School Is A Place To Learn -Education Essay

School Is A Place To Learn -Education Essay Free Online Research Papers School Is A Place To Learn -Education Essay School is a place for us to learn knowledge and skills. Therefore, the environment will effect our learning a lot. AT last term, there is a new construction on our new hall. If that new school hall is constructed, it will effect our school environment a lot because of the ground shaking during the construction and limited school ground when construction si in place. Ground shaking of construction effect our school environment a lot because the noise makes us can’t concentrate on the work. The noise also makes the teacher very hard to teach because they have to shout over the noise in order for student to listen clearly. For example, you are writing when the whole building is shaking. Not only has this will making your writing go suddenly out of shape. The stationary will also fall on the ground. I think the school should do the digging of the old hall concrete after school time. In that case, fewer students will be affected. The second reason why the construction of the new hall affect school environment is because of the limited space during construction because student is not allow to get into construction zone. This lowers the useful ground of our school and also makes our whole school suddenly run out of space. The limited space in school will bring a lot of trouble to teachers because they wouldn’t be able to use the front parking any more. Student of music also have to go through a â€Å"hole† in the fence in order to reach. This also take long to walk and very dangerous for student to walk into construction zone. I think the construction should be more faxable by making more â€Å"holes† and also should make a place for teachers to park. In this case, this will safe a lot of time during class so the student will a have a chance to learn more In conclusion, I think the construction of the new school hall affect the school environment because there is huge ground shaking when they are taking out the concrete and limited space while constructing bring trouble to student. However it is always good to have a new hall that can put all the student form f.3 to f.7 in. It is also good to have a new hall because the old hall is old and sometimes the microphone in there doesn’t work well Research Papers on School Is A Place To Learn -Education EssayStandardized TestingHip-Hop is ArtThe Spring and AutumnPersonal Experience with Teen PregnancyQuebec and CanadaThe Hockey GameHarry Potter and the Deathly Hallows EssayGenetic EngineeringEffects of Television Violence on ChildrenCapital Punishment

Smoke Bomb Safety Information

Smoke Bomb Safety Information Its easy to make a smoke bomb and actually pretty safe, but when you read about projects online its hard to tell which ones are safe as in you probably wont die or poison yourself and which fall into the category of Id let me own kids do this. Generally, its safe for teens to make smoke bombs with adult oversight, while younger explorers need direct adult supervision. Key Takeaways: Smoke Bombs Homemade smoke bombs are made using potassium nitrate and sugar, which are both found in food. While not intended to be eaten, they are largely non-toxic.Some smoke bomb recipes call for cooking the ingredients, which presents the risk of fire or smoke. Smoke bombs do not explode.Adult supervision is recommended. What are some safety considerations of the project? This reader email covers the important questions: My 13-yr old son wants to make a homemade smoke bomb (with adult supervision). Before conducting this home chemistry experiment, I want to be sure this can be done safely. What are the risks/potential dangers associated with this procedure? Is there any risk of the smoke bomb exploding, or igniting rapidly? Under what circumstances? What should should we watch out for? Also, where is the best place to buy a small quantity of potassium nitrate? Is it still available at most garden stores? Some stump removers use other chemicals; and some don’t list ingredients at all. Any advice most appreciated! Smoke bombs are made by reacting potassium nitrate (saltpeter) with sugar over low burner heat. The project wont harm your cookware, plus the ingredients are safe enough that you can use the dishes you would use for eating, as long as you clean them. The MSDS for potassium nitrate provides handling and safety details, but Ill summarize the relevant points. Though potassium nitrate is found in some foods, you dont want to eat the pure powder. Its reactive, so it will cause itching and/or burning if you inhale any or get it on your skin. Potassium nitrate should be stored away from heat or flame. The chemical isnt flammable, but its extremely reactive. Heat promotes reactions, which you dont want occurring on a shelf in your garage, for example. Follow the safety instructions on the container. If you get it on your skin, immediately rinse it off with water. If you spill potassium nitrate on the counter while making the smoke bomb, wipe it off with water. You want good ventilation while heating the ingredients, as from a vented fan. An outdoor stove would be a good option. The big thing to watch for is spilling the mixture on the burner because it will catch on fire and smoke. If that happens, youll get a lot of smoke and probably set off your smoke alarm. The smoke itself is no more or less dangerous than wood smoke, which means you dont want to take deep breaths of it. Ignite the smoke bomb outdoors. I cant envision a scenario where it would be possible to cause the smoke bomb to explode. How much flame you get depends on the potassium nitrate to sugar ratio. You can go from a smoky blob that will barely burn to a fast-burning fiery smoke bomb. If you set the smoke bomb on a combustible surface (like dried leaves), it could start a fire. If you need to put out the smoke bomb, you can douse it with water. The hardest part about making a smoke bomb is finding the potassium nitrate. In some places, it may be sold next to Epsom salts in the pharmacy section of a store. It is found in some garden supply centers as a fertilizer. It is sold as a food preservative for making salted meats. If youre highly motivated and have some time, you could even prepare it yourself. However, its probably easiest to buy a small quantity online (e.g., Sargent-Welch). Supposedly some Indian food stores sell it as an ingredient named Kala Nimak. If youre in the UK, search online for a list of places that offer potassium nitrate. Its harder to find than in the past, not so much because it can be used to make gunpowder as because better products are available for most applications.

Should women be allowed in combat (yes) arguing for the issue Research Paper

Should women be allowed in combat (yes) arguing for the issue - Research Paper Example First, women who comprise almost 14 percent of the armed forces should be allowed to serve fully in front- line combat units because they have proven themselves to be mentally, morally, and physically able to lead and execute combat-type operations (Healey, 57). As a result, some of these female marines feel qualified for the opportunity of taking on the role. My personal experience has been that women are as good leaders and team builders as men. I have noticed that women have good interpersonal and communication skills. They are good at taking orders; they are careful, keen and observant, and incorporating them in the combat can make it very successful (express.co.uk). Secondly, there is no clear evidence that integrating women soldiers into military operations or previously closed units damages cohesion or has other ill effects. In fact and independent report has suggested that women who serve in combat in Afghanistan and Iraq had a positive impact on the accomplishment of the mission (King, 409). Allowing women in the military makes the army looks normal to the society and increases its operational capability. General Sir Peter Wall put is that "they are fundamental to the operational effectiveness of the UKs Armed Forces, bringing talent and skills across the board† (express.co.uk).   Allowing women in combat creates a mixed gender force thus keeping the military strong. Deploying and recruiting women who are in better shape is much easier than many men who are sent in combat. Over the years I have realized that women are as intelligent as men and a woman, who commits into doing something, always does it perfectly (express.co.uk). Lastly, women should be allowed in combat because it will elevate their status in the military. Combat duty is often necessary for promotion to senior positions, therefore, denying female personnel the experience further entrenches sexism as very few will reach the highest

Stumper 4 Assignment Example | Topics and Well Written Essays - 250 words

Stumper 4 - Assignment Example My answer is also correct but it is not detailed to the lather. Both answers explain the effects of such situation in the short run. My answer gives general information while the teacher’s goes as far as categorizing the major economic components that face the full impacts. For instance, the teacher talks about the how businesses, households, commercial banks and the foreign exchange markets react to lower Fed Fund Rates. Nevertheless, both answers explain the result of the expansionary monetary policy that is enacted during trough phase of the business cycle. In this question, both answers are correct though there slight difference in the explanations. Both answers focus on the long term effects of a strong expansionary policy and the resulting effects. Some of the effects discussed include price levels, aggregate demand, aggregate supply, inflation, rate of unemployment and Gross Domestic Product. In my own opinion, the assignment is ninety five percent

To What Extent Can USA and USSR Be Blamed for the Start of the Cold War Essay Example for Free

To What Extent Can USA and USSR Be Blamed for the Start of the Cold War Essay To What extent can USA and USSR be blamed for the start of the Cold War? After World War II, a new world order was created as USSR and USA emerged as the two superpowers. There were already existing tensions between these two before the war and the wartime alliance was more out of the need to destroy the common enemy, Germany, rather than out of mutual agreements between these two. It has been argued that the cold war was caused mostly by the USSR because of their Marxism- Leninism ideology and their leader Stalin. To a large extent according to the Orthodox historians, Marxism- Leninism was responsible for the Cold War as it was an expansionist, aggressive ideology. They expanded under the aim to ‘liberate masses’ from capitalism. This greatly threatened the USA politically as this ‘liberation’ meant a communist takeover in the ‘liberated’ country. Also, the Orthodox historians argue that Stalin showed numerous signs of his unwillingness to co-operate in his dealings with Eastern Europe. Though Stalin had promised at Yalta to initiate free and fair elections in the Eastern-European states, he went against his word and created communist governments in all the states that were supposed to be freed. In Poland, for example, when the Peasant Party refused to join the ‘Democratic Front’ as demanded by the communists, the leader and other party officials were subjected to harassment and forced to flee. These aggressive acts by the communists made the Cold War inevitable. Arthur Schlesinger argued, ‘Leninism and Marxism made it impossible for the USSR and USA to co-operate. ’ Gewiss also wrote in his book, ‘Rethinking the Cold War’ that Stalin and the USSR had to be blamed for the Cold War. However, it is also very difficult to attribute the Cold War to the USSR. The Revisionist historians also have placed the blame for the Cold War on USA. The USA did not realize how devastated USSR was from World War II. About 20 million people had been killed, 1,700 cities were destroyed and about 700,000 villages were in ruins. The USSR’s control of Eastern Europe was mainly because she felt insecure because of her status. However, USA had emerged more economically powerful as she had experienced a wartime boom. The USA knew her economic power and thus used it to finance all her plans. This economic boom she experienced lead to the need to trade to maintain her status. Revisionists argue that the USA was responsible for the Cold War in the fact that she wanted to spread the policy of democracy. The USA wanted to create a form of ‘dollar imperialism’. Some historians argue that with this new form of imperialism, there was no need to politically take over the country. This can be identified in the Truman doctrine. The USA wanted to contain communism, that is, to stop it from spreading throughout the world. However, this was a very important policy, the ‘policy of containment’, as it marked the official beginning of the Cold War for many. After Churchill’s famous speech, ‘The Iron Curtain Speech’, he indicated the need of an Anglo-American alliance to put a stop to the communists. This was rather significant as it created quite some suspicion in the USSR. Stalin even recognized ‘The Iron Curtain Speech’ as a declaration of war and he replied to this speech by indicating that Mr. Churchill believed that only English speaking nations had the power to control the world. Revisionists argued that this actually caused Stalin to start formally annexing Eastern Europe. However, to blame the Cold War on these two nations will not be all too justifiable because of other factors that contribute largely to the Cold War; one of which was fear which consequently lead to each party misinterpreting the other’s actions and reaching out of fear. Post revisionists argue that most of the actions carried out in the Cold War were out of fear. USSR’s need to control Eastern Europe was as a result of her fear of being attacked again as she said that Germany had only been able to attack the USSR because that states around her were not friendly. The USA misinterpreted USSR’s actions as aggressive and wanting to take over the world. Similarly, when USA introduced the Marshall aid, she did it in order to help Europe to recover from the alarming war loss and also to enable trade with Europe. This aid was interpreted by the USSR as an anti-communism act and consequently rejected this aid for all her satellites. The cold war has many interpretations however, although the USSR and the USA had large roles to play in the development of the Cold War, these attitudes play coupled with other activities that made the Cold War inevitable.

Anorexia And What Causes It :: essays research papers

What causes Anorexia Nervosa? Eating disorders are not new. Anorexia Nervosa was first formally diagnosed in 1874, and the symptoms have been observed as far back as 300 years ago.(Walsh and Devlin 1) Although the condition has been known for centuries, it seems to be center stage now during the last decade or so. What is behind Anorexia? Is it inherited? Is Anorexia caused by some type of mental illness, or maybe environmental pressures? Does culture play a role in whether or not someone suffers from Anorexia? These questions are not easily answered,as we know if we have had any family members or close friends who have suffered from Anorexia. It's not as easily diagnosed as the measles or chickenpox, where the doctor knows exactly what the cause is. We will discover that there is no one clearcut cause for Anorexia. According to Women's Health Weekly one research study collected blood from 200 families where at least two of the siblings were suffering from Anorexia, several of the test results suggest a possible link between Anorexia and a shared suseptability gene found in many of the siblings (10) . We must keep in mind that although this research is promising it is still as of yet incomplete data, which in essence makes it a theory. This by no means suggests that there is not a biological link, but that more research needs to be done. There have also been a connection made between Anorexia and mental illness. Indeed recent research has discovered a strong link between Anorexia and several psychiatric disturbances such as; depression, agoraphobia, and social phobics to mention a few. The most promising connection is that many Anorexics are responding to a wide variety of psychiatric medication(Nagel and Jones 2). Although the numbers are not in yet, the fact that many of these people are responding to medication suggests a solid connection between mind and body. If we look at just a couple of behaviors many Anorexics display it does very much mimic that of a psychiatric disturbance. Most Anorexics are overly preoccupied with meal preparation and feeding everyone except themselves. Does this sound somewhat compulsive? Depression also seems to be a common trait among Anorexics, although the mere fact that these people are literally starving themselves can itself induce depression. One study found that 93% of their &q uot;persistant"Anorexic subjects suffered from depression. Interestingly 37% of their "recovered" Anorexics still presented with depression.

Ethical Use of Assessment Essay

Abstract In this report Julia has selected an assessment instrument that will be used in the mental health counseling field area of professional practice, the Beck Depression Inventory-II. Reviews of the assessment will be read to ensure that the assessment measures what it purports to measure and that the article reviews will also establish an appropriate use of that tool. Julia has also analyzed the theoretical basis of the article choice for the chosen assessment tool. In addition, Julia will compare who the test developers or publishers and independent reviewers to discuss the applicability of the assessment tool to diverse populations. Julia will provide information cited by the publisher where applicable. Along with this information, Julia will discuss how the comparison of the BDI-II to other assessments can help the counselor make an ethical judgment of the applicability of using the tool within diverse groups of clients. Finally, Julia will cite any relevant sections of the code of e thics for mental health counseling within the American Counseling Association as well as the Mental Health Professional code of ethics. It is also important to state that the names of participants used are fictional due to privacy of certain individuals. Ethical Use of Assessment Psychological Testing Ethics Ethics are an essential part of administering psychological tests and it is necessary that all test users follow the ethical guidelines for assessment when using any type of psychological test. Psychological tests are an important tool in terms of many professions in an array of settings such as in clinical psychology, education, and even business. However, misuse of psychological test by the administrators is a constant and troubling issue that has the potential to harm the individuals who are taking the test and even society as a whole. For test takers, the misuse of a psychological test could result in improper diagnoses or inappropriate decision making for their therapeutic process. The misuse of tests reflects very poorly on the  professional organizations along with highly trained test users. Overall this will result in poor decisions that may harm society in both an economic and mental fashion (Beck, Steer, & Garbin, 1988). Usually test administrators do not intentionally misuse tests, but rather are not properly trained within the technical knowledge and overall testing procedure involved in administering the test. In an effort to prevent the misuse of psychological tests, psychologists developed a set of professional and technical standards for the development, evaluation, administration, scoring, and interpretation of all psychological tests. Professionals can overcome the misuse of tests simply by understanding these professional and technical standards involved in using psychological tests (Beck, Steer, & Garbin, 1988). Beck developed a manual to help the administrator of the BDI to interpret the results of the inventory, which includes fifty reviews within a thirty page manual (Conoley, 2012) In any situation in which a professional offers advice or intervenes in a person’s personal life in any way, issues regarding fairness, honesty, and conflict of interest can exist. The term ethics dire ctly indicates any issues or practices that have the potential to influence the decision making process that involves doing the right thing. Therefore, ethics refers to the moral aspect of right or wrong in regards to various things such as an entire society, an organization, or a culture. Among many professions, there is a set of practice guidelines which are known as ethical standards in which each member of those professions elect on such codes after debating and discussing their various concerns of these particular guidelines that would make the process of testing more effective and ethical (Beck, Steer, & Garbin, 1988). However, it is exceptionally difficult to achieve universal agreement when it comes to ethics. For example, numerous psychologists disagree with each other in terms of the proper way to interpret a client’s right to privacy. Issues such as whether knowing a client may be a danger to themselves and others should be protected from legal inquiry poses what is known as an ethical dilemma. Ethical dilemmas are problems that will arise in which there is no clear, direct, or agreed upon moral solution. While ethical standards are not government appointed laws, violating ethical standards of an organization or profession can have numerous and varied penalties as well which can include expulsion from the organization. Testing is an essential  part of the psychological network, and if used improperly, can cause harm to individuals without their knowledge. Therefore, it is necessary that an ethical use of psychological tests is provided to anyone who relies upon them (Beck, Steer, & Garbin, 1988). Psychological Testing and Privacy Ethical standards indisputably cover a large amount of ethical concerns and issues with a common purpose involving protecting the rights of any individual that becomes a recipient of any psychological service including testing. The Ethical Principles have a goal to respect individuals, safeguard individual privacy as well as dignity, and censure any unfair or discriminatory practices. There are many issues of concern when it comes to ethics, one such issue being the right to privacy (an enormous issue in the mental health counseling profession). The concepts of individual rights and privacy are a fundamental part of any society. The Ethical Principles affirm individual rights to privacy and confidentiality as well as self-determination, meaning that each client has the right to be able to discuss any presenting issue with their therapist and the discussion stay within the bounds of the office and to participate in the decision making of the therapeutic process. The term confidentiality indicates that individuals are guaranteed privacy in terms of all personal information that is disclosed and that no information will then be disclosed without the individual’s direct written permission. There are times however, that confidentiality is breached because counselors within a business setting, for example, will seek out psychological information about their employees. Another example of confidentiality being breached in a professional setting is when teachers may seek prior test scores for students, however, with the good intention of understanding issues of performance (Beck, Steer, & Garbin, 1988). Counselors will also disclose any information the client discusses with them if the client intends to harm himself/herself and or others and when any type of abuse is indicated during the session. Psychological Testing and Anonymity Another term involved with an individual’s right to privacy is known as anonymity. Anonymity refers to the practice of obtaining information through  the use of tests while concealing the identity of the participant involved. Anonymous testing is more commonly used in double-blind studies in which the researchers are completely unaware of the identity of the participants of the study. It is suggested that anonymous testing may provide more validity in terms of accurate and truthful information about participants because participants will be more likely to answer questions truthfully about themselves when their identity is not revealed (Beck, Steer, & Garbin, 1988). Psychological Testing and Informed Consent Another important issue is the right to informed consent which means that the client has the right to know exactly what is happening at all times during the testing and therapeutic process during therapy. Self-determination is a right to every individual which means that individuals are entitled to complete explanations as to why exactly they are being tested as well as how the results of the test will be utilized and what their results mean. These complete explanations are commonly known as informed consent and should be conveyed in such a way that is straight-forward and easy for examinees to understand which is most of the time done in a language in which the client understands what is being explained to them. In the case of minors or those with limited cognitive abilities, informed consent needs to be discussed with both the minor examinee themselves as well as their parent or guardian (Beck, Steer, & Garbin, 1988). However, informed consent should not be confused with parental permission. Counselors have a responsibility to ensure that the minor examinee as well as their parent or guardian understand all implications and requirements that will be involved in a psychological test before it is even administered. In addition to the issue of informed consent, participants are also entitled to be prompted with an explanation of the test results in a language structure that they understand. However, due to the fact that some test results may influence the participant’s self-esteem as well as behavior, it is crucial that a trained professional explain the results to the participant in a sensitive and understanding manner so that the participant responds to the items on the test with accuracy (Beck, Steer, & Garbin, 1988). Psychological Testing and Stigma Another issue that involves ethics in terms of psychological tests is the right of protection from stigma. In conjunction with the participant’s right to know and understand their results, researchers need to be careful not to use any labels which might be interpreted as a stigma when describing the results in terms of and to the participant. Counselors and researchers must refrain from using terms such as â€Å"insane,† â€Å"feebleminded,† or â€Å"addictive personality†. Therefore, the results that the client receives, along with the parent or guardian in cases involving minors, should be describe in a positive way so that the growth and development of the participant is not disrespected in any way (Beck, Steer, & Garbin, 1988). Beck Depression Inventory versus Beck Depression Inventory-II Beck Depression Inventory (BDI) was designed to evaluate the possibility and severity of depression along with suicidality issues. The BDI was developed by Aaron Beck and his associates back in 1961 as a structured interview. Even though Beck is known for using a cognitive therapy methodology, the BDI is not designed in that fashion. Beck used language that was conducive of a fifth grade level to develop twenty-one items from which the participant can choose a level of severity from four option with each particular item. Cautions that Conoley (2012) mentioned in the review are those of fakability and social desirability. The individual participant may not be entirely truthful when choosing the severity of his or her level for items on the inventory. He or she may score higher or lower depending on how the individual responds to the inventory. Julia has also found that sometimes a participant has suffered from depression for a length of time in which makes responding to the items difficult since this individual may feel as though what is normal for him or her may not be normal for another individual. For example, Elka may score lower but has been presenting with depression much longer than Norma who scored higher due to the adult onset of depression versus the early onset of depression. Even though the BDI has been used extensively for about twenty-five years prior to revision in 1987 and again in the 1990s. Many articles touted the use of the BDI causing psychologists and therapists to use the origin al version created by Aaron Beck. The most recent BDI revised the original version with the rewording of fifteen out of twenty-one of the items due to discriminatory wording. The most recent revision also took into account the changes that were made to the Diagnostic Manual for  Mental Illness which correlate with the criteria for depression on a much higher level. It is plausible to have a more recent version created due to the Diagnostic Manual revision this past year in 2013. All versions of the BDI are designed to evaluate the probability of depression and suicidal tendency for individuals aged thirteen and over for a timeframe of five to ten minutes of the participant choosing the criteria associated with each item. The most recent version of the BDI has also revised to avoid sex and gender discrimination. These factors make the BDI-II a much stronger assessment tool which the counselor uses to evaluate the client’s presenting symptoms of depression (Arbisi & Farmer, 2012). Psychological Testing and BDI-II All of the ethical issues discussed above come into play when the counselor tests for depression of a client including the severity and longevity of the presenting symptoms of depression. Mental health counselors use the BDI-II to evaluate the possibility and severity of depression with which the client presents, in which it does. Usually the client will make a statement concerning the longevity of their presenting symptoms of depression which gives the counselor an idea of how long the client has been feeling depressed. Both are helpful in not only appropriately diagnosing the severity of the depression but also knowing what steps to take in the way of a treatment plan. Beck Depression Inventory-II and Diversity BDI-II has been modified and or translated into several different languages to address diversity in several cultures, such as Mexican-American, Chinese, as well as the elderly and older women groups. The items are modified in a way so that each group understands what the item is addressing as well as the ethnicity of each diverse group. Depression presents itself differently across cultural groups. What displays as depression in a Caucasian is most likely not display in an identical way with another culture group, such as African-American, Hispanic, Latino, Norwegian, etc. (Joe, Woolley, Brown, Ghahramanlou-Holloway, & Beck, 2008). The BDI-II has also been modified to address differences between adolescents, adults, and elderly. The elderly population has a much different presenting issue with depression. BDI-II and Counselor Judgment The counselor must make a sound judgment in choosing the BDI-II for use in evaluating a client’s presenting issues concerning depression, which includes comparing the BDI-II to other depression inventory assessments such as the CAD (Clinical Assessment of Depression) or the PHQ-9 (Patient Health Questionnaire-9). While the BDI-II is comparable to the PHQ-9 in statistical analysis, the CAD seems to be more accurate in evaluating clinical depression. However, the CAD consists of fifty questions which take about ten minutes or more to complete. For this factor alone the client may not accurately respond to the items on the CAD due to the length even though studies show that it results in a more accurate evaluation of depression (Arbisi & Farmer, 2012; Faxlanger, 2009; Kung, Alarcon, Williams, Poppe, & Frye, 2012). Even though the cost of the BDI-II cost much more than the CAD, the CAD is a relatively new assessment that has not had the longevity that the BDI-II has. The PHQ-9 does not have a cost connected to the assessment, but it is not as well-known as the BDI-II. Once Julia has established herself as a mental health counselor, she will explore the three tests further to see the effectiveness of each test compared to the other so that she can make a judgment on which test is more accurate and effective in diagnosing her clients (Arbisi & Farmer, 2012; Faxlanger, 2009; Kung, Alarcon, Williams, Poppe, & Frye, 2012). Summary In conclusion, the BDI-II seems to be the most effective assessment tool in diagnosing clinical depression. The American Mental Health Counselors Association Code of Ethics (2000) reports that the counselor is responsible for ensuring that each client is assessed appropriately including using the most appropriate test for the client’s presenting issues for diagnosis. The Code of Ethics also cautions the counselor in privacy, interpretation of the results, and to be trained for the assessments in which he or she will use in practice. As before stated, Julia will explore all options for testing for diagnosing clients as well as continued training in testing and interpretation of the results of each test used in practice. References American Mental Health Counselors Association (2000). Code of ethics. Retrieved March 9, 2014 from www.amhca.org/assets/content/CodeofEthics1.pdf Arbisi, P. A., and Farmer, R. F. (2012). Beck depression inventory-ii. Mental Measurements Yearbook and Tests in Print. Accession Number: TIP07000275. Mental Measurements Review Number: 14122148. Beck, A. T., Steer, R. A., & Garbin, M. G. (1988). Psychometric properties of the Beck Depression Inventory: Twenty-five years of evaluation. Clinical Psychology Review, 8, 77-100. Cappeliez, P. (1989). Social desirability response set and self-report depression inventories in the elderly. Clinical Gerontologist, 9(2), 45-52. Dahlstrom, W. G., Brooks, J. D., & Peterson, C. D. (1990). The Beck Depression Inventory: Item order and the impact of response sets. Journal of Personality Assessment, 55, 224-233. Gatewood-Colwell, G., Kaczmarek, M., & Ames, M. H. (1989). Reliability and validity of the Beck Depression Inventory for a White and Mexican-American gerontic population. Psychological Reports, 65, 1163-1166. Joe, S., Woolley, Ghahramanlou-Holloway, M., Brown, G. K., Beek, A. T. (2008). Psyc hometric properties of the Beck Depression Inventory-II in low-income, African American suicide attempters. Journal of Personality Assessment Volume 90, Issue 5, 2008. Retrieved March 8, 2014 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2729713/ Kung, S., Alarcon, R. D., Williams, M. D., Poppe, K. A., Moore, M. J., Frye, M. A. (2012). Comparing the Beck Depression Inventory-II (BDI-II) and Patient Health Questionnaire (PHQ-9) depression measures in an integrated mood disorders practice. Journal of Affective Disorders, Volume 145, Issue 3, Pages 341-343, 5 March 2013. Retrieved March 9, 2014 from http://www.jad-journal.com/article/S0165-0327%2812%2900586-1/abstract Faxlanger, L. (2009). The clinical assessment of depression vs. the Beck depression inventory. Retrieved March 9, 2014 from http://lisamarie1019.blogspot.com/2009/09/clinical-assessment-of-depression-vs.html Steer, R. A., Beck, A. T., & Brown, G. (1989). Sex differences on the revised Beck Depression Inventory for outp atients with affective disorders. Journal of Personality Assessment, 53, 693-703. Steer, R. A., Beck, A. T., & Garrison, B. (1986). Applications of the Beck Depression Inventory. In N. Sartorius & T. A. Ban (Eds.), Assessment of depression (pp. 121-142). Geneva, Switzerland: World Health Organization. Talbott, N. M. (1989). Age

Almost. Maine Test (Play) Essay

True or False: 1) Phil and Marci are married. 2) The setting for the play is Eastport, Maine. 3) Steve is Marvayln’s boyfriend. 4) Randy and Chad are a couple. 5) Gayle and Lendall are married. 6) Rhonda and Dave went snowmobiling. 7) Pete is left alone at the end of the play. 8) Jimmy is Sandrine’s ex-boyfriend. 9) Chad works as the mill. 10) Randy’s ex-girlfriend’s face broke while they were dancing. Multiple Choice: 11) What is Marvalyn doing in the beginning of her scene? a) Washing dishes b) Folding clothes c) Ironing clothes d) Reading a book 12) What is inside the tiny bag that Lendall gives to Gayle? a) Chocolate b) A ring c) Flower d) A card 13) Where does Marci’s second shoe come from? a) The sky b) Phil finds the shoe for her c) Under the bench d) The car 14) What is Danny’s wife’s name? a) Ginette b) Hope c) Suzette d) Glory 15) Why is Sandrine at the Moose Paddy? a) She is a waitress there b) She came to meet Jimmy c) She is there for her bachelorette party d) For a drink 16) Dave and Rhonda are ____________: a) Brother and sister b) Married c) Boyfriend and girlfriend d) Friends 17) The waitress’s name at the Moose Paddy is __________: a) Sandrine b) Villian c) Hope d) Marci 18) All of these characters are in the play Almost, Maine except ________: a) Sandrine b) Pete c) Michael d) East 19) Jimmy’s tattoo says _________: a) Sandrine b) Villain c) Waitress d) Villian 20) Where does Hope take a taxi from? a) Boston b) Baltimore c) Bangor d) Easton

As the World Rots Essays

As the World Rots Essays As the World Rots Paper As the World Rots Paper The experiment conducted was aimed towards assessing the capabilities of both bacteria and fungi to decompose food samples in acidic conditions. In this sense, four variables were tested in relation to the rotting process, using both pickled and non-pickled cucumber samples in tap water, bottled water, vinegar, and no liquid setups. The resulting setups were observed for the growth of microorganisms at regular intervals for five weeks. The hypothesis considered through the experiment was that pickled cucumbers will have a slower rate of microbial decomposition compared to non-pickled cucumbers. Basing on the results, wherein non-pickled cucumber samples were identified to have acquired greater microbial growth development through time for all substrates, then the hypothesis was evidently supported. In addition, it is quite notable that microbial growth was not observed in pickled samples throughout the five week period for every setup used. As for the non-pickled cucumber samples in tap water and bottled water setups, bacterial growth characterized by brown spots began during the fourth week of observation, and decay progressed through the fifth week. Contrary to what is expected though, even though vinegar being acidic has intrinsic antimicrobial properties, microbial growth should have been observed. However, from the results, neither bacteria nor fungi were able to grow in vinegar based setups. Theoretically, the fungi are expected to exhibit better growth since the fungi are generally more acid tolerant than the bacteria; hence common spoilage bacterial colonies will benefit more from more less acidic conditions (Lund, Parker, and Gould, 2000). Unfortunately though, fungal growth was not observed in the course of the experiment as pointed out. In conclusion, although the experiment was generally successful and the hypothesis was confirmed, changes to the general procedure may be done in succeeding trials especially in consideration of fungal growth. For one, the commercially produced pickles must no longer be used since the heat and saline processing involved in its production may already have rid of most of the fungi as well as other spoilage bacteria. Also, the use of completely sterile or aseptic procedures may be utilized in sample procurement, preparation, storage, and observation so as to increase the reliability of the results.

Time Management in College Five Golden Rules [Guest Post]

Time Management in College Five Golden Rules [Guest Post] Do you like to learn? I do! Every hour spent at the university was great fun to me. I love to broaden my knowledge, acquire new skills and use them later in practice. However, mastering knowledge of all subjects is extremely time-consuming, especially when each of them refers to different issues, which not always overlap. Therefore, if students want to get good scores in many disciplines, they should admit that time-management in college is crucial! Meeting deadlines is one thing, and keeping the quality of the assimilated content high enough is another. Both issues are significant for students. The reason is that their combination is what makes students successful. I have to admit that I have experienced some slips in my life and terrible pangs of conscience due to the result not meeting my obligations frustrates me greatly because it conflicts with my inner need to be perfect in everything. Today, however, I am no longer the same person who started their adventure with studies. Today, I understand how valuable every minute of my day is. Thats why I try to use these 24 hours to the maximum, so as not to have any regrets that I wasted my time because I was too lazy. If you also want to boost your efficiency, check out five golden rules of time-management in college! #1 Learn to Say No Probably each of us at least once in their life found themselves in a situation in which the number of tasks to perform overwhelmed psych them out. Such moments particularly love to attract people who would like to have their project done by someone else as if those were walking with a loudspeaker and announcing they eagerly relieve their fellowmen in carrying out their duties. I am well aware that saying no is not the simplest thing to do; however, its paramount for time-management in college. We usually do not want to risk the consequences of refusing our help our college friends. After all, we may also need it one day, right? That is why the way in which we communicate this refusal is so crucial – find some practical advice on how to say no so that nobody will consider us to be a chuff! Believe me, if you finally start to devote 100% of your learning time to do your job, you will quickly feel the difference! It will allow you to focus as much as possible on what you can and take your exams without blinking an eye. #2 Do Not Distract Yourself Improving your skills of time-management in college is a challenge to many students. Lets face the truth: whenever we sit down to learn, everything starts to tempt twice as much. Social media, a book, an episode of a favorite TV series (especially when a difficult exam is approaching fast), even hunger starts to get worse than usual. I know it better than you think – as soon as you start learning, the sounds from the outside become much more intense and disperse the barely achieved concentration. Thats why whenever I start learning, I turn off my wi-fi and put my phone away at a safe distance, much longer than the length of my arm, and also behind my back. When someone calls, I have the opportunity to get up and move. Whats more, I no longer check my Facebook account compulsorily reading the same entry three times. This way it is reliable and the results, although difficult to achieve, are incredibly satisfying – I do not waste time on staring at my smartphone and consuming a million different pieces of information. I focus much better on the content to learn for a test or an exam, so I am also more satisfied with their results! Besides, I have learned not to check now and then if I have received a message. It was incredibly difficult for me because I try to answer my friends questions as soon as possible. From experience, however, I know that immediately after any distractions connected to the phone, it is the news that distracts me the most. #3 Prepare a List Of Tasks One of the most important principle of time-management in college is creating to-do lists. Did you know that we are doing much better when we stick to the established plan? Mastering the confusion is the easiest way to concentrate because knowing our next steps allows us to control the time we spend on it. Of course, chaos can also be creative and develop creativity, but unfortunately, this is not a good solution, not in the long run. By placing tasks in a more rigid framework, our efficiency is increased – and that is what it is all about! Here, I have something of a sub-item for you, that is, use tools!Task lists can be drawn up in many ways. The easiest way is, of course, to take a piece of paper and a pen, but I prefer the application for a smartphone. I have already tried Todoist, Asana, Trello, Podio, and TimeCamp, so I know exactly how much time I need to learn a particular subject or to complete another project. I also enter data regularly into my calendar (Calendar for Mac OS). On top of all I have a notebook at hand, which I use to note down some ephemeral ideas and thoughts. #4 Set Yourself a Time Limit When we learn or write some essays for classes, we often encounter the same type of tasks. Notes or scripts are usually of a similar size, so we can determine how long it will take us to prepare them, including any preparation – just as in the case of learning for a particular subject. Again, I will mention the time tracking tools, such as TimeCamp – just turn them on when you start learning, and the application will count the minutes and hours spent on that activity by itself. Doing so definitely makes it easier for students to manage their time because they are able to divide their day in such a way that any of their duties is fulfilled at the expense of the other. Imagine how lucky it will be to learn of three subjects instead of two? I would be proud of myself, would you? You should! Following the rules of time-management in college means no more missed deadlines. #5 Take a Break And the last but not the least rule of time-management in college is taking breaks! Our brain needs rest. Imagine working persistently out at a gym, putting yourself through the hoops there achieve the desired results. It is impossible for you to withstand it without even a short break! The same goes for the mind – it, too, needs rest to work correctly. That is why it is so vital to take a break from time to time while creating something, which is a typically intellectual effort. For me, it usually means two minutes spent with my eyes closed, preparing a meal or, more and more often, a series of simple physical exercises. These small pauses will allow you to enhance your focus and give you the strength to do more work so that you will finish it much faster! If youve missed our blog on helpful time-management activities for students, check it out now, so that you had a complete picture on how to manage your time. Author: Ola Rybacka Ola is a Community Manager at TimeCamp a time tracking software company  and a new media maniac. Shes a Ph.D. and speech therapy student, treats the university as the second home. Likes reading science fiction and fantasy books, prefers rock and celtic music, loves sitting in the kitchen and cooking for her friends and family.  Find her on Twitter here: @pidzuchna

Functional Human Resource Technology Essay Example | Topics and Well Written Essays - 500 words

Functional Human Resource Technology - Essay Example This will also require a lot of staff who can work on it.. Why should most of the companies waste their time and money in installing new systems The answer to this question is simple. The reason is that it is very easy and simple to process payroll on a computer than doing it manually. Every employee can now look at his or her average salary for the month and can plan his or her expenditure accordingly. Errors creeping in the calculation of pay every month is reduced than when done so under the manual system. Installation of Computerized Payroll System can be expanded based on the needs of the organization. The installation should pave way for work to be carried out with fewer integration problems. As part of these ports to new payroll resolutions, management comforts particularly for financial management will be a large part of potential technology. The new technology will include more graphing ability, like the dashboards that would immediately display the mean salary by cost center. The new technology of Computerised Payroll System when installed or while installing will be a challenge to the Management. It becomes a challenge, because the required and apt staff who can work with the new system without causing it to crash, will have to be inducted. The human factor, that is the staff, is also equally important as is the

Negotiation Assignment Example | Topics and Well Written Essays - 500 words

Negotiation - Assignment Example A lack of communication can be a barrier that hurts a negotiation. A second component of communication that can facilitate the negotiation process is having good persuasion ability. During a negotiation each party is supposed to influence the other party to reach the desirable terms of the deal. Being good at persuading other can help you score points in your favor during a negotiation. Politicians are a great example of people that use persuasion in their negotiations and public messages to the general population. When using persuasion one must concentrate on focusing on the most important terms of a deal. A third communication component that can positively impact the ability of a person to succeed during negotiation is active listening skills. Active listening can be defined as act of mindfully hearing and attempting to comprehend the meaning of words spoken by another in a negotiation can create an offer that meets the needs of both parties (Businessdictionary). Whenever I’m in a negotiation I like to listen to others first in order to analyze my options in a more analytical manner. Listening well to others also helps me understand the wants of the opposition which can help me garner bargaining power by creating offers based on those needs. I agree with you that to be good at negotiating its takes a lot of practice. A person is not born with negotiation skills. People get better at negotiating by themselves, through lifetime experiences, and through training. Being able to read another person can help in a negotiation. The use of active listening skills can help a person decipher what others want. In your post your post you mentioned the importance of verbal and non-verbal communication. Body language can help decipher the intention of others. The mood of a person can influence the outcome of a negotiation. I agree with you that reading and understanding the intentions of the second party involved in a negotiation is