Annual and Anniversary

Annual and Anniversary Annual and Anniversary Annual and Anniversary By Maeve Maddox A non-native English speaker wonders about this use of the word anniversary in a business communication: The prices and products below are based on a 36-month contract, free unit and free installation. Tracker experiences an across-the-board anniversary increase (inflation based) every October. The reader comments, I cannot remember ever seeing â€Å"anniversary† used in this context. I would have expected a word such as â€Å"annual.† The usage sounds odd to a native speaker as well. Both words, annual and anniversary, derive from the Latin annus, â€Å"returning yearly.† Anniversary entered the language as a noun in the early 13th century with the meaning â€Å"day of a person’s death.† In church use, anniversary came to be used attributively in the phrase â€Å"anniversary days,† dates on which saints or martyrs were celebrated. Annual came along as an adjective about 150 years later in the context of paying an â€Å"annual wage.† Although both words can function as either noun or adjective, in modern usage, anniversary is used primarily as a noun and annual as an adjective: The Queen to celebrate the 70th anniversary of VE Day at a Westminster Abbey service with veterans   Penguin Celebrates 80th Anniversary Annual price increases are common in B2B [business-to-business] subscriptions. The  Annual Picnic  is usually a purely social event, and everyone is encouraged to attend. Although both words refer to a yearly event, anniversary carries connotations of celebration and remembrance, whereas annual is a workaday word meaning â€Å"occurring once a year.† In observing an anniversary, one might speak of â€Å"an anniversary celebration† or â€Å"an anniversary dinner,† but in a business context, it’s more idiomatic to speak of â€Å"annual meetings† and â€Å"annual price increases.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:7 Types of Narrative ConflictCapitalization Rules for the Names of GamesHow to Punctuate Introductory Phrases

Essay on Health Care Leadership Development Plan

Essay on Health Care Leadership Development Plan Essay on Health Care Leadership Development Plan Essay on Health Care Leadership Development PlanThe development of my leadership skills is essential in the health care setting because leadership plays an important part in the successful professional performance and career development in this field. In this regard, the elimination of weaknesses and enhancement of my strengths is apparently the main priority of my leadership development plan. At the same time, I am fully aware that, in the course of my professional and leadership development, I will change my goals and priorities respective to changes of my needs. At the moment, I would focus on my leadership development in three years timeline. In this regard, I would distinguish my major strengths and weaknesses, which I will try to enhance and eliminate respectively, including such strengths as communication skills, organizational skills, and flexibility of my leadership style, and such weaknesses as low charisma level, lack of experience of the team work, and difficulties in ove rcoming cultural barriers.Leadership development planFirst, I will focus on the development of my leadership skills and abilities through the expansion of theoretical knowledge in the field of leadership. In this regard, I would focus on the development of my organizational and team work skills in particular along with detailed study of leadership skills and abilities.Second, in 6-12 months, I will try to implement my theoretical developments in the real world environment. First implementations of my theoretical knowledge will help me to find out which areas need further improvements.Third, in 1-3 year period, I will focus on the further practical implementation of my leadership skills and leadership development focusing on team work, organizational skills, leadership skills, and other essential skills (Ross, Wenzel, Mitlyng, 2002).Six monthsThe improvement of communication skills will involve the broader communication and elaboration of new communication styles.The development of organizational skills will involve the elaboration of weekly and monthly plans that will schedule my workday for every day, week and month.The flexibility of my leadership style will be achieved through learning different leadership styles. In addition, I am going to try using different leadership styles in the course of my interaction with other people.The low charisma level is a serious challenge and this problem cannot be resolved in six month timeline. Nevertheless, I am going to learn cases of outstanding leaders and try following their models of behavior and key leadership strategies.The lack of experience of the team work is also quite challenging for me at the moment. In six month period, I am going to enhance my team work skills through learning theoretical developments in this field.As for difficulties in overcoming cultural barriers, I will focus on learning different cultural experience of different cultural groups. The better understanding of other cultures will help me to understand the diversity of the cultural environment and find possible ways to close cultural gaps in the six month period.Twelve monthsThe further development of my communication skills as a leader will involve the practical implementation of new communication styles, which I have learned previously during the six month period.The development of organizational skills will involve the development of a long-run plan of my professional development oriented on the creation on 1-5 year plan (Dye Garman, 2006).I will enhance the flexibility of my leadership style through the implementation of diverse leadership style that I have learned previously.The resolution of the problem of the low charisma level will involve the identification of my personal strengths as the leader and their further development and communication of those ideas to the target group, which I am going to lead.The lack of experience of the team work will be partially resolved through my active involvement in team work, during which I can implement on the ground of the information learned about my team work in the past.The elimination of difficulties in overcoming cultural barriers will involve my closer interaction with representatives of different cultural groups through which I can enrich my cultural experience and develop more tolerant communication style and relationships with representatives of other cultures.Three yearsThe development of my communication skills in three years will involve the identification of the most efficient communication style that matches my internal inclinations, my treats of character and my audience, including clients and colleagues.The further development of organizational skills will involve the practical implementation of my five year plan elaborated at the previous stage of my leadership development (McClelland, 1973).The flexibility of my leadership style involves the adaptation of the transformational leadership style as an efficient and flexible leaders hip style that allows me to adapt to my subordinates and lead them toward the achievement of the goals, which I, as a leader, set.The resolution of the problem of the low charisma level will be eliminated by the end of three year period by the elaboration of my unique leadership style based on transformational leadership which can help me to become a charismatic leader.The lack of experience of the team work will be eliminated because, during the three year period, I am going to learn to create my own teams. As I learn to create my own teams, I will lead them to the achievement of team goals. As a result, I will acquire essential experience of effective and successful team leadership.As for difficulties in overcoming cultural barriers, I am going to resolve this problem through creation of multicultural teams and leading them will contribute to the development of essential cultural skills and experience that can help me to acquire essential experience to lead multicultural teams and work in the culturally diverse environment.ConclusionThus, taking into account all above mentioned, it is important to place emphasis on the fact that the development of effective leadership style will be complex and involve three key stages in my personal and professional development. First of all, the first six months will include the expansion of my theoretical knowledge in the field of leadership, including the team work, learning effective leadership styles and expansion of effective leadership style knowledge. Theoretical developments will help me to prepare the ground for the development of effective leadership style on the ground of my theoretical developments. On the other hand, the first year will be the implementation of my theoretical development will create the ground for the enhancement of the practical implementation of my theoretical knowledge in the field of leadership. After the first year, I will have a long-run leadership and professional development plan will h elp me to develop effective leadership styles that will contribute to the development of my leadership skills and abilities in a long-run perspective.

Child Development Essay Example | Topics and Well Written Essays - 1500 words

Child Development - Essay Example For the realization of an optimal development, the cognitive, social, emotional, and language development of children needs to be well understood. There was the need to establish an in-depth understanding towards the development of a child cutting across cognitive, emotional, social and language development. This paper explores a case study of Kevin’s development explaining the areas where Kevin achieves the developmental steps every day. This case study will refer to Kevin as the main subject of the paper in order to maintain confidentiality. Kevin is 9 months years old and resides with his mother and father, in their home, in the country. He was born in UK. His father is an African where as his mother is an Arab. Kevin’s parents have full time employment. They not only speak English as a second language but also French and Arabic. Kevin lives with his parents, two older brothers of ages eight and six years old, and a sister who is nine years old. They also have neighb ors who do not speak English as their first language. Kevin has toys that he likes to play with them. He also likes to eat biscuits. Kevin does not like a separation from the mother and finds it difficult to adjust to his mother’s attempts to live him in the kitchen alone. In this study, Kevin’s observation shall take place in their quiet home environment. This observation would be carried out in different stages. First, Kevin shall be observed with his mother in the kitchen. The second observation will be done in the presence of Kevin’s brothers and sister. Cognitive development. According to the cognitive development observation (Appendix A) Kevin could be able to repeat actions intentionally so as to trigger environmental responses. For instance, Kevin moved his legs and smiled when his mother showed him his milk bottle. In this case, Kevin was confidence to identify his milk bottle. In this case, Kevin demonstrated figurative intelligence by perceiving his m ilk bottle. Figurative intelligence involves a static intelligence aspect which involves the representations that are used to retain the state of mind. Like for the case of Kevin, figurative intelligence involved the mental imagery, and perception of the milk bottle. When his mother shows him his milk bottle a mental picture is created in his mind thus making him perceive the milk bottle. When he identifies the shape of his milk bottle and smiles he shows that he obtained intervened transformation in his mind. Piaget (2001, p .7) points out that the figurative intelligence aspects obtain their meaning from the operative intelligence aspects. Operative intelligence in this case involves covert or overt actions that are undertaken so as to anticipate objects transformation for the interest of a child. In addition to this, Kevin identification of his milk bottle was a representative aspect of intelligence development. This was also a clear indication of assimilation of new ideas. Piage t (2001, p.8) argues out that assimilation occurs in children when they come across unfamiliar ideas and refers to the information learnt previously so as to make sense out of it. When Kevin saw his milk bottle, he remembered using it some other time hence making sense of it. To recognize the milk bottle, Kevin focused on the objects contours, recognize the size of the object, thus developing mental schema of the milk bottle thus operative intelligence. This was evidenced when he looked at the milk bottle and smiled, showing out that he had gained enough object performance, and, therefore, reaction coordination. This was also an indication of a construction of knowledge that is new without the knowledge being poured into a child's head. During observation, when Kevin realized that his bottle was missing, his face changed,

How have African-Americans Worked to End Segregation, Discrimination, Research Paper

How have African-Americans Worked to End Segregation, Discrimination, and Isolation to Attain Equality and Civil Rights - Research Paper Example Various methods have been evident in this struggle with others being dropped because of their incapability to address their needs. Most of these methods have worked and they have contributed to the success of the liberation of the black population from the discriminatory practices of the whites. There are various methods and tactics that were used to achieve equality and end discrimination and isolation especially after the end of civil war in America. The most common were based on two philosophies and were seen as very effective in achieving their intended outcomes. But, as we shall see, these methods emerged as ineffective and other tactics had to be thought of to help in the struggle. The first method or philosophy was based on Booker T. Washington ideas who advocated for the philosophy of accommodation (Dautrich, Yalof, Prindle, Newell, & Shomaker, 2010). This philosophy promoted vocational training for the African American’s and was against the aspect of confrontation wit h the white power structure that was in place in the post-civil war America. He believed that the practice of thrift, industry and Christian morality will eventually earn the blacks their rights (Sitkoff & Franklin, 2008). This was a very passive approach to dealing with the various problems that they faced as black American’s but Washington urged them to accept the current conditions of the state. He urged them to even tolerate racial segregation and other forms of discrimination. According to Washington and his philosophy it was only through engaging in law abiding practices and standing by their former white oppressors that the black American’s would get prepared for the exercise of the franchise. He said in his speech at the opening of the Atlanta Exposition on September 18, 1895 in all things that are purely social they could separate just as the five fingers, but remain united as the hand to all things that are essential to the mutual progress (Sitkoff H. , 2010) . According to various authors this philosophy of struggle fit well in the within the then dominant conservative political and economic structures of the time. His critics on the other hand saw Washington as accepting second class citizenship for his race. The speech especially symbolized his acquiescence to segregation and the erosion of Black’s rights (Korstad, 2008). Washington’s philosophy continued to influence people to avoid confrontation and only engage in peaceful activities but this stretched the people to the limit with the various discriminatory practices that were seen as continuing to be stringent (Peterson, 2003). This was evident keeping in mind that there was no other person that could help the Black Americans to advocate for their rights as the only person who was of great help Frederick Douglas died in 1895 and so they had to adopt this philosophy of self-help (Peterson, 2003). The second philosophy was in contrary to the above passive philosophy of accommodation. The agitation philosophy urged the African Americans to challenge the discriminatory practices that were affecting their lives such as racial segregation and injustice through various forms of political activity. The person that is most accredited for supporting this philosophy is W.E. B. Du Bois (Dautrich, Yalof, Prindle, Newell, & Shomaker, 2010). During the early 20th century, he and his colleagues proposed a specific platform

Rules and Legal System Essay Example | Topics and Well Written Essays - 2500 words

Rules and Legal System - Essay Example This will also ignore rules set down by extra-systems and will not come up with a definition of law. Every legal philosopher agrees on and presumes the presence and necessity of rules in every legal system. They only bicker on the manner of their validity and normativity. Rules are inherent in the very definition of law and of legal system and are very significant in legal process. Analytic Jurisprudence views the legal system as constitutive of norms and differentiates and severes it from other non-legal systems extant in every possible society. According to Austin (1995)1, analytic jurisprudence seeks to put a handle upon "the essence or nature which is common to all laws that are properly so called." (p. 11) The existing works of analytic jurisprudence exist in a continuum which on one end stands theories of natural law and on the opposite, that of legal positivism with strains of both theories in between. More modern theories diverge from both theories forming classifications of their own. This law of nature, being co-eval with mankind and dictated by God himself, is of course superior in obligation to any other. It is binding over all the globe, in all countries, and at all times: no human laws are of any validity, if contrary to this; and such of them as are valid derive all their force, and all their authority, mediately or immediately from this original. (p.41) Neo-classical natural law theory use the said thesis to provide the basis for justification of legal obligatoriness and consequent state coercion. For John Finnis (1980)3, "the principles of natural law explain the obligatory force (in the full sense of 'obligation') of positive laws, even when those laws cannot be deduced from those principles" (p.23-24) Fuller4, on the other hand, lists eight (8) principles of procedural morality requirements, all concurring, which every law should satisfy. According to him (1964), these features serve "the enterprise of subjecting human conduct to the governance of rules." (p.106) On the opposite, legal positivists proffer criteria for validity of law other than morality. Legal Positivism asserts that "it is in no sense a necessary truth that laws reproduce or satisfy certain demands of morality, though, in fact they have often done so. (Hart, p.181-2)5 Legal Positivism. For all positivists, the law is a social construct. The Conventionality thesis insists that social convention serves as the rule of recognition of the authoritativeness of a law. The Social Fact thesis require particular facts such as the presence of a sovereign or of primary and secondary rules as rules of recognition that provide legal validity. The Separability thesis denies any overlap between

Parties Involved In The Project Completion Construction Essay

Parties Involved In The Project Completion Construction Essay In a construction project there are several parties involved in the completion of the project. These parties can be from either the public sector or the private sector. The key parties are the owner/client, the architect/engineer and the general contractor. Between these parties there are business agreements in the form of contracts to complete the work in the project, such as: design, engineering, construction, management and maintenance. A construction project is ready for execution after the client/owner accumulates the required funds and has obtained the necessary approvals from the relevant authorities. Upon meeting the above mentioned criteria for establishing a project, the client will approach a general contractor or an architect to complete the project. In medium to large size projects the client can execute the work by employing the work force directly (trade contract), entrusting a select portion of the work to general contractors and executing the remaining work directly (main contract) or entrusting the entire work to general contractors (turnkey contract). In a main contract, the client contracts with an architect whom is responsible for the design of the project and a general contractor who is responsible for the construction, which results in two separate contracts: the client-architect contract and the client-contractor contract. Subject to the clients involvement in decision making, the architect is able to act as the clients representative. In a turnkey contract the general contractor is responsible for both the design and construction of the project; there is a single contract between the two parties: the client-contractor contract. The client-contractor contract maintains the contractual relationship between the two parties in both main and turnkey contracts. Theoretically speaking, the turnkey contractor is responsible for a main contractors and consultants (architect/engineer) work within a project, in other words the turnkey contractor is also acting as the main contractor. It is important to consider the potential for change in this contractual relationship, it is important to consider the idea that a main contractor can also act as a turnkey contractor within the project. Problem Statement How can a general contractor act as both a main contractor and a turnkey contractor within a single project? Research Questions What form of project will allow the general contractor to change their role in the projects organisational structure? How is the general contractor allowed to change roles? Delimitation This study will be written from a practical perspective, not from a legal perspective. This study will focus on the relationship between the client and general contractor in a building construction project to identify the parameters in which the general contractor is able to be both a main contractor and a turnkey contractor within a single project. This study will not cover the legal issues pertaining to liability, insurance, and risk management etc. Research Method The research conducted is through qualitative and analytical methods, to answer the research questions raised in this study. The research will be from primary and secondary sources such as: interviews, articles, books, websites, published documents from websites (electronic books, archived documents etc.), reports, publicly available legal documents (sample contracts). Chapter 1 Section 1 Prior to analysing how a general contractor acts as both a main and turnkey contractor, there is necessary to outline what their contractual roles and responsibilities are within a project. By identifying their contractual responsibilities, it allows for a more accurate analysis to answer the research questions presented in the problem statement section of this study. What is a Main Contract? In the initial stage of the project, the client awards an architect with a consultant contract, where the architect is responsible for preparing drawings, specifications, and contract documents for general contractors to bid on. The winning general contractor is awarded the main contract for the project. The main contract is a business agreement between the general contractor and the client, where the general contractor agrees to carry out the main construction works in the project. The general contractor (now main contractor) may subcontract one or more trade contractors to carry out specific works in the main contract. The main contract is a result of the Design-Bid-Build (DBB) project delivery system. The DBB project delivery system is the method the client gets the project from start to finish. DBB consists of three parties: the design party, the construction party and the client. The design party includes the architect, specification writers (consultants), engineers (structural, services, mechanical), interior designers, quantity surveyors and other participants the architect considers necessary for completing the project. Depending on the clients involvement in the decision making, the architect is able to act as the clients representative and also for reviewing contract documents. The construction party consists of the main contractor who is responsible for providing the labour, material, equipment, machinery and professional expertise to complete the project in accordance with the contractual documents which are provided by the architects. The client is responsible for providing the location of a project (the site) and the contract documents to the main contractor, providing the architect with the budget, and funding the project (paying the main contractor and the architect). The budget is an important part of the project as it allows the architect to design a building that meets the clients requirements and it determines the scope of the project. What is a Turnkey Contract? A turnkey contract is a business arrangement between the client and the general contractor. To commence the project, a client awards the general contractor a turnkey contract, where the general contractor (now turnkey contractor) is responsible for the design, engineering, construction and management of the project. The construction industry refers to the turnkey contractor as a single point of responsibility, a phrase that reflects the turnkey contractors contractual obligations. Note: The client can award the turnkey contract to either the architect or a general contractor, however the researcher will continue on the premise that the contractor is awarded the turnkey contract to remain consistent with the research for this part of the study. The turnkey contract is a product of the Design-Build (DB) project delivery system i.e. it is another method the client gets the project from start to finish. In a DB project, the turnkey contractor may award an architect/engineer a consultant contract to perform the design work. The turnkey contractor is also able to subcontract trade contractors to perform specific works in the turnkey contract. A turnkey contract can also be used in a Design-Build-Operate (DBO) project delivery strategy. In DBO the client awards a general contractor a turnkey contract, and the general contractor (now turnkey contractor) is again responsible for providing design, engineering, construction and management services, however with Operate the turnkey contractor is obligated to also provide the building to the client once it is fully operational. The purpose of DBO is to manage the client and general contractor in a multidisciplinary contract: to design, build and operate as opposed to individual agreements to govern the different facets of a project (Sunna, 2009). In a DBB project the client has a direct relationship with the architect and the main contractor (where the architect and contractor have an indirect relationship) shown in Figure 1, whereas in the DB project the client has a direct relationship with the turnkey contractor. Figure Section 2 Based on the research on project delivery systems and procurement methods, the private finance initiative involves both the public sector and the private sector working in collaboration to develop a project. This section focuses on the private finance initiative in an effort to answer the first research question: What form of project will allow the general contractor to change their role in the projects organisational structure? What is the Private Finance Initiative? The private finance initiative (PFI) is a procurement method where a private party or private parties provide funds to finance public services or projects; to partially privatise the service or project. The objective of a PFI project is to provide infrastructure to the public sector with additional services like maintenance (with PFI the private sector both operates and finances the project). Theoretically, the government (public sector) bids on a project, which includes construction work, services and maintenance. Because these projects require a variety of skills, in PFI the government and a group of private companies place a combined bid on the project, and work in collaboration to execute the project. The concept of PFI is to involve the private sector in public sector services or projects, because private companies are considered to be better at project management and budgeting/finance management. When a project is awarded, the public and private parties (in this case the government and private companies) create a new private company to manage and exchange funds for the project. These funds are used to initiate and run the project. For a construction project after the building is fully operational, if the private companies made an agreement for the maintenance of the building over a period of for example, 25 years; the government will reimburse the cost of the project (including interest) over time. Contract Process A public party (government) signs a contract with a private party (a company or a group of companies) creating a public-private partnership (PPP). A PPP is a contract between a public party and a private party. Before the PPP is created a private company creates a new company in collaboration with other private companies, this is referred to as a Special Purpose Vehicle (SPV). The SPV is made up of private investors, a construction company, a maintenance company and a bank lender/s. SPV contracts with the government creating a PPP, and also with general contractors responsible for constructing and maintaining the building. The banks funding PFI projects are repaid by SPV, from payments received from the government over the duration of the PFI contract. The repayments are based on the SPVs ability to meet the requirements specified in the contract. PFI Project Organisation Structure Refer to Figure 2; the SPV is divided into subgroups: A holding company (Com A), private investors/bank lenders (Com B) and a services or operating company (Com C). The primary contract is between the government and the SPV, and the requirements in the specification transmit from the SPV to Com A, Com B and Com C through secondary contracts, and then filter down to the trade contractors. Figure What form of project will allow the general contractor to change their role in the projects organisational structure? According to the concept of PFI procurement, once a PPP contract is signed a new company is formed to finance the project. Referring to Figure 2, the SPV is considered as the client in this project because the government requires additional funding for the service or building project and is allowing the private party (Com A, Com B and Com C) to partially privatise the project. However, the government is still part owner; the SPV can also be a general contractor. In Figure 2 the SPV is both financing and operating the project, depending on how the SPV wants deliver the project, Figure 2 assumes that the general contractor (in the project environment) is a main contractor, therefore the SPV will have a client-contractor relationship. But the government is still a part client to the project therefore the SPV is also considered as the turnkey contractor to the project. A PFI project created through the partnership of the government and the SPV allows for a general contractor to change their role in the projects organisation structure. As shown in Figure 2, the SPV is a part client, turnkey contractor from the governments perspective and main contractor from the SPVs perspective. Section 3 According to research regarding contracts and contractual relationships, Novation allows the parties involved in the project to change the project organisational structure by transferring their rights and responsibilities to the works specified in the contracts. The purpose of this section is to identify Novation in an effort to answer the second research question: How is the general contractor allowed to change roles? What is Novation? The business dictionary defines novation as the substitution of an original party to a contract with a new party, or substitution of an original contract with a new contract. To expand on that definition, novation is the process of replacing the original contract with a new contract between the original parties involved. Alternatively novation is also used to replace an original party with a new party under the original contract. Once the original party is replaced, the original partys obligations are discharged, and the new party is responsible for the replaced partys obligations. Novation can only occur when all the parties involved agree to replacing a party or replacing a contract. By replacing the obligations of the original party the main contractor all the parties involved (client, architect/engineer, and main contractor) in the original contract must agree for the replacing to take place. If the agreement to replace comes into effect, the new party will take over the responsibilities and obligations of the replaced party, i.e. the new general contractor will become a replacement to the original main contractor. Novation is used when the parties find that payments or performance are impossible under the terms of the original agreement, or the debtor will be forced to default or go into bankruptcy unless the debt is restructured. (Sahil, 2010) According to Rowlinson (2010), if the main contractor is being replaced with a new general contractor the clients role in the project remains unchanged (the client being the contracting party). Figure 3 illustrates how novation affects the projects organisation. The Client (A) awards a consultant contract with an architect (B) and a construction contract with a general contractor (C). However, the client wants to create a single point of responsibility for both design and construction. For this to occur, the client (A) can novate their rights and obligations (under the consultant contract) to the contractor. Figure In the pre novation phase; the client will first award an architect/engineer the consultant contract to conduct the design work for the project, through which the potential general contractor will place their bid. In the post novation phase; the consultant contract between the client and the architect/engineer is novated to the general contractor (after the general contractor is employed). This novation results in the original consultant contract between the client and architect/engineer being completely replaced with a new consultant contract between the general contractor and the architect/engineer. By novating the contract, the client transferred the architect/engineers rights and responsibilities to the general contractor, therefore the general contractor is now responsible for both the design and construction works of the project. How is the general contractor allowed to change roles? Based on the concept of novation presented in section 3, the client is able to contract with an architect/engineer making them responsible for the design work in the project. After this stage the client awards a general contractor with a main contract for the construction work in the project. If the client wants to make the general contractor (now main contractor) responsible for the post tender design work, and all the parties agree to this contract change, then the client novates the contract thus making the main contractor a turnkey contractor. Through novation a general contractor is allowed to change roles, however all parties must be in agreement. Alternatively, novation can also be used to change a turnkey contractor into a main contractor, on the basis that all parties agree. Chapter 2 Empirical Data The purpose of the empirical data section of this study is to verify the practice of the PFI procurement method as well as identify the relationship of the parties involved. An article published in The Observer section of the Guardian newspaper in the United Kingdom (UK), by Graham Norwood (2010) titled Self-build homes face a new set of obstacles is about the UK governments planning and housing policy. The articles primary focus is the effect of the policy on self-builders (owner-builders) and rural authorities, with emphasis on financing. It appears that the article is part of a debate regarding the positive and negative effects, from the owner-builders perspective as it depicts the UK government in a negative context. Extract 1 Housing minister Grant Shapps says the coalition will instruct councils to create registers of potential self-builders and allocate them land, including some private plots donated by volume house-builders, as a condition of receiving planning consent to construct large schemes. In return, at least some self-builders, chiefly in high-priced rural areas, would have to agree that their completed homes would be classified as local social housing and not be sold-on privately. Extract 1 outlines the policy and the governments intentions to provide owner-builders with properties to construct dwellings to increase housing in the UKs rural regions (by coalition the author is referring to the government). Extract 2 Orme is also critical of the abolition of house-building targets, which are to be replaced with more power for councils and community groups to decide on schemes for local homes. In some cases, 90% of locals may have to support a proposal before it can go ahead, a level of support currently achieved by very few planning applications. Orme is a reference to Jason Orme, an owner-builder and editor of Homebuilding Renovating magazine. According to Extract 2 an owner-builder requires the approval of both the local authorities and the community for the design of the building. Extract 3 The fear of many, including volume developers, surveyors and planners, is that by devolving decision-making to communities, most plans for homes will be thrown out. Until now, self-builders have been treated benevolently by planners. Before the recession there were 20,000 self-built homes in the UK annually, about 12.5% of the total, compared with 40% in Scandinavia and central Europe. Extract 3 summarises the possible issues that can slow or stop the progress of the project. Based on the first sentence by devolving decision making to communities, most planswill be thrown out the author is saying the potential effect of including local communities in the design approval process, from the consultants perspective. In this portion of the empirical section scrutinizes extracts from the UK governments Planning Policy Statement 3: Housing June 2010 discussed in the article by Norwood (2010). Extract 4 Paragraph 11 of Planning Policy Statement 3: Housing June 2010 Collaborative Working Key to the success of this new approach will be collaborative working between Local Planning Authorities and Regional Planning Bodies, as well as early engagement with local communities, stakeholders and infrastructure providers. Local Planning Authorities will need to work closely with the private sector, particularly developers and housebuilders, to achieve the Governments strategic housing objectives. In Extract 4, private sector in refers to the private party that the government will provide properties to. Through this information the researcher is able to confirm the relationship between the public and private parties. Extract 5 Paragraph 29 of Planning Policy Statement 3: Housing June 2010 Set out the approach to seeking developer contributions to facilitate the provision of affordable housing. In seeking developer contributions, the presumption is that affordable housing will be provided on the application site so that it contributes towards creating a mix of housing. Extract 6 Paragraph 36 of Planning Policy Statement 3: Housing June 2010 In support of its objective of creating mixed and sustainable communities, the Governments policy is to ensure that housing is developed in suitable locations which offer a range of community facilities and with good access to jobs, key services and infrastructure. This should be achieved by making effective use of land, existing infrastructure and available public and private investment, and include consideration of the opportunity for housing provision on surplus public sector land (including land owned by Central Government and its bodies or Local Authorities) to create mixed use developments. The statement in Extract 5: approach to seeking developer contributions to facilitate the provision of affordable housing, and Extract 6: making effective use of land, existing infrastructure and available public and private investment, together both these statements confirm that the government (public party) is going to work in collaboration with the owner-builder (private party), because the developer refers to the general contractor, and public and private investment refers to the combined funds of both the public and private parties. When the government is going to work with the owner-builder, the government is entering a PPP with the owner-builder. In Extract 1 Norwood (2010) writes their completed homes would be classified as local social housing and not be sold-on privately. The government is going to allow the owner-builder to partially privatise the completed building, particularly at the end classified as local social housing refers to a public service. The PPP between the government and the owner-builder is not the same as the PFI procurement discussed in Chapter 1, Section 2. According to that discussion, the government collaborates with a private party to jointly bid on a project and exchange funds to develop the project, here the government is providing the property/site for construction without financing the project. By comparing both the discussion of PFI in Chapter 1, Section 2, and extracts 1 to 6, the following information has been verified: the government is the public party; the owner-builder is the private party and the SPV. The relationship between the two parties is a public-private relationship, in other words the public sector is involving the private sector in public service or projects, which (as discussed previously) the concept of PFI.

Nature vs Nurture: Genes vs Environment Essay -- child development, ps

Introduction A debate between psychologist, scientists and philosopher thinkers on the spectrum of ‘nature vs. nurture’ arose concerning human development. In the nature versus nurture debate, the term "nature" refers to the genes we inherit while the term "nurture" refers to our outside environment (Nature vs. Nurture: Twin and Adoption Studies). This debate of ‘nature vs. nurture’ has existed for centuries and up to now it is still a topic of major discussion although at present time. Human development is the scientific study of age-related changes in behavior, thinking, emotions and personality (Boyd & Bee, 2005). In order to understand cognitive, emotional, physical, social and educational growth that everyone experiences from childhood until adulthood, we must first understand the influence and importance of child development. Different psychologists have different theories and concepts of child development. Grand theories often use a stage-by-stage approach while a ttempting to describe the areas of development. Mini-theories focus only on a fairly limited aspect of development, such as cognitive or social growth. (Cherry, Child Development Theories, 2011) Discussion John Locke, a famous philosopher once introduced the concept of tabula rasa that defines a child’s mind as a ‘blank slate’ which can be written on and moulded by the society and environment. He believes that what we are is determined by the experiences we face. Plato, the Greek philosopher suggests that certain things simply occur naturally regardless of any environmental influence. However, Jean Jacques Rousseau describes humans in their state of nature as noble savages living in peace and harmony but due to civilization and advancement in society, humans ... ...0 Â © 1963). Childhood and Society. W.W Norton & Company, Inc. 5. King, A. L. (2008). The Science of Psychology: An Appreciative View. New York: McGraw-Hill . 6. Nature vs. Nurture: Twin and Adoption Studies. (n.d.). Retrieved December 5, 2011, from Nurture or Nature.com: http://www.nurture-or-nature.com/articles/twin-and-adoption-studies/index.php 7. Preaaley, M., & McCormick, C. (2007). Child and Adolescent Development for Educators. New York: The Guilford Publications. 8. Robert S. Feldman, P. (2006). Child Development, . University of Massachusetts,Amherst. 9. Smolako, l. (1993). Adult development. Adult Development . 10. Spaulding, K. (2009). Human Development Theory - Psychological Growth Over Time. Retrieved December 4, 2011, from Knol - a unit of knowledge: share what you know, publish your expertise.: http://knol.google.com/k/human-development-theory#

Miss Ferenczi in “Gryphon” by Charles Baxter Essay

In the short story Gryphon, Charles Baxter creates a far-from-perfect character, the substitute teacher Miss Ferenczi, who lives in a fantasy world without boundaries and tiresome limits. Her arrival has a great influence on the whole rural Five Oaks community. Miss Ferenczi’s appearance and behaviors, portrayed through her student’s eyes, place her as a symbol of reformation and immerses her students into a rich and fascinating world. Charles Baxter introduces Miss Ferenczi into the fourth grade class of Five Oaks community in a mysterious way. Unlike other boring normal substitute teachers the children are used to, she comes in with her purple purse and checkerboard lunchbox signaling the beginning of an unusual experience. As she walks to the blackboard, picking up pieces of white and green chalk, she draws a large oak tree on the left side of the blackboard saying the class needs this tree in it. This first scene alone has already created a mystic fog about the new teacher’s behavior and personality. She then tells the class about her royal Hungarian ancestor, which adds more to the strange atmosphere. She was proud of her mother being a famous pianist who succeeded her first concert in London for â€Å"crowned heads.† The way she nostalgically looks up to the ceiling, makes the students follow her eyes but see nothing except for ceiling tiles. Her actions are far more than what fourth graders can possibly understand. This is the start of strange events following in the plot. However the most remarkable detail is her physical appearance: â€Å"her face had two prominent lines, descending vertically from the sides of her mouth to her chin.† This abnormal feature is foreshadowing for what happens later on and also a hint at an unreal, numinous personality. The two lines remind Tommy, the little narrator, of Pinocchio. The comparison of Miss Ferenczi to this character is foretelling of her later unreliability of her words, since, like Pinocchio, her nose is also prone to extend. The students later on question on the truthfulness of Miss Ferenczi’s lessons. Moreover, Pinocchio is a product of imagination, as Miss Ferenczi living in her unreal world. Miss Ferenczi is also well portrayed through her lectures. The first incident is when John Wazny is doing the multiplication table. As another boy pointed out Wazny said six times eleven is sixty eight, and the right answer should  be sixty six. Miss Ferenczi on the other hand tells them the answer of sixty eight is also right, â€Å"when I am in the room.† She encourages the children to form their own perspective of life and tries to make them break out of the rules and norms other adults created. Mr. Hibler, as well as any other teacher would tell the kid that math, as a science, is facts which cannot be bent. In contrast Miss Ferenczi simply states â€Å"It’s more interesting that way† to explain her odd answer. She exposed her class to â€Å"substitute facts,† things perceived out of ordinary and accepted by the minority or even just an individual. Being with the majority does not mean it is right; there is always another solution for every happening in the world. The utmost influential image is the gryphon when Miss Ferenczi talks about the Egyptians. The magical creature is half lion half bird, which represents Miss Ferenczi herself in this story. The things she tells the students are half truth, and half myth or even unreal. She tells them about the plant that eats meat, which is a fact. She mentioned the sea creatures that are as thin as pancakes and cannot be studied as they will explode in the normal pressure air, which could be the truth. However there is other information which remains to be doubtful, such as Beethoven pretending to be deaf, the Hope diamond’s curse etc. Some are even personal views or beliefs, for instance the comment on the genders and planets control over behaviors. The point is gryphon makes people imagine and long for the other side of the dream world, and broaden their mind, like how Miss Ferenczi makes the children start to form their own thinking. In addition, Miss Ferenczi is unique in her behaviors and reaction with the class. She seems to be strict at the first moment when she first gathers the boy to settle for lecture. However she reveals her sweet side when choosing to have lunch with the kids. She claims other teachers seem to lack ideas, which means they are boring and all the same. She gently warns the children about choosing their food and she tells the stories to them because she knows they like â€Å"these secrets†. Miss Ferenczi’s appearance, throughout the three times she teaches in class, gradually changes as well. She first had an elegant chignon, and then on the second day her clothes were of bright green blouse and pink scarf with her hair done into a pigtail held by red rubber bands. Finally the last day she goes to the class, her hair â€Å"hung  straight down and seemed hardly to have been combed.† The way her appearance changes shows as she goes on the more she gets away from the reality and the ordinary. The climax of the story is when Miss Ferenczi read the fate for the students through her Tarot cards. She reads the cards for several children, and when it comes to Wayne Razmer, the little boy gets a Death card. She tells him the card means he will soon face his fate, but as she mentions earlier, death is not the end; it is just a new beginning. Her motivation on telling to boy about his fate is not to scare him, but to tell him not to fear of what will come on his way. However this action is to the extreme and inappropriate with elementary children, despite her good intentions. At the end of the story Miss Ferenczi has gone too far from the reality world, where the boundaries trap her dream. She lives in a different world, of Gryphon, Sphinx and all beautiful miraculous creatures. Perhaps she does not belong to Five Oaks, where people like Tommy’s mom, Mr. Hibler and others cannot accept such imaginative and individualistic thinking and ideas. Miss Ferenczi is fated to leave the school, as the society not yet realizes the importance of her innovative dreams. As Miss Ferenzci said to the children, â€Å"angels live under those clouds† and they are among us. Angels are everyone inside these children, if they allow their imagination to fly; they will soar up and reach the peak of understanding of themselves and the world. Though she may not be perfect, Miss Ferenczi symbolizes change and creativity that human beings should not put limits on. Dreams and beliefs are the only resources that we never lack, and the teacher in Gryphon changes her fourth grade students, help them wonder and reach out to new concepts. Works Cited Baxter, Charles. Gryphon.1985. Rpt. in Compact Literature ReadingReacting Writing. By Kirszner and Mandell. 6th ed. 2007. â€Å"Gryphon: Often Asked Questions.† Rev. of Gryphon, by Charles Baxter. CharlesBaxter. 3 June 2009 .

Common Core State Standards Essay

Is a girl in your neighborhood being taught the same things as a boy in another neighborhood? Is a graduating senior in Baton Rouge as prepared to get a job as a graduating senior in Minneapolis? The answer to these questions is â€Å"no,† and rightfully so. All children are unique. A student with autism or dyslexia should not be taught the same way as students who have no learning disabilities. Indiana, which adopted the Common Core State Standards (CCSS), is now eliminating those standards because, the state asserts, Common Core â€Å"takes control of educational content and standards away from parents, taxpayers, local school districts, and states† (Volsky). The Indiana legislators want to write new standards, which are governed locally, not at the federal level. NEED A TRANSITION? Forty-five American states, the District of Columbia, four territories, and the Department of Defense Education Activity have adopted the CCSS (Common Core State Standards Initiative). These standards were designed by a group of teachers, school chiefs, administrators, and other experts. The CCSS are suggested targets in English Language Arts and Mathematics that set the skills a student should possess in order to proceed to the next level of education. There is no clear divide on the standards between Republicans and Democrats; both have expressed their concerns. But, the controversy reached its peak when the Obama administration slowly started to support the CCSS (Bidwell). Proponents of the CCSS argue that the standards ensure that all students will have the same set of skills, the standards will make sure all students are college ready, and that the standards are a new state-led effort instead of a federal effort. I believe that all states should abolish the CCSS because children with disabilities should not be expected to learn the same way as advanced students, the CCSS takes away from the tradition and individuality of independent/parochial schools, and the problem in education is not standards but poverty. The CCSS have not made success easy for students with learning disabilities. According to the CCSS, students with disabilities â€Å"must be challenged to excel within the general curriculum† (Herbert 10). In addition to students with disabilities, students without disabilities learn different things in different ways, mature at different rates, and have different talents and goals. There is no reason for states to have standards that require students to learn the same things at the same time, and learn them the same way (McClusky). The CCSS â€Å"moves all kids largely in lock-step, processing them like soulless widgets† (McClusky). In a recent discussion, Drexel University and University of Pennsylvania special education student teachers expressed their frustrations in trying to teach special-ed students within the confines of the CCSS (Beals 2). The CCSS are supposed to boost national achievement levels, but by restricting these students to subject matter beyond thei r cognitive abilities, the standards are ultimately lowering student achievements. The CCSS also take away from the tradition and individuality of independent/parochial schools. Parochial schools are private schools that are affiliated with some religious organization and whose curriculum includes religion along with all major subjects. As a graduate of Catholic schools, I believe it is important that the traditions and religion classes be kept alive in these schools. The standards were approved without consideration of how they would affect Catholic schools (Strauss 4). The Catholic education is geared at preparing students for a life of spirit, truth, and faith in God, all of which are never mentioned in the CCSS. Adopting the standards into Catholic schools will essentially diminish them of their tradition to help children not only obtain an education but to develop their faith. As an education major, I have observed many Catholic schools. On the walls, on the boards, and in the hallways, there are examples of prayer and religion everywhere. Taking this away wou ld be taking away the identity of these students. This will ultimately lead to the some students being ashamed of their religion. Another issue that arises is the involvement of the federal government. Independent and parochial schools are independent in their finances and governance and in most cases rely on tuition for funding. The CCSS are state-led efforts but, because these  schools are free from state and federal government financing and guidance, they will not be able to afford the implementation of the CCSS. One of the reasons people believe CCSS are needed is because of the idea that America’s school system has low national test scores. This is not because the current standards are not working; the real issue is poverty. The reason for low-test scores is that about 23% of American students live in poverty. Finland, which has the highest-ranking test scores, has only 5% of students living in poverty (Krashen 37). Poverty stricken children in Queens, NY that have a lack of health care, food insecurity, and lack of library access will not succeed as well as a student going to a school in the Upper East Side of New York City. For example, studies show that food-insecure children are more likely to have slow language development, and problems in social behavior and emotional control (Krashen 38). This results in missed schools days, causing students to repeat grades, which leads to low achievement scores. Instead of spending money on implementing the standards, schools need to spend t he funds on sufficient food programs, improved health care (including more school nurses), and more money going towards libraries in lower-income schools. Some in favor of the CCSS believe that the standards will ensure that all students, no matter what race, gender, or state they are in, will have the same set of skills when graduating to each new grade level (Gardner and Powell 50). Although this is a great notion in theory, the idea that every single student in America will know the exact same things is a major overgeneralization. Even with the CCSS, children with disabilities are physically and mentally incapable of learning the same things at the same rate as a student in advanced or gifted programs. The CCSS have also increased the rigor of the curriculum students are learning. Therefore, students who are already struggling to not fall behind will struggle even further causing the students, parents, and teachers to suffer. In addition to underachieving students, overachieving students will also be negatively affected by the standards. Children who learn faster than others, or who are naturally smarter than their peers will be for ced to learn at the same pace as students who are not as gifted. This will result in students being bored  and losing all interest in school. If every single child in America had the same cognitive abilities, the CCSS would be the answer; but they are not. Other proponents believe that the CCSS will make sure all students graduating from high school are college ready. The problem with this is, America has too many over educated students; the professional work force does not have enough jobs for American students when they graduate. If all students are college ready, no one will want to work at grocery stores, fast food restaurants, mechanic shops, etc. If every student gets a degree and starts work in the professional world, the economy will eventually fail. There will be no farmers to produce groceries; there will be no waitresses; there will be no janitors or cleaning services. In order for this country’s economy to produce money, there needs to be people who do not earn college degrees. One major reason people are supporting the CCSS is because they are state-led instead of being dictated by the federal government. The federal government is largely imposing the CCSS. The National Governors Association and the Council of Chief State School Officers, both of which do not represent states, created the standards. The hasty adoption by most states was federal action. To compete for a part of the $4.35 billion Race to the Top (ADD DEFINITION) reward, a federal government led education effort, states had to adopt the CCSS (McCluskey). When the CCSS came about, the Obama administration only gave states two options: adopt the CCSS or make sure a state university certified a student as college ready. Also, the U.S. Department of Education funded two programs that created the national tests that coincide with the CCSS (McCluskey). With all of this federal involvement, the CCSS is no longer a state-led effort. It is a â€Å"one-size-fits-all† program that ignores the nee ds of the individual states. The reason to oppose the CCSS is not because of the content, some of which is great, the reason is that the CCSS lacks most qualities needed to be considered authoritative, or to even be considered standards. Sadly, the CCSS is generating in America’s education system severe and lasting damage that would take decades to reverse. The CCSS is bad for states, teachers,  students, parents, and anyone associated with the education process. Now, ask yourself these questions again. Is a girl in your neighborhood being taught the same things as a boy in another neighborhood? Is a graduating senior in Baton Rouge as prepared to get a job as a graduating senior in Minneapolis? Still, the answer is â€Å"no†. Do you believe me now that this is a good answer? Works Cited Bidwell, Allie. â€Å"The History Of Common Core State Standards.† U.S. News Digital Weekly 6.9 (2014): 7. Academic Search Complete. Web. 27 Mar. 2014. Common Core State Standards Initiative., 2012. Web. 3 Feb. 2014. Herbert, Marion. â€Å"Common Core’s Implications For Special Ed Students.† District Administration 47.2 (2011): 10.Academic Search Complete. Web. 27 Mar. 2014. Krashen, Stephen. â€Å"THE COMMON CORE. (Cover Story).† Knowledge Quest 42.3 (2014): 36-45. Academic Search Complete. Web. 15 Feb. 2014. McCluskey, Neal. â€Å"No Child Is Standard.† Reading Today 31.2 (2013): 30. Academic SearchComplete. Web. 27 Mar. 2014. Strauss, Valerie. â€Å"Catholic scholars blast Common Core in letter to U.S. bishops.† Washingtonpost.com. The Washington Post, 2 Nov. 2013. Web. 16 Feb. 2014.

Free Essays on Falling Back Into Order

Nature, which is the unchanging natural principle of the world and the preserving cause of all things,1 needs order. In the tragedies of â€Å"Hamlet,† â€Å"Macbeth,† and â€Å"Othello,† Shakespeare created worlds that were turbulently disturbed by tainted causes and needed restoration. Because of a disruption in the universal order, there were serious consequences for those who meddled with the natural course of things and those caught in the crossfire. Ironically, tragedy became the sufficient catalyst in bringing harmony back. In â€Å"Macbeth,† Macbeth says, â€Å"It will have blood, they say; blood will have blood.† Macbeth meant nature would only have its balance back if nature took the life of the one who unnaturally caused the death of another. As a result, many lives were tragically lost. However, deaths are relatively insignificant to the importance of nature’s stability in the end. Through these tragedies, Shakespeare reveals how the world’s natural order will prevail even when a person’s choices bring chaos and destruction. Othello and Desdemona’s marriage started off strong. The two brazenly defended their love despite Venice’s racist setting, and Desdemona’s hot-tempered father Brabantio. It would seem that nature was also on their side. A storm left many dead during the journey to Cyprus by ship but nature cooperated in the general movement with a storm that dispersed, while preserving the favored lovers.2 It would seem that Othello’s marriage to Desdemona had a successful future, but disarray initiated by Iago would bring that all to a sudden end. Othello and Desdemona’s reasons for marriage were highly irregular and therefore weak and unable to endure Iago’s evil schemes. â€Å"She loved me for the dangers I had passed, and I loved her that she did pity them.† Desdemona fulfilled a place in Othello’s view of himself.3 She merely served as the only trophy Othello had not won before then. As a military ... Free Essays on Falling Back Into Order Free Essays on Falling Back Into Order Nature, which is the unchanging natural principle of the world and the preserving cause of all things,1 needs order. In the tragedies of â€Å"Hamlet,† â€Å"Macbeth,† and â€Å"Othello,† Shakespeare created worlds that were turbulently disturbed by tainted causes and needed restoration. Because of a disruption in the universal order, there were serious consequences for those who meddled with the natural course of things and those caught in the crossfire. Ironically, tragedy became the sufficient catalyst in bringing harmony back. In â€Å"Macbeth,† Macbeth says, â€Å"It will have blood, they say; blood will have blood.† Macbeth meant nature would only have its balance back if nature took the life of the one who unnaturally caused the death of another. As a result, many lives were tragically lost. However, deaths are relatively insignificant to the importance of nature’s stability in the end. Through these tragedies, Shakespeare reveals how the world’s natural order will prevail even when a person’s choices bring chaos and destruction. Othello and Desdemona’s marriage started off strong. The two brazenly defended their love despite Venice’s racist setting, and Desdemona’s hot-tempered father Brabantio. It would seem that nature was also on their side. A storm left many dead during the journey to Cyprus by ship but nature cooperated in the general movement with a storm that dispersed, while preserving the favored lovers.2 It would seem that Othello’s marriage to Desdemona had a successful future, but disarray initiated by Iago would bring that all to a sudden end. Othello and Desdemona’s reasons for marriage were highly irregular and therefore weak and unable to endure Iago’s evil schemes. â€Å"She loved me for the dangers I had passed, and I loved her that she did pity them.† Desdemona fulfilled a place in Othello’s view of himself.3 She merely served as the only trophy Othello had not won before then. As a military ...

Comparative Afterlife Beliefs Essay Example | Topics and Well Written Essays - 500 words

Comparative Afterlife Beliefs - Essay Example The Egyptians, likewise, have more intricate beliefs of the afterlife, as shown from the documentary video entitled â€Å"Egyptian Secrets of the Afterlife† posted by Yuna Raven on January 18, 2012 and shown in YouTube (Raven). The current essay hereby aims to provide a comparative analysis of these two distinct beliefs of the afterlife. There are disparities in the Sikhs and Egyptians beliefs in the afterlife in terms of focus, scope, and details. For Sikhs, it was specifically indicated that â€Å"Sikh scriptures dont dwell on what happens after death† (Burke par. 2). This is very contrary to the Egyptian’s beliefs of the afterlife that is most intricate, detailed, and comprehensive. As indicated from the video, due to their focus and relegating importance to the after death, the idea of immortality and afterlife enabled them to create great architectural structures which detailed guidelines for the dead pharaohs to be resurrected and reborn to their own bodies (Raven). Likewise, the Sikhs’ regard for conformity and compliance with earthly duties, much more than focusing on the afterlife, was manifested in terms of their practice for cremation (Burke par. 1). In contrast, the Egyptians believe that the dead’s soul would eventually get to be reunited with their physical bodies; as such, their belief in mummification (Raven). It was disclosed that it was important that their physical bodies be preserved so that their spiritual souls would recognize it and enable the resurrection (Raven).

The Role of Emotionfocused Theory in Functional Assessment Essay

The Role of Emotionfocused Theory in Functional Assessment - Essay Example Johnson credits Fritz Perls with the experiential gestalt concept that is critical to EFT (Greenberg & Johnson, 2005; Johnson, 2003). In the experiential approaches, the goal of therapy is . . . to increase awareness of emotional experience so that it is available as orienting information in dealing with the environment, and to help clients become aware of and responsive to the action tendencies toward which feelings prompt them (Greenberg, 2006, p. 501). EFT involves the therapist's creative involvement with the clients in a manner in which the therapist moves the clients into a structure of therapy that progresses beyond simple construction. That is, although EFT initially very much outlines conflict struggles in the clients with simple terms and concepts to invite client acceptance of the problems, as therapy moves onward, painting pictures becomes more of the art of therapy (Johnson, 2003). Experiential theory incorporates the complete being of the client in the present here-and-now focus. Johnson observed that it is the exception rather than the rule to delve into deep unconscious experience or repressed memories, as there is plenty of substantial information right in front of the therapist's eyes (Johnson, 2003). The substance of EFT is the client, including what and how the client experienced communication in the client's senses, body, and expressions (Perls, 1969). The verbal communication is secondary to the therapist: Words can lie, but expression does not. EFT and Humanistic Theory After the first movement of psychodynamic psychology and the second movement of behaviorism, the third movement of humanistic psychology (later, Humanistic Existential) emphasizes in the client a potential capability toward "self-directed growth" (Corey, 2001, p. 205). . The therapist's belief that the client has both strength and desire to fulfil potentialities positively affects the client's progress: "Individuals have within themselves vast resources for self-understanding and for altering their self concepts, basic attitudes, and self-directed behavior; these resources can be tapped if a definable climate of facilitative psychological attitudes can be provided" (Rogers, 2001, p. 115). Thus, EFT adopts a therapeutic act of honoring the client as a unique human being (Greenberg & Johnson, 2005; Johnson, 2003). This empathic interaction increases a client's congruence, a term Rogers used to describe the incorporation of self and experiences as they become more similar, unitary, and true. EFT and Existential Theory Existential theory concerns itself with core structures of the self, including meaning, being, crisis, anxiety, freedom, responsibility, guilt, and death. While Johnson summarized the "I-thou" relationship, an existential concept from Martin Buber (Greenberg & Johnson, 2005; Johnson, 2003), she presented presumptuously existential concepts within the EFT theoretical framework. Studying the client from a phenomenological perspective embraces the assumption that the client is the expert in his or her world. The job of the client is to assist the therapist to enter that client's experiential world. As such, this position of the client enhances the qualities necessary for the therapist to be as accepting, nonjudgmental, and genuine as