Nursing Assignment Essay Example | Topics and Well Written Essays - 2500 words

Nursing Assignment - Essay Example This paer approves that traditional psoriasis treatment regimens may be augmented with stress-reduction strategies. Hypnosis may improve or resolve numerous dermatoses, including psoriasis. In addition, hypnosis can facilitate aversive therapy and enhance desensitization and other cognitive-behavioural methods. Hypnosis may be a useful therapeutic modality for patients with psoriasis, and merits further testing in a larger patient population. Treatment of depressive symptoms may prove to be a helpful adjunct in the management of pruritis and sleep difficulties in psoriasis. The tricyclic antidepressants imipramine and clomipramine are considered the first-line treatment options for panic disorder. Most CBT treatments can be completed in a few weeks or months. This essay makes a conclusio that the degree of psychosocial distress experienced varies widely in individuals. The effective management of psoriasis includes considering the psychological and social impact of the disease on each individual as well as the physical symptoms. Patients affected with psoriasis also tend to suffer from low self-esteem and poor body image. They suffer guilt, embarrassment, and the fear of being thought dirty and infectious to others. When compared to other skin diseases, the level of stigmatization is greater in patients with psoriasis. Numerous studies have demonstrated the beneficial effects of psychological counselling and treatment in psoriasis. This can include hypnosis, cognitive-behaviour therapy and relaxation techniques.

Curbing Grade Inflation Essay Example for Free

Curbing Grade Inflation Essay Grade inflation takes place when students are given a higher grade than what they actually deserved in order to address the declining expectations and diminishing educational standards. The phenomenon of grade inflation is observable in the current trends in grading, which is mostly given by private colleges and universities. Grade inflation suggests that the terminology used in grading no longer reflects the reality, especially when it comes to the performance of students. As a result, the efforts of students who actually work hard and have exceptional capabilities are being undermined. In addition, grade inflation also affects the proper assessment of students, as it does not reflect the real grades that they deserve. Being the case, Princeton University decided to implement a policy that will limit professors in giving the grade of A among students per department. However, the aforementioned policy is questioned regarding its effectiveness and also the way by which it can contribute to the greater good for the greater number of people. Grade inflation should be stopped because of the disadvantageous effects that it has among students and the educational institutions and also in the society as a whole. The utilitarian principle gives utmost emphasis for the greater good of the most number of people. Grade inflation does not merely affect one individual or student but rather its ill effects are reflected upon the whole educational institution and the society. In terms of the educational institution, since grade inflation is used in order to give students higher grade than what they deserve, the real problem of diminishing educational standards of different colleges and universities is not properly addressed. Grade inflation gives a false facade that students are doing well, which reflect that the educational standards are also efficient. Due to this, the problems within the educational institutions is not properly identified and solved. In the same manner, the society as a whole is also affected by grade inflation. The primary reason as to why education is given importance in almost any state is because of the reason that educated individuals become more productive citizens in the society. Quality education allows them to properly hone their skills and capabilities, which will enable them to find good jobs and contribute substantially to the society. Rule utilitarianism asserts that the creation and implementation of rules bring about the greater good for the most number of people. As such, grade inflation should be stopped because it adversely affects numerous people and this societal problem can be addressed through the implementation of rules. However, the policy implemented by Princeton University in order to deal with the problem of grade inflation is not the proper way in order to address the problem. Based on the rule utilitarianism, it is better to have a rule than no rule at all because its presence will bring about a greater good rather than the absence of it. In application with the policy of Princeton University, their way of solving grade inflation does not benefit the majority of the students because only a minimal number of students have the possibility to be given a grade of A. As a result, many students will have to compete with the minimum number of times that the professor can given a grade of A. Due to this, there are chances that excellent students have to settle for a lower grade because professors have to limit giving students an excellent grade. In addition to this, added pressure is given for students in order to get excellent grades, which is not necessarily advantageous for their educational learning. Moreover, since many Ivy League universities have not yet applied the same grading policy as Princeton University, there will be instances wherein students coming from Princeton University will have a lower GPA as compared from students from other schools. The low GPA of students from Princeton University can adversely affect their chances of getting competitive jobs and also lessen their chances in being accepted in graduate school. The grading policy of Princeton University is only advantageous for those students who will get an excellent grade, which is minority of the student population because giving a grade of A is only limited. Furthermore, rule utilitarianism also points out that there is no sense in keeping a rule if a better rule will bring about greater good. In the case of the grading policy of Princeton University, there are better policies that can be applied, which can address grade inflation without undermining the good of the majority of the students. One possible way is by enhancing assessment tools that measures the ability of students through objective means, which will assure or even lessen the subjectivity of professors. The grading policy of Princeton University is not a good rule based on the standard of rule utilitarianism because it does not promote greater good. Majority of the students are adversely affected by this policy. It is not wrong to give value to the hard work and excellent skills of minority students but it should not be at the expense of the majority because doing so no longer promote greater good for the greater number of people.

New Meaning to Broumas Little Red Riding Hood :: Little Red Riding Hood

New Meaning to Broumas' Little Red Riding Hood  Ã‚   There is more to Broumas' Little Red Riding Hood than meets the eye, or perhaps that is exactly where the analysis comes into play because the formalistic approach of analyzing literature consists of looking at a piece of literature and stating what is obviously there. The formalistic approach does give the work a deeper meaning than it first had, but the details are usually plain and easily noticeable. Generally they are very obvious, thus easily overlooked. The formalistic approach may be limited to pointing out the continual use of one word, but after noticing this fact a new meaning must be found as well. The reader is able to develop a broader understanding to Broumas' Little Red Riding Hood after using the formalistic approach to delve deeper into the poem. The formalistic approach reveals Broumas' use of repetition and choice of words give extra significance to her poem Little Red Riding Hood. The easiest way to set about using the formalistic approach is to first read the poem paying careful attention to repetition, breaks, and description that may not have been noticed during the first reading. Using this technique on Little Red Riding Hood reveals an emphasis placed on the word old. Broumas writes, I grow old, old Without you, Mother, landscape Of my heart. The use of old can be read in two different ways. One approach could place more emphasis on the repetition of old, whereas the other could draw it toward "old without you." Either way it is read one realizes that the author is growing old without her mother. However reading it the first way adds about ten more years to her life because she is very old. The second way can be taken to literally mean that the author is a lot older without her mother. The description of her mother foreshadows a strict parent. It takes a lot of work to landscape a yard, and if the mother landscaped her daughter's heart it took a lot of work and a lot of rules. Broumas continues the poem with a description of her mother giving birth. She uses phrases like "stretching it like a wishbone", "skin strung on a bow", and "tightened against the pain" to reveal to the reader that labor is not easy, in fact just the opposite because it is strenuous and very difficult. New Meaning to Broumas' Little Red Riding Hood :: Little Red Riding Hood New Meaning to Broumas' Little Red Riding Hood  Ã‚   There is more to Broumas' Little Red Riding Hood than meets the eye, or perhaps that is exactly where the analysis comes into play because the formalistic approach of analyzing literature consists of looking at a piece of literature and stating what is obviously there. The formalistic approach does give the work a deeper meaning than it first had, but the details are usually plain and easily noticeable. Generally they are very obvious, thus easily overlooked. The formalistic approach may be limited to pointing out the continual use of one word, but after noticing this fact a new meaning must be found as well. The reader is able to develop a broader understanding to Broumas' Little Red Riding Hood after using the formalistic approach to delve deeper into the poem. The formalistic approach reveals Broumas' use of repetition and choice of words give extra significance to her poem Little Red Riding Hood. The easiest way to set about using the formalistic approach is to first read the poem paying careful attention to repetition, breaks, and description that may not have been noticed during the first reading. Using this technique on Little Red Riding Hood reveals an emphasis placed on the word old. Broumas writes, I grow old, old Without you, Mother, landscape Of my heart. The use of old can be read in two different ways. One approach could place more emphasis on the repetition of old, whereas the other could draw it toward "old without you." Either way it is read one realizes that the author is growing old without her mother. However reading it the first way adds about ten more years to her life because she is very old. The second way can be taken to literally mean that the author is a lot older without her mother. The description of her mother foreshadows a strict parent. It takes a lot of work to landscape a yard, and if the mother landscaped her daughter's heart it took a lot of work and a lot of rules. Broumas continues the poem with a description of her mother giving birth. She uses phrases like "stretching it like a wishbone", "skin strung on a bow", and "tightened against the pain" to reveal to the reader that labor is not easy, in fact just the opposite because it is strenuous and very difficult.

Lost, Alone but Free At Last

‘Run, get into the house, QUICK!' Hans Wenger shouted out to his family. They were being chased by the German Authorities. Not because they were criminals, but because they were Jews living in Nazi Germany, 1940. They had been hiding from the authorities for almost a year. Hans' family consisted of his wife Anneliese and their three children Leila, 11, Leopold, 9 and Greta, 8, they meant everything to Hans and he would sacrifice his own life to keep them safe. Once the family were safe inside the basement of the old abandoned house Hans sat on the edge of an ancient, mouldy sofa. Greta jumped up onto his knee with an innocent smile on her face. Just the way Hans liked it, his children not knowing how unsafe they were. ‘Daddy, why were those people trying to catch us? Are we in trouble? We always run away from them! Daddy, why?' Hans' face fell, Greta knew something was wrong. It was what he feared the most, and he knew he had to explain somehow. ‘Liebliag, you do know who Hitler is, yes?' Hans looked at Greta, who was shaking her head, her little blonde curls bouncing, ‘well Greta, he is the leader of Germany, which means he gets to decide everything that happens in the country. But, Hitler doesn't like Jews and he wants to make them all move to certain areas and work for him.' Hans dreaded his little girls reply, his heart thumping he waited while watching her mind at work and her little face screwed up in thought. ‘Daddy, can't we stop being Jewish because then we will be safe from Hitler and we wouldn't have to work for him' Greta's face lit up as she said it, as though she had just discovered electricity. Hans felt his tears well up as he watched his daughter, oblivious to life and danger. After the children were all tucked up safely in bed, asleep with the faint sound of snoring, Hans and Anneliese looked on lovingly from the corner of the basement. ‘I would never be able to forgive myself if our children ended up being sent to a death camp, there would be no chance of us surviving as a family, and I've been thinking, and it pains me to say this, but we need to send them away to another country. They're not safe here, and I cannot rest until I know that they are forever free from this danger.' Hans was once again welling up, after saying it aloud, it seemed real as if he was going to lose his children, a thought too painful for him to even think about. ‘Liebliag, I think you're right, they aren't safe and they don't deserve to be put through the torture of a death camp, they aren't physically or emotionally strong enough, I think we should send them to England, it will be hard, but for the best.' Anneliese by now was also fighting back the tears. Sat on the cold, hard floor arm in arm, rocking to and thro, both crying at the thought of the most painful goodbyes waiting for them in the future. The next morning, Hans and Anneliese told their children the news. His heart pounding against his chest, Hans prepared to break the silence, his children's excited faces looking towards him. ‘Dad can we attend school again?' Leila's eyes glistening with hope that she was right and could be reunited with her education and friends. ‘Can we go to the shops on our own? There's a new chocolate bar that I really want to try. The sweet shop down the road is selling them!' Leopold asked excitement in his voice, as he was thinking about chocolate and outings to the sweet shop when he behaves well in school. ‘Are we going to be sent to a special part of Germany for the Jews, Daddy? I don't want to work for Hitler!' Eyes full to the brim with fear, Greta looked scared and vulnerable. She may have been the youngest, but she was definitely the most observant to her parents upset faces. Once again, Hans and Anneliese were sat arm in arm at the corner of the basement, looking at their children's content faces, wondering what amazing dreams they were having about going on holiday for the first time. They were all excited when Hans broke the news, Anneliese sobbing next to him. They'd given up the fight to stay away from them. But it wasn't good enough. They got caught. Now Anneliese and Hans were saying there last goodbyes to each other. Heartbreakingly painful, but it didn't matter. There hearts had already been shattered beyond repair, when they had to say goodbye to there children Leila, Leopold and Greta. Hans and Anneliese were about to board different cattle trains and when they got off, they knew that everything was going to change, and nothing would be the same. Death camps. Even the thought sent shivers up they're spines. They knew that they would never see each other again, which made it harder. But they got separated and pushed away from each other before they even had the chance to say goodbye. ‘This is it' thought Anneliese, ‘I'll just fight for survival, my children will see me again, they're who matter. They deserve to be reunited with at least one parent, but Hans is a fighter he'll fight for survival too.' After a year at Ravensbrà ¯Ã‚ ¿Ã‚ ½ck Concentration Camp for Women, Anneliese's strength had been replaced with weakness. She was now a shy women too scared to talk to anybody after her one and only friend at the camp Klara, died, she was crushed by machinery, as it happened the guards would let no one try and help. Anneliese had to do heavy labour work, from the break of dawn until the sunset at dusk. She got little sleep and ate just about nothing. All Anneliese could think about, no matter how hard she was working, was her children. So many questions were going through her mind. Had they all made the journey to Newquay, Cornwall by themselves? Was Greta still observant to everything around her? Was Leila being educated again? Was Leopold looking after his sisters? Had they learnt English? She thought about how grown up her children would look now, the girls beautiful and her little man handsome, like his father. But every time they were pictured in her head, she fought that little bit more, edging closer and closer to survival and freedom. Four painful years later, Anneliese won her battle. She had survived and she was going to go back to her house. When she got there, she wished she hadn't. She was expecting there to be a few belongings in the basement she'd lived in with her family for so long. But nothing. The walls were now jet black, ash on the floor and just a few remnants of what had been there before. It was obvious that someone had set fire to the basement, most definitely the German Authorities, they knew Jews lived here. Anneliese was determined than ever to find her children in England. In England, Leila was sat indoors about to blow out the candles on the cake, it was her 16th birthday. There was no need for her to think of her wish. It had been the same wish for five years now and it wasn't going to change until it came true. ‘I wish I could see my parents again'. There, she'd wished it once again. But Leila Wenger knew that if she wished hard enough then it would come true. After Leila had unwrapped her presents, she ran upstairs. She was able to read the letter that her mother had written before they left Germany. Leila – Open on your 16th birthday and not a day before Liebliag, this is the hardest letter I have ever had to write, but it's to explain why you haven't had me and your father in your life for so long. We have sent you to England because it was the only place that you would be truly safe. After you leave the country, your father and I will be sent to a concentration camp. This is because of our religion and Hitler the leader doesn't think that Jews are worthy of living. Of course, we are, so never doubt your religion. I don't know if we will ever see each other again, so I have enclosed photos, one of the whole family, one of you, Leopold and Greta and one of your father and I. Never forget us, because we will always be with you. Happy Birthday Liebliag! Ich liebe dich, dein Mutti After Leila had finished the letter she collapsed onto her bed in tears. She now knew that her wish would never come true, her parents were dead and she was the one that had to tell her little sister. How could she tell a 13 year old that her parents were dead? This wasn't going to be easy, she had to be subtle. This was definitely the worst birthday Leila had ever had and she wasn't happy about it. After an hour of crying into her pillow, Leila went downstairs as if everything was normal. ‘Victoria, please may I go out for a walk?' Leila asked Victoria, the kind woman that took Leila and Greta in, and cared for them as if they were her own flesh and blood. ‘Yes of course Leila, but be sure to be back within an hour' Victoria never liked Leila or Greta being outside for more than an hour at a time, there were still people that hated Germans and anything could happen out there. Leila went to the park and sat on the swings, just gathering up her thoughts and thinking about how to tell Greta about the letter. She supposed she ought to tell Victoria as well. It was such a bad day, and her wish is dead, along with her parents. As Leila made her way to the park gate she had no idea who else was in Newquay. The address said Beachfield Avenue, off Bank Street. Anneliese knew that she was close to seeing her children again. She just kept walking along Bank Street, past the bakers and a tasteful shoe shop. There, Anneliese stopped dead in her tracks. The sign on the side of the sweet shop had written on it Beachfield Avenue. Leopold must love living here, a sweet shop so near! She was on a mission, and that was to find her children. She walked at a fast pace along the road counting the numbers as she went 1.. 3.. 5.. she had a little while until she got to 31. As she walked along the road she started preparing what to say. What if her children didn't recognise her? 27.. 29.. 31.. This was it. She was just about to walk up the steps to the front door when she turned around. There behind her was a pretty young girl, couldn't be any more than 16, blonde hair, green eyes. ‘Excuse me.. but you, wouldn't happen to know if.. three children lived here?' Anneliese had never felt so nervous in her life, what if this was the wrong address. ‘Two girls and a boy?' ‘I'm sorry, but do you mean Leila, Leopold and Greta?' The mysterious girl was looking at Anneliese with interest, she had a German accent and there weren't any of those around here. ‘Yes! Yes! Those are the children I'm looking for! Do you know where they are?' Anneliese was now so excited she couldn't help smiling, for first time in years and instantly Anneliese knew everything would be OK. ‘I do know exactly where all three are, but please what is your name?' ‘My name? Well, it's Anneliese Wenger. Why?' ‘It's me Mutti, Leila. I read your letter only 2 hours ago, I thought you were dead' Leila was so happy, excited and joyful. She knew that if she wished hard enough it would come true. Her mother had come all this way to find them. ‘Please Mutti, come inside and meet Victoria, she's the lady that's been looking after us and Greta, she'll be so happy to see you! She always talks about you and father!' Leila was so excited about introducing her mother to Victoria. After a long day Anneliese, Leila, Greta and Victoria sat squashed on one sofa. Greta on her mothers lap, Leila clinging onto her arm and Victoria on the other side of Anneliese, the two of them talking like sisters. The moment was almost perfect. The only thing wrong with the moment was Anneliese had lost a husband and a son, while her children had lost a father and a brother. Hans Wenger died in 1943 at Auschwitz Concentration Camp Leopold Wenger died in 1940 during the journey to England due to poor hygiene

Moral dilemma essay Essay

A moral dilemma entails a choice between two highly conflicting values, where the decision made may result in guilt and remorse. As responders we are able to assess our own values in regards to the character’s actions. These characteristics are present in the texts Montana 1948 by Larry Watson 1993, The Returning by Daniel De Paola 1964 and Clint Eastwood’s Million Dollar Baby 2004. I personally have been influenced to assess my own values towards family ties, justice and the balance between right and wrong. When faced with a moral dilemma, avoidance and denial often result in greater consequences. In Montana 1948 the sheriff Wes has conflicting values of family loyalty and justice leading to an immense moral dilemma whether to convict his own brother even though this may have an adverse effect on familial ties. Wes instead resorts to denial of the situation. This denial is highlighted shortly after Franks exploitation of Indian women was brought to light by Gail. Wes attempts to refuse Marie’s accusations. â€Å"For gods sake, you know how she (Marie) likes to make up stories.† Despite knowing his brothers capability to commit such actions his aggressive tone shows his resistance to Gail’s argument, instinctively protecting his value of family over the law and also his loyalty to Marie. After coming to terms with the facts of Franks perversity Wes attempts to solve the problem, although half heartedly, by confronting Frank. â€Å"I think the problems been taken care of. Frank said he’ll cut it out,† In this context the colloquial language ‘cut it out’, referring to the molestation and raping of women, undermining the situation, reducing its severity and allowing Wes to not only justify his own avoidance but to pacify Gail. The relevant consequence to his lack of action is Frank’s mur der of Marie the following day, in an attempt to dispose of evidence against him, a much graver fate than if Wes had convicted Frank initially. Denial of a moral dilemma is also manifest in the film Million Dollar Baby. The scene in which Maggie asks Frankie to end her life, Frankie is faced with an unfathomable decision that contradicts his love for her as a daughter but also his faith in God. Repetition of â€Å"I can’t† demonstrates Frankie’s affliction towards the situation. The diegetic sound of Maggie’s  breathing paired with a close up shot addresses Maggie’s constant suffering supporting her reason to beg Frankie for the favour. Frankie chose to avoid maggie’s request until she attempts to take the problem into her own hands. The use of dark lighting in the final hospital scene, emits an eerie feeling to symbolise Frankie’s daunting and pressing task. He realises he must end her suffering. These texts demonstrate that doing what is morally correct may be difficult. Nonetheless I have learnt that the outcome of ignoring an issue may become an even bigger burden. If presented with a moral dilemma, I would work to solve the problem as quickly as possible but also to take the time to do it correctly. The perception different individuals hold for one another influences the approach taken in a moral dilemma, highlighting values of family, race and social status. In watson’s novel Wes is aware of the racial division, upon native American Indians of the time. This prejudice plays a large role in the treatment of Marie. The prejudice of the native indian women is evident in Julian’s comparison of native american women to â€Å"red meat† The derogatory metaphor ‘red meat’ conveys his perception of the native American Indian females as lowly animals, merely alive for amusement value. However Wes has a moral dilemma between the prejudice and his personal beliefs. This is demonstrated in the scene prior to Marie falling ill. David describes Wes as: â€Å"He simply held them (Indians) in low regard†¦he could treat indians with generosity and respect (as he could treat every other human being)† The use of the pronoun ‘them’ is intended to inflict primitiveness and inferiority on American indians by stereotyping them, meanwhile the words ‘generosity’ and ‘respect’ holding positive connotations, show Wes’ broader perspective. The conflict between his personal and family values pose a moral dilemma. Wes’ valuable perception of all individuals lives, override the views held by his brother and father, compelling him to seek justice. In Daniel De Paola’s short story â€Å"The Returning† we are presented with an underlying conflict between the whites and the natives. Although not spoken between one another, each character has been influenced by society to hold certain views. Negative connotations from Dark cat expressed in â€Å"At another  time and place, he wouldn’t have wanted to linger in a room alone with a white woman.† Contrasting with â€Å"But here and now there was only friendliness between them.† Conveys Dark cats prejudice towards whites. Meanwhile, high modality present in â€Å"never felt† shows that Dark cat may be turning a new leaf with the whites. This example demonstrates that moral dilemmas can make one rethink their bias. As discussed each character has conflicting predetermined values and beliefs that directly affect their decision. I have come to a conclusion that although mentally testing, the way in which I would handle a difficult situation would be to try to be aware and disregard irrational prejudices. Through my study of moral dilemmas, in particular in the texts Montana 1948, The Returning and Million Dollar Baby I have come to question values such as family, justice and the balance between what is right or wrong. I would act immediately to resolve the dilemma and overcome any prejudice that conflicts with my decision.

5 Points About Parallel Structure

5 Points About Parallel Structure 5 Points About Parallel Structure 5 Points About Parallel Structure By Mark Nichol The following five sentences present various problems with sentence organization. Each is followed by a discussion of the sentence and a revision that addresses the problem. 1. The policy is effective, proportionate, and meets the standards. Effective has the verb is, and standards is supported by meets, but proportionate has no dance partner. It needs the twin of is, or must share the original instance of the verb, as shown here: â€Å"The policy is effective and proportionate and meets the standards.† 2. It was a stated requirement not to further increase but, rather, to reallocate capital. This sentence is not wrong, but it suffers from a delayed keyword. It’s not clear until after the sentence is read that the intention is to counterpoint the idea of increasing capital with the idea of reallocating capital; capital is too far removed from the first word it is intended to be associated with. When capital is located immediately after that first word, the sentence is clearer, and a pronoun can replace the keyword at the end of the sentence: â€Å"It was a stated requirement not to further increase capital but, rather, to reallocate it.† 3. We appreciate your time and contributions to our study. If â€Å"and contributions† is omitted from this sentence, what remains is the ungrammatical â€Å"We appreciate your time to our study.† To clarify that time and contributions are not intended to be strictly parallel, the pronoun your should be repeated in order to produce two distinct clauses, where a repetition of â€Å"we appreciate† is implied after and: â€Å"We appreciate your time and your contributions to our study.† 4. They might be confronted with situations that they may not have experienced before and might test them to their limits. In the simple sentence â€Å"They might be confronted with situations that they may not have experienced before,† that is optional. However, in a more complex statement, it is necessary not once, but twice, to signal that â€Å"they may not have experienced before† and â€Å"might test them to their limits† are parallel phrases: â€Å"They might be confronted with situations that they may not have experienced before and that might test them to their limits.† 5. The Board of Governors of the Federal Reserve System, the Federal Deposit Insurance Corporation, the National Credit Union Administration, and the Office of the Comptroller of the Currency issued a joint statement on the new rules. The phrase â€Å"Board of Governors† applies only to the Federal Reserve System, so the first item in this list needs to be set off from the rest (rather, the list needs to be set off from this item) so that no implication that each of the other entities has a board of governors exists: â€Å"The Board of Governors of the Federal Reserve System, as well as the Federal Deposit Insurance Corporation, the National Credit Union Administration, and the Office of the Comptroller of the Currency, issued a joint statement on the new rules.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?â€Å"As Well As† Does Not Mean â€Å"And†75 Synonyms for â€Å"Hard†

How to make your writing at work engaging

How to make your writing at work engaging How do you make writing engaging? How can you make your writing engaging? Or, more specifically, how can you make your business writing engaging? Why, surely thats a contradiction in terms! Right †¦? A lot of people do seem to make a distinction between 1) Work Writing, and 2) Pretty Much Every Other Kind of Writing. It essentially amounts to this: type 2 has the potential to be entertaining and engaging and type 1 doesnt. After all, prestigious prizes are awarded for literature, journalism and non-fiction writing. Meanwhile, the kind of writing they have to do at work can be, yes, functional – but probably also dry. Thats just how it is. You may be unsurprised to hear we dont think thats true. OK, you might not win a Pulitzer Prize for your latest proposal, this months management report or that email you wrote to Stuart in Accounts. But you can make the reading experience for your potential client, the management team or old Stu a more interesting one. Better still, doing so will make a huge difference to how successful and effective what youve written is. We live in a world of too many documents and too little time, and anything thats actually a pleasure to read already has an advantage. So heres how you can help topple the myth that business writing has to be B-O-R-I-N-G: Begin at the beginning Begin with your reader. This is always our number one rule, simply because who youre writing for should colour all the decisions you make when writing. A reader is much, much more likely to be engaged by what youve written if it feels relevant to them. Lets face it, if someone concludes by sentence three that this particular document or email has no relevance to them, what do you suppose the odds of them continuing to read are? Yep – not good. Ideally, youd be writing about a topic that already interests them, naturally – but there again, you may not have a choice. And even if you know theyre unlikely to be instantly gripped, you still have the chance to find a way to make it seem as important as you can to them. Ask yourself these questions every time you write, to prime yourself. And it might sound obvious, but be clear on what you want to say before you get going. Plan the structure first. Combining the thinking and writing processes tends to result in a message that meanders all over the place. And (tough love time), you cant expect anyone to follow you round the houses on the off-chance they find a point along the way. Hook em in Engaging writing has to engage from the start. Those first lines are when your reader is weighing up whether to keep going or do something else instead (like reading another document or email, checking social media or simply leaving their desk and grabbing a coffee). Its at this point that you set their mood for facing the rest. Clearly, it doesnt bode well if their reaction to the first few lines is, Wow, this is going to be a slog. So make your introduction work hard to captivate from the beginning. Its the gatekeeper to the rest of your work. Of course, the reader isnt the only one who may find this section problematic. You will still be getting into the swing of writing when you compose your introduction (unless youre writing it in a panic at the end). This makes it easy to start out a bit long-winded, waffly or flat. But an introduction must have impact. So keep your first sentence or two tight, and definitely dont go in with reams of background. One great technique you can use to kick off is the surprise intro: a strong statement that – youve guessed it – will come as a surprise and shake the reader out of autopilot. Something like More than 60 per cent of Acme Widgets business comes from just 20 customers or One in six people are at risk of flooding in England has a good chance of making them want to read on to find out more. Invisible ink Hands up everyone who likes working really hard to understand something. Thought so. Its very important to make your writing effortless to read. The best writing is invisible. This means that the language used doesnt draw attention to itself – its just a stealth vehicle for the message, which then seems to arrive in your readers head as if from nowhere. And how do you achieve this? Using simple language is a good place to start. Make short words your first choice. Mind you, what this doesnt mean is that you shouldnt ever use longer words. It means, when you do, you do so because the longer word is the best fit, not because it seems like a high-class upgrade. So, you might put utilise in place of the shorter use for its specific meaning of employing something to do a job it wasnt necessarily designed for. But replacing help with ameliorate wont gain you extra points or frequent flyer miles – it just might lose you readers. The points less about always using the shortest word and more about choosing words that are familiar – theres where your knowledge of the reader comes in. Try to avoid a word thats likely to send them off to the dictionary, or that could make them feel frustrated, small or stupid because they dont know it. Treat jargon words the same way, and ban any that wont be understood. (Do use ones that youre sure will be a useful shorthand, though – again, its about knowing whats appropriate for the reader.) In fact, try to write more or less as youd speak in a meeting: professional but conversational. Reading your work aloud can help to check your written voice is as natural as your speech. Doing this will also remind you to pick verbs over the noun equivalent where you would say something using verbs – we agreed rather than we reached an agreement, for example. The same goes for favouring the active voice, where you put the doer before what he, she or it did: we discussed the matter not the matter was discussed by us. (But if you would naturally say it in the passive, use the passive.) Two-way conversations You can draw on more conventions of conversation to engage a reader as you would a listener. Borrow its directness. Would you ever refer to yourself – or the other person – in the third person if you were having a chat? Catie would like to determine if a cup of tea would be of value to the addressee. No-one wants to sit next to that person in the office. Yet we often switch to this kind of indirect, detached language when we write. Weve all seen it. Management would appreciate it if colleagues comments were received by Friday, says the memo to no-one in particular, as if written by a disinterested outsider. But guess what? To be engaging, you have to engage with people. So use you to address the reader if you can, plus the odd I, or we for the company. Youll sound much more human too. And try using questions. Even closed ones with a simple yes/no answer can be powerful, as you cant help but answer them in your head (can you?). Make them see it, feel it and believe it A common piece of advice in fiction writing is show, dont tell – but it applies just as well to business writing. Showing is more visual and convincing than just proclaiming a fact and hoping youll be believed. Check if youre relying too heavily on describing words, whether theyre describing things or actions. Either way, they can sound a bit thin if theres nothing backing them up. So dont just say sales have been impressive, get specific: say theyve doubled or increased by 30 per cent in a month. And dont just call your team of trainers experienced – say how many years theyve been in the industry or whom theyve successfully helped. What did that success look like? Did they increase productivity or sales? Be sure to put numbers in a context people can actually relate to. Commit to what youre saying. Confident words are compelling, while continually using hedge words like perhaps, its possible, and it is our intention to will chip away at your readers faith in you. Find your rhythm When it comes to the sound of your writing, think less techno and more jazz. Mix up the length of your sentences to vary the rhythm and keep your reader (who will hear your words in their head) interested. You probably can – and should – go much shorter with your sentences than you think, sticking to a maximum of 35 words and an average of 15–20. But variety is key. If theyre all similarly longish, itll be dull; all short and the effect is like that of being on a bus during rush hour – endless stop-starting, a sense of nausea and a desperate desire to escape. Use punctuation to keep the rhythm interesting too – a strategically placed dash (like that one), for example, can add a nice dramatic pause. Meanwhile, brackets give the sense of an aside. If youre feeling particularly creative, you can play with some literary techniques thatll make your writing more visual and memorable. One is alliteration – repeatedly using the same letter, as above in stop-starting and desperate desire. The other is the power of three. No-ones sure quite why, but three does indeed seem to be the magic number. One way you can exploit this is by illustrating with three examples, as (again) with those side effects of riding a bus, or the subheading Make them see it, feel it and believe it. Theres no need to overdo these last two tricks, but they do give your writing a bit more punch and staying power – which is why advertisers use them. And finally One last thing: remember that for your writing to be engaging, you have to be engaged while youre writing it. Going through the motions wont result in anything that sounds fresh, especially if youre still getting used to trying out these techniques. With all that in mind, lets go forth and be engaging – yes, even at work. As well as giving everything we create the best chance at success, we just might make the world of business writing a bit more interesting. And that would indeed be something to prize. Image credit: A and N photography / Shutterstock

The Arab American Heritage Month

The Arab American Heritage Month Arab Americans and Americans of Middle Eastern heritage have a long history in the United States. They are U.S. military heroes, entertainers, politicians and scientists. They are Lebanese, Egyptian, Iraqi and more. Yet the representation of Arab Americans in the mainstream media tends to be quite limited. Arabs are typically featured on the news when Islam, hate crimes or terrorism are the topics at hand. Arab American Heritage Month, observed in April, marks a time to reflect on the contributions Arab Americans have made to the U.S. and the diverse group of people who make up the nation’s Middle Eastern population. Arab Immigration to the U.S. While Arab Americans are often stereotyped as perpetual foreigners in the United States, people of Middle Eastern descent first began to enter the country in significant numbers in the 1800s, a fact thats often revisited during Arab American Heritage Month. The first wave of Middle Eastern immigrants arrived in the U.S. circa 1875, according to America.gov. The second wave of such immigrants arrived after 1940. The Arab American Institute reports that by the 1960s, about 15,000 Middle Eastern immigrants from Egypt, Jordan, Palestine, and Iraq were settling in the U.S. on average each year. By the following decade, the annual number of Arab immigrants increased by several thousand due to the Lebanese civil war. Arab Americans in the 21st Century Today an estimated 4 million Arab Americans live in the United States. The U.S. Census Bureau estimated in 2000 that Lebanese Americans constitute the largest group of Arabs in the U.S. About one in four of all Arab Americans is Lebanese. The Lebanese are followed by Egyptians, Syrians, Palestinians, Jordanians, Moroccans, and Iraqis in numbers. Nearly half (46 percent) of the Arab Americans profiled by the Census Bureau in 2000 were born in the U.S. The Census Bureau also found that more men make up the Arab population in the U.S. than women and that most Arab Americans lived in households occupied by married couples. While the first Arab-American immigrants arrived in the 1800s, the Census Bureau found that nearly half of Arab Americans arrived in the U.S. in the 1990s. Regardless of these new arrivals, 75 percent of Arab Americans said that they spoke English very well or exclusively while at home. Arab Americans also tend to be more educated than the general population, with 41 percent having graduated from college compared to 24 percent of the general U.S. population in 2000. The higher levels of education obtained by Arab Americans explains why members of this population were more likely to work in professional jobs and earn more money than Americans generally. On the other hand, more Arab-American men than women were involved in the labor force and a higher number of Arab Americans (17 percent) than Americans generally (12 percent) were likely to live in poverty. Census Representation It’s difficult to get a complete picture of the Arab-American population for Arab American Heritage Month because the U.S. government has classified people of Middle Eastern descent as â€Å"white† since 1970. This has made it challenging to get an accurate count of Arab Americans in the U.S. and to determine how members of this population are faring economically, academically and so forth. The Arab American Institute has reportedly told its members to identify as â€Å"some other race† and then fill in their ethnicity. There’s also a movement to have the Census Bureau give the Middle Eastern population a unique category by the 2020 census. Aref Assaf supported this move in a column for the New Jersey Star-Ledger. â€Å"As Arab-Americans, we have long argued for the need to implement these changes,† he said. â€Å"We have long argued that current racial options available on the Census form produce a severe undercount of Arab Americans. The current Census form is only a ten question form, but the implications for our community are far-reaching†¦Ã¢â‚¬ 

Choose an argument from the readings and explain it in your own words Assignment - 2

Choose an argument from the readings and explain it in your own words - Assignment Example By consciousness, Locke means that individuals are able to be aware or perceive something. So, the first premise says that consciousness is independent of any other substances. This does not, however, claim that consciousness is able to exist without a body or a mind.  Assuming  that consciousness is tied to a given body or soul  is not necessary. In this sense though, there is still no reason to make the assumption that consciousness is not transferable from one body or even mind to the next. The second premise means just that a person’s identity is separate from any form of immaterial substance. After all, an individual’s consciousness is connected to their thought, and their mind is their thinking thing. Consciousness, despite Locke insisting, is not connected to a mind even if it needs some mind or other. This raises some problems considering that must either be a substance or even a quality of a certain substance. Considering that Locke explains that consciousness has cannot exist on its own, and it must be a part of some mind, then it appears that consciousness is a property belonging to the minds. It is not clear if a property is transferable from one substance to the next. On this matter, Locke writes that if the soul identity makes the same man, then there is no reason as to why similar spirits of an individual may be overly united to various bodies (Locke 278). The third premise might reasonably be taken to mean consciousness is independent of any other substance or that person’s identity is separate from any form of immaterial substance. But given that Locke writes that there is nothing in the matter why an individual spirit is united to various bodies, it is clear that he means that an individual person’s identity is different from their immaterial substance (Locke 279). Thus, since the argument is valid, the conclusion necessary follows from the premises. It is true according to

Behavior management Inventory Case Study Example | Topics and Well Written Essays - 250 words

Behavior management Inventory - Case Study Example I’m not coming and you can’t make me!† I think this is probably the best way to handle this, because there is already a conflict and it gives the student an out. They can choose to keep their ‘pride’ and continue to be defiant by going to the principal’s office, or by simply following the instructions in class. Over one-half of your class is constantly asking, â€Å"Will this be on the test? How many pages does it have to be? Can I use a pencil? Does neatness count? Is it due at the beginning or at the end of class?† You set up a rule forbidding such questions, but they keep coming anyway. This situation should eventually stop the questions, hopefully, because the students will learn that they aren’t getting any new information by asking those kinds of questions. If a question isn’t addressed by those groundrules, it is either a good one or could be added to the groundrules. It also sets up a positive culture where the students know what is and isn’t important to me as a teacher. Micky hasn’t done his homework in over six weeks. He always has an excuse such as he lost it, he left it at home, or his baby sister ripped it up. He has a difficult time reading and comprehending and seldom participates in class. You have discussed the matter with Micky and have met with Micky and his mother who works second shift. Still the homework is never done. Obviously in this situation Micky is having trouble with the school work, and his family can be of little help. But he also has to understand that the classroom community has expectations, and doing homework is one of them. By eventually putting him in detention for missing so many homeworks it at least gives him time where he has no excuse and forces him to do some, so I can see where he is and where he needs more

Using historical examples account for the differences between Essay - 1

Using historical examples account for the differences between peacekeeping and collective security. compare these concepts to those outlined by Boutros Boutros - Essay Example Indeed, considering the conflict situations which the United Nations has been involved in since the conclusion of World War II, it appears that it has had more failures, and spectacular failures at that, than successes. Rwanda, Bosnia, Somalia and Kosovo are, without doubt, conflicts that will stand out as a testament to the United Nations failures in all of conflict prevention, conflict resolution, peacekeeping and peacemaking. The source of the United Nations’ failure, its apparently persistent inability to fulfil its global peace mission, is the subject of much debate and controversy. Conflict management scholars, such as Clapham (1998) Ross (2000), Richmond (2001), Ghebremeskel (2002), to name but a handful, have identified various reason for the said failures, often presenting contrary explanatory arguments. Clapham (1998), for example, maintains failure to be a natural outcome of flawed peacekeeping, conflict resolution and conflict prevention models, while Ross (2000) maintains it to be a consequence of the UN’s lack of serious resolve. Ghebremeskel (2002), on the other hand, argues that failure is a by-product of the United Nations’ failure to appreciate the difference between peacemaking and collective security on the one hand, and its continued determination to adopt international as opposed to regional peacekeeping and conflict management efforts, on the other. The former United Nations Secretary General Boutros Boutros Ghali, publicly acknowledged the United Nations’ failure at maintaining the peace and preventing conflict. As he argued in Agenda for Peace, this was largely because the peacemaking process was perceived of in either/or terms and not as a continuum which embraced all of conflict prevention, conflict resolution, peacekeeping and post conflict restructuring. The validity of the aforementioned, however, cannot be assessed without

Motivation At Work Essay Example | Topics and Well Written Essays - 2000 words

Motivation At Work - Essay Example IKEA has somewhere around 12,000 products available on their website, which is very near to their products range. In 2005 a survey was conducted and it was reported by the company that they had over 275 million hits on their website. The motto of the company is that are trying to create a better life for many people through their products. Ingvar Kamprad founded IKEA in Almhult, Sweden by in 1943, when he was a17 years old boy. The work IKEA is the abbreviation of Ingvar Kamprad Elmtaryd Agunnaryd. IKEA started out by selling all kinds of products like pens, runners, wallets, photo frames, watches, jewelry, furniture and stockings etc. anything that Kamprad thought that would sell at a reduced but reasonable price. It is the business idea of IKEA that they offer a wide range of home furnishing products at process which are affordable by many people. (IKEA) In 1948 IKEA introduces furniture in their range. The furniture was produced by the local manufactures in the forest closest to Ingvar Kamprad’s home. The response to the furniture was a positive one. Kamprad first started to sell the products out of his home and then he used mail order to deliver the products to his customer’s homes. In 1951 Kamprad saw an opportunity to sell his products through a catalog. The IKEA catalog which we know today was introduced to the world. 1n 1953 the first IKEA showroom was opened in Almhult, Sweden. In 1952 the concept of flat packing takes place and when one of the employees of the company took of a table’s leg so that it would not be damaged in the delivering process and it can also fit in the car. After discovering this, the flat packs and self assembly products were included in the IKEA’s range of products and they became an instant hit. In 1958 IKEA opens its first outlet in Almhult, Sweden. This outlet had 6700 sq meters of home furnishings displayed in that store and that was the largest

Cinematography - Social Issues in Documentaries Essay

Cinematography - Social Issues in Documentaries - Essay Example Except that, there are also â€Å"easy† movies that are intended to entertain and relax. However, there are rather serious genres that motivate people to think and read between the lines, implying deep inner sense. Among such genres, there are documentaries, films, which are often rather deprived of aesthetic embellishments and fancy fiction. These movies hold their own particular niche in cinematography, being rather different from fictional feature films because they do not try to colour the truth or distort reality. â€Å"Documentary filmmakers seek to capture on film a representation of the world â€Å"as it is† (or least a representation which is as undiluted as possible), (Tarantino, 2010, p.3). In a documentary movie, the author seeks to depict a real-life event or story objectively rather than through the prism of personal bias or perspective. According to academics, â€Å"documentary is a form of argument about the historical world† (in contrast to fict ional imaginary and metaphorical worlds) (Warmington et al, 2011, p.462). Moreover, as far as many films focus on relevant social, political, religious or cultural issues, the filmmaker may use them to communicate his message to the audience. Although unbiased and rather succinct in their nature – and only sometimes with a pinch of sentimentality – documentary can make people consider serious problems and think over their resolution. The peculiar features of such films are that they are unobtrusive, often feature only real-life characters (not actors) and show real footage of the depicted events. According to Ward (2008), the documentary is the type of nonfiction motion picture, which provides a specific opinion on a certain issue along with presenting facts. Thereby, the documentaries are peculiar in their nature due to a combination of objective facts’ presentation and clearly identified point of view regarding these facts. Documentaries focusing on social issues interact with and affect the audience and are likely to produce a significant impact on people’s minds.  Ã‚  

Motivation At Work Essay Example | Topics and Well Written Essays - 2000 words

Motivation At Work - Essay Example IKEA has somewhere around 12,000 products available on their website, which is very near to their products range. In 2005 a survey was conducted and it was reported by the company that they had over 275 million hits on their website. The motto of the company is that are trying to create a better life for many people through their products. Ingvar Kamprad founded IKEA in Almhult, Sweden by in 1943, when he was a17 years old boy. The work IKEA is the abbreviation of Ingvar Kamprad Elmtaryd Agunnaryd. IKEA started out by selling all kinds of products like pens, runners, wallets, photo frames, watches, jewelry, furniture and stockings etc. anything that Kamprad thought that would sell at a reduced but reasonable price. It is the business idea of IKEA that they offer a wide range of home furnishing products at process which are affordable by many people. (IKEA) In 1948 IKEA introduces furniture in their range. The furniture was produced by the local manufactures in the forest closest to Ingvar Kamprad’s home. The response to the furniture was a positive one. Kamprad first started to sell the products out of his home and then he used mail order to deliver the products to his customer’s homes. In 1951 Kamprad saw an opportunity to sell his products through a catalog. The IKEA catalog which we know today was introduced to the world. 1n 1953 the first IKEA showroom was opened in Almhult, Sweden. In 1952 the concept of flat packing takes place and when one of the employees of the company took of a table’s leg so that it would not be damaged in the delivering process and it can also fit in the car. After discovering this, the flat packs and self assembly products were included in the IKEA’s range of products and they became an instant hit. In 1958 IKEA opens its first outlet in Almhult, Sweden. This outlet had 6700 sq meters of home furnishings displayed in that store and that was the largest

U.S. HISTORY I Essay Example | Topics and Well Written Essays - 500 words

U.S. HISTORY I - Essay Example The war itself did not have a starting point, but began in a series of steps and a number of American Presidents had a part to play during the period. With the French fighting a loosing battle to retain control of the Indochina colony and Vietnam, the then US President Harry Truman, offered a small economic and military support to the French. But after the Vietnamese defeat of the French and the northern half came under communist rule, the threat of the southern non-communist half also falling under northern control was unacceptable to the next US President Dwight Eisenhower who sent military advisers to train the South Vietnamese army. The domino effect that communism might have on Asian nations was the main reason why the US became involved in the war. In order to prevent the Communist Vietnamese from gaining control, the United States in 1965 sent military forces to Vietnam to keep the weak South Vietnamese government in power of their region. America had other political ambitions tied with economic ones. Trade domination in the Asia Pacific region would open US markets to Japan. The British who had rubber plantations in Malaya would be comforted with American presence in the region. Aid would enable France to send back their troops back to Europe to assist rearmament of West Germany permitting the US to have an upper hand at the cold war. The prevention of the spread of communism was the primary focus for the US. Communism to America meant disregard for democracy, human rights violations, military hostility and the creation of closed economies that rarely traded with the West. All this the US took as a threat t o freedom and liberty. Following John F Kennedy’s assassination, the next US president, Lyndon B. Johnson committed the US into the Vietnam conflict with prolonged bombings of North Vietnam. The war took a heavy toll on the Vietnamese who lost 3 to 4 million lives on either side, along

Involving others in assessments Essay Example for Free

Involving others in assessments Essay The assessment process in a beauty college involves many different people. Starting with the students that need to be assessed and who need be told the criteria which they are being assessed against so that they can try meet these needs. The teachers of the students need to be provided with a curriculum to teach and have access to various forms of information related to their subject matter so they can draw on these for course notes or offer extra material for students to give them a broader understanding of the subject. The assessors themselves need to know what facilities the college has with regards to where the tests are obtained from, what time frame is allocated, what different forms of assessment need to be conducted, what setting is in place be it a classroom or practical room or a simulation of a salon with a member of public coming in to be the client. They need to know who else in the college is qualified to assess should they have any questions and who the internal verifiers are to report to. Employers at the college need to provide assessment opportunities and find ways of networking with the staff through newsletters or internal meetings to identify good practice in assessing across the board and to maintain consistency throughout the staff. The internal verifiers are there to check the quality of assessing and to measure and improve further quality of assessments. External verifiers are needed to check that the internal verifiers are doing their job properly and check the quality of the work being done. They are usually given a selection of pre assessed papers so they can re-assess them to check for accuracy in assessing and to be able to check the standard of a college and report back to the awarding body that a college is able to claim certification for their students, or if the college needs to amend certain criteria before claiming certification. So in my college experience I was taught my course material by various teachers, assessed by teachers by written tests or projects or in the practical classroom. The teachers had to report to the principal of the college for our results and the principal often came into the assessing rooms while we were busy with class or doing tests. An external examining body from the international guild of beauty therapy was asked to do our final assessments and we were given lists stating what the examiner would be looking for. We were assessed according to the international level set by the beauty guild and only if we passed with a stipulated percentage were we awarded our qualification. Peer and Self assessment: Self assessment allows the student to work out their own strengths and weaknesses and tailor their own learning plan to best suit themselves. This works well when you have a motivated student who is willing to admit their own setbacks to themselves and strive to address these and move forward in the right direction with a better sense of what they want to achieve and how to do that. Peer assessment can be very helpful in that students get to go over their own knowledge of the subject being assessed while they assess their peer therefore doing revision and also being more aware of what they may not know or of how their peer does something better than they would have done and learning from them. I find self and peer evaluation very helpful in a beauty college especially as it is such a practical course and a lot of time is spent practicing treatments on your peers or being the client to be practiced on. When a student is being the therapist they can carry out a treatment and assess themselves on how well they have learnt the procedure and where they get stuck and need help. They will be more confident in asking their peer for help or to give them feedback about their treatment and in-turn be able to use this feedback to modify their work and learn from this. When a student is being the client this is a great opportunity for them to really feel what different types of pressure feel like and what feel good and what doesn’t and use that to adapt their own techniques. They learn what it feels like to be on the therapy bed and be aware of the sounds around them that the student therapist makes or the questions they ask and what makes sense and works and what doesn’t. This is an invaluable way that students can improve themselves and be able to help their peers improve by giving them accurate feedback. How assessment arrangements can be adapted to learners: Students learn best in slightly different ways depending on what approach works best for them. A widely used model of learning style is Flemmings’ s (2001) Visual Auditory Kinesthetic (VAK) model. If students are visual learners, they prefer to use images, pictures, colors, and maps to organize information and communicate with others. They work well from worksheets and the whiteboard and do their best on more theory based assessments like short questions, multiple choice, true and false or essays. In their practical assessments they will do well when needing to chart information the client has told them and write up skin diagnosis or plan future care appointments. If they are auditory learners they are the students who retain information better when the information is reinforced through sound. So they prefer class lectures rather than being given textbooks to read. These students do much better when their assessment are asked with short oral questions during class or explaining to an examiner why they are performing a certain treatment or using a certain method to perform a task. Being able to read their questions out aloud to themselves will also help them registered better what is required from them in the assessment. If they are kinesthetic learners then they prefer to be involved in activities. They learn through applying their knowledge practically by writing out notes during lectures or telling another person what they have learnt or performing practical treatments. Studying beauty therapy is a great choice for kinesthetic learns as much of the course involves taking part and learning through movement and a big part of your grading comes from performing treatments and demonstrating your skills to the assessors. For these learners doing theory assessments they can be kept motivated by doing diagrams or plotting graphs or doing oral reports so they are fulfilling their need for movement in learning.

Case study on observations of a child

Case study on observations of a child For confidentiality reason, I will refer to the child as A. Child A is a male, from a working class family, mixed heritage background: mum is Indian and dad is English. He is three years and two months old, a middle child with an older brother aged four and a nine months old sister. Parents are married and they all live together. The Tavistock Model of observation was used, as it helps social work student to reflect upon situations before intervening. A naturalistic observation was carried out in a co-educational private nursery; with a class size of 20 children ages between 3-4, and 3 teachers. To respect the rights of the carers and child As parent, consent was acquired. A target child observation was conducted for one hour a week over a six weeks period. To ensure the ecological validity and reduce demand characteristics an undisclosed non-participant observation was carried out. Observations provide a means of objective measurement of a wide range of behaviours as they occur in the natural environment. The use of direct observation allows for the description and evaluation of specific behaviours. Observational data have greater external or ecological validity. Behavioural observation can provide information about the purpose or cause of a given behaviour by evaluating its origin and consequent events that maintain the target behaviours. Structured Observation The most important skill needed for structured observation is an understanding of developmental theories and the effect environmental factors have on development. All aspects of observed behaviour according to Sheppard (2006) as citied in (Adams, Dominelli, Payne, 2009, p. 211), must be rigorously explained, analysed and contextualised. A structure observation has been defined as a detached rigorous approach adopted by researchers in a naturalistic controlled observation. This approach according to, produces an ecologically viable and reliable data free from a demand characteristics due to its scientific nature. Given the complexity of a scientific observation, and the constraints of time, only scientific aspect of behaviour is observed. Objective- that is free from personal feelings or thoughts for example my previous experiences, attitude and values. In conducting the observation, I strive to avoid jumping into conclusion; making generalisation; expressing personal opinions; and labelling. Listening skills- both verbal and non-verbal communication. Direct observation of non-verbal behaviour adds information about emotional states. Social workers need to be attentive to non-verbal cues e.g. tone of voice and link behaviour with emotions that might have caused it. Retaining the role of the observer- this was done by avoiding initiating or responding to the children. Avoid premature interpretation, without seeking to understand the context in which behaviour occurred. Accurate recording in a factual and chronological manner. This was especially helpful when relating observed behaviours to psychological theories. Recording as soon as possible as this affects how much I was able recall and the language used to code behaviour and experiences was also important for understanding my material. From a social work perspective, in order to gain useful information and reliable interpretation, a reflective approach has been used. Allows control of extraneous variables. Reliability of results can be tested by repeating the study. Provides a safe environment to study contentious concepts such as infant attachment. The implementation of controls may have an effect on behaviour. Lack of ecological validity. Observer effect. Observer bias. Key psychology theories Developmental psychology is concerned with understanding the interaction between individuals and their environment, and the impact this has on their long-term development. Crawford and Walker (2003, p18) as citied in (Ingleby 2010, 74), highlighted the impact biological and sociological perspective has on child development. Social workers work in a complex society dealing with individuals, family and communities. For social workers to be effective practitioner, the ability of relating theories to practice must not be underestimated. In the child development, the nature vs. nurture debate is vital, if the extent to which environmental and/or heredity factors that affects child development is to be established. Nature looks at the impact of heredity factors whiles nurture concentrates on the environmental factors on the development of a child. Psychodynamic theory focuses on the nature side of the debate. Nature influences the societal norms especially in the classification of milestone development. This is evidence in the classification used by psychologist such as Freud in his classification of psychosocial stages of development. According to Gesell, through maturation, the sequence of later development is determined. He used this term to describe, Genetically programed sequential patterns of change (H Bee and D Boyd, 2010, p. 5). The psychodynamic theory is based on the assumption that development is in stages and maturation is based on the inner conflicts and environmental demands. According to Freud, the language and thought development can be accounted for by the egocentric nature of a child. He divided his theory into psychosexual stages; the libido was seen as the most sensitive part at that stage. The observed child was fascinated about his toilet habit: this stage of development according to Freud was referred to as the anal stage as the libidinal energy is focused there. The observed displayed the anal stage with little or no signs of the previous stage, which according to Freud is known the oral stage. For Freud, a stage cannot be completed if the childs need were not sufficiently met. Erikson like Freud is a psychoanalyst; he believes that development is through stages and that the successful interaction between the child and the environment accounts for the development. He unlike Freud believes the environmental demands accounts for more in comparison to maturation. The observed child display a secure relationship toward his mother based on trust. This according to Freud can be accounted for by the effective bonding with his mother during the critical period. Erickson stages of development Ego Development Outcome: Autonomy vs. Shame Basic Strengths: Self-control, Courage, and Will During this stage children learn to master skills for themselves. They have the opportunity to build self-esteem and autonomy as they gain more control over their bodies and acquire new skills, learning right from wrong. It is also during this stage, however, that they can be vulnerable. If they are shamed in the process of learning important skills, they may feel great shame and doubt of their capabilities and suffer low self-esteem as a result. The relationship between the child and carer is critical for emotional well-being. By responded in a loving way, the carer helps to build As self-esteem. He felt secure and ready to explore more through play and interacted well with both peers and carers. Erickson Expanded on Freuds theories, he believed that development is life-long. He emphasized that at each stage, the child acquires attitudes and skills resulting from the successful negotiation of the psychological conflict. Basic trust vs. mistrust (birth 1 year) Autonomy vs. shame and doubt (ages 1-3) Initiative vs. guilt (ages 3-6) For secure attachment to be formed, according to Freud, the childs gratifications should have been sufficiently satisfied (Gross, 2010, p. 495). Whilst carrying out this observation, child A was involved in solitary play. I noticed that A was very imaginative in his play and engaged in private speech, as he used pieces of Lego to make a train track. According to Piagets Stages of Cognitive Development, A should be in the pre-occupational where symbolism is used. By about 2 years of age a child can let one object stands for (or symbolise) something else. During play, A would get upset if the Lego were not held in place. A did not act out his frustration as appropriate attention and recognition was given by the carer. A responded happily, smiled and said thank you. Child A was dropped off at nursery at 8.00 by his mother along with his older brother. He was very happy on arrival; he knew were to hang his coat and bag. His mum praised him and gave him a hug. A has therefore been conditioned by his mum as he associate getting a kiss and hug from mum, with hanging his coat and bag. BEHAVIOURISM-This behaviour can be linked to the work of Skinner known as OPERANT CONDITIONING, this refers to the link that exist between positively affirming behaviour that reinforces a particular stimulus Ingleby (2009). He showed his mother and brother his friends and identified then by name. However there was a change in behaviour when he entered his class, he was very quiet asked his mother to stay. However, when his mother explained that she had to leave he started crying. His mother assured him and with a hug and a kiss said goodbye. His carer was then able to comfort him. After about 5 minutes he was settled and assisted himself to breakfast. According to Bowlby and Ainsworth on attachment theory child A would be described as been securely attached. He exhibited distress when mother dropped him off, but because he has formed an attachment to the carer as well, she was able to comfort him. He felt secure and able to depend on the carer this is because A knows that she will provide comfort and reassurance, in times of need. The observed child display a secure relationship toward his mother based on trust. This according to Freud can be accounted for by the effective bonding with his mother during the critical period. Secure Attachment-The carer was also seen as another attachment figure because of the behaviour, responsiveness and sensitivity of the carer. This was also demonstrated through play as the carer did not intrude but take the lead of the child and assisted when the appropriate. He independently buttered his bread and poured some milk. After breakfast, he informed his carer in a cheerful tone that he had finished his food. The carer replied saying good boy. He smiled and started putting away his cutleries and instructed a group of 3 boys and 2 girls to help tidy up. This observed behaviour has linked to: Lev Vygotskys Sociocultural Theory Childrens cognitive development is heavily influenced by social and cultural factors. Childrens thinking develops through dialogues with more capable people Zone of Proximal Development: child A needed guidance during play by the skilled carer who acted as a scaffolding: by providing temporary support. Adults help children learn how to think by scaffolding, or supporting, their attempts to solve a problem or to discover principles. Scaffolding must be responsive to a childs needs On the nurture side of the debate, is behavioural theories, child development is influenced by environmental factors and the unconscious they believe is of little importance. According to Watson 1913 as cited by (H Bee and D Boyd, 2010), nurture plays an important part through the manipulation of environmental factors. This was demonstrated in his research on Little Albert and the effect of classical conditioning. The focus of the behavioural approach is on how the environment influences overt behaviour. According to behaviourist, an individual is a clean slate and the environmental factors are the chalk and the individual holding the chalk: what is written on the slate is decided by the individual holding the chalk (Ingleby, 2010, p. 5). An individual identity is therefore shaped by the interaction between the individual and the environment; this is a theory that can be associated with psychologist such as Skinner, Watson and Pavlov. Nature and nurture interaction is complex and both cannot independently shape a childs development. Rultter A, as cited in that nature should be considered by examining the vulnerability and protective factors effects on child development. Stages of human development and there relevance to social work Developmental psychology is concerned with understanding the interaction between individuals and their environment, and the impact this has on their long-term development. Crawford and Walker (2003, p18) as citied in (Ingleby, 2010, p. 74), highlighted the impact biological and sociological perspective has on child development. It is difficult to determine specific times when developmental changes occur, as they differ from person to person. The importance of observing children It gives a true and accurate account of the stages of development It aids our understanding of child development It provides evidence on our knowledge of what influences may affect development A clear understanding of the value and theories of play Observation helps us to fill in the gap between theory and practice. Fawcett (1996) describes the purpose of a child observation as: to develop professional competence in work with children and familiesà ¢Ã¢â€š ¬Ã‚ ¦observation should help you understand children and their range of behaviour better, to reassess your own preconceptions on the subject (Fawcett 1996, cited in The Frame work for Assessment of children in needà ¢Ã¢â€š ¬Ã‚ ¦) objective An increased sensitivity to children and a heightened awareness of the unique qualities of childhood A greater knowledge of how Child A thinks, feels, view the world, and how this compares to developmental norms A picture of child A, based on conditions that changes as new information added over time (Feeney, 2001, p.107-112 When interpreting the result of my observation, I was aware of my own assumptions about childrens behaviour based on my knowledge and experience (i.e. child development, socio-cultural influences, individual experience, etc.) The different perspectives that can contribute to a better understanding of the childs behaviour. I also learn to reflect on my feelings without distorting the observation. I also learn to recognise the childs position in his family and nursery, as well the wider social context and appreciate the diversity of these networks. REFLECTION At the start of the observation I felt anxious and concentrated on trying to relate psychological theories to observed behaviour. However, with time I became less anxious about the process and I was beginning to feel relax in my role as an observer. I felt happy at how responsive the carers were to the needs of the child especially during separation with parent and play. Following the death of Baby P, Laming (2009) recommended a full remodelling of social work training: good observation analytic skills; development of emotional resilience; reflection on and analysis of what is observed. Reflection according to Ruch (2000) supports insight into: how personal background affects learning and practice; the unavoidable impact of the emotional content of the interactions between social worker and client; the experiences of the client enables holistic approach to self and practice by integrating thinking and feeling On examining attachment I believe it is important to examine how emotionally expressive the culture in question is only then can we build a true picture of the attachment of the child based on an anti-discriminatory theory base. This experience has been invaluable as it contributes toward my personal development as it has enhanced my reflective and self-aware use of self which necessary for personal development and use of the professional self. As started by Mandell (2008 p. 244) Social workers bring to their profession not only their skills and knowledge but also their emotional history, values, commitment to social justice, biases, attitudes, anxieties, self-concept, protective instincts, cultural background and social identity During the observation and when relating observed behaviours to psychological theories I was petrified of mirroring my own early experiences and the influence this may have on my behaviour and responses to the observed behaviour. Closely observing a child over time has given me insight knowledge of theorising. I was able to integrate theory with practice and an understanding of the variety and range of factors that have an impact upon childrens development and performance. The understanding of self, self-awareness and been reflective in practice and learning and acknowledging how my personal background may affect my learning and practice; Understanding the unavoidable impact of the emotional content of the interactions between social worker and service users; for example during the observation I felt isolated, confused, happy, anxious and frustrated at times. This experience also helps me develop and understand the importance of maintaining professional boundaries for example maintaining the role of an observer; and integrity in initiating the contact between the nursery and the parent of the child observed by been honest about my intention and maintaining confidentiality. On the issue of seeking the consent of the child, I faced no dilemmas as the child was unable to give informed consent.

The No Child Left Behind Act and Educational Technology Essay -- essay

The No Child Left Behind Act and Educational Technology Overview of Act: What it entails The No Child Left Behind (NCLB) Act has become a large, nationwide issue, since President George Bush signed it into law on January 8, 2002, giving the schools the responsibility to keep every student’s academic achievement at a passing level. (Florida Department of Education; 2003; pg. 1) Each state had twelve years to have all students proficient in reading and math, which gave each state less than a year to create a plan. (Kim & Sunderman; 2004; pg. 19) Title I, which is included in this act, began in 1965 when the Elementary and Secondary Education Act was passed, which gave federal funds to help academically struggling students. (North Carolina Department of Education; 2004; pg. 1) The main purpose of the No Child Left Behind Act is to use state achievement tests to be sure that all children have an equal opportunity to be exposed to high-level education. A standard called Adequate Yearly Progress (AYP) was created to measure how each school district is attempting ens ure equal opportunities for all of their students. This standard is measured by race, english proficiency, socioeconomic status, and disability. (Florida Department of Education; 2003; pg.1) Overview of Act: Requirements According The No Child Left Behind Act, ninety-five percent of students in each school district must participate in the yearly state assessment program to make AYP. Each state may set annual goals which the school districts must strive for and must demonstrate one percent improvement each year. Each high school must also show a one percent increase in the number of graduates each year. In the state of Florida, each school district must ha... ...rom http://www.newsday.com/news/local/wire/ny-bc-ct--nochild0419apr19,0,7954181.story Discusses Utah's new state law that will be followed rather than the No Child Left Behind Act. Loh, Laura. (2005, April 13). For poorest pupils, access to tutoring. Baltimore Sun. Loh, Laura. (2005, April 19). U.S. education secretary continues campaign for ‘No Child’ changes. Baltimore Sun. http://www.baltimoresun.com/news/education/bal-md.spellings19apr19,1,198082.story Spellings speech given in Baltimore about the No Child Left Behind Act. McCarthy, Sheryl. (2005, March 28). Don’t stop now it testing teachers. Newsday. http://www.newsday.com/news/opinion/ny-opmcc284193734mar28,0,1426782.column Discussion of teachers certification testing. The Associated Press. (2005, April 20). Details of No Child Left Behind Lawsuit. Baltimore Sun.

The Turtle Jean Lafitte: Adventures of a Pet Psychic

Gordon 1 Stephanie Gordon College Writing 112. 005 Guyant 10/11/11 Psychics reading the gullible Gordon 2 The world today is filled with psychics claiming they can perform tasks involving extrasensory projections. There are people who say they can speak with the dead, read minds, feel energies, and see into the future. It is very easy, when vulnerable and gullible enough, to fall into what these psychics are saying. Most will say what you want to hear in order to gain credibility for themselves, or even to just earn a living. It is a complicated thing to argue, however, because this science cannot be proven true. It has undoubtedly been proven a hoax time and time again, but there are two sides to every story. Those who believe and buy into what these psychics are saying are the ones who keep this business alive. I think that people will believe what they want to believe, which is why psychics can continue putting on a show to make believers out of the gullible. There is a term used in Psychology to represent when it is actually the subjects who make a reading succeed. It is called the â€Å"fallacy of personal validation. This means that when someone is being read by a psychic, the way they interpret the reading to match their own character is what makes them believe in what the psychic is saying (Gordon 48). This is most often true with horoscopes. We usually only read the horoscope that matches up with our own birthday, but when reading ones that are for other months, they can be matched up to anyone. Horoscopes can be very general, such as, â€Å"Good things are coming your way†, or â€Å"You will meet someone with potential for a relationship next month†. These things could be interpreted in a different way for every person who reads them. Almost anyone could find a way to fit the readings into their own lives. Most of the time the horoscope â€Å"predicts† things that would have happened to a person anyways. Chances are whoever reads it will have something good happen to them or meet someone new any period of time after they have read it. It is the fallacy of personal validation that makes astronomical readings seem so accurate for each individual. Psychics themselves have a lot of confidence in what they do. Though there are some who know they are putting on an act, there are others who truly believe they have a gift. One psychic who Gordon 3 makes a living off of being a reader, DeAna, lives in the United Kingdom. She explains in an interview that ever since she was a young girl, her family and friends were baffled when DeAna knew information that she was never directly told. She constantly knew information that she not only should not, but could not have possibly known. Using her skill as a career measure did not come until much later in life. When asked â€Å"How have you become a psychic reader? † DeAna replies, â€Å"A lady I worked with was dreadfully distraught about a relative who had gone AWOL. One day she handed me a coffee and I found information about the person flooding in – as she touched me. I gave her the info and the person was located. She was shocked at first and then thrilled and told an awful lot of people! Before I knew it, after a 12 hour shift – 6 days a week, I would arrive home to find people waiting on my doorstep needing a reading. † (DeAna) She continues to explain how she helped people before and after her shift at her regular job, for no pay. One day a woman came along who was offended when DeAna would not accept payment. She scolded the psychic and said that she was offering a service and should expect payment for her skills. DeAna decided to make her readings a full time job, after the woman put things into perspective for her. She thought she should use her gift to help whenever she could, whenever she could. DeAna soon realized this was her calling, and chose to start charging all of her clients and turn her talent into a career. DeAna helps people who are looking for answers. Her clients who now pay her for reading sessions in person and over the phone, come to her because they need help with something in their lives. DeAna even helps corporate businesses in finding the correct applicant for a job. She states that she wrote out a paragraph for each applicant on their character traits and strengths as she saw it. Perhaps the person in charge of hiring had poor skills in his job area to begin with, which is why other people he had hired did not end up working out for their company. The fact of the matter is, every person DeAna has picked out for the company has worked extremely well in their position. One man, who admits to being a fake, is Henry Gordon. He calls himself a mentalist-magician, Gordon 4 because his tricks are what he calls slight of mind. His career has been based on debunking those who claim to have magical or psychic powers. In 1977 (Gordon 3), he put on a magic show in his hometown, but performed under the stage name Elchonen and wore a mask so his identity would stay hidden. After performing several amazing tricks, the audience was completely hooked and bought into his entire performance. When it came time for the second act, Gordon walked out on stage without his mask and was instantly recognized by his community. He told people they had been duped, and proceeded to explain why it is so easy for them to believe his tricks. People in the audience had every reason to be upset. They had put themselves in a vulnerable position and got sucked into Gordon's act. This is also part of the reason people believe so strongly in psychics and their readings. Those who are curious are the ones who are easily pulled into the hoax. After an atmosphere is created with a crystal ball, one or two correct guesses, and just a hint of belief, a psychic can pull a client in and the rest is history. It is very easy for a mentalist magician like Gordon to pull simple tricks and attract a following. Some members of the audience in Gordon's show were so upset they demanded their money back. Gordon told them they would receive a full refund for their ticket if they asked for it at the ticket office. He later found out most of the people who received their refund came back to find out the tricks of his trade. He calls himself a mentalist magician, because he uses slight of mind tricks, as opposed to sleight of hand. His tricks test a person's mind, rather than how well they were paying attention. Gordon makes a living off of debunking psychics and anyone who claims they have extra sensory projection. He says that he could make a much better living off of being a magician, but there is something standing between him and a life full of riches. His conscience. Psychics make general assumptions that lead to specific answers, based on the responses of the person they are reading. (75) This is what makes the person believe they are taking part in something outside our natural world. It is what pulls them in and makes them a believer in this phenomenon. Some people tend to believe when they need an answer that they cannot seem to find on their Gordon 5 own. Local law enforcement has been known to use a psychic when they have hit a dead end during a case. This happens rarely. Often times the psychic is brought in by the family of the victim, and not law enforcement directly. Law enforcement will comply with the psychic if they feel they have no other options and need help taking a step in a new direction. The psychics, however, can be more of a problem than a help. Police may be looking for a step in the right direction, but what if the psychic sets them on a completely wrong path? Time is of the essence in the majority of these cases and a psychic may throw off the entire investigation. If a psychic chooses to help in a search, officials may decide to ignore their claims. One man, Mr. Earl Curley, is extremely confident in his psychic abilities. He brags to his followers about how his help led to an arrest in a murder investigation. Curley states that he gave a composite drawing of the alleged killer in the investigation of the Atlanta Child Murders. He then claims that because of his help, a criminal named Wayne Williams was apprehended four and a half days later. Since Curley seemed to be so confident in his help, Henry Gordon went to investigate how much he had really helped the investigators on the outcome of this case. When Gordon contacted the Federal Bureau of Investigations about Curley's help with the case, he received a direct quote from the Press Information Office. â€Å"Mr. Earl Curley contacted our Atlanta office (voluntarily) in 1980 and 1981. He sent in some kind of write-up of what he thought the subject would look like, and he sent in some sort of a drawing. However, there was no impact on the case as a result of what he sent in. (Gordon 88) This goes to show that psychics can brag about using their abilities, but unless someone digs deeper in the matter, they will not know how much the psychic really helped. Psychics may have helped law enforcement with their two cents worth, but it does not mean that they led to any kind of conclusion in a case. Suppose the FBI had used Curley's drawings. They might have arrested a man who matched the picture, but who was not the criminal who committed the murders. Any set of circumstances resulting from Curley's voluntary help could have sent the entire investigation in a completely wrong direction. Luckily the Bureau was smart enough to ignore this psychic and stick with their own set of techniques. Gordon 6 Having confidence in their work is part of what makes them so believable. If they believe in it themselves, others are sure to follow in the hype. Psychics use all sort of ways to show their skills. Whether it is using a reading to predict an outcome, predict the future, communicate with the afterlife, they all have their own set of ways to create believers. A popular method some psychics use when attempting to contact someone who has passed on, is the Ouija board. It is a board with numbers from zero to nine and all of the letters of the alphabet on it. A game piece in the shape of a triangle with a plastic center is used to spell out the answers to questions asked. When the piece goes over a letter or number, it is supposed to spell out a word of phrase that is from a spirit. This board was considered a game in the United States. It sold extremely well, mostly to people who had lost a loved one in World War I. The woes of someone dying, going missing, or simply being affected by the tragedies of war, drove some people to turn to magic. These were people who needed answers from their loved ones and had no way of getting them elsewhere. The man who created the Ouija board, Isaac Fuld, was a toymaker. He attempted to say the game was a scientific instrument, so that he would not have to pay a ten percent tax on toy sales. This was even argued all the way to the Supreme Court. There is no way to test that connecting with those in the afterlife is a scientific measure, so the board was ruled a toy. How surprising. To make a point as to how the toy could not possibly be magic, Henry Gordon, once again was there to help us out. He taught a class on the paranormal at McGill University. He brought in a woman who claimed to be a psychic and used the Ouija board as a tool to contact spirits from the afterlife. Since Gordon made his living off of proving psychics to be fakes, she was one of his star guest speakers. She wore a long green dress and a turban, which made her appear as someone who you would see behind a crystal ball in a dimly lit room. This was obviously a part of her performance. She demonstrated how the board worked, and allowed Gordon to ask a few questions to someone he knew who had passed. After receiving a few answers from the â€Å"spirits† (Who knows if they were right? ), Gordon tested the woman’s skills. To Gordon 7 prove the board, and the woman, who truly believed in her gift of communicating with spirits, were both fake, he placed a piece of brown paper wrapping over the board. The game piece moved around over the paper, so the numbers and letters were hidden. This way the woman could not see what characters her hands were moving over. He asked a few more questions, but the game piece only spelled out gibberish for answers. Gordon 110) If the spirits really were speaking to Gordon and the class through the Ouija board, would it matter if there was paper covering it? This throws the Ouija board in with the crystal balls, tarot cards, astrological charts, and any other tricks a psychic may use to convince the world of their talent. Another way the public is pulled into psychic hysteria is with animals. Some pet owners claim that their horse or dog o r pig have psychic powers. The most well-known psychic animal came around in the 1920s. (Milbourne 40) She was a benign mare named Lady who performed in a red barn near Richmond, Virginia. Mrs. Claudia Fonda, Lady’s owner claimed she could spell, add, subtract, multiply, divide, tell time, and answer questions. Reporters who visited Lady to see the Wonder Horse with their own eyes wrote that she could predict the future and read minds. Mrs. Fonda charged a fee of fifty cents for children and one dollar for adults for admission to see Lady and her talents. People would ask the horse a wide range of questions. Lady was asked anything from â€Å"When will I marry? † to â€Å"How should I invest my money? † (41) Lady even took part in helping find the body of a missing boy in Norfolk County, Massachusetts. She also knew a lot about baseball, and even had a more success in picking winners than most professional sportswriters. Everything in Lady’s career left everyone astonished, and in 1956 (43), Mrs. Fonda shortened Lady’s time with the public to afternoons only. A man named John Kobler was being sent to write an article on Lady for the Saturday Evening Post. He asked Christopher Melbourne if he was available to come along as a consultant, because he was one who was familiar with the techniques of deception. Since Melbourne had written articles on the horse before, he introduced himself to Mrs. Fonda as John Banks, so that she would not be upset by his Gordon 8 presence. Banks carried a camera, so that he would be accepted as a photographer associate to Kobler. When they arrived at Lady’s Barn, Mrs. Fonda assumed her position to the left of Lady. Lady communicated through a giant typewriter-like machine. When she pushed down a plank with her nose, a letter popped up. Mrs. Fonda instructed the men to ask Lady whatever they wanted. Banks asked the horse â€Å"What is my name? † Lady spelled out B-A-N-K-S on her typewriter, but his name was not really Banks. He also asked when his brother would return from Europe, and Lady answered â€Å"S-U-M-M-E-R†. Banks did not have a brother. After Kobler asked several questions of his own, Mrs. Fonda handed each of the men a long, skinny pad of paper, and a long pencil. She instructed them to write down a number, and Lady would read their minds and know the number. Kobler did as he was told, and Lady guessed everytime. Banks, however, would write the number one, but act as though he was writing the number 9. He would only push the pencil to paper as the spine of the 9 came down. He used this technique for almost every number, and Lady guessed wrong every time. It was obvious that a technique called pencil reading was being used. Mrs. Fonda had given the men skinny pads, so that the stroke of the pencils could easily be seen. This is the same reason for giving them longer pencils. Had a large pad of paper and short, stubby pencils been used, pencil reading could not have occurred. At the end of the visit, Melbourne had come to the conclusion that Lady had indeed been trained very well by Mrs. Fonda, but Lady was no psychic. Mrs. Fonda stood on Lady’s left side. Horses cannot see what is in front of them, only what is on the side. Therefore the only thing in Lady’s sight was Mrs. Fonda, and the stick she held in her hand. The stick is what Fonda used to direct Lady for which plank she should push. This means that Lady was simply doing as her master instructed, and that Fonda was really answering everyone’s questions. Although it has been proved that Lady was not a psychic animal, it leaves us with the question as to how Mrs. Fonda knew all of those answers? One way researchers attempted to discover just how many people believed in Psychical Phenomena, was with a survey called the Sheep-Goat scale. In the late 1970s (Haraldsson, Journal of Gordon 9 American Society for Psychical Research 2), a group of researchers set out to discover how belief in psychical phenomena may be related to attitudes, experiences, and activities in the domain of religion and politics. The survey asked questions about belief in the existence of telepathy, ability to know the future, spiritual experiences or dreams, and whether the person read books or articles on psychic phenomena. (2-3) Subjects were scored on their answers and only taken into account if they had answered every question. This scale was used in four different to obtain information on the public’s knowledge on psychical phenomena. The first study was done in Iceland on persons ranging from 30-70 years old, selected at random. About 80% of the original sample size returned the survey, which was enough to use the results as a representative of the Icelandic population in that age range. (3) The other three studies were done at the University of Iceland. All of the studies concluded that belief in the psychic and religious beliefs have common facts to some extent. 9) This positive correlation may be due to the fact that the respondents read often. Belief in one item may lead to a belief in the other. As a result of this research, I feel it is clear that psychics can absolutely be proven to be fakes. They cannot, however, be proven to be real. Their profession relies solely on belief, most of which is from vulnerable, gullible people. Psychics use their props, tricks, and performances to pull in peo ple and turn them into believers. Depending on the type of hoax they use to attract a clientele, they can make an entire living off of other people’s gullibility. I feel it is wrong to be able to do this, but am happy there are people such as Henry Gordon who continue to work on proving them wrong. There are still some questions left unanswered, like how Claudia Fonda, knew all of the answers to everybody’s questions. The fact of the matter is that there will always be questions left unanswered, because there is no science developed to prove or disprove a psychic’s abilities. Gullible people will continue to be fed on by psychics. Only a look into the crystal ball will tell when the hoaxes will all come to an end. Gordon 10 Christopher, Milbourne. ESP, Seers & Psychics. New York: Thomas Y. Crowell Company, 1970. Print. DeAna. Interview. Jacob. Parapsychology articles and blog. 3 May. 2007. Web. Gordon, Henry. Extra Sensory Deception. Buffalo: Prometheus Books, 1987. Print. Haraldsson, Erlendur. â€Å"Representative national surveys of psychic phenomena: Iceland, great Britain, Sweden, USA, and Gallup’s multinational survey. † Journal of the Society for Psychical Research 53(1985) pg. 1-14. Web. Haraldsson, Erlendur. â€Å"Some Determinants of Belief in Psychical Phenomena. † The Journal of the American Society for Psychical Research 75(1981): pg 1-10. Web.