Essay Sample on Color Naming My Own Research

Essay Sample on Color Naming My Own Research In order to explore the ways in which American’s judge similarity and difference of colors, I interviewed two of my male coworkers, and two female friends. The males that participated in my project were over 40 years of age. They were both alumni of the University of Connecticut, and had both come to work for UConn some years later. The two females were current students at UConn. One was a pharmacy major, the other an English major. I came upon my first problem right away. What exactly constitutes a color name? The obvious answers are â€Å"red, blue, green†¦ etc† but what about â€Å"grass green†? Does putting a noun before the name of a primary color constitute its own color? If this were the case, there would be no end to the color names we use. â€Å"Coca-Cola Red†, â€Å"Laser-Jet Printer Gray†, â€Å"The Carpet in the Office I Work At Blue† would all be color names under this system. However, the participants did seem to have a point. â€Å"Sky blue† is certainly considered a color by most people. Who decides what is or is not a color? The web designers at Netscape and Internet Explorer have declared there are 140 possible colors to choose from when you view a website. The have names such as â€Å"palevioletred† and â€Å"snow†. Should â€Å"snow† be considered a color? Can the object in the world that comes in that color, define a color? If so, which color of snow is the color â€Å"snow†? I myself have seen more shades of snow then I could possibly count. How about â€Å"palevioletred†? That is simply two color names put together with an adjective. Are â€Å"brightbluegreen† and â€Å"darkwhitebrown† also colors? Perhaps to answer these questions, we should ask the color experts at Crayola. They currently have 120 different color names in their largest box of crayons. Some of them include â€Å"Fuzzy-Wuzzy Brown†, â€Å"Macaroni and Cheese†, â€Å"Banana Mania†, and â€Å"Mountain Meadow.† In addition, they have a variety of special color sets including â€Å"Glitter†, â€Å"Pearl Brite† and â€Å"Techno Brite† colors. It also seems worth mentioning that Crayola has changed the names of some colors such as â€Å"Prussian Blue† to â€Å"Midnight Blue†, and retired others such as â€Å"Indian Red†. Does this mean that â€Å"Prussian Blue† is no longer an acceptable color name, or that it simply was not the correct name to reference the shade that is now known as â€Å"Midnight Blue†? A few searches on the web brought me to some color name dictionaries that I thought might be helpful. I found that â€Å"Gray 1† all the way through â€Å"Gray 100† are considered color names by some. I have to wonder why each primary color does not have the same listing, for as I understand colors, there should therefore also exist â€Å"Red 1† through â€Å"Red 100†. My conclusion was that there is just no definitive list of color names. I therefore proceeded to allow my subjects to write names such as â€Å"Christmas Tree Green†, â€Å"Sparkle Red† and â€Å"Screaming Green.† If Crayola can do it, I supposed my participants could too. The next thing I found was that personality seemed to effect the way the subjects went about the task of separating out the â€Å"most different† chips. Right away, all my subjects repeated â€Å"Most different?† with a look of pure confusion on their faces. Apparently this was not a familiar task for them. I would repeat, â€Å"Yes, which one do YOU feel is the most different?† It seemed that once I specified that it was a personal judgment they needed to make, and not a right or wrong answer, they were more comfortable making the decisions. The older males still seemed to have more problems then the younger females. They pressed on with questions such as â€Å"What do you mean different?† â€Å"They’re ALL different, how do I choose which is most different?!† One even seemed to get frustrated at the task, but all four agreed to continue, and in the end their answers were very similar. It seems to me that they were making their choices intuitively. If asked â€Å"why† they chose any specific card, they didn’t have an answer. They could not put into words why the yellow of chip E was more different from its closest chip D, then the greenish chips of F and H. I believe that this is why they had trouble with the task in the beginning. When there was a chance that there are right or wrong answers, how could they make choices that they could not verbally back up? Americans are taught to be logical about their choices. They are comfortable with answers being right or wrong. When given a logic question, most Americans will refrain from adding information from their personal lives or extraneous information, and instead will give you correct logical answer, even when it goes against everything in the real world. I find it to be interesting that something we encounter as often as color names, is something we’ve allowed to be so illogical and vague. We have no real color naming system and no real color comparing system. At what point does a shade of red become â€Å"pink†? How many different colors would we constitute as â€Å"green†? There don’t seem to be any definitive answers to these questions, even though computer can measure color very easily. We can calculate the ratio of the primary colors in a given shade, and its darkness to very easily replicate a color. Why does that color not have a definitive name? One might guess that we don’t have names for each color because there are simply too many. However, there are an infinite number of numbers we can mention, and each and ever one has its own distinct name. Why aren’t colors named by number? Perhaps we cannot differentiate between colors enough to recognize a given color alone, so we would never know which color name applied to a given shade. However, lets say I told you there are 100 shades of yellow. â€Å"Yellow 1† is the closest yellow shade to green, and â€Å"Yellow 100† is closest to red. â€Å"Yellow 50† would be the purest shade of yellow you can imagine. Would â€Å"Yellow 75† be more specific then â€Å"Reddish Yellow†? If so, what would you call â€Å"Yellow 93†? Perhaps you would say, â€Å"More Reddish Yellow† or â€Å"Orangey Yellow Red†? Maybe even â€Å"Sunset Yellow† would be your answer. In conclusion, I have to say that color naming is not an exact science. It’s not even a guessing-game. It seems to be a free-for-all in which anyone can refer to any color with any title they like. Compare it to other colors, such as â€Å"Bluish-Green†, put a noun in front of it such as â€Å"Sea Green†, or come up with a completely random name such as â€Å"Green Whisper† and no matter what, nobody could ever argue that its not a color. Then again, nobody will ever know to which exact color shade you are referring. Likewise color similarity judgments seem to be a vague, intuitive guessing game where people can make choices that are very similar to their peers, but that nobody can verbally back up. Perhaps we simply lack the language to describe our decisions, perhaps there is an internal scale we use but have yet to realize and put down in writing. Maybe someday color naming will be an exact science. Perhaps it will never need to be.

Examples of Plural Tantum in English

Examples of Plural Tantum in English Plurale tantum is a  noun that appears only in the plural and doesnt ordinarily have a singular form (for example, jeans, pajamas, tweezers, shears, and scissors). Also known as a lexical plural. Plural:  pluralia tantum. Jeans, scissors, trousers, and glasses are great examples of plural tantum  nouns in the English language. Singular Tantum A noun that appears only in the singular formsuch as dirtis known as singulare tantum. Etymology of Plural Tantum Latin  for plural only Examples and Observations Richard Lederer [in Crazy English, 1990] asks, Doesnt it seem just a little loopy that we can make amends but never just one amend; that no matter how carefully we comb through the annals of history, we can never discover just one annal; that we can never pull a shenanigan, be in a doldrum, or get a jitter, a willy, a delerium tremen, a jimjam, or a heebie-jeebie? Lederer is alluding to pluralia tantum: Nouns that are always plural. Because they are not the result of pluralizing a singular, the complete plural form, -s and all, has to be stored in memory. Pluralia tantum in a sense are irregular regulars, and indeed they are happy to appear inside compounds: almsgiver (not almgiver), arms race (not arm race), blues rocker (not blue rocker), clothesbrush, Humanities department, jeans maker, newsmaker, oddsmaker, painstaking.(Steven Pinker, Words and Rules. Basic Books, 1999) Items of Clothing Lets take a look at other pluralia tantum in the pants/trousers family:(Mark Liberman, Language Log, Feb. 15, 2007) Outergarments: pants (orig. pantaloons), trousers, slacks, breeches/britches, bloomers, jeans, dungarees, bell bottoms, chinos, tights, shorts, trunks, Bermudas (extended to brand names: Levis, 501s, Wranglers, Calvins)Undergarments: underpants, long johns, skivvies, drawers, panties, knickers, boxers, briefs, undies, tighty-whities (extended to brand names: BVDs, Fruit of the Looms, Jockeys) How to Turn Lexical Plurals Into Count Nouns Nouns for articles of dress consisting of two parts are also treated as plural: [A] Where ​are my trousers?[B] They are in the bedroom where you put them. But such plural nouns can be turned into ordinary count nouns by means of a pair of or pairs of: I need to buy a new pair of trousers.How many pairs of blue jeans do you have? (Geoffrey Leech and Jan Svartvik, A Communicative Grammar of English, 3rd ed. Routledge, 2013) Lexical Concepts, Not Linguistic Classes The definitional property of having no singular turns out to be shallow and sometimes accidental, often (as in English) practically impossible to define and circumscribe. The state of affairs resembles the status of the mass-count distinction. . . . While they remain necessary as descriptive concepts, mass and count cannot be defined as grammatical properties of lexical items outside of a context, as Borer (2005) cogently shows. In the same way, I think, pluralia and singularia tantum are indispensable descriptive concepts, but they are not genuine linguistic classes. Therefore, we cannot build a notion of lexical plurals around that of pluralia tantum.(Paolo Acquaviva, Lexical Plurals: A Morphosemantic Approach. Oxford University Press, 2008)

In consultation Case Study Example | Topics and Well Written Essays - 1000 words

In consultation - Case Study Example The negotiating parties may discuss the consequences of the contract in detail before signing the final written contract. But these verbally discussed things will be legally valid only if it is included in the final written agreement. â€Å"The parol evidence rule applies to integrated contracts and provides that when parties put their agreement in writing, all prior and contemporaneous oral or written agreements merge in the writing† (Parol Evidence). In future, both the parties can deny the verbal offers made before the agreement if it is not included in the final written agreement. In the given case, Air phone Mobile service representative verbally assured Marvin that his company would take responsibility if any of its customers became sick from its phones. At the same time he refused to delete the clause included in the written agreement which states clearly that Air phone has no liability out of the sickness caused by its mobile phone use. In short, the parol evidence and written agreement are not contradictory in clauses and in future disputes the court will consider only the written agreement. FDA recommends the usage of hands free while using cell phones (West). In order to protect his employees, Marvin can ask them to use hands free along with the mobiles. Hands free allow the mobile users to keep the mobile phones in a distance from the body while making or receiving calls. Mobile phones cause health problems only when it comes closer to the body while in operation. Radiations from the mobile phones will be hyperactive when it is in use and hands free can prevent such radiations from striking our body. Marvin can also ask his employees to use text messages more frequently whenever possible. Text messages can prevent the employees from keeping the phone near to the head. Such messages can cause little damages to the employees. He can also advice his employees to bring the phone near to the ear only after the person at the other

Accessibility Essay Example | Topics and Well Written Essays - 1000 words

Accessibility - Essay Example Since websites are most rife at the technology interface available to general public, web development technology specific accessibility options are given special importance in the context of this rule. (Lazar and Olalere 2011) The Section 508 is having significant impact. Websites of both government and non government organizations, particularly those working in the sphere of human services, may call for processes such as live chat, online support service, video conference, etc. In absence of proper scope to use wider accessibility options, such websites may become useless to users who have disabilities. Section 508 articulates that how IT systems and applications can be made more user-friendly. Consequently, it sets a legal and technical roadmap before the website developers, which defines how they can ensure numerous and better accessibility options in the websites they design.... For example, a website may have a wide appearance when viewed with the help of a computer; but it will appear in a sleek, oblong from when viewed with the help of a mobile phone. (U.S. Department of Veterans Affairs 2013; Seffah and Javahery 2004) Section 508 and Its Impact In USA, Section 508 of Rehabilitation Act (1973) was legislated in 1998 by the means of an amendment. The main motive behind this law is to get rid of barriers in information technology (IT) systems, which people with disabilities confront in general. It also aims at developing techniques that would make it plausible and easier for people with disabilities to have equal opportunity to access information. Since websites are most rife at the technology interface available to general public, web development technology specific accessibility options are given special importance in the context of this rule. (Lazar and Olalere 2011) The Section 508 is having significant impact. Websites of both government and non govern ment organizations, particularly those working in the sphere of human services, may call for processes such as live chat, online support service, video conference, etc. In absence of proper scope to use wider accessibility options, such websites may become useless to users who have disabilities. Section 508 articulates that how IT systems and applications can be made more user-friendly. Consequently, it sets a legal and technical roadmap before the website developers, which defines how they can ensure numerous and better accessibility options in the websites they design. Available Tools for Compliance Testing The World Wide Web Consortium or W3C provides an efficient Section 508 compliance checking

Report on Sir Isaac Newton Essay Example for Free

Report on Sir Isaac Newton Essay Sir Isaac Newton was an English mathematician and physicist. He was considered one of the greatest scientists in history. Newton was also the culminating figure in the scientific revolution of the 17th century. Newton was best known for his discovery that the force called gravity affects all objects in space and on earth. .Isaac Newton was born on December 25, 1642, in the hamlet of Wollsthorpe, Lincolnshire (R.S.W. 17) His Father died only three months before he was born (Sir Isaac Newton 1). When he was three years old Isaacs mother, Hanna, placed him with his grandmother so that she could remarry a man named Barnabas Smith, a wealthy man from North Witham (Dr. Robert A. Hatch 1). When his mother returned to Woolsthorpe in 1653, Newton was withdrawn from school to fulfill his birthright as a farmer. Newton failed at farming, and returned to Kings School at Grantham to prepare for entrance to Trinity College, Cambridge. A turning point in Newtons life was when he left Woolsthorpe for Cambridge University in June of 1661 (Dr. Robert A. Hatch 1). Although Cambridge was a marvelous center of learning, the spirit of the scientific revolution had yet to enter its curriculum. In 1665 Isaac Newton took his bachelors degree at Cambridge without honors or distinction (Dr. Robert A. Hatch 2). In 1665 the university was closed because of the plague. At this time Newton returned to Woolsthorpe. There, in the following 18 months, he began revolutionary advances in mathematics, optics, physics, and astronomy (J. A. Schuster 1). During the plague years, Isaac Newton laid the foundation for elementary differential and integral Calculus. He invented the method of fluxions which was based on his crucial insight that finding the area under its curve is the inverse procedure to finding the slope of the curve at any point (J. A. Schuster 1). Also during the plague years he made remarkable discoveries in optics. He had reached the conclusion that white light is not a simple, homogeneous entity. He proved this by passing a thin beam of sunlight through a glass prism which created a spectrum of colors on the wall opposite. Isaac argued that white light is a mixture of many different types  of rays, that the different types of rays are refracted at slightly different angles, and that each type of ray is responsible for producing a given color (J. A. Schuster 2). Newtons greatest work was in physics and celestial mechanics. In 1666, Newton had formulated early visions of his three laws of motion (J.A. Schuster 3). Also during these years he examined the elements of circular motion and, applying his analysis to the moon and the planets, found the inverse square relation that the radially directed force acting on a planet decreases with the square of its distance from the sun. This was later crucial to the law of universal gravitation (Sir Isaac Newton 3). When the University of Cambridge reopened after the plague in 1667, Newton put himself forward as a candidate for a fellowship (Sir Isaac Newton 3). He was elected to a minor fellowship at Trinity College but, after being awarded his Masters Degree, he was elected to a senior fellowship in 1668. Before he had reached his 27th birthday, he succeeded Isaac Barrow as Lucasian Professor of Mathematics (Dr. Robert A. Hatch 2). In 1672, shortly after his election to the Royal Society, he communicated his first public paper, a controversial study on the nature of color (Sir Isaac Newton 4). The paper was generally well received but Hooke and Huygens objected to Newtons attempt to prove, by experiment alone, that light consists of the motion of small particles rather than waves. Although his hypotheses was not convincing, his ideas about scientific method won universal assent along with his corpuscular theory. These reigned until the wave theory was revived in the early 19th century (Newton, Sir Isaac 2). Newtons relations with Hooke soured. Newton withdrew from public discussion for about a decade. After 1675, he devoted himself to chemical and alchemical researches. He postponed the publication of a full account of his optical researches until after the death of Hooke in 1703. Newtons Opticks appeared in 1704. Newtons Opticks dealt with the theory of light and color and with Newtons investigations of the colors of thin sheets. It also contained Newtons Rings and the phenomenon of diffraction of light  (Newton, Sir Isaac 2). In 1689, Newton was elected to represent Cambridge in Parliament. During his stay in London he became acquainted with John Locke, the famous philosopher, and Nicolas Fatio de Duillier, a brilliant young mathematician who became a friend. In 1693, however, Newton suffered a severe nervous disorder (Dr. Robert A Hatch 4). There are many interpretations to the cause of this disorder. Some of these interpretations include overworked, the stress of controversy, and perhaps mercury poisoning the result of nearly three decades of alchemical research. After his recovery Newton sought a new position in London. In 1696 Newton was appointed Warden and then Master of the Mint (Dr. Robert A. Hatch 4). In 1703, Newton was elected president of the Royal Society and was annually reelected until his death (Dr. Robert A. Hatch 5). In 1705 Isaac Newton was knighted (Margret C. Jacob 390). His time as president has been described as cruel, and his control over the lives and careers of younger disciples was all but absolute. Newton could not stand for contradiction or controversy; his quarrels with Hooke provided a single example. Later disputes, as president of the Royal Society, Newton used all the forces he could muster. An example of this is when he published Flamsteeds astronomical observations without the authors permission. In the end, the actions of the Society were extensions of Newtons will. Until his death Newton dominated the landscape of science without rival (Dr. Robert A. Hatch 5). Issac Newton died in London on March 20, 1727 (R.S.W. 20). In conclusion, Sir Issac Newton was one of the greatest scientists in history. Newton was also the culminating figure in the scientific revolution of the 17th century. Many of his theories have become foundations for many areas of science.

Exploring the Ideal Everyday Environment :: Essays Papers

Exploring the Ideal Everyday Environment The everyday is most easily viewed as a routine: the occurrences and reoccurrences of an individual’s daily life. A person generally wakes in the mornings, goes to work or attends school, fills their afternoons with errands and activities, returns home, and retires to bed late in the evenings. They become focused on this pattern of the everyday and most everyone in society lives by such a pattern. However, this is not to say that all members of society experience the same everyday, and there is more complexity that lies beyond an everyday routine. Each individual lives in an everyday world unalike any other. No two people live the same everyday life. Therefore, it is deemed important that the everyday is viewed and considered on a large scale. The large scale most often used is the city or the metropolis. A metropolis environment allows for the everyday to exist bountifully, and therefore, allows the everyday to thrive. Differences in everyday life can be compared and contrasted from person to person. The everyday is most often explored in a metropolis setting for these reasons. However, can it be argued then that they everyday only exists within the metropolis? Does an everyday take place outside of the city? It is my belief from my studies that the everyday actually occurs only within the city, and the country or rural areas is where a less complex routine happens. People live routine lives in the country, yet the routine is not massive enough for observation when considering the everyday. Urban areas are the best place for the everyday to occur because it allows for collaboration of routine lives with the shock of the abnormal. Multiple observations of routine lives allow for the everyday to be perceived in order to draw conclusions about the everyday and to classify the everyday. The shocks that occur in the metropolis allow analysts to perceive the effect and to document changes such socks have on a society. Imagine people busily w alking down the street and think of each person’s individual everyday life while observing the shocks of the abnormal. In this, the everyday is being experienced with the subjection to the metropolis. The metropolis, as the most ideal location for the everyday to occur, can be

A Personal Theory of Counseling: The Holmes Approach Essay

Perhaps nothing is as significant to the success of the therapeutic process and nothing represents the foundation of successful therapy more than one’s personal theory of counseling. All individuals in all aspects of life work from some belief system, perspective, or model of how the world works, how things are, and how things interact. Developing a deep understanding of one’s own personal theory leads to better decision-making with respect to the therapeutic process, including therapist approach and client interaction. Such an understanding also promotes a greater ability to intervene more effectively with clients whose values are in contrast to one’s own. Being aware of one’s own personal theory of the world and, subsequently, one’s view of counseling, also helps the therapist identify individual strengths and areas for improvement. The personal orientation of the therapist is a sum total of many influences such as interests, self-awareness, experience, values, and compassion for others, among many other things. Such influences have a direct impact on one’s personal theory of counseling. For instance, my Christian upbringing, experiences, and beliefs have a significant impact on my personal view of the world and others and, therefore, also on my theory of counseling. My religious beliefs and values coincide with some therapeutic approaches and not others. As clients will be most happy when the therapeutic approach is most in alignment with their own personal values, so the therapist will fill most rewarded and happiest approaching the therapeutic process from a foundation that is congruent with their own personal values. The same is true for one’s personal skills and temperament. The process of developing a personal theory of counseling is a bit like shopping for the best fitting clothes. One may find a suit jacket that fits best in an upscale designer clothing store, a shirt that fits best in a retail chain store, a pair of slacks that fit best in a seconds outlet, and a pair of shoes that fit best from a catalogue store. Likewise, one’s personal theory of counseling that fits best is often a synthesis of several different approaches. Despite finding such a fit, the therapist must remain aware of the fact that all theories work with some clients while no theory works with all clients. Such self-awareness enables the therapist to affirm that theories of counseling offer only a partial understanding of human behavior, thinking, growth, and healing and not a definitive or total one. For these reasons, a synthesis of different counseling theories offers a more effective approach. Yet despite such a synthesis or individual theory of counseling, the therapist is charged with the task of continuous, ongoing learning with respect to understanding and working with people. A comprehensive personal theory must deal with the truth that is at the base of the problem. This can be achieved by taking into account various components such as personality structure, motivation, human development, individual differences, health, illness, techniques, effectiveness and the biblical worldview which are all parts of a comprehensive counseling theory (Hawkins, 2006d). To be effective biblical counselors we must have the attitude of Crabb when he stated, â€Å"My overriding goal must be in every circumstance to respond biblically, to put the Lord first, to live in subjection to the father’s will as Christ did (Crabb, 1988, p. 20). † Counselors that get results take into consideration the whole person (e. g. mind, body, soul). Unlike secular counselors, the effective biblical counselor understands that if the counselee encounters a problem we must go back to the manufacturer, which is God who is the answer to the problem. My personal theory of counseling is, indeed, a synthesis of different influences and therapeutic approaches. Of these influence s and theories, the following are the foundation of my personal theory of counseling: Christianity, particularly the examples of the life of Jesus Christ and person-centered theory. For ease of use and future development purposes, I have labeled my personal theory of counseling the Holmes approach. Influences from various approaches form my worldview on people, behavior, thinking, growth, and healing. Within the Holmes approach to counseling, I find a form of modeling, interaction with others, and creation of an environment that most promotes growth and healing. In considering the development of a personal philosophy, several key areas are considered. First, a personal theory includes assumptions about human nature. Second, a theory addresses key concepts including personality development, learning theory, an explanation of health versus ill health, and the roles of behavior, cognition, and affect, among others. Third, therapeutic goals and objectives are considered. Fourth, a personal theory elucidates the therapeutic process which defines the role and function of the counselor, the therapeutic relationship, and the client’s experience. Finally, primary techniques and procedures are identified that are used to facilitate change. The following is an initial, sophomoric sense of my own developing personal theory. Assumptions About Human Nature The main component of my personal theory of counseling is the person-centered approach developed by Carl Rogers. This approach will be my main one for interaction with clients. The reason for person-centered theory driving my therapeutic approach is because its outlook or worldview toward individual function and interaction is most congruent with my own beliefs and values. Person-centered therapy is a humanistic therapy that focuses on individual existence and change (Corey, 2009; Leijssen, 2008; Stiles, Barkham, Mellor-Clark, & Connell, 2008; Wilkins & Gill, 2003; Ziegler, 2002). The principles of Carl Rogers’ work are founded on respect for others, demonstrated by treating everyone with empathy, honesty and giving them unconditional acceptance (Corey, 2009). Person-centered therapy makes the assumption that individuals have the natural or innate power to heal themselves (Corey, 2009). The person-centered or client-centered approach to therapy posits a client-therapist relationship geared toward encouraging these intrinsic healing abilities (Stiles et al. , 2008; Wilkins & Gill, 2003). The view that each individual has within him or her ability to grow and heal is congruent with my Christian belief that within our self is our power of strength through Christ. As 1 Chronicles 20: 10 expresses, â€Å"Wealth and honor come from you; you are the ruler of all things. In your hands are strength and power,† (NKJV). Through the reading Dr. Ronald Hawkins’ model for guiding the counseling process poses that man should be viewed as a set of five concentric circles (Hawkins, 2006). The first circle is the human spirit which portrays God but is inevitably sinful. The second circle is the soul, where the person’s feelings, thoughts, will, and conscience are included. The third is the person’s physical body. Lastly, he adds two more circles to demonstrate components or elements of influence affecting persons. One is labeled as temporal systems such as education, economy, government, society, church, friends, and family. The other is labeled as supernatural systems, mainly God, Satan, good angels, and fallen angels. Hawkins’ model focuses in on the actions of the individual. Key Concepts Genuineness, unconditional positive regard, and empathetic understanding are the main components of the stance modeled by the therapist toward the client in person-centered therapy (Leijssen, 2008). Rogers argued that these three elements in and of themselves are sufficient for promoting change and fuller functioning in clients. A main goal of the person-centered approach is to assist clients through exhibition of these aspects in coming to a fuller acceptance of self-worth (Corey, 2009; Wilkins & Gill, 2003; Ziegler, 2002). Unconditional positive regard and acceptance from the therapist promotes greater self-awareness and self-acceptance in clients (Corey, 2009). Therapy is the means by which clients will remove the personal barriers that constrain and restrict the natural power of self-growth and healing. The inherent worth of the individual forms the basis of the main ideas behind person-centered therapy, as well as Christianity (Adams, 2009; Leijssen, 2008; Reinert, Edwards, & Hendrix, 2009). The goal of accepting Christ into one’s life is similar to the goal of therapy in the person-centered approach; the need of the client for self-acceptance (Leijssen, 2008). As the goal of accepting Christ equates to being saved, a condition of worthiness, so the person-centered therapist is charged with the goal of seeking, in a non-directive manner, to assist the client in confronting feelings and beliefs that prevent the client from achieving congruence between such feelings and beliefs and self-image (Adams, 2009; Leijssen, 2008; Reinert et al. , 2009). The scripture tells us in Romans 15:1-3, â€Å"We then who are strong ought to bear with the scruples of the weak, and not to please ourselves. Let each of us please his neighbor for his good, leading to edification. For even Christ did not please Himself; but as it is written, ‘The reproaches of those who reproached You fell on Me’,† (NKJV). Our Lord and Savior wants our lives to be edified through one another. Holmes therapy, as with person-centered therapy, will enable those in the helping profession to care for our brothers and sisters in love, not by judging or trying to solve their problems, but by just being there to help carry the load and enable them to live much more freely. As with Jay Adams (1986), in this system the true goal of Christian counseling is sanctification through the power of the Holy Spirit. The change for which Christian counselors strive has a spiritual direction and their aim is to help people prosper in the right direction. All change toward God is good, and all change away from God is bad. Sanctification, change toward God is the goal of all Christian counseling,† (Adams, 1986, p. xiii). The fundamental goal of Holmes therapy is not necessar ily symptom relief. Rather, the therapy involves identifying and exploring mistaken goals and ineffective beliefs and values so that the client can make choices that are more congruent with their true self. In exploring these issues, the client will gain a more meaningful sense of who they are and come to accept that they have the freedom to control their life, but with that freedom comes the responsibility of the choices that they make. By accepting this responsibility, the client will be able to develop a more accurate identity which gives greater meaningfulness to their life and develop the tools to identify and fulfill their needs defined by this ‘new, developing’ self. Therapeutic change occurs for the client in stages as they become more and more independent from the therapist. The healed client will be one who lives without the guise of pretense and who can accurately perceive his or her needs, opportunities, and self-worth in the external environment. As individuals can actualize their innate potentiality through a relationship with Christ, the Holmes therapist assists the client in recognizing their innate potentiality. Growth, healing, and enrichment of life are all possible due to this innate ability. The golden rule of Christian faith is to do unto others as you would have others do unto you. Such interaction in person-centered therapy stems from the creation of an environment of unconditional positive regard. As one must willingly come to Christ to receive the benefits of such a life, the functions and role of the therapist in person-centered therapy is non-directive (Leijssen, 2008). The therapist does not provide answers or interpret what the client says or probe for unconscious conflicts or even direct the client toward specific topics. Instead, the therapist provides a â€Å"safe† and â€Å"unchallenging† environment of empathetic listening and unconditional positive regard in which the client feels comfortable self-disclosing feelings, beliefs, and attitudes (Leijssen, 2008). The therapist then restates or reframes the words of the client. The role for the client is to challenge his or her own feelings, especially those that are negative and undermine self-worth, and to be self-revealing. When fusing Christianity, person-centered therapy, and behavior therapy in the Holmes approach the function of the counselor is to serve as an informed guide, but non-judgmental through the client’s process of change. In order to do this, the counselor needs to assess where the client is right now. There is little need to dwell on where the client has been other than when assessing how previous patterns of thoughts and behaviors have affected their current state (Corey, 2009). The counselor helps the client understand their approach to life and how maladaptive strategies and choices have affected their ability to meet their needs and feel happy (Corey, 2009; Terjesen, Salhany, & Scuiotto, 2009; Zeigler, 2002). Moreover, the counselor helps the client see their role in creating their misery and helps the client â€Å"own up to† their current state. This facilitates taking responsibility for one’s current existence and sets the stage for the client in accepting personal responsibility for their change process. To support this, the counselor helps instill a greater sense of hope and points of positive qualities of the client that can or already are contributing to their growth. Taken from the person-centered and behavior therapies, in the Holmes approach the client’s role in therapy is that of a learner in the sense that they will gain awareness and insight into how they operate, their self defeating beliefs and erroneous attributions, and how poor choices have affected their ability to fulfill needs and desires (Corey, 2009; Terjesen et al. , 2009; Zeigler, 2002). The client develops the willingness (or courage) to attempt change when they realize the responsibility they have in giving their life meaning, abandoning ineffective beliefs/attitudes, and making choices that lead to need/want fulfillment. In essence, the client comes to an understanding that they are the only one that can ‘solve’ their problems. I believe the therapeutic relationship is the catalyst that permits the client to accept their role in the change process. In accordance with the Rogerian view (Raskin, Rogers, & Witty, 2008) it is vital that the counselor and client operate as collaborative equals, despite any desire by the client for therapeutic directives (Corey, 2009; Terjesen, Salhany, & Scuiotto, 2009; Zeigler, 2002). In this relationship the counselor’s most important contribution is genuineness. Such authenticity allows the counselor to interact with the client in a congruent way and be ‘real’ with the client. Unconditional positive regard and acceptance as well as empathetic understanding are also part of the relationship. These aspects of the relationship allow the client to experience their interaction with the counselor as genuine and foster trust and self acceptance. These attributes help the client see themselves in a more positive light and encourage the client to take risks necessary for change.

Desert Places

Desert Places by Robert Frost Snow falling and night falling fast, oh, fast In a field I looked into going past, And the ground almost covered smooth in snow, But a few weeds and stubble showing last. The woods around it have it – it is theirs. All animals are smothered in their lairs. I am too absent-spirited to count; The loneliness includes me unawares. And lonely as it is, that loneliness Will be more lonely ere it will be less – A blanker whiteness of benighted snow With no expression, nothing to express.They cannot scare me with their empty spaces Between stars where no human race is. I have it in me so much nearer home To scare myself with my own desert places In the poem â€Å"Desert Places† by Robert Frost, The speaker is a lonely man who is not feeling a sense of belonging within himself. Also winter does not offer to help the lonely man. Instead it assists his feelings of loneliness. â€Å"And the ground almost covered smooth in snow† (line 3). As line three indicates, the speaker is watching an empty field being covered by more and more snow.This connotes concealing the beauty of the field. The snow imagery communicates the feelings of disappointing winter and emptiness. The observation of loneliness in winter and isolation from the world is nothing compare to the feelings of loneliness and emptiness within. This meaning is effectively communicated by the poem’s imagery and by the denotation and connotation of the words Frost has chosen. In the first stanza, the setting is developed with the use of words ‘night’ and ‘snow’ and they both carry negative connotation.Snow is employed throughout the poem to show the lack of identity; it also has characteristics of cold and formless white sheet. This observations show an image of snow falling fast, destroying the beauty of the field and covering up everything that is living. Similarly the ‘night’ has a negative connotation of darkne ss, the blackness and visionless that signals the depression and loneliness that the speaker is feeling. The concept of ‘falling fast’ both words which are mentioned twice in the first line of the first stanza, suggests descending uncontrollable and unstoppable.All four words create images that describe the mood of the speaker’s inescapable depression as result of the ‘ground covered smooth in the snow’ (3) and the feeling of emptiness within. In the second stanza the word ‘theirs’ denotes belonging; explaining the woods have something to feel a part of. The speaker still feels lonely. Also the word ‘smothered’ denotes suffocation and blockage. Although the animals are ‘smothered’ by the snow and feel helpless and alone, they are smothered in ‘their lairs’.The last line of the second stanza is really important because the word ‘loneliness’ is mentioned for the first time in the poem. Th e world ‘loneliness’ denotes without company and isolated. In line seven, the speaker is ‘too absent-spirited to count,’ he is sadly alone. In the eighth line ‘the loneliness includes me unaware,’ the speaker notices unexpectedly he too is included in the ‘loneliness. ’ It is not just the animals and the empty field covered with snow the speaker is blaming of being lonely but also himself as well.The speaker loses enthusiasm. In the third stanza, It is the most straightforward and haunting stanza of the poem because it practically induces ‘loneliness’ into the reader. ‘Lonely’ and ‘loneliness’ are mentioned three times in this stanza. ‘Will be more lonely ere it will be less—’ (10) The speaker admits that the weather and more so him feeling lonely will only get worse before it gets better. The word ‘blanker’ and ‘benighted’ are used in this stanza to give imagery of how empty and lonesome the persona is feeling.In line twelve, the imagery of depression and absence of identity is furthermore supported when the speaker compares himself to the snow to say ‘With no expression, nothing to express’ (12) mentioning his lack of identity and him falling into loneliness. The fourth and last stanza is where the speaker is most confident. The word ‘scare’ is mentioned twice in this stanza and it denotes fear. In the first line of the fourth stanza the speaker says he worries no more of empty and lonely spaces. The word ‘star’ denotes space, but it also connotes to an example of loneliness ‘where no human race is. (14) The speaker does not coward anymore of lonely empty spaces, he does not need empty fields covered with formless snow and space filled with loneliness to scare him; it’s already inside of him. The last line of the poem ‘To scare myself with my own desert places,â€⠄¢ (16) contain an image which displays Frost’s thought that fear comes from within oneself rather than without. No matter how you view or understand this poem ‘Desert places’ by Robert Frost; we can all agree that imagery, connotation, and denotation play an important role in explaining the poem’s total meaning.

How to Apply for Your Perkins Loan

How to Apply for Your Perkins Loan SAT / ACT Prep Online Guides and Tips Are you considering applying for federal financial aid? If so, you might have heard of the Perkins loan program. Perkins loans are government-backed, low-interest loans that are meant to help students pay for school. They come with a lot of great perks, including the opportunity for loan cancellation (that's exactly what it sounds like it is - imagine taking out a loan for school, and not having to pay it back). If you've already checked out our guide to Perkins loans and want to get one for yourself, you've come to the right place. Read on for easy to follow instructions on exactly how to apply for a federal Perkins loan. The Basics of Applying for Perkins Loans There's no dedicated or separate application for the Perkins loan; instead, you apply by submitting a Free Application for Federal Student Aid, or FAFSA. The good news is that even if you're not eligible for a Perkins loan, you're opening up other opportunities for financial aid by submitting a FAFSA. You'll automatically be considered for any federal aid programs; schools and private scholarships can also use information from this application to award funds. There's no fee required to submit this application, and turnaround is pretty fast; you should receive a report detailing your eligibility for certain federal aid programs in about 3 days if you submit the FAFSA online. You'll quickly learn whether you'll be awarded the Pell grant, for example, or whether you're eligible to take out Direct Subsidized loans. Because financial eligibility requirements for Perkins loans vary from school to school, you won't learn about your Perkins eligibility until your school sends you a financial aid package. In general, Perkins loans are awarded to students who demonstrate exceptional financial need. Unfortunately, demonstrating this financial need doesn't necessarily guarantee that you'll receive the loan, but I'll discuss strategies for increasing your chances later in this post. The eligibility requirements are therefore a bit strict, but the loans themselves are flexible and come with some serious perks: Borrowers are given a 9 month grace period, whereas other federal loans come with a 6 month grace period. Borrowers who take jobs in community service after graduation are often eligible for loan cancellation(check out our guide here). Competitive interest rates; Perkins loan interest rates = 5%, whereas many private student loans can come with interest rates that are twice as high. Sounds pretty good, right? If you're thinking that you have nothing to lose by applying for a Perkins loan, you're right. In the next sections, I'll detail the steps you need to take to submit your best loan application. How to Apply Step 1: Check Whether Your School Participates in the Perkins Loan Program Although Perkins Loans are government-backed, your school would technically be your Perkins Loan lender. Fewer schools participate in the Perkins Loan program than in some other federal loan programs. You can check with your school’s financial aid office to figure out whether they offer Perkins loans. You can also ask what their financial eligibility requirements are. This might give you a better idea of your chances before you submit your FAFSA. Step 2: Check Your Timeline for Submitting the FAFSA There are a few different deadlines you should be aware of: federal and state. The only deadline that matters specifically for the Perkins Loan specifically is the federal one, although if you’re submitting the FAFSA at this deadline, there may not be any Perkins funding left for you. The deadline for federal funding for the 2015-2016 school year is June 30, 2016. You may be able to get federal aid even after you’ve finished your year at school (if you’re a current college student), so it could be worth your while to apply later on even if you’re too late to get the Perkins.Different states (if you also want to be considered for state funding) have different deadlines for applying for student aid: check the deadline for your state here. Schools use information from the FAFSA to put together financial aid packages. Like I mentioned above, you won't actually learn whether you can take out a Perkins loan until you've received this financial aid package.You can submit your FAFSA as early as January 1 for the year you’re entering school.Current college students typically submit their FAFSAs early in their spring semesters for the next academic year. It’s easy to put off completing the FAFSA until the federal or state deadline - don’t do this!Perkins money tends to run out quickly because each participating school has a finite Perkins budget - it's first come, first serve. Plan on applying as early in the year as possible (January or February). You won’t have that year’s tax information yet, but that’s ok - you can submit estimates and amend those numbers later as needed. That way, schools will have your FAFSA information on hand once you're accepted. The early bird gets the Perkins loan. Step 3: Gather All the Information You Need to Complete the Application Although gathering this information isn't necessarily hard, it can be the most tedious part of the application process. Keep in mind that you'll also need to meet all basic federal aid requirements in order to submit a FAFSA (you can read more about that here). Here's all the information you'll need to fill out an application: Your Social Security Number Your Alien Registration Number (if you're not a US citizen) Your most recent federal income tax returns, W-2s, and other records of income Bank statements and investment records (if applicable) Records of untaxed income (if applicable) An FSA ID to sign electronically (if you're submitting your FAFSA online). You can create a FSA ID here. You'll also need all the above information from your parents, even if they won't be helping you pay for school.Your parents’ financial information is considered when determining how much aid you may be eligible for - here’s some more specific information: If your parents are married, gather info for both of them. If your parent is widowed or single, you just need the financial information for that one parent. If your widowed parent is currently remarried, you need info for your parent + his/her spouse. If your parents are divorced or separated, you need information for your custodial parent (the parent you lived with the most in the past year). If your parents have joint custody, and you’ve spent equal time with them, you need info for the parent who’s supported you the most financially. If youthink your circumstances warrant a what’s called a â€Å"dependency override,† where your parents’ financial info is not taken into account (meaning you would likely get more aid), you will also need to gather all documentation around your special circumstances (that is, any documentation that would support your claims). Common overrides include age, marriage, kids, homelessness, military service, foster care, or legal emancipation. Answer questions about these circumstances honestly on your FAFSA - the application will process as incomplete, and you’ll need to follow up with the financial aid office of the school you’re seeking an aid package from. Step 4: Choose Your Submission Method You can choose to submit either an electronic or paper version of the FAFSA. I recommend that you submit an electronic version, but here are instructions for both methods of submission so that you can make a decision that's right for you: Electronic Submission It’s generally easier to submit online than it is to send in a paper application. The form can be submitted electronically here. If you plan to submit online, apply for a FSA ID for you and your parents first! You need a FSA to sign the FAFSA electronically - it can take up to 3 days to get the ID via email, so build this into your timeline. The electronic FAFSA tends to guide you through the application process faster, and can you notify you about certain errors. Electronic submission will get you faster â€Å"results† - you’ll receive your SAR, or Student Aid Report (document which tells you about your eligibility for federal student aid), in about 3 days. Paper Submission You can get a paper copy of the FAFSA at high school guidance offices, college financial aid offices, and many libraries. You can also download and print the application yourself here. Paper FAFSAs are a bit more cumbersome than the electronic version, take the longest to file (it can take weeks to get your SAR back), and lead applicants to make more mistakes, which will delay your application process. This is not a good option for you if you're tight on time. Step 5: If Possible, Set a Time With Your Parents to Complete the FAFSA Once you've gathered all relevant information and chosen your submission method, you'll need to plan some time to sit down and actually complete the application. As I mentioned earlier, you'll need quite a bit of information from your parents or guardians - the form will be much easier to complete if you can sit down with them, going through each section together. Plan on spending 1-2 hours on filling out the application. A little extra help from the 'rents makes the application process faster and easier. Step 6: After You Submit Within 3-5 days, you will receive an email with directions to access your Student Aid Report. The colleges you listed on your FAFSA will have access to your SAR shortly after you do.You can check the status of your application by calling the Federal Student Aid Information Center (1.800.433.3243), or by logging into the Department of Edwebsite with your FSA ID. If your application was complete, your school should be able to use your Student Aid Report to generate a financial aid offer,which can include grants, loans, and scholarships. If you are offered a Perkins Loan, it will be included in this financial aid offer. Your school has the ultimate say in whether you get the Perkins Loan. Financial eligibility does not guarantee that you’ll receive the loan. Schools with better funding, or with better financial aid programs, may be able to offer more Perkins loans. If You're Offered a Perkins Loan, Should You Take It? So you've gone through all this work to apply for federal financial aid, and your school offers you a Perkins loan in your financial aid package. You can choose to take the loan, or you can refuse the aid. What do you do? First, you should avoid taking on any debt if you have other ways to cover your school's cost of attendance (like grants or scholarships, for example). Perkins loans are great financial tools, but as with any loan, you'll end up paying back more money than you originally borrowed due to interest (if you don't get 100% of your loan canceled, that is). To learn more about cost of attendance and budgeting out college expenses, check out our college cost guide. If you've determined that you need to take out loans to help pay for school, the Perkins loan could be a great option for you, particularly if you're planning on working in public service after you graduate. Working in certain fields qualifies Perkins loan borrowers for loan cancellation - you could potentially get up to 100% of your loan canceled, which means you wouldn't end up paying a dime. You can read more about Perkins loan cancellation here. If you're choosing between a Perkins loan and another loan, the Perkins loan will almost always be the better financial option. Interest rates are low, as I mentioned earlier in this post, and no interest accrues while you're in school or for 9 months after you leave. As a result, you'll end up paying less in the long run. All in all, Perkins loans are great options for students who need loans to help finance their educations. They're particularly good options for students who are interested in public service. It's hard to go wrong with a Perkins loan! What's Next? If you're researching Perkins loans, you should definitely learn more about other federal financial aid programs as well. Check out our guides on the Pell Grant, Direct Subsidized loan, and Direct Unsubsidized loan. Already know all about those federal programs? You might want to check out scholarship opportunities. Learn more about the National Merit Scholarship and the Walmart Scholarship. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Reasons for Humanity to Go Back to the Moon

Reasons for Humanity to Go Back to the Moon It has been  decades since the first astronauts walked on the lunar surface. Since then, nobody has set foot on our nearest neighbor in space. Sure, a fleet of probes have headed to the Moon, and they have supplied a lot of information about conditions there.   Is it time to send people to the Moon? The answer coming from the space community is a qualified yes. What that means is, there are missions on the planning boards, but also many questions about what people will do to get there and what theyll do once they set foot on the dusty surface. What Are the Obstacles? The last time people landed on the Moon was in 1972. Since then, a variety of political and economic reasons have kept space agencies from continuing those bold steps. However, the big issues are money, safety, and justifications. The most obvious reason that lunar missions arent happening as quickly as people would like is their cost. NASA spent billions of dollars during the 1960s and early 70s developing the Apollo missions. These happened at the height of the Cold War when the U.S. and the former Soviet Union were at odds politically but were not actively fighting each other in land wars. The expenses of trips to the Moon were tolerated by American people and Soviet citizens for the sake of patriotism and staying ahead of each other. Although there are many good reasons to go back to the Moon, its tough to get a political consensus on spending taxpayer money to do it. Safety Is Important The second reason hampering lunar exploration is the sheer danger of such an enterprise. Faced with the immense challenges that plagued NASA during the 1950s and 60s, it is no small wonder that anyone ever made it to the Moon. Several astronauts lost their lives during the Apollo program, and many technological setbacks took place along the way. However, long-term missions aboard the International Space Station show that humans can  live and work in space, and new developments in space launch and transport capabilities are promising safer ways to get to the Moon. Why Go? The third reason for a lack of lunar missions is that there needs to be a clear mission and goals.  While interesting and scientifically important experiments can always be done, people are also interested in return on investment. Thats particularly true for companies and institutions interested in making money from lunar mining, science research, and tourism. Its easier to send robot probes to do science, although its better to send people. With human missions come higher expenses in terms of life support and safety. With the advances of robotic space probes, a great amount of data can be gathered at a much lower cost and without endangering human life. The big-picture questions, like how did the solar system form, require much longer and more extensive trips than just a couple days on the Moon. Things Are Changing The good news is that attitudes toward lunar trips can and do change, and its likely that a human mission to the Moon will happen within a decade or less. Current NASA mission scenarios include trips to the lunar surface and also to an asteroid, although the asteroid trip may be of more interest to mining companies.   Traveling to the Moon will still be expensive. However, NASA mission planners feel that the benefits outweigh the cost. Even more important, the government foresees a good return on investment. Thats actually a very good argument. The Apollo missions required a significant initial investment. However, technology- weather satellite systems, global positioning systems (GPS), and advanced communication devices, among other advancements- created to support the lunar missions and subsequent planetary science missions are now in everyday use on Earth. New technologies aimed specifically at future lunar missions would also find their way into the worlds economies, spurring a good return on investment Expanding Lunar Interest Other countries are looking quite seriously at sending lunar missions, most specifically China and Japan.  The Chinese have been very clear about their intentions, and have good capability to carry out a long-term lunar mission. Their activities may well spur American and European agencies into a mini race to also build lunar bases. Lunar orbiting laboratories may make an excellent next step, no matter who builds and sends them.   The technology available now, and that to be developed during any concentrated missions to the Moon, would allow scientists to do much more detailed (and longer) studies of the Moons surface and sub-surface systems. Scientists would get the opportunity to answer some of the big questions about how our solar system was formed, or the details about how Moon was created and its geology. Lunar exploration would stimulate new avenues of study. People also expect that lunar tourism would be another way to maximize exploration.   Missions to Mars are also  hot news these days. Some scenarios see humans heading to the Red Planet within a few years, while others foresee Mars missions by the 2030s. Returning to the Moon is an important step in Mars mission planning. The hope is that people could spend time on the Moon to learn how to live in a forbidding environment. If something went wrong, rescue would be only a few days away, rather than months.   Finally, there are valuable resources on the Moon that can be used for other space missions. Liquid oxygen is a major component of the propellant needed for current space travel. NASA believes that this resource can be easily extracted from the Moon and stored at deposit sites for use by other missions - particularly by sending astronauts to Mars. Many other minerals exist, and even some water stores,  that can be mined as well. The Verdict Humans have always made an effort to understand the universe, and going to the Moon does seem to be the next logical step for many reasons. It will be interesting to see who starts up the next race to the Moon. Edited and revised by Carolyn Collins Petersen

National Health expenditures Assignment Example | Topics and Well Written Essays - 500 words

National Health expenditures - Assignment Example Similarly, the net cost of health insurance steadily rose from $2.6 billion in 1970 to $210.6 in 2013.Furthermore, the government expenditure on public health activities $1.4 billion in the year 1970 (CMS, 2007). Based on the National Health Expenditure figures, the value also increased to $75.4 billion by 2013.In addition, the Federal government has also increased its allocation in making the investment in the health sector. In 1970, the Federal government spent $7.8 billion in health investment. In 2013, a staggering $164.6 billion was allocated towards making new investments in the health sector (CMS, 2007). The percentage of GDP spent on NHE has been fluctuating from time to time. In some instance, the percentage change in GDP was negative and in some cases it was positive. In the year 1991, the percentage of GDP reduced sharply with a margin of -8%. In 2009, the percentage increase in GDP was the highest reaching the mark of 5.8% (Hennessy et al., 2007). According to the figures presented above, the analysis indicates that the government has been increasing funding for the purposing of improving quality health provision. One of the core mandates of the Federal government is to provide accessible medical care to its citizens. The federal government has ensured that it provides quality and available medical attention. Furthermore, the emergence of deadly diseases such as cancer that is most prevalent in most developed countries, the need to invest in medical care has been necessitated (CMS, 2010). The prices of medical care coverage have been relatively affordable. Affordability of care services has been made possible with the Federal government commitment to invest in the public health sector. Since the government expenditure in medical investment, medical services have been made affordable. The Federal government has promoted the creation of new national hospitals in a bid to ensure there is the accessibility of medical

Leadership, Learning and Development Assignment

Leadership, Learning and Development - Assignment Example The fact is that every culture in different countries have differences from one another. At the risk of stereotyping, some cultures are more traditional – they are more masculine, less inclined to accept individual differences, and more respecting of hierarchies. These societies have basic inequalities. Other cultures are the opposite of this. Some cultures are individualist, and some are collectivist. Management must know these cultural differences, and they must have the skills to overcome the differences. They also should have a pragmatic way of dealing with the differences. Moreover, there is also the issue of outsourcing. This is another implication of globalization. When this occurs, there is inevitably a challenge. The employees may feel that they are going to be next, and the atmosphere may be poisonous. A good manager must have a way of overcoming this. To this end, manager developmental models may be pinpointed to problems or management developmental models may be broader-based. There should be a combination of both types of training, for optimal effect. Competency-based training is more broad-based, giving skills that transcend different situations. Assessment and development centres give pinpointed advice and training for certain situations. Another model is the multi-rater feedback. This means that there is assessment from the people who know the manager best, and the manager also does a self-assessment. These different models have different implications for the globalization challenges, but when used in conjunction with one another, especially the competency-based model with the assessment and development centre model, the manager would have the best training possible to deal with globalization challenges. This paper will outline the management development models. Then it will be talk about globalization, explaining it, and explaining what the challenges with regards to