am aware of my own bias and not project my reality unto my client, as this would be counterproductive, as the client would be seeing through the lens of my reality and not theirs. It is vital for clients to know what is real for them and how it affects their lives. However, through the therapeutic relationship, my reality may be shared not imposed or forced upon clients when I integrate therapeutic interventions and feedback to clients. SFBT has reinforced for me that language helps to shape ones reality and is a driving force in how we construct or de-construct our reality. Human Nature in Solution Focused Brief Therapy SFBT has a positive approach to therapy and toward clients in general. SFBT views clients as natural problem-solvers who have only lost sight of their ability to solve problems. Another common believe is people are not the problem but the problem is the problem. Furthermore, it utilizes and enhances the clients capability. Every person has the natural resource needed to cope even before the use of interventions. Hence the therapy process should constitute of promoting and finding the solutions that naturally lies within the clients (Peller, J.L., Walker J., 1992a). This theory also reinforced the concept that the client is the expert, and the solutions lie within them. In SFBT, the client is the expert, and the facilitator takes the position of not knowing and of leading from one step behind through solution-focused questioning and responding. SFBT is focused on finding solutions not problems and therefore does not look at a person in the sense of being maladjusted. It is the behaviour that causes maladjustment and not the innate qualities of the person. The clients narrative determines much about the repeated patterns of dysfunctional behavior (Peller, J.L., Walker J., 1992b). In SFBT therapy, the client knows the solution, and the role of the therapist is help clients to identify these solutions while maintaining a respectful and supportive role and not to be confrontational but, only make suggestions are necessary alternatives (De Jong Berg, 1998, p. 21). In SFBT, the therapist is seen as a collaborator and consultant, there to help clients achieve their goals. With SFBT, clients do most of the talking, and what they talk about is considered the cornerstone of the resolution of their complaints. Usually, SFBT therapists will use more indirect methods such as the use of extensive questioning about previous solutions and exceptions (De Jong Berg, 1998, p. 21). Self is the consciousness of ones own identity; it is what defines me as an individual. It is the component that makes up my personality. Self is who I am as an individual, which comprises my strengths, limitations, dreams, fears, likes and dislikes. My sense of self follows a consistent pattern personality and behavior does not change, and is made up of past, present experiences, values and cultural background. In contrast to this, the essential self is more of the ideal self; it is the self I hope to be, the self I desire to accomplish. Murray Bowen speaks about the solid self, which is highly differentiated free of emotional process. However, for me, the solid self is like my essential self where I am more highly differentiated, less reactive, and accepting of my faults. It is a wiser me, a mature, less indecisive me, an empowered me. The main difference between the two selves is one, the self is who I am in reality and the essential self is who I hope and want to be. I believe what makes individuals different is their individuals background and cultural/family values. Furthermore, ones environment and genetics both influence what makes each of us who we are. What makes me who I am today are my culture and family values, the environment that I grew up in, the parenting style that I experienced and my experiences. This academic programmed has greatly influence my way of thinking, and has forced me to do a lot of introspection, which has been an avenue that Ive used to better understand myself. One major thing that my life experiences have taught me is that the difficulties I have encountered in my life can be likened to my life test. I feel at times Ive been given the same exam over with a few changes in the questions and by now I have to come to know the end results. As this process unfolds I have become less anxious as I believe the end result will be successful and if not its ok as I can rest assured that this test will come again. I have always been given the opportunity to take my life test over and with each success; I have become stronger and empowered. With each failure Ive also experience growth as I make adjustments so as to do better. I believe that in order for an individual to experience a fulfilling life, they should live with (1) with no regrets and know that what they do is done to the fullest. (2) Accept the things they cannot change and (3) learn from their mistakes, which will by extension make them stronger. Nature of change in Solution Focused Brief Therapy In the solution-focused approach, change is viewed as a process that is inevitable and constant (de Shazer, 1985), clients situations may often fluctuate and often the small changes may seemingly go. Therefore, it is imperative for therapist to help clients to identify when these changes occur and attempt to identify circumstances and behaviors that encourage the desired change (de Shazer, 1985b). In assessing the problem, the therapist looks for past, present or even future exceptions, in addition to identifying clients strengths, this may enable them to reach some solutions. Solution-focused brief therapy focuses exclusively or predominantly on two things (1) helping clients to achieve their desired outcome through the setting of personal goals and (2) looking at the exceptions to the problems through the implementation of previous solutions. (de Shazer, 1985c). Change is in my viewpoint a permanent modification of behavior. While change is dynamic there is some amount of finality to it, something that is adjusted can be re-adjusted, but true change has a degree of permanence. Change removes us from our comfort zone. Change has a ripping effect on those who wont let go. Change happens for me when I confront and accept that I need a behavioral modification. Acceptance for me is the turning point for change. Change begins in my heart having that desire to want better; it might be awkward and uncomfortable at first, but then it becomes more accepting and more understanding. What I have gathered from doing this research and attending classes is that therapy as a process aids understanding and recovery from psychological difficulties. Therapy deals with underlying issues spanning across inter/intrapersonal conflicts, for example depression and marital conflict. Therapy provides an avenue to express ones feelings, understand patterns of thinking, gain perspective or knowledge surrounding past events and to obtain guidance to the right path. I believe therapy happens when one consciously seeks help for change; when there is a willingness to work on ones self, therapy ensues. Therapy happens when change occurs. For me, this program has been one big therapy session and my change has occurred in small increments, based on my willingness to visualize the change in my mind and take the steps necessary to execute that change. That change for me is feeling exposed, honest with myself but freshly aware of who I am as an individual. The relationship between client and therapist is integral, as it determines whether that client leaves the therapy room being a more mentally healthy person or worse off than when they first entered. According to Carl Rogers, the therapeutic relationship forms the foundation for treatment. If a helping relationship is not the number one priority in the treatment process, then clinicians are doing a great disservice to their clients as well as to the field of therapy as a whole. I strongly believe that for me to have a successful outcome in therapy, I must first join with my client, showing a genuineness to help, validate and empathize, give positive regard and help set goals with my client. Most of what I have learnt from my professors, advisor, supervisor, classmates, research and life experiences has formed the building blocks of my therapeutic stance. It is my hope that with this foundation, I will be an effective therapist, one that will join with clients in terms of where they are at and help them work through their problems. Furthermore, openness to change and a willingness to adjust so that I can better meet the need of my clients for both therapy and personal growth is intrinsic.

security terminology :: essays research papers

Security   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Terminology Define the following terms: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Authentication – ability to identify who it is a.  Ã‚  Ã‚  Ã‚  Ã‚   ACL – (access control list) is associated w/ a given resource. Describes groups, users, machines and their permissions associated with that particular resource. i.  Ã‚  Ã‚  Ã‚  Ã‚  Token- one time only password key b.  Ã‚  Ã‚  Ã‚  Ã‚  CA- certificate of authority- creates certificates -system or entity trusted to generate and distribute digital certificates. Can be privately used or from a 3rd party e-commerce site. Verifies identity of user. Authentication method. c.  Ã‚  Ã‚  Ã‚  Ã‚  RA- Registration Authority-issues certificates-RA verifies credentials supplied by an agent and then sends the CA an okay to issue a certificate. d.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  PKI- Public Key Infrastructure- Policies and behaviors that surround the deployment and management of key pairs. How you issue two keys at one time. e.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kerberos- Authentication method used by Microsoft. Uses 3 different protocols, listed below   Ã‚  Ã‚  Ã‚  Ã‚  i.  Ã‚  Ã‚  Ã‚  Ã‚  TGT- Ticket granting ticket. Allows you to request resources on the network from servers.   Ã‚  Ã‚  Ã‚  Ã‚  ii.  Ã‚  Ã‚  Ã‚  Ã‚  TGS- Ticket granting server. Accesses a particular network server for tickets.   Ã‚  Ã‚  Ã‚  Ã‚  iii. AS- Authentication Server. Equivalent to a morning check-in at security desk of a hotel. Checks the identity of a server. f.  Ã‚  Ã‚  Ã‚  Ã‚  CHAP- Challenge handshake authentication protocol. Was designed to replace the PAP. Communication between server and client proving identity. i.  Ã‚  Ã‚  Ã‚  Ã‚  MS-CHAP- Microsoft CHAP g.  Ã‚  Ã‚  Ã‚  Ã‚  PAP- Password authentication protocol h.  Ã‚  Ã‚  Ã‚  Ã‚  X.509- digital certificate that uniquely identifies a party. Standard structure of a certificate. i.  Ã‚  Ã‚  Ã‚  Ã‚  KDC- Key distribution center j.  Ã‚  Ã‚  Ã‚  Ã‚  Biometrics- Authentications based on human anatomy. k.  Ã‚  Ã‚  Ã‚  Ã‚  Multifactor- Authentication based on 2 valid authentication methods. l.  Ã‚  Ã‚  Ã‚  Ã‚  Mutual Authentication- Client establishes identity to server. Server provides authentication information to client to ensure that illicit servers cannot masquerade as genuine servers. Both parties have to authenticate. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Encryption- hiding data using algorithms. protection, method of code, algorithms, formulas a.  Ã‚  Ã‚  Ã‚  Ã‚  Asymmetric keys- pair of key values one public and one private. b.  Ã‚  Ã‚  Ã‚  Ã‚  Symmetric keys- single encryption key generated. c.  Ã‚  Ã‚  Ã‚  Ã‚  DES- Data Encryption standard developed by government. d.  Ã‚  Ã‚  Ã‚  Ã‚  Diffie-hellman- encryption algorithm named after its two creators. e.  Ã‚  Ã‚  Ã‚  Ã‚  IPSec- used for encryption of TCP/IP traffic. Method of encrypting any IP transmissions. f.  Ã‚  Ã‚  Ã‚  Ã‚  PGP- Pretty good privacy- mainly used in email less secure than the PKI. g.  Ã‚  Ã‚  Ã‚  Ã‚  RSA- Rivest-Shamir-Adleman- encryption algorithm named after its 3 creators. Using two pair keys. h.  Ã‚  Ã‚  Ã‚  Ã‚  SSL- Secure Socket Loader- used mainly on web servers to transmit securely via HTTPS:// 3.  Ã‚  Ã‚  Ã‚  Ã‚  Network protocols and organization a.  Ã‚  Ã‚  Ã‚  Ã‚  DMZ- Demilitarized zone- Zone used for public access. Used with FTP, web servers and DNS servers. b.  Ã‚  Ã‚  Ã‚  Ã‚  IDS- Intrusion Detection System- 2 types: Active and Passive c.  Ã‚  Ã‚  Ã‚  Ã‚  NAT- Network Address Translation- Appends to your logical port. Protects internal hosts. Used with proxy servers. Translates internal IP to Real IP. Uses unique port table. There is 65,000 ports d.  Ã‚  Ã‚  Ã‚  Ã‚  Tunneling- ability to go to 1 point to another as though you are a single proprietary line.

Church and Teens :: essays research papers

We all know the horror stories about being forced to go to church each and ever Sunday, and there are so many teens that see going to church as an inconvenience, but why do we look at it that way? Could it be because we don’t understand the concept? Maybe it’s because we think Sunday is our â€Å"sleep day† to catch up on the loss of sleep from the rest of the week. There are a lot of teens that enjoy church because they understand the concept, or because that is the only place they feel that they can be themselves. I can honestly say that I have been on both sides of this spectrum. I was once a teen who decided that every Sunday would be a day to sleep instead of a day to worship. Now, however, Sunday’s are the days that I get up out of bed at 8:00 and I go to church. I’m sure you’re thinking, why on earth would she want to get up so early just to go to church to sing some stupid songs and listen to some boring man preach? Well, for me†¦ it’s therapy for my soul and for my life.   Ã‚  Ã‚  Ã‚  Ã‚  Things have a weird way of happening to me when I least expect them, and this whole church thing is definitely one of those weird things. I came to a point in my life about 4 months ago where everything was going wrong and I wasn’t sure what to do. My friendships were fading, my personal life wasn’t the best it could have been, and I definitely needed to reevaluate my lifestyle. Just when I thought that nothing could go right, along came this boy that changed me more than anyone has ever been able to. Although I didn’t expect it then, and I really didn’t notice until recently, he has made me a better person.   Ã‚  Ã‚  Ã‚  Ã‚  One day we were driving and he asked me if I wanted to go to church with him. A little skeptical at first, I agreed and that’s what started it all. Since that Sunday, I have been regularly attending Wesley Free Methodist Church and I can honestly say that I love it. The sermons are directed toward the entire congregation and not just towards one group, and they are definitely well thought out and well preached.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The best part about this church is that the youth group plays a big part in all that we do.

How to Write a Synthesis Essay :: Synthesis Essays, Process Essays

A synthesis is the combination of the ideas from more than one source with your own ideas. Note that the term â€Å"idea† does not constitute an opinion. What does a successful synthesis include? ACCURACY: an accurate report of information from the sources using different phrases and sentences not found in the original text. ORGANIZATION: readers should be able to see immediately where the information from the sources overlap. INTERPRETATION: a synthesis makes sense of the sources and helps the reader understand them in greater depth. How to get started: Summarizing the main points/themes/traits of the sources you are comparing will help you organize your thoughts. You will need to decide which elements of the texts being compared are most relevant. You also need to think about your audience: what points will give your reader the best overall picture of the texts? What will be most interesting for the audience to read? Standard format: Introduction A one-sentence statement that sums up the focus of your synthesis (i.e. your thesis statement) An introduction of the titles and authors of your sources (following specific citation guidelines) Relevant background information about the authors, texts, OR the general topic from which the texts are drawn Body Each paragraph must: begin with a topic sentence include information from more than one source clearly indicate where the material comes from using lead-in phrases and in-text citations†¦BEWARE OF PLAGIARISM show similarities/differences between or among the different sources Last but NOT least: represent the texts fairly. Your job is to present what the source says, in fewer words and your own words. Using your own words does not mean that you are in any way changing what the source says.

Blue Cross and Blue Shields Association Essay

Blue Cross and Blue Shield Association is one of the many major health insurance companies in the United States. The company was started by a man named Dr. Justin Ford Kimball in 1929. Kimball started the program because he noticed that teachers had a huge burden of medical bills in his area. He started a plan for teachers to be able to have a three week hospital stay covered for as little as fifty cents a month. The first plan was a hit when over 1250 teachers enrolled at once (Blue Cross and Blue Shield Association History). The plan started to spread throughout the United States. In 1934, E.A. van Steenwyk designed the Blue Cross name and symbol. By 1938 there were 38 Blue Cross plans in the United States with a total enrollment if 1.4 million (Blue Cross and Blue Shield Association History). Blue Shield was developed in 1939 in California and was designed to cover the costs of physician’s services. In 1948, Blue Cross and Blue Shield merged and because what we know it as t oday as Blue Cross and Blue Shield. Since 1998, Blue Cross Blue Shield has over 3,012,571 customers insured (Health Insurance). Since the start of the company in 1929, Blue Cross and blue shield has expanded all across the United States and offers many insurance products. Blue Cross and Blue Shield offers a variety of different plans to meet a families’ or an individuals needs. Blue Cross and Blue Shields has over thirty eight independently ran and locally operated companies from Hawaii all the way to New York. The companies offer a variety of plans for medical, dental, and vision. There are many different options to choose from and plenty of resources available online to choose which is best. One plan the companies offer is the Consumer Directed Health (CDH) Plan. This is a high deductible plan that employers offer to their employees that have lower health costs for their employees because the employers cover part of the costs (Consumer Directed Health Plans). Some key highlights of the plan are lower monthly premiums, higher annual deductibles, preventive care at no cost or with modest copay, and combined deductible for medical and pharmacy  expenses (Consumer Directed Health Plans). There are two plans that can be combined with the CDH whi ch are Health Savings Accounts (HSA) and Health Reimbursement Arrangements (HRA). Both of these are where the employer helps the employee pay out of pocket expenses for medical care. There are a few other plans that the company offers such as Healthy Reward 2.0 which encourages employees to live a healthier lifestyle and earn rewards by doing so. Another plan is the Blue Choice Advantage Plan that allows the insured to go to any doctor they choose without a referral (Blue Choice Advantage). These are only a few of the health care plans offered by Blue Cross and Blue Shield and there are many more to choose from. Blue Cross Blue Shield also offers a variety of dental plans for the family or for an individual. The first program is called the CareFirst Blue Choice Discount Dental Program. This program offers twenty to forty percent off of all dental needs using the list of providers who accept this program. Another program that Blue Cross Blue Shield offers is the Dental Health Maintenance Organization (DHMO) which offers preventative and corrective dental care at a predictable price. CareFirst BlueCross BlueShield (CareFirst) Preferred (PPO) Dental offers the insured to pick any provider they would like, but have the option to use an in network provider and have cheaper costs. There are a few more plans offered for dental just requires research to find the best option for a family or an individual. The company also offers a few different options for a vision plan that fall along the same lines as the dental. The plans give you the option to use in network providers that are offered at a cheape r cost or you can choose any provider you desire just a little more out of pocket costs. There are a few special programs that the insurance company offers such as Premium-Only Plan (POP), Flexible Spending Accounts (FSA), and BlueWorldwide Expat (BWE). â€Å"The POP allows employees to designate their monthly health, dental, and vision premiums as â€Å"pre-tax, easy to set up and requires very little administration, reduces FICA withholdings for the employer and employee, and converts after-tax contributions to pre-tax contributions. Contributions to FSAs means lower taxes for members and employer it lowers FICA taxes, controls benefit costs, manages compensation, and employees pay for expenses with pretax dollars. The BWE offers Comprehensive indemnity-based products  for employees and dependents, centralized administration and claims payment, 24-hour medical assistance and customer service, medical evacuation and repatriation, cashless access to inpatient services, multilingual assistance, access to more than 25,000 internationally credentialed providers, and access to Blue Card indemnity network of providers while traveling to the U.S., flexible benefits, and currency conversion† (Medical). In today’s economy it is essential to find affordable health insurance. There are hundreds of websites online that can give you free quotes and help find affordable health insurance. It is best to research as much as possible to find out what all is offered and which plan is best for the family or an individual. Blue Cross Blue Shield has been around since 1929 and is widely used across the United States and has thousands of providers so it is easy to find a provider close. The company is i n thirty eight states and has over three million insured and growing every day. With our healthcare system changing everyday it is nice to see some names that have been around for a long time. Hopefully, companies like Blue Cross Blue Shield will be around for many more years to come. Bibliography 1. Blue Cross and Blue Shield Association History. (n.d.). History of Blue Cross and Blue Shield Association à ¢ FundingUniverse. Retrieved from http://www.fundinguniverse.com/company-histories/blue-cross-and-blue-shield-association-history/ 2. Blue Cross Blue Shield. (2012, May 14). Health Insurance. Retrieved July 15, 2012, from http://www.ehealthinsurance.com/ehi/healthinsurance/bcbs?allid=Goo28708 3. Consumer-Directed Health Plans. (n.d.). CareFirst BlueCross BlueShield. Retrieved from https://employer.carefirst.com/wps/portal/Employers/CDHPlans?WCM_GLOBAL_CONTEXT=/wcmwps/wcm/connect/Content-Employers/CareFirst/GAPortal/ProductOverviews/Tab/cdhWhatisaCDHPlan 4. Blue Choice Advantage. (n.d.). CareFirst BlueCross BlueShield. Retrieved from https://employer.carefirst.com/wps/portal/!ut/p/c5/jc7BDoIwEATQLzKdAq3lCKbQDQYkCgIXw8GYJgIejN8vvRkj6u7x7WSHdWzesX_YS3-309hfWcM6eQozWXAKfRR1CFAmqIjy2kMlZm9fPDWJAAXpTlFZcij5T3qTRiZYbwHoQwwvF3qfxIqD_B_po2u7fKHlm39o5_zbf-dYmAgsN9NwZrehamBp9QSM0lTI/d l3/d3/L2dJQSEvUUt3QS9ZQnZ3LzZfOUs2TzFJOTMwRzVIQTBJUzZVMkI0UTIwODY!/?WCM_GLOBAL_CONTEXT=/wcmwps/wcm/connect/content-employers/carefirst/gaportal/

Jillian Michaels Biographical Essay Essay

People tend to gain weight because they want to fill an emotional void. For many, this void get filled with food. Like a chasm, the void represents a deep hole that feels inescapable. Most people feel so insecure and weak, that the idea of losing weight seems insurmountable. Jillian Michaels, the trainer from The Biggest Loser, helps people overcome emotional obstacles that manifest themselves in their physical beings. Born in Los Angeles California, and raised in Santa Monica, Jillian carried around issues like that of any child. Devastated by her parents’ divorce, Jillian found herself struggling with weight problems in her early teens. At the age of twelve, Jillian weighed almost 175 pounds. Realizing Jillian’s weight problem, her mom signed her up for a martial arts class. Five years later, at the age of seventeen Jillian put her passion for fitness to work and became a personal trainer. Today, Jillian stands at 5’2†, and weighs about 125 pounds. Although petite, the rambunctious character shines through in her reality show The Biggest Loser. Oftentimes, Jillian screams, â€Å"Unless you puke, faint, or die, keep going!† As these words echo through the gym, Jillian Michaels gives out beatings to her contestants, weighing in at almost four hundred pounds, these people allowed themselves to become morbidly obese. Glued to a couch for years, you might, in fact, mistake these people for a bouncy house. In one day on The Biggest Loser, they go from zero movement to full-fledged cardio vascular activity. Using erratic techniques such as plyometrics, boxing, and circuit training, weight gets shredded by the pound. Most might say that Jillian Michaels comes off as intimidating and mean, mainly because she enjoys screaming at people and watching them drop like flies. Like a drill Sargent, Jillian Michaels yells at her contestants as if they were soldiers. Her scream, shrill and blood curdling, encourages and motivates. These contestants, basically on the edge of death, put their lives in the hands of Jillian Michaels. She only yells because she cares and wants to help these people save their lives. Exercise, especially on the Biggest Loser, holds considerable importance. However, Jillian finds it crucial to also eat healthy. While you do burn calories exercising, you can just as easily eat right through them. Jillian, of course, uses her own life as an example for how people should eat and live. Eating mainly organic, she doesn’t see the need to feed our bodies harsh preservatives and chemicals, such as Taco Bell. In many health magazines, Jillian also talks about portioning. She says as long as you eat fewer calories than you burn, you will lose weight. Although difficult, it definitely can be achieved. While considered uptight and neurotic, Jillian does, however, show a compassionate side. She pushes everyone until they break, or until their emotions start to bubble over. Latching on like a leach, Jillian starts to focus on the source of the problem. It is a reoccurring theme that obese people gain weight due to psychological factors. Well aware of this, Jillian uses it to her advantage. She finds the issue that made these people gain weight in the first place, and then helps them accept it. By discovering the original problem, these people start to better understand themselves. Jillian helps them realize why they gained weight, and this allows them to prevent it from happening again. Many people hire a personal trainer to get their butt kicked; or maybe to push them farther than they thought imaginable. With two reality shows, six books, and multiple fitness videos, we can conclude that Jillian Michaels is here to help. Jillian stresses the idea of exercise and healthy eating, while also encouraging the idea of therapy and clearing up your past. At first glance you might say that Jillian comes off as a simple TV character who doesn’t really care about anyone but herself. However, after thorough digging, the love Jillian shows for humanity becomes apparent. Finding drive or desire to exercise sometimes proves to be difficult. With Jillian Michaels’ help, you will find the support and inspiration you need to get off the couch and start moving. Making the world better one over weight person at a time, I hope to one-day give back to the world as much as Jillian Michaels.

Finite automata

The symbols of the sequence are presented sequentially to a machine M. M responds with a binary signal to each Input. If the string scanned so far Is accepted, then the light goes on, else the light Is A language acceptor * Lesson 3 employs the treatment of this subject as found in Machines, Languages, and Computation by Denning, Dennis and Qualitz , Prentice-Hall. Transducer Abstract machines that operate as transducers are of interest in connection with the translation of languages.The following transducer produces a sentence (l) 12) r(r,) in response to the input sentence s(l) s(2) s(m) translated into a specific sentence of an output language. Generator When M is started from its initial state, it emits a sequence of symbols (1) r(2) r(i) r(t) from a set known as its output alphabet. We will begin our study with the transducer model of abstract machine (or automaton). We often refer to such a device as a Finite State Machine (FSM) or as an automaton with output.Finite State Machi ne (FSM) The FSM model arises naturally from physical settings in which information-denoting Only a finite number of operations may be performed in a finite amount of time. Such systems are necessarily discrete. Problems are quite naturally decomposed into sequences of steps – hence our model is sequential. We require that our machine not be subject to uncertainty, hence its behavior is deterministic. There are two finite state machine models : Mealy model – in which outputs occur during transitions.Moore model – outputs are produced upon arrival at a new state. Mealy Model of FSM Mealy model – transition assigned output Q = finite set of states S = input alphabet // the machine's memory // set of stimuli R = output alphabet // set of responses = the machine's initial state ql : state transition function (or next state function) g : output function g: SOR example Design a FSM (Mealy model) which takes in binary inputs and produces a ‘1' as output wh enever the parity of the input string ( so far ) is even.When designing such models, we should ask ourselves â€Å"What is the state set of the machine? â€Å". The state set Q corresponds to what we need to remember about input strings. We note that the number of possible input strings corresponds to I which is countably infinite. We observe, however, that a string may have only one of two possible parities. even parity – if nl(w) is even. odd parity – if nl(w) is odd. And this is all that our machine must remember about a string scanned so far.Hence IQI = 2 where Q = {E, o} with ql = E indicating the string has even parity and if Mt is in state o, then the string has odd parity. And finally, of course, we must specify the output function g for this Mealy machine. According to this machine's specifications, it is supposed to produce an output of ‘1' whenever the parity of the input string so far is even. Hence, all arcs leading into state E should be labeled w ith a ‘1' output.Parity Checker (Mealy machine) state diagram Observe our notation that g(o, 1) = 1 is indicated by the arc from state o to state E ith a ‘1' after a slash state table present state input = O next state, output input = 1 for this parity machine Observe for the input 10100011 our machine produces the output sequence the corresponding admissible state sequence a second example Construct a Mealy model of an FSM that behaves as a two-unit delay. i. e. O , otherwise A sample input/output session is given below : time 123456789 stimuluso 001 1 01 OO response O O O 1 1 0 1 Observe that r(6)= 1 which equals s(4) and so on We know that S = R = {O, 1}. Moore model of FSM Ms † – the output function assigns an output symbol to each state. Q = finite set of internal states S = finite input alphabet R = finite output alphabet f : state transition function h : output function ql = EQ is the initial state Design a Moore machine that will analyze input sequen ces in the binary alphabet S {O, 1}.Let w = s(l) s(2) s(t) be an input string NO(w) = number of O's in w NI(w)= number of I's in w then we have that IWI = NO(w) + NI(w)= The last output of Ms should equal : r(t) = [NI(W) So naturally, the output alphabet R = {O, – NO(w)] mod 4. stimulus 1 1 01 1 1 OO response 0 1 2 1 23 0 3 2 Observe that the length of the output sequence is one longer than the input sequence. Why is this so? Btw : This will always be the case. The corresponding Moore machine : c 2 3 This machine is referred to as an up-down counter.For the previous input sequence : 11011100 the state sequence is : second example machine should output a ‘1' whenever this pattern matches the last four inputs, and there has been no overlap, otherwise output a ‘O'. Hence s = R = {0, 1}. Here is a sample input/output sequence for this machine : 12345678910 11 12 s 101 We observe that 1 because s(2) s(3) s(4) s(5) however r(8) = O because there has been overlap stnce s (8) s(9) S(IO) 1) = 1011 What is the state set for this machine 0101101 000100000010 1011 Ask yourself what is it that Ms must remember in order to function correctly.Machine Identification Problem The following input-output behavior was exhibited by a transition-assigned machine (Mealy machine) Mt known to contain three states. Find an appropriate state table for M. Is the table unique? 12345678910 11 12 13 14 input 0000100010 1 0 output 01 01 000010 1 0 0 1 This problem is useful in fault detection and fault location experiments with sequential circuits ( i. e. digital circuits with memory ). One designs a computer circuit. Six months (or six years) later, how does one know that the circuit is working correctly? Where do we start

Economic Problems

Major economic problems in the Philippines are very similar to the economic problems in other underdeveloped countries. Some of the major pinpointed problems are the import-export imbalance, causing those who specialize in trade and make their living off of imported and exported goods to lose money. The imbalance causes families that are forced to survive off of this small income to wonder if they are going to eat the next week or not. One week there are plenty of orders to keep a family and company afloat; the next, there are no orders, causing the family and companies to suffer.Decline of the Philippine peso, which is the value of the money in the Philippines. The lack of business versus the amount of pesos in the small country simply do not add up. In order for families to purchase anything in the Philippines, they have to have several hundred pesos to equal the value of what ever it is they are attempting to purchase. The pesos are equal to less than that of the Mexican peso. Rel iance on remittances. This is when the companies in the Phillips attempt to sell and distribute goods over seas, with other workers from the countries.The Filipinos work in a different country and forward monies back to the homeland, where the company is based out of. This prevents the countries – the foreign and home – from taking out excessive taxes and fees for importing and exporting goods. These are just some of the major problems concerning the Philippines. More information on this country can be found at www. buzzle. com. Individuals continue to suffer daily, and struggle throughout daily life. There are several charities set up through the United States in an attempt to assist these families that desperately need help with simple survival skills. Economic Problems Major economic problems in the Philippines are very similar to the economic problems in other underdeveloped countries. Some of the major pinpointed problems are the import-export imbalance, causing those who specialize in trade and make their living off of imported and exported goods to lose money. The imbalance causes families that are forced to survive off of this small income to wonder if they are going to eat the next week or not.One week there are plenty of orders to keep a family and company afloat; the next, there are no orders, causing the family and companies to suffer. Decline of the Philippine peso, which is the value of the money in the Philippines. The lack of business versus the amount of pesos in the small country simply do not add up. In order for families to purchase anything in the Philippines, they have to have several hundred pesos to equal the value of what ever it is they are attempting to purchase.The pesos are equal to less than that of the Mexican peso. Reli ance on remittances. This is when the companies in the Phillips attempt to sell and distribute goods over seas, with other workers from the countries. The Filipinos work in a different country and forward monies back to the homeland, where the company is based out of. This prevents the countries – the foreign and home – from taking out excessive taxes and fees for importing and exporting goods.These are just some of the major problems concerning the Philippines. More information on this country can be found at www. buzzle. com. Individuals continue to suffer daily, and struggle throughout daily life. There are several charities set up through the United States in an attempt to assist these families that desperately need help with simple survival skills. For more information, please see:www. reference. com

An Evaluation of Academic Performance of Grade Essay Example for Free

An Evaluation of Academic Performance of Grade Essay Introduction â€Å"Bright minds make bright future! † Preparatory children nowadays are far  Ã‚  better than before they are more advanced in teaching and more capable of absorbing the methods of learning that used with them. Modern teaching accompanied with modules and analytical measures develop the  preschooler’s memory retention that serves as the foundation of their education. Kids today  are more willing and not afraid to  try to discover new ways and methods of learning. The value of preschool is a  hot topic these days. A small but growing number of  studies link enrolment in preschool or child care  centers (which typically include a  preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests The early childhood stage is a  permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for  children  before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. The institutional arrangements for preschool education vary widely around the world, as do the names  applied to the institutions. Effective preschool education can help make all children ready to learn the day they start school and, more importantly, help close the  enormous gap facing children in  poverty. Preschool gives our kids the strong  foundation they need to be  successful in school and in life. Children who attend pre-kindergarten programs have bigger  vocabularies and increased math  skills, know more letters and more letter-sound associations, and are more familiar with words and book concepts, according to a number  of studies (Patson P. Opido 2010). The child is the ultimate concern in all educational processes. He is the beginning at the end of all educational efforts. The goal of education is to help every child grow up well-rounded; physically well-developed, mentally healthy, intelligently alert, emotionally secure and socially well adjusted. These can be truly achieved by giving attention to the child’s foundation. The first day of the children in school is a unique experience. It may be their first contact with big group of children. The difference among first grade pupils in their level of preparedness to grade one work may vary. The grade I teacher should be aware of the differences in the children’s readiness; some readiness is the springboard to do actions. Knowing pupil’s differences will guide the teacher on what to do to develop them to the fullest ( Lindberg and Swedo, 1995). A child born of a healthy, responsible and emotionally mature parents has a good foundation. His parents, especially the mother, guide him through the proper habits of eating, sleeping and cleanliness. An individual’s attitude toward himself and others, his behaviour either at work or at play, and his emotional roots in his early childhood experiences. What he learns at home constitutes the basis for future learning and adjustment. As the child develops social awareness, he needs to experience association with a larger group outside his home. Parents send their children to school simply because they want them to develop basic health habits and self sufficiency. Furthermore, this also includes the ability to use language patterns for simple and correct social attitudes in relation to the company of people around him, whether adults or other children and the appreciation of the aesthetic attributes of his immediate surroundings. Modern teaching accompanied with modules and analytical measures develop the preschooler’s memory retention serving as the foundation of their education. Kids today are more willing and not afraid to try to discover new ways and methods of learning. The value of preschool is a hot topic these days. A small but growing number of studies link enrolment in preschool or child care centers (which typically include a preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests. The early childhood stage is a permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for children before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. Parents on the other hand, play a vital role in educating their children because they are their first teachers, which is the greatest contribution before a child ever begins his formal education in school. When a child enters the formal school, he carries out with him the acquired values from his parents. Just like the teacher’s task, if parents fail to perform their responsibilities, it may bring misbehaviour on their children which may directly or indirectly affect the child’s academic performance. In the Philippine public elementary schools today, inner tensions have been continuously affecting the learners going to grade one level, especially those who had never gone to any kind of schooling before. These learners entering grade one have many apprehensions. Most of them have no experiences in going to school. Parents are not capable of sending them to school especially those in remote and slum areas. Instead of giving their children a chance to study in Day Care Centers and Kindergarten in some public elementary schools, they ended up waiting for their to be accepted in Grade One. With these scenarios the pupils encounter difficulties in catching up with different skills like numeracy and literacy which are now the basic skills necessary in the first grade level of formal schooling. These children also suffer in relating themselves to their new environment, the school. In order to have a smooth transition from home to school and to prepare them socially and psychologically, the curriculum on the Early Childhood Experiences was recommended for adoption in all public elementary schools as included in Every Child A Reader Program ( ECARP). It aims to developing the reading readiness and developmental reading in Grade one as launched by the Department of Education. One of the major goals of the 2015 Education for All (EFA) is the expansion of the coverage and improvement of the quality of the Early Childhood Care and Development (ECCD) programs in the country. The present government administration in its Ten-Point Agenda has declared a policy calling for the standardization of preschool and day care centers. The Department of Education (DepEd) in support of this thrust will administer School Readiness Assessment Test to All Grade One Entrants, effective SY 2005-2006. The School Readiness Assessment (SRA) is a tool to determine the readiness of Grade One entrants in tackling formal Grade One work. The School Readiness Assessment Tool will be administered by Grade One teachers assisted by the Grade Two and Three teachers one week before opening of classes. The assessment shall not be treated as an entrance test or examination. No child shall be refused entry to Grade 1 based on the results neither of this assessment nor without preschool experience. To continuously determine the school readiness of all Grade One Entrants, the School Readiness Assessment (SReA) was administered. One of the objectives of SReA is to assess pupils’ readiness across the different developmental domains – gross and fine motor, receptive/ expressive language, cognitive domain and socio- economic domain. The result obtained was the basis for grouping the Grade One entrants. It was also used to guide Grade One teachers in providing appropriate instruction and assistance to address specific needs of the pupils. The result of the School Readiness Test in May 2011 identified that there were at least forty two point ninety eight percent of the school population of Grade One entrants were not ready. Children with No Early Childhood Care and Development (ECCD) has low average in pupils’ readiness across the different developmental domains – gross and fine motor, receptive/ expressive language, cognitive domain and socio- economic domain. Background of the Study The researcher is motivated by the above mentioned situation and this led to the conceptualization of this study. As an educator, the researcher is faced with the fact that there is an imperative need to strengthen and streamline the internal management of educational arrangements in order to achieve efficiency and responsiveness to trends and challenges of the next millennium. It is therefore the aim of this study to empower parents and positively influence them on affirmative effects of pre-school education in the holistic development of their children particularly on the advancement of their academic performance. The value of preschool is a  hot topic these days. A small but growing number of  studies link enrolment in preschool or child care  centers (which typically include a  preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests. The early childhood stage is a  permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for  children  before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. The institutional arrangements for preschool education vary widely around the world, as do the names  applied to the institutions ( Bustos Alicia and Espiritu 1985). The Early Childhood Experiences Curriculum, hence all Grade One teachers are expected to implement it. Teachers are also encouraged to make use of local songs, games, dances and indigenous materials to enrich the curriculum. It is hoped that the Early Childhood Experience for Grade One will greatly benefit the children and strengthen efforts to make the schools child-friendly. Theoretical Framework This study is anchored on Edward Thorndike’s, Jerome Bruner’s, and B. F. Skinner’s Theories of Learning. These theories enabled the researcher in the conceptualization of this work. The Law of Readiness as advocated by Thorndike is associated with mind set. It states that when an organism is prepared to respond to a stimulus, allowing doing so would be satisfying while preventing him would be annoying. This law works well in this study because the children is mentally ready to learn. The Law of Exercise states that the constant repetition of response strengthens its connection with the stimulus, while disuse of response weakens it. The exercises given to the children using a modifiable connection like instructional materials enables them to acquire the learning easier and faster because the responses will be utilized, the stronger the connection to be developed. Thus, when a modifiable between a stimulus and a response has been made, it is strengthened if its results in satisfaction as the Law of effect proves. Jerome Bruner’s (1915) theory of Instrumental conceptualization is also applied as it involves (3) three simultaneous processes as: Acquisition, Transformation and Evaluation. This theory of learning believes that the acquisition of whatever form of knowledge acquisition, who selects structures, retains and transforms information. Teaching without the use of proper strategic plans will result to failure. Through School Readiness Assessment Test (SReA), pupils will acquire knowledge through different techniques used by the researchers. Hence, learning to read is facilitated by Skinner’s Theory. Conceptual Framework This study focused on the evaluation of academic performance of Grade One pupils with and without Early Childhood Experience of Sto. Nino Elementary School. The independent variable consist of School Readiness Assessment Test (SReA) for children with and without Early Childhood Experience while the dependent variable is the academic performance of the respondents in terms of the following: Sensory Discrimination, Concept Formation, Numeracy, Reading Readiness and Construction and Visual Motor Integration. Research Paradigm Independent Variable Dependent Variable Figure 1 The above figure shows the relationship of independent variables to dependent variables of the study. Statement of the Problem This study intended to evaluate the academic performance of Grade One pupils with and without Early Childhood Experience (ECE) at Sto. Nino Elementary School, Division of San Pablo City. Specifically, this study sought to answer the following questions: 1. What are the mean pre-test scores of the two groups of pupils in terms of the following: a) Sensory, b) Concept Formation, c) Numeracy, d) Reading Readiness and e) Construction and Visual- Motor Integration? 2. What are the mean post-test scores of the two groups of pupils in terms of the following: a) Sensory Discrimination, b) Concept Formation, c) Numeracy, d) Reading Readiness and e) Construction and Visual Motor- Integration? 3. Is there a significant difference in the mean scores between the pupils with and without Early Childhood Experience (ECE) and their performance? Hypothesis The hypothesis stated below was tested in this study. There is no significant difference in the mean scores between the pupils with Early Childhood Experience (ECE) and those without Early Childhood Experience (ECE) and their performance in terms of the following: i. Sensory Discrimination, ii. Concept Formation, iii. Numeracy, iv. Reading Readiness and a. Construction and Visual- Motor Integration? Significance of the Study This study is of importance to the pupils, teachers, principals, parents and other researcher for the following reasons: Pupils are primary group which the study would benefit. They are the central point to be given much consideration because they are the recipients of this study. They will be assessed and it would be a big help for them to improve their academic performance. Teachers are the facilitators of learning. They may be able to undertake possible teaching alternatives that may be facilitate, enhance and improve their teaching skills to cater the needs of the pupils with and without Early Childhood Experience in order to improve their academic performance. They will specifically take cognizance of their status at present in terms of the problem arising in their own classroom. Likewise, they could assess definitely where the problem lie and thus, make remediation to solve them. Therefore the learners’ needs would be taken into considerations. The results of this investigation will also help other teacher in the field since the problems raised here may have also help them to improve the academic performance of their pupils. Principals are the ones who initiate support for every change that happens in the school. Good management and supervision of the school and the teachers, respectively, are the responsibility of the principals. Results which this study reveal may enable the school heads to plan out better and more effective ways to evaluate the academic performance of Grade One pupils with and without Early Childhood Experience. It is very important to take in consideration the needs of Grade One pupils because it is the foundation year for them. In that case the principal ought to have a plan to cater the individual needs of the learner to improve their academic performance to elevate the quality of education in the country. Parents are stakeholders of the school. The findings of this study are important to parents because they need to be informed about the performance of their school children in school. Through this, they will know the importance of Early Childhood Experience (ECE) for their children. For this reason, they will send them in preschool. So that their children will not be shocked with their new environment. The parents will work hand and hand with the teacher in facilitating strategies to evaluate the academic performance of the learners. They may also help influencing their children to have a good study habits. Their support to their children and school is important so that the goals will be attained. Other researchers who would be interested with this problem may gain further insights in developing their own research work. The data that will be revealed by this study may be used by other researcher to enhance their own studies. They may also use it as related study or augment data that they have to come up with a more comprehensive knowledge about the problem presented here into. Scope and Limitation of the Study The focus of the study to be conducted is An Evaluation of Academic Performance of Sto. Nino Elementary School, Dapdapan, District, Division of San Pablo City. It limits its coverage on the result of School Readiness Assessment (SReA) which includes the following areas – Sensory Discrimination, Concept Formation, Numeracy, Reading Readiness, and Construction and Visual Integration; the Pre test and Post test of School Readiness Assessment (SReA) and the instructional module being devised to answer the needs of Grade One pupils. The respondents of the study will be eighty (80) pupils of Sto. Nino Elementary School, forty (40) pupils with Early Childhood Experience (ECE) and forty (40) pupils without Early Childhood Experience (ECE). Definition of Terms For the interpretation of the study, the terms used are defined in order to avoid vagueness or ambiguousness meaning. Therefore, provide the reader a common point of reference. Public Elementary SchoolsThese are school managed, operated and maintained by the national government. It offers curricular programs for Grade One to Six children. Sensory Discrimination These refer to exercises in discriminating simplest form of mental operation that was clearly intellective. It includes exercises on identifying same and different shapes. Concept FormationThese refer to exercises that requires the learner to construct the properties of the object from the definition. It includes exercises on completing statements showing simple analogy. Numeracy The term refers the ability to learn the specific tasks in Mathematics like counting, arranging, sequencing sets of objects. The numeracy skills are designed to help with the more advanced levels of mathematics that pupils will encounter during the school lives and also into their adulthood. It includes exercises pointing out which has more or less sets. In this study, it pertains to the level of achievement of the Grade One pupils in different learning skills in Mathematics as perceived by their Grade One teachers. Construction and Visual-Motor Integration These skills refer to the smooth coordination of the eyes and hands working together. Sto. Nino Elementary School Public Elementary school situated in Brgy. Sto. Nino, San Pablo City where the present study is being conducted. Grade One Pupils. Refer to children entering the formal school in the primary grades as prescribed by the Department of Education, whose ages ranges from six (6) years old and above. Chapter II REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents literature and studies which are related to the problem. The materials found in local and foreign books, educational journals and magazines, documents, guidelines and reports by Department of Education provided references. Related Literature Philosophy and Goals of Elementary Education. Philosophy of pre-school education as stated in DECS Memo no. 107 s. 1989 considers the child, the school and the teacher with the support of the family in the maximizing the child’s potential. Pre-school education is based on the knowledge that each child is unique individual with his own biological make up, interest, capacities, and ways of viewing the world. He has a tremendous capacity for learning. He is active and understands the world differently from adult. His language has developed with acquisition of wide vocabulary making him capable of communicating his ideas and feelings. A pre-school child is always on the process of becoming, and therefore if properly developed can become a critical thinker and a socially sensitive, directed, creative, responsible and caring individual. Pre-school education must aim to develop children in all aspects physical, social, emotional and cognitive so that they will be better prepared to adjust and cope with life situations and the demands of formal schooling. By doing so, learning gaps and dropouts may be reduced or avoided to the maximum. Objectives of Pre-School education is founded on the following objectives; (Inc.DECS Memo No. 45 1995). They are as follows: To develop the child in all aspects ( physical, social, emotional and cognitive) so that they may be better prepared to adjust and cope with the life situations within the context of his experience. To maximize the child’s potential through a variety of carefully selected and meaningful experiences considering his interests and capabilities, and; To develop the child in all aspects so that he becomes a self- propelling, thinking and contributing individual able to make decisions which all prepare him more complex demands for future life. DepEd Order No. 10, s. 2004 is the legal basis in the implementation of the Enhanced Eight-Week Early Experiences for Grade One. Its main thrust is development of academic skills among learners. It is because most Grade One entrants have not gone through pre-school experiences. Hence, the Early Childhood Experience has been enriched and aligned with the BEC making it’s integral part of the Grade 1 Curriculum. In 1995, Early Childhood Experiences for Grade One was institutionalized at the same time as the official age for entry into the primary school was dropped to six years of age. All Grade One teachers were requested to implement the Eight-Week Curriculum and gradually move to the regular Grade One curriculum. Pursuant to DepEd Order No. 15, s. 2005, which calls for the administration of School Readiness Assessment for All Grade One Entrants, all incoming Grade 1 shall undergo a school readiness assessment using the revised tool. The School Readiness Assessment (SRA) will be administered by Grade 1 teachers to be assisted by Grade II, III and master teachers of their respective schools. This assessment shall be administered twice. The first assessment given on May. The second shall be administered after the children have undergone 8-week curriculum, focusing on the competencies not manifested by the child during the first assessment. The SRA will determine the level of progress of Grade 1 entrants across different developmental domains that are critical in tracking Grade 1 learning competencies. The result shall be the basis for grouping the Grade 1 entrants. It will be also used to guide Grade 1 teachers in providing appropriate instruction and assistance to address specific needs of the pupils through the utilization of the 8-week curriculum. The assessment shall not be treated as an entrance test or examination as children may be anxious about passing or failing. No child shall be refused entry to Grade 1 based on the results of this assessment. â€Å" Educating our children at an early stage will give more chance for young Filipinos in the future to compete for jobs and opportunities in the new world order in which better educated and highly skilled persons have become the most valued resources. † Giving access to free quality early childhood education will bridge the gap between the rich and the poor that will give our less privileged countrymen a strong foundation for the challenges in the next millennium. (Eduardo J. Angara, 1997) The Early Childhood Care and Development ( ECCD ) Law, enacted in 2000, recognizes the importance of early childhood and its special needs, affirms parents as primary caregivers and the child’s first teachers, and establishes parent effectiveness, seminars and nutrition counselling for pregnant and lactating mothers. The law requires the establishment of a National Coordinating Council for the Welfare of Children which: (a) establishes guidelines, standards, and culturally relevant practices for ECCD programs; (b) develops a national system for the recruitment, training, and accrediting of caregivers; (c) monitors the delivery of ECCD services and the impact of beneficiaries; (d) provides additional resources to poor and disadvantaged communities in order to increase the supply of ECCD programs; (e) encourages the development of private sector initiatives the Republic Act 6972 known as â€Å" Barangay (village) Level Total Protection of Childen Act† has a provision that requires all local government units to establish a day-care centre in every village ; the law institutionalized the features of day-care programme that provide for young children’s learning needs aside from their health and psychosocial needs. The universalization of early childhood education and standardization of preschool and day care centers was established though the Executive Order No. 658 of 2008 (Expanding the Pre-School Coverage to Include Children Enrolled in Day Care Centers). (PTFE 2008). According to Clark (2002), in her article First Grade Readiness, there are signs one can look for, to know if a child is a ready for first grade. In the physical realm, the first grade child’s limbs are now proportion with the body and head . There is a loss of baby far and greater definition in the face. In the emotional realm, the young child who once expressed strong emotions through sudden outburst now has a feelings that begin to deepen. A child will talk of â€Å"hurt feelings† and being sad. Socially, the first grade ready child begins to form friendships which go deeper than before. The child feels loyalty for friends and often expresses the desire to be with them. In the mental realm, there is the birth of free memory. This is different than the memory of a four year old. The younger child’s memory must be triggered by a sight, smell, or rhythmic verse when the memory and recall it will. Kagan (2000) stated that the concept of school readiness has been defined and redefined over the years resulting in differing viewpoints. Several theories of child development and learning have been used to explain the term. In fact, there appears to be two types of readiness: readiness to learn, which involves a level of development at which the child has the capacity to learn specific materials, and readiness for school and readiness for school which involve specific set of cognitive, linguistic, social and motor skills that enable a child to assimilate the school’s curriculum. According to Quinto (2001) the lowering of entrance to six years old for grade one pupils in the Philippines public elementary schools have created inner tensions, especially to those who had never gone to any kind of school before. So, in order to have a smooth transition from home to school and to prepare them socially, psychologically, the curriculum on the Early Childhood Experiences was recommended for adoption in all public elementary schools. Studies show that child’s mind is almost full developed before he reaches the age of five. This presents a need for an organized early childhood education. Pre-elementary or preschool education is one of the latest trends in childhood education which gives equal opportunities to all children at the lowest step of educational ladder. Preschool education holds a prominent place, being that level in the school system wherein children are trained to be better prepared for grade one. For the development of the child, the curriculum focuses on these areas of development: physical ( gross and fine motor coordination through play and manipulated activities like games, simple work); cognitive ( communication skills, sensory-perceptual concepts, numeracy skills); personal social (health habits and independence in dressing, eating, sleeping, toileting; relating with teachers, peers and other people through group play and interaction; follow rules and routine. Groark (2006) stresses that the school and district administrators, as well as policymakers are increasingly recognizing that early education and intervention services for young children have a direct and positive impact on later school performance and quality. Soliven (1999) stated that an authority on child development, underscores the significance of pre-primary education to the mental development of children citing the results of research which showed that pre-primary education is important to the child, she pointed out the intellectual capacity of the child is most susceptible to reaches a substantially higher rate of intellectual development of Early Childhood especially in a favourable environment. It is apparent that intelligence is best developed in the first six years of life, if the child is exposed to a favourable environment for development during this formative period. Vittetow (1994) former Education Expert of International Cooperation Administration (ICA) in his Educational Series Bulletin for the Bureau of Public Schools gave growth characteristics of Pre-school Filipino children, which are true to all children at this level of growth and development. Said development and growth includes: 1) Physical Characteristics, 2) Mental Characteristics, 3) Social Characteristics, 4) Emotional Characteristics, 5) Spiritual and Moral Characteristics and 6) Aesthetic Characteristics. According to Kats (2001) what the children learn, how they learn, and how much they learn depend on many factors. Among the most important factor’s are the child’s physical well-being, and his emotional and cognitive relationships with those who care for him. The school readiness goal reflects two concerns about the education of young children. The first is that the increasing numbers of young children in poverty, in single-parent households have limited proficiency in English are affected by the drug abuse of their parents have poor nutrition, and receive inadequate health care. The second area of concern involves such matters as the high rates of retention in kindergarten and primary grades, delayed school entry in some districts, segregated transition in classes in others and the increasing use of standardized tests to determine children’s readiness to enter school. Standardized tests used to deny children entrance to school or place them in special classes are inappropriate for children younger than six. These trends are due largely to the fact that an academic curriculum and direct instruction teaching practices that are appropriate for the upper grades have gradually been moved down to the kindergarten and first grade. These two areas of concern suggest that reaching the school readiness goal will require a twofold strategy: one part focused on supporting families in their efforts to help their children get ready for school, and the second on helping the schools to be responsive to the wide range of development levels, backgrounds, experiences, and needs of children to bring them in school. Watson (1985) pointed out that groups of children of higher economic status have higher level of intelligence than those favored economic status, the higher their average IQ’s on Standford – Binet or similar verbal test. The mismatch between the schools and children from low income working class families had led to concerted attempts to involve parents from these families in the schools. When the school can involve low-income parents, their children’s school attendance increases, the children are less disruptive in class and less aggressive on the playground, their classwork improves, and they are more likely to complete their homework. If they are raised in emotionally secured homes they tend to be emotionally secured children. If they are raised in homes which lack happiness and have little emotionally security they may in time tend to be unhappy and insecure. However, these differences between higher and lower socio-economic groups may be due to non-intellectual factors. Some of these factors serving to depress intelligence test scores among the lower socio-economic groups could be greater resistance to taking test, the effect of nutritional deficiencies, different attitudes towards education, suspicion, lack of support and the like. Although any or all of these factors seem reasonable, there are no definite research to establish the answer conclusively. It has been observed that most elementary teachers do not have the necessary educational background to teach visual arts. University of Hawaii’s Professor, Dr. Stephanie Feeny (1986); stresses the importance of the arts in the development of the thinking process in children. An Evaluation of Academic Performance of Grade. (2016, Oct 06).