Love At Second Glance Essays - Aurora, Friendship, Anger

Love At Second Glance In theory, people make decisions about becoming involved, romantically or otherwise, with other people based upon a number of criteria with which they evaluate the qualities of the other person. In some situations an individual may consciously think about the criteria, or qualities, they are looking for in that individual and then evaluate if the person meets the criteria. In most cases however the person does not consciously think out this process, but simply "knows" if he or she likes the other person or not. In some cases, the most important criteria, at least initially, are surface type attributes, such as race, appearance, or material wealth. In addition, the individual will sometimes intuitively know that the other individual is not appropriate to start a relationship with but is overwhelmed with the surface appearance. For all of these reasons relationships will sometimes fail since the initial evaluation can be based upon qualities that are not truly the most important for a long lasting relationship. I will try to show that based upon two characters in American Knees, their relationships failed, or at least struggled, since they had not explored the most important qualities of the other person. A second sub-thesis of this discussion relates to relationships that are chosen for individuals. For example, a mother, father, sibling would fit into this category. In these situations, the individual does not do the same type of evaluation since there is no decision needed to become involved in the relationship. However, at some point in the life of an individual they actually do recognize that a relative meets, or does not meet, the most important criteria for a long lasting relationship. In these cases there can be anger and frustration since individuals may conclude that this person does not have the qualities you want and yet by definition they are chosen for you. I will show in Comfort Woman, that characters find-unappealing qualities in relatives, and this causes them frustration and anger, since they had no choice in establishing the relationship. There are a number of theoretical criteria that the average person uses for developing a relationship with an individual. This includes a vast array of items such as appearance, race, intelligence, friendliness, personality, humor, dedication, and overall pleasantness. In the book American Knees, there are two main characters named Raymond and Aurora, who exemplify this process. In particular, Raymond was attracted to his first wife Darleen, as well as Aurora, based primarily upon heritage. The entire subject of race and heritage is critical to each of them. There are many complicated feelings they each have about this subject and to some degree it overshadows all of the aspects of their lives. In many ways they do not learn more about each other since the complications of race are all encompassing. It appears as if Raymond initially neglects considering other important qualities about Aurora. His first thoughts are about race, "Was she part Korean or Japanese? Maybe he was altogether wrong and she was native Alaskan, Indian or Latino. What a relief that would be." He is almost joking to himself here, saying that this would simplify the entire thing. It seems that he is overly concerned about this aspect. Aurora also thinks of this subject from the start. Aurora thinks, "... hoped to god, he wasn't an insecure Asian male who would talk only to her." And " ...-just Asian enough to bring home to mother..." She next thinks through about what their first conversation would entail. She specifically thinks through questions, he will ask her, in order to determine her ancestry. Aurora was also giving significant thought in these first few moments about what she thought of him. The area that she is preoccupied with relates not only to race, but also to his physical appearance, and the garments he was wearing. She even tries to determine what part of the country he is from based upon his expensive and sophisticated clothes. During their first meeting the book describes in great detail, each of their thoughts towards the other. Some of the thoughts were prior to any conversation, and of course some are during their conversation. It is fairly clear, that the most significant thing that each is contemplating relates to surface issues, such as ancestry, where they work, how much money they earn, or sexual appeal. This is not uncommon in many people and if these qualities are appealing this can lead to a relationship before determining if the individual has other attributes that they like. The book indicates

Differentiation Ouline for Essay with Goals and Intervention Samples Essay Example

Bowen/Differentiation Ouline for Essay with Goals and Intervention Samples Essay Example Bowen/Differentiation Ouline for Essay with Goals and Intervention Samples Essay Bowen/Differentiation Ouline for Essay with Goals and Intervention Samples Essay Outline for Bowen paper on Beginning, Middle, End goals/interventions 1. a joing family as a coach, healthy triangle look up beginning stages of therapy limit emotional reactivity experimental therapy – teacher/coach b. therapeutic alliance/relationship c. how change brought about? Through insight†¦ For Bowen theory – insight gained by looking at patterns in famly/genogram For Behavior therapy – shaping For cognitive therapy – challenging destructive schema Structural therapy- realigning structure Bowen – 1. Insight2. Multi-generation transmission 3. Differentiation of self 2. skip . vignette – conceptualization/hypotheses 4. 3 stage treatment plan (beginning, middle, end of therapy) a. global goals b. interventions Beginning goals/interventions 1. Make client feel safe/build rapport/build relationship 2. Ask their goals 3. question about their family positions 4. empathy/active listening 5. symptom relief – ask about symptoms, wh at brings them to therapy, not taking sides, repeat (mirror), no judging a. Build working hypothesis – ask clarifying questions, seating position Middle goal for Bowenian Therapy 1. Id subsystems, hierachy, genome relationships . Bowen Goal: Begin challenging pathological beliefs/faulty cognitions (intervention) genogram 3. Bowen Goal: Reach differentiation Intervention 4 Bowen Goal: Assist family in looking at family dynamics: Intervention – Genogram End 1. Time to end when believe they are able to maintain change/and how a. Client/clients have maintained change for some time in therapy b. Learn to deal with loss, if attached to therapist c. Have a plan i. resources ii. index cards d. Review progress iii. Bowen copy of genogram, beginning and end iv. Bowen – copy of CED, other tests

No Child Left Behind Is it Working Essay Example | Topics and Well Written Essays - 2500 words

No Child Left Behind Is it Working - Essay Example Many children in the United States experience reading failure. According to the National Assessment f Educational Progress (NAEP) on reading in 2003, thirty-seven percent f fourth graders are reading below the Basic Proficiency level. This is the same level f failure that was reported in 1992 (Making NCLB work) Under this plan, all public schools students must be proficient in reading and math by the year 2014. Only students in second grade and beyond are required to test. In grades three through eight and once during high school, reading and math development will be calculated yearly. Testing in science will also be conducted by the end f the 2007-2008 school year. By the end f the 2005-2006 school year, teachers will also be required to be "highly qualified" (Wikipedia) According to this program, a highly qualified teacher is defined as an individual who has fulfilled the states' qualifications and licensure requirements. New teachers entering this field are required to acquire at least a bachelor's degree. If they will be teaching at an elementary school, they must pass a test known as the California Subject Examination for Teachers (CSET) and the California Basic Education Skills Test (CBEST). These tests replicate the subject matter understanding required to teach in California and demonstrates proficiency in basic reading and writing, mathematics and English. Teachers that are not new must pass a test in which state they teach in that demonstrates their subject understanding and teaching abilities. Each state has a curriculum structure. Each one summarizes the course f study by local school districts. This is how they develop programs directing state and local textbook adoption processes. Most states' average curriculum consists f English Language Arts, Mathematics, History/Social Science, and Science. Many states have no adopted standards in the remaining vicinities f curriculum such as foreign language, Physical Education and health. Each year schools, school districts, and the state must make adequate yearly progress (AYP). For Unified school districts K-12, 23.0% f their students must score proficient or above in ELA and 23.7% must do so in math. By the 2007-2008 school year, 34.0% must score proficient or above in ELA and 34.6% in math. Scores must improve annually with the same goal f 100% proficient or above by the 2013-2014 school year. States need to develop standards-based tests in science by the 2007-2008 school year (California School Accountability System under the Federal NCLB act). Under the accountability provisions, states must explain how they will close the achievement gap by making certain that all students reach academic proficiency. States must also generate annual state and school district report cards that notify parents and the surrounding communities regarding the state and school progress. Many states are requesting authorization to change the amount f students whose scores do not have to be calculated in required racial categories. Test scores are required to be reported by group such as race, disability, or economic circumstances. By law if one group f students fails to meet the standards, the whole school

High Frequency Oscillatory Ventilation Essay Example | Topics and Well Written Essays - 7500 words

High Frequency Oscillatory Ventilation - Essay Example air in a single breath is known as the "tidal volume." Conventional ventilators can have a harmful effect on infants because normal tidal volumes may overstretch the lungs. HFOV is a highly effective alternative, which uses high frequency (10 - 15 breaths per second) and smaller tidal volumes, which reduces the risk of lung damage. The development of the positive pressure mechanical ventilator in the 1950s marked a significant achievement in the care of patients with respiratory failure, and was a cornerstone in the establishment of the discipline of critical care medicine. Since then, although mechanical ventilation is often life saving, it can also be injurious, especially in patients suffering from Acute Respiratory Distress Syndrome (ARDS). ARDS is the prototypical disease of abnormal lung compliance, causing respiratory failure in both children and adults. ARDS refers to the syndrome of lung injury characterized by dyspnea, severe hypoxemia, decreased lung compliance, and diffuse bilateral pulmonary infiltrates (Udobi & Childs, 1). It can also result in refractory hypoxemia, which can often stimulate attempting nonconventional ventilation strategies such as using nitric oxide, recruitment maneuvers, or prone positioning. High-Frequency Oscillatory Ventilation (HFOV) has emerged as one such rescue strategy for patients with ARDS. Moreover, given that it appears to injure the lung less than conventional modes of ventilation, it may also be ideally suited to use early in ARDS. HFOV utilizes oscillations generated by a piston pump or a diaphragm oscillator driven by a motor. It produces a sinusoidal or somewhat erratic pressure waveform that gives the expiratory phase its unique active characteristic. This component is created by the backward movement of the diaphragm or piston of the oscillator. A constant distending airway pressure is applied, over which small tidal volumes are superimposed at a high respiratory frequency (Bouchat, Godard and Claris,

Market Structures Research Paper Example | Topics and Well Written Essays - 1500 words

Market Structures - Research Paper Example Following are the five market structures with the explanation of the scenario in which they are described in the book. Pure Competition A market structure is known as ‘pure competition’ when there are a large number of sellers or firms in the market. Due to the presence of a large number of sellers in the market, there is no possibility of the presence of monopoly, oligopoly or difference in prices. The competition brings the prices of products to a point that is determined natural by the market forces i.e. the demand and the supply. The example of pure competition in the book is given when the author describes the hamburger stands and restaurants that are located at the Route 66. The number of business operating in that one market is very large and the products provided by those businesses are almost the same. The example in the story suggests that there are a large number of small businesses that offer quick meals, candy, medications, gasoline and other essential commo dities. In the presence of a large number of sellers and substitute products, the buyers are given with a complete freedom to choose any feasible seller. In such a scenario, the sellers cannot keep prices any higher than those prevailing in the market. The impact of such a market structure on the sellers is not so beneficial as they are not allowed to keep a high profit margin and the profit they make is normal profit that is determined by the market forces. However, buyers on the other hand, are benefitted by such a market structure as they do not have to pay any higher than the normal price. In some circumstances, when there is excess supply in a perfect competition, the prices may lower even further due to the laissez faire market forces. Monopolistic Competition Monopolistic competition is a market structure that is the opposite of the perfect competition. Unlike perfect competition, in monopolistic competition, the products are differentiated and there are less or no substitute products in the market and the number of firms is also low. This scenario benefits the sellers as they are free to charge any price for any buyer. From the story line, the example of monopolistic competition can be extracted from Chapter 26 when one of the characters goes to market in order to buy some groceries. It is found out that all the prices, even those of the basic necessities, are inflated and there is nothing the buyer can do against it. This scenario rises because there is product differentiation and price differentiation in the market. The character, Ma, is surprised at each price she is told for the products she wishes to purchase. She even reminds the shopkeeper that not long ago the prices were significantly less than what he quotes and the shops in the town offer lower prices. Other sellers are present in the market that has been indicated as ‘town’ in the book, but the monopolistic competition in intact due to the geographic location and price differen tiation. Therefore there are no substitute products in the market. The sellers are free to charge any price at any profit margin and the buyers would have no influence over the prices and they would be compelled to buy at the inflated prices. Thus, in a monopolistic competition, the number of sellers in the market does not impact the overall competition due to lack of substitute products. The sellers are benefitted from this situation because they are free to

Quest for Self-Determination in I Know Why The Caged Bird Sings and Lak

Quest for Self-Determination in I Know Why The Caged Bird Sings and Lakota Woman      Ã‚  Ã‚   During their growing up years, children struggle to find their personal place in society. It is difficult for children to find their place when they are given numerous advantages, but when a child is oppressed by their parents or grandparents, males in their life, and the dominant culture, the road to achieving self-identity is fraught with enormous obstacles to overcome. Maya Angelou's I Know Why The Caged Bird Sings and Mary Crow Dog's Lakota Woman depict the two women's "triumph over formidable social obstacles and [their] struggle to achieve a sense of identity and self-acceptance" (Draper 1).    Both women grew up in segregated societies: Mary Crow Dog on the Rosebud Sioux Indian Reservation in South Dakota, and Maya Angelou in the black community of Stamps, Arkansas. As is common with minority children, they spent most of their childhood living with their grandparents. Both women also experienced oppression by their parents and grandparents, who are the first contact with other people that children have. Even though Mary's mother and grandmother spoke the Lakota language, they refused to teach it to Mary. They told her that "speaking Indian would only hold you back, turn you the wrong way" (Crow Dog 22). They wanted Mary to have a "white man's education" (Crow Dog 22).    In contrast, Maya was denied a white man's education, not only by the dominant culture but also by her grandmother. Maya attended the Lafayette County Training School, which was the school for blacks. In addition, Maya's grandmother forbade her from reading books by white authors. This restriction is exemplified in the following passage:    Bail... ...e barriers blocking their chosen path and achieve the power to lead their lives as they see fit.      Works Cited Angelou, Maya. I Know Why The Caged Bird Sings. New York: Bantam, 1993. Crow Dog, Mary. Lakota Woman. New York: HarperPerennial, 1991. Draper, James P., ed., et al. Contemporary Literary Criticism, Vol. 77. Detroit: Gale Research Inc., 1993. Mahtowin, "Mary Crow Dog: Real Life Hero." New Directions for Women, Vol. 21, No.2, March-April, 1992, p. 28. Narins, Brigham, and Deborah A. Stanley, eds., et al. Contemporary Literary Criticism, Vol. 93. Detroit: Gale Research Inc., 1996. O'Neale, Sondra. "Reconstruction of the Composite Self: New Images of Black Women in Maya Angelou's Continuing Autobiography." Black Women Writers (1950-1980): A Critical Evaluation, edited by Mari Evans, Anchor Press/Doubleday, 1984, pp. 25-37.    Quest for Self-Determination in I Know Why The Caged Bird Sings and Lak Quest for Self-Determination in I Know Why The Caged Bird Sings and Lakota Woman      Ã‚  Ã‚   During their growing up years, children struggle to find their personal place in society. It is difficult for children to find their place when they are given numerous advantages, but when a child is oppressed by their parents or grandparents, males in their life, and the dominant culture, the road to achieving self-identity is fraught with enormous obstacles to overcome. Maya Angelou's I Know Why The Caged Bird Sings and Mary Crow Dog's Lakota Woman depict the two women's "triumph over formidable social obstacles and [their] struggle to achieve a sense of identity and self-acceptance" (Draper 1).    Both women grew up in segregated societies: Mary Crow Dog on the Rosebud Sioux Indian Reservation in South Dakota, and Maya Angelou in the black community of Stamps, Arkansas. As is common with minority children, they spent most of their childhood living with their grandparents. Both women also experienced oppression by their parents and grandparents, who are the first contact with other people that children have. Even though Mary's mother and grandmother spoke the Lakota language, they refused to teach it to Mary. They told her that "speaking Indian would only hold you back, turn you the wrong way" (Crow Dog 22). They wanted Mary to have a "white man's education" (Crow Dog 22).    In contrast, Maya was denied a white man's education, not only by the dominant culture but also by her grandmother. Maya attended the Lafayette County Training School, which was the school for blacks. In addition, Maya's grandmother forbade her from reading books by white authors. This restriction is exemplified in the following passage:    Bail... ...e barriers blocking their chosen path and achieve the power to lead their lives as they see fit.      Works Cited Angelou, Maya. I Know Why The Caged Bird Sings. New York: Bantam, 1993. Crow Dog, Mary. Lakota Woman. New York: HarperPerennial, 1991. Draper, James P., ed., et al. Contemporary Literary Criticism, Vol. 77. Detroit: Gale Research Inc., 1993. Mahtowin, "Mary Crow Dog: Real Life Hero." New Directions for Women, Vol. 21, No.2, March-April, 1992, p. 28. Narins, Brigham, and Deborah A. Stanley, eds., et al. Contemporary Literary Criticism, Vol. 93. Detroit: Gale Research Inc., 1996. O'Neale, Sondra. "Reconstruction of the Composite Self: New Images of Black Women in Maya Angelou's Continuing Autobiography." Black Women Writers (1950-1980): A Critical Evaluation, edited by Mari Evans, Anchor Press/Doubleday, 1984, pp. 25-37.   

Mr. Omijie Famous

A Brief History of School Guidance and Counseling in the United States The history of school counseling formally started at the turn of the twentieth century, although a case can be made for tracing the foundations of counseling and guidance principles to ancient Greece and Rome with the philosophical teachings of Plato and Aristotle. There is also evidence to argue that some of the techniques and skills of modern-day guidance counselors were practiced by Catholic priests in the Middle Ages, as can be seen by the dedication to the concept of confidentiality within the confessional.Near the end of the sixteenth century, one of the first texts about career options appeared: The Universal Plaza of All the Professions of the World, (1626) written by Tomaso Garzoni. Nevertheless, formal guidance programs using specialized textbooks did not start until the turn of the twentieth century. The factors leading to the development of guidance and counseling in the United States began in the 1890 s with the social reform movement. The difficulties of people living in urban slums and the widespread use of child labor outraged many.One of the consequences was the compulsory education movement and shortly thereafter the vocational guidance movement, which, in its early days, was concerned with guiding people into the workforce to become productive members of society. The social and political reformer Frank Parsons is often credited with being the father of the vocational guidance movement. His work with the Civic Service House led to the development of the Boston Vocation Bureau. In 1909 the Boston Vocation Bureau helped outline a system of vocational guidance in the Boston public schools.The work of the bureau influenced the need for and the use of vocational guidance both in the United States and other countries. By 1918 there were documented accounts of the bureau's influence as far away as Uruguay and China. Guidance and counseling in these early years were considered to be mostly vocational in nature, but as the profession advanced other personal concerns became part of the school counselor's agenda. The United States' entry into World War I brought the need for assessment of large groups of draftees, in large part to select appropriate people for leadership positions.These early psychological assessments performed on large groups of people were quickly identified as being valuable tools to be used in the educational system, thus beginning the standardized testing movement that in the early twenty-first century is still a strong aspect of U. S. public education. At the same time, vocational guidance was spreading throughout the country, so that by 1918 more than 900 high schools had some type of vocational guidance system.In 1913 the National Vocational Guidance Association was formed and helped legitimize and increase the number of guidance counselors. Early vocational guidance counselors were often teachers appointed to assume the extra duties of t he position in addition to their regular teaching responsibilities. The 1920s and 1930s saw an expansion of counseling roles beyond working only with vocational concerns. Social, personal, and educational aspects of a student's life also needed attention. The Great Depression of the 1930s led to the restriction of funds for counseling programs.Not until 1938, after a recommendation from a presidential committee and the passage of the George Dean Act, which provided funds directly for the purposes of vocational guidance counseling, did guidance counselors start to see an increase in support for their work. After World War II a strong trend away from testing appeared. One of the main persons indirectly responsible for this shift was the American psychologist Carl Rogers. Many in the counseling field adopted his emphasis on â€Å"nondirective† (later called â€Å"client-centered†) counseling.Rogers published Counseling and Psychotherapy in 1942 and Client-Centered Therapy in 1951. These two works defined a new counseling theory in complete contrast to previous theories in psychology and counseling. This new theory minimized counselor advice-giving and stressed the creation of conditions that left the client more in control of the counseling content. In 1958 the National Defense Education Act (NDEA) was enacted, providing aid to education in the United States at all levels, public and private.Instituted primarily to stimulate the advancement of education in science, mathematics, and modern foreign languages, NDEA also provided aid in other areas, including technical education, area studies, geography, English as a second language, counseling and guidance, school libraries, and educational media centers. Further support for school counseling was spurred by the Soviet Union's launching of Sputnik and fears that other countries were outperforming the United States in the fields of mathematics and science.Hence, by providing appropriate funding for educa tion, including guidance and counseling, it was thought that more students would find their way into the sciences. Additionally, in the 1950s the American School Counselor Association (ASCA) was formed, furthering the professional identity of the school counselor. The work of C. Gilbert Wrenn, including his 1962 book The Counselor in a Changing World, brought to light the need for more cultural sensitivity on the part of school counselors.The 1960s also brought many more counseling theories to the field, including Frederick Perl's gestalt therapy, William Glasser's reality therapy, Abraham Maslow and Rollo May's existential approach, and John Krumboltz's behavioral counseling approach. It was during this time that legislative support and an amendment to the NDEA provided funds for training and hiring school counselors with an elementary emphasis. In the 1970s the school counselor was beginning to be defined as part of a larger program, as opposed to being the entire program.There wa s an emphasis on accountability of services provided by school counselors and the benefits that could be obtained with structured evaluations. This decade also gave rise to the special education movement. The educational and counseling needs of students with disabilities was addressed with the passage of the Education for All Handicapped Children Act in 1975. The 1980s saw the development of training standards and criteria for school counseling. This was also a time of more intense evaluation of education as a whole and counseling programs in particular.In order for schools to provide adequate educational opportunities for individuals with disabilities, school counselors were trained to adapt the educational environment to student needs. The duties and roles of many counselors began to change considerably. Counselors started finding themselves as gatekeepers to Individualized Education Programs (IEP) and Student Study Teams (SST) as well as consultants to special education teachers, especially after passage of the Americans with Disabilities Act in 1990.The development of national educational standards and the school reform movement of the 1990s ignored school counseling as an integral part of a student's educational development. The ASCA compensated partially with the development of national standards for school counseling programs. These standards clearly defined the roles and responsibilities of school counseling programs and showed the necessity of school counseling for the overall educational development of every student. Major Roles and Functions for School Counselors