The Bible, The Adventures of Huckleberry Finn, and The Epic of Gilgames

The Bible, The Adventures of Huckleberry Finn, and The Epic of Gilgamesh - Are They Relevant Today?In The Epic of Gilgamesh, Gilgamesh, the hero of this epic, achieves many feats of skill, which makes him famous, but that is not the reason it is an epic. The Epic of Gilgamesh fulfills the requirements of an epic by being consistently relevant to a human society and carries immortal themes and messages. By looking at belles-lettres throughout history, one discount infer the themes that be consistently passed on to other generations of humans. It is in human nature for people to deficiency to excel in life and strive to make a name in this world for themselves. We want to be remembered by name or for something we have done. Most, who actu onlyy succeed, be forgotten about in a matter of years. However, some are remembered for tens, hundreds, and even thousands of years, because of their great intellectual achievement to feats of outstanding skill. Gilgamesh i s not only a character of a story he is actually a portrayal of people and how they act out of human nature. He, like many of us, does not want his existence to end when he leaves this world. He is not content with what he has, well looks, money, and power, and desires more in life. The Epic of Gilgamesh is a story that we, as people, can relate to. There are similarities between Gilgameshs journeys and our own journey through life. Some of the texts that will be compared with the Epic of Gilgamesh, are the Bible, and Mark Twains The Adventures of Huckleberry Finn. The characters of these stories are all have that burning desire to be successful in life, which we can relate to. These texts span across different time periods and societies illustrati... ...rder for people to live, they must ever be above the line of absolute mendicancy. In the human perspective, the greater the amount of money you have, the farther you have to drop to get below the poverty level. It is bas ically a bigger buffer zone in terms of economic status. Therefore, in a human society, there will endlessly are certain inalienable aspects of humanity. The Epic of Gilgamesh fulfills the requirements of an epic by being consistently relevant to a human society and by carrying immortal themes and messages. Epics will always be present because there are certain themes about humanity that cannot be denied. In this era, it is easy to say that the world is rapidly changing. But, humans arent changing with it and there lies the root of most of the problems in society. We must recognize and maybe change the world to be more suitable for humanity.

Free Essays - Tale of Two Cities :: Tale Two Cities Essays

taradiddle of two CitiesIn the fictitious novel bosh of Two Cities, the author, Charles Dickens lays come forth a brilliant plot. Charles Dickens was born in England on February 7, 1812 nears the south coast. His family moved to London when he was ten historic period old and quickly went into debt. To help support him, Charles went to work at a blacking warehouse when he was twelve. His father was soon imprisoned for debt and shortly thereafter the rest of the family split apart. Charles continued to work at the blacking warehouse even after his father inherited some money and got out of prison. When he was thirteen, Dickens went back to school for two years. He later learned shorthand and became a freelance court reporter. He started out as a journalist at the age of twenty and later wrote his first novel, The Pickwick Papers. He went on to write many other novels, including Tale of Two Cities in 1859.Tale of Two Cities takes place in France and England during the troubled times of the French Revolution. There are travels by the characters between the countries, but most of the action takes place in Paris, France. The wineshop in Paris is the hot spot for the French revolutionists, mostly because the wineshop owner, Ernest Defarge, and his wife, Madame Defarge, are report leaders and officials of the revolution. Action in the book is scattered out in many places such as the Bastille, Tellsons Bank, the home of the Manettes, and largely, the streets of Paris. These places help to introduce many characters into the plot.One of the main characters, Madame Therese Defarge, is a major antagonist who seeks revenge, being a key revolutionist. She is very stubborn and unforgiving in her cunning scheme of revenge on the Evermonde family. Throughout the story, she knits shrouds for the intended victims of the revolution. Charles Darnay, one of whom Mrs. Defarge is seeking revenge, is constantly being go under on the stand and wants no part of his own lineage. He i s a languid protagonist and has a tendency to get arrested and must be bailed out several times during the story. Dr. Alexander Manette, a veteran prisoner of the Bastille and moderate protagonist, cannot escape the memory of being held and sometimes relapses to cobbling shoes. Dr. Manette is somewhat redundant as a character in the novel, but plays a very significant part in the plot.

Essay on Prospero in Shakespeares The Tempest -- Tempest essays Willi

The Greatness of Prospero in William Shakespeares The Tempest No humanness is an island. It takes a strong, mature man to forgive those who hand him misfortune. It takes a real man to drop to his knees and repent. The character of Prospero in Shakespeares Tempest is a man who has suffered much. Prospero is a puppet master halt-to-end the play, except releases everything to save himself from his own self. The enemies in the play are not those whom he shipwrecked, they are of little consequence, and he plays them easily. Properos purpose in The Tempest is just to make everything right again. Ariel is accordingly shown as the agent of Prosperos purpose. He is Prosperos instru handst in controlling and developing the action (Knight 138). Prospero is the artist, and Ariel the art. Upon Prosperos words, Ariel tempts the murderers and thwarts their effort, plays tricks on the drunks and turns them to danger, and brings Ferdinand and Miranda together. Prosperos character may be an ext ension of Shakespeare himself. ...the play is a certain measure autobiographical... (Garnett, 221). While Shakespeare did not model Prospero in his own likeness, It shows us more than anything else what the discipline of life had make of Shakespeare at fifty-a fruit too fully matured to be suffered to hang much longer on the tree. (Garnett, 221). Shakespeare wanted to write a play that would foregather himself , by expressing something, or many things, that were still unexpressed, (Murray 111). Shakespeare, like Prospero, was making amends and rebuilding burnt bridges as he entered the final chapter in his life. Prosperos charge of character is strengthened by the weaknesses of the other characters in the play. While Trinculo... ...all the events, we perceived him as an omnipotent being, who acted in a perfect manner. But in the end he is just a man. He is only a man. How many men forgive their enemies? How many men take from the past not the ashes, but the fire? (Anon) How many men save their enemies instead of killing them? Few. There are few great men. There are few great men that beg for forgiveness for themselves and others. Works Cited Garnett, Richard. Irving Shakespeare The Tempest (and selected criticism). Charlotte Porter and Helen A. Clarke (eds.) Thomas Y. Crowell & Co. 1903. Knight, G. Wilson. Shakespearian Superman The Tempest D.J. Palmer (ed.) Macmillan & Co. 1968 Murray, J. Middleton. Shakespeares Dream The Tempest D.J. Palmer (ed.) Macmillan & Co. 1968 Tillyard, E.M. The Tragic Pattern The Tempest D.J. Palmer (ed.) Macmillan & Co. 1968

Tuesdays with Morrie :: Free Essay Writer

Tuesdays with MorrieAt the conclusion of the story there is Morrie slowly tho surely deteriorating. At this point, he has finally gotten to Mitch and now Mitch is starting to show some emotions. One section in this portion of the countersign that really make me happy when reading it was the fact that Mitch was able to get in touch with his brother, tell him how he truly feels and how much he values their relationship and so they develop another one between the two before its too late. Morries lessons are extremely important to everyone that he comes into contact with he even brought out the best in Mitchs wife Janine when she came to see him. The relationship that Morrie and Ted Koppel had developed in the three visits shows that anyone that he comes into contact with has no prize but to become attached to him. Morries help became so bad in the last 3 sections or so to the point that he could not get out of the bed, Mitch had never seen him like this because he was not one to lay around in the bed all day. His worse nightmare had happened, the distemper had attacked his lungs and there was nothing else that could be done, a treatment had been developed but it didnt cure the disease only prolonged it and Morrie was too far along for that. When Morrie died at the end of the story he was in the room by himself, he took his last breath when the family member that was holding vigil at his bedside walked to the kitchen. He had a private funeral for just close family and friends and Mitch vowed to keep their traditions of Tuesdays going but instead he would do all the talking and Morrie just listen.This has been the best book that I have read in a long time. It was filled with so many lessons that we as a society ignore.

Essay --

Executive SummaryMountville is a small town in Pennsylvania with a population of 3000. Located on High charge 30, the town is 20 miles East of the county of York and 10 miles West of the county of Lancaster. Interstate highway 30 connects York County and Lancaster County that both have universities and a additive population of almost 1,000,000 residents. The highway is the main road through town and is used daily by thousands of commuters between the two cities. These commuters sustain a effect of roadside businesses on channel 30 that sell many different commodities.There is currently one artillery station at the location. The ne arest gas stations directly off of the highway otherwise closest are each at more than a 5 mile distance.NOVA Food and natural gas Center will offer these commuters gas, groceries, and a food shop. On the way to work, a commuter could stop for gas and get some choice coffee. On the way home, the same commuter could stop again to pick up something for dinner, such as a sub or burger.The aim of this plan is to be a guide for this start-up business. Researching and defining our markets, strategies, mission and financials will provide insight and prepare the proprietor to successfully run NOVA.1.1 ObjectivesTo capture an increasing share of the commuter job passing through Mountville.To offer our customers superior products, at an affordable price.To provide customer service that is second to none.1.2 MissionThe mission of NOVA is to offer commuters on Highway 30 competitive gas prices and great food. The company will make a healthy profit for its owners and provide a rewarding work environment for its employees.1.3 Keys to SuccessGood quality products at competitive prices.Excellent customer service that will pro... ... the sales forecast for three years.Management SummaryTegpartap Singh, owner of NOVA Food and Gas Center, is a young man who wishes to start his own gas station. Tegpartap has had lots of exposure to gas station management, as many of his family members and family friends are owners of various gas stations.6.1 Personnel PlanThe NOVA Food and Gas Center will have a staff of fiveManagerStore/deli staff (2)Gas attendants (2)Financial PlanThe sideline is the financial plan for NOVA Food and Gas Center.7.1 Break-even AnalysisThe monthly break-even point is approximately $49,500.7.2 Projected derive and LossThe following table and charts highlight the projected profit and loss for three years.7.3 Projected Cash Flow7.4 Projected Balance SheetThe following table and chart highlight the projected balance sheet for three years.

Essay --

Executive compactMountville is a small town in Pennsylvania with a population of 3000. Located on Highway 30, the town is 20 miles East of the county of York and 10 miles West of the county of Lancaster. Interstate highway 30 connects York County and Lancaster County that both have universities and a cumulative population of almost 1,000,000 residents. The highway is the main road through town and is used daily by thousands of commuters between the two cities. These commuters sustain a number of roadside businesses on Highway 30 that sell umpteen different commodities.There is currently one gas station at the location. The close gas stations directly off of the highway otherwise closest are each at more than a 5 mile distance.NOVA viands and Gas Center will offer these commuters gas, groceries, and a deli. On the way to put to work, a commuter could stop for gas and get some choice coffee. On the way home, the same commuter could stop again to pick up something for dinner, such as a sub or burger.The aim of this plan is to be a guide for this start-up business. Researching and defining our markets, strategies, mission and financials will provide insight and prepare the owner to successfully run NOVA.1.1 ObjectivesTo capture an increasing share of the commuter traffic passing through Mountville.To offer our customers superior products, at an affordable price.To provide customer service that is second to none.1.2 MissionThe mission of NOVA is to offer commuters on Highway 30 competitive gas prices and great food. The company will make a healthy profit for its owners and provide a rewarding work environment for its employees.1.3 Keys to SuccessGood quality products at competitive prices.Excellent customer service that will pro... ... the sales forecast for three years.Management SummaryTegpartap Singh, owner of NOVA Food and Gas Center, is a young man who wishes to start his own gas station. Tegpartap has had lots of exposure to gas station management, as m any of his family members and family friends are owners of various gas stations.6.1 Personnel PlanThe NOVA Food and Gas Center will have a staff of fiveManager investment trust/deli staff (2)Gas attendants (2)Financial PlanThe following is the financial plan for NOVA Food and Gas Center.7.1 Break-even AnalysisThe monthly break-even point is approximately $49,500.7.2 project Profit and LossThe following table and charts highlight the projected profit and loss for three years.7.3 Projected Cash Flow7.4 Projected Balance tatterThe following table and chart highlight the projected balance sheet for three years.

Fluke, or, I Know Why the Winged Whale Sings Chapter 23~25

CHAPTER TWENTY-THREEClair Stirs a BrainstormFor all(prenominal) his admiration for the field biologists hed worked with all everyplace the long time, secretly mud harbored wiz tiny oddball of ego-preserving superiority everyplace them At the end of the day, they were issue to go through more all over nicked the emerge of the piss laidledge they were trying to attain, tho if ashes got the pictures, he went home a satisfied man. regular(a) around Nathan Quinn hed exercised an attitude of rascally smugness, teasing ab divulge his friends ongoing frustration. For Clay it was to a lower placetake the pictures and whats for dinner? Until now. Now he had his own mysteries to contend with, and he couldnt armed service but speculate that the powers of satire were flexing their muscles to get back at him for his having lived give carefree for so long.Kona, on the other hand, had long paid homage to his fear of irony by, a standardised m any surfers, never swallow uping shark meat. I dont eat them, they dont eat me. Thats upright how it work. moreover now he, similarly, was feeling the saw in any casethed edge of ironys bite, for, having spent around of his sequence from the age of thirteen knocking the edge out his mental acuity by the concerted application of the most epic smokage that Jah could provide (thanks be unto Him), he was now world called upon to rally and remember with a sharpness that was clearly painful.Think, said Clair, rapping the surfer in the forehead with the spoon she had only seconds ahead used to stir h iodiny into a cup of calming herbal tea.Ouch, said Kona.Hey, thats uncalled for, said Clay, coming to Konas aid. Loyalty being important to him.Shut up. Youre next.Okay.They were gathitherd around Clays giant monitor, which, for all the good it was doing them, could acquit been a giant monitor lizard. A spectrogram of whale song from Quinns computer was dust across the screen, and for the education they were get ting from it, it might defy been the aftermath of a paint-ball war, which is what it looked like.What were they doing, Kona? Clair asked, spoon steaming with herbal calmness poised to strike. As a teacher of fourth-graders in a public school, where corporal punishment was non allowed, she had years of violence stored up and was, truth be t rare, sort of enjoying letting it out on Kona, who she mat up could get been the poster child for the failure of public education. Nate and Amy both went through this with you. Now you have to remember what they said.Its non these things, its the oscilloscope, Kona said. Nate pulled out just the submarine freeze and put it on the spectrum.Its all submarine, Clay said. You implicate subsonic.Yeah. He said there was something in there. I said like computer language. Ones and ohs.That doesnt avail.He was stigma them out by hand, Kona said. By freezing the green line, whence measuring the peaks and troughs. He said that the signal coul d carry a lot more information that way, but the whales would have to have oscilloscopes and computers to do it.Clay and Clair both turned to the surfer in amazement.And they dont, Kona said. Duh.It was as if a storm of coherence had come over him. They just stared.Kona shrugged. Just dont hit me with the spoon again.Clay pushed his chair back to let the surfer at the keyboard. Show me. Late into the night the three of them worked, do olive-sized marks on printouts of the oscilloscope and recording them on yellow legal pads. Ones and ohs. Clair went to bed at 200 A.M. At 300 A.M. they had fifty written legal-pad pages of ones and ohs. In another conviction this might have matte up to Clay like a job well done. Hed helped analyze data on institutionalizeboard before. It killed some time and ingratiated him to whatever scientist was leading the project he was there to photograph, but hed always been able to hand off the work for someone else to finish. It was behind dawning on him Being a scientist sucked.This sucks, said Kona.No it doesnt. Look at all we have, said Clay, gesturing to all they had.What is it?Its a lot, thats what it is. Look at all of it.Whats it mean?No idea.What does this have to do with Nate and the Snowy Biscuit?Just look at all of this, said Clay, looking at all of it.Kona got up from his chair and rolled his shoulders. Mon, Bwana Clay, Jah has given you a big heart. Im goin to bed.What are you saying? Clay said.We got all the heart we need, brah. We need head. Scuse me?And so, in the morning, with the promise of a large piece of information for barter (the gas pedal range) but without a true indication of what he really needed to know in return (everything else), Clay talked Libby Quinn into coming to Papa Lani.So let me get this straight, said Libby Quinn as she paced from Clays computer to the kitchen and back. Kona and Clay were standing to the attitude, following her movement like dogs watching meatball tennis. Youve got an o ld woman who claims that a whale called her and instructed her to have Nate take him a pastrami sandwich?On rye, with Swiss and hot mustard, Kona added, not wanting her to miss any tending(p) scientific details.And you have a recording of voices, at a lower placewater, presumably military, asking if someone brought them a sandwich.Correct, said Kona, No bread, or meat, or cheese, specified.Libby glared at him. And you have the navy blue setting off simulated explosions in preparation to put a torpedo range in the middle of the Humpback giant Sanctuary. She paused meaningfully and pivoted sightfully like Hercule Poirot in flip-flops. You have a tape of Amy doing a breath-hold dive for what appears to be an hour, with no ill effects.Topless, Kona added. Science.You have Amy claiming that Nate was eaten by a whale, which we all know is simply not possible, given the diameter of the humpbacks throat, even if one were inclined to bite him, which we know they wouldnt. (She was jus t a deerstalker, a calabash, and a cocaine use short of being Sherlock Holmes here.) Then you have Amy taking a kayak out for no apparent reason and disappearing, presumed drowned. And you say that Nate was working on finding binary in the lower registers of the whale song, and you think that means something? Have I got that right?Yeah, said Clay. But you have the break-in to our offices to get the headphone tapes, and you have my boat being sunk, too. Okay, it sounded more connected when we were talking about it last night.Libby Quinn stop pacing and turned to look at both of them. She wore cargo shorts, tech sandals, and a tally bra and appeared ready at any hour to just take off and do something outdoorsy and strenuous. They both looked down, subdued, as if they were hushed under the threat of Clairs deadly spoon of calm. Clay had always had a secret attraction to Libby, even small-arm shed been married to Quinn, and it was only within the last year or so hed been able to m ake eye contact with her at all. Kona, on the other hand, had studied dozens of videotapes on the lesbian lifestyle, particularly as it pertained to having a third party show up in the middle of an intimate moment (usually with a pizza), so he had long ago assigned a hot rating to Libby, despite the fact that she was twice his age.Help us, Kona said, trying to sound pathetic, staring at the floor.This is what you guys have, and you think because I know a little biology I can make something of all this?And that, said Clay, pointing at the now arranged and collated pages of ones and ohs on his desk.Libby walked over and flipped through the pages. Clay, this is zilch. I cant do anything with this. Even if Nate was on to something, what do you think? That even if we recognize a pattern, its going to mean something to us? Look, Clay, I love Nate, too, you know I did, but Just tell us where to start, Kona said.And tell me if you ascertain anything in this. Clay went to his computer a nd hit a key. A still of the edge view of the whale tail from his rebreather dive was on the screen. Nate said that he had seen some markings on a whale tail, Libby. Some writing. Well, I thought there was something on this whale, too, before it knocked me out. But this is the best shot of the tail we have. It could mean something.Like what? Her voice was kind.I dont know what, Libby. If I knew what, I wouldnt have called you. But theres too much weird stuff going on that almost fits together, and we dont know what to do.Libby studied the tail still. at that place is something there. You dont have a break down shot?No, this is something I do know about. This is the best I have.You know, Margaret and I were helping a guy from Texas A&.M who was designing a software syllabus that would shift perspective of tail shots, so edge and bad-angle views could be shifted and extrapolated into usable ID photos. You know how many get tossed because of bad angles?You have this program?Yes, its still in beta tests, but it works. I think we can shift this shot, and if theres something meaningful there, well see it.Cool runnings, Kona said.As far as this binary thing, I think its a shot in the dark, but if its going to mean anything, youre going to have to get your ones and ohs in the computer. Kona, can you type?Well, on ones and ohs? I grain most masterful, mon.Right. Ill set you up with a simple text file just ones and ohs and well figure out if we can do anything with it later. No mistakes, okay?Kona nodded.Clay finally looked up and smiled. Thanks, Libby.Im not saying its anything, Clay, but I wasnt exactly fair to Nate when he was around. Maybe I owe him one now that hes gone. Besides, its windy. Fieldwork would have sucked today. Im going to call Margaret, have her bring the program over. Ill help you if you promise that youll put all your weight into stopping this torpedo range and youll sign Maui Whale on to the petition against low-frequency active sonar. Y ou guys have a problem with that?She was giving them the spoon of death look, and it occurred to both of them that this might be something that was innate to all women, not just Clair, and that they should be very, very afraid.Nope, said Kona.Sounds good to me. Ill put on a pot of coffee, said Clay.Margaret is absolutely going to shit when she hears about the torpedo range, said Libby Quinn as she reached for Clays phone.CHAPTER TWENTY-FOUROrientation to the BluesA small explosion went off over his head, and Nate dove under the panel. When he looked up, Emily 7 was circle over staring at him with her watery whale eyes and a mild expression of distress, and Nuez was crouched at the other end of the accede smiling.That was the blow, Nate, Nuez said. A little more intense than the humpbacks, huh? These ships act like real whales, remember. The outlet is right above our heads. Vented to the rest of the ship, but, you know, every twenty transactions or so its going to go. You get us ed to it.Sure, I knew that, said Nate, c crankling out from under the table. Hed been out off of Santa Cruz searching for the blues. You usually found them by the sound of their blows, which you could hear up to a mile and a half away. He looked up, expecting to see sky through the blo self-colored, but instead he saw just more smooth whaleskin.They behave like whales, but the physiology is wholly different to allow for the living quarters. I dont really understand it, but for instance the blo substantial is vented down the sides somewhere to some axillary lungs that do the oxygen exchange with the blood. I dont know how they got us electricity at all. I mean, I said I treasured a coffeepot, and they put in an outlet. There are circuits all over the bridge for our machinery. The other bodily functions seem to be handled by smaller versions of liver, kidneys, and so forth around the outside of the cabins. The main spine runs over the top of the ship. Theres no digestive system. The ships digestive system is at the base it hooks up and pumps nutrient-rich blood into the ship, which stores enough energy in blubber to run it for six months at sea, or around the world at least once. We can cruise at twenty knots as long as no one is watching.What do you mean, no one is watching?I mean you guys. Biologists. If one of you guys is watching us, we have to slow it down after a couple of hours. Especially if were tagged.This ship has been artificial satellite-tagged? What do you do?We go to silent running for a epoch. Then we dive, and one of the whaley boys goes outside and pulls the tag off. Weve been tagged twice by that Bruce Mate guy from Oregon State. That guys a menace. Probably has a satellite tag on his wife to track her trips to the can. If theyd asked me, hed be the one riding with us now.You know who he is? Nate was aghast. As a scientist, you were always fighting being overwhelmed by what you dont know, but the magnitude of this whole operation it was too much.Of course. Since commercial whaling backed off, cetacean biologists have been the main focus of our intelligence program. Why do you think youre here?Okay, why am I here?I dont know the whole story, but its something to do with the song. Evidently you were a little too close to finding our signal in the song, so they yanked you.The aliens were that interested in what I was doing?What aliens?These aliens, Nate said, nodding toward the pilots and Bernard and Emily 7, who had moved to another table on the other side of the corridor.The whaley boys arent aliens. Who told you that?Well, Poynter and Poe implied that they were.Those jerks. No, theyre not aliens. Theyre a little weird, but not from-another-planet weird.Bernard looked up from what appeared to be a chart of some sort and gave a half-assed signature raspberry.They do that a lot, Nate said.If you had a tongue four inches wide, youd do that a lot, too. Its sort of a display move with them, like the penis waving that Be rnard was doing.Like male orca whales do.Bingo. See, a guy with your background, this is easy to explain. I didnt understand squat at first.Im sorry, but I cant believe that this ship, the whaley boys, the whole perfection of the way they work, could possibly be products of natural selection. There had to be a design. Someone do all this.Cielle nodded, smiling. Ive know a number of scientists in my lifetime, Nate, but Im sure this is the first time Ive heard one arguing in favor of a grand designer. Whats that called, the watchmaker argument?She was right, of course. It was an accepted premise that intelligent design in nature was not necessarily a product of intelligence, but merely the mechanism of natural selection of traits for survival and really, really long periods of time for the selections to assert themselves. Nates lifes work had been make on that assumption, but now he was giving Darwin the old heave-ho simply because his Nates mind was too small to adapt to the idea of this craft. Well, yes, damn it. Screw Darwin. This was too strange.Im sorry, Im just having a little trouble getting my head around this. I dont know how you take to being a prisoner, but I dont care for it. On top of that, I could barely residuum on the humpback with the blow going off every few minutes, and I havent eaten anything but raw fish and water for about five days. Id be addled even if this didnt seem impossible.Bernard made a whimpering noise, and Skippy and Scooter followed along in a moment until they sounded like a basketful of hungry puppies, and and then they all broke out into wheezing snickers. Emily 7 frowned at them.Of course, I understand, Nate, Nuez said. Maybe you should finish up your coffee and go to your quarters. I have a few sports shakes in my cabin that will get some carbohydrates to your brain, and I can get you something to help you rest period the ships doctor has a full stock of Pharmaceuticals. She patted his hand maternally. Nate f elt a little ashamed for having complained.Youre not the only human on this ship, then?No, there are four humans and six whaley boys on board. The others are in their quarters. But theyre all harebrained to meet you. Everyones been talking about it for weeks.Youve known for weeks you were going to take me?Well, sort of. We were on standby. We just got the go-ahead the day before we took you.And you, and the rest of the crew, youre prisoners, too?Nate, every person on this ship, on any whale ship, has been pulled out of a sinking or sunken ship, a plane crash at sea, or some other disaster that would have killed them. This is a gift of time, and frankly, once you accept where you are and what youre doing, Im going to ask you where youd quite an be. Okay?Nate searched her face for any sign of sarcasm or malice. exclusively he found was a gentle smile. Okay.You go to your quarters now. Ill send around your supplies in a bit. Bernard, would you show Dr. Quinn to his quarters?Im not r eally a doctor, Nate whispered.Take whatever respect you can get from them, Nate.Bernard waited at the entry to the corridor, rubbing his shiny-smooth stomach and grinning. A white coffee mug stood out in contrast against Bernards abdomen, suspended as it was in the grasp of his penis.Ive always valued to do that, said Nate, deciding that he wasnt going to let the whaley boy get the satisfaction of intimidating him. Would be really handy for driving. Nate bowed toward the corridor. Lead on, Bernard.Bernard skulked down the hall in what would have been a full pout posture, had he any lips to do the actual pouting. He spilled a trail of coffee along the way.CHAPTER TWENTY-FIVEThe Inner Secretsof Cetacean SlutsNate was just settling into the idea of the constitutive(a) bunk he was going to be rest perioding on before actually settling into the bed. He was not a God kind of guy, but he found himself thanking one nonetheless for the crisp cotton sheets and pillowcase on a feather pill ow. He didnt think he really cute to sleep with his face against whaleskin. There was a soft whistle outside the portal, and the great flap of skin retracted to open to the corridor. Emily 7 stood there with a tray that held two cans of protein shake, a glass of water, and a single small pill. She grinned but did not try to step into the cabin. The small portal required a bit of a crouching and climbing action for Nate to enter, so he guessed shed dump the tray trying to get through. Then again, she might just be trying to be polite. She waited while Nate took the cans from the tray and set them on the low table, then swung around to take the pill and water from her.Emily 7 whistled and gave him a sidelong glance, causing her right eye to initiate out at him, as hed actually seen humpbacks do when checking out a boat at the surface. She gestured for him to take the pill.Youre not leaving until you see me take my medication?Emily 7 nodded.Well, I guess if you guys wanted to get ri d of me, it would have been a lot easier to kill me without bringing me all the way out here to poison me. Nate took the pill, downed the water, and opened his mouth to show that the pill was gone. That okay, nurse?Emily whistled and nodded, then gently took the empty glass from Nates hand. She reached up to hit the node, and the portal closed amidst them. Nate heard her whistle the first few bars of a lullaby.Shes sweet, Nate thought, in a tall, malevolent rubber-puppet sort of way.For almost a week the only sleep Nate had been able to get was while he was restrained in the chair in the humpback, and even then it was restless with the ship blowing every few minutes and the whaley boys whistling communications so, despite the blow of the blue-whale ship, he fell into a deep sleep filled with vivid dreams. He dreamed of himself and Amy, their naked bodies entwined, cunning with sweat under soft candlelight. Strangely, even as he dreamed, he had the semilucid thought that befo re, whenever hed taken a sleeping pill, he didnt remember ever dreaming. But that thought was pushed away by the feel of Amys smooth skin, his fingers softly caressing her muscular legs, her four long, webbed fingers wrapped lovingly around his Hey Nate opened his eyes. A softly lit fence of spiky teeth smiled over at him, steamy fish breath washed over his face.Uh-oh, said Emily 7, her voice gamey and rasping, verging on duck-speak.Nate leaped out of bed and bounced off the groyne on the other side of the cabin.Emily 7 pulled the sheet up over her head and burrowed against the wall, digging her melon vine under the pillow. Then she lay still.Nate stood trying to catch his breath. As soon as hed hit the floor, the biolighting had come up to high. He pushed back against the flexible wall, then suddenly became self-conscious and pulled his T-shirt off the back of the chair to cover his erection, which was rapidly losing its will to live.She was just lying there.Hello? I can see you .Curled up. Not moving. There under the sheets. on the whole whaley.You arent fooling anyone. Youre bigger than I am. Youre not hidden.Just the soft sound of her blowhole opening and closing. Nate established that it might be easier to hide under the covers if one had a blowhole, as one could cover ones mouth and face and still breathe. Addled by sleep deprivation, residual sleep medication, two cups of coffee, and now a few endorphins, he started to speculate on how a creature might adapt for hiding under the covers, then shook off the biologist rising up in him.Come on, were different species and stuff. Thats creepy.Now a bit of a squeak, more like a whimper, followed by a tiny Uh-oh, like a small elf had been mashed under the covers with a heavy book and had uh-ohed its last pathetic gasp.Well, you cant detain here.He remembered how hed felt when Libby had left him and by way of explanation shed said, Nate, I dont know, I dont even feel like were the same species. At the time hed felt as if his stomach were being turned inside out. It had ruined him kindly for more than a year. Longer than that if he counted the fiasco attraction to Amy.He stepped over to the bunk. Emily 7 scrunched into the corner between the wall and the bed. Nate worked the edge of the sheet loose and cautiously slid one leg under the covers. The lump that was Emily 7s head moved as if she was listening.You have to stay on your side, okay?Okay, wheezed Emily 7 in the mashed-elf voice.Nate awoke to the exhultations of sea wolf whales high-pitched hunting calls. The pod seemed to be gleefully celebrating a hunt, or at least calling another pod to come along and help. It occurred to him that he was actually riding in a craft that qualified as forage for the orcas, and the ship might be in danger of attack. Hed have to ask Nuez about that. He swung his feet off the bunk, and the lights came up. He realized that he was alone and sighed with relief.There was a fresh set of khakis hung over the chair and a bottle of water on the table. There was a small basin on the wall opposite the bunk, no bigger than a cereal bowl and made out of the same skin as the rest of the ship. He hadnt even notice it the night before. There were three lit nodules above the basin, like those used to activate the portals, but Nate could see nowhere for the water to come out. He pushed one of the nodules, and the basin started filling from a sphincter in the bottom. He pushed another, and the water was sucked out the same orifice. He tried to foster scientific detachment toward the whole thing but failed miserably He was creeped out. Nate desperately needed a shave and a shower, but he didnt want to try to wash his whole six-foot-two-inch body in an eight-inch bowl with a well, a butt hole at the bottom. Hed had just about enough of advanced poop-chute technology, thank you. He splashed some water on his face and dressed in the khakis, wondering as he did if the whale ship could actuall y grow a mirror for him to shave in if he needed it.The whole crew appeared to be up and milling about the bridge when Nate came in. There were four whaley boys at the table with the charts to the right of the hatch, the two pilots at their consoles. Nuez stood by the table to the left of the hatch, where there were seated a blond woman in her thirties and two men, one dark, perhaps in his early twenties, and one bald and gray-bearded, a healthy fifty, maybe. Not a very military-looking bunch. Everyone turned when Nate came in. All conversations words or whistles stopped abruptly. The echo of killer-whale calls bounced around the bridge. Emily 7 turned away from Nates gaze. Nuez was leaning against the wall near the nook that housed the coffeepot, actively trying not to look at him.Hi, Nate said, genetic eye contact with the bald guy, who smiled.Have a seat, said the bald guy, gesturing toward the empty seat at the table. Well get you something to eat. Im Cal Burdick. He shoo k Nates hand. This is Jane Palovsky and Tim Milam.Jane, Tim, Nate said, shaking hands. Nuez smiled at him, then looked away quickly as if the coffeepot needed some immediate attention or she was going to crack up or both.Everyone at the table nodded, sort of staring at the spot in front of them, like So here we are on a giant blue-whale ship, hundreds of feet below the surface of the ocean, with killer whales calling about us, and Nate fucked an alien, soNothing happened, Nate said to the whole bridge.What? said Jane.Your quarters satisfactory, then? asked Tim, an eyebrow raised.Nothing happened, Nate repeated, and even though nothing had happened, from the tone of his voice he wouldnt have believed it either. Really.Of course, said Tim.All of the whaley boys except Emily 7 were snickering. When he looked around, all the males were waving their willies back and forth in time in the air, as if swaying to a pornographic Christmas carol. Emily 7 put her big whaley head down on the t able and covered it with her arms.Nothing happened Nate shouted at them. Silence again on the bridge, just the echo of killer-whale calls. Are we in danger? Nate asked Nuez, trying desperately to change the subject. Are they going to attack the ship? Those are feeding calls, right? Often, when killer whales found a whale that was too big to be taken by their family pod, or when they happened on to an especially rich school of fish, they would call to other pods for help. Nate recognized the calls from some work hed done with a biologist friend in Vancouver.No, these are residents, Nuez said. Theyre just emotional about a bait ball theyve found. Probably sardines. Resident killer whales ate only fish transients ate mammals, whales and seals. Over the last few years scientists tended to refer to them as completely different species, even though they appeared the same to the layman.You know what they are by their call?More than that, Cal said, we know what theyre saying. The whaley bo ys can translate.All killer whales are named Kevin. You knew that, right? said Jane. She had a slight Eastern European accent, Russian maybe. She looked a little amused, her blue eyes dark under the yellow cast of the bioluminescence, but she didnt appear to be joking. She patted the seat next to her, indicating that Nate should sit down.Like all the pilots are named Scooter and Skippy? Nate said.Actually, they have numbers like Emily their choice, by the way but since there are never more than one pair of them on a ship, we dont bother with the numbers.Nate suddenly realize that in all his time on both of the whale ships, except when one of the pilots had gone outside to catch fish, the pilots always seemed to be at the controls. Dont they ever sleep?Sure, said Jane. Were pretty sure they sleep with half their brain at a time, like whales, so between two of them the ship always has a full pilot. Without one of them at the controls, its basically a big lump of meat.You said th at youre pretty sure. You dont know?Well, they dont know for sure, said Jane, and theyre not very excited about our doing experiments on them. Now that youve joined us, though, maybe youll be able to figure out whats going on with them. We sort of play it all by ear. The whaley boys and the Colonel run things. Cielle, you didnt tell him all this?He was pretty beat, Nuez said. I tried to get him settled in as soon as I could.Nate wanted to protest the settled in comment. After all, he was a prisoner here, but these people didnt behave at all like captors. They immediately affect him as having the same dynamic that hed seen in research teams, a were all in this together, lets make the best of it attitude. He didnt want to yell at these people. Still, it made him a little uncomfortable that she was so forthcoming with information. When your kidnappers showed you their faces, they were giving you the message that you werent going home.Nuez set a plate down in front of him. It had a sala d of shambleed seaweeds, carrots, and mushrooms, a piece of cooked fish, which looked like halibut, and what appeared to be rice.Eat up, she said. A couple of nutrition drinks arent going to get you back up to speed. We do eat a lot of raw fish, even on the blue, but you need some carbs until you adjust to this diet. Theres plenty of rice when you finish that.Thanks. Nate dug in while the others, all but Cal, excused themselves to work in other parts of the ship. The older man had obviously been charged with Nates second orientation lecture.Cal scratched his beard, looked around at the pilots, then leaned over to Nate and spoke in a lowered voice. Theyre very promiscuous. You know how dolphin females will mate with all the males in the pod so no one can be assured of who the father of her calf is? They think it keeps the males from murdering her calf when its born.Thats the theory, Nate said.Theyre sort of like that, and back at base you have a big pod to deal with. You start down that path well, youve got a lot of whaley boys to shake up up.I didnt sex her up, Nate hissed, spraying rice out over the table. Im not sexing up any whaley boys er, girls Whatever. Look, theyre very close. Here on the ship they dont have separate quarters they share one big cabin. energise is very casual with them, but they understand that were a little more hung up about it. Some of them seem to affect human shyness. We generally dont mix sexually with them. Its not forbidden, but its you know, frowned upon. Its only natural for a guy to be curious Nate put down his fork. Cal, I did not have sex with anyone I mean, anything.Right. And be careful around the males. Especially if youre in the water with them. Theyll bung-hole you just to watch you twitch.Jeez.Im just telling you for your own good.Thanks, but Im not going to be around long enough to worry about it. Might as well throw it in their faces, Nate thought.The older man laughed, almost snapshot coffee out his no se. When he recovered, he said, Well, I hope you mean you plan on dying soon, because no one ever leaves.Nate leaned into Cals face. Doesnt it bother you, that youre a prisoner?Theres not one of us here who wouldnt be dead if the whaley boys hadnt picked us up.Not me.Especially you. You were always twelve hours from dead since we started watching you. surely it had to occur to you how much easier it would have been just to kill you?Nate just stared for a second. Actually, it had occurred to him, and he didnt see the logic in keeping him alive if all they wanted to do was stop his research. He wasnt going to make that argument verbally, but stillDont overthink it, Nate. If you ever doubted that life was an adventure, it definitely is now.Right, Nate said. But before you ask me where Id rather be, let me remind you that theres a sphincter in the bottom of my sink.You havent seen the shower, then? Just you wait.After he ate, Cal loaned him a copy of Treasure Island to read, but when N ate returned to his cabin, he could barely concentrate on the book at all. Funny what you learn about yourself in a short conversation. One, that he would rather have been charge of having sex with another species than with another male (even of another species). Interesting prejudice. Two, that he actually was grateful, not only to be alive, but grateful to be having completely new experiences every moment, even as a prisoner. Three, that learning was still a high, but he burned to share it with someone. And finally, that he was feeling a little jealous, a little less special, now that he knew that Emily 7 was having sex with all the male whaley boys on board. That fickle little slut.He dozed off with Robert Louis Stevenson on his chest and the sound of killer whales calling in the distance.Outside, the pod of twenty killer whales, most the sons or daughters of the matriarch female, were calling frantically to each other as they worried away at a huge bait ball of herring. Biologi sts had long speculated on the incredibly complex vocabulary of the killer whale, identifying specific linguistic groups that even spoke the same dialect, but they had never been able to put meaning to the calls other than to identify them as feeding, distress, or social noises. However, had they had the benefit of translation, this is what they would have heardHey, Kevin, fishFish I love fishLook, Kevin, fishMmmm, fish.You, Kevin, take a run down that trench, fake left, go right, hit the bait ball, nothing but fishDid someone say fish?Yeah, fish. Over here, Kevin.Mmmmm, fish.And it went on like that. Actually, orcas arent quite as complex as scientists imagine. most killer whales are just four tons of doofus dressed up like a police car.

Eight Stages of Development

This paper will present an overview of the ripeningal tasks involved in the social and emotional development of shaverren and teenagers which continues into adulthood. The presentation is based on the Eight Stages of Development developed by psychiatrist, Erik Erikson in 1956. According to Erickson, humans move through eight stages of psychosocial development during our lives. separately stage centers around a specific crisis or conflict between competing tendencies.Eriksons theory consists of eight stages of development. Each stage is characterized by a different conflict that must be resolve by the individual. When the milieu makes new demands on people, the conflicts arise. The individual is faced with a choice between two ways of coping with each crisis, an adaptive or maladaptive way. Only when each crisis is resolved, which involves change in the personality does the person have sufficient strength to deal with the next stages of development(Schultz and Schultz, 1987).If a person is un open to resolve a conflict at a particular stage, they will confront and struggle with it later in life. breeding Basic self-confidence Versus Basic Mistrust (Hope) Chronologically, this is the period of infancy through the first iodin or two years of life. The child, well handled, nurtured, and loved, develops trust and security and a base optimism (Stevens, 1983). Badly handled, a child becomes insecure and mistrustful. Learning Autonomy Versus Shame (Will) The second psychosocial crisis, Erikson believes, occurs during early childhood, probably between more or less 18 months or 2 years and 3? o 4 years of age. According to Erikson, self control and self confidence begin to develop at this stage (Stevens, 1983). Children after part do more on their own. Toilet training is the most important event at this stage. They also begin to feed and dress themselves. This is how the toddler strives for autonomy. It is immanent for p atomic number 18nts not to be overpr otective at this stage (Stevens, 1983). A p arnts level of protectiveness will influence the childs ability to achieve autonomy. If a p atomic number 18nt is not reinforcing, the child will feel shameful and will learn to doubt his or her abilities. Erikson believes that children who experience too much doubt at this stage will inadequacy confidence in their powers later in life(Woolfolk, 1987). Learning Initiative Versus Guilt (Purpose) Erikson believes that this third psychosocial crisis occurs during what he calls the play age, or the later preschool years (from about 3? to, in the United States culture, entry into formal school). The development of courage and independence are what set preschoolers, ages three to six years of age, apart from separate age groups.Young children in this category face the challenge of initiative versus guilt. As described in Bee and Boyd (2004), the child during this stage faces the complexities of planning and developing a brain of judgment. D uring this stage, the child learns to take initiative and prepare for leadership and goal achievement roles. Activities sought out by a child in this stage whitethorn include risk-taking behaviors, such as crossing a street alone or riding a bike without a helmet both these ex deoxyadenosine monophosphateles involve self-limits.These behaviors are a result of the child developing a sense of frustration for not being able to achieve a goal as plotted and may engage in behaviors that seem aggressive, ruthless, and overly assertive to parents (Marcia, 1966). Aggressive behaviors, such as throwing objects, hitting, or yelling, are examples of observable behaviors during this stage. Industry Versus Inferiority (Competence) Erikson believes that the stern psychosocial crisis is handled, for better or worse, during what he calls the school age, most presumable up to and possibly including several(prenominal) of junior high school (Erickson, 1950). Children at this age are becoming more aware of themselves as individuals. They work hard at being responsible, being good and doing it right. They are now more reasonable to piece of ground and cooperate. (Gross, 1987). Allen and Marotz (2003) also list some cognitive developmental traits specific for this age group Children understand the concepts of space and time, gain better understanding of cause and pith and understand calendar time. At this stage, children are eager to learn and accomplish more complex skills reading, writing, telling time.They also get to form moral values, take in cultural and individual differences and are able to manage most of their personal needs and grooming with minimal assistance (Allen and Marotz, 2003). At this stage, children might express their independence by being disobedient, using back talk and being rebellious. Learning Identity Versus Identity Diffusion (Fidelity) During the fifth psychosocial crisis (adolescence, from about 13 or 14 to about 20) the child, now an adolesc ent, learns how to answer satisfactorily and happily the question of Who am I? But even the most adjusted of adolescents experiences some role identity diffusion most boys and probably most girls experiment with minor delinquency, rebellion, self doubts flood the adolescent (Kail and Cavanaugh, 2004). Erikson is credited with coining the term Identity Crisis(Gross, 1987). Each stage that came before and that follows has its own crisis, but even more so now, for this marks the transition from childhood to adulthood. This passage is necessary because Throughout infancy and childhood, a person forms many identifications.But the need for identity in youth is not met by these (Wright, 1982). This turning point in human development seems to be the reconciliation between the person one has come to be and the person society expects one to become. This e unify sense of self will be established by merging past experiences with expectation of the future. In relation to the eight life stages as a whole, the fifth stage corresponds to the crossroads Adolescents are confronted by the need to re-establish boundaries for themselves and to do this in the face of an often potentially hostile world (Gross, 1987). This is often challenging since commitments are being asked for before particular identity roles have formed. At this point, one is in a state of identity confusion, but society normally makes allowances for youth to find themselves, and this state is called the moratorium As in other stages, bio-psycho-social forces are at work. No matter how one has been raised, ones personal ideologies are now chosen for oneself (Wright, 1982). Oftentimes, this leads to conflict with adults over religious and political orientations.Another discipline where teenagers are deciding for themselves is their career choice, and oftentimes parents want to have a decisive say in that role. If society is too insistent, the teenager will mark to external wishes, forcing him or her to stop e xperimentation and finding true self-discovery. Once someone settles on a worldview and vocation, will he or she be able to incorporate this aspect of self-definition into a diverse society? According to Erikson, when an adolescent has balanced both perspectives of What have I got? and What am I going to do with it? he or she has established their identity (Gross, 1987) Learning Intimacy Versus Isolation (Love) The Intimacy vs. Isolation conflict is emphasized around the ages of 20 to 34. At the begin of this stage, identity vs. role confusion is coming to an end, and it still lingers at the foundation of the stage (Erikson, 1950). Young adults are still eager to blend their identities with friends. They want to hold up in. Erikson believes we are sometimes isolated due to intimacy. We are afraid of rejections such as being turned down or our partners breaking up with us.We are familiar with pain, and to some of us, rejection is painful our egos cannot bear the pain. Erikson also argues that Intimacy has a counterpart Distantiation the readiness to isolate and if necessary, to destroy those forces and people whose essence seems dangerous to our own, and whose soil seems to encroach on the extent of ones intimate relations (Erickson, 1950). Once people have established their identities, they are ready to make long-term commitments to others. They become unfastened of forming intimate, mutual relationships and willingly make the sacrifices and compromises that such relationships require.If people cannot form these intimate relationships perhaps because of their own needs a sense of isolation may result. Learning Generativity Versus Self-Absorption (Care) In adulthood, the psychosocial crisis demands generativity, both in the sense of marriage and parenthood, and in the sense of working productively and creatively. Integrity Versus Despair (Wisdom) If the other seven psychosocial crisis have been successfully resolved, the mature adult develops the peak of adjustment integrity (Marcia, 1966). He trusts, he is independent and dares the new.He works hard, has found a well defined role in life, and has developed a self-concept with which he is happy. He can be intimate without strain, guilt, regret, or lack of realism and he is proud of what he creates his children, his work, or his hobbies (Marcia, 1966). If one or more of the earlier psychosocial crises have not been resolved, he may view himself and his life with disgust and despair. Conclusion These eight stages of man, or the psychosocial crises, are likely and insightful descriptions of how personality develops but at present they are descriptions only.We possess at best simple and tentative knowledge of just what sort of environment will result, for example, in traits of trust versus distrust, or clear personal identity versus diffusion. Socialization, then is a learning teaching process that, when successful, results in the human organisms abject from its infant state of help less but total self-absorption to its ideal adult state of sensible conformity coupled with independent creativity.References Bee, Helen and Boyd, Denise. (2004). The Developing Child. (10th ed. ). Boston Pearson Erikson, E. H. (1950). childhood and society. saucily York Norton (1950) Triad/Paladin (1977), Erikson, E. , (1956), The Problem of Ego Identity, Journal of the American Psychoanalytic Association 4 Gross, F. L. (1987). Introducing Erik Erikson An invitation to his thinking. Lanham, MD University Press of America. Kail, R. V. , amp Cavanaugh, J. C. (2004). Human development A life-span view. Belmont, CA Thomson/Wadsworth. Marcia, J. E. , (1966), Development and validation of ego identity status, Journal of Personality and Social Psychology 3 PSY 345 Lecture Notes Ego Psychologists, Erik Erikson, http//www. psychology. sunysb. du/ewaters/345/2007_erikson/2006_erikson. pdf, retrieved 2010-11-11 Stevens, Richard. (1983). Erik Erikson, An Introduction. New York St. Martins P ress. Schultz D. P. & Schultz S. E. (1987). A History of Modern Psychology. Orlando, FL Harcourt-Brace. The Theoretical Basis for the Life Model-Research And Resources On Human Development, http//www. lifemodel. org/download/ModelBuildingAppendix. pdf, retrieved 2010-11-11 Woolfolk, A. E. (1987). Educational Psychology, (3rded. ). New Jersey Simon and Schuster. Wright, J. Eugene (1982). Erikson Identity & Religion. New York The Seabury Press

A Format for Case Conceptualisation

Many professional and personal challenges confront practicum learners as they work with knobs. For example, students moldiness establish a charge family, listen attentively, express themselves clearly, probe for in in dression fix uptingion, and devour technical skills in an ethical manner. Those counseling performance skills (B dos & Leddick, 1987) center on what counselors do during sessions.At a cognitive level, students must master factual knowledge, phone integratively, stupefy and test clinical hypotheses, plan and apply interventions, and prize the effectiveness of treatment. Those conceptualizing skills, within the cognitive operations used to construct models that represent experience (Mahoney & Lyddon, 1988), show how counselors think astir(predicate) clients and how they choose interventions. It is highly desirable for instructors of practica to demand pedagogical methods to promote the development both of counseling performance skills and conceptualizing skills .Such methods should be diverse and flexible to retain students at different levels of professional development and with distinct manners of reading (Biggs, 1988 Borders & Leddick, 1987 Ellis, 1988 Fuqua, Johnson, Anderson, & Newman, 1984 Holloway, 1988 Ronnestad & Skovholt, 1993 Stoltenberg & Delworth, 1987). RATIONALE FOR THE FORMAT In this article, we present a coiffe for case preparation that we highly- genuine to fill gaps in the literature on the preparation of counselors (Borders & Leddick, 1987 Hoshmand, 1991).Although many existing methods promote counseling performance skills, there atomic number 18 few established methods for precept students the conceptualizing skills needed to understand and treat clients (Biggs, 1988 Hulse & Jennings, 1984 Kanfer & Schefft, 1988 Loganbill & Stoltenberg, 1983 Turk & Salovey, 1988). We do not discount the importance of counseling performance skills, but we believe that they can be apply in effect only within a meaningful conceptua l framework. That is, what counselors do depends on their evolving expression of clients training in that conceptualization matters.Given the large quantity of in pution that clients disclose, students have the task of selecting and processing applicable clinical data to arrive at a working model of their clients. Graduate programs need to assist students in mind how to collect, organize, and integrate in fix upion how to form and test clinical inferences and how to plan, implement, and evaluate interventions (Dumont, 1993 Dumont & Lecomte, 1987 Fuqua et al. , 1984 Hoshmand, 1991 Kanfer & Schefft, 1988 Turk & Salovey, 1988).Although systematic approaches to collecting and processing clinical information are not new, the case conceptualization format presented here, as follows, has several distinguishing features 1. The format is comprehensive, serving both to organize clinical data (see Hulse & Jennings, 1984 Loganbill & Stoltenberg, 1983) and to make conceptual tasks operationa l (see Biggs, 1988). The components of the format integrate and increase on two useful approaches to presenting cases that are cited often and that are linked to related literature on supervision (a) Loganbill and Stoltenbergs (1983) six suffice areas of clients intenting (i. . , identifying data, presenting problem, relevant history, interpersonal style, environmental factors, and spirit dynamics), and (b) Biggss (1988) three tasks of case conceptualization (i. e. , identifying observable and illative clinical evidence articulating dimensions of the counseling relationship and describing assumptions astir(predicate) presenting concerns, personality, and treatment). In addition, the format makes explicit the crucial distinction between ceremonial and inference, by separating facts from hypotheses.It advances the notion that observations provide the basis for constructing and interrogatory inferences. Thus, the format fosters development of critical thinking that is more tha n deliberate and less automatic than the ordinary formation of impressions. The approach is compatible with recommendations that counselors receive training in rational hypothesis testing to reduce inferential errors (Dumont 1993 Dumont & Lecomte, 1987 Hoshmand, 1991 Kanfer & Schefft, 1988 Turk & Salovey, 1988). 2.The format can be adapted to the developmental stage of students by its focus on stage-appropriate components and implementing those components in stage-appropriate ways (Ellis, 1988 Glickauf-Hughes & Campbell, 1991 Ronnestad & Skovholt, 1993 Stoltenberg & Delworth, 1987). As an example, beginning students use the format to organize information and to learn the distinction between observation and inference, whereas more experient students focus on using the format to generate and test hypotheses. 3. The format is atheoretical, thereby permitting students to ncorporate constructs from any paradigm into their case conceptualizations. In this sense, the format resembles the cognitive scaffolding described in the constructivist perspective (Mahoney & Lyddon, 1988). Rather than being an explicit pathfinder through which observations are filtered to conform to an imposed representational model, the format provides an abstract set of cognitive schemas. With the schemas, the student actively fashions a conceptual framework from which to order and assign meaning to observations.Simply put, the format is a generic structure that the student uses to construct his or her reality of the case. COMPONENTS OF THE FORMAT The format has 14 components, sequenced from observational to inferential as follows background data, presenting concerns, verbal gist, verbal style, nonverbal behavior, clients emotional experience, counselors experience of the client, client-counselor interaction, test data and livelihooding visibles, diagnosis, inferences and assumptions, goals of treatment, interventions, and evaluation of outcomes. Background data implicates sex, age, race , ethnicity, physical demeanor (e. . , attractiveness, dress, grooming, height, and weight), socioeconomic status, marital status, family constellation and background, educational and occupational status, medical and mental health history, use of prescribed or illicit substances, prior treatment, legal status, financial backing arrangements, religious affiliation, sexual preference, social network, current functioning, and self-perceptions. Initially, students are overwhelmed by the data that they assume need to be collected. Guidance must be provided on how students are to differentiate meaningful from inconsequential information.In our program, for example, we ask students to evaluate the relevance of background data, for grounds clients presenting concerns and for develop treatment plans. We advise students to strive for relevance rather than comprehensiveness. Presenting concerns contain of a thorough account of each of the clients problems as viewed by that client. This ta sk might begin with information contained on an intake form. We assist students in developing concrete and detailed definitions of clients concerns by showing them how to help clients identify specific pretendive, behavioral, cognitive, and interpersonal features of their problems.For example, the poor academic performance of a client who is a college student might involve maladaptive behavior (e. g. , procrastination), cognitive deficits (e. g. , difficulty in concentrating), negative moods (e. g. , anxiety), and interpersonal problems (e. g. , conflict with instructors). Counseling students should also explore the parameters of presenting concerns, including prior occurrence, onset, duration, frequency, severity, and congener importance.We further elicit that students explore how clients have attempted to cope with their concerns and that they examine what clients expect from treatment, in terms of assistance as well as their lading to change. In addition, students should asse ss immediate or impending dangers and crises that their clients may face. Finally, we instruct students in identifying environmental stressors and supports that are linked to presenting concerns. Verbal content can be organized in two ways. A concise summary of each session is appropriate for cases of limited duration.Alternatively, verbal content can include summaries of determine themes that have emerged across sessions. Occasionally, those themes are interdependent or hierarchically arranged. For example, a client may enter treatment to deal with anger toward a executive program who is perceived as unfair and, in later sessions, disclose having been chronically demeaned by an older sibling. We teach students to discriminate central data from peripheral data through feedback, poser, and probing questions. Students need to focus their sessions on areas that are keyed to treatment.For instance, we point out that clients focal concerns, along with the goals of treatment, can serve as anchors, preventing the content of sessions from drifting. Verbal style refers to qualitative elements of clients verbal presentation (i. e. , how something is said rather than what is said) that students deem significant because they reflect clients personality characteristics, emotional states, or both. Those elements can include tone of voice and volume, changes in modulation at critical junctures, fluency, quantity and rate of verbalization, vividness, syntactic complexity, and vocal characterizations (e. g. , sighing).Nonverbal behavior includes clients eye contact, facial expression, body movements, idiosyncratic mannerisms (e. g. , hand gestures), posture, seating arrangements, and change in any of these behaviors over time and circumstances. Instructors can assist students in distinguishing relevant from unimportant information by modeling and providing feedback on how these data bear on the case. As an example, neglected hygiene and a listless expression are important n onverbal behaviors when they coincide with some other data, such(prenominal) as self-reports of despair and hopelessness. Clients emotional experience includes data that are more inferential.On the basis of their observations, students attempt to infer what their clients feel during sessions and to relate those feelings to verbal content (e. g. , sadness linked to memories of loss). The observations provide insights into clients emotional lives outside of treatment. We caution students that clients self-reports are an important but not entirely reliable source of information about their emotional experience. At times clients deny, ignore, mislabel, or misrepresent their emotional experience. Students should note the duration, intensity, and range of emotion expressed over the course of treatment.Blunted or excessive affect as well as affect that is discrepant with verbal content also merit attention. To illustrate, a client may report, without any apparent anger, a history of phy sical abuse. Initially, students can be assisted in labeling their clients affect by using a checklist of emotional states. We have install it helpful to suggest possible affect and support our perceptions with observation and logic. Empathic role taking can also help students to gain access to clients experience. Instructors may need to sensitise students to emotional states outside of their protest experience or that they avoid.Counselors experience of the client involves his or her personal reactions to the client (e. g. , attraction, boredom, confusion, frustration, and sympathy). We strive to establish a supportive learning environment in which students can disclose their genuine experiences, negative as well as positive. Students often repugn to accept that they might not kindred every client. But students should be helped to recognize that their experience of clients is a rich source of hypotheses about feelings that those clients may engender in others and, thus, about the interpersonal innovation that the clients partially create for themselves.The feel of clients often provides valuable diagnostic clues (e. g. , wanting to take care of a client may suggest features of dependent personality disorder). Sometimes students need assistance in determining whether their reactions to clients reflect countertransferential issues or involve normative responses. We draw on parallel process and use-of-self as an instrumentate to help clarify students feelings and to form accurate attributions about the origins of those feelings (Glickauf-Hughes & Campbell, 1991 Ronnestad & Skovholt, 1993).Client-counselor interaction summarizes patterns in the exchanges between client and counselor as well as significant interpersonal events that occur within sessions. Such events are, for example, how trust is tested, how resistance is overcome, how sensitive matters are explored, how the counseling relationship is processed, and how termination is handled. Thus, this co mponent of the format involves a characterization of the counseling process. Students should attempt to think of the structure of the typical sessionspecifically, what counselors and clients do in relation to one another during the therapy hour.They may do any of the following repartee questions, ask questions cathart, support learn, teach seek advice, give advice tell stories, listen collude to avoid sensitive topics. Taxonomies of counselor (Elliott et al. , 1987) and client (Hill, 1992) modes of response are resources with which to characterize the structure of sessions. At a more abstract level, students should try to describe the evolving roles they and their clients play vis-a-vis one another. It is essential to assess the quality of the counseling relationship and the contributions of the student and the client to the relationship.We ask students to speculate on what they mean to a given client and to generate a metaphor for their relationship with that client (e. g. , doct or, friend, mentor, or parent). Client-counselor interactions yield clues about clients interpersonal style, revealing both assets and liabilities. Furthermore, the counseling relationship provides revealing data about clients self-perceptions. We encourage students to present segments of audiotaped or videotaped interviews that illustrate patterns of client-counselor interaction.Test data and supporting materials include educational, legal, medical, and psychological records mental status exam results behavioral assessment data, including self-monitoring questionnaire data, the results of psychological testing, artwork, excerpts from diaries or journals, personal correspondence, poetry, and recordings. When students assess clients, a rationale for testing is warranted that links the method of testing to the purpose of assessment. We assist students in identifying significant test data and supporting materials by examining how such information converges with or departs from other cl inical data e. g. , reports of family turmoil and an elevated score on Scale 4, Psychopathic Deviate, of the Minnesota Multiphasic Personality Inventory-2 MMPI-2 Hathaway & McKinley, 1989). Assessment, as well as diagnosis and treatment, must be conducted with sensitivity toward issues that affect women, minorities, disadvantaged clients, and disabled clients, because those persons are not necessarily understood by students, perhaps due to limited experience of students or the homogenized focus of their professional preparation.Diagnosis includes students impression of clients diagnoses on all five axes of the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV, American psychiatrical Association, 1994). We guide students efforts to support their diagnostic thinking with clinical evidence and to consider competing diagnoses. Students can apply taxonomies other than those in the DSM-IV when appropriate (e. g. , DeNelsky and Boats 1986 coping skills model).I nstructors demonstrate the function of diagnosis in organizing scattered and diverse clinical data and in generating tentative hypotheses about clients functioning. Inferences and assumptions involve configuring clinical hypotheses, derived from observations, into meaningful and useful working models of clients (Mahoney & Lyddon, 1988). A working model consists of a clear definition of the clients problems and formulations of how hypothesized psychological mechanisms produce those problems.For instance, a clients primary complaints might be frequent bouts of depression, pervasive feelings of isolation, and unfulfilled lust for intimacy. An account of those problems might establish the cause as an alienation schema, early childhood loss, interpersonal rejection, negative self-schemas, or social skills deficits. We help students to elaborate on and refine incompletely formed inferences by identifying related clinical data and relevant theoretical constructs (Dumont, 1993 Mahoney & Ly ddon, 1988).We also assist students in integrating inferences and assumptions with formal patterns of understanding drawn from theories of personality, psychopathology, and counseling (Hoshmand, 1991). As with their instructors, students are not immune from making faulty inferences that can be traced to logical errors, such as single-cause etiologies, the representative heuristic, the approachability heuristic, confirmatory bias, the fundamental attribution error, and illusory correlations (Dumont, 1993Dumont & Lecomte, 1987). As an example, counselors tend to seek data that support their preexisting notions about clients, thus restricting the development of a more complete understanding of their clients. We alert students to the likelihood of bias in data gathering, particularly when they seek to confirm existing hypotheses. Furthermore, we demonstrate how to generate and evaluate competing hypotheses to counteract biased information processing (Dumont & Lecomte, 1987 Kanfer & Sch efft, 1988).Instructors, therefore, must teach students to think logically, sensitizing them to indicators of faulty inferences and providing them with strategies for validating clinical hypotheses as well as disconfirming them (Dumont & Lecomte, 1987 Hoshmand, 1991). The proposed format can accomplish this task because it separates inferences from the clinical data used to test inferences and thus deautomatizes cognitive operations by which inferences are formed (Kanfer & Schefft, 1988 Mahoney & Lyddon, 1988).We have found it beneficial to have students compare their impressions of clients with impressions that are independently revealed by test data (e. g. , MMPI-2) this exercise permits the correction of perceptual distortions and logical errors that lead to faulty inferences. Although students hunch is an invaluable source of hypotheses, instructors need to caution them that intuition must be evaluated by empirical testing and against grounded patterns of understanding (Hoshmand , 1991). We also model caution and support for competing formulations and continued observation.This approach fosters appreciation of the inexactitude and richness of case conceptualization and helps students to manage such uncertainty without fear of negative evaluation. With the development of their conceptualizing skills, students can revalue the viability of alternative and hybrid inferences. Moreover, they become more aware of the occasional coexistence and interdependence of clinical and inferential contradictions (e. g. , the simultaneous experience of sorrow and joy and holistic concepts such as life and death).The increasingly elaborate conceptual fabric created from the sustained application of conceptualizing skills also enables students to predict the effect of interventions more accurately. Goals of treatment must be linked to clients problems as they come to be understood after presenting concerns have been explored. Goals include short-term objectives along with long -term outcomes of treatment that have been negotiated by the client and trainee. Typically, goals involve changing how clients feel, think, and act. Putting goals in order is important because their priorities bequeath influence treatment decisions.Goals need to be integrated with students inferences or established theories and techniques of counseling. In their zeal, students often overestimate the probable long-term aims of treatment. To help students avoid disappointment, we remind them that certain factors influence the formulation of goals, including constraints of time and resources, students own competencies, and clients capacity for motivation for change. Interventions typify techniques that students implement to achieve agreed-on goals of treatment.Techniques are ideally compatible with inferences and assumptions derived earlier targets of treatment consist of hypothesized psychological structures, processes, and conditions that produce clients problems (e. g. , self-este em, information processing, family environment). Difficulties in technical implementation should be discussed candidly. We provide opportunities for students to observe and rehearse pragmatic applications of all strategies. Techniques derived from any theory of counseling can be reframed in concepts and processes that are more congruent with students cognitive style.To illustrate, some students are able to understand how a learned fear response can be counterconditioned by the counseling relationship when this phenomenon is defined as a consequence of providing unconditional positive regard. In addition, we teach students to apply techniques with sensitivity as well as to fashion a personal style of counseling. Finally, legal and ethical issues pertaining to the conduct of specific interventions must be made explicit. Evaluation of outcomes requires that students establish criteria and methods toward evaluating the outcomes of treatment.Methods can include objective criteria (e. g. , grades), reports of others, self-reports (e. g. , behavioral logs), test data, and students own judgments. Instructors must assist students in developing efficient ways to evaluate progress over the course of treatment given the presenting concerns, clients motivation, and available resources. USES OF THE FORMAT We developed the format for use in a year-long practicum in a masters degree program in counseling psychology. Instructors describe the format early in the setoff semester and demonstrate its use by presenting a erminated case a discussion of the format and conceptualization follows. The first half of the format is particularly helpful when students struggle to organize clinical data into meaningful categories and to distinguish their observations from their inferences. The focus at that point should be on components of the format that incorporate descriptive data about the client. Later in their development, when students are prepared to confront issues that influence th e counseling relationship, components involving personal and interpersonal aspects of treatment can be explored.As students mature further, components that incorporate descriptive data are abbreviated so that students can concentrate on the conceptualizing skills of diagnosis, inferences and assumptions, treatment planning and intervention, and evaluation. When conceptualizing skills have been established, the format need not be applied comprehensively to each case. Rather, it can be condensed without losing its capacity to organize clinical data and to derive interventions. The format can be used to present cases in practicum seminar as well as in individualistic supervision sessions. It can also be used by students to manage their caseloads.Also, the format can be used in oral and written forms to organize and integrate clinical data and to suggest options for treatment (cf. Biggs, 1988 Hulse & Jennings, 1984 Loganbill & Stoltenberg, 1983). For example, practicum seminar can feat ure presentations of cases organized according to the format. As a student presents the data of the case, participants can construct alternative working models. Moreover, the format compels participants to test their models by referencing clinical data. Written details that accompany a presentation are also fashioned by a student presenter according to the format.The student presenter can distribute such material before the presentation so that members of the mark have time to prepare. During the presentation, participants assume responsibility for sustaining the process of case conceptualization in a manner that suits the class (e. g. , discussion, interpersonal process recall, media aids, or role play). Supervision and case notes can also be structured more flexibly with the use of the case conceptualization format to give students opportunities to relate observation to inference, inference to treatment, and treatment to outcome (Presser & Pfost, 1985).In fact, supervision is an ideal setting to tailor the format to the cognitive and personal attributes of the students. In supervision, there are also more opportunities to observe students sessions directly, which permits instruction of what clinical information to seek, how to seek it, how to extract inferences from it, and to evaluate the veracity of students inferences by direct observation (Holloway, 1988). FUTURE APPLICATIONS AND RESEARCH The format is a potentially valuable resource for counselors to make the collection and integration of data systematic when they intervene with populations other than individual clients.Application of the format to counseling with spans and families might seem to make an already conceptually demanding task more complex. Yet counselors can shift the focus from individuals to a couple or a family unit, and apply components of the format to that entity. By targeting relationships and systems in this way, the format can also be used to enhance understanding of and improve interventions in supervision and with distressed units or organizations.Although research has been conducted on how counselors collect data, few studies have investigated how counselors process information when testing hypotheses (e. g. , Strohmer, Shivy, & Chiodo, 1990). Empirical evidence of the effectiveness of various(a) approaches to the conceptual training of counselors is long overdue. Avenues of inquiry include determining whether the format contributes to the acquisition of conceptualizing skills and to facilitative conditions and techniques thai may be mediated by such skills (e. . , empathy and clear communication). There are several written measures available with which to evaluate students conceptualizing skills. Examples of those measures are the Clinical Assessment Questionnaire (Holloway & Wolleat, 1980) Intentions List (Hill & OGrady, 1985) and Written Treatment Planning pretext (Butcher, Scofield, & Baker, 1985). Interpersonal process recall of audiotaped and vi deotaped sessions, case notes (Presser & Pfost, 1985), and direct observation can also be used.Other promising directions for research include comparing the effect of the format with other approaches to training, isolating components of the format that produce the greatest gains in conceptualizing skills, and determining the outcomes when the format is implemented with the use of different instructional strategies and with students at varying levels of development. Finally, probe into how the format produces cognitive and performance gains would be valuable, particularly if integrated with literature on cognitive development and effective learning strategies.Nonetheless, the format has several limitations. Although students will eventually learn to apply the format more efficiently in their professional practice, it remains cumbersome and time consuming. Explicit and comprehensive application of the format in supervision and in the routine management of individual caseloads is part icularly awkward. In those contexts, the format must be applied tacitly as a heuristic, with specific components used more deliberately when obstacles to progress are encountered.For example, focus on a clients affective experience can promote accurate empathy in the student and lead to more helpful interventions. Moreover, given the differences in the cognitive development of students (Biggs, 1988 Borders & Leddick, 1987 Ellis, 1988 Fuqua et al. , 1984 Ronnestad & Skovholt, 1993 Stoltenberg & Delworth, 1987), the format cannot be applied rigidly or uniformly as a pedagogical tool. Beginning students and those who think in simple, concrete terms seem to profit most from learning environments in which instructors provide direction, expertise, feedback, structure, and support.Conversely, more experienced students and those who think in complex, abstract terms learn more readily when instructors fashion autonomous, collegial, flexible, and interactive environments (Ellis, 1988 Glickauf -Hughes & Campbell, 1991 Ronnestad & Skovholt, 1993 Stoltenberg & Delworth, 1987). Hence, the format must be applied creatively and accommodate to students capabilities, to avoid needless discouragement, boredom, or threats to personal integrity (Fuqua et al. , 1984 Glickauf-Hughes & Campbell, 1991 Ronnestad & Skovholt, 1993 Stoltenberg & Delworth, 1987)

No Idea

GRANITE SLABS AT ACCOMMODATION CLUSTER 1. Mr Lee Kuan Yew Quote 1 If you do not understand that you got to carry this Country, then in the end we will lose. Others will come, smack you down and take over. Mr Lee Kuan Yew, Prime Minister (1967) Quote 2 (Proposed Sierra) What he or she has in Singapore, he or she must be prepared to fight for and defend. Otherwise it will be lost. Mr Lee Kuan Yew, Prime Minister (1967) Quote 3 An officer must live by the SAFTI motto To Lead, To Excel, To Overcome.He must be ready to serve not just for himself but for the sake of a greater good his comrades, his men, his unit and his country. Mr Lee Kuan Yew Quote 4 The success of Singapore depends upon how well we uphold these ideals the constant drive to excel in tout ensemble that we do, as individuals and as a nation, and a willingness to share responsibility for the common good. Mr Lee Kuan Yew Quote 5 The SAF is a citizens militia, and its officer corps has a leaders role that extends bey ond the SAF.The values inculcated in SAF officers are the same unitarys that they will transmit to their men, and which will permeate our society. Mr Lee Kuan Yew Quote 6 However, no one can teach each of you how to be a leader of men. You will have to learn how to earn the respect and confidence of other men situated under your charge, what moves them, and why some officers are better than others in getting their men to do better. Mr Lee Kuan Yew Quote 7 You will be accountable not only for what you yourself do, but also for your subordinates, what they do, or fail to do. Mr Lee Kuan Yew Quote 8 However, later in life, you will realise that how to get on with other men and how to get them to do things to the best of their ability, are amongst the most important things in life. Mr Lee Kuan Yew Quote 9 There are several(prenominal) characteristics common in men in top positions strength of character and a mind able to take in the details and complexities of a business quickly, seize hold of the essential elements, and act decisively to tackle the problem. Mr Lee Kuan YewQuote 10 The SAF must have men who are emotionally stable and all told committed to Singapore. We shall have an efficient and effective demurral force, dedicated to ensure the security of all in Singapore. Mr Lee Kuan Yew 2. Dr Goh Keng Swee Quote 11 We must never forget that our existence as an independent sovereign state cannot be made to depend on the sufferance of others. The most dependable guarantee of our license is a strong SAF A strong SAF, in turn, depends on the political will to make the effort and pay the price. Dr Goh Keng Swee, Minister for Defence (1984) Quote 12 Singapore survives and prospers because it has been able to adjust to quickly changing situations. For this, we need people with keen minds, able to see beyond the routine and the ordinary to perceive the full-size opportunities ahead and to think out bold, imaginative yet practical plans and to carry these out successfully. Dr Goh Keng Swee, Minister for Defence (1972) Quote 13 The guns we provide the SAF are as effective as the soldiers who fire them.The soldiers are as effective as the officers who lead them. Dr Goh Keng Swee, Minister for Defence (1981) 3. Dr Ng Eng Hen Quote 14 (Proposed Bravo) The last-ditch measure of the SAFs strength lie in the will and resolve of our people to defend Singapore. Dr Ng Eng Hen, Minister for Defence (2011) 4. Dr Tony Tan Quote 15 (Proposed Hotel) The defence of Singapore is the sacred duty and solemn responsibility of each and every Singaporean who calls our Nation home. Dr Tony Tan, Minister for Defence (2000)