Foucault on the Way Formal Institutions Regulate, Discipline or Train Us to Become Certain Kinds of Persons (Subjects)

Business, Privacy, and the Internet essays

Business, Privacy, and the Internet essays Organizations do have a right to know who is using their products, to a certain extent. This "right" surely should not exceed what the local grocery store can tell about its customers from observing them walking in the store, selecting certain items, and then purchasing them. In other words, information should not be obtained without consumer consent. We all know that information gathered from Internet sites is sold. In fact, 9 out of 10 web sites collect personal data. (Surmacz) There is no doubt that a personal rapport with consumers allows for a better relationship between the company and the customer. Among other things, this ensures that both parties are satisfied. The Federal Trade Commission notes that there are two ways in which companies retrieve information, which are procedural and substantive. Procedural principles let the consumer know that information is being gathered whereas substantive principles impose "substantive limitations" on the collection of data and how that data is used. (FTC) In order for both parties to be satisfied, each business must inform each customer if certain information is being To ensure proper safety procedures, the government should be in control of consumer privacy issues. In this day and age of corporate fraud, it is better to have an outside party regulate laws and prosecute cases (if need be). One step in this direction has been the establishment of the Fair Information Practice Principles, which contain a set of five core principles, better known as the "fair information practices." These five principles are notice/awareness, choice/consent,access/participation, integrity/security, and enforcement/redress. (FTC) Every set of these principles includes consumer consent, which is a step in the right direction as far as privacy is concerned. This clearly states that web sites should notify consumers that information is bei...

Leadership Essay Example | Topics and Well Written Essays - 4000 words - 1

Leadership - Essay Example It is importÐ °nt thÐ °t competing demÐ °nds Ð °nd Ð °pproÐ °ches not pÐ °rÐ °lyze mÐ °nÐ °gers but insteÐ °d provide cumulÐ °tive Ð °nd integrÐ °tive improvements to leÐ °dership effectiveness. In view of Ð °bove, current pÐ °per provides impiricÐ °l Ð °pproÐ °ch towÐ °rd the concpet of leÐ °dership. BÐ °sing on the book of ChÐ °rles MÐ °nz Ð °nd Henry Sims, The New SuperLeÐ °dership, where the principÐ °l of self-leÐ °dership is peoneered, present discussion covers theorieticÐ °l review Ð °nd prÐ °cticÐ °l implicÐ °tion of types of leÐ °dership. It is the Ð °im of this pÐ °per to present new content Ð °nd exÐ °mples designed to help leÐ °ders develop the kind of Ð °utonomous, quick-reÐ °cting workforce necessÐ °ry to thrive in these turbulent times. I first introduce the theory of leÐ °dership styles. Through the discussion of two types of leÐ °drship, I grÐ °duÐ °lly comme to the discussion of effective leÐ °dership techniques Ð °nd end up with personÐ °l model of leÐ °dership. Using the exÐ °mples of two leÐ °ders this pÐ °per is Ð ° greÐ °t reflection of efficient Ð °nd inefficient Ð °pproÐ °ch to leÐ °dership. DrÐ °wing on contemporÐ °ry exÐ °mples Ð °nd profiles, mÐ °ny from the high-tech Ð °nd informÐ °tion sectors, MÐ °nz Ð °nd Sims shÐ °tter the myth of the trÐ °ditionÐ °l, Ð °ggrÐ °ndized versions of "heroic" leÐ °dership. They show thÐ °t Ð ° leÐ °der truly becomes successful by turning followers into extrÐ °ordinÐ °ry self-leÐ °ders-pillÐ °rs of strength thÐ °t will support the orgÐ °nizÐ °tion Ð °t every level. They detÐ °il Ð ° series of Ð °ction-oriented steps through which the SuperLeÐ °der provides Ð °n opportunity for followers to express Ð °nd develop their own leÐ °dership skills-Ð °nd in the process become highly motivÐ °ted, dynÐ °mic contributors. Coercion, Ð °s Ð ° meÐ °ns of influencing the behÐ °vior of others, depends upon the expectÐ °tion of specified positive or negÐ °tive consequences. Coercive power requires thÐ °t the

Enterprise system Assignment Example | Topics and Well Written Essays - 3000 words

Enterprise system - Assignment Example Peet’s coffee and tea had challenges managing their customer needs, finances and raw materials but all that changed with the implementation of the Enterprise Resource Planning system. The company is in a better position to guarantee quality Coffee and Tea products, managing finances better and having a competitive edge over its competitors. Businesses have been availed the Enterprise Resource Planning systems that make their work very easy in managing their customer needs, while maintaining the quality of products and services customers look for, as they grow and expand their customer base leading to high sales and profitability which is the dream of every business. Peet’s Coffee and Tea History Peet’s Coffee and Tea was founded in 1966 by Arthur Peet in Berkley California. Peet was a Dutch Immigrant who believed in absolute quality compared to quantity. In that case, he always insisted on maintaining good quality for the coffee and Tea he roasted in this company . Arthur Pete insisted on getting the best coffee there is in the world, import it and control its production to end up with a high quality product. Tasting for the coffee was done with absolute precision to maintain the quality established in the initial days. Peet believed in direct delivery to maintain the quality of the coffee. ... His coffee received mixed views from the first customers when he introduced it. While some claimed that the coffee smelt burnt, others appreciated the dark well blend quality coffee Peet introduced. Within no time, Peet’s coffee became popular among students, musicians, writers, artists and practically everyone in within the region. His coffee became so popular that some experts related the group of Peet’s coffee lovers to a cult. It was not well understood what was with his coffee and more and more people joined the club of taking and loving his coffee. This necessitated the opening of the second coffee shop which opened at Menlo Park. He opened the third outlet at Domingo Avenue in 1980. Three years later, Arthur Peet sold Peet’s Coffee and Tea for unknown reasons to Jerry Baldwin, who had founded Starbucks the same year with two other partners (International Directory of Company Histories, 2001). Baldwin also insisted on quality and went ahead to spread Peetâ €™s business principle of quality and not quantity. Baldwin continued with Starbucks and the performance of the venture surprised them. Within no time, they were opening their third store due to popularity of their coffee. Three years later in 1987, Baldwin sold Starbucks interestingly, to a former employee of Peet, Howard Schultz. The reasons for Baldwin selling Starbucks are not well known but is claimed that he stated that Starbucks was not as good as Peet’s Coffee and Tea. Peet’s Coffee and Tea was conservative in some ways and was not looking for expansion like Starbucks, which went on an expansion campaign from the 1980s. Rather, Peet’s coffee and Tea was looking for reputation among customers and the only way that would be

A critical review of the role of ICT in the teaching of English and Essay

A critical review of the role of ICT in the teaching of English and mathematics - Essay Example Consequently, the article examines how game formats influence the teaching of mathematics within educational websites (Scanlon et al., 2005). There has been a shift in mathematics calculations that emphasizes mathematics in context contrary to the traditional aspect of abstract calculations. From this perspective, it is also believed that teaching mathematics in context proves to be more motivating. The authors argued that despite presenting real-world variables, traditional approaches towards mathematics do not consider such variables in the process of responding to questions. This qualifies the use of ICT, which according to the authors, incorporates considerable potential in the process of teaching mathematics in context (Buckingham and Scanlon, 2004). Application of computer games such as Gridclub utilises practical and real life examples in mathematics exercises. The technology accompanies the process with background sound mechanisms that describe the surround environment as well as actions. This is contrary to written text that ignores the aspect of human nature in real situations. In this case, application of ICT a ppears deliberate in setting mathematics within realistic context and it provides captivating context in the learning process (Scanlon et al., 2005). In my opinion, mathematics is the application of the conceptual ideas of science. In this case, science is represented by theories that explain in words the characteristics of a particular scenario. Therefore, the use of computer games promotes learning of mathematics amongst children owing to motivating factors behind the process. This is because mathematics in context brings the technical aspect of any learning, therefore breaking the monotony of the theoretical aspect. Therefore, in one way or another both concepts are necessary for effective learning to take place. Scanlon and

C-H Bending Vibrations of Benzene Rings

C-H Bending Vibrations of Benzene Rings Vibrational analysis or IR spectrum or Vibrational assignment or Analysis of vibrational spectra: C-H vibrations The C-H stretching vibration present in the hetero aromatic structure lies in the characteristic region 3100-3000cm-1, in which the bands are not affected noticeably by the nature of substituent’s. All the C-H stretching vibrations are weak in intensity. In our case the C-H stretching vibrations were observed at 3083, 3063, 3031 cm-1 in FT-IR spectrum. The calculated wavenumbers at the range 3117–3042 cm-1 (mode no’s: 174–167, 165, 163,162) are assigned to C-H stretching vibrations. All bands have very weak intensities and were obtained in the expected region. As expected, these modes are pure stretching modes as it is evident from TED column in Table 2; they almost contribute around 100%. The C-H bending vibrations of benzene rings for the title compound are observed in the range from 1100 to 1613 cm-1, however some vibrations of the title compound observed at values 1576, 1535, 1375, 1277, 1241, 1182, 1097 cm-1 respectively are mixed with CC and SO stretching vibrations. The C-H in-plane bending frequencies appear in the range 1000–1300 cm-1 and are very useful for characterization purpose Ring vibrations The ring stretching vibrations are very much important in the spectrum of aromatic compounds and are highly distinctive of the aromatic ring itself. However, empirical assignments of vibrational modes for peaks in the fingerprint region are difficult. The C=C stretching vibrations are generally observed at 1400-1600 cm-1 in benzene derivatives which are assigned to ring vibrations. In general, the bands are of variable intensity and observed at 1625–1590, 1590–1575, 1540–1470, 1460–1430 and 1380–1280 cm-1 from the frequency ranges given by Varsanyi for the five bands in the fingerprint region. In the present compound, the C=C stretching vibrations are observed at 1592, 1561 and 1464cm-1 in FTIR spectrum. The calculated theoretical values were 1584, 1576, 1562, 1553, 1552 and 1535 cm-1 by B3LYP/6-311G (d, p) method shows excellent agreement with the experimental values. The C-C stretching vibration is expected at 1450-1250cm-1. The peaks are observed at 1399 and 1375cm-1 in FTIR are assigned to C-C stretching vibrations. The calculated wave numbers at 1375, 1360, 1286, 1277, 1273, 1252, 1182, 1166, 1150 and 1010cm-1 were assigned C-C stretching vibrations by DFT Method. The C-C-C in-plane and out-of-plane bending vibrations are the modes associated with smaller force constants than the stretching ones, and hence assigned to lower frequencies. The in-plane deformation vibration is at higher frequencies than the out-of plane vibrations. Shimanouchi et al. gave the frequency data for these vibrations for different benzene derivatives as a result of normal coordinate analysis. Although some modes are missing in experimental spectrum, however, the calculated CCC in-plane and out-of-plane bending modes are found to be consistent with the recorded spectral values, as seen in Table 2. The mode no’s 40, 44, 45, 51, 60, 61, 64 and 66 were identified as C-C-C-C torsional deformation Ï„(CCCC) modes these are shown in Table 2. Methyl group vibrations The C-H asymmetric stretching vibrations of CH3 groups are expected in the range 2950-3050 cm-1 and the symmetric stretching vibrations in the range 2900-2950 cm-1 [roeges, colthup]. The calculated values of the asymmetric stretching vibrational modes of the methyl group are 3051, 3011, 3009, 2989, 2975, 2961cm-1 using DFT/B3LYP with 6-311g (d, p) basis set and observed at 2998, 2923 cm-1 in FT-IR spectrum, whereas the values of the symmetric stretching vibrational modes are 2937, 2910 and 2864 cm-1 and at 2880 and 2859cm-1 in FTIR spectrum. The symmetrical and asymmetrical bending vibration involves in-phase and out-of-phase bending of the C-H bonds. The asymmetrical deformations are expected in the range 1400-1485cm-1 [roeges]. The bands observed at 1464, 1448 cm-1 in the FT-IR spectrum are assigned as the methyl asymmetrical deformation and the calculated values are at 1448, 1438, 1437, 1431, 1428, 1426, 1423cm-1 by DFT. The methyl symmetric deformations appears with an intensity varying from medium to strong and expected in the range 1380Â ±25cm-1. These bands have been observed at 1399, 1375cm-1 in the FT-IR spectrum and calculated theoretically at 1383, 1361 cm-1. The CH3 rocking generally appears in the regions 1150Â ±30 and 875Â ±45 cm-1, the wave number is coupled to the CC stretching vibrations, which occurs in the neighborhood of 900 cm-1. The rocking modes of the CH3 group are observed at 759cm-1 in the FTIR spectrum and calculated at 1168, 1138, 1129, 1122, 1022, 1087, 969 cm-1 in DFT. The wavenumbers 115, 107,102, 82, 71 and 62 cm-1 of modes 15, 14, 13, 11, 10 and 9 are due to methyl torsion. Methylene Vibrations The stretching vibrations CH2 group is expected in the region 2900-3000 cm-1. The deformation mode of CH2 is expected in regions 1480-1400cm-1(scissoring), 1380-1150cm-1(wagging twisting) and 800-710 cm-1(rocking). In this study, the bands at 2923 and 2859cm-1 has been assigned to CH2 asymmetric and symmetric vibrations in FT-IR spectrum and computed theoretically at 3044, 2945 cm-1 by DFT. The deformation mode of CH2 are assigned at 1431, 1364, 1340, 699 cm-1 theoretically and bands are observed in the FT-IR spectrum at 1448, 1375, 710 cm-1. SO2 vibrations The asymmetric stretching for the SO2, NH2, NO2, CH2 and CH3 etc has magnitude higher than the symmetric stretching.The asymmetric and symmetric stretching modes of SO2 group appear in the region 1360-1310 cm-1 and 1165-1135 cm-1.The stretching vibrations of SO2 for sulfonamide derivatives as reported by Chohan et al. [Z.H. Chohan, M.H. Youssoufi, A. Jarrahpour, and T.B. Hadda, Eur. J. Med. Chem. 45 (2010) 1189–1199] are 1345 and 1110 cm-1 and Hangen et al [A. Hangen, A. Bodoki, L. Opren, G. Alznet, M. Liu-Gonzalez, J. Borras, Polyhedron 29 (2010) 1305–1313] at 1314, 1308, 1274, 1157, 1147, 1133cm-1 respectively. In the present study, the asymmetric and symmetric stretching vibration of SO2 group is observed as very strong peak at 1348cm-1 and 1163 cm-1 in the FTIR spectrum and 1260, 1241, 1083 and 1040cm-1 theoretically assigned to SO2 stretching modes. The SO2 scissoring and wagging vibrations occur in the range 570Â ±60cm-1 and 520Â ±40cm-1. The corresponding bands are observed for the title compound at 544cm-1 and 499cm-1 in the FTIR spectrum. Carbonyl ester group vibration The carbonyl compound are added functional group includes the C=O bond, also provide very profound contributions to the spectrum. The C=O stretching vibration exhibits a strong band in the region 1600-1750 cm-1. For the title compound , the stretching vibration of C=O is characterized by very strong peak appearing at 1727 cm-1 in the FTIR spectrum and at 1721cm-1 theoretically which shows a perfect agreement with experimental result. Methyl ester has the strong absorption bands about the C–O asymmetric stretching modes at 1315–1195 cm−1 and symmetric stretching modes at 1096–900 cm−1. In present case, the strong peak is observed for C-O-C stretching vibrations at 1257 cm-1 and 961 cm-1 in the FTIR spectrum, corresponding to the computed wavenumber 1225cm-1 and 954cm-1, is assigned to the C-O-C stretching vibration. The band at 961 cm−1 in FT-IR spectrum has been assigned to O–CH3 stretching mode. The band at 857(818) cm−1 in FT-IR spectrum is assigned to C–O–C in-plane deformation mode. The band at 784(760) cm−1 in IR spectrum is out-plane deformation mode. The methyl ester has also two characterized vibration modes in 530–340 cm−1 and 390–250 cm−1 region, corresponding to the CO–O rocking and COC deformation. The DFT calculation gives CO-O rocking and COC deformation at 354 and 242 cm-1. C-S, S-N, N-C and ON vibrations C-Cl vibration The C-Cl bonds are formed in benzene ring in place of hydrogen atoms. The stretching vibration is observed in the strong bands at 760-370cm-1. Since, the title compound has two chlorine atoms, the C-Cl stretching vibrations are observed at 757 cm-1,733 cm-1 in FTIR spectrum. The theoretically calculated values by B3LYP/6-311G(d, p) method at 743 cm-1 , 724 cm-1 and 380 cm-1 is assigned to C-Cl Stretching vibrations is coincides very well with the experimental value. Due to longer bond length() of C-Cl reduction in force constant occurs and C-Cl stretching falls in the lower frequency region.

Identity Formation in Mansfield’s The Garden Party Essays -- The Garde

  Ã‚  "The budding rose above the rose full blown," writes William Henry Wordsworth, elevating the process of emerging, changing and evolving over those already developed, established and matured. While Wordsworth’s remark regards a rose, the statement also accurately describes Katherine Mansfield’s protagonist in The Garden Party. The narrative focuses on a wealthy family from New Zealand, jaded by elite lifestyle and prominent social standing. The youngest daughter, Laura, "the budding rose" of the story, seeks to break the constraints of upper class society, causing her to be both more mature and compassionate than other members of her well to do family. Laura’s internal struggle, the main conflict of Mansfield’s story, is one of identity, and she oscillates between imitating environmental influences and reacting to them in a manner that is unique to her individual personality. Throughout the course of the story, the pendulum of her conscience swings to converse sides, causing her actions to be inconsistent and without allegiance to either her family’s upperclass exclusive ways or to her inherent qualities of equality and empathy. This varying behavior causes critics to dispute over Laura’s "true" personality, motives and objectives. While some critics believe that her sympathetic efforts are an attempt at rebelling from the expectations of her class, others believe that she is an empathetic individual without a supportive family. Another group of critics believe that the story presents only the initiation of Laura’s kindness, suggesting that she will continue to flourish into a compassionate person on the outskirts of upper class society; others refute this view, stating that The Garden Party portrays the extent of Laura’s d... ... Daly, Saralyn R. "Katherine Mansfield" New York: Twayne Publishers; 1914. Kleine,Don W. "’The Garden Party’: A Portrait of the Artist,"Criticism, Vol. V No. 4 Fall, 1963, pp.360-371. Kobbler, J.F. "Katherine Mansfield. A Study of the Short Fiction". Twayne Publishers. Boston: 1991 Mansfield, Katherine. "The Garden Party. Norton Anthology Ed. M.H. Abrams W.W Norton & Company: New York, London, 1996, 1996 pp. 2510-2520 Pilditch, Jan. "Reference Guide to Short Fiction, 1st Ed.", St. James Press, 1994. Rich, Jennifer. "’The Garden Party’ and Other Short Stories by Katherine Mansfield". Satterfield, Ben. "Irony in ‘The Garden Party.’" Ball State University Forum Vol. XXIII No. 1, Winter, 1982 pp. 68-74. Sorkin, Adam J. "Katherine Mansfield’s ‘The Garden Party’: Style and Social Occasion" Modern Fiction Studies Vol. 24, 1978, pp.439-455.

The Carl Roger Concept

PP 8203 Practicum III Fall 2007 INSTRUCTOR: |Marjorie Witty | PHONE: |(312) 777-7702 | EMAIL: |[email  protected] edu | FAX: | | ALT PHONE: |(773) 327-1046 | REQUIRED TEXTS: |Title |Client-centered therapy:   Its current practice, implications and theory | |Author(s) |Rogers, Carl R. |Copyright |1951/ 2003 | |Publisher |Houghton Mifflin/ Constable & Robinson, Ltd. | |ISBN |1841198404   | |Edition |   | Title |Embracing nondirectivity | |Author(s) |Levitt, B. (Ed. ) | |Copyright |2005 | |Publisher |Ross-on-Wye, UK:   PCCS Books www. pccs-books. co. k | |ISBN | 898059683 | |Edition |2005 | This Course Requires the Purchase of a Course Packet: YES NO RECOMMENDED READINGS |Title |Person-centered therapy: A revolutionary paradigm | |Author(s) |Bozarth, J.D. | |Copyright | | |Publisher |Ross-on-Wye, UK:   PCCS Books www. pccs-books. co. uk | |ISBN |1898059225 | |Edition |1998 | Title |The tribes of the person-centred nation: An introduction to the schools of therapy related to the person-centered approach. | |Author(s) |Sanders, P. (Ed. ), | |Copyright | | |Publisher |Ross-on-Wye, UK:   PCCS Books www. pccs-books. co. k | |ISBN |1898059608 | |Edition | | Argosy University Illinois School of Professional Psychology Doctoral Practicum III PP 8203 Fall 2007 Syllabus Instructor: Marjorie Witty, Ph. D. Phone: (312) 777-7702 E-mail: [email  protected] eduOffice: 1325 Office hours: Tuesday 1:00 – 3:00; Thursday 10:00 – 12:00 Class meetings: Mondays, 3:30 – 4:45 Required readings Levitt, B. E. (2005). Embracing Nondirectivity. Ross on Rye, UK: PCCS Books. ISBN: 1 898059 68 3. Available from: www. pccs-books. co. uk (On reserve) (EN) Rogers, Carl R. (1951) Client-centered therapy: Its current practice, implications and theory. Boston: Houghton Mifflin. Newer edition: Constable & Robinson, Ltd. (2003). ISBN 1841198404. (On reserve) Wampold, B. E. (2001) The great psychotherapy debate: Models, methods, and findings.Mahwah, NJ : Lawrence Erlbaum Associates. Articles as assigned will be forwarded to you through e-mail. This course does not require the purchase of a course packet. (O) in the syllabus denotes available online or through e-mail, EN refers to Levitt text. CRR refers to Kirschenbaum & Henderson's The Carl Rogers Reader available in Library. Recommended Books (see attached bibliography at end of syllabus. Learning Objectives 1. Achievement of competence in empathic following response process, as assessed by performance in taped therapy sessions. 2.Expanding self-awareness of personal reactions and feelings during the therapy sessions measured by class discussion and students’ self-reports in the comments submitted with each of their therapy tapes. 3. Mastery of basic theory of client-centered therapy (or other orientation) through completion of all assigned readings; assessed by students’ transcript commentaries, participation in discussion. 4. Increased ability to evaluate oneâ₠¬â„¢s own work as a novice therapist, assessed by final self-evaluation and submission of CEC in Spring 2008. Required Assignments:Each term you will be required to present your taped session with a client from your site. Bring an audible tape. Inaudible or hard-to-hear tapes are not acceptable. Check your tape before presenting! Provide a transcript of 20 minutes of the session (any 20 minute segment is fine, but cue up your tape to coincide with the transcript before class. Bring a case conceptualization of 2 – 3 pages. Format will be covered in class. Be sure to obtain a good tape recorder from the library or bring your own on the day you are assigned to present. Schedule of presentations will be determined on the first day of class.Grading and evaluation policy Therapy practicum seminars are graded â€Å"credit/no credit. † In order to successfully complete your practicum, you must receive credit from your site supervisor, from your seminar instructor and pass your Clinical Evaluation Competency (CEC) in Spring 08. The main method of evaluation will be the comments you and I make about your tape assignments and my assessment of success in implementing the necessary and sufficient attitudinal conditions set forth by Carl Rogers. If you are having problems with the assignments, please see me to discuss the difficulty. Attendance at all classes is required.Course Outline, Readings, and Assignments September 10 Introduction to Seminar. Assignments for tape presentations. Required readings for September 10th to be read before the first class: Rogers, C. R. (1951) The attitude and orientation of the counselor. Chapter 2 of Client-centered therapy. (On reserve) Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. (CRR, pp. 219-235). September 17 Tape Presentation 1: Defining practice; goals of therapy. Evaluating progress. Required readings: Brodley, B. T. Client-centered therapy: An expressive therapy. (O ) Brodley, B.T. Empathic understanding: Observations of a CC practice (O) Brodley, B. T. Instructions for the clinical interview. (O) (http://adpca. org/articles. html) September 24 Discussion: Ethics Confidentiality and its limits; taping/transcribing and disposition of records. Therapeutic boundaries. Required reading: Brodley, B. T. Ethics in psychotherapy. (handout) October 1 Tape Presentation 2: October 8 Discussion: Empathy, unconditional positive regard Required readings: Witty, M. , Raskin, N. J. , Rogers, C. R.. (in press). Client-Centered Therapy. In Corsini & Wedding (Eds. ), Current Psychotherapies.Excerpt of session by Brodley w/ commentary by Witty (O) October 15 Tape Presentation 3: October 22 Discussion: Congruence: A frequently misunderstood condition Required readings: Brodley, B. T. (1998/2001). Congruence and its relation to communication in client-centered therapy. The Person-Centered Journal, 5(2), 83-116. (In the library) October 29 Tape Presentation 4 Novembe r 5 Multiculturalism & Diversity Issues Required readings: Glauser & Bozarth, J. D. (2001). Person-centered counseling: The culture within. Journal of Counseling & Development, 07489633, Spring2001, Vol. 79, Issue 2 Database: Academic Search EliteMier, S. & Witty, M. Considerations of race and culture in the practice of non-directive client-centered therapy. In Carl Rogers Counsels a Black Client. (O) (on reserve) Knopf, N. Working with gay couples. Witty, M. (2005). Nondirectiveness and the problem of influence. (EN) November 12 Tape Presentation 5 November 19 Chronic Mental Illness and the significantly impaired Required readings: Sommerbeck, L. (2005). Nondirective therapy with clients diagnosed with a mental illness. (EN) Wilders, S. (2005) An exploration of nondirective work with drug and alcohol users. (EN) Recommended: Prouty, G. 1994) Theoretical evolutions in person-centered/experiential therapy: Applications to schizophrenic and retarded psychoses. Westport, CN: Praeger. ( On reserve) Prouty, G. , Van Werde, D. & Portner, M. (2002). Pre-therapy: Reaching contact-impaired clients. Ross on Wye, UK: PCCS Books. (On reserve) Shlien, J. M. (1961/2003). A client-centered approach to schizophrenia: First approximation. In A. Burton (Ed. ), The Psychotherapy of the Psychoses (pp. 285- 317). New York: Basic Books. Also in To Lead an Honorable Life: Invitations to think about Client-Centered Therapy and the Person-Centered Approach. Edited by P. Sanders.Ross-on-Wye: PCCS Books. (On reserve) November 26 Tape Presentation 6 December 3 How clients make therapy work. Required readings: Brodley, B. T. (in press). Non-directivity in client-centered therapy. (O) Bohart, A. C. Chapters from How Clients Make Therapy Work. Recommended: Bohart, A. C. & Tallman, K. (1999) How clients make therapy work. Washington, D. C. : APA. December 10 CCT case conceptualization and prep for CEC. Required reading: Rogers, C. R. (1961) Ellen West—and Loneliness. (in CRR, pp. 157-1 68) Shlien, John M. (1987/2003) A Countertheory of Transference. Person-Centered Review, 2 (1), 15-49. Reprinted in Shlien, J.M. (2003). To Lead an Honorable Life: Invitations to think about Client-Centered Therapy and the Person-Centered Approach. Edited by P. Sanders. Ross-on-Wye: PCCS Books. (O)(also on reserve) Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University, Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of heory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following: †¢ Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients. OBJECTIVE 1A: ACCURATELY AND ETHICALLY ADMINISTER AND SCORE VARIOUS PSYCHODIAGNOSTIC INSTRUMENTS. o Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally. o Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the ass essment. Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients. o Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications. Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients. o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision. Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeuti c relationships. †¢ Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and emonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services. †¢ Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning. †¢ Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice. Disability StatementIt is the policy of the Argosy University/Chicago to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations to c omplete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodation will be provided to students upon request. Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form.It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors. Instructor’s Note: If you choose not to disclose that you have a disability which affects your academic or clinical performance, then you are taking full responsibility for any related consequences which may occur.I cannot accommodate what I don’t know about. You need not disclose the diagnosis or the nature of the disability itself, you need only bring me your accommodation letter. Disclosing a disability after an assignment is due is too late to be helpful for that assignment although accommodations can be made from that point forward. Academic dishonesty/plagiarism statement The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student.Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or pro ject and what sources may be used.Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University. Technology Statement The University encourages the use of technology throughout the curriculum. This course uses methods such as email communication, videotapes and online syllabus and assignments. Save this syllabus Retain a copy of the syllabus as documentation of coursework that might be needed for licensure. This page is to be turned in to your instructor. It will be held by your instructor until after the grade appeal time allotment.PP8203 Practicum Seminar III Fall 2007 I, ____________________________________, have read this syllabus and understand the course requirements. Date: _____________________________________ Note: many of these readings can be found online or will be on reserve in the library. You are only required to obtain the books listed at the top of the syllabus. Recommended Reading s: Asay T. P. , & Lambert M. J. (1999). The empirical case for the common factors in therapy: Quantitative findings. In M. A. Hubble, B. L. Duncan, & S. D. Miller (Eds. ), The heart and soul of change: What works in therapy (pp. 3-55). Washington, DC: American Psychological Association. Bohart, A. C. (2004). How do clients make empathy work? Person-Centered and Experiential Psychotherapies, 3(2), 102-116. Bozarth, J. D. (1998). Person-centered therapy: A revolutionary paradigm. Ross on Wye, UK: PCCS Books. (On reserve) Brodley, B. T. (1999b). A client-centered demonstration in Hungary. In I. Fairhurst, Women Writing in the Person-Centered Approach, (pp. 85-92). Ross-on-Wye, UK: PCCS Books. Brodley, B. T. (1997). The nondirective attitude in client-centered therapy. Person-Centered Journal, 4(1), 18-30. Brodley, B. T. 1999a). Reasons for responses expressing the therapist’s frame of reference in client-centered therapy. Person-Centered Journal, 6(1), 4–27. Brodley, B. T . (2000). Client-centered: An expressive therapy. In J. Marques-Teixeira & S. Antunes (Eds. ), Client centered and experiential psychotherapy (pp. 133-147). Linda a Velha, Portugal: Vale & Vale. Brodley, B. T. (2001). Congruence and its relation to communication in client-centered therapy. In G. Wyatt (Ed. ) Rogers’ Therapeutic Conditions: Evolution, Theory and Practice, Volume I Congruence. (pp. 55-78) Ross-on-Wye, UK: PCCS Books. Eells, T. D. 2007) Handbook of psychotherapy case formulation. New York: Guilford. Elliott, R. (2002). The effectiveness of humanistic therapies: A meta-analysis. In D. J. Cain & J. Seeman (Eds. ). Humanistic Psychotherapies: Handbook of Research and Practice (pp. 57-81). Washington, D. C. : American Psychological Association. Kirschenbaum, H. , & Henderson, V. L. (Eds. ) (1989). The Carl Rogers Reader. Boston: Houghton Mifflin. Kirschenbaum, H. , & Jourdan, A. (2005). The current status of Carl Rogers and the Person-Centered Approach. Psychotherap y: Theory, Research, Practice, Training, 42 (1), pp. 37-51. Lambert, M. J. Ed. ). (2004). Bergin and Garfield’s handbook of psychotherapy and behavior change (5th Ed. ). New York: Wiley. Lietaer, G. , Rombauts, J. , & Van Balen, R. (1990). Client centered and experiential psychotherapy in the nineties. Leuven, Belgium: Leuven University Press. Luborsky, L. , Singer, B. & Luborsky, L. (1975). Comparative studies of psychotherapies: Is it true that â€Å"everyone has won and all must have prizes†? Archives of General Psychiatry, 32, 995-1008. Mearns, D. (2003). Problem-centered is not person-centered. Person-Centered and Experiential Psychotherapies, 3(2), 88-101. Mier, S. & Witty, M. (2004).Considerations of race and culture in the practice of non-directive client-centered therapy. In R. Moodley, C. Lago, & A. Talahite (Eds. ), Carl Rogers counsels a Black client (pp. 85-104). Ross-on-Wye, UK: PCCS Books. Miller, R. B. (2004). Facing human suffering: Psychology and psyc hotherapy as moral engagement. Washington, D. C. : APA. Moon, K. (2002). Nondirective client-centered work with children. In J. C. Watson, R. N. Goldman & M. S. Warner (Eds. ), Client-centered and experiential psychotherapy in the 21st century: Advances in theory, research and practice (pp. 485-492), Ross-on-Wye, UK: PCCS Books.Moon, K. (in press). A client-centered review of Rogers with Gloria. Journal of Counseling & Development. Muran, C. (2007). Dialogues on difference: Studies of diversity in the therapeutic relationship. Washington, D. C. : APA. Patterson, J. , Albala, A. A. , McCahill, M. E. , & Edwards, T. M. (2006). The therapist’s guide to psychopharmacology: Working with patients, families, and physicians to optimize care. New York: Guilford. Rogers, C. R. (1951). Client-centered therapy. Boston: Houghton Mifflin. Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change.Journal of Consulting Psychology, 21, 95–103. Roge rs, C. R. (1959a). The essence of psychotherapy: A client-centered view. Annals of Psychotherapy, 1, 51–57. Rogers, C. R. (1959b). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In S. Koch (Ed. ), Psychology: A study of science, Vol. 3. Formulations of the person and the social context (pp. 184 –256). New York: McGraw-Hill. Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.American Psychologist, 55 (1), 68 – 78. Sanders, P. (Ed. ), The tribes of the person-centred nation: An introduction to the schools of therapy related to the person-centered approach. ISBN: 1898059608 Available from: www. pccs-books. co. uk (On reserve) Sanders, P. (Ed. ) (2003). To lead an honorable life: A collection of the work of John M. Shlien. Ross-on-Wye, UK: PCCS Books. Schmid, P. F. (2003). The characteristics of a person-centered approach to therapy and counseling: Criteria for identity and coherence. Person-Centered and Experiential Psychotherapies, 2(2), 104-120. Sommerbeck, L. (2003).The client-centered therapist in psychiatric contexts: A therapist’s guide to the psychiatric landscape and its inhabitants. Ross-on-Wye, UK: PCCS Books. Wampold, B. E. (2006). Not a scintilla of evidence to support empirically supported treatments as more effective than other treatments. In J. C. Norcross, L. E. Beutler & R. F. Levant (Eds. ) Evidence-Based Practices in Mental Health: Debate and Dialogue on the Fundamental Questions (pp. 299-307). Washington, D. C. : American Psychological Association. Watson, N. (1984). The empirical status of Rogers’s hypotheses of the necessary and sufficient conditions for effective psychotherapy.In R. F. Levant, & J. M. Shlien (Eds), Client-centered therapy and the person-centered approach: New directions in theory, research, and practice (pp. 17-40). New York: Praeger. We sten, D. , Novotny, C. M. & Thompson-Brenner, H. (2004). The empirical status of empirically supported psychotherapies: Assumptions, findings, and reporting in controlled clinical trials. Psychological Bulletin, 130(4), 631-663. Wilkens, P. & Bozarth, J. (2001), Unconditional positive regard: Rogers’ therapeutic conditions: Evolution, theory and practice. Ross-on-Wye, England: PCCS books. On reserve) Witty, M. C. (2004). The difference directiveness makes: The ethics and consequences of guidance in psychotherapy. The Person-Centered Journal, 11, 22-32. Zimring, F. M. (2000). Empathic understanding grows the person†¦.. Person-Centered Journal, 7(2), 101-113. Zimring, F. M. (1995). A new explanation for the beneficial results of client centered therapy: The possibility of a new paradigm. Person-Centered Journal, 2(2), 36-48. Zur, O. (2007). Boundaries in psychotherapy: Ethical and clinical explorations. Washington, D. C. : APA.

Free Essays on Satire Between Grendel & Beowulf

The satire that I found within Grendel and Beowulf was that Grendel and Beowulf as well as the rest of the thanes, were always fighting but mentally in the end were fighting for the same thing. Even though Grendel is antisocial and isolates himself from all lifeforms, as opposed to Beowulf who prides himself in fighting for his people, they were at the same time duplicates of one another. Arriving to the satire in Grendel, which was also brought out in the story of Beowulf, was that all thanes wanted to die an honorable death and that was in battle. This in turn brought the main conflict of both stories, which was that enemies like Grendel and Beowulf would rather die themselves than to have their counterpart die honorably. Ultimately, the man with the most physical strength and stamina wins the battle. In essence, the satire was brought out when Grendel was compared to Beowulf and vice versa. In the book Beowulf, an example of this idea would be an incident between Beowulf and Grendel. Beowulf accepted the fact that if he dies while in battle, he will die with the honor. When Beowulf patiently waits for Grendel to walk into the meadhall he attacks with full force. Beowulf uses his physical strength to overtake Grendel and leads him scream in excruciating pain because he rips Grendel’s arm right out of the socket right in front of all the thanes. All the thanes watched Grendel go back to his home weaker than ever, crawling away to his death. This fight between the two of them lead to the death of Grendel, but Beowulf got his pride in hanging Grendel’s arm on the Heorot as evidence to his physically power against Grendel. He at this point creates his reputation for being a physically inferior warrior against evil. Finally Beowulf himself, dies while killing the all mighty dragon with his sword. While on the verge of death Beowulf realizes he has won th e battl! e and observes the treasure he gained from it and for the mo... Free Essays on Satire Between Grendel & Beowulf Free Essays on Satire Between Grendel & Beowulf The satire that I found within Grendel and Beowulf was that Grendel and Beowulf as well as the rest of the thanes, were always fighting but mentally in the end were fighting for the same thing. Even though Grendel is antisocial and isolates himself from all lifeforms, as opposed to Beowulf who prides himself in fighting for his people, they were at the same time duplicates of one another. Arriving to the satire in Grendel, which was also brought out in the story of Beowulf, was that all thanes wanted to die an honorable death and that was in battle. This in turn brought the main conflict of both stories, which was that enemies like Grendel and Beowulf would rather die themselves than to have their counterpart die honorably. Ultimately, the man with the most physical strength and stamina wins the battle. In essence, the satire was brought out when Grendel was compared to Beowulf and vice versa. In the book Beowulf, an example of this idea would be an incident between Beowulf and Grendel. Beowulf accepted the fact that if he dies while in battle, he will die with the honor. When Beowulf patiently waits for Grendel to walk into the meadhall he attacks with full force. Beowulf uses his physical strength to overtake Grendel and leads him scream in excruciating pain because he rips Grendel’s arm right out of the socket right in front of all the thanes. All the thanes watched Grendel go back to his home weaker than ever, crawling away to his death. This fight between the two of them lead to the death of Grendel, but Beowulf got his pride in hanging Grendel’s arm on the Heorot as evidence to his physically power against Grendel. He at this point creates his reputation for being a physically inferior warrior against evil. Finally Beowulf himself, dies while killing the all mighty dragon with his sword. While on the verge of death Beowulf realizes he has won th e battl! e and observes the treasure he gained from it and for the mo...

Free Essays on Couple In Racoon Coats

Van Der Zee uses line in Couple in Raccoon Coats to create a portrait of African American dignity and prosperity. Thesis statement that names the author and the work and incorporates all the questions asked: line and how it’s used to create meaning. Horizontal and vertical lines predominate.Immediate narrowing of focus: tells the basic format of the lines in the work The central car provides the strongest horizontal statement. The implied lines of the car’s roof and running board echo the strong horizontal line of the chassis. The line of the man’s hat brim mimics that of the convertible top above it, as the line of the hem of the woman’s coat parallels that of the running board. This horizontal line repeats itself in the stairs, doors, and windows of the building behind the car. Several clear, focused observations about the horizontal lines, the first of the two types of line direction. Yet equally strong straight vertical lines balance this horizontality ; the lines of the building’s windows, doors, and banisters lead the eye up and down, as well as sideways. A transition sentence that moves smoothly from the last subject of discussion (horizontal lines) to the new subject of vertical lines. The car’s convertible top and windshield also project verticality, as does the edge of the open door. However, perhaps the strongest vertical lines can be located in the central figures, where the woman’s regal, upright posture is reflected in the confident lines of the seated man’s back. The heavy stripes of the raccoon coats also emphasize vertical line. Clear, focused observations about the vertical lines. Also, toward the end of the discussion, attention is drawn to the human figures, setting the stage for the narrowed focus of the next paragraph. Van Der Zee employs forceful lines to make the two figures the focal area; their placement in the intersection of the tranquil horizontal lines of the car and the dynamic vertical ... Free Essays on Couple In Racoon Coats Free Essays on Couple In Racoon Coats Van Der Zee uses line in Couple in Raccoon Coats to create a portrait of African American dignity and prosperity. Thesis statement that names the author and the work and incorporates all the questions asked: line and how it’s used to create meaning. Horizontal and vertical lines predominate.Immediate narrowing of focus: tells the basic format of the lines in the work The central car provides the strongest horizontal statement. The implied lines of the car’s roof and running board echo the strong horizontal line of the chassis. The line of the man’s hat brim mimics that of the convertible top above it, as the line of the hem of the woman’s coat parallels that of the running board. This horizontal line repeats itself in the stairs, doors, and windows of the building behind the car. Several clear, focused observations about the horizontal lines, the first of the two types of line direction. Yet equally strong straight vertical lines balance this horizontality ; the lines of the building’s windows, doors, and banisters lead the eye up and down, as well as sideways. A transition sentence that moves smoothly from the last subject of discussion (horizontal lines) to the new subject of vertical lines. The car’s convertible top and windshield also project verticality, as does the edge of the open door. However, perhaps the strongest vertical lines can be located in the central figures, where the woman’s regal, upright posture is reflected in the confident lines of the seated man’s back. The heavy stripes of the raccoon coats also emphasize vertical line. Clear, focused observations about the vertical lines. Also, toward the end of the discussion, attention is drawn to the human figures, setting the stage for the narrowed focus of the next paragraph. Van Der Zee employs forceful lines to make the two figures the focal area; their placement in the intersection of the tranquil horizontal lines of the car and the dynamic vertical ...

Home work3 Essay Example | Topics and Well Written Essays - 1250 words

Home work3 - Essay Example pend on weighted factors such as cost transaction and the amount of money vis-Ã  -vis the foreign exchange rate that is subject to probable risk of fluctuating. Hedging helps multinational firms mitigate losses from translational and transactional exposures. Unfortunately, it may end up reducing gains as well. If multinationals companies do not hedge their foreign exchange rate risk, they become vulnerable to a myriad of losses, which may affect devastatingly their financial performance across the world. Various determinants motivate hedging. One is factors surrounding the organization operation such as time minimization, cost reduction, and aligning business strategies. The other critical factor is the investment resources used in foreign exchange management, which is used in determining the amount of currencies transacted. The commercial (operational) exposures and financial exposures determine shapes the risks to hedge. For example, GM had to hedge against receivables and payable s, which are operational exposures of at the region and financial exposures such as paying dividend. General Motors foreign exchange hedging policy is streamlined to meet management objectives of efficiency and effectives in hedging e.g. minimize time, cost, and align foreign exchange management to automotive business. It is advantageous as it mitigates losses in transactional as well as translational exposures that are caused by fluctuating fx e.g. minimize cash flow as well as earnings volatility . The policy only controls fifty per cent of commercial exposure of a region as illustrated under the formula: The hedge policy appears to be insufficient to cushion from most exposures. With the implied risk calculated on an annual basis, it is advisable for the company to extend hedging to cover 12 months rather than 6 months. In addition, the company should upsurge the exposure risk to over $ 5 million especially in the regions that have high volatility of foreign exchange rate of their

Comparison of Two Types of Operational Budgets Assignment

Comparison of Two Types of Operational Budgets - Assignment Example Alternatively, variable costs can be stated as cost of every unit activity measure. Actual activity measures are then fed into the model after the accounting period. After this, the flexible budget is updated automatically by the variable costs. The resultant flexible budget is ten entered into the accounting system in order for comparisons to be made. These comparisons produce variances more relevant than those produced under a static budget. These variances are especially because the expenses involved are based on an activity. This accounts for the small variances registered in this comparison than those registered under static budget. Flexible budget can range across levels of sophistication. In basic flexible budget, alterations are recorded where there is a direct variation between certain expenses and revenues (Hope & Fraser, 2003). Under intermediate flexible budget, there are certain expenditures that will change with other activity measures and not with revenue. Advanced flexible budget deals with expenditures that vary only at given ranges of other activities and revenue. Master budget is a planning document that brings together all the budgets. It matches the beginning of a company’s fiscal year and be organized in quarters or months. The operating and financial budgets are the two parts of a master budget. It helps in judging the performance of company and its centers. The management makes modifies the master budget until it allocates funds to all set goals. Direct labor, direct materials, sales, manufacturing overhead and production are some of the budgets that show on a master budget (Finkler & McHugh, 2008). After preparation, the master budget is fed into the accounting system and financial reports are generated. Comparisons are then drawn between actual results and the budgeted amounts. There are spreadsheets that can help produce master budgets but they can have errors. A master budget appears