Friday, October 25, 2019
Thomas Jeff. Outline Essay -- essays research papers
                                                       Lenora Spahn                                                        9/22/00                     Thomas Jefferson I. Thomas Jefferson      A. Born- April 13, 1743 in Shadwell, Va.      B. Died- July 4, 1826 II. Background      A. Educational- College of William and Mary (1760-1762), 5 year apprenticeship           studying law under George Wythe.      B. Occupational-           1. Began to practice law on his own: representing small scale planters from           western countries involving land claims and titles.           2. House of Burgesses, elected 1768: Opposed all forms of Parliamentary                     taxation and supprted nonimportation resolutions against British trade                regulations.           3. Committee of Correspondence, 1773: Served as a makeshift Central                Government for colonies and advocated that colonies refuse to pay any duty           leveled by Parliament.           4. Virginia Convention in ... ...          through congress.      F. The Non-Intercourse Act, 1809: basically just a moderate version of the Embargo Act. X. Major Conflict      A. The major conflict was foreign trade and the trade embargoes and naval troubles that      the United States had with Britain and France caused the most influential decisions           Jefferson was forced to make. XI. Major Inventions and Technological Advancements      A. Fulton’s Steamboat,1807: Robert Fulton's side-paddled, steam-powered riverboat           made its first commercial voyage in Clermont.      B. In 1806, David Melville attempted the construction of gas street lighting in Rhode           Island. XII. Overall rating of the President      Thomas Jefferson is one of the most eagerly embraced Presidents in American history due not only to his Thomas Jeff. Outline Essay -- essays research papers                                                        Lenora Spahn                                                        9/22/00                     Thomas Jefferson I. Thomas Jefferson      A. Born- April 13, 1743 in Shadwell, Va.      B. Died- July 4, 1826 II. Background      A. Educational- College of William and Mary (1760-1762), 5 year apprenticeship           studying law under George Wythe.      B. Occupational-           1. Began to practice law on his own: representing small scale planters from           western countries involving land claims and titles.           2. House of Burgesses, elected 1768: Opposed all forms of Parliamentary                     taxation and supprted nonimportation resolutions against British trade                regulations.           3. Committee of Correspondence, 1773: Served as a makeshift Central                Government for colonies and advocated that colonies refuse to pay any duty           leveled by Parliament.           4. Virginia Convention in ... ...          through congress.      F. The Non-Intercourse Act, 1809: basically just a moderate version of the Embargo Act. X. Major Conflict      A. The major conflict was foreign trade and the trade embargoes and naval troubles that      the United States had with Britain and France caused the most influential decisions           Jefferson was forced to make. XI. Major Inventions and Technological Advancements      A. Fulton’s Steamboat,1807: Robert Fulton's side-paddled, steam-powered riverboat           made its first commercial voyage in Clermont.      B. In 1806, David Melville attempted the construction of gas street lighting in Rhode           Island. XII. Overall rating of the President      Thomas Jefferson is one of the most eagerly embraced Presidents in American history due not only to his
Thursday, October 24, 2019
Case Study Counselling in the Work Placement
EA L RN E the learning centre R VIC Diploma in Counselling: Case Study Sixth term: Case Study. Length: 3,500 words (in total) General Points The subject of the case study must be a client whom you have been counselling for at least 6 sessions, preferably more. The case study is about how you and your client have worked together within your core theoretical model of counselling. This involves reflecting on your process in relationship to your client, your client’s process in relationship to themselves and the ongoing process between the two of you.Structure of the Case Study To set the scene for our case study, you need to describe the theory that informs your practice, ie. why you do what you do. We suggest you make reference to the following (this section should be no longer than 1,000 words): †¢ Your personal value system (this may include religious beliefs, your moral code, your philosophy of life) †¢ Theoretical sources (e. g. Rogers, the existentialists †¦) †¢ Ethical code of practice (personal code of practice, e. g. oundaries such as relationships with clients) †¢ Integration of the personal with the professional aspects of self as outlined above (how did you arrive at your current value system and the sources for these? ) It is important that your written case study reflects the particular quality of the relationship you have created with your client. What we would like to see and what we would like demonstrated is the way in which you have achieved this. E E S Writing Skills/Specialist coursework/15. 2 Diploma in Counselling: Case StudyR S PTO/†¦. 1 EA L RN E R the learning centre R VIC 1. Personal History Include age, sex, family history, current relationship, family situation and occupational situation. 2. Counselling arrangements Briefly describe the setting in which the counselling is provided: the frequency and length of counselling sessions, how long you’ve been counselling the client, and the number of sessions which have taken place to date. What was your initial contract with the client, and has this been reviewed? 3. Presenting issuesBriefly outline why the client has requested counselling now. As far as possible, try and use the client’s language. Please include your initial subjective responses to the client, noting your response to differences between you and your client. 4. Your assessment of this client Describe your assessment of the client and the nature of your work together making reference to relevant theory. a. b. c. d. e. On what criteria did you base your initial assessment? What is you client’s concept of self? To what extent do you agree with this?What sense did you make of this person? What was your response to both the client and their presenting issues? How did you decide that you were able to work with this client? What did you agree would be the focus of your work? f. 5. The presenting past Describe the relationship between responses to curren t issues with key events from the client’s past, e. g. loss. PTO/†¦ 2 E E S Writing Skills/Specialist coursework/15. 2 Diploma in Counselling: Case Study S EA L RN E R the learning centre R VIC 6. Counselling processDescribe the counselling process with reference to the beginning, middle and end stages. How do you consider your cl;ient changed? What contribution did counselling make to this? Evaluate your ability to demonstrate the core conditions at the different stages of the process. 7. Supervision Throughout your case study, we would like to see how you have used both your individual and group supervision in working with this client. We would also like to have some sense of how your internal supervisor is evolving during your work. . Practitioner issues In relation to your work with this client, evaluate your ability to hold professional boundaries and work within an ethical framework. You may find it helpful to mention any particular critical experiences to illustra te your practice. You might find it useful to look at Rogers ‘stages of process’ found in ‘On Becoming a Person’ (1961). See also, Mearns and Thorne (1988) Person Centred Counselling in Action, Sage E E Writing Skills/Specialist coursework/15. 2 Diploma in Counselling: Case Study S S 3
Wednesday, October 23, 2019
First impressions Essay
In my opinion it is your first impression of something that ultimately gives you the perfect vantage point in which to accurately assume the true nature of something. Your notion of this something is then unaffected or swayed by any outside sources or by second guessing yourself. Upon first experiencing this first time offered course, I immediately felt right at home concerning the direction in which the course was headed and also with the enthusiasm and involvement of the professor. The first class began as any other, anxiously awaiting an unknown professor and the educational information he bears. With a proverbial collective sigh of relief, the class was greeted with a pleasant professor offering a most interesting lesson plan on the writing in the discipline of psychology. After welcomed introductions class was underway and a new appreciation for my major was attained. Our first homework assignment required us to read and analyze an article entitled â€Å"Making Science Understandable to a Broad Audience†by Richard Reis. The article portrays the notion that we as those in search of educational advancement must accommodate the manner in which we write for individuals many whom are otherwise unaware. This piece I believe sets the tone for this course in its entirety and my perceptions as to what is seeks to achieve, in that to truly know and understand an idea or concept one must have the ability to correctly perceive and present information of the utmost importance to the vast majority. Throughout my college career I have strived to put forth my best effort and achieve a great standing in all my courses. I plan on not doing any different here, so upon perusing the course syllabus I noticed many assignments wherein groups were involved. In my past experience, sadly I have had many instances in which fellow group members became ‘clingers’ to my dedicated work whilst I labored on it. Assignments listed as anything prefaced by the dreaded utterance â€Å"Group,†made me question my position here. Despite my reservations I believe that those fellow students in my class are just as dedicated as I and wish to succeed just as much. Without further explanation of the group work involved, much of it looks fairly familiar to projects that I have done in past classes both in college and high school concerning poster presentations and literature reviews. My worries, other than those aforementioned, lie in the â€Å"Individual Components†of the course description and what they might entail. At least for me, when work pertaining to that of doling out constructive criticism is required I simply feel inadequate in telling others how to go about their work. Other than that one hiccup, the rest of the work to be done individually seems common or at least manageable. In the past I have kept a record or journal of daily events of significance, in that I can see doing well in keeping a research journal. Being accustomed to modern times and technology use should help serve me in using the â€Å"Learning E-Portfolios,†and submitting assignments online. My major is in psychology and therefore have read extensively on the subject as well as taken previous writing courses, all of which will hopefully aid me in doing well this semester. I feel as though this course will play towards my strengths and will be successful overall. Although, I do not expect to go without surprises, I trust this course to challenge my writing ability as well as my grasp on psychology ASSIGNMENT REFLECTION FORM 1. How would you describe your experience in working on this assignment (Was it difficult to begin? Did the ideas come easily or with difficulty? What obstacles did you face in the process of writing? How long did it take you?)? A: As with any paper, I found it slightly difficult to begin because I enjoy taking the time to organize my thoughts into a cohesive and coherent piece. In the writing process I found it difficult to completely fulfill the requirements in that the book contained in the courses required reading section had been backordered and in an attempt to continue, I had purchased a copy on Amazon.com and am sadly still awaiting its arrival. From beginning to end this essay took me around two hours to complete in its entirety. 2. What do you see as the strengths of this paper? A: I believe the strengths of this paper to be my honesty involving the course. It may or may not help with improvements and or changes in future assignments and course direction. 3. What do you see as areas for improvement in the paper? A: Not to sound clichà © but I believe that all papers still require improvement. No matter how many edits or drafts it takes there will always be one idea or point that may have been over expressed or a central one that had been simply left out completely. I may need to improve upon my ordering or overall flow of my paper to achieve a better read. 4. What did you learn (about yourself, the subject, writing, or reading) from doing this assignment? A: While writing this piece I learned that I truly enjoy expressing myself through writing. Although I consider myself to have a limited vocabulary I find nothing more exciting than to surprise someone with my work.
Tuesday, October 22, 2019
Trumans Presidentcy essays
Truman's Presidentcy essays Despite strong opposition from a Republican congress, Truman attempted to extend Roosevelts New Deal policies by strengthening social security, conservation, implementing rent controls, and providing housing to low-income families. At times, however, Truman was inconsistent with his own partys beliefs and the ideal of the New Deal in order to suit the immediate situation and retain public support. Furthermore, Truman supported civil rights actions and for the first time, increased the political status of African American citizens. Trumans various other reforms were much like the proposals of Roosevelt, but the mood of the nation due to its affluence and that of Congress opposed his efforts and the changing times proved that Trumans Fair Deal was not as necessary as FDRs New Deal. Trumans organized policy to elaborate on the New Deal was termed the Fair Deal and aimed to improve social conditions like Roosevelts plan had done previously. His immediate goals were full employment and an improved economy, as well as to provide for the common good. The Fair Labor Standards Act increased the minimum wage from 40 cents to 75 cents and the Social Security Act increased benefits to the elderly by 77.5%. Also, to the advantage of those who lived in rented homes and apartments, Truman lengthened rent controls to March 1951, and in addition, the Housing Act vowed to eliminate slums and established 810,000 low-income houses, thus providing a good amount of citizens with affordable housing. The president also implemented the Employment Act in 1946 to help stabilize the postwar economy. The act created a three member council of economic advisors and a joint committee to study and propose stabilization measures. Moreover, Truman attempted to establish a Missouri Valley Auth ority while extending the power of the Tennessee Valley authority, but was unsuccessful. However, the president did obtain increases in...
Monday, October 21, 2019
45 Idioms About Ordinal and Multiplicative Numbers
45 Idioms About Ordinal and Multiplicative Numbers 45 Idioms About Ordinal and Multiplicative Numbers 45 Idioms About Ordinal and Multiplicative Numbers By Mark Nichol The following is a list of idioms about ordinal numbers (first, second, and so on) and multiplicative numbers, or what the late English-usage expert Henry Watson Fowler called numeral adverbs (once, twice, and so on). (Because I have already devoted an entire post to idioms that include first, I’ve omitted them here.) 1. bottom of the ninth: the last minute, from the last segment of the last inning of a baseball game 2. break the fourth wall: speaking directly to the audience during a theatrical performance (or, by extension, a film or a television program) 3. cheap at twice the price: exceedingly inexpensive 4. don’t think twice: don’t concern yourself about it 5. eleventh hour: the last minute 6. even a stopped clock is right twice a day: someone who is usually mistaken can be correct on rare occasions 7. fifth column: collaborators supporting would-be invaders from within a country 8. fool me once, shame on you; fool me twice, shame on me: a proverb expressing that one should be wary of the intentions of someone who has tricked one before 9. for once: on this particular occasion 10. Fourth Estate: journalists as a group (originally, a reference to the press in counterpoint to three other major demographic groups: the clergy, the nobility, and the common people) 11. give (one) the once-over: examine with interest 12–13. if I’ve told you once, I’ve told you a hundred/thousand times: a phrase expressing, with exaggeration, that one has repeatedly referred to something 14. lightning never strikes (the same place) twice: an unusual occurrence that has happened before won’t happen again 15. once and for all: permanently 16. once bitten, twice shy: a proverb expressing that one’s inclination is to avoid people who, or things, that have hurt them 17. once in a blue moon: very rarely 18. once in a lifetime: said of something likely to occur only once during one’s life 19. once over lightly: quickly 20. once upon a time: once in the past (used often as the beginning of a fairy tale to express that the story occurred long ago) 21. opportunity knocks but once: a proverb expressing that one may have only one chance to take advantage of an opportunity 22–23. plead/take the fifth: said humorously in response to a request for provocative information when one does not want to reveal it (a reference to the Fifth Amendment to the U.S. Constitution, which protects citizens against self-incrimination) 24. second banana: someone who plays a secondary role (from show business slang for a supporting comedian) 25. second best: something not as good as the thing desired 26. second chance: another opportunity 27. second childhood: a period later in life marked by renewed interest in things of interest to a child or by reduced mental capacity 28. second class: inferior, as in references to travel accommodations or disadvantaged citizens 29. second fiddle: one who plays, or is perceived to play, a subordinate role (from an informal reference to violinists in a music ensemble who are not the principal violinist) 30. second-guess: predict another’s action or decision 31. secondhand: as an adjective, not original, or previously owned; as an adverb, indirectly, or obtained from another 32. second nature: said of a behavior or habit that one seems to have been born with 33. second sight: clairvoyance, or the supposed ability to see something happening elsewhere or in the future 34. second thought: a reference to changing one’s mind, as in the phrase â€Å"on second thought†or to be inclined to do so, as in the phrase â€Å"having second thoughts†35. second to none: better than anyone or anything else 36. second wind: restoration of easy breathing after physical exertion, or a renewal or energy or strength 37. seventh heaven: a state of bliss 38. sixth sense: a perceptiveness that cannot be achieved with the five physical senses 39. think twice: carefully consider 40. the third degree: intense questioning 41. third rail: something dangerous, like the electrified third rail of an electric railway system 42. third time’s the charm: one will succeed on the third try 43. Third World: the undeveloped world, first used to describe countries not aligned with the world’s democratic and communist nations during the Cold War 44–45. third/fifth wheel: a person thought to be unwelcome in the company of a pair or quartet of people; usually a reference to a single person with one or two couples Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Good At, Good In, and Good With"Wracking" or "Racking" Your Brain?5 Examples of Insufficient Hyphenation
Saturday, October 19, 2019
A concept analysis of courage
A concept analysis of courage Courage is a virtue vital for good nursing, and has brought many benefits and advancements to the nursing profession, yet it has received little credit as a nursing skill. Making courage visible to nursing, can help incorporate it as part of the skills training for nurse leaders in nursing schools. This can bring further advancement to the nursing profession. Also, Having a courageous character can benefit patients since it provokes them to be more willing to take treatments and fight illnesses. The literature review identified physical courage, moral courage, psychological courage, and civil courage as different extensions of courage, and it reinforced that moral courage is the one necessary for nursing. It also identified caring, knowledge, and the ability to overcome fears as some of the defining attributes of courage. The willingness to have a courageous character can be provoke by confidence and a sense of duty, and it can lead to self esteem boosts and good learning experience s. Currently, only a few qualitative methods have been identified to study the phenomena of courage in nursing. It is harder to measure courage with quantitative methods because it is subjective in nature, and people experience it differently, depending on their values, believes, and cultures. More studies need to be done to incorporate courage as a nursing concept, and to identify tools and therapies that can entice courage in patients. Introduction The identification of nursing concepts has facilitated theory development and the growth of nursing knowledge, which has lead to many nursing advancement. Many concepts have being identified and inquired in nursing, yet there are some that still remain unexplored; one of these concepts is courage. Courage still remains undefined in nursing. Spencer and Smyth (2007) stated that courage is a concept that remains invisible in nursing, Yet it is essential to the advancement of nursing practice (Spencer, and Smythe 2007). While, Day (2010) s tated that â€Å"Courage is a virtue that is necessary to the conscientious practice of all health care providers†(Day, 2010). It is the virtue that leads nurses to develop other virtues and skills like leadership, advocacy, commitment, caring, and conflict resolution amongst others. Without courage, nursing would be a robotic job that implies following orders without any regards for the patients health care outcomes. According to Thomas (2007), courage is a requirement to be a leader. â€Å"Leaders must consistently find the courage to hold true to their beliefs and convictions†(Thomas, 2003). Today’s nursing leaders need to be courageous to face the politics of the health care systems and improve nursing for the future. Courage is a virtue that can also benefit patients in the health care. Being diagnosed with an illness often times creates fears and uncertainties that may cause loss of self esteem and dignity. This can lead to non-compliance to treatments a nd poor outcomes. Patients need to find the courage from within to fight the physical and physiological disruptions and restore their health. According to Wein (2007), having a fighting spirit can bring real benefits to the patients. Health care providers can use it as a therapeutic tool by appealing to the patient’s sense of courage, through facilitating therapies that ameliorate suffering, restore self esteem, and allow rediscovery of meaning (Wein, 2007).
Friday, October 18, 2019
Leading in a changing world Article Example | Topics and Well Written Essays - 750 words
Leading in a changing world - Article Example A manager may adopt Laissez faire style of leading and guidance, in which the members enjoy equal privileges and decision making leverage (Bass, 2009, 145). These two terms are often used in a co relational manner, on others in a contrasting manner, and on others in a complementing manner. Management pertains to the organizing of the activities, personnel or other decisions pertinent to the scope of organization. Leadership on other hand may include these qualities but its referential context is relatively broader and it pertains to decision making, leading, guiding and administrating over the necessary functions. Managers may not be the sole decision makers, while leaders are. The role of guiding and motivation may be performed by the managers in an unannounced way, while the leaders do so in a completely declaratory manner (Tripathi, 2008, 302). Other styles that may be adopted by a manager are relatively strict and may qualify for authoritative style of leadership. There are number of considerations attached to such form of management style. The first and foremost is the potential of alienation creation between the manager and his subordinates. The second element is the potential build up of fear within the hearts of sub ordinates. The excessively authoritative style of leadership at times takes out te element of incentives from the subordinates mind and physical behavior. This enables providing the subordinates the sense of security and ownership within the organization and in turn enables achieving the desired results. It leads to working of the entire unit as a team that is directed along single line of strategy. The other advantages served in this style of management are the removal of any gulf that may arise as a result of gap between the top management and the file members of the organization. A manager may also
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