An Important Component Of A Student Counselor - 798 Words

An important component of a student counselor is having awareness for the client’s needs. In some cases to fully comprehend the needs of the client, one may need to gain knowledge about the client. Gaining this knowledge shows the client that the counselor is component and concern with their needs. As counselors we are to be committed to providing services to the client, even if the therapist and client come from different backgrounds. Volunteering/service is a great way for the counselor to gain knowledge because it allows the counselor the opportunity to see a glimpse of the client life. Student counselors are not to judge the client lives based on what they see or they think have the client all â€Å"figured out†. Counselors should volunteer to show commitment to providing services to the client. As a student counselor I decided to volunteer at Haven Women’s Shelter. Haven- Oakland provides services to women and their children who suffer from domestic violence and sexual abuse. Haven provides shelter, prevention education and professional development services. Haven also provides youth intervention to promote safe and healthy relationships. As a student counselor I chose this population because I believe they are misunderstood. I have my own misunderstandings about the population and wanted to gain more knowledge to better provide service to this population in the future. As few other student counselors reached out to Haven and ask to volunteer directly with the women. TheShow MoreRelatedComponents Of The Asca National Model860 Words   |  4 Pagespreventive manner, ensuring all students can achieve school success through academic, career, and personal/social development experiences† (Oberman Studer, 2011, p. 1). The ASCA National Model is used by school counselors to show devotion to student success (ASCA, n.d.-c, p. 1). The four components of the ASCA National Model are foundation, delivery, management, and accountability (ASC A, n.d.-c, p. 1). Four Components of the ASCA National Model Foundation The foundation component is the basis of a schoolRead MoreAccountability in School Counseling Program Essay1351 Words   |  6 Pagesimportance of, accountability for student outcomes in order to give school counselors valuable data to assess and improve goals (Dahir Stone, 2009). The ASCA National Model also supports the importance for accountability by including it as one of the essential elements, which provide structure and framework for the school counselor and counseling program (ASCA, 2005). The element of accountability, under the ASCA National Model, includes results reports, school counselor performance evaluation, and theRead MoreEthics And Ethical Standards For School Counselors941 Words   |  4 PagesIn Introduction to Counseling, students were given copies of the ACA Code of Ethics and Ethical Standards for School Counselors. The ACA code of Ethics was updated in 2014 with significant changes. One of the improvements was to the preface of the code; including how h uman development, diversity and multiculturalism, social justice, the integrity of the counselor-child relationship, and competency align further with other professional fields. Another vital area receiving amendments was the extensionRead MoreFitness Plan For A Leisure Wellness Plan1631 Words   |  7 PagesIntroduction As counselors we are required to take care of one’s mental health and wellness. We have holistic, nurturing and client- centered training. In doing so many counselors help their clients out by making a Leisure wellness plan. This plan is something that a client or individual can follow to keep themselves healthy and active. A Leisure plan is something that makes you help yourself feel better emotionally, mentally and physically. As stated by Elizabeth Venart a private practitioner (2011)Read MoreAca Code Of Ethics And Ethical Standards For School Counselors938 Words   |  4 PagesIn Introduction to Counseling, students learned about the ACA Code of Ethics and Ethical Standards for School Counselors. The ACA code of Ethics update in 2014 with significant changes. One of the improvements was in the preface of the code; including how human development, diversity and multiculturalism, social justice, the integrity of the counselor-child relationship, and competency align furth er with other professional fields. Another vital area receiving amendments was the extension of theRead More The Identity of a Professional Counselor 1777 Words   |  7 PagesThe identity of a professional counselor may present numerous differences based on the specialization of counseling, as well as, overall identity factors that remain the same across the entire counseling spectrum. The paper examines key philosophies of the counseling profession which include: wellness, resilience, and prevention and how these philosophies impact the counseling profession. Next it will discuss the characteristics of an effective professional counselor in two different professionalRead MoreProfessional Identity and Careers Essay example1433 Words   |  6 Pagesconcept of counseling as a professional identity empowers professionals going into this field. In addition to this understanding, there is a need for counselors to develop key characteristics in order to be effective. In various roles and functions, counselors serve in various settings such as schools, community, and private practice. As counselors in the profession, there are many opportunities for careers to meet the overwhelming needs of society. In general, professional identity has beenRead MoreThe Comprehensive School Counseling Program1664 Words   |  7 PagesPrograms. This notebook is divided into four components as directed by the comprehensive school counseling program: foundation, delivery, management, and accountability. The Foundation section includes my core beliefs, my vision, my mission, rationale, description, and goals of the program at Mountain Home Junior School. Delivery, Management, and Accountability (AR 1.2). The Delivery System is comprised of the school guidance curriculum, individual student planning, responsive services, and systemRead MoreHow to Create and Give Valid Assessments Essay1184 Words   |  5 Pages what results of assessments mean to a counselor, and the ethical principals of assessment. Assessing a student or client can take on many forms, one example may be a student taking a state test and another example could be observing human behavior. There are important components in developing assessments and important rules to follow to obtain the correct information and not to skew the answers to unfairly label a student or client. In helping a student or client, assessment should be based onRead MoreMy Interview1164 Words   |  5 Pagesto be an elementary or junior high school counselor, which are the two age groups that I would most like to work with. With this in mind, I decided to interview one of my son s past guidance counselors. This is a woman that I have a dmired since the first day that I met her. In talking with her I found her to be a very knowledgeable, caring, and open person. She has been in the helping profession for over twenty years and working as a guidance counselor since 1999. Another reason that I chose to

Physician Assisted Suicide Should Be Legalized - 1181 Words

Picture this! You’re lying on a hospital bed with sharp, thick needles poking into your skin. Now imagine someone cutting your stomach open, digging in, and scarping your organs. The pain in unbearable, but do you know what’s worse? Knowing that you’ll eventually die, but still enduring the pain because it would be illegal to kill you. A survey taken in the United States has shown that 54% agree to physician assisted suicide or euthanasia. Euthanasia preserves rights of an individual, brings an end to the pain, and provides death with dignity. Even though others may disagree and say that its religiously incorrect, physician assisted suicide should be legalized. In the United States, we have certain human rights and that includes the right to choose to end our lives. Under article 3 in the Declaration of Human Rights, it states, â€Å"Everyone has the right to life, liberty, and security of person† (Appendix). Given this law, a patient has all the rights t o decide if they want to live or die. According to Dworkin, â€Å"The individual has a basic right to determine the course of their own life and obviously death is a part of that course† (Bell). A fellow New Yorker also said, â€Å"Whatever view we take about, we want the right to decide for ourselves.† To sum up, it’s very important to allow us to make our own decisions. Another reason why Euthanasia should be legal is that patients tremendous amount of pain and suffering will come to an end. Britany Maynard, a 29 year oldShow MoreRelatedPhysician Assisted Suicide Should Be Legalized1487 Words   |  6 Pagesthat physician assisted suicide should be legalized in the case of a chronic illness, where the patient must take a large amount of drugs to heal themselves and or to subdue pain, and where the patient is living a life that is less fulfilling, or diluted, from their life before. Physician assisted suicide can be to patients who are suffering and wish to en d their life, with the help of a physician so the patient could feel more comfortable or safer. As mentioned in class, physician assisted suicideRead MorePhysician Assisted Suicide Should Not Be Legalized905 Words   |  4 PagesPhysician-assisted suicide is when a terminally ill patient requested a physician to facilitate the patient death by providing the necessary lethal dose of a drug which enables the patient to perform the life-ending act. Provided that, Physician assisted suicide has been part of the debate about improving end-of-life care for terminally ill patients for decades. As a result, physician assisted suicide may be viewed morally wrong by some people, but morally permissible by another. Even though, physicianRead MoreShould Physician Assisted Suicide Be Legalized?1426 Words   |  6 PagesPhysician assisted suicide is also known as assisted suicide. It is a very controversial procedure. It is not favored by many. However, in present day society is little bit inclined towards assisted suicide. There is ongoing debate on the legalization of assisted suicide. The main reason to oppose of assisted suicide is the fear of mistreatment of the patient, abuse of power and so on. In contrary, many see assisted suicide as a way to decrease pain in the end of life. Read MorePhysician Assisted Suicide Should Be Legalized943 Words   |  4 Pagesto commit suicide, but his mom resuscitated him both times. Therefore, Danny decided to starve himself to end his suffering once and for all (Grimminck). People such as Danny, cancer, and ALS patients, who are battling terminal illnesses, deserve the right to choose when enough is enough. Physician assisted suicide should be legalized because it’s the compassionate thing to do, people deserve autonomy and because it is a better alternative. People may argue that physician assisted suicide is wrongRead MoreShould Physician Assisted Suicide be Legalized?1343 Words   |  6 PagesPhysician Assisted Suicide Should Be Legalized? Should people have the right to kill themselves if they’re on the verge of dying? People are allowed to kill themselves in everyday life, so why can’t a person who knows that there is no way he will be able recover from his illness choose to end his life on his own terms? Many people don’t support and agree with assisted suicide. Even though many people don’t believe in physician assisted suicide, there are people suffering when they shouldn’t haveRead MorePhysician Assisted Suicide Should Be Legalized2000 Words   |  8 PagesIs it appropriate for an individual to end their life through physician-assisted suicide in developed countries, specifically in the United States? Physician-assisted suicide (PAS) is the voluntary termination of one’s own life by the administration of a lethal substance with the direct or indirect assistance of a physician. The assistance of a physician for a terminally ill patient to commit their own suicide, has been a much debated topic in developed countries. It is a much bigger topic in developedRead MorePhysician Assisted Suicide Should Not Be Legalized1194 Words   |  5 Pagessubject of legalizing physician-assisted suicide is hotly debated these days. There have been many high profile cases including Dr. Jack Kevorkian in the 90’s to the young Oregonian Brittany Maynard who ended her life just this year. Physician-assisted suicide is currently legal in Oregon, Washington, and Montana. However, even where legal, it is unethical for medical professionals to engage in assisting patients to end their lives. There are many good alternatives to physician-assisted death availableRead MorePhysician Assisted Sui cide Should Not Be Legalized2412 Words   |  10 Pagesmonths. Physician-assisted suicide should not be legalized because not only is it unethical overall, but it leads to a slippery slope regarding normalized euthanasia, and power wrongfully resting in the hands of someone else to decide another person’s time of death. It is understandable that one person can go through sufficient amounts of serious pain that they would consider death. There are not a great amount of options one can take, but one in particular is physician-assisted suicide. AccordingRead MorePhysician Assisted Suicide Should Not Be Legalized1763 Words   |  8 PagesPhysician assisted suicide is legal but it is always subject to change. How does this make you feel? Do you agree with this choice or not? There are only 4 states in the U.S. that makes this legal. Oregon, Montana, Washington, and Vermont are the only states that have made this legal in the U.S. People are actually putting their lives into someone else’s hand who mind you gets paid for what they are doing. They are letting someone who is getting paid to do what they are doing decide if theyRead MoreEuthanasia/Physician Assisted Suicide Should Not be Legalized1343 Words   |  6 Pagesforget how euthanasia murdered that beloved man, my grandfather. Euthana sia/Physician assisted suicide should not be legalized in the United States. The definition of murder is â€Å"killing intentionally and with premeditation†, how is euthanasia any different? (Miller) Not only is it morally wrong, but logically and ethically as well. Human life is not anyone’s to take and destroying it is devaluing a gift given to us. â€Å"Suicide is the 11th leading cause of death among Americans† and making it lawful would

Principles of Management Crisis Management Strategy

Question: Discuss about the Principles of Management forCrisis Management Strategy. Answer: Introduction Henry Mintzberg is the international prominent author of business, a professor and management expert who defined the different functions of the manager in the company. He suggested Ten Management Roles that provide a better view of managers role in real-time business environment than the list of classical management functions as given by traditional scholars. These roles also highlight the variety of information that are required by the organisation and may be use as an important resource for its survival. This model is effective to develop the management skills (Wagner and Hollenbeck, 2014). Mintzbergs ten management roles within the organization categorizes into three parts, are discussed as below: Interpersonal Components In this category, management roles are related to provide information and ideas. Besides this, the interpersonal component includes the role of subordinates and other people who work outsides the organization. This also includes the other duties whose nature is traditional and representative (Li, et al., 2013).This component involves the three different roles of managers. Those are discussed as below: Figureheads: They act as the legal representative and responsible for social and formal duties. For example, they are welcome guests, sign in legal papers, and attend the ribbon cutting programs and congregation function. Figureheads have positive influences on the company by accomplishing the legal and social duties of their corporation (Bryman, 2013). Leaders: They are responsible for building the relationship with the workforces in the organization. In this way, they communicate, motivate and lead the subordinates. Besides this, they make structuring, manage their progress, promote and encourage the development. They also make balance effectively within the organization (Hill, et al., 2014). For instance; it includes entire interactions with their subordinates. Liaison: Liaisons maintain and establish the set of connections within and outside the organization in order to get the information. They also express the information and communication which is obligatory for the managers. They are engaged in information exchange with subordinates as to access their knowledge (Evans and Alire, 2013). For example; liaison involves the business association and the conference with the representatives of other organization. Informational Components Informational components are related to the getting, gathering and spreading the information. In this component, managers act as the nerve centers of the organization. There are three different roles of information manager such as a monitor, disseminator, and spokesperson (Lussier and Achua, 2015). They are described as given below: Monitor: A monitor identifies the internal and external information about the organization problem that can affect the organization. Their responsibilities include the evaluating internal operation, achievement of the departments and recognize the threats and opportunities which are related to the organization. They have capabilities to maintain and store the more information related to the work (Li, et al., 2013). For example; monitors scan and read the trade press, journal, and reports; attend discussion group and training and keep personal contacts. Disseminator: Disseminators are accountable for communicating and transmitting the information to the people within the organization. This information can be related to the internal and external sources. In addition to this, disseminator also focuses on the facts and value that is based on the external views and transmits into the organization and to their subordinates. Therefore, filtering and allocation skills are required for this manager (Bryman, 2013). For instance; disseminator sends memorandum and information and also updated the staffers and subordinates decisions. Spokesperson: They are responsible for transmitting the information about the company to the external people. They also act as the public relation person to retain the key stakeholders. In this way, they updated the information to outsiders related to the operation of the organization (Hill, et al., 2014). For example; spokesperson deliver the memorandum, reports, and informational sources; involve in conferences and meetings and report evolution. Decisional Components This component involves the making criteria. In this case, the interpersonal role of managers leads to the decisional circumstances. Besides this, information and resources that are collected by the interpersonal skills make enable to the manager for taking the decisional responsibilities within the organization (Booth, 2015). There are four different roles that are related to the decisional components, are explained as below: Entrepreneurs: They serve as the initiator, creative and persuade to change and innovation. Their role encourages managers to build advancement projects. They also delegated the work, authorize and supervise their team in the course of development. For example; they executed the innovations and make a plan for the future. Disturbance Handler: They deal with the disputes and problems of the organization and take the appropriate decision regarding this problem. They are also responsible for dealing with the difficult and unexpected situation that arises within the organization (Birkinshaw, et al., 2014). For instance; they settle conflicts among the subordinates; select the strategic option and overcome the emergency situations. Resource Allocator: They are accountable for allocating the different types of resources like time, money, materials and human resources. They are also responsible for distributing and administrating the financial, equipment and personal resources (Bryman, 2013). For instance; they make a draft, support the plans, make schedules, budget and also set the priorities. Negotiator: The negotiator represented the organization by negotiating with the external and internal people. For example; participates in the team and directs discussions within the team, branch, and organization. They also keep the business awareness within and outside the workplace (Booth, 2015). Impact of Environment on Managerial Practices No organisation operates in isolation. For its proper functioning, the managers have to make sense of the uncertain world around their organisation, the business environment. This environment is influence by many internal and external factors that are extensively intertwined thereby making it complex and largely interdependent (Johnson et al., 2014). The changing environment not only affects the working of the organisations, their productivity and performance, but also affects the manner in which these organisations are led and managed. As the trends in internal and external environment shifts, the managerial practices within the organisations also change. The present day organisations have changed their orientation from achieving their goals to managing their people and culture for long-term survival. Additionally, the external environment is becoming increasingly dynamic as a result of globalization, technological advancements and breakthrough innovations. As a result, the management practices have also changed from traditional to modern approaches, so as to keep the organisation moving in face of changing environment and uncertainty (Denning, 2013). The traditional practices focused on technical aspects, competencies, rules and discipline within the management to achieve the goals of the organisation. However, the changes in b usiness environment like globalization, multinational organisations, information technology, innovation, etc. has led to adoption of modern managerial practices that emphasis long-term survival, people management and talent management through managers (McCrimmon, 2010). With the move from pre-industrial to post-industrial organisations, the managerial practices have become oriented towards interpersonal communication and information seeking rather than decision making. The requirement of knowledge management, greater flexibility, team coordination, democratic decision making, and employee engagement combined with external factors like suppliers management, corporate governance, environmental sustainability, etc. have led to change in work styles, complete delegation of responsibilities, open-gate policy, flatter organisational structures and many more changes in management practices in the present day organisations (Aki Ouye, 2011). Thus, the managerial practices are geared towards developing and sustaining the organisational culture of innovation and open communication to face the ever-changing business environment. Comparison of Managerial Practices within Industry Management practices are strongly associated with the firms performance and productivity and vary greatly between firms within as well as between different countries. This difference management practices is influenced by competition, labour market flexibility, education, ownership structure, etc. (Friebel and Schweiger, 2012). The following is as example of management practices carried out in Apple and Microsoft. Both the organisations are successful in their industry but follow different management approach which is discussed as follows. In Apple, employee monitoring is based on their innovativeness, creativity, and surpassing customer expectations. While in Microsoft, employees are monitored on the basis of incremental improvement that they make in themselves and the product. Thus, the objectives of the company would create significant differences in how the monitoring would be done in both the organisations. Managers are also disseminators of information. At Apple the managers are authoritative and believe in controlling the whole value chain leading to less participative employees. In this respect, managers at Apple are good negotiators. While at Microsoft, the managers are participative and encourage employees to present their perspective thereby presenting democratic leadership style. Moreover, their communication practices with the outside world differ greatly. While Apple adopts a more dramatic and attractive approach for launching its products, Microsoft follows more traditional approach to speak and communicate with external stakeholders. Thus, it can be said that though these organisations operate in same industry, they follow contrasting managerial practices (Koontz and Weihrich, 2015). Conclusion From the above discussion, it can be concluded that the ten managerial roles propounded by Mintzberg are as relevant in present day modern organisation as they were when they were first introduced. The roles defined by Mintzberg are broad in their approach and cover almost all the managerial functions of the contemporary managers. His segregation of managerial roles into interpersonal, informational and decisional components is considered important by managers depending upon the industry and business environments in which they work. Further it can be concluded that changing business environment has led to significant changes in the managerial practices that has an important bearing on the organisations performance and productivity. Thus, managerial practices have to be facilitating rather than directing in context of present work environment. References Birkinshaw, J., Healey, M. P., Suddaby, R. and Weber, K. (2014) Debating the future of management research,Journal of Management Studies,51(1), pp. 38-55. Booth, S. A. (2015)Crisis management strategy: Competition and change in modern enterprises. UK: Routledge. Bryman, A. (2013)Leadership and organizations. UK: Routledge. Evans, G. E. and Alire, C. A. (2013)Management basics for information professionals. USA: American Library Association. Hill, C. W., Jones, G. R. and Schilling, M. A. (2014)Strategic management: theory: an integrated approach. USA: Cengage Learning. Li, Q., Maggitti, P. G., Smith, K. G., Tesluk, P. E. and Katila, R. (2013) Top management attention to innovation: The role of search selection and intensity in new product introductions,Academy of Management Journal, 56 (3), pp. 893-916. Lussier, R. N. and Achua, C. F. (2015)Leadership: Theory, application, skill development. [Online]. Available at: https://www.cengagebrain.co.nz/content/9781133895268.pdf (Accessed: 19 July 2016). Wagner III, J. A. and Hollenbeck, J. R. (2014)Organizational behavior: Securing competitive advantage. UK: Routledge. Johnson, G., Whittington, R., Scholes, K., Angwin, D. and Regner, P. (2014) Exploring Strategy, 10th edn. UK: Pearson Education. Aki Ouye, J. (2011) Five Trends that Are Dramatically Changing Work and the Workplace, Knoll. [Online]. Available at: https://www.knoll.com/media/18/144/WP_FiveTrends.pdf (Accessed: 19 July 2016). McCrimmon, M. (2010) A New Role for Management in Todays Post-Industrial Organisation, IVEY Business Journal. [Online]. Available at: https://iveybusinessjournal.com/publication/a-new-role-for-management-in-todays-post-industrial-organization/ (Accessed: 19 July 2016). Denning, S. (2013) The Golden Age of Management is Now, Forbes. [Online]. Available at: https://www.forbes.com/sites/stevedenning/2013/08/05/the-golden-age-of-management/#26f4173e3034 (Accessed: 19 July 2016). Friebel, G. and Schweiger, H. (2012) Management quality, firm performance and market pressure in Russia, European Bank. [Online]. Available at: https://www.ebrd.com/downloads/research/economics/workingpapers/wp0144.pdf (Accessed: 19 July 2016). Koontz, H. and Weihrich, H. (2015) Essentials of Management: An International, Innovation, and Leadership Perspective. UK: McGraw-Hill Education.

Biology, Photosynthesis Lab Report Essay Example

Biology, Photosynthesis Lab Report Paper Costa Photosynthesis Lab Report Ms. Roach AP Biology 4th Period II. Intro/Background 1 . In order for oxygen to be present photosynthesis must occur. Photosynthesis takes in light and CO, and through a series of steps produces oxygen. Photosynthesis can be measured by either the disappearance of substrate or the accumulation of product. Examples include the production of 02 or the consumption of CO. All the oxygen within the leaf disks will be removed before being placed into either of the solutions. Ill. Question Hypothesis 1 . What solution will allow the leaf disks to undergo Photosynthesis first? 2. If the cup with bicarbonate solution allows the leaf disk to produce oxygen by the process of photosynthesis then the leaf disk in the bicarbonate solution will be the first to float within the 15 minutes allowed. IV. Methods, Constants, Controls, Trials 1. A vacuum was created which removed all oxygen from leaf disks 2. The soap reduced the surface tension on the leaf disks, (which are hydrophobic) and allowed the surface of the leaf to be more permeable to the solutions. 3. The (Oxygen deprived) leaf disks were placed under a light source to mimic the suns effect. 4. Water in this case is the constant in this experiment for the being that it is the only unchanged solution. 5. Leaf disks were monitored for 15 minutes to see if they would float to the top of the solution. 6. 10 Trials were performed for each one of the solutions, giving a grand total of 20 experimental trials. We will write a custom essay sample on Biology, Photosynthesis Lab Report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Biology, Photosynthesis Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Biology, Photosynthesis Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer V. Data Of Disks Time (m) VI. Analysis/Conclusion 1 . After multiple trials it was concluded that the experiment had not been carried out properly. The water solution was the one which produced floating leafs which contradicted our initial beliefs. The leaves in the bicarbonate solution did eventually float up, following the water. Perhaps not knowing how to correctly transfer the leaf disks into the solution provided a variable which allowed the disks to come into contact with oxygen in the atmosphere.

The Cultural Revolution in China

The Cultural Revolution in China The need to address Mao’s interests in the rivalry with his opponents was disguised in the fight for the preservation of socialism in China through the Cultural Revolution. Mao saw this as an opportunity to make a comeback into power after the immense loss he suffered in the Great Leap Forward (Lu, 2004). He had considerably lost in terms of his influence within the Chinese Communist Party leadership.Advertising We will write a custom research paper sample on The Cultural Revolution in China specifically for you for only $16.05 $11/page Learn More He exploited the fact that his shortcomings exhibited through this event remained unpublicized to launch the Cultural Revolution. They used the notion of capitalism eroding the socialism upon which China thrived to mollify the people to support their cause. The misdirection of the youth by the Mao faction adversely affected their psychological well being as well as the genuine prospects of socialism. The you ths were considerably disillusioned because of the negative experiences they encountered during the revolution. This underlines the fundamental objective of the revolution as depicted by Mao. The education sector in China suffered considerably during the era of the revolution. Mao factionists paraded and humiliated academic administrators in the streets labeling them as rightists (Lu, 2004). Mao’s perception that academicians supported his opponents solely fueled the harassment that he bestowed upon them. This in itself illustrates the personal insecurities that drove Mao in his advocacy for the revolution. He did not want his authority questioned, and thus any elements that might have had the audacity to question his policies had to be suppressed. The use of the public humiliation in this regard, amounted to the suppression of free political discussion. Most of the followers of Mao’s cause in the Revolution never realized that he shared in the undertakings of the Comm unist Party. At one point, when the students that Mao had mobilized unleash terror on his rivals turned uncontrollable, he compromised with his opponents an illustration that his motives were personally driven. He further demonstrated his opportunism by entering into a deal with the US imperialism, which he claimed to oppose. Mao used his political resources to secure the dismissal of selected officials within the armed forces, the cultural establishment, Peking municipal government, and the Politburo itself (Lu, 2004). The revolution, which Mao hoped to be his most significant contribution to China to Marxism-Leninism, instead became the monumental error of his later years. Because of his influence, his tragedy became the tragedy of the whole nation.Advertising Looking for research paper on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More The costs of this revolution were largely the consequences of Mao’s perception th at China was on the brink of the restoration of capitalism, and his prescription that the youth mobilization was the best option to prevent it (Jiang, 2007). The crisis is comparable to a crisis of political modernization in a developing country in the 20th century where there are high levels of protest due to widespread dissatisfaction with a variety of social, economic, and organizational policies. The Chinese Communist party was unable to either suppress the dissidents or accommodate them. The results, just like elsewhere, was chaos and anarchy. However, what is unique about the Cultural Revolution is that the leader of the regime itself deliberately induced the crisis (Jiang, 2007). Mao called into question the legitimacy of the Chinese Communist Party and mobilized the social forces that would undermine the government. He provided the political and ideological vocabulary for the protest and dissidents. The fact that the Revolution ended with Mao’s death depicts a revolut ion whose ideologies were only the making a few individuals. Mao used his influence to attain his objectives by exploiting the ignorant and dissatisfied elements in the society. The aftermath of Cultural Revolution is best described in terms of the trails of destruction left behind. It was a ruthless power struggle between Mao’s group and his conservative opponents. The Cultural Revolution was a chaotic era that witnessed the victimization of helpless intellectuals, loyal party members, and innocent civilians (MacFarquhar, 1991). During this episode, democracy and the law were disregarded. The people, whose opinions were the supposed cause for the Revolution, were left with a sense abandonment and isolation. The Cultural Revolution witnessed a lot of bloodshed with anyone perceived as an enemy of the revolution being the target. Institutions of learning literally ceased to function, as the youth were key participants in the revolution since Mao managed convinced them that the school system was oppressive. The leaders in the Revolution disregarded the freedom of thought and of academic inquiry that they ought to have promoted as genuine Marxists. Nothing illustrates better the Revolution’s impact on China’s education system than the fact that the education ministry was abolished in 1966 and remained that way until 1975 (MacFarquhar, 1991).Advertising We will write a custom research paper sample on The Cultural Revolution in China specifically for you for only $16.05 $11/page Learn More The youth, especially the students who abandoned their formal study to engage in factional fights as Red guards, which was one of Mao’s major instruments in his undertakings, ended up disillusioned and felt betrayed at the end of the war. Although they sacrificed a lot to the cause of restoring socialism in their country, there were no substantial benefits derived from the Revolution. Furthermore, China’s economy suffer ed greatly during the era of the Cultural Revolution. References Jiang, J. (2007). Burden or legacy: from the Chinese Cultural Revolution to  contemporary art. Hong Kong: Hong Kong University Press ;. Lu, X. (2004). Rhetoric of the Chinese Cultural Revolution: the impact on Chinese  thought, culture, and communication. Columbia, S.C.: University of South Carolina Press. MacFarquhar, R. (1991). The Cambridge history of China. Cambridge [u.a.: Cambridge Univ. Press.

Big Picture Questions in ACT Reading Whats the Main Point

Big Picture Questions in ACT Reading What's the Main Point SAT / ACT Prep Online Guides and Tips On ACT Reading, you'll encounter questions that ask you to be able to read large amounts of text and distill them down; we call these "big picture" questions here at PrepScholar. Big picture questions can ask about the entire passage, a series of paragraph, or even just one paragraph (as opposed to "little picture" questions, which will ask for specific information). Being able to answer these types of questions will prove very useful for college/university, where professors will expect you to use these skills with even more dense and academic writing. What are â€Å"big picture† questions on ACT Reading, and what are the best ways to approach answering them? I’ll start by discussing the two primary types of big picture questions you’ll encounter on the ACT, along with common ways the ACT will ask you about each. After that, I’ll give you some strategies to answer both types of questions, illustrated with examples from prose fiction and academic writing. feature image credit: The Bigger Picture by F Delventhal, used under CC BY 2.0/Cropped from original. Type 1: Main Point Questions First of all, what is the main point of a passage or paragraph? For Social Science, Humanities, and Natural Science passages, the main point is the central argument. It's a little more complicated for Prose Fiction or Literary narrative, since they don’t always have central arguments; for these passage types, the main point is often the central conflict and its implications. If you're stumped, it can also sometimes help to think of the main point of a Prose Fiction/Literary Narrative passage as a short summary of what happens, or even the â€Å"moral of the story.† Questions that ask you about the main point are not asking about the topic, or theme, of the writing, but are instead looking for something more specific. The main point should answer the question, â€Å"so what’s the author’s point in this paragraph/passage?† in a short sentence. Identifying Main Point Questions It’s usually pretty clear when you’re being asked about the main point of a passage. The wording will go something like the following (all extracted from and modified from actual SAT questions): â€Å"Which of the following statements best expresses the main idea of the passage?† â€Å"The primary focus of lines 65-92 is..." "The author’s main purpose in lines 54-69 is to show..." â€Å"The main theme of this passage concerns the...† â€Å"The main idea of the first paragraph is that the music of the video game Portal...† Main Point Questions: Examples Let’s take an example from a paper I wrote during graduate school (minus footnotes). I’ll even include introductory material, similar to what you might find on the ACT. This paragraph is excerpted from the paper â€Å"‘This was a triumph:’ Narrative and dynamic uses of music in Portal† by Laura Staffaroni ( ©2013 by Laura Staffaroni). This paper was written as the final assignment for a Research and Materials class. In general, because Portal is a puzzle game, it might be expected to lack a strong narrative; this, however, is not the case. While the gameplay is focused on the solving each level’s puzzle, you are also provided with tantalizing bits of story in the form of dialogue spoken to you by GLADoS, the AI directing the â€Å"tests.† Bits of the story are revealed over the course of the game in this way, picking up with the introduction of secret rooms with writing on the walls and the adorable but deadly turrets. So what’s the main point of this paragraph? If you just go with what the topic is, then your answer might be something like â€Å"games,† or even â€Å"the video game Portal.† *buzzer* EHHHHHH. WRONG. Remember, the main point should be able to answer the question "What's the author's point in this paragraph?" The answer to that question will be something like "The author is arguing that [main point]." So "the video game Portal" doesn't even make sense as an answer - "The author is arguing that the video game Portal" is not a complete sentence, which means "the video game Portal" cannot be the main point of this paragraph. Here's my short answer for what I think the main point of that paragraph is: Portal is a puzzle game that also has a narrative. This successfully answers the question "what is the author's point in this paragraph?" in a way that makes sense: the author is arguing that Portal is a puzzle game that also has a narrative. I will go into strategies for how to extract this information from a paragraph or passage in a little bit. For now, let’s take a look at another example, this time from prose fiction. This paragraph is excerpted from the short story â€Å"Writer’s Block† by Laura Staffaroni ( ©2009 Laura Staffaroni). This story was written as an assignment for a Creative Writing class. Emma gave her friend a glare that conveyed both her disbelief and annoyance. Really, sometimes Rachel could be a bit melodramatic, as shown by, oh, EVERYTHING she had just said and done. If anyone had trouble writing, it was her, Emma. When given a prompt, Rachel’s pen would start racing back and forth across the page like a ping-pong ball on a string, going to the right right right AND back to the left, where the metaphorical paddle awaited. Meanwhile, Emma would be sitting with her pen pushed into the paper, hoping for a few sentences or paragraphs in half an hour. It just didn’t seem fair. Now Rachel was worried about writing? It was probably a ploy, some kind of act she was putting on, so that when she ended up producing a three-page story in the space of fifteen minutes everyone would feel especially awed. What’s the main point, or primary focus, of this paragraph? If you go with â€Å"theme,† your answer might be along the lines of â€Å"jealousy,† or â€Å"writing.† Again, this is not specific enough to be correct. The answer to the question "What's the main point of this paragraph?" should be able to give a person who hasn’t read the paragraph a good idea of what goes on in it, not just what it’s about. So what’s the focus of this paragraph? Again, that can be answered with just a short statement: Emma’s jealousy of Rachel’s ability to write a lot quickly. What about the main point? The main point is that Emma is jealous of Rachel's ability to write a lot quickly. 1961 Triumph TR3A by The Car Spy, used under CC BY-SA 2.0/Cropped from original. Type 2: Perspective Questions Rather than asking about â€Å"what happened†, perspective questions ask â€Å"what is the perspective, attitude, or point of view of the [person, narrator, author], shown in this [paragraph, series of paragraphs, passage]?† These questions are a little different from main point questions (and occur less frequently than main point questions), but since answering them requires you to synthesize large amounts of information down into one central point, perspective questions are still big picture questions. It's a subtle distinction, but it is important to make a note of whether a question is a main point or perspective question, particularly if it is asking about a paragraph, rather than the whole passage. Why? Because it's entirely possible that a single paragraph is from a particular character/person's point of view, and that person's opinion may differ from the objective reality presented in the rest of the passage. Identifying Perspective Questions Here are a couple examples of how a perspective question might be phrased on the SAT: "The passage is written from the point of view of..." "Based on the passage, which of the following statements best describes the overall attitude of the narrator?" Perspective Questions: Examples Let’s use the example of my paper on Portal again. This paragraph is excerpted from the paper â€Å"‘This was a triumph:’ Narrative and dynamic uses of music in Portal† by Laura Staffaroni ( ©2013 by Laura Staffaroni). This paper was written as the final assignment for a Research and Materials class. In general, because Portal is a puzzle game, it might be expected to lack a strong narrative; this, however, is not the case. While the gameplay is focused on the solving each level’s puzzle, you are also provided with tantalizing bits of story in the form of dialogue spoken to you by GLADoS, the AI directing the â€Å"tests.† Bits of the story are revealed over the course of the game in this way, picking up with the introduction of secret rooms with writing on the walls and the adorable but deadly turrets. Question: â€Å"The passage is written from the point of view of...† Correct answer: This passage is written from the point of view of†¦a dispassionate narrator describing a component of Portal’s gameplay. True. The narrator doesn't appear to have particularly strong feelings about Portal, and the excerpt describes an aspect of the gameplay (that you get bits of story through dialogue). Incorrect answer: This passage is written from the point of view of†¦GLADoS, the AI. No. The passage mentions GLADoS, but isn’t written from her POV. Incorrect answer: This passage is written from the point of view of†¦a narrator unhappy that Portal is different from all other puzzle games. No. The narrator mentions that Portal is a puzzle game, but doesn’t mention that it is different from all other puzzle games, nor does the narrator seem unhappy about this. Here's a prose fiction example, again using the passage from before: This paragraph is excerpted from the short story â€Å"Writer’s Block† by Laura Staffaroni ( ©2009 Laura Staffaroni). This story was written as an assignment for a Creative Writing class. Emma gave her friend a glare that conveyed both her disbelief and annoyance. Really, sometimes Rachel could be a bit melodramatic, as shown by, oh, EVERYTHING she had just said and done. If anyone had trouble writing, it was her, Emma. When given a prompt, Rachel’s pen would start racing back and forth across the page like a ping-pong ball on a string, going to the right right right AND back to the left, where the metaphorical paddle awaited. Meanwhile, Emma would be sitting with her pen pushed into the paper, hoping for a few sentences or paragraphs in half an hour. It just didn’t seem fair. Now Rachel was worried about writing? It was probably a ploy, some kind of act she was putting on, so that when she ended up producing a three-page story in the space of fifteen minutes everyone would feel especially awed. Question: â€Å"Based on the passage, which of the following statements best describes the overall attitudes of Rachel and Emma?† Correct answer: Emma does not believe Rachel’s anxiety is real. True: Emma thinks that Rachel's worrying about writing is an an "act [Rachel is] "putting on", which means it is not a real emotion. Incorrect answer: Rachel likes writing, while Emma doesn’t. Possibly true, but not directly supported by anything in the paragraph. Incorrect answer: Rachel is manic and exuberant, while Emma is depressed and calm. Again, maybe true, but not apparent from this paragraph alone. Warning: Main Point and Perspective ≠  Function Warning by Stefano Brivio, used under CC BY 2.0. Main point and perspective questions are different from function questions. Instead of asking "what's the point," function questions usually ask "what does this [line, sentence, paragraph] DO?" Rather than asking "What is the perspective from which the author is arguing her point?" (a perspective question), you'll be asked questions about the author’s purpose: â€Å"why is the author writing this?† Example: "The main idea of the first paragraph is..." You can translate this to "What does this paragraph say,† a main point question. Compare to: "Which of the following best describes the way the fifth paragraph (lines 48–54) functions in the passage as a whole?" You can translate this to "What does this paragraph do," a function question. On the other hand, sometimes main point questions can masquerade as function questions. Take this example (1): "1. In terms of the passage as a whole, one of the main functions of the third paragraph (lines 13-19) is to suggest that... A. ER’ s successes in various professional pursuits helped prepare her to take action in the political world.B. ER had avoided the political spotlight in her personal pursuits.C. ER had competing and conflicting interests during her first year as first lady.D. while ER had many personal accomplishments, little could have prepared her for life as the first lady." Even though the question has the word "function" in its wording, it is actually asking about the main idea of the paragraph. How can you tell? Compare the above question to a similarly-worded function question (2): "2. The function of the first paragraph in relation to the passage as a whole is to: A. orient the reader to the subject of longitude by explaining how longitude is determined at sea.B. explain the political significance of developing an accurate way of determining longitude.C. establish that longitude calculations are necessary to determine time in two different places at once. D. introduce a discussion of how knowledge of Earth’s position relative to the Sun was gained in the process of advances in timekeeping. " The difference is in both the wording of the question and in the answer choices presented. If you reduce the questions down to their basic strucutre, example 1 asks "what does this paragraph SUGGEST (what does this paragraph say)?" By contrast, example 2 asks "What is this paragraph's FUNCTION (what does this paragraph DO)?" The answer choices are also telling: function questions often have answer choices in the form of "verb a noun" (in this case, "orient the reader," "explain the political significance," "establish that longitude calculations are necessary," and "introduce a discussion"). Main point questions, on the other hand, have answer choices that answer the question "what's the point?" For more on the distinction between big picture and function questions, check back soon for my ACT Reading function questions article. Now that you know what big picture questions are, though, how do you go about answering them? Strategies For Answering Big Picture Questions The strategy you use to answer big picture questions depends on how you read the passage. If you have enough time to read each passage in full and answer questions afterwards without feeling rushed, then you should be trying to figure out the main point and author perspective as you read. You can do a quick check to see if there will be any questions about it first, but even if there aren’t any questions that directly ask you about the main point, it can be helpful in answering other questions (more on that later). If you read the questions first, you may be able to get a sense of what the big picture is just by the questions asked. If you skim the passage, then attack questions, you should focus on just the key information the first time through But how do you know what the key information is? Read on to find out! Check The Introduction and Conclusion For questions about non-Prose Fiction/Literary Narrative passages, chances are that if the author’s done a good job, the main point and perspective should be clear in the conclusion, if not the introduction as well. This can, of course, be true for Prose Fiction/Literary Narrative passages as well, but since it isn’t as essential to the construction of a successful piece of prose fiction or literary narrative, an author won't always structure her writing that way. When finding the main point of a single paragraph, on the other hand, this rule gets a little fuzzy. Sometimes there will be direction-changing words in the middle of the paragraph that are essential to understanding the main point - words you might miss if you only focus on the introduction and conclusion sentences. Last sentences also often try to take the argument a step beyond what has been discussed in the article, placing it in a broader context. Still, the introduction and conclusion can be helpful as places to start. If the introduction and conclusion seem to contradict each other, that is a clear sign that you need to dig deeper into the passage/paragraph to find the main point. Use Key Words It makes intuitive sense that you’d want to note where the author says things like â€Å"important† or â€Å"significant† – those things probably are important (or even significant). You can also uncover key information, however, by paying attention to words and phrases that signal changes of direction, like â€Å"in contrast,† â€Å"while,† â€Å"however,† and so on; because the information associated with these words contrasts with what came before, it often is important. Key words can help you get to the meat of the issue by helping you avoid the trap of just reading the first sentence of a paragraph and assuming that is what it will be about. Let's take yet another look at my Portal paper for an example of this. In general, because Portal is a puzzle game, it might be expected to lack a strong narrative; this, however, is not the case. While the gameplay is focused on the solving each level’s puzzle, you are also provided with tantalizing bits of story in the form of dialogue spoken to you by GLADoS, the AI directing the â€Å"tests.† Bits of the story are revealed over the course of the game in this way, picking up with the introduction of secret rooms with writing on the walls and the adorable but deadly turrets. The beginning sentence of this paragraph basically says that Portal doesn’t have a strong narrative. The â€Å"however† later on in that same sentence should catch your eye....however, as should the following sentence that starts with â€Å"While†, because they indicate that something in contrast to the opening statement is being presented. Don't ever abandon a paragraph without double-checking for contrast words.  ©2013 Laura Staffaroni. Answer In Your Own Words If you come across a question that asks you a big picture question, try to formulate the answer using your own words before you look at the test's answer choices, relying only on what you read in the passage or paragraph, not on things that COULD BE true but aren’t supported. Then, when you go to look at the answer choices, see which one best matches the answer you came up with in your own words. If you use this strategy, however, you have to be careful not to oversimplify when you answer the question in your own words. Remember, the central argument is the specific point the author is making, not a general topic or theme. Use as few words as possible to write down your version of the answer – after all, you don’t want to waste too much time on something that won’t be graded – while still being precise. It can be a tough balance to maintain at first, but practice makes it easier. Putting Strategies To Use: A Final Big Picture Example Let’s end by taking a look at the conclusion paragraph of my Portal paper and seeing if we can extract the main point from it, using some of the strategies I mentioned above. This paragraph is the conclusion of the paper â€Å"‘This was a triumph:’ Narrative and dynamic uses of music in Portal† by Laura Staffaroni ( ©2013 by Laura Staffaroni). The paper was written as the final assignment for a Research and Materials class. Overall, the music of Portal tends to fit more within a narrative framework than it does the ideal of interactivity. The use of an ambient musical soundtrack, silences, musical dialogue, non-ambient music for dramatic effect and underscoring of characters’ psychological states, and thematic music for narrative continuity and as a way to transition in and out of the game world all serve narrative purposes. Yet, like many other current game music composers, the composers of Portal created a paradigm wherein â€Å"the music and sound effects are responding to the needs of the game and the gameplayer† by creating tracks like â€Å"Procedural Jiggle Bone† that are able both to loop back into themselves and to move on to other tracks without a problem. This dichotomy confirms that the best way to analyze the music in Portal is not by applying any one analytical schema to it, but instead to assess what the most important elements of the game are and decide from there wh at methods of analysis are most appropriate. Perhaps the way music functions in Portal is best summed up by Whalen’s description of how music should function in general when it comes to digital games: â€Å"By simultaneously enriching the worlds of video games and assisting the player’s navigating the syntagmatic structure of video games, music is essential to the semantic operations of a video game as an interactive story.† If the music in Portal did not both provide narrative structure and respond to each player’s interaction with the game, it would not have been nearly as engaging and successful a game. Whew, that’s a lot of words. Where should I start if I want to figure out the main point of the paragraph? Step 1: check out intro and conclusion sentences: Intro: â€Å"Overall, the music of Portal tends to fit more within a narrative framework than it does the ideal of interactivity.† Conclusion: â€Å"If the music in Portal did not both provide narrative structure and respond to each player’s interaction with the game, it would not have been nearly as engaging and successful a game.]† Do these sentences support each other or contradict each other? My thinking: First sentence says music in Portal fits better with narrative framework than interactivity (whatever I meant by that); last sentence says music in Portal has both narrative structure and interaction parts. Hmm. Better go deeper to double check. Step 2: Look for direction words. Here's a sentence that begins with "yet," a direction word: â€Å"Yet, like many other current game music composers, the composers of Portal created a paradigm wherein â€Å"the music and sound effects are responding to the needs of the game and the gameplayer† by creating tracks like â€Å"Procedural Jiggle Bone† that are able both to loop back into themselves and to move on to other tracks without a problem.† Yikes. This is saying that the composers for Portal’s music did†¦something†¦to make music that could loop and also go on to other tracks. This is sort of contradicting the opening sentence (responding to the needs of the game is interactive, but the opening sentence says the game isn’t interactive). Also, that seems way too detailed to be a main point. Are there any other direction words? Aha, next sentence! "but instead": â€Å"This dichotomy confirms that the best way to analyze the music in Portal is not by applying any one analytical schema to it, but instead to assess what the most important elements of the game are and decide from there what methods of analysis are most appropriate.† [bolding mine] This says you shouldn’t just analyze Portal in one way, which seems to support the conclusion sentence. Good sign. Step 3: Answer in your own words. My thoughts: Main point is that music in Portal is used in both narrative and interactive ways (can’t just go with one or the other). Time to look at the actual answer choices... The main idea of the last paragraph is that the music in Portal: A. was a key factor in the game’s success B. occurs as a way of maintaining narrative continuity C. can be analyzed from a narrative or interactivity perspective D. results entirely from interactions between player and game My thoughts: A: could be true, but not really what this paragraph is about B: true, but that’s not the main idea C: true, and that’s close to how I phrased the main idea D: no, that’s entirely wrong. So the answer must be C. (and so it is) August 25th "The Big Picture We've Done It_I'm a World Record Holder!" by Amanda Slater, used under CC BY-SA 2.0/Cropped from original. In Conclusion... Big picture questions require being able to scan a text and sum up â€Å"what’s the point.† Knowing the main point or perspective of a paragraph, series of paragraphs, or passage can be useful for answering other types of questions, especially function and author technique questions; on occasion, knowing the main point/perspective can also be helpful for little picture, vocab-in-context, and inference questions as well. No matter how you approach the passage, use the strategies of checking intro/conclusion, looking for key words, and coming up with the main point in your own words to help you answer main point and perspective questions. What’s Next? Are these strategies fine in theory...but in real life, you always run out of time when reading (especially on the ACT)? Discover how to avoid that terrible fate here. Want more in depth guides like this? Check out our articles on other ACT Reading skills types, starting with vocab-in-context questions! What are the other types of questions you’ll find on the ACT Reading, and what’s the best way to read the passage to answer them? We have ways of making you...read the passage effectively. Find out what's actually tested on ACT Reading here. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

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Dr. Eckleburg   of The Great Gatsby      Ã‚   Throughout the course of events in The Great Gatsby, the watchful eyes of Dr. T.J. Eckleburg stare into the depths of each character, while the Doctor serves as a god of conscience from his middle ground between two worlds. As the creations of F. Scott Fitzgerald, the characters whose stories unwind before us live twisted webs of lives in which there is a distorted view of a greater force outside their worlds. Dr. Eckleburg merely watches over the "grey land and the spasms of bleak dust which drift endlessly over it" at the spot where "when the drawbridge is up to let barges through, the passengers on waiting trains can stare at the dismal scene for as long as half an hour" (27-8). This is where Dr. Eckleburg reigns; this is the site of a final...

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First of all we need to look at what is meant by the word ‘carer’. A government website agrees â€Å"the word ‘carer’ means someone who looks after a friend, relative or neighbour who needs support because of their sickness, age or disability†. (Directgov 2006). A carer goes beyond what is expected from a relative, friend or neighbour; they are not paid like some professionals known as care workers, although they are vital to the government in providing care to some of the most vulnerable. The type of care given within the family environment saves the government billions a year which otherwise would be unaffordable. I am going to discuss throughout the assignment Anne Walker a stepdaughter caring for her stepfather Angus McPhail and touch upon the challenges both these people face in their daily life’s when giving and receiving care. There are many difficulties involved in giving care. Being a carer can be physically and mentally demanding and in some cases carers need to be on call anytime day or night. Caring for a family member can be hard work and your role within the family setting can change. You are no longer seen as a daughter, son, wife or parent but as a carer. This can be a change in identity within the family home which can strain the quality of relationships that already existed prior to taking on the caring role. For example if we look at the case study of Ann Walker who has a full time caring role for her stepfather Angus McPhail. Anne is also a wife, she lacks time to spend with her husband as she needs to attend to her stepfather for all of his physical needs. Her husband also has a difficult relationship with Angus which has led to Anne at times having to physically remove herself from the house.

Camelina: a Market Forecast and Strategy Report

Camelina: a Market Forecast and Strategy Report 40 graphs and charts Camelina: a Market Forecast and Strategy Report 40 graphs and charts Published March 2010 From Biomass Advisors, a Biofuels Digest company Camelina has been much in the news of late, as a biofuels feedstock of strong promise, because of its position as one of the few â€Å"sustainable, affordable, reliable, available† feedstocks suitable for aviation biofuels. In November, KLM Royal Dutch Airlines made the first biofuels test flight with passengers on board, powering one engine with a mixture containing biofuel made from Camelina. Great Plains – The Camelina Company provided some of the Camelina used to make the fuel for this flight. Earlier, camelina was one of the feedstocks powering the Japan Airlines biofuels test, while the U. S. military has performed ground engine tests on camelina-based jet fuel in preparation for FA-18 Hornet fighter jet flights planned for this spring. Biofuels Digest has covered the camelina story in 71 different stories since 2007. But what’s the bottom line, for the grower, processor, end user, investor or policymaker? Biomass Advisors — a Biofuels Digest company focused on in-depth research — will release its definitive report on camelina in March 2010, including 40 charts and graphs. It’s based on unparalleled access to and cooperation with key stakeholders, on trends in processing, yields, geographies, and the end user markets opening up for high-value animal feed, and liquid transportation fuels (including aviation biofuels). In the report you’ll find the timeliness and perspective expected of the Digest — but with far more depth than a daily newsletter can provide. To reserve a copy or for more information, use this link to email us with â€Å"reserve† or â€Å"more information† in the subject line. Or to order your copy for $495, click on the button below: Table of Contents 1. Overview 1. 1. What is Camelina? 1. 2. Camelina’s development 1. 3. Camelina for the grower: a wheat rotation crop 1. 4. Camelina for the processor: omega-3 rich meal, high-yielding oilseed 1. 5. Camelina for the end user: animal feed, renewable jet fuel, biodiesel 2. Camelina’s Geography 2. 1. Opportunities within the wheat belt 2. 2. Additional opportunities in grazing or idle lands 2. 3. Trial locations and yield patterns 3. Camelina’s Economics 3. 1. Camelina oil: uses and values 3. 2. Camelina meal: uses and values 3. 3. Camelina economics 3. 3. 1. Inputs: fertilizers, herbicies, pesticides, labor 3. 3. 2. Outputs: yields and values 3. 4. Comparison of Camelina to other rotation crops: geography, yields, economics 3. 5. Camelina’s lifecycle greenhouse gas emissions, and sustainability 3. 6. Camelina Subsidies, Incentives, Grants, Mandates and Approvals for Use 3. 6. 1. National 3. 6. 2. State 3. 6. 3. Local 4. The competition: Petroleum Oil Economics 4. 1. Oil market trends and forecasts 4. 2. Camelina end markets size and potential 5. Camelina Production Forecast 5. 1. Oil parity analysis 5. 2. Available land analysis 5. 2. 1. Wheat fields available for rotation 5. 2. 2. Idle land available for Camelina production 5. 3. Agriculture adoption patterns 5. 4. Existing, planned and potential refineries 5. 5. Camelina production forecast 5. 5. 1. Biodiesel 5. 5. 2. Biojet fuel 5. 5. 3. Biolubricants and biomaterials 5. 5. 4. Animal feed 5. 6. Theoretical maximums 5. 7. Potential impact of market distortions 5. 8. Sensitivity analysis 6. Business and Investment Opportunities 6. 1. Transport and logistics 6. 2. Pressing 6. 3. Refining and blending 6. 4. Site selection considerations 6. 4. 1. Current and planned refineries 6. 4. 2. End-market locations and off-take partners 7. Case Studies, Profiles 8. Additional Resources and Information ?

Lightning Protection Essay Essays

Lightning Protection Essay Essays Lightning Protection Essay Essay Lightning Protection Essay Essay Did you know that last twelvemonth. in the United States. belongings loss due to lightning work stoppages exceeded one billion dollars? The mean homeowner’s insurance paid $ 4. 296 per lightning claim and an norm of two 100 50s thousand insurance claims were filed purely due to lightning. In January 2003. the American Meteorologist Society issued a bulletin backing the lightning protection demands embodied in the National Fire Protection Association Standard 780. Stating. â€Å"It is now good established that decently installed and maintained lightning rod based protection systems significantly decrease lightning harm. † The lone true manner to protect a construction from a direct lightning work stoppage is with a lightning protection system. A lightning protection system. with proper installing can salvage lives. protect constructions. and supply peace of head. To understand lightning protection. you foremost necessitate to understand lightning. Lightning. by definition. is the discharge of inactive electricity from cloud-to-ground. Lightning is the energy created by clash from the rise and autumn of hot and cold air multitudes in the clouds. This energy. which is merely seeable as lightning. retains a negative charge. To equalise. this negative charge must reach a positive charge. which is held by land. The positive charge and the negative charge seek the best path to run into and disperse ; intending that lightning is merely looking for a manner to obtain land. Lightning decides on a mark no more than 500 pess prior to striking and does non know apart on what it strikes. Lightning protection systems provide an efficient way for lightning to make the land safely. without destructing constructions. The system does non pull lightning. nor deter. but instead acts as a canopy of protection. Lightning protection systems are interconnected to organize a â€Å"cage† around the margin of the construction. Every component of the lightning protection system has to link to organize common foundation. There are five elements that make up a lightning protection system. The five elements are lightning rods. overseas telegram. land rods. adhering stuffs and rush protection. The lightning rods are positioned at the really top of the lightning protection system. Their map is to take the direct work stoppage of the lightning bolt. Lightning rods are constructed of Cu or aluminium to defy the electrical current as a consequence of a direct work stoppage. Depending on the specifications of the construction. the length of the lightning rods varies. nevertheless ; the breadth of the lightning rods is normally the same diameter of an ordinary pencil. The rods aren’t really large ; nevertheless. they can defy the power of a direct lightning work stoppage. The 2nd component of a lightning protection system is the overseas telegram. which is besides constructed of Cu or aluminium stuffs. The cable’s map is to â€Å"transport† the electrical current from the lightning rods to the land rods. The overseas telegram is routed around the margin of the construction with â€Å"downleads† happening at different points of the construction. depending on the specifications. â€Å"Downleads† are when the overseas telegram is run down the construction to the land rods. Land rods are the really underside of the lightning protection system. They take the electrical current of the lightning into the land to equalise or disperse. This means that the electrical current is now neutralised. Land rods are really similar to lightning rods. nevertheless. the land rods can be 10 pess long and are buried at least six pess below class. In bouldery dirt. installing can be a peculiarly difficult. Bonding of the lightning protection system refers to doing certain that all public-service corporation entrywaies are protected along with the construction. Gas lines. H2O lines. and electrical lines all have to be connected. Rush Protection is the last component of the lightning protection system. As lightning protection provides structural protection. rush protection protects sensitive electronics and other public-service corporation entrywaies. such as telephone. overseas telegram. and electrical mercantile establishments. Rush protection is an of import portion of the lightning protection system mystifier. Lightning protection systems are an indispensable component to protecting every construction. but are different for every construction ensuing in doing a lightning protection contractor a really specialised trade. Residential lightning protection is puting lightning protection on private places. A lightning protection system has two different types of residential systems ; concealed or exposed. Concealed system installings are included during the building of the place. The hidden system is designed to be hidden ; as the name implies. During different phases of building. the lightning protection installing technicians run the overseas telegram within the model of the place. Besides the overseas telegram is run up through the roof in particular constructed â€Å"thru-roof† merchandises. The lightning protection system works without being seen. Some persons wonder how lightning can run along the overseas telegram between the walls of a place without get downing a fire. The lightning is going so fast along the overseas telegram with no clash and doesn’t adequate clip for a fire to get down. Exposed lightning protection systems installings are completed after building. Cable is run on the exterior of the roof and walls. nevertheless ; you can paint the overseas telegram to fit the colour of the outside to do the overseas telegram blend for a more aesthetically delighting affect. The pigment will non impede the cable’s ability to transport the electrical current. Besides overseas telegram can be run down along the rain troughs for even more concealment Commercial lightning protection systems are similar to residential. they both have the same rules. but they are installed on commercial constructions. The lone difference is the tallness. which has different criterions from the normal residential places. There are two types of lightning protection systems. The first is a category I constructions have a tallness of 75 pess or below and merely necessitate a â€Å"standard† lightning protection system. The 2nd is a category II construction. normally known as high rises or sky scrapers. have a tallness of 75 pess or above. These edifices have to be specified with what is called an â€Å"Intermediate Loop. † An Intermediate Loop consists of a â€Å"standard† lightning protection system but has an extra cringle of overseas telegram tally around the center of the tallness of the edifice. The loop consisting of running overseas telegram around the edifice is connected to all the downleads. The cringle guarantees the lightning bolt a uninterrupted way without clash to acquire down to the land rods. Besides. some Class II edifices require a â€Å"Ground Loop. † This cringle is a mirror of the â€Å"Intermediate Loop. † but is buried below the class of the commercial edifice. This cringle is besides connected to all the land rods. but is non seeable because it is belowground. Merely as the intermediate cringle. this land loop provides more options for the lightning to disperse. As stated before. lightning is merely looking for a way to acquire to land and equalise. Lightning protection systems allow this to go on in a non-destructive mode without lay waste toing the edifice stuffs of commercial or residential constructions.

What to Pack for College

What to Pack for College Deciding what to pack when you head to school may seem more overwhelming than trying to get your entire high school career on one tiny admissions application. With a little planning and foresight, however, it doesnt have to be as complicated as it might seem at first. You'll Buy Stuff When You Get There You dont have to plan for your entire academic year when packing, especially if youre on a really tight budget. You can buy pens, extra binders, and lots of other things as the year goes on. Additionally, if you arent sure if you need to bring a small desk lamp or if the school will already provide one for you, for example, just research it in advance. See if the schools website says anything.Check out social media and ask other students.Call the residence life office and ask whats already in the room. Keep in mind, too, that you are building a new life of sorts for yourself. Dont try to duplicate your room at home so much as find things that will represent your time at school. Lastly, this list doesnt include all of the things that should go without explaining, like clothes and a backpack. This is meant to remind you of a few items that you might forget to pack and that just might make your college life a little easier. The Essentials Quarters - Possibly one of the highest-demand items on a college campus. Grab a roll or two before you go.Tip: If you run out, ask a fellow student who works as a waiter/waitress.Detergent and fabric softener - If you buy a big box because its cheaper in bulk, make sure you have a way to carry a little bit at a time. Theres no need to carry 25 pounds of detergent down three flights of stairs every time you need to wash your clothes.Laundry basket, hamper, or bag - Space is usually at a premium for college students, so this should double as a way to carry your clothes from your room to the washing machines.Fabric freshener  - Speaking of that dirty laundry... a bottle of spray fabric freshener like Febreze will keep your dorm room smelling fresh and your roommate happy.Shower caddy - Youll most likely need to carry your shower items (soap, shampoo, conditioner, razor, etc.) from your room and back. A good shower caddy should fit all your essentials.  Shower shoes - The showers at school may not be as clean as the one youre used to at home. Make sure you have something to prevent catching (or stepping in) anything nasty. Robe - Not everyone wants to walk from the shower to their room in only a towel.First aid kit - Something simple will do to help cover up and heal small injuries here and there.Sewing kit - This may seem like a lifesaver when youre on your last pair of clean socks . . . and your toe pokes through them.Small toolkit - These can be a little hard to find, but are worth the effort. A basic toolkit with a small hammer, screwdriver (with different kinds of tips), wrench, tape measure, and a few other essentials will come in handy during your time at school.Hangers - Its no fun to arrive at school with tons of clothes that have to live on your bed or closet floor for the first few days.  Cup, bowl, plate, fork, knife, and spoon - One set should work for grabbing pizza late at night, sharing the 2-liter soda your RA bought during midterms week and eating healthy snacks while studying between meals.Can opener - Theres just no way to get that can of soup open without one, especially when its really late and youre really hungry. Small items for clean-up - Depending on what you prefer, this could be Clorox wipes, paper towels, a rag or two, or a few sponges. No matter what it is, that cup of soda is inevitably going to spill and youll be prepared.Keychain - While you can wait to get this until you arrive, make sure its on your list. Most students have a keychain that holds their keys and student ID; get a sturdy one that will be hard to lose.Extra-long sheets - Check with your school before buying sheets. Most college residence halls have extra-long twin beds, which are a different size than standard twin beds. Youll need a specific size of sheets to fit them.Flash/jump/thumb drive - Perfect for printing at the library, saving your work when working with a group on someone elses computer, and bringing to class for presentations. Have two or three of these on hand in case one gets misplaced.Laptop lock - Make sure your laptop is as protected as possible, no matter how safe you feel.Power strip with surge prote ction - Residence hall rooms are notorious for not having enough plugs. Make sure you can safely plug in all the devices you bring. Extension cords - With rooms being small enough already, the last thing you need is to have to move things around just to reach an outlet.Printer paper - You just finished writing your essay, youre tired, and you want to go to bed. Who wants to spend twenty minutes searching for printer paper?Small fan - Many residence halls dont have air conditioning and can get pretty hot during the summer. A tiny fan will do wonders for circulating the air in your room, even in winter.Umbrella - If youre packing during a sunny day, this may totally slip your mind. But youll be grateful for it the first time it rains on campus.Fridge and microwave - Essentials for most college students. Make sure, though, that you coordinate with your roommate before bringing either of these.Additionally, make sure that whatever you bring doesnt exceed the limitations allowed in your hall. You can find out more about size and electricity limits by contacting your campus residence life office.Cell-phone charger - Oh , the horrors of forgetting this. If possible, get one with an extra long cord; outlets are usually in short supply. If you like to sleep with your phone by your bed (or use it as an alarm), you might not be able to do so if the cords too short. Things Not to Bring There are things that you do want to bring to campus and those that should definitely be avoided. Candles - These are rarely allowed in residence halls, and even on-campus apartments, because of the fire hazard. Even if you arent going to light them, they still may not be allowed.A fridge or microwave that exceeds the size and electricity limits for your room or apartment Hotplate - These are also usually not permitted in on-campus housing.Expensive equipment - You may think that bringing very high-quality stereo equipment will make you a popular student on your floor. That may be true, but doing so may also make you a target for theft. If there are other things youre thinking of bringing, its more important to have a rule for how to decide what to bring with you than it is to worry about whats right vs. whats wrong. Just use that smart brain of yours to make wise choices. Lastly, make sure you know how to keep your belongings safe once you arrive. Who wants to spend all that time packing just to have your things disappear?!

Analysis of the Movie The Gladiator Review Example | Topics and Well Written Essays - 750 words

Analysis of the The Gladiator - Movie Review Example The movie review "Analysis of the Movie The Gladiator" presents the overview of the film "The Gladiator" plot, its main heroes, and techniques used in the production of this movie. The plot of the film is brought out in an overwhelmingly exciting manner with scenes unfolding like in a real-life scene. Maximus is preferred by Commodus father to inherit the throne, something which Commodus disputes strongly. Commodus then resorts to murder his father and forcefully inherits the throne. He reduces Maximus to being a slave and severely destroys his family. To save himself from the chains of slavery, Maximus opts to become a gladiator on a new land after being saved by slave traders- a very low position in society. Using his brains and tactics, he plans to take revenge on Commodus so that he can be reunited happily with his family. In spite of all the challenges he faced, he was able to go through with his revenge. The movie is built around three act structures; bringing Maximus down from a warrior to slave and finally to gladiator. There is nothing complex in this film as it is not realistic but rather an attempt to create a myth. The three acts are brought out in a dizzyingly exciting manner. Scott employs simple digital effects of reconstructing the whole Ancient Rome world on a film. He presents breathtaking scenes like the intact Coliseum shots flooded by crowds of spectators. Furthermore, on watching the film, there are scenes when the screen is filled with action series of tigers, chariots, and swords.

Compare and Contrast Research Paper Example | Topics and Well Written Essays - 500 words - 2

Compare and Contrast - Research Paper Example This paper is a comparison of two Islamic arts: The Great Mosque of Cordoba in Spain and the Mamluk Glass Oil Lamp. Enameled as well as gilded glass lamps were custom-made in big numbers for most Cairo built mosques by Mamluk Sultans as well as their Amirs. Lamp donation was contemplated as respectful act towards God. Such an act connects to a Koran text that explains that God is the Heaven’s as well as Earth’s light. This verse explains further that the light of God happens to resemble a niche within which one can find a lamp. This lamp is glass made while the glass resembles a brilliant star. The Mosque lamp also is decorated using bold encryption frieze that contains Sayf al-Din Shaykhu al-Nasiri’s names as well as title, also his heraldic device that joins a red cap is situated at the roundels center on the neck as well as the lamp’s underside. The wealth as well as influence of Shykhu made him a Cairo’s significant art as well as architecture patron (Over 11 Mosque lamps that are inscribed similarly. It is most likely that these are from the mosque of Shayk hu at Citadel’s foot in Cairo that got completed in the year 1349 as well as taken as among its time’s finest (British Museum). The great Mosque of Cordoba which is as well known as Mezquita, is among the Islamic civilization Jewels. Unlike the malmuk lamps that were of the 14th century, the temple was began in during the 8th century by the Emir Abd al-Rahman I, in the year 745, added in the year 833 by   Abd al-Rahman II and in the 10th century ended by the Vizier  al-Mansur and al-Hakam II. The most decorative as well as striking of the 4 phases is the one by al-Hakam that contains the mirhab (niche within the wall that faces Mecca) ( Khan Academy). The great mosque’s growth was a symbol of the increasing power of the city and came in hand with population growth hence need for

Introduction to Critical Thinking Essay Example | Topics and Well Written Essays - 500 words - 1

Introduction to Critical Thinking - Essay Example e of cancer is highly reported on men as compared to women since men are likely to be affected 3 times as compared to women (AGNEW, GILCHREST & BUNKER, 2005). Age bracket highly affected are those between 45 and 54 of age. Many cancers are caused by the ultra-violet radiation as this tends to suppress the immune functionality and the aging. Basing on the above fact about cancer there is an issue that tomatoes protect the skin against skin that would later prevent it against cancer infection (DELMAS, JANNIN & LATRUFFE, 2005). In this regard, this is the issue that I have chosen to discuss on in my paper. It is worthwhile noting that ultra-violet radiation from the sun exerts aging and carcinogenic effects on the skin through the oxidative stress, inflammation and damage of DNA. Due to these facts, there has been a lot of desire to find out more on skin cancer by the scientist community in using antioxidants from plant foods to protect against these damages. Through use of animal study, photo-protection has been demonstrated. This was achieved by use of variety of antioxidant supplements that involved green tea catechins, proanthocyanadins, resveratrol, and silymarin (SUN-WATERHOUSE, 2011). These substances are antioxidant. In addition, they are also able to absorb ultra-violet rays from the sun when applied typically, more so enable repair of damaged DNA and also reduce inflammations. Pink and red fruits such as tomato, grapefruit and papaya are thought to have lycopene a carotenoid antioxidant which is well known for its prostate cancer protective effects. This is usually of high content in well cocked tomato products such as tomato pastes. Lycopene is well known to be a very powerful antioxidant that is vitro which is a known to prevent or repair the damaged DNA that could lead to cancer development. Moreover, lycopene stimulates the production of antioxidant enzymes and hinders signals that could lead to development of tumours. Through recent research, it

Placement at a mental health rehabilitation centre

Placement at a mental health rehabilitation centre The purpose of this write up is to explore and analyse how learning theories informed knowledge development and competence in promoting health and psycho education in clinical settings. I will examine the principles underpinning the facilitation of learning and assessment. I will demonstrate my knowledge and understanding of the theoretical concepts in an episode in which I facilitated learning to clients while on placement at a Mental Health Rehabilitation Centre. Finally, I will use the reflective model by (Gibbs, 1988) to reflect on the strategies used within the episode and discuss the implications in relation to my future role as a nurse. The NMC (2008) stipulates that as nurses we must maintain our professional knowledge and competence regularly. You must keep knowledge and skills up to date throughout your working life and that you must take part in an appropriate learning and practice activities that will maintain and develop your competence and performance. In view of the aforementioned this essay is aimed at enhancing my knowledge and competence in facilitating learning through understanding of the underpinning concepts. I observed most residents having fast foods such as burgers, kebab, and chocolate as well as fuzzy drinks which are rich in saturated fatty and sugar for lunch regularly and they were also smoking a lot. I was really concerned because of my duty of care as a nurse (NMC, 2004) and due to findings from several researches for example (Bottomley and Mckeown, 2008 and Hallpike, 2008) which shows the risk of malnutrition was commonly associated with people with psychosis which predisposes them to host of physical health problems. I had a chat with my mentor of my intention to use the weekly communal meeting to carry out a teaching session to raise awareness and sensitise the residents on the effects of fatty foods and fuzzy drinks on their body chemistry and the need to improve and develop a healthier eating habits and life styles, considering the fact that most of them were on various antipsychotic medication which predisposes them to becoming obese. Timms (2008) said that a huge majority of people with mental health problems are most likely to have weight issue due to side effects of their antipsychotic medication. My mentor agreed to table it before the resident in the next meeting to gain their consent in compliance with NMC (2008). The residents consented to it and were quite interested because some them were really concerned about their weight and really wanted to do something about it. We agreed on a date for the teaching. The onus was now on me to facilitate the learning process that will empower the residents to take responsibility for their health and make a positive change. A vast majority of physical health problems are caused by people life styles and their failure to see the risk associated with their daily habits. Kiger (1995) defined health as state of balance between different facets of life suggesting that it is a dynamic concept which he termed movable. What this means is that our life styles can alter the balance resulting in an adverse effect on our health. As facilitators it is essential that we have a clear understanding of the different learning styles in order to tailor our teaching to meeting the varied approach of our learners. This is because learners are intrinsically different and preferred different ways of learning. Teaching is an act of imparting knowledge, a purposeful intervention aimed at promoting learning and causing learning to happen. Kemm and Close (1995) defined teaching is an act of assisting others to learn and putting it to use in their life. While Kiger (2004) defined teaching as a process of enabling people to learn through the dissemination of information and advice; it creates room for people to express their feeling, clarify their thought and acquired new skills. Learning is the acquisition of knowledge through education and experience. It is essentially important because it enable people to make informed choice about their own health. Roger (1996) defined learning as a kind of change often in knowledge but also in behaviour. Reece and Walker (2002) stated that learning brings about change and that teaching and learning proceeds pari passu and cannot be considered in isolation. I spent time engaging with the residents so as to build a therapeutic relationship based on trust whilst observing their behaviours as I gather information to facilitate the learning process. This was to enable me identify their preferred style of learning so as to increase ease of transmission of knowledge. There are a host of approaches available in health promotion. Ewles and Simlet (2003) identified five approaches which include medical, client-centred, behaviour, education and societal change. In his word all these approaches must be taken into cognition when undertaking health promotion to clients. Kolb (1984) developed the experimental learning theory (learning by doing) by this he suggested that learning is not fixed but formed from previous experiences. Kolb learning theory which is cyclical affirmed that people have different learning style and he identified four distinct learning styles as shown in figure 1 below includes concrete experience (having an experience ), reflective observation( taking time to reflective on their experience from different perspective), abstract conceptualization ( drawing their conclusions) and active experimentation ( putting theory into practice). For effective learning to happen Kolb said all this four must be taking into context when planning a teaching session. Honey and Mumfords learning cycle is slightly different from Kolb system. http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html Figure 1 Honey and Mumfords variation on the Kolb system Honey and Mumford (2000) said that there four different types of learners which must be taken into consideration when planning a teaching session as shown in figure 1 above. These include the activists, like learning situation that presents them with new challenges, problem solving, and role play and uses the first opportunity to experiment; reflector like brainstorming and learning activity that gives room for observation, thinking and reflecting on they have learned; theorist like to research into fact before taking it onboard, they prefer a step by step approach and pragmatist like practical based learning and been given the opportunity to try out techniques and getting feedback in return. In view of fact that people have varied approach to learning considering the fact that its a group teaching. I intend to present my teaching to my mentor first to get feedback on whether I have considered all the four learners identified by both Kolb and Honey and Mumford. As nurses the education of our clients about their health is a vital aspect of our nursing process. It is important that we use an approach that encompasses congruence, empathy and respect in assisting our client (Roger, 1996) instead of coercing them to change their life style. Therefore it is imperative that we aware that teaching the client requires consent and that the client has the right and autonomy to refuse any intervention even when it can result to death provided they have the mental capacity to make informed decision (Mental Capacity Act, 2005 and NMC, 2008). DH (1996) states that the client must be provided with vital information about their health, so that they can make informed choice about the treatment options, life styles changes and behaviour. The subject was brought before the residents for them to make informed decision with regards to the teaching and they consented to because they wanted to do something about their weight. Kemm and Close (1995) wrote that there is high tendency for client to learn if teaching is directed to meeting their needs, interest and within their ability. Effective communication plays a vital role in facilitating learning. As nurses the way we communicate and the kind of rapport we build with our client plays an essential role in empowering or disempowering them (Brown, 1997). Good communication skills act as therapeutic tool in delivery a holistic and person-centred care (Burnard, 1992). Our role as facilitator should be to explore and support our client to build that intrinsic motivation to make a change in their life, strengthen their commitment to change and then develop a plan to fulfill that change (Miller and Rollnick 2002). The responsibility for change lies purely on the client however as facilitator we should use an approach that confront the client with the idea of need for change without been persuasive and argumentative rather we should create an environment that show a sense of genuinity, respect and empathic understanding through collaboration and working in partnership with the client. Based on my assessment of the residents needs and considering the fact that they were adult learners capable of self-directing their learning, I decided to use andragogical instead of the pedagogical teaching style so as to enhance collaboration and for it to have a positive impact in residents lives. Pedagogy is the art and science of teaching children, it is a teacher- centred education and the teacher decided what, how and when it will be learned while andragogy is the art and science of assisting adults to learn and it is learner-centred education. Andragogical approach help learning to take place because of the clients own effort or willingness and it helps learners to learn what they want to learn (Knowles, 1990). Over the years educational psychologist and educationalist have developed models and learning theories (Hincliff, 2004). These include the behaviourist, cognitive or humanistic. Three domain of learning exist; Cognitive, psychomotor and affective (Bloom, 1972). The way we learn is however dependent on some other factors even though these three domains are the dominant. Individuals personal values, beliefs and altitude are motivating factors for self-directed learners. I decided to use the humanistic approach in facilitating the awareness and sensitization of the need for them to improve their diet and life style In order to meet the residents learning needs. The humanist theory as explained by (Maslow, 1943) is concerned with individual fulfillment and self-actualisation. The influence of the environment on the residents and their relationship with others is explained by the socio-cognitive theory. Bandura (1977) stated that learning take place as a result of social interaction throu gh observation and mimicking others whom the learner look up to for example family , peers and health professionals. To facilitate learning; a conducive learning environment, learning material suited to the learners need and their literacy level must be considered (Quinn, 1995).In view of this, I gathered all the necessary resource taking into account the residents individual learning styles and planned the teaching in such a way that it is tailored to meeting their varied learning styles. Based on my engagement with the residents I identified that majority of them belong to the theorist, pragmatist and reflector learning styles from (Honey and Mumford, 1982). Prior to the start of the teaching session I made sure the environment was conducive for leaning, spacious, quite and with the right temperature. I introduced myself to the residents and my mentor and other member of staff present. I explained the rationale for the teaching session. I gave them handout I prepared for the session which contain literature and pictures, which were simple to understand and which they could keep with them and refer to later at their convenience and I also use video from YouTube http://www.youtube.com/watch?v=pp0nc4kY-tc to explain the potential side effects of fatty food and fuzzy drink on their heath and I highlighted the main topic, which is the makeup of the food they eat and its functions in the body and the calories recommended daily. I brought in several fatty foods like ground oil, butters in different make to explain to them the difference between the good product and the bad product. I explain to them that the one that contain high saturated fat and low unsaturated is not good because the body find it difficult to break down the saturated fatty into small unit which is used by body instead they are gradually deposited thereby raising their cholesterol level. The deposition of fat gradually blocks the artery wall which could lead to anterosclerosis, stroke and heart diseases while product rich in unsaturated fats and low saturated fats are better. I encouraged them to always check for this information on the food product whilst shopping. I asked them if they know what cholesterol means and if anyone has check out their cholesterol level. I then brought out some more products for them to point out which one was better to check if the understood the lectures and they did perfectly well in identifying the good and the bad product and I offered them praise f or a job well done. I then showed them they kind of food that is good for the body from you Tube http://www.youtube.com/watch?v=mAFTcfaA-pcfeature=channel and what constitute a balance diet. The teaching session was an interactive one and as facilitator I suggested and encouraged them to adopt a healthier lifestyle by eating more fruit and vegetable instead of chocolate, drink more water instead of fuzzy drink and to cook their meal which was more nutritious and economical and to exercise by going to gym or taking a light work every day. I suggested that we could contribute one pound to cook for the weekly communal meeting and then see how it goes from there and the feedback was positive. I gave room for question and answer session. I thanked them for their collaboration and for making the teaching successful. Their willingness to learn was quite beneficial. I provided information on what make a balance diet and some activities aim at dealing with weight issues in the communal loung e. As nurses its imperative that we take time to reflect daily on our professional and clinical practice. Gibb et al (2005) stated that constant reflection allows learning to occur at every given opportunity and it improves practice. I felt competent though initially nervous teaching the residents on the need for healthy eating and life style change. Ewles and Simnett (2003) stated that health promotion is the process of empowering people to take proactive action over and improve their health. I was able to facilitated residents learning by building a rapport and through process I observed their learning styles and knowledge base which made it possible for me to tailor the teaching to their varied approach of learning. I believe the teaching session had a positive impact in enlightening the residents on the need for them to improve their diet and lifestyles change from the feedback I got at the end of the teaching. I use the humanistic approach clearly stating the rationale for the sess ion because I wanted them to have the knowledge so that they can take responsibility for their own health. The session was collaborative and interactive with the residents fully involved in the discussion and asking appropriate when seeking clarification. During the evaluation Amos felt that the learning outcome had been achieved and also said that the handouts and leaflets given during the teaching session were very useful and helpful. My mentor suggested that I could have done more and it would have been good, if I had used an overhead projector. But his feedback was encouraging. I had to rush towards the end of the session due to time factors. But I realised that as a student nurse, my professional development is still in progress and as my course develops I will become confident in dealing with this type of situation. My experience of teaching on this occasion will improve my professional practice. During the session I adopted a personal counselling approach based on the Beattie (1991) model, (cited in Ewles and Simnett 2003), which is a combination of the educational and client centred approach. According to Rogers (1983) people experience the world differently and know their own experiences better than anyone else. Amos ability to take responsibility for his actions helped to be more independent. In conclusion, I have been able to facilitate a teaching session by building a therapeutic relationship with Amos and through achieving effective communication. I found out from this experience that empowering clients does not mean that nurses should enforce decisions on clients but rather that; they should encourage and motivate them to achieve a desired result. I feel the experience was an interesting one. Looking back on the teaching skills demonstrated and the assessment of the clients need, I think the aim of the teaching was achieved. The feedback received from the learner and my mentor has given me an insight on how to improve in my teaching in future. I hope to use video clips and overhead projector in future teaching and to continue using the lecture learnt in taught module to enhance my skills and knowledge in my future role as registered mental health nurse.