Scholastic Corporation Essay Example for Free

Scholastic Corporation Essay Hi! I would like to welcome you and your child to Third Grade! I am excited to have an opportunity to be an important part of your child’s education. Third grade is an important step in your child’s education. It consists of many new tasks and skills for your child. They are required to think more critically and work more independently. My goal is to guide and instruct your child so that he/she will be fully prepared for fourth grade. In order to accomplish this, teamwork is critical. My role as teacher for your child is to provide daily instruction, meaningful class work and homework assignments, and to provide a stimulating environment and opportunities for success. To ensure that the opening of school goes smoothly, we would like to bring your attention to activities and procedures that are important to the third grade level. All toys are to stay AT HOME unless specifically requested by teachers. Any materials (including clothing) should be clearly marked with your childs name. Organization and Homework To assist your child in developing good organizational skills, the following routines are necessary: 1. Review and sign all homework and planner nightly. 2. Work is to be completed in pencil only unless otherwise stated. 3. Homework is written, by your child daily, in their agenda. Check off work completed and initial planner nightly. 4. Homework is an opportunity to practice material learned in the classroom to the level of mastery. In order for us to maintain daily contact, we ask that you check your childs homework daily for accuracy and understanding. Do not sign homework or planner unless you have checked over homework and are sure it has been completed. 5. Take Home Folder: Your child will be bringing home a folder every night. The homework folder should be cleaned out nightly and only papers that need to be returned to school should be left in the folder. 6. I will try to make homework free weekends. There may be times when this isn’t possible, but I will do my best to make this happen. 7. All homework assignments are due on the following day. If your child forgets their homework or planner, they will have to miss noon recess to complete assignments. If your child forgets to get homework or planner signed they will have to miss 10 minutes of recess. (1/2 recess). Your child will not be allowed to call home for forgotten homework. Reading/Spelling Reading will be a part of daily homework. Your child needs to read at least 20 minutes each night. A portion of this time may be spent reading aloud to a parent and discussing content. Vocabulary Lists and Spelling Lists will be sent home for your child to study for that week’s story. Please review them nightly. Math Math will also be a part of daily homework. Your child will complete side B of the fact practice and written practice nightly. Scholastic Book Orders Make checks payable to: Scholastic Books. More than one book order may be sent home at one time, return a slip for each catalog that you want to order from however, one check may be written for all. Book Donations If you have books that your child has outgrown or no longer reads, send them to school and I will get them to the appropriate classrooms. Parent Teacher Communication Please feel free to call me at school or home at any reasonable time. You can also email me at school or â€Å"friend† me on facebook and send private messages. School 886-2251 Available times: 8:00 a.m., School email [emailprotected] Home – 822-3272 Cell – 886-4077

Social Work Counselling in Social Work

Social Work Counselling in Social Work The Role and Applicability of Counselling in Social Work Practice Introduction and Overview Social work originated as a community help measure in the 19th century and has since then become an organised discipline that aims to support and empower those who suffer from social unfairness. Apart from helping the disadvantaged to live with dignity, social work aims at achieving social inclusion and has been found to be effective in correcting disparities and in helping individuals to overcome impediments that arise from different aspects of life; apart from those that require knowledge of the physical and medical sciences. Social work practice has, over the years, become integral to Britain’s working life and current estimates put the number of active social workers in the country at significantly more than one million. (Parrott, 2002) Whilst social workers can be called upon to assist all sections of the community, the majority of their assignments concern helping individuals in stressful situations and those experiencing difficulties with issues that relate to emotions, relationships, unemployment, work, disabilities, discrimination, substance abuse, finances, housing, domestic violence, poverty, and social exclusion. Such a range of applications has necessitated the development of (a) a variety of skills and techniques, (b) methods to transfer these skills to social workers, and (c) procedures for the delivery of social work in a variety of settings, which include schools and colleges, households, hospitals, prisons and secured homes, and training and community centres. (Parton, 1996) Social work practice focuses on dealing with the problems of service users. The maintenance and improvement of their social, physical, and mental states is often dependent upon the effectiveness of social work intervention. (Miller, 2005) Users of social work services are largely economically and/or socially disadvantaged, and the vulnerabilities, which arise from these circumstances, frequently contribute to the nature of their relationships with service providers. (Miller, 2005) Social work makes use of a broad range of knowledge and incorporates information obtained from several disciplines; it empowers social workers in practice to use their acquired knowledge and skills first to engage service users and then to bring about positive changes in undesirable emotional states and behavioural attitudes, or in positions of social disempowerment. (Miller, 2005) Counselling forms one of the main planks of social work practice and constitutes the chief mode through which social workers directly engage service users; it is considered to be the public face of the activity and is an integrative course of action between a service user, who is vulnerable and who needs support, and a counsellor who is trained and educated to give this help. Face to face and 121 interactions between social workers and service users take place mostly through counselling activities. Apart from the directly beneficial effect that occurs through counselling, much of the social work approach that needs to be adopted in specific cases for other interventionist activity is decided on the basis of feedback provided by counsellors. This assignment aims to study and analyse the importance of counselling in social work practice. Commentary and Analysis Social work practice, in the UK, has evolved along with the development of the profession, and with the progression of social policy, ever since the first social workers were trained at the London School of Economics, at the beginning of the 20th century. (Parton, 1996) Whilst social policy, formulated at the level of policy makers, defines the broad routes taken to alleviate social inequalities, the actual delivery of social work occurs through social work practice, an activity carried out by thousands of social workers all over the United Kingdom. (Harris, 2002) Social work makes use of a range of skills, methods, and actions that are aligned to its holistic concentration on individuals and their environments. (Harris, 2002) Social work interventions vary from person-focused psychosocial processes that are focused on individuals, to participation in social policy, planning and development. (Harris, 2002) These interventions include counselling, clinical social work, group work, soc ial academic work, and family treatment and psychotherapy, as well as efforts to assist people in accessing services and resources within the community. (Harris, 2002) Social workers, in their everyday activity, need to assume multiple roles that aim to balance empowerment and emancipation with protection and support. (Harris, 2002) Balancing this dilemma is often a difficult process; it depends upon the needs of service users and requires social workers to assume more than one role. (Harris, 2002) These roles, whilst being versatile and flexible, broadly consist of seven broad categories, namely those of planners, assessors, evaluators, supporters, advocates, managers, and counsellors. (Harris, 2002) Whilst social work practice is spread over these broad functions, this assignment aims to examine and analyse the significance and application of counselling in social work, especially with reference to (a) the complexities involved in its practice, (b) combating oppression and discrimination, and (c) from the viewpoint of service users. Counselling, whilst being a catch-all term, used for describing of various professions, is, an important component of social work practice. (Rowland, 1993) It is a developmental process in which one individual (the social work counsellor) provides to another individual or group (the client), guidance and encouragement, as well as challenge and inspiration, in creatively managing and resolving practical, personal and relationship issues, in achieving goals, and in self realisation. (Rowland, 1993) Whilst the relationship of social work with poverty and deprivation necessitates that most counselling activities relate to such issues, counselling has now become an active and interventionist method to achieve change in social situations and empower people to improve the quality of heir lives. (Rowland, 1993) The activity depends upon client-counsellor relationships and includes a range of theoretical approaches, skills and modes of practice. The British Association for Counselling defined the activity thus in 1991: â€Å"Counselling is the skilled and principled use of relationships to develop self knowledge, emotional acceptance and growth, and personal resources. The overall aim is to live more fully and satisfyingly. Counselling may be concerned with addressing and resolving specific problems, making decisions, coping with crisis, working through feelings or inner conflict or improving relationships with others. The counsellors role is to facilitate the clients work in ways that respect the clients values, personal resources and capacity for self determination.† (Rowland, 1993, p 18) Part of the confusion regarding the actual nature of counselling activity stems from the fact that the phenomenon is of recent origin and is becoming increasingly popular both as a widely sought service and as a professional career. (Dryden Mytton, 1999) Whilst social researchers have floated a number of theories to explain the growth in counselling in social work, most experts ascribe its increasing usage to the diminishing impact of religion, the breaking and scattering of family life, and the removal of previously existing family and community social structures. (Dryden Mytton, 1999) Priests have ceased to become confidantes and advisors; New modes of disempowerment have also led to the creation of a vast range of emotional and physical stresses with adverse effects on the psycho-emotional states of numerous people and their consequent need for counselling. (Dryden Mytton, 1999) Counselling has its origins, both in the past, and as an up-and-coming discipline, in various professions. It fills the intermediate gap between psychotherapy and amity, and thus becomes a particularly useful tool for intervening and touching upon the private, societal, professional, medical, and educational aspects of people. (Rowland, 1993) Whilst it grew organically, its effectiveness in diminishing distress led to its progressive assimilation in social work practice. Again the idea of the social worker as a person, who works with or counsels persons, has been a persistent concept in social work all through its emergence. (Pease Fook, 1999) Counselling has also been connected with some of the critical principles of social work, particularly with regard to recognising the innate value of the individual and respecting the human being. (Pease Fook, 1999) Counselling and casework also find favour with those who look at social work, in its entirety, as a process where different compo nents work synergistically with each other in helping and supporting individuals. (Pease Fook, 1999) Also inherent in the role of the social worker, as a counsellor, is the idea that change will be involved in the behaviour or outlook of the service user. It is in fact the diminution on the role of counselling role, which has been one of the major apprehensions regarding provision of social work through services. (Pease Fook, 1999) Counselling, in its basic form, involves the meeting of a counsellor and a service user in a private and confidential setting to investigate the emotional and mental difficulties, and distress, the service user may be having because of varying person-specific reasons. (Rowland, 1993) Counselling, as is evident from its increasing usage, has been found to be of great help in a variety of situations; in treating people with mental problems of varying severity; in helping those suffering from trauma, anxiety or depression; and in aiding people with emotional or decision making issues. (Rowland, 1993) Whilst it has been found to be applicable across different locales, for example, in schools and colleges, disturbed domestic settings, and in workplaces, it has also proved to be effective in helping people afflicted with serious illnesses like cancer and aids, victims of road and industrial accidents, and people in various stages of rehabilitation. (Coney Jenkins, 1993) Counsellors meet the requirements of people who experience traumatic or sudden interruptions to their life development and to their social roles. (Dryden Mytton, 1999) Prominent among these counselling functions are those in areas of marital breakdown, rape and bereavement. (Dryden Mytton, 1999) The work of the counsellors in such cases can be clearly seen to arise from social problems, namely from shifting social perceptions of marriage, reassessments of male and female roles, and new patterns of marriage and family life. (Dryden Mytton, 1999) Counselling provides a route to helping individuals to negotiate this changing social landscape. Counselling has also been found to be helpful in the area of addictions. Specific counselling approaches have been developed to assist people with problems related to substance abuse, gluttony and for giving up smoking. (Pease Fook, 1999) In some areas of counselling, which deal with addiction, for example, with users of hard drugs, counsellors engaged in social work practice, function side by side, with sets of legal restrictions and moral issues. (Pease Fook, 1999) The possession and use of cocaine, for example, is not just viewed to be morally incorrect but also a criminal activity. (Pease Fook, 1999) â€Å"The counsellor working with a heroin addict, therefore, is not merely exploring ‘ways of living more satisfyingly and resourcefully’ but is also mediating between competing social definitions of what an acceptable ‘way of living’ entails.† (Pease Fook, 1999, p72) Some of the different objectives counsellors try to achieve in their dealing with service users relate to (a) providing them with an understanding of the origins of emotional difficulties, (b) enabling them to build meaningful relationships with other people, (c) allowing them to become more aware of blocked thoughts and feelings, (d) enabling them to develop a more positive attitude towards their own selves, (e) encourag ing them to move towards more fulfilment of their potential and (f) helping them in solving particular problems. (Pease Fook, 1999) The following example provides an instance of how counselling helps individuals to overcome serious personal traumas. â€Å"Paula had been driving her car. Her friend, Marian, was a passenger. Without any warning they were hit by another vehicle, the car spun down the road, and Paula thought ‘this is it’. Following this frightening event, Paula experienced intense flashbacks to the incident. She had nightmares which disturbed her sleep. She became irritable and hyper vigilant, always on the alert. She became increasingly detached from her family and friends, and stopped using her car. Paula worked hard at trying to forget the accident, but without success. When she went to see a counsellor, Paula was given some questionnaires to fill in, and he gave her a homework sheet that asked her to write about the incident for ten minutes each day at a fixed time. In the next counselling session, she was asked to dictate an account of the event into a tape recorder, speaking in the first person as if it was happening now. She was told to play the trauma tape over and over again, at home, until sh e got bored with it. In session 3, the counsellor suggested a way of dealing with her bad dreams, by turning the accident into an imaginary game between two cartoon characters. In session 4 she was invited to remember her positive, pre-accident memories. She was given advice on starting to drive her car again, beginning with a short five-minute drive, and then gradually increasing the time behind the wheel. Throughout all this, her counsellor listened carefully to what she had to say, treated her with great respect and was very positive about her prospects for improvement. After nine sessions her symptoms of post-traumatic stress had almost entirely disappeared, and she was able to live her life as before.† (Starkey, 2000, p37) Counsellors need to keep in mind that socialisation leads to the development of perspectives on issues like race and gender. (Moore, 2003) Many of these perspectives are assimilated to such an extent that people have little control over them and are bound to impact the working of counsellors if not understood, isolated and overcome. (Moore, 2003) â€Å"In an anti-oppressive framework, these views are broken into six main lenses; racism, sexism, heterosexism, ableism, ageism, and class oppression.† (Moore, 2003) People are regularly excluded on account of their colour, gender, sexual orientation, abilities, age, and class. (Moore, 2003) Most of these factors do not occur in isolation and thus lead to multi-oppression, for example an aged female from a minority background could face oppression because of three factors, the whole of which becomes stronger than the sum of individual components. Oppressive perspectives occur through a common origin, namely economic power and contro l, and employ common methods of limiting, controlling, and destroying lives. The PCS model developed by Thompson, in 2001, argues, in similar vein that inequalities, prejudice and discrimination operate at three levels, Personal, Cultural, and Structural, and by constantly strengthening each other, create powerful mental biases and prejudices against members of out-groups, people who are disadvantaged by way of colour, race, ethnicity, religion and language. Individual views, at the personal level, interact with shared cultural, historical and traditional beliefs to create powerful prejudices. (Thompson, 2001) Dominant groups within society constantly reinforce their superiority by driving home the inferiority of other groups through a number of overt and covert methods. (Harris, 2002) Whilst movements that aim to dismantle such stereotypes are emerging slowly, the biggest conflict is still within. (Harris, 2002) Internalised oppression is the oppression that we impose on our own selves due to environmental pressures. (Harris, 2002) The oppression is internal ised from the prevailing society’s message through various institutions like the media, existing religious infrastructure, and other forms of socialisation. (Harris, 2002) Examples of such oppressive practices are the pressure put on working mothers to run an efficient household, in addition to putting in a full day at the office, or expecting mothers who stay at home to work from dawn until late night. (Harris, 2002) These prejudices are further strengthened by structural discriminations that are created by social and governmental structures, (as evinced by diminished employment opportunities for people with histories of substance abuse or the refusal of landlords to rent houses to members of certain communities), and create a complex web of mutually reinforcing social processes. Counsellors are prone to be oppressive because of assimilated perspectives, stereotyping, and because they hold power over service users. It is imperative that they recognise these imbalances and wo rk towards eliminating them in their work as well as in the promotion of change to redress the balance of power. Looking at social issues through the perspectives of service users is thus critical to counselling activity. Social workers often face ethical challenges in their dealing with service users. There are many instances in social work where simple answers are not available to resolve complex ethical issues. Clients, for example, can inform counsellors about their intention to commit suicide or inflict physical harm on their own selves, ask for reassuring physical contact in the nature of hugs, and confide about their intentions to harm others. (Langs, 1998) There is a strong possibility of sexual attraction developing between counsellor and service user. (Langs, 1998) Such situations can lead to the development of dichotomies between personal and professional ethics, and to extremely uncomfortable choices. (Langs, 1998) Conclusion Counselling is a complex and demanding activity that demands knowledge, experience and people skills, as well as compassion, empathy and understanding. Above all counselling activity, as an integral component of social work, requires commitment to social good. Counselling theories have evolved over the last half century; they have multiple origins, are complex in their formulation, and whilst having common features, need to be individually adapted to the needs of service users. Whilst it is not easy to grasp and apply these theories, their comprehensive understanding and application are essential to the effectiveness of counselling work. Counsellors, by virtue of the nature of their work and their power in counsellor-service user relationships exercise enormous influence over the decisions of service users. The diversity and heterogeneity of counselling reflects the sensitivity of counselling to the enormous variations in human experience. Whilst understanding of theory helps in discharging of responsibilities, counsellors are also limited by assimilated perspectives on oppression, career and money demands, and their own emotions. Their responsibilities are manifold, and include duties towards service users, towards the profession, and towards the wider community. Apart from being challenging, satisfying and rewarding, counselling also provides the opportunity to make profound differences to the lives of other human beings. References Bond, T, 2000, Standards and Ethics for Counselling in Action, Sage Publications Ltd. London Corney, R. Jenkins, R, (Eds.), 1993, Counselling in General Practice. London: Routledge Counselling saves British business millions every year, 2003, British Association for Counselling and Therapy, Retrieved December 3, 2007 from www.instituteofwelfare.co.uk/downloads/welfare_world_24_full.pdf Dryden, W, 2006, Counselling in a nutshell, Sage Publications Ltd. London Dryden, W., Mytton, J, 1999, Four Approaches to Counselling and Psychotherapy, London: Routledge Feltham, C, 1995, What Is Counselling? The Promise and Problem of the Talking Therapies, Sage Publications Ltd. London Harrow, J, 2001, Working Models: theories of counselling, Retrieved December 3, 2007 from http://www.draknet.com/proteus/models.htm Harris, J, 2002, The Social Work Business /. London: Routledge Hornby, G., Hall, C., Hall, E. (Eds.), 2003, Counselling Pupils in Schools: Skills and Strategies for Teachers, London: RoutledgeFalmer Langs, R, 1998, Ground Rules in Psychotherapy and Counselling. London: Karnac Books Miller, L, 2005, Counselling Skills for Social Work, Sage Publications Ltd. London Moore, P, 2003, Critical components of an anti-oppressive framework, The International Child and Youth Care Framework, Retrieved December 3, 2007 from www.cyc-net.org/cyc-online/cycol-1203-moore.html Nelson-Jones, R, 2000, Six key approaches to counselling and therapy, Sage Publications Ltd. London Noonan, E, 1983, Counselling Young People. London: Tavistock Routledge Now Youre Talking; Counselling Has Become a Big Business Employing Thousands. but Is It a Job for You? Bonnie Estridge Talks It through London Jobs/Opportunities, 2004, October 14, The Evening Standard (London, England), p. 61 Parrott, L, 2002, Social Work and Social Care, London: Routledge Parton, N. (Ed.), 1996, Social Theory, Social Change and Social Work, London: Routledge Pease, B. Fook, J. (Eds.), 1999, Transforming Social Work Practice: Postmodern Critical Perspectives. London: Routledge Retail Therapy: Beauty So Tell Me, Whats the Problem? Laura Davis Investigates the Growing Trend for Counselling, 2004, October 28, Daily Post (Liverpool, England), p. 8 Rowland, N, 1993, Chapter 3 What is Counselling? In Counselling in General Practice, Corney, R. Jenkins, R. (Eds.) (pp. 17-30) London: Routledge Shardlow, S. (Ed.), 1989, The Values of Change in Social Work. London: Tavistock/Routledge Starkey, P, 2000, Families and Social Workers : The Work of Family Service Units, 1940-1985 /. Liverpool, England: Liverpool University Press Thompson, N (2001) Anti-Discriminatory Practice, Third Edition, London: Palgrave Urofsky, R. I., Engels, D. W, 2003, Philosophy, Moral Philosophy, and Counselling Ethics: Not an Abstraction. Counselling and Values, 47(2), 118+

The Comparison Between Martin Luther And John Calvin Religion Essay

The Comparison Between Martin Luther And John Calvin Religion Essay The 16th century was marked by two great leaders, Martin Luther and John Calvin, who represented the stepping stones for the Protestant Reformation. Both these men were against the Roman Catholic Church and had different views on religion and how it should be seen. Luther and Calvin had a very similar protestant based theologies. Calvins admiration for Luther is evident because he refers to him as an apostle  [1]  . Luther was the founder of a group which is today known as the Lutherans. Both were very similar and at the same time different, each of them influenced Europe in a way. Calvin even influenced colonies of New England. Without them, contradicting the church, Protestantism would probably not be seen around the world. Martin Luther and John Calvin had similar concepts of faith and justification towards God, which in consequence became Luther and Calvins main currency of soul salvation. The Sermon on Good Works was Luthers first piece of writing which he writes about how only faith, not good works, benefits the soul for salvation. Luther realized that good works was not the path to take for forgiveness of sins, when he decided to achieve forgiveness by fasting many days and abstaining from sleep, but nothing happened. So from then on he discovered the bible, and found great guidance from it. He also believed that it is impossible to obey all of the proscriptions of the Old Testament thereby mercy from God and faith is the only way to salvation. Good works do not make a good man, but a good man does good works; Bad works do not make a bad man, but a bad man does bad works,  [2]  (Wogaman p111) wrote Luther, in summary of Paul. He not only said that good works were imperfect and useless, but also declared that they were sinful acts. Thus we sin even when we do good, unless God through Christ covers this imperfection and does not impute it to us  [3]  (Luther p276). Not only does Luther say this but also Calvins idea of faith can be seen when he says All we assign to man is that, by his impurity he pollutes and contaminates the very works which were good. The most perfect thing which proceeds from man is always polluted by some stain.   Should the Lords therefore bring to judgment the best of human works, he would indeed behold his own righteousness in them; but he would also behold mans dishonour and disgrace  [4]  (Westminster Confession). Calvin also believed that human nature was tainted and that people could do good works but no amount of good works would be enough to earn salvation. The grace of God through faith in Jesus Christ alone is the only way for redemption of sin, was Calvins belief. Calvin greatly believed good works were useful, if done to help our neighbour. Calvin and Luther had mostly the same view of good works and salvation. Calvins theology was for the most part similar and on the same path as Luthers, Calvin was on the same side as Luther for the thought that the authority and ways of life of Christians were to be followed from the Scriptures and that it was not the Church itself that would tell the people what to do, but instead it would be the Scriptures, because everyone could read it them. They had a Christ centered theology. The Scriptures were to be read as it is and not to try and find the hidden meanings. They both believed that that Church was born from the Scriptures and not the way around  [5]  . Luther and Calvin both denounce the Pope and the churches for the used the money to create and beautify what they had instead of following the what Christ really wanted from them, which was to live in the simplest form and educated others. They both had similar view of justification to god by faith. Luther thought that no good works were enough to reach salvation. Calvin had the idea that there was two group of people; the Elect and the non-Elect, which were chosen by God to be saved or not. Predestination was a key idea in Calvins theology. He believed everything was already planned before even you were born. Luther believed that the state and the church should be separated. The state should have all the power. While on the other hand Calvin believed that the state and the church should not be subject to one another and vice versa. Calvin had restore Geneva, The power of the sword and other parts of civil jurisdiction that bishops and priests had wrested from the magistrate  [6]  (Bouwsma p204) were given back to the king. Calvins ideas and theology has survived in communities in American history. The things that have been kept in notion from his works are to have a good work ethic and strong sense of family values. Calvin has influenced many fields like economics, politics, physical sciences and more  [7]  . Calvins religious movement has influenced the economic thinking and behaviour of people such as Max Weber, R.H. Tawney and Talcott Parsons. They believed that Calvinistic beliefs and capitalism were connected. They called this functional fit  [8]  . Max Weber believes that Calvinism perhaps helped build an  elective affinity for the development of capitalism, while on the other hand Tawny suggested the opposite. He thought that the Calvinist theology was adopted in capitalistic societies for this theology provided ideological explanations for economics practices which were considered morally questionable, such as interest in money  [9]  . Many may think that religion and scientific p rogress were not connected or had no relation between them, but some sociologist say that Calvinist had a strong impact for scientific research and development  [10]  . Calvinism, which came from John Calvin, was also a changing point for the form of government thats present in our society. The American political structure was mostly copied from the British, while most of their government ideas had a Calvinistic sense  [11]  . Calvinism is also to blame for causing problems and it is thought that maybe Calvinistic thought contributed to a mindset which caused the Holocaust  [12]  . Martin Luther perhaps didnt affect as many sectors of life but he was the one who influenced John Calvin for his works. Luther had a great impact, for he was the first person to make the Bible available to all people. He also influenced Europe to see religious thoughts in a different way and most of all, he was responsible for weakening the Churchs power  [13]  . Both theologies from Luther and Calvin are different and similar. Each of them are within the new Protestant paradigm, Luthers theology is with the individual person who is justified by faith, and for which such a person, good works naturally flow. Calvins theology contrasts the glory of God with the depravity of man, and is more skeptical of the ability of the justified man to perform good works. Similarities in there Reformation essentials are more influential then their differences. Calvin was given the Reforming baton from Luther and his theology was created from Luthers. Both these men were used by God to restore the Gospel to His church  [14]  . Word count 1300

Diversity Essay -- essays research papers

Abraham Lincoln once said, â€Å"The strongest bond of human sympathy outside the family relation should be one uniting working people of all nations and tongues and kindreds.† For an organization to work well it has to have a diversity of people, good communication with all the employees, and to be organized in a way that is effective and efficient to function properly.   Ã‚  Ã‚  Ã‚  Ã‚  I currently work at the Turlock Junior High School (TJHS). It is an organization that is composed of the administrative staff, teachers, classified staff and students. To be able to function, each branch has diverse group of people working together to make TJHS a better place for children to learn. TJHS has employees with different cultural background and who speak different languages. The employ...

Effective way of tutoring Essay -- essays research papers

Effective way in Tutoring Students 2004 Outline: A) Introduction B) General discussion 1) Personal Experience 2) Tips on Promoting Student Motivation 3) Advantages and Disadvantages of Tutoring C) Conclusion. Foreword: Tutoring is a tool in helping the children in their academic needs. The tutor guides them in answering their assignments as well as teaching them techniques in solving problems. This paper is aimed at describing tutor functional duties, tips on promoting student motivation, advantages and disadvantages of tutoring and my personal experience of tutoring students. Studies from outside sources would facilitate me in coming up with my own conclusion. I will resort to some convenient tools and opinions to provide a clear position towards effective tutoring. The main discussions and conclusion will be presented immediately within the perception of studies obtained.   Ã‚  Ã‚  Ã‚  Ã‚  There is a wide variety of reasons why parents have to get tutor for their kids. Some children and adolescents experience difficulty in achieving academic goals. Some are needed to substitute for the absence of the child’s parents. Some children have behavioral disorders or belong to a huge class that is hard for them to catch up classroom discussions (McGinn, 1999).   Ã‚  Ã‚  Ã‚  Ã‚  Tutoring offers children who may be experiencing troubles with their schoolwork a chance to improve their education by receiving special attention that they may not get from a teacher or parent. They encourage kids to move forward and do their best. They are also people that children may look up to as role models. It is a hands-on approach to help children’s learning processes (McGinn, 1999).   Ã‚  Ã‚  Ã‚  Ã‚  I am a tutor of math subjects in high school students. I helped them solve their assignments and teach them techniques in solving. A lot of students are having difficulty when it comes to problem solving. Problem solving is not easy at first, but following the right strategies and steps you would arrive to the correct answer. I make sure that I teach my students step by step in solving the problems and guide them in applying the techniques I taught them.   Ã‚  Ã‚  Ã‚  Ã‚  As a tutor, I treated my students like my friends and persuade them as much as possible to do their best in their assignments, ... ...ccess. Some report that tutoring works sometimes and under certain conditions. Others have reported that one-to-one tutoring has been an extremely effective intervention. In short, the beliefs about efficacy of tutoring are varied (http://www.geocities.com/manav_b_merv/tutorart3.html, 2004).   Ã‚  Ã‚  Ã‚  Ã‚  Tutoring is a helpful tool for kids having difficulty in schools. Tutors are mentors that guide and support students in obtaining their academic goals. However tutoring has an end point. They are not there to answer the assignments or make the projects of the students. They are the one that establishes your skills in studying your lesson. It is not only able to get high grades or able to pass all the requirements needed in school but to teach the children to be independent and to learn the skills they needed in solving or answering the problems they encountered. References: McGinn, Shiela. Tutoring In the Community. 1999. 5 March 2004. The Effects of an After-School Tutoring Program on the Academic Performanceof at-risk Students with LD. 5 March 2004. Wright, Jim. Encouraging Student Academic Motivation. 2001. Intervention Central. 5 March 2004. Effective way of tutoring Essay -- essays research papers Effective way in Tutoring Students 2004 Outline: A) Introduction B) General discussion 1) Personal Experience 2) Tips on Promoting Student Motivation 3) Advantages and Disadvantages of Tutoring C) Conclusion. Foreword: Tutoring is a tool in helping the children in their academic needs. The tutor guides them in answering their assignments as well as teaching them techniques in solving problems. This paper is aimed at describing tutor functional duties, tips on promoting student motivation, advantages and disadvantages of tutoring and my personal experience of tutoring students. Studies from outside sources would facilitate me in coming up with my own conclusion. I will resort to some convenient tools and opinions to provide a clear position towards effective tutoring. The main discussions and conclusion will be presented immediately within the perception of studies obtained.   Ã‚  Ã‚  Ã‚  Ã‚  There is a wide variety of reasons why parents have to get tutor for their kids. Some children and adolescents experience difficulty in achieving academic goals. Some are needed to substitute for the absence of the child’s parents. Some children have behavioral disorders or belong to a huge class that is hard for them to catch up classroom discussions (McGinn, 1999).   Ã‚  Ã‚  Ã‚  Ã‚  Tutoring offers children who may be experiencing troubles with their schoolwork a chance to improve their education by receiving special attention that they may not get from a teacher or parent. They encourage kids to move forward and do their best. They are also people that children may look up to as role models. It is a hands-on approach to help children’s learning processes (McGinn, 1999).   Ã‚  Ã‚  Ã‚  Ã‚  I am a tutor of math subjects in high school students. I helped them solve their assignments and teach them techniques in solving. A lot of students are having difficulty when it comes to problem solving. Problem solving is not easy at first, but following the right strategies and steps you would arrive to the correct answer. I make sure that I teach my students step by step in solving the problems and guide them in applying the techniques I taught them.   Ã‚  Ã‚  Ã‚  Ã‚  As a tutor, I treated my students like my friends and persuade them as much as possible to do their best in their assignments, ... ...ccess. Some report that tutoring works sometimes and under certain conditions. Others have reported that one-to-one tutoring has been an extremely effective intervention. In short, the beliefs about efficacy of tutoring are varied (http://www.geocities.com/manav_b_merv/tutorart3.html, 2004).   Ã‚  Ã‚  Ã‚  Ã‚  Tutoring is a helpful tool for kids having difficulty in schools. Tutors are mentors that guide and support students in obtaining their academic goals. However tutoring has an end point. They are not there to answer the assignments or make the projects of the students. They are the one that establishes your skills in studying your lesson. It is not only able to get high grades or able to pass all the requirements needed in school but to teach the children to be independent and to learn the skills they needed in solving or answering the problems they encountered. References: McGinn, Shiela. Tutoring In the Community. 1999. 5 March 2004. The Effects of an After-School Tutoring Program on the Academic Performanceof at-risk Students with LD. 5 March 2004. Wright, Jim. Encouraging Student Academic Motivation. 2001. Intervention Central. 5 March 2004.

Women and Depression: Understanding the Gender Gap

Depression, if gets too severe becomes bad for a person. It not only affects the person himself but it also affects that person’s family also affecting his work or school as well as personal life and his sleeping and eating habits as well. Depression also affects the well being of a person in a way that it leads to chronic medical conditions like diabetics. Women usually think that they can work through a depression on their own, knowing this fact that they suffer from depression more frequently than men do. They may get the wrong idea that the low risk related with medication management of depression, they may also believe that since they are smart diligent people an analyst or psychologist will be of no aid; these wrong beliefs are, regrettably very common. Sometimes medications for depression may have irritating side effects, such as insomnia, agitation, or sleepiness, but grave effects are very odd. Women with a true depression are suffering, such inconvenient, non-life intimidating side effects, which may diminish soon, nevertheless, are likely to be much more bearable than untreated depression for a lot of women. Repeatedly studies have revealed that either counseling or medication therapy, or both mutually, are really useful in securely relieving depression in both men and women. Biological factors behind depression for women There come into view to be significant links between mood changes and reproductive health events, gender differences in toll of depression emerge when females go through puberty and stay high throughout the childbearing years and into late middle period. Hormonal factors appear to play a function in some of the mood disturbance practiced by women, twenty to forty percent of menstruating women practice premenstrual temper and behavioral changes. Approximately two to ten percent of women experience Premenstrual Dysphoric Disorder, as several as ten to fifteen percent of women experience a clinical depression throughout pregnancy or subsequent to the birth of a baby. There also come into view to be an increase in depression during the perimenopausal period. An additional biological issue that may add to gender differences in depression can be connected to circadian rhythm patterns, the complex structure that regulates sleep and action over each 24-hour period. Depressed women report more hypersomnia (too much sleeping) than do men. The role of premenstrual factors in depression Hormonal fluctuations throughout the menstrual cycle can cause the common symptoms of premenstrual syndrome (PMS), for instance irritability, fatigue, bloating and emotional reactivity. For most of the women, PMS is easygoing, but for a number of women, symptoms are harsh enough to upset their lives and a diagnosis of premenstrual dysphoric chaos (PMDD) is made. Though the precise relation among depression and premenstrual syndrome remains vague, some examines say that cyclical modifications in progesterone, estrogen and additional hormones can upset the role of brain chemicals for instance serotonin that manage mood. Still, since such hormonal changes take place in the majority of women, but not all women build up depression, hormonal changes can't be the merely reason of depression in women. Genetic predisposition or other issues also can manipulate the development of depression. Postpartum depression Depression subsequent to childbirth is known as postpartum depression, hormonal changes may activate symptoms of postpartum depression, while a woman is pregnant, stages of the female hormones estrogen and progesterone boosts greatly. In the initial 24 hours following childbirth, hormone levels rapidly return to standard. Researchers believe the huge change in hormone levels may direct to depression. Levels of thyroid hormones can also fall after giving birth, which causes symptoms of depression. Role of perimenopause and menopause in a woman’s depression Perimenopause is the middle period earlier than menopause, which is marked by a twelve month’s termination of a woman’s menstrual cycle, throughout perimenopause, hormones change radically and few women feel an alteration in mood, anxiety and depression. Throughout this phase of transition, women start thinking about their achievements up to this point, women frequently view this time as a turning end, not only are perimenopausa l women examining their life thus far, they are practicing hormonal changes that are influencing them physically. Negative and positive role of social and cultural factors in a woman’s depression Role strain – Women frequently undergo role strain over contradictory and irresistible responsibilities in their life, the additional roles a woman is expected to play (mother, wife, working woman), the extra vulnerable she is to role strain and following stress and depression. Research specifies that single mothers are three times more probable than married mothers to practice an episode of main depression. Costello, 1993). Unequal power and status – Women’s comparative lack of power and position in society may direct to feelings of helplessness, this sense of helplessness puts women at larger risk for depression, and these feelings may be aggravated by discrimination in the place of work leading to underemployment or being without a job. An additional causal factor is society’s importance on youth, beauty, and thinness in women, traits which to a great level are out of their control. Sexual and physical abuse – Women are a lot more likely to be sexually abused than men, and researchers have found that sexual abuse in childhood puts one at enlarged risk for depression in maturity. Higher rates of depression are also found among sufferers of rape. Poverty – Poverty is more general among women than men, single mothers have the uppermost rates of poverty transversely all demographic groups. Poverty is a harsh, chronic stressor than can direct to depression. The positive affects of depression are that when the women have to live with less, they eventually learn to live with it and when they do not have a job, they will have more free time to spend with the family and friends. Moreover, it is good as it always gives way to struggle and makes art and music better. How does one go about getting treatment? Make healthy lifestyle changes Lifestyle alterations are never easy to make, but if altered can have a big impact on depression, self-help strategies that can be very effectual comprise: ? develop helpful relationships ? regular exercise and sufficient sleep Healthy, mood-boosting diet ? Stress management and practice relaxation methods ? confront negative thought patterns Seek professional help Professional help contains some form of therapy that gives tools to handle depression from a diversity of angles, a number of therapies teach practical techniques on how to reframe negative thoughts and employ behavioral abilities in fighting depre ssion can also assist working out through the origin of depression, helping understand why he or she feels a certain way, what triggers are for depression, and what he or she can do to stay healthy. Do you think women are more likely to seek out treatment? Why or why not? Women, first and foremost wives and daughters, provide the bulk of care giving, specifically in the United States, about 12 million women practice depression each year, at about twice the pace of men. A recent study found that many women do not look for treatment for depression since they are embarrassed or in refutation about being depressed, in fact, forty one percent of women reviewed cited embarrassment or disgrace as obstruction to treatment. What do you think it means to be a woman? Being female has nothing to act with being lesser or second class; it has to do with execution in a God-ordained role, from the commencement, God tells us that women, like men, were formed in His image and likeness, but as both sexes are equivalent in significance and potential, their roles are very diverse. That’s the reason why men and women think and act in a different way and that is why they look unlike. â€Å"It is not fine that the man should be unaccompanied; I will make him a help meet for him†. Manonly was not an entire creation, he needed aid, so God gave him a helpmeet, one who would execute the contrary role – so that united together the two might turn into one complete flesh.

Frankenstein Book Report

I. Author and Author Background 1. ) Mary Wollstonecraft Shelley was born on August 30, 1797, and died February 1, 1851, at the age of fifty-four. She was born into a family of literary celebrities. Her mother, Mary Wollstonecraft, and her father, William Godwin, were both distinguished authors. Unfortunately, due to the circumstances of Mary Shelley’s birth, her mother died eleven days after giving birth to her due to puerperal fever. Her mother’s death left Godwin to care for Mary and her three-year-old half-sister, Fanny.Mary Shelley was eighteen, not yet nineteen, when she wrote Frankenstein. She started writing Frankenstein in 1816, which was the same year she married her husband, Percy Shelley. Mary Shelley had four children throughout her life. Unfortunately, three of them died early in their lives. Her fourth child named Percy Florence lived even longer than Mary herself. Of all the heartbreak and miseries that Mary Shelley had gone through, there had to have be en some of her own personal history evident in the novel.Since there were so many deaths in her life: her sister’s suicide, her mother’s death, and her three children’s death, the monster, in my opinion, could have represented the sicknesses and the deaths that she had encountered. She may have felt like the very character she created, Victor Frankenstein, which may be the reason she portrayed the character so well. Although she encountered many deaths, like Victor Frankenstein, I believe that she felt similar to the way the monster had. After all, Mary Shelley was neglected by her father and her step-mother after the death of her birth mother.She often felt alone and unhappy just as the monster had. II. Gothic Novel 1. ) The elements of a gothic novel can be extensive, but they all are mainly the same in some shape or form. A gothic novel should have some type of mystery or suspenseful mood. Some type of supernatural occurrences should be somewhere in the story . Emotions should be on edge for some characters because the characters are often overcome by high emotions, such as sadness or terror. In many gothic novels, there are usually females in distress or some kind of overpowering male that is a threat to them. In gothic novels, something called a metonymy is used.For example, if there was a scene in a novel where the character is filled with great sorrow, there would be a dark and gloomy rainstorm. The vocabulary of a gothic novel can also play a huge role. There are some words in a gothic novel that are used very often. Anguish and hopeless are very popular words used to represent sadness, so popular, in fact, that they were used repeatedly in Mary Shelley’s Frankenstein. It is said that the first gothic novel originated in 1764 when the novel The Castle of Otranto by Horace Walpole was written. The word â€Å"goth† originally came from a Germanic tribe.The Romans regarded goths as crude and unsophisticated. Considering t he meaning of the word Goth is a person of no refinement, the Romans were spot on. Since there is some sort of supernatural beings or occurrences in gothic novels, Frankenstein definitely falls into the gothic literature category. Frankenstein fits because Victor Frankenstein made his monster out of dead people’s body parts and brought it to life. In Gothic novels there are usually horrific elements of terror. In the novel, Frankenstein, the monster instills fear in people because of his threats to Victor and the murders he committed.In fact, two of the people the monster killed consisted of a naive child and an innocent woman. III. Romantic Novel 1. ) Romantic novels usually consist of different elements and characteristics. There is usually some kind of powerful love between characters. It is usually an overwhelming emotion for the character. Love occurred in Frankenstein between Victor and Elizabeth because they wanted to get married and be together. Generally the lovers h ave to part because of some obstacle or event that takes place. Victor and Elizabeth were indeed parted after Victor left to go to Ingolstadt to do research about different philosophical studies.Considering most romantic novels take place in a foreign setting. Frankenstein fits the characteristic, the countries that Frankenstein visits are curious and distant. The monster in Frankenstein sets up an element typically seen in Romantic novels when he threatens Victor by telling him he will be with him on his wedding night. Elizabeth ended up as a target and was killed because of the monster’s revenge towards Victor. This put emotions on edge, which is a very popular characteristic in Romantic novels. The monster is also very bizarre and unusual especially in its appearance and insight.Frankenstein’s monster is not something that would be encountered very often and it is not very believable. IV. Framework Story 1. ) In the beginning of the novel, Captain Walton is writing letters to his sister in order to inform her about the things he had encountered on his voyage. He â€Å"frames† the story because he lays down the makings of how Victor Frankenstein will be telling his story. Captain Walton informs the reader that he starts to become fond of Victor and he could tell he had gone through some hard times that had nearly drained him. 2. Starting at Chapter 1, the story is told by Victor Frankenstein. He is enlightening Captain Walton by telling him his sad and painful story of his past. 3. ) At Chapter 11, the third story was told by none other than the monster himself. His story was framed by Victor’s story because it had taken place during the same period that Victor thought he had gotten rid of the monster. 4. ) Towards the end of the novel, after Victor is finished with telling his story to the captain, he dies. This continues the framework of the main story because it takes place after the story is told.The novel finishes with the st ory being told from Captain Walton’s point of view. He finishes his story just as he started it; he continues to write to his sister telling her about his thoughts and feelings of Victor Frankenstein and his monster. V. Doppelganger 1. ) There are many possibilities why Frankenstein would want the death of his beloved family and friends. Victor is as much of a monster as the thing he created. A. Victor had the knowledge of William’s death and he knew who the murderer was. It was almost as if he wanted the monster to continue killing his family.He never tried hard in order to get rid of the monster he had created. William was almost, in a way, Victor’s way to torture himself for making the monster. William may have caused the death of Victor’s mother; this may have been a reason for Frankenstein wanting the death of William. B. Justine died because she had been set up by Victor’s secret. Justine could have lived, but in order for her vindication, Vi ctor had to tell the truth and stop the menace. Justine had always been in the family and she had so often been accepted and loved by Victor’s family. Which may be why Victor thought it was better she die.C. Clerval died because Victor could not admit to himself that he was the reason that William and Justine both were killed. They could have been spared if Victor wasn’t so secretive and manipulative towards his family and friends. Clerval was one of the only ones who had any idea about what kind of experiments and studies Frankenstein had been orchestrating. Victor may not have wanted Clerval to tell his family and friends of what he was doing. D. Elizabeth died because Victor didn’t want to make a female for the monster. The monster wanted acceptance more than anything but Victor wouldn’t help him.Elizabeth died because of Victor’s trickery and non-acceptance towards his own creation. He didn’t even protect Elizabeth after the monster told him he would be with him on his wedding night. Elizabeth’s death may have been a way for Victor to keep her to himself. If she was dead, then no one else could have her, especially not the monster. E. Victor’s father died because Victor couldn’t come to the self-realization that he was an egotistical and selfish human being who was blaming all of the murders on the monster, when, in reality, Frankenstein was the true reason that so many people were hurt.Victor may have wanted the death of his father because he believed that his father could have done more to save his mother. VI. Allusions 1. ) The Greek myth of â€Å"Prometheus† has a connection and similarities to Mary Shelley’s Frankenstein. Prometheus was one of the Titan gods. He wanted to create a being which was able to â€Å"absorb spirit†, and Prometheus took clay and water and shaped human beings according to the image of the gods. After another god named Athena breathed life into his work, they came alive. Unfortunately, Zeus and some fellow gods found out about the beings and wanted the humans to worship the gods.The gods promised to take care of the human beings if they adored the gods and did what they were told in order to be protected. Prometheus went to Zeus as a watcher of the human-beings to make sure that the conditions would not be too hard. But he tricked Zeus. Due to Prometheus’s trickery, Zeus punished the human beings with despair and sickness and refused them the essential fire. This did not sit well with Prometheus, so he stole a piece of the sun and brought the fire to the humans and as a result, Zeus got very angry and had Prometheus tortured.After the reading of this myth, there was no doubt that Prometheus had a connection to Frankenstein. Both Prometheus and Frankenstein went too far without thinking about the consequences of their actions. In both stories, life was given to self-made bodies. Like Prometheus, Frankenstein wants to create his own species that would be of a wonderful and happy existence. Due to their limitations, Frankenstein and Prometheus both went into isolations of their own kind. Frankenstein chose his, while Prometheus was forced to live out his life by himself, all while both were tortured.The differences between them were that Prometheus cared for his creations, while Frankenstein despised his creation and wanted nothing to do with it. VII. Theme (Universal Truths) and Quotations 1. )Revenge is a very common theme in novels. This is mostly because humans allow their anger to get the best of them at the worst possible times. When a person is overcome with rage and has revenge on their mind, they don’t think rationally. The author conveyed this in her story well because some of the characters experienced great amounts of rage and revenge.Many ambitious people are always in the pursuit of knowledge, but they don’t always find what they are looking for. Sometimes ignorance tr uly is better than what you discover in the long run and you don’t know that until it’s too late. Having a conflict between a child and a parent isn’t always just in teenage years. No matter what a kid and a parent do, they will never see eye to eye all the time and that is just how it is. The truth of the matter is, revenge is a desire that can overcome somebody in retaliation to something or someone who has done harm.There will always be something new to learn, which means more people in pursuit of the unknown. 2. )†You can blast my other passions; but revenge remains — revenge, henceforth dearer than light of food! I may die, but first you, my tyrant and tormentor, shall curse the sun that gazes on your misery. † 1. The monster is talking towards Frankenstein during which time the quote was said. 2. At this point in the book, Frankenstein refused the monster its request to make another creature like him and got rid of the unfinished creatio n. The monster is very upset and tells Frankenstein that he will have his revenge. 3.This quote is on page 123 of the novel. 4. This quote relates to the theme revenge because the monster feels so angry at Frankenstein, that he feels revenge is the only way to solve his problems. Once something angers a being, a passion for revenge is often the retaliation that occurs. 3. ) â€Å"Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow. † 1. Frankenstein is speaking to Captain Walton as he begins his story. 2.Captain Walton is sitting with Frankenstein during which time he is starting to tell the Captain about all of the horrific things that have happened to him and what he should learn and take with him from his story. 3. This quote resides on page 31 of Frankenstein. 4. What Franken stein says in this quote definitely relates to the theme â€Å"pursuit of knowledge† because Victor Frankenstein wanted to learn so much, that he couldn’t see what was happening around him. His pursuit of knowledge took over him, as it does most people who are eager to learn. 4. ) â€Å"Oh! My creator, make me happy; let me feel gratitude towards you for one benefit!Let me see that I excite the sympathy of some existing thing; do not deny me my request! † 1. The monster is speaking to Frankenstein earnestly. 2. The monster is asking Frankenstein for one favor so he may be accepted. He wants him to make another creature like him, only female. 3. This quote is on page 105. 4. This quote relates to the theme conflict with parent and child because it shows how the monster and Frankenstein haven’t gotten along, which is why the monster is pleading so sincerely. This is similar with parents and children today: they don’t always get along or follow each o ther, no matter how desperate they seem.