Proper Citation, Quotation and Referencing Using the Publication Manual of the Apa, 6th Edition

Running head: PROPER CITATION, QUOTATION AND REFERENCING Proper Citation, Quotation and Referencing Using The Publication Manual of the APA, 6th Edition Sample Paper Free Essays Biffy Wentworth University PROPER CITATION, QUOTATION AND REFERENCING Proper Citation, Quotation and Referencing Using The Publication Manual of the APA, 6th Edition Every student at some time in his or her college career will be called on to write a term paper for a course. Many students have never learned, or have not been taught, the proper form of citation, quotation and referencing using the Publication Manual of the APA. When students use citations incorrectly, they are running the risk that they are plagiarizing the author of the text that they are referencing in their paper. Whether these errors are intentional or unintentional, they are difficult to overcome. If the citations are incorrect, many of the facts stated and referenced in the paper may be incorrect as well. This will reflect poorly on the outcome of the student’s grade for the paper being reviewed. And that is unfortunate, since it is within the student’s grasp to review the Publication Manual of the APA for proper information regarding citations and uotations. In this way, the papers have the best opportunity to be well written, well cited and an interesting format for everyone involved in the process. The 6th Edition is the latest version of the manual of style, and it is a well written guide PROPER CITATION, QUOTATION AND REFERENCING for students to follow when completing their college level term papers and written assi gnments. Most professors at the college level, expect students to know how to use the Publication Manual of the APA to reference the citations and quotations used in the papers the students present on arious assigned topics. When the students are able to utilize the Publication Manual of the APA correctly, the papers are reflective of solid references and correct citations, and will most likely earn a higher grade than those that are submitted with incorrect citations and notations. Students who utilize the Publication Manual of the APA, 6th Edition are referencing the best source for correctly giving credit to the authors of the information used within their term papers and assignments. It is imperative that students give credit where credit is due, and that hey learn to follow the manual of style for giving credit to the copyrighted work of authors used in their term papers submitted for review and grading. Students will need to use primary sources when referencing work cited with in the body of the paper they are writing. For example, if a student is writing a paper on saving the polar bears, it will be important to get the best sources for the paper and to provide correct citations for those sources used. Before a student can cite a source, it is important to note that some sources are better than PROPER CITATION, QUOTATION AND REFERENCING others. Many students will use library sources or books as sources for their assignments. There are also a variety of sources available on the internet. It is critical that students understand what to use and not to use as references for internet sources. If a student wants to write a paper on saving the polar bears, using a Wikipedia or blog as a reference point is not the best idea. These sources are actually just the writer’s personal opinion, and will rarely be backed by credible information. Also, if the student goes to a website that has strong views for or against the topic, he or she may be using a biased site that is less than rofessional. The best websites to use for this type of project would be sites that are university based, have been peer reviewed, or are part of larger scientific studies on the polar bears and efforts to save their habitats. It is true that an encyclopedia source will have some information regarding polar bears, but it is better to review scientific st udies from accredited sources, such as National Geographic or other well known sites. Many references will be found, and if they are good sources, they can all be used since seven references are better than using only two for a term paper. PROPER CITATION, QUOTATION AND REFERENCING Once the student has reputable sources, and is developing the topic for the paper, it is time to think about the sources themselves. When students are using citations in a paper, it is crucial to give credit to the author. This may be a problem, since some sources do not have an author listed, are anonymous without an author noted. Other sources do not have page numbers, are missing the date the text was written, or are internet sources that appear to be professional but can’t be verified. At this point, the student will want to use the Publication Manual of the APA, th Edition to find the correct way to make the citation. The student will want to make the point he or she is making, in his or her own words, and use the source citation as back up to solidify that point. For example, if the student says that global warming is affecting the polar bear’s habitat, it is an empty statement without some professionally grounded proof o f the fact. Students can make a statement in their paper, and use their sources as proof of what they declare. These notations are put right in the body of the term paper to show that they haven’t just made up the facts, that they come from a reputable and rofessionally reviewed source. The student makes a statement, and should then follow it with a source within the body of the paper as proof. The scheme of events will look like this: student PROPER CITATION, QUOTATION AND REFERENCING statement, then proof (with citation in the body of the paper), statement, then proof. The reader will appreciate the proof as backup to the statements being made, and it makes the statements have more power to be backed up by professionals who agree with what is said. Citations can be paraphrased or quoted directly within the body of the paper. In fact, the Publication Manual of the APA states that when there are direct quotations, the information varies depending on whether using print or electric form. When citing print sources, give the â€Å"author, year, and page number in parentheses† (Publication Manual of the APA, 2010, p. 120). When students are paraphrasing, which means boiling down the phrases into their own words, the idea from the original source must also be given proper credit. This means that the student should correctly cite, and put quotations around the text that was used, so that the reader can go ack and find the citation and the context it was used in the original text. Students may also need to make a citation for secondary sources within the body of a term paper. A secondary source is when the author quotes someone else, and makes a citation within the text the student is quoting from. It is like a double quote, or a quote within a quote for the student interested in using the words that the a uthor got from someone else. If this is done, PROPER CITATION, QUOTATION AND REFERENCING the student needs to remember to put the secondary source in the reference listing too. A roperly cited secondary source would need to include the name of the original work, and the citation for the secondary source (Publication Manual of the APA, 2010, p. 247). The text citation will look like this: Gleason and McLurkin’s study (as cited in Tressel, Roger, 1990). If the student is interested in using quotation marks, special care needs to be taken to get it right. A double quotation mark should be used around direct quotes taken from a text. A single quotation mark is used â€Å"within double quotation marks to set off material that is in the original source† (Publication Manual of the APA, 2010, p. 119). The student can use a block of text if there are more than 40 words that are going to be used in the quote. For example, if the student wants to discuss a direct quote longer than 40 words, it would be separated like this, with no quotation marks necessary. The quotation should be indented five spaces from the left margin, in the same position as a new paragraph (Publication Manual of the APA, 2010, p. 117). It would be typed double space, just as the paper is typed, and should include the author’s last name and the publication date as an introduction to the quote. It should PROPER CITATION, QUOTATION AND REFERENCING nd with the page number noted so that the reader could find the original text if necessary. Johnson’s (1998) study on polar bears found the following: Polar bears live in the Northern Hemisphere only. They are great swimmers and they can outrun a man while on land. They have an average weight of one ton, and they eat several hundreds of pounds of fish a day . Polar bears have been known to kill off whole populations of indigenous seals in certain localities. They are known to hunt individually, preferring not to hunt in packs. They are so large that they often have been known to fall through solid ice platforms, which is never fatal. p. 114) This block of quoted text above would need to be cited at the end of the paper. The citation for this made up quote about polar bears may look like this citation below, and would be placed at the end of the paper under the References section. Johnson, Jeremy P. & Babush, Max R. (1998). The Complexities of Studying the Great Polar Bear in the Wild. Journal of Wildlife Sciences, 10(9), 114-127. Finally, if students are carful in their use of quoted materials and citations within their term papers, they will be good stewards of the words spoken by others that are used as reference. PROPER CITATION, QUOTATION AND REFERENCING In this way, their term papers will have valid ideas and thoughts backed up by facts from reputable sources. The reader will have a better understanding of the topic, and the subject matter will be clearer with correctly referenced works from experts in the fields they are writing about and studying. PROPER CITATION, QUOTATION AND REFERENCING References American Psychological Association. (2001). Publication Manual of the American Psychological Association, 5th Edition: Washington, DC: American Psychological Association.

Corregidor Island Essay

The Philippines officially known as the Republic of the Philippines is a country in the Southeast Asia. An archipelago comprising 7,107 islands, the Philippines is categorized broadly into three main geographical divisions: Luzon, Visayas, and Mindanao. Its capital city is Manila. The country is known for its very rich culture, history, scenic spots and most especially by being hospitable due to warmth acceptance given to the guest. One of the places that are mostly visit by the tourists is the Corregidor Island and probably the most historical place in the country. Corregidor is a small rocky island in the Philippines about 48 kilometers west of Manila which is strategically located at the entrance of Manila Bay and is a part of the municipality of Cavite City. This island fortress stands as a memorial for the courage, valor, and heroism of its Filipino and American defenders who bravely held their ground against the overwhelming number of invading Japanese forces during World War II. It is also the headquarte Also known as â€Å"the Rock,† it was a key bastion of the Allies during the war. When the Japanese invaded the Philippines in December 1941, the military force under the command of Gen. Douglas MacArthur carried out a delaying action at Bataan. Corregidor became the headquarters of the Allied forces and also the seat of the Philippine Commonwealth government. It was from Corregidor that Philippine President Manuel Quezon and General MacArthur left for Australia in February 1942, leaving behind Lt. Gen. Jonathan M. Wainwright in command. Although Bataan fell on April 9, 1942, the Philippine and American forces held out at Corregidor for 27 days against great odds. On May 6, 1942, their rations depleted, the Allied forces were forced to surrender Corregidor to Lt. Gen. Homma Masaharu of the Japanese Imperial Army after having successfully halted the Japanese advance on Australia. It was only two years and ten months later in March 1945 when the Allied forces under the command of General MacArthur recaptured Corregidor. The big guns of Corregidor are now silent and the ruins of buildings, structures, and tunnels in the island tell a very moving story of a war that has claimed so many lives. A visit to this former battleground is a memorable experience especially for those who cherish and value peace and freedom. In his speech delivered at the signing of the surrender of Japan aboard the U.  S. S. Missouri at Tokyo Bay on September 2, 1945, General Douglas MacArthur said, â€Å"It is my earnest hope and indeed the hope of all mankind that a better world shall emerge out of the blood and carnage of the past – a world founded upon faith and understanding, a world dedicated to the dignity of man and the fulfillment of his most cherished wish for freedom, tolerance and justice. † This study is carefully done by giving enough time, focus, dedication and hard work by the researchers in order to give justice to the desired topic that will help improved the level of service in the tourism industry of our dear country.

Science and politics Term Paper Example | Topics and Well Written Essays - 2000 words

Science and politics - Term Paper Example Undeniably, world leaders and industry managers still very much depend on oil for their major industries. In the end, oil is hardly something they can do away with; and the oil companies know this. For which reason, most oil companies and other interest groups contend that government authorities must oversee and must be involved in cleaning up oil spills. They further contend that the government also has a responsibility to the environment to assist in the clean-up and to use its resources in order to speed up these clean-up processes. However, most taxpayers disagree with this argument. They believe that the oil companies alone should bear the cost and responsibility of cleanup and that taxpayer’s money should not be spent in order to clear-out these oil spills. This is an issue which has yet to be resolved. In an attempt to establish some resolution to this issue, this paper shall research materials which support the argument that, the government must oversee and be involved in the cleanup of oil spills. Discussion As soon as oil spills into the ocean, it first spreads on the water’s surface and the speed and the density by which is spreads depends also on the density and composition of the oil spilled (Water Encyclopedia, 2011). The oil spilled may be cohesive or it may break up depending on the movement of the water. Rougher water movements tend to break the oil slick and cause it to cover a larger territory of ocean, including coastal areas, and some marine and terrestrial habitats (Water Encyclopedia, 2011). Oil containing volatile organic compounds partially evaporates and it leaves about 20 % or 40% of the mass denser and more resistant to flow. A small amount of oil dissolves in water and it can then disperse undetected or form a thick mousse with the water (Water Encyclopedia, 2011). A portion of the oil may then sink with particulates and the rest may congeal into sticky tar balls. Eventually, oil waste deteriorates and breaks down thro ugh photolysis and biodegradation. Once oil reaches shorelines, it then interacts with the beach sand, rocks, gravel, and vegetation. It causes contamination and erosion of these shorelines and sediments (Water Encyclopedia, 2011). Once the beach sand becomes contaminated, it is then unable to protect and support normal vegetation in the shorelines. Rocks with oil residues can also be toxic to coastal wildlife as it can poison the coastline and organic substrates, thereby interrupting the food chain upon which fishes and coastal creatures depend and upon which their reproduction is based (Water Encyclopedia, 2011). Wildlife and other sea creatures, as well as mammals, reptiles, amphibians, and birds can also be poisoned by oil residues. In fact, the Exxon Valdez oil spill caused the death of an estimated number of 100,000 to 300,000 birds in the area of Prince William Sound Alaska (Piatt, et.al., 1990). Mere ingestion of oil can be poisonous to animals; it can smother these creature s and destroy their thermal insulation (Wells, Butler, and Hughes, 1995). Oil can also damage their reproductive systems and disrupt the pattern of their usual behaviors. In the long-term setting, such damage can cause such species and populations to change or to totally disappear. Even when oil spills have â€Å"dissipated† over miles of ocean and coastlines, their impact on the environment often remains.

Group work--------read the case study and do the paper as requirement Essay

Group work--------read the case study and do the paper as requirement - Essay Example However, TNNB seems to have a problem in its workforce and urgently needs talent development strategies if it is to ensure sustainable business with a promising future. This report explores how talent management strategy would help TNNB. It also assesses the most appropriate talent management strategy and proposes suitable short-term and long-term talent management policies and practices for the company. How A Talent Management (TM) Strategy Would Help TNNB TNNB clearly has a big problem with talent management. The company’s project managers emerge as incompetent for their roles as asserted by the company’s systems engineer. There is tension between systems engineers and mechanical and service engineers, which is likely to affect the overall performance of the company. Most of the engineers at the company have been working for the company for many years with some of them nearing their retirement. The managers of the company feel that engineers are hard to find, which cl early indicate that the company lacks strategic recruitment, hiring and retention programme. Therefore, TNNB’s future lies on its ability to adopt a suitable talent strategy to curb the on-going talent deficit in the company. Talent management is a management buzzword associated with continuous inflow of employees with desired qualities into an organisation. Talent management can be defined as a process that ensures that an organisation has a regular supply of individual with high potentials for vacant positions and acquires the right persons for the right jobs whenever there is need. Davis (2007) argues that â€Å"talent management is the recruitment, development, and retention of individuals who consistently deliver superior performance† (Davis 2007 p.1). However, Hatum (2010) notes that no universal definition of talent management exists. Strategic talent management as a process ensures that an organisation hires the right people for the right jobs and in a timely m anner so that the objectives of the firm can be met as expected (Deb 2005). Strategic talent management enables companies to assess and understand their present state, project talent gaps and take the initiatives to fill these talent gaps. The human resource of every organisation is charged with the responsibility of developing effective talent management strategy (Vaiman & Vance 2008). The success of an organisation depends on the effectiveness of the human resource department in recruiting high-performing staff developing and retaining them (Oakes & Galagan 2011; Silser & Dowell 2010). Generally, a talent management strategy would help TNNB to: Identify talent gaps within the organisation and take early precautions Align human capital needs with the strategy of the business Focus its training, development and recruitment efforts Ensure that the company achieves a balanced blend of generations in the workplace Ensure that knowledge is effectively transferred across various generati ons that make up the workforce Keep low the possibilities of disruptions in the production process as a result of impulsive departures of employees. To plan and organise its workforce and Maximise the contribution of each employee. Effective implementation of talent management strategy will result into significant reduction in cost associated with recruiting incompetent personnel, risk minimisation and attaining higher level of organisational performance

Research one of the European Union's agencies ( Europol ). Critically Essay

Research one of the European Union's agencies ( Europol ). Critically assess their role and effectiveness - Essay Example Four years later, the EU Member States expanded Europol’s mandate by ratifying the Europol Convention; a treaty that became fully operational in July 1999. The agency, from its seat of power in The Hague, deploys its assets including about 800 officers to combat crime in the whole of Europe (Deflem, 2009). The scope of Europol contradicts the fact that it is in constant cooperation with several law enforcement organisations working within the EU member states. As of 2013, Europol has jurisdiction in all states within the European Union. Nuthall and Paun (2013) have noted that for the agency to effectively curb organised crime across national territories, Europol liaises with several countries and police agencies within EU and neighbouring countries (Emanuel, 1999; Resodihardjo, Eijk and Carroll, 2012). Notably, when there is need to liaise with non-EU members Europol’s Europol External Strategy established the parameters within which the agency should work in its effort to fight organized crime that might compromise the safety of EU citizens (Berdal, & Serrano, 2002). Europol has undergone major transformations over the years to become an EU agency with more powers to gather criminal intelligence and act upon them (Ladenburger, 2008). Today Europol has the full backing of the European Parliament that addresses its budget. History of Europol Europol can be traced to 1975’s TREVI, an internal organization that was responsible for ensuring a better liaison amongst European Commission members on security issues (House of Lords European Union Committee, 2008). In 1993, however, the adoption of the Maastricht Treaty replaced it (Mounier, 2009). Prior to its establishment, Germany had made proposals to the EC, pressing for the establishment of an international police agency. In 1991, the state formally proposed the establishment of a European Police Office in Luxembourg before member states of the EU (Deflem, 2009). And by the end the year, the In tergovernmental Conference was convinced that by establishing Europol under the Maastricht Treaty, the whole of EU region would be more secure. The result was the formation of a rather weak Europol, whose primary purpose was to facilitate the sharing of intelligence amongst police agencies under the European Union (Nuthall, & Paun, 2013; Santiago, 2000). Delays in enacting the Maastricht Treaty prompted TREVI officials to form the Europol Drugs Unit (EDU) Agreement in mid-1993 (Mounier, 2009). The EDU, being unconstitutional led to the setting up of a lean team of law enforcers led by Jurgen Storbeck. The team immediately embarked on policing campaigns from temporary structures in a Strasbourg neighbourhood, while lasting solutions were being sought. After the enactment of the Maastricht Treaty, EU member states began to deliberate upon legitimising a Europol Convention. Meanwhile, the mandate of Europol Drugs Unit (EDU) was expanded between 1995 and 1996 to encompass several traffi cking crimes (Gregory, 1998). Back then, police officers could only share information bilaterally, as the establishment of a joint database for the entire EU membership was not possible without the prior passage of the Europol Convention (Andreescut and Keeling, 2012; Byrne, 2013). Eventually, the Europol Convention became functional in late 1998 after its ratification by more than half of the 28 member states. Nonetheless, certain legal issues such as the protection of primary data and

Authenticity & Socio-econmic Essay Example | Topics and Well Written Essays - 250 words - 2

Authenticity & Socio-econmic - Essay Example He believes that acquiring such material possessions should make individuals to be interested in the manner in which the users fulfill the necessity for service, inside the extensive culture of society. For instance, the leather couch, or the professional player ought to act as some means of bridging the divide between the indigenous and wider cultures. This is similar argument to Jhally views on consumerism, especially in his belief that advertising stresses a world in which desires in form of new materials, are reflected through the emphasizing of social relationships, rather than material possessions (Jhally, 3). This is because Jungen appropriation and remodeling of universal but industrially manufactured consumer goods, reveals how such goods tend to portray an influential identity of desirable global commodity. The most consistent stories told by the whole range of advertising, is consumerism. Whereby more economic growth implies added consumption, as well as more production. The entire range of advertisements insists on individual power, console, desires, appeals and pleasures. The values stressed by the ads include taking desires and then preconceiving them to tie with the universe of commodities (Phillips, 5). Jhally, Congdon and Blandy’s are right in implying that advertising drives individuals away from important human relationships with others within the society, as it reduces their capability to develop happiness. Jhally asserts that advertising takes away normality from the consumers. However, all of these critics of consumerism and advertising, places more emphasis on the issue between needs and wants. Undeniably, Jhally, just like Jungen tends to extend their criticism of advertising on commercialism, to be a disapproval of egalitarianism and marketing. Thus, such assertions that advertising colonizes or dominates contemporary culture are not entirely spot on,

Client Assessment Report in Counseling Essay Example | Topics and Well Written Essays - 4250 words

Client Assessment Report in Counseling - Essay Example He was able to overcome his castration anxiety and identify with his father. However as he grew up, his father expected him to take over the family business. This did not feature in his ambitions since he had a strong desire to start his own IT firm which he went on to do. Conscientiousness as one of the five factors found in Goldberg’s trait theory of personality deals with the assessment of an individual’s degree of organization, persistence, and motivation in goal-directed behavior. Dickson being high in conscientiousness seemed to be what created the wedge in the relationship with his father and therefore it crumbled. It was because of this that Dickson found himself sinking into a depressed state. Dickson is the only son in a family of three of which he is the middle born child. According to Alfred Adler; the birth order was seen to influence the formation of the personality of an individual. Being a middle born the universal traits expected to feature in Dickson i ncluded independence on behavior. Alfred advanced that middle born less closely identify with the family because they receive less attention compared to the first or last born children. They, therefore, learn to look out for themselves and they tend to report having been less loved as a child. His older sister who is eight years his senior is a successful figure in her father’s family business. This heightened the pressure to join the family business even more and his refusal to do so was just seen to be much worse because as a boy, he is expected to have been socialized by his father to take up the role of the head of the family business. The age difference also put a strain on the sibling relationship between him and both his sister. This is because even his younger sister was ten years younger than he was. Age difference affects sibling relationships whereby, the contextual influences e.g. the environmental influences vary with different generations. Growing up, Dickson en joyed spending most of his time reading and studying in order to excel in his studies with the sole purpose of making his father proud. His introverted lifestyle allowed him to get very good grades all through his school life but this came at a high price. It denied him the chance of socially interacting with his peers who at the adolescent stage are key agents of socialization or the way in which orientation to the society normally occurs. Studies by Dunn and Plomin et al (1990) have shown that peer groups influence an individual into acceptance of new rules of behavior and provide lasting experiences for personality. Dickson, therefore, missed out on the opportunity to learn various ways of how interaction with others besides his father occurs. Dickson grew up looking up to his father who he saw as his role model. In Albert Bandura’s social learning theory; it was advanced that children learn through observational learning or what is alternatively referred to as modeling.

Ethical Energy Essay Example | Topics and Well Written Essays - 2000 words - 2

Ethical Energy - Essay Example The paper by analyzing the advantages and limitations of renewable energy sources in relation to the other energy sources will provide the Belinean government the best bid, which can be selected and which will be ethically apt. Any organization will mainly be judged by the success it achieves. Judged in the sense, the company will be appreciated, feted, discouraged, hated etc, etc†¦ by the success or the lack of success (failure), they get. In today’s world, the success of a company is mostly correlated with its achievement in the form high profits, maximum market share, etc. Even though this perspective is not at all wrong, the bone of contention is, how a company achieves those positive things. Whether, they achieve through ethical means or by the ways of fraud, illegality, etc? The primary focus of any organization is to give a clean management based on preset ethics. If the management and the employees of the company are ethically perfect, they will exhibit good discipline, hard work and thus high productivity. Companies that do not have proper†¦ ethics procedures risk severe damage to their reputation, criminal/legal action and regulatory penalties. The consequences could include loss of customers, reduced share price (Advice on management). This ethical concept applies to energy companies as well. Countries all over the world are facing energy shortages due to the raising demands brought on by the raising population, raising industrialization or raising commercialization. Because of these energy shortages, countries and various government organizations as well private organizations are exploring various options to tap and collect or produce energy. But the catch is, energy organizations while cornering on the energy options should need to focus more on the ethical aspects, giving equal or more importance than the economical aspects. This is a key aspect for energy companies because the various energy sources

Contract Law - the Rules of Offer and Acceptance Case Study

Contract Law - the Rules of Offer and Acceptance - Case Study Example According to Chen-Wishart, a contract is a â€Å"promise (or agreement) which is enforced (recognized by the law†. Bhana, Bonthuys, and Nortje state that â€Å"Contracts are agreements between parties who have the intention to create legal rights and duties between them and which are legally binding upon the parties.†   Therefore, in order for a contract to exist it is necessary for the involved parties to have the intention to enter into contractual relations with the other party and express that intention in a legal manner.   A contract consists of the following elements: An Offer; an Acceptance in strict compliance with the terms of the offer; Legal Purpose/Objective; Mutuality of Obligation – also known as the â€Å"meeting of the minds†; Consideration and Competent Parties. Considering the case under analysis, the author shall focus on the first two elements: offer and acceptance. - â€Å"The first requisite of any contract is an agreement.†   An agreement is formed of offer and acceptance. Therefore, in order for the parties to reach an agreement, there must be an offer and acceptance. - â€Å"An offer is an undertaking by the offeror made with the intention that it will bind the offeror as soon as it is accepted by the offeree (the person to whom it is addressed†Ã‚   The binding force of an offer in case of its acceptance is confirmed by the definitions given by other authors, such as Bhana, Bonthuys and Nortje (2009, 25), who specify that a valid offer is â€Å"an invitation by one party to create obligations with another party, which obligations will become legally binding upon the acceptance by the other party†. An offer can be made whether orally, in writing or by conduct. An offer contains the following: - â€Å"a proposal of the terms of the exchange; - an intimation of willingness to be bound as soon as the offeree manifests acceptance. An offer puts the offeror on risk: it confers a power on the offeree to bind the offeror at the precise moment of acceptance; thereafter, the offeror loses his ability to withdraw from or further negotiate the arrangement.†

Asynchronous and Synchronous Essay Example for Free

Asynchronous and Synchronous Essay A bit is a singular digit represented by a binary number. A character is represented in computing terms but a code called ASCII There are 7 bits to an ASCII number With parity bit added there are 8 bits, parity is added to aid in error detection. 8 bits is equal to a byte. 1 1 0 This diagram represents an 8 bit binary number (1byte). The step represents a 1 and the flat part represents nothing. This number would then look like this, 100000001. In ASCII this represents the character A. Packet Structure Instead of sending singular characters it is possible to send many in one go, this is called a packet. For example we use the ASCII code to represent a sentence and this may take up to 50 characters. When sent in the form of a packet we must split the packet up, this is done by using control characters. The control characters are; SYN = Synchronise STX = Start of text ETX = End of text Above is an example of a packet structure used with Asynchronous sending. Bit and Baud Rate When the term bit rate is used, it means the amount of bits per second that are sent. A single character is to be sent for example, the character is ASCII code is made of 7 digits and a parity bit and this is called the useful data. The standard speed for transmission sending is 8bits a second. This number or ASCII code that is sent will not only comprise of the 7 bit and parity, it contains a start bit and an end bit to represent where the character starts and stops. The bit rate is then combined to include these two extra bits and this is called the baud rate, this would then be 10 bits a second (8+2). Start bit Stop bit Parity bit Asynchronous and Synchronous Asynchronous communications do not depend on the synchronisation of a transmitter or a clock. It can be said that they are never independent. When sending individual characters there is no need for synchronisation at all. Asynchronous has a very simple interface and the data rate is normally at 64kbps. It can be used for connecting Printer, Terminal, Modem and home connections to the internet. Asynchronous protocol was one of the first around and was popular with the early invention of the tele typewriters. It requires the use of start and stop bits as previously said and this provides byte timing and overhead. No clocks are needed and a parity bit is also sent to help with error detection. Asynchronous transmission will send single bits of data at a time. There is a standard for this form and it is called RSC323C. Asynchronous represents negative voltage as 1 and positive voltage as 0. Information is sent in a packet with the start and stop bit plus parity for error detection. This method of transmission is suitable for low speed. This is because for every character that is sent a further 2 bits (start and stop) must be added. For example, 1000 characters are to be sent, there are 8 bits per character plus a start and stop for each thats a total of 10000 bits. This is very in efficient. Its packet structure is known as a packet frame. Asynchronous Transmission Start bit Stop bit Parity bit The synchronous transmission form occurs when bits are sent in the packet form. This form of data sending is normally sent through bigger Networks. To calculate the efficiency you must divide the bit rate by the baud rate and then multiply by 100. Synchronous communication is far more efficient than its counterpart. To start, there is no need for a start and a stop bit. This time however the data is grouped, and then sent with characters and the start and the end of the packet. This can be seen above with the syn x 3 which stands for synchronisation idol, stx for start of etx and etx for end of text. Synchronous can achieve much higher speeds than asynchronous and is preferably used within large network structures. It would be therefore worth bearing in mind that if large amounts of data were to be sent then the synchronous form would be far better. Less overhead means greater efficiency and asynchronous just cannot match this. However asynchronous does have its benefits and would be deemed worthy of smaller data packets. Its the lack of timing information sent with the data which restricts it so greatly. Synchronous Transmission Packet of data Effect Of Bandwidth Limitation And Noise Bandwidth is the sum amount of data being sent to a recipient in a given time through a form of communicational media. This sum is normally represented on bit per second. Bandwidth also has an alternative meaning and can represent the differing frequency ranges. All media types have their own forms of bandwidth limitation; this means we cannot transmit the same things on the differing types of media at the same speeds. If sending something with 10bits it will be sent at 10bits a second. This should apply for the bandwidth also (10 bits a second) however; it can be affected by something that is known as cross talk. This is interference on the line, also known as noise. Noise can occur in many forms and this will always affect speed. The only method of transmitting data without any electrical noise affecting it is by using a fibre optic cable. Fibre optic cables uses the use of light and mirrors, this is why it can not be affected. However it is also very expensive.

The New Zealand Social Worker Social Work Essay

The New Zealand Social Worker Social Work Essay Pà ¼ao-te-Ata-tà ¼ (daybreak) was a report requested by the Minister of Social Welfare in 1986, that investigated the ways in which they could better support MÄ ori clients and address the social needs of the MÄ ori people (Hollis, 2005). The report stated that MÄ ori were not being consulted on any decisions regarding education, social welfare and justice and that decisions were being made for, rather than by, MÄ ori people (Ministerial Advisory Committee, 1988, p. 18). It was the beginning of a period of change for the government of New Zealand, which challenged social workers and Aotearoa New Zealand institutions to examine themselves for institutional, cultural and personal racism (Nash, Munford, ODonoghue, 2005, p. 20). Historically Pà ¼ao-te-Ata-tà ¼ was the MÄ ori perspective for the Department of Social Welfare and the Children and Young Persons Act 1974 (Keddell, 2007). The report states throughout colonial history, inappropriate structures and Pakeha involvement in issues critical for MÄ ori have worked to break down traditional MÄ ori society by weakening its base-the whÄ nau, the hapÃ…Â «, the iwi (Ministerial Advisory Committee, 1988, p. 18). It was initiated due to the high amount of MÄ ori children in the care of the state, and because it was felt at the time, that the social welfare system was not inclusive of whÄ nau (Cram, n.d.). Cram states at the heart of the issue is a profound misunderstanding or ignorance of the place of the child in MÄ ori society and its relationship with whÄ nau (Families Commission, 2012). The Pà ¼ao-te-Ata-tà ¼ report was delivered to the Minister in 1988, made thirteen recommendations which focus ed upon the need for the department to function in a bicultural manner and to share responsibility and authority for decisions with appropriate MÄ ori people (Waitangi Tribunal , 2012, p. 107). New Zealand had an obligation to the Te Tiriti O Waitangi (Treaty of Waitangi), which protects the rights of MÄ ori (tangata whenua) and provides validation for tauiwi (all those who have settled in this land after the arrival of MÄ ori) to live in this land (Nash et al., 2005. p. 160-161). With focus on bicultural practice, the government was duty-bound to make changes so that MÄ ori could be involved in decisions regarding MÄ ori, resulting in MÄ ori being involved in planning and service delivery at the tribal and community level (Ministerial Advisory Committee, 1988, p. 18). A review of the Children, Young Persons Act 1974 was necessary. The Children, Young Persons, and Their Families Act 1989 relate to children and young persons who are in need of care or protection or who offend against the law (Harris Levine, 1994, p. 75). It was established to regulate how the government responded toward children that had been abused or neglected or who were at risk of being youth offenders (Ministry of Social Development, n.d.). The Act introduced principles that changed the way decisions were made about children and young people, enabling family to become partners in the decision-making process to resolve family issues (Ministry of Social Development, n.d.). New Zealands obligation to the Te Tiriti O Waitangi has led to more culturally aware policies and practices. Historically the Children and Young Persons Act 1974 was thought to reinforce institutional racism, and didnt take into account the culture of the differing minorities throughout New Zealand (Keddell, 2007). MÄ ori felt their cultural values, that encompass the collective not the individual, were not being considered leading to unhappiness with the governmental institutions. (Keddell, 2007). The Pà ¼ao-te-Ata-tà ¼ report had caused a paradigm shift in social work thinking (Nash et al., 2005. p. 20) and the New Zealand government had to make changes to recognise this. A change to policies caused a change in practice, therefore, the Code of Ethics became inclusive of MÄ ori culture and the Bicultural Code of Ethics was established. The Aotearoa New Zealand Association of Social Workers Code of Ethics was founded on the guidelines enumerated by the International Federation of Social Workers (ANZASW, 2008). Its purpose is to: provide a definition of ethical social work, offer guidance, inspire and promote professionalism, guide social work students, underpin everyday practice and development and incorporate bicultural practice (ANZASW, 2008). Historically the ANZASW Code of Ethics was first developed in 1964, where the ANZASW was called NZASW and Code of Ethics was the Interim Code of Ethics (ANZASW, 2008). In 1976 after a conference in Puerto Rico it was decided to adopt the International Federation of Social Workers code, this transcended the Interim Code of Ethics (ANZASW, 2008). In 1993 a new code of ethics was developed, this was the first ANZASW Code of Ethics and Bicultural Code of Practice which recognises Te Tiriti O Waitangi to foster equitable collaboration between the diverse realities of its membership who are Tangata Whenua and Tauiwi (Aotearoa New Zealand Association of Social Workers, n.d.). The Pà ¼ao-te-Ata-tà ¼ report was the foundation for bicultural practice in social work practice with MÄ ori and wider communities. Ruwhui (as cited in Nash et al., 2005) maintains biculturalism as being the relationship between cultures co-existing alongside one another (p.97). The advent of biculturalism caused government agencies and social workers to reflect on the practices they employed and the ones they reproduced from overseas to see if they demonstrated the same cultural principles that New Zealand now practiced (Nash et al., 2005). Social workers are now guided by new principles that recognise family as being an integral part of MÄ ori culture, the Children, Young Persons and Their Families Act 1989 states the principle that the primary role in caring for and protecting a child or young person lies with the childs or young persons family, whÄ nau, hapÃ…Â «, iwi, and family group (New Zealand Legislation, n.d.). The Act has introduced family group conferences where family, extended family and community representatives meet together and discuss the consequences for care and protection cases or when the child has been involved in illegal behaviour so that the court is not necessarily involved (Levine, 2000). This has proved worthwhile and Maxwell and Morris (2006) state both the philosophy underpinning this system and the use of family group conferences exemplify a restorative justice approach that has now been adopted in many other countries (p. 239). The ANZASW Code of Ethics and Bicultural Code of Ethics has impacted the development of social work practice in MÄ ori and wider social work communities by incorporating the Te Tiriti O Waitangi and its commitment to creating a more anti-racist practice (ANZASW, 2008). Social workers now are responsible for the promotion of change in mono-cultural agencies and organisations therefore assisting in the protection of the integrity of Tangata Whenua (ANZASW, 2008, p. 7). Webster and Bosmann-Watene (as cited in Nash, et al., 2005) state the challenge for practitioners is to provide appropriate interventions that meet the cultural and clinical needs of MÄ ori (p. 20). The ANZASW uses bicultural practice to foster equitable collaboration between the diverse realities of its membership who are Tangata Whenua and Tauiwi (Aotearoa New Zealand Association of Social Workers, n.d.). According to Barker (as cited in Sheafor and Horejsi, 2008) social justice is an ideal condition in which all members of a society has the same basic rights, protection, opportunities and social benefits (p.22). In order for the fair and equal treatment of MÄ ori in New Zealand the Pà ¼ao-te-Ata-tà ¼ report recommended that the Department of Social Welfare improve its training methods of practitioners in the social work field (Ministerial Advisory Committee, 1988). The Department of Social Welfare needed to identify suitable people to institute training programmes to provide a MÄ ori perspective for training courses more directly related to the needs of the MÄ ori people impacted social workers commitment to social justice (Ministerial Advisory Committee, 1988). The Children, Young Persons, and Their Families Act 1989 impact social workers commitment to social justice, in how they advocate for children and their families. As a social worker one needs to be able to challenge governmental policies and structures that are ineffective. The social worker must be aware of not only the individual experience to the broader structural issues but how the individual and the social structures relate to one another (OBrien, 2011, p. 71). The Children, Young Persons, and Their Families Act 1989 could be considered an example of social justice as it publicised the racism that was thought to be in government institutions and practice, which made anti-racism towards the minority cultures part of the objective. The ANZASW Code of Ethics has impacted social workers commitment to social justice in that they now advocate social justice and principles of inclusion and choice for all members of society (ANZASW, 2008, p. 8), particularly minority races and the disadvantaged. Social workers must recognise and value clients, integrating anti-discriminatory practice, the practice in which a social work practitioner strives to reduce, undermine or eliminate discrimination and oppression (Thompson, 2006). In conclusion key principles like the Pà ¼ao-te-Ata-tà ¼ report, the Children, Young Persons and Their Families Act 1989, and the ANZASW Code of Ethics have introduced biculturalism by honouring the Treaty of Waitangi. The Pà ¼ao-te-Ata-tà ¼ report has brought about the inclusiveness of MÄ ori with regard to decision making in policies that involve them. Similarly, The Children, Young Persons, and Their Families Act 1989 have included whÄ nau, hapÃ…Â « and iwi in decision making while the ANZASW Code of Ethics focuses on anti-discriminatory practice to provide fair bicultural service to clients of all cultures. This has impacted social work in New Zealand by creating a more accepting culturally aware practice. Social workers now consider MÄ ori as a collective rather than as individuals and through training and commitment can provide a more encompassing and holistic service.

Cultural Media Watch :: essays research papers

Cultural Media Watch A few common assumptions would offer some very general stereotypes which most Americans are probably subjected to each time they tune into their favorite program. The problem with making assumptions based on stereotypes, racism, and bias maybe considered two-fold. Of primary concern should obviously be the narrow-minded and over generalized prejudice which exists in mainstream media culture. Then, of only slightly less distress, would be the willingness of society to accept such demeaning norms. However, within the ‘high definition’ world of television, some prime-time shows are shattering overused typecasting. Although, some are not, also. For instance, one such common immoral stigma would be that only men of European heritage may hold positions of authority; at home and more importantly, in an office. Furthermore, African, Spanish-speaking, and other ethnic Americans will be depicted as second-class citizens. Additionally, women of all races may not hold any high positions of a profession as do their male co-stars. Luckily, most of these false accusations were proven wrong. For this analysis of television diversity, or lack there of, a look at the portrayal of African American men as in their position within a working environment, the dynamics of their family structure, and the overall social implications of such position(s) will be explored. Then, in reflection of the growing population of Spanish speaking people, a look at the near absence may reveal a certain ethnocentric standard of mainstream television. In such culturally dynamic shows as, The Cosby Show and The Fresh Prince of Bel-Air, Afro-American men held such high positions as judges, doctors, and lawyers. Although, these two shows are directly linked to such positive portrayals, that is, almost all characters of the show are Afro-American, they offer an enlightening depiction of ethnic justice. Besides, Euro-American dominated T.V. shows have conquered most major networks since the first picture tube was created. Also seen on these were other non-white characters whom hold an array of savvy jobs and social ranks. As an example, last week, on The Cosby Show, an African-American and a Spanish-American woman sat side by side with a panel of aristocrats while debating about some common social topics, namely women’s liberation. As the show progressed both women seemed to be disregarded through most of the program. However, the show ended when both women eventually became fed-up with the insulting arrogance of their male-coun terparts and verbally reprimanded their ignorance and specifically pointed to such behavior as to why women have become so imbued to eradicate their years oppression.

Frost :: essays research papers

Robert Frost: Biography and Review   Ã‚  Ã‚  Ã‚  Ã‚   Robert Lee Frost, b. San Francisco, Mar. 26, 1874 d. Boston, Jan. 29, 1963, was one of the leading poets of the 20th-century and a four time winner of the Pulitzer Prize. Frost was a poet often associated with rural New England, although his poems could be felt and related to in any region of the world. Thought his younger days may have not been filled with other children having fun and such, Frost made the best of what he enjoyed. At the young age of only eleven Frost’s father passed away. Soon after his death the family left California to settle in Massachusetts. As young Frost grew-up he attended high school in that state, later would enter Dartmouth College, but would remain there less that one semester. Later he returned to Massachusetts where he would be a school teacher along with two other jobs he held as a mill worker and a newspaper reporter.   Ã‚  Ã‚  Ã‚  Ã‚  Then in 1895 Frost married Elinor White whom he had been co-valedictorians with in high school. Then between 1897 and 1899 Frost felt the need to go back to college he attended Harvard as a special student only to leave without a degree. Over the next ten years he would write more poetry. Frost would live on and operate a farm in Derry, New Hampshire that his grandfather had purchase for him with the condition he live there for a minimum of ten years. He would also take a teaching position at Derry’s Pinkerton Academy to receive another form of income. Frost would not stay there long, as he felt the need to once again move.   Ã‚  Ã‚  Ã‚  Ã‚  In 1912, when Frost was nearly forty he sold the farm and used the proceeds to take his family to England, where he could devote himself entirely to writing. Frost would establish himself quickly and would reap the awards of immediate success. In 1894 at the age of twenty Frost sold and published his first poem “My Butterfly:An Elegy'; to The Independent, a New York literary journal. This was his first step in the long line of success that he would encounter. Only a year after Frost arrived in England his book “A Boy’s Will'; was accepted and published. With the help of favorable reviews on both sided of the Atlantic a American publisher published his book. The Henry Holt and Company became Frosts primary American Publisher. Frost :: essays research papers Robert Frost: Biography and Review   Ã‚  Ã‚  Ã‚  Ã‚   Robert Lee Frost, b. San Francisco, Mar. 26, 1874 d. Boston, Jan. 29, 1963, was one of the leading poets of the 20th-century and a four time winner of the Pulitzer Prize. Frost was a poet often associated with rural New England, although his poems could be felt and related to in any region of the world. Thought his younger days may have not been filled with other children having fun and such, Frost made the best of what he enjoyed. At the young age of only eleven Frost’s father passed away. Soon after his death the family left California to settle in Massachusetts. As young Frost grew-up he attended high school in that state, later would enter Dartmouth College, but would remain there less that one semester. Later he returned to Massachusetts where he would be a school teacher along with two other jobs he held as a mill worker and a newspaper reporter.   Ã‚  Ã‚  Ã‚  Ã‚  Then in 1895 Frost married Elinor White whom he had been co-valedictorians with in high school. Then between 1897 and 1899 Frost felt the need to go back to college he attended Harvard as a special student only to leave without a degree. Over the next ten years he would write more poetry. Frost would live on and operate a farm in Derry, New Hampshire that his grandfather had purchase for him with the condition he live there for a minimum of ten years. He would also take a teaching position at Derry’s Pinkerton Academy to receive another form of income. Frost would not stay there long, as he felt the need to once again move.   Ã‚  Ã‚  Ã‚  Ã‚  In 1912, when Frost was nearly forty he sold the farm and used the proceeds to take his family to England, where he could devote himself entirely to writing. Frost would establish himself quickly and would reap the awards of immediate success. In 1894 at the age of twenty Frost sold and published his first poem “My Butterfly:An Elegy'; to The Independent, a New York literary journal. This was his first step in the long line of success that he would encounter. Only a year after Frost arrived in England his book “A Boy’s Will'; was accepted and published. With the help of favorable reviews on both sided of the Atlantic a American publisher published his book. The Henry Holt and Company became Frosts primary American Publisher.

The Fatal Grudge :: essays research papers fc

â€Å"For I have decided to send Ad Patres[Spanish for â€Å"to the fathers†] the feminists who have ruined my life.† -Marc Lepine, suicide note. It was the early evening of December 6, 1989; just nineteen day’s before Christmas. The students of Montreal’s Ecole Polytechnique were just finishing their classes when a stranger walked into the engineering building. Like a sadistic Santa he carried a Sturm Ruger Mini-14 automatic rifle, knives and bandoleers of ammunition. The stranger was Marc Lepine. At the end of the day he would be dead along with 14 women; leaving a suicide note blaming feminists for his actions. Marc Lepine’s brutal actions are a shocking reality check of the growing number of savage acts done by men towards women. There has always been a difference between men and women and how both treat each other. You could say the two genders secretly hold a grudge against one another. This grudge will on occasion surface and cause conflict between the two; either in a peaceful matter or violent outburst. What causes this resentment? In the women’s case many feel they do not have the same privileges that men have. On the other hand, some men say that women are now stealing the privileges which were hard enough to attain while competing with their own gender. Stevie Cameron also recognises this and states â€Å"Sharing power is not easy for anyone and men do not find it easy to share among themselves, much less with a group of equally talented, able women.† (2) This tension is then the hotbed from which these acts of violence must originate from. Women are considered by most men to be less physically inclined. Is this true? In the past men have always been the symbols of strength and fortitude, while the women represented the more gentler and timid qualities. This unfair outlook is alive and well in today’s day and age. Although it’s not nearly supported as strongly as it once was it still sits in our subconscious, dictating our actions as a society. For instance, if you took a 18 year old boy and a 18 year old girl, they have a very different set of rules to follow. These rules are set by their parents who make them based on the previous presumptions. So the girl will find it unfair that the boy, who is considered her equal, can go where he wants, when he wants.

Forgetting Sarah Marshall Essay

The movie â€Å"Forgetting Sarah Marshall† is a successful example of comedy. It was theoretical released on April 18, 2008. The film was brought together by a group of well acted performers and was very famous for perfectly combining the hilarious performances and the laughter together. I think that a successful comedy movie has to have these important factors. First, it needs to be performed with the perfect sounds elements such as the background music and the songs in the movie; second, the movie should be brought by some famous figures and directors, which were well-known in the comedy industry to make sure it will have a great hit this time; third, there should be a lot of stupid scenes with nonsense in the movie that will make people laugh their heads off. The movie â€Å"Forgetting Sarah Marshall† won the Golden Trailer Award for Wild Posts in the year 2008 and was nominated for 6 different awards such as the Golden Trailer Award Best Comedy, and Teen Choice Comedy Awards. The film is directed by the famous Nicholas Stoller and was written by Jason Segal. The movie was a successful hit and was well know among the teen’s group as well as the adults group. The main character of the movie; Peter, he had the most perfect life that all man wished for; which is dating the most famous and the sexiest TV star of the show Crime Scene, Scene of the Crime. But an awful break up which was brought up by now his ex-girl friend, TV star Sarah Marshall; Peter felt like he needs to get away from his life and forget everything about Sarah, so he decided to go to Hawaii for a vacation. The problem is Peter’s ex-girl friend is also on a trip to Hawaii with his new boyfriend; Snow. Peter had to learn to forget the past, stop being a baby, and finally become a man. In the movie, Peter is a sound effect editor for his ex-girlfriend’s TV show; Crime Scene, Scene of the Crime, he was suppose to do dark and ominous music for the background, after he broke up with Sarah, he was playing lively music for the show, which was a perfect part with sarcastic and dark humor in it. The movie cleverly blends together his act with his music talents. Such as the Dracula puppet song that he sang in front of a crowd of strangers that has no idea what he is doing, as soon as he is finished with the Dracula song; the awkward situation that everyone was in total silence was amusing and made the audience want to laugh without a reason. When Sarah Marshall’s new boy friend went on stage and sang her the song â€Å"Inside You†, with the ridicules body movements that he did with the song, the audiences are usually stunned at first, but as we watch it further, it definitely leads to full of laughter. A powerful comedy should be brought together by a group of well known figures in the comedy industry. â€Å"Forgetting Sarah Marshall† is a perfect example of a good comedy because it was produced by four producers, which they were all very famous for being in the comedy business for so long. The exclusive producer Richard Vane was also the producer of Last Holiday (2004), Rodney Rothman who was also the producer for Help Me Help You (2006), and Judd Apatow who was the actor in Pineapple Express (2008). Most importantly, Producer Shauna Robertson. She was the producer for many previous comedy great hits; such as the Pineapple Express (2008), Knocked Up (2007), The 40-Year-Old Virgin (2005) and Meet the Parents (2000). Jason Segal which was the writer of the film was also the leading actor of the movie. Actress Kristen Bell from the famous TV show Gossip Girl also took part in the movie, as well as Mila Kunis who was the sound for Meg Griffin for Family Guy and Bill Hader from Knocked up. With this impressive group of producers and performers, people will surge into the movie theater as soon as the film is released in the theaters. The most important element for a comedy is it has to have some scene that came out of nowhere and was totally stupid with nonsense. It is very important for a comedy, because people usually watch comedies when they don’t want to think about things and just want to enjoy the movie; otherwise there is no point of watching it. â€Å"Forgetting Sarah Marshall† is a perfect example because it is filled with nonsense. After breaking up with Sarah, Peter Felt like that he needs to have sex with different women just because his ex-girlfriend is having sex with another guy. After having a one night stand with a women that he barely even known, Peter cried in front of her and was acting totally out of ordinary. Also when the chief invite him to go and prepare dinner with him, they end up chasing a pig and Peter had to kill the pig with his bare hands. Scene in the movie shows much different nonsense that will usually make people laugh from their heart. The movie was loved widely all over the world, but there are still a lot of people who didn’t like the movie â€Å"Forgetting Sarah Marshall†. A lot of professionals’ movie critics didn’t like the movie because they think that the contents are â€Å"totally forgettable† or they think that â€Å"it is hard to like a character in the movie, when his own movie makes fun of himself. † I disagree with these critics, because there are many scenes in movie that people will not forget after that watched it, and a comedy are usually funny because the main characters were made fun of, either by himself or the other characters in the movie. That is what usually makes a movie a great hit of comedies. Just like what I previously mentioned, â€Å"forgetting Sarah Marshall† includes the perfect factors of sound element, was performed and brought together by a power group of people in the comedy industries, it also includes many stupid senses that people will not forget and will be talking about it among everyone who have watched the movie. This film is a great example of a comedy, and it is only for you to watch it and find out for yourself.

Catch-22 Essay

Joseph Heller was a famous and well-renowned author in the United States, often remembered for his most famous book Catch-22. Heller was born on May 1, 1999 in Brooklyn, New York to first generation Russian-Jewish immigrants. When he was five, his father died due to an unsuccessful surgery, and his mother and siblings struggled to survive in the carnival-like atmosphere in Coney Island; some scholars hypothesize that this environment was a major source of Heller’s wry humor and irony that eventually made him famous. Though it is largely unconfirmed if Heller was an aspiring author during his childhood, many people credit The Illiad as a notable book that was influential to him in his youth. A year after Heller graduated from high school, he enlisted in the Army Air Corp, and by 1944 Heller flew 60 combat missions for the Allied forces in World War II. He was awarded an Air Medal and a Presidential Unit Citation. After the war, Heller married Shirley Held in 1945 and they had two children. Heller also took advantage of the G.I. Bill which allowed him to study English at the University of South Carolina and New York University. By 1949, Heller had received an M.A. from Columbia University as well. He spent some time as a instructor at Penn State University and also at Yale University before working as a copywriter, most notably for Time Magazine. Heller’s most celebrated book is Catch-22. Published in 1961, it is a novel about a World War II pilot who tries desperately to get out of combat flying, but continually finds himself doing just that. Initially, the novel was slow to be recognized in the United States, but eventually it was critically acclaimed and eventually sold over ten million copies. It is often noted for it’s satire and dark comedy. The book became so popular that even the title was coined into an everyday term to describe an impossible solution to a dilemma. The idea for Catch-22 came from Heller’s personal experiences from World War II. The feelings that Yossarian and the other bomber pilots felt were taken directly from his own personal feeling and problems he suffered while on duty. Heller was able to make it out of the war, but the experience tortured him and it took until 1953 before he could start writing about it. The war experience turned Heller into a â€Å"tortured, funny, deeply peculiar human being†. After publication in 1961, Catch-22 became very popular among teenagers at the time. Catch-22 seemed to embody the feelings that young people had toward the Vietnam War. It was joked around that every student who went off to college at the time took along a copy of Catch-22. The popularity of the book created a cult following, which led to over eight million copies being sold in the United States. In addition to Catch-22, Heller wrote about another half-dozen novels, along with a number of plays, screen writings and short stories. Most notable was his second novel, Something Happened, published in 1974, as it went on to be listed on New York’s Best-selling novels. Though it is not as popular as Catch-22, some scholars suggest that Something Happened was the more sophisticated and better written piece of literature. Catch-22 The story follows Captain Yossarian of the Army Air Corps, a B-25 bombardier who is stationed on the island of Pianosa off the coast of Italy during World War II. Yossarian and his bomb squadron friends endure a farcical, absurd existence in where bureaucracy and moronic superior officers prevent them from ever leaving the dangers of war. Yossarian wishes to be evaluated as insane by the squad flight surgeon, rendering him unfit to fly. However, to be evaluated, he must request the evaluation, an act that is considered sufficient proof for being declared sane (Heller 55). This was the first of many lose-lose situations, or Catch-22’s shown in this story. Throughout the novel, Yossarian’s main concern is that people are trying to kill him. Clevinger, a highly educated fellow airman who’s optimism causes Yossarian to hate him, and accuse each other of being crazy. In a conversation with Clevinger, asks â€Å"Who, specifically, do you think is trying to murder you? † â€Å"Every one of them,† Yossarian told him. â€Å"Every one of whom?† â€Å"Every one of whom do you think?† â€Å"I haven’t any idea.† â€Å"Then how do you know they aren’t?† (24) Yossarian and the other airmen are particularly distraught by the rising number of missions required to have fulfilled their military duties and be sent home. Despite Yossarian’s desperate measures to avoid more combat flights, he always ends up back in the plane. As the novel progresses through its loosely connected series of recurring stories and anecdotes, Yossarian is continually haunted by his memory of Snowden, a soldier who died in his arms on a mission when Yossarian lost all desire to participate in the war. After a darker tone is established for the last four chapters, including the deaths and disappearances of many of his friends, Yossarian rebelliously refuses to fly more missions. Colonel Cathcart offers Yossarian a deal: Yossarian will be sent home if he promises to praise his commanding officers. If he refuses, he will be court martialed. Realizing that such a bargain would betray his fellow soldiers, Yossarian refuses to sell-out. The story ends on a slightly optimistic note; Yossarian tries to escape this conflicting choice by fleeing to neutral Sweden, where he would be live in danger of being court martialed for desertion. Key plot points are scattered intermittently throughout the book in a non-chronological manner. These are told from differing points of views, and slowly the reader learns more of each event from each iteration, with the newly revealed information telling something deeper about the situation – its cause, its consequences, when it happened, or the punchline for a joke set up in prior references to that situation. Heller tends to repeat things a lot – words, catchphrases, references to events, and important scenes. These repeated events serve as touchstones through which readers can become oriented again in a story that is often wildly absurd, circular, and difficult to follow. For example, the death of Snowden is rendered in all of these ways, first as the subject of casual comments (where it is not even clear that Snowden has died), then as the occasion for brief, inconclusive scenes, finally as the novel’s most powerfully dramatized episode (337-340). The early references are naturally confusing because they allude to a scene not yet fully rendered. Mr. Heller died a long time ago, so it is impossible to know for sure, but I sincerely doubt that the relative lack of structure of Catch-22 is an accident. It’s a parallel to the chaos, muddle, and ineptitude of bureaucracy. Parts that stood out to me AKA Ideas Catch-22’s In Catch-22 The most infamous example of this paradoxical situation was summed up earlier. However, there are many other catch-22’s that can be inferred from the behaviors and interactions of these cartoonish characters. When Yossarian is courting the prostitute Luciana, he thinks he falls in love with her. He express his desire to marry her, but she replies that she will not marry him. He asks why not, and she replies that he is crazy. When he asks why she thinks he is crazy, she responds that he must be crazy if he wants to marry her. Just as he cannot avoid flying dangerous combat missions, he cannot convince Luciana to marry him. The military police chase the whores away from Yossarian’s favorite place in Rome. When asked what right they have to do this, they reply, â€Å"Catch-22.† Catch-22 says they have a right to do anything that you can’t stop them from doing (407).† â€Å"And if you ask to see Catch-22, the law says they don’t have to show it to you.† â€Å"What law says they don’t have to?† â€Å"Catch-22†³Ã¢â‚¬â„¢ (p. 398). Major Major is a commander who doesn’t command. He hates dealing with people, and is somewhat frightened of them. He therefore instructs his receptionist/orderly that, whenever he is in his office, any visitors should be told he is out. When he leaves his office (sneaking out the back window), the receptionist can send visitors in to see him. In short, the only time you can see Major Major in his office is when he’s out. If he’s in, you can’t see him. â€Å"That’s some catch, that Catch-22,† he observed. â€Å"It’s the best there is,† Doc Daneeka agreed (55).† Snowden’s Secret While building up to the book’s powerful emotional climax , Yossarian’s vague recollections of Snowden and Snowden’s secret are stated. Yossarian is motivated not by a selfish instinct for survival but by his final understanding of Snowden’s secret. One must say final because a first version of this secret is offered in an earlier rendering of Snowden’s death: â€Å"That was the secret Snowden had spilled to him on the mission to Avignon – they were out to get him.† (172). Much later, Snowden’s secret is significantly redefined. It is revealed that Snowden was hit with flak, and literally spilled his guts on Yossarian. He felt goose pimples clacking all over him as he gazed down despondently at the grim secret Snowden had spilled all over the messy floor. It was easy to read the message in his entrails. Man was matter, that was Snowden’s secret. Drop him out a window and he’ll fall. Set fire to him and he’ll burn. Bury him and he’ll rot, like other kinds of garbage. The spirit gone, man is garbage. That was Snowden’s secret. Ripeness was all (440). It is the spirit which counts, not matter. To capitulate to Cathcart would be to kill the spirit, to deny the distinction between man and other forms of garbage. Yossarian cannot do this even though it would insure the physical safety he has pursued so zealously, for he has finally learned the secret embedded in the entrails of all the Snowdens: men and women must protest against the forces that would render them garbage or they are indeed nothing more than droppable, burnable, bury-able matter. This event, not revealed until the penultimate chapter, and the revelations that spilled out of it explain Yossarian’s supreme fear of dying. â€Å"He had decided to live forever or die in the attempt, and his only mission each time he went up was to come down alive.† (29). It is the same priority of self-preservation that creates conflict within Yossarian. He is determined to save his life at all costs, but genuinely cares deeply for his friends in the squadron and is traumatized by their deaths. His nightmarish flashbacks to the horror of Snowden’s death came from the realization that his own body was just like Snowden’s – as destructible and fragile as his. In the end, when Yossarian is offered safety for either himself or his entire squadron, he is unable to choose himself above others. So he is stuck in one final catch-22: life is not worth living without moral concern for the well-being of others, but a moral concern for the well-being of others can put your own well-being at risk. On a semi-related note, it was much more difficult to google Snowden because of the recent news on the NSA and how they [comment removed]. Absurdity Absurdity in the form of a character’s actions is a common theme in Catch-22. Yossarian’s strategies for surviving the war, mess officer and syndicate-running Milo, Cathcart’s blind ambition, and the background of Washington Irving all reflect unreasonable behaviors. In the order of most understandable to least understandable actions, Yossarian constantly tries to avoid combat flight with an â€Å"by any means possible† approach. He frequently checks into the hospital for â€Å"a pain in his liver that fell just short of being jaundice,† the fictitious Garnett-Fleischaker syndrome, and exploiting his unnaturally high running temperature of 101 degrees (7). He orders his pilot to perform extreme evasive action at the earliest signs of flak, peaking when he threatens to kill pilot and close friend McWatt during some risky aerial maneuvers. After he made up his mind to spend the rest of the war in the hospital, Yossarian wrote letters to everyone he knew saying that he was in the hospital but never mentioning why. One day he had a better idea. To everyone he knew he wrote that he was going on a very dangerous mission. â€Å"They asked for volunteers. It’s very dangerous, but someone has to do it. I’ll write you the instant I get back.† And he had not written anyone since (8). He postponed a dangerous mission during the Great Big Siege of Bologna by poisoning the whole squadron. Yossarian also snuck into his squadron’s operations tent and moved the bomb line on the map forward, leading to his superiors believing that their air raid was no longer necessary. Even though Yossarian is the protagonist and one of the sanest characters introduced, he is still prone to behave in absurd fashion. Milo had used his business acumen to take advantage of markets in the entire theater of war, and had consolidated his influence and wealth into the M & M Enterprises. In a short while, he controlled the international black market, played a role in the global economy, and used air force planes from all over the world (Axis and Allied) to deliver his shipments. And everybody had a share. Milo contracts with the Americans to bomb the Germans, and with the Germans to shoot down the incoming bombers. One evening after dinner, Milo’s planes begin to bomb Pianosa; he had landed another contract with the Germans. Many men were killed or injured in the attack. Everyone demands that M & M Enterprises be disbanded forever, but Milo shows them how much money they have all made, and the survivors quickly forgive him. An example of absurd leadership is seen in Colonel Cathcart’s ambition to become a general. Seen as nothing more than inhuman resources, Cathcart volunteers his bomber group for every mission, even the most dangerous. On these bombing runs, it was deemed more important to get good aerial photography of explosions rather than to actually hit the target. While other bomber groups only required 50 missions to go home, Cathcart keeps raising the amount of required missions to 60, 65, 70, 80 missions. Cathcart hates Yossarian almost as much as Yossarian hates him. When Yossarian publicly refuses to fly any more missions, Cathcart jumps at the opportunity to have him court martialed, but his right hand man, Colonel Korn, talks him out of it, advising him that a dismissal from the military is exactly what he wants; Cathcart instead decorates him to ensure that he will stay in the service. First signed as a forgery by Yossarian in the hospital, the name Washington Irving (or Irving Washington) is soon adopted by Major Major, who signs the name because the paperwork with Irving’s name on it never comes back to him. Washington Irving is a figment of the imagination who is, in a sense, the perfect person to deal with bureaucracy: because he does not exist, he is ideally suited to the meaningless shuffle of paperwork.

Speech notes

Some speeches may, in fact, last those agonizing 52 minutes; however, some speeches last only moments. Remember when the dean of your college got up to Introduce the speaker? That was a speech, too. I'm sure that one was much more brief. There are three mall types of speeches that you likely see on a regular basis. Let's take a look at each of those speeches now. Informative Speeches Imagine sitting in the audience of a large lecture hall listening to your professor talk about the theory of relativity.It may sound like confusing words to many, but what he is really doing is giving an informational speech. This kind of speech is delivered mostly to convey information to the audience about something they don't already now. There are a few types of informational speeches: Speeches about objects Speeches about events Speeches about processes Speeches about concepts When a public speaker talks about things that can inspire your senses, like touch, smell or feel, it is a speech about objec ts and involves talking about things in the sensory and physical world.Maybe he is talking about the way a spider looks or the way freshly snipped herbs smell. It may even be a speech about your favorite president. Either way, the speech is written to appeal to the senses. Some speeches are written to inform people of a current or past happening. This Is a speech about an event, and it is meant to bring people up to speed on things that have, are or will be going on in the world. Upon taking the presidential oath, a newly elected president will give his Inaugural Address, where he tells the citizens of the united States his plans for his term.This speech Is done to get the nation excited about the prospect of a new president. A cooking demonstration Is a good example of a speech about processes because It instructs the audience on how to do something through a process. So, the next time you happen to pass a gourmet store and see a chef showing onlookers how to make manmade pasta, kn ow you are listening to a speech designed to show you how to do something step by step. To talk. Some are speeches about concepts, written about theoretical ideas and notions, like world peace, freedom or love.Unlike the other types of informative speeches, this type of speech is intangible. As with any of the informative speeches, they should be written as topical (or by topic), chronological (or by date) or spatial (or how things physically fit together). A writer may use a topical organization if writing about types of wines. The writer may start with a wine type, then go into region and then grape varieties. Chronological organization would most likely be used when writing about an event, such as events that led up to the Civil Rights Act.When writing about things to do in Miami Beach, a writer may break down the area to a few important sightseeing locales and then list important places of interest for each. Not all speeches are informative. For instance, persuasive speech writi ng is a little different. Persuasive Speech So, you get roped into attending a How To Get Rich in Real Estate seminar. After a few minutes, you realize that the lecture is less about real estate and more about buying he speaker's set of CDC and books on tape.Likely, this was a persuasive speech, and it is designed to change a group's thinking or behavior. This type of speech is often used in sales and advertising to get people to buy things. A persuasive speech could be an emotional appeal, where the speaker attempts to elicit sensitivity from the group, or it could be a logical appeal, where the speaker wants the audience to rely on their own reasoning to make a decision. A speech about hunger in America may pull at your heartstrings and make you quickly dial a number to send money.That is a purely emotional decision based on the persuasive talk of the speaker. Choosing a good acne cream based on product facts and before and after visuals might muster up some attention because the audience is asked to use logic to decide whether the product works. If the visuals show a clearer face after use, soundness may say the product is good. Of course, some speeches are not meant to change anything. They are mostly Just for fun, and that is when special occasion speeches are used. Special Occasion Speech So, you're the best man at your friend's wedding.That means you have to arrange the bachelor party, buy a tuxedo and worst of all -give a speech. With a lump in your throat and a shaky hand, you begin talking. What you are doing is giving a special occasion speech, and it is generally done to toast a celebration or commemorate some special event. This type of speech usually does not require major research, and there is no formal style of execution. It is done as a means of rejoicing at a fun event. The only rule to a festive get together, keep it brief, and the audience will most likely refrain from throwing things at you.

A Report Evaluating ICT and its Implementation for Distance Learners Essay

a) Evaluate how to maintain effective communication with your tutor. As this is a self-study course, the answer to this question is a little complex. Although there is an actual physical tutor to mark assignments and give feedback, a vital part of gaining a good grade on my assignments is to demonstrate my independent work ability with minimal guidance from my tutor1. Lessons are delivered via the online website, so in a sense the most important skill set necessary is to read, re-read, search the internet to understand any terms which aren’t clear, and then re-read again. There are two tutors on my course. I sent a note of introduction, stating who I am and giving a brief synopsis of why I am studying this course. Although I am sure that I will have study related questions to ask later, and possibly requests for more information regarding assignment feedback, I think that at the moment our communication falls within the bounds of regular courtesy. As the course progresses I think checking my messages regularly, respecting and listening to my t utors feedback, sending a note of acknowledgement on receipt of any messages, and perhaps if appropriate sending a note if I think there will be an unusual amount of delay in finishing the modules, are about as far as the bounds of the course allows for communication. b) Evaluate how technological tools will help you study. The first thing to establish here is what technological tools are both available and relevant to me as a distance learner. Essentially the only tools I will be using are my computer and the internet. My computer will be for collating information in my ePortfolio, writing essays, and accessing the internet. I have divided my ePorfolio into four sections: coursework, reflective notes, research, and self-assessment activities. The necessary ICT skills here are: word processing, scanning and printing, drawing charts and diagrams. I completed a course in word processing and data analysis so I am relatively competent at this. However I have also been refreshing my knowledge via the Microsoft Office ‘Help, Training and Tutorials’ page2, particularly for drawing diagrams, an area I haven’t had much use for recently. Remembering to organise and file relevant information and tasks into the appropriate folders, and ensuring that at the end of each unit I  have created a co mprehensive review of my study methods and what I have learnt are the most essential components here. In completing this course the internet is my greatest tool, and can be broken down into many sub-categories. Below is a basic system diagram of how I am accessing the internet to complete my course assignments: To help me research and study, I can go online and use: electronic books, journals, articles, videos, podcasts, and publications from governments and respected counselling organisations. I will go into greater detail later, on exactly which websites I am utilising. However as a brief example: Exploring counselling skills with an emphasis on ICT. I did a basic search for â€Å"counselling resources† online. I discovered a website run by a qualified, practicing, experienced, counsellor in the UK.3 This website provided me with general information, a PDF ebook on training to be a counsellor,4 and links videos providing online lessons on counselling skills and concepts.5 I returned to my original search and followed a link to resources offered by a UK university for its students doing a comparable course.6 This gave me a list of books and journals that undergraduates would be using to explore counselling skills.7 I looked at the recommended books on amazon and ordered sample content of those available as ebooks . I then did web searches on the various authors, and contributors to chapters, to both check their credentials and see if they offered any resources on their practice / university / personal website. I went back to the recommended reading list and looked at the recommended journals and found links to them, eg. British Journal of Psychology.8 I returned to my original search and started investigating counselling organisations and their publications including: UKCP,9 BPS,10 the BACP,11 and the CPCAB12 I went to the UN,13 and EU,14 websites to check their publications regarding counselling. Finally I checked the PubMed15 website to find more links to relevant journals. I noted all of these links for use when researching other more specific aspects of counselling. c) Evaluate how performing a SWOT analysis can help you study. I was unfamiliar with the idea of SWOT analysis before beginning this unit so initially I did some background research on the concept16 and looked at a summary of Authur  Humphrey’s, the inventor of SWOT, main principles and conclusions.17 I then searched the internet for ideas on exactly how to identify my own particular strengths and weaknesses. I found mindtools18 particularly helpful because it gave me ideas to consider as I looked at each section. I also performed a personality test19, to see the strengths and weaknesses of my particular personality type. This was less useful, because it was more to do with me personally than with my ability to study, although it gave me several things to consider. I created this chart: At first glance I actually found it quite demoralising – the weaknesses and threats seemed to be considerably more extensive than the strengths and opportunities. However as I analysed it more closely, I quickly realised this was unfounded. I think although I certainly need to consider the threats and weaknesses, they have a lot less weight in comparison to the strengths and opportunities section. So far as I can see my weaknesses are things I can compensate for and take into account as I study. These are my thoughts and solutions for each of them: 1) Limited prior experience of the subject being studied: This is only a temporary problem. I am doing a great deal of background research for this assignment’s part two, and looking into books which might supplement my knowledge. I think I will feel caught up in the near future. 2) Sometimes overly perfectionist (i.e. I can struggle to remember that â€Å"done† is better than â€Å"perfect†): I am setting myself time limits on how long I can edit and re-edit my work. I am consciously writing things that I know may well be deleted or completely revised later, simply to make sure I have a base to work from. 3) Can become over-involved in studying to the point that other areas of my life suffer: I have compiled a detailed schedule for myself, to ensure that I can maintain a balance in my life. I have made sure to keep time free, in particular the weekends when my children are not in school, and to allow time to keep up with my domestic responsibilities. 4) Not having a classroom of other students to bounce idea around with may limit potential: I have been investigating groups of other trainee counsellors and mature students. I have also made sure to check-in on the Oxford College forum20 so I have the potential of meeting other  people. I also found the process of self-assessment useful in countering this weakness, I give more detailed thoughts on that later in this report. 5) Sudden loss of enthusiasm – if I overload myself with unrealistic goals I tend to want to quit: In part this is covered by my solution for weakness 6), however I have also been carefully breaking down each unit and each assignment so it is in bite size, manageable chunks. If I can focus on simply completing each section within each unit, without getting overwhelmed by the whole, and in particular with the word count, I can complete everything without any panic. The threats I identified are largely out of my control. I am estimating that it will take me four to six weeks to complete each unit to the best of my ability. This leaves me with a minimum of six weeks free at the end of the two year time limit. I think that this should be enough to compensate for any slowing down in my pace due to unforeseen circumstances. Listing my strengths and investigating my opportunities was a very positive experience for me. Knowing that I am good at research, experienced in distance study, and that I also have access to a university library has made me feel a lot more confident of my abilities. However acknowledging my weaknesses and proactively coming up with plans to counter them has been the most helpful part of the exercise. d) Evaluate the practice of Reflective Writing. Reflective Writing is the process used to: Consider what you originally thought and what you have learnt. Analyse its implications and outcomes.  Consider what you could do differently, what more you could learn, how what you have learnt will affect you. It is a vital skill for learners at any level, and considered a necessary practise for health professionals at all levels. When you write reflectively you use a unique mixture of both academic analytical skills and apply them to your own personal situation. It was a concept I was previously unfamiliar with. I looked at the general theory behind it on several university websites, I found the Exeter University guide particularly helpful21, and then more specifically at the  Faculty of Public Health website and how it is used by health professionals.22 Throughout this course it is a good way to look at the learning outcomes of each unit. To assess what you originally believed, what you have learnt, and how you can put things into practice. It is also a useful way to keep track of things you think deserve further consideration. So for instance when I was researching SWOT, I came across an interesting theory by Athur Humphrey saying that that the level of people’s work and the effort they put into it is strongly related to reward23. Later on as I was researching what makes effective learners, I came across a scientific study by behaviour economist Dan Ariely that proved this same theory24. Although this information seems interesting, I decided it was not actually directly relevant to what I was being asked to evaluate. It was however something to note and consider in my reflective writing as something that might possibly be relevant later on and something I could learn from. e) Evaluate the practice of Self-Assessment Self assessment, is one of the most important and vital skills in this course. One aspect of it is reflective writing, (detailed previously) but there are several other components. When I do the self-assessment activities in the units I am provided with a baseline of my current knowledge. When I look up the answers at the end of the text this gives me feedback on how much I know, and also helps me to identify what I should be researching to improve my current knowledge level. This is a basic diagram of how I am using the self assessment activities: Essentially, once I know the level of my own knowledge, I can see what I need to work on. A large part of self-assessment seems to be organisation and understanding. The Black Box Report25 on self assessment in British schools noted that the main barrier to student self assessment, is being unsure of exactly what you should be achieving. If you can establish that you have a platform from which to work. Through my SWOT assessment, I established my own personal areas I need to work on. Through the subject specific learning objectives, and self-assessment activities I can establish what I know and what I need to learn. As knowledge is cumulative, organisation is key here – writing up my reflections, with particular reference to the learning  objectives of each unit, and collating them in my ePortfolio to provide a body of reference specific to my needs and learning preferences. f) Consider the Principles of an ePortfolio. ePortfolios are widely used, and an integral component of many online courses. The promotion of ePortfolios is also an EU policy26 as a way of â€Å"valuing and celebrating the achievements of the individual.27† From under graduate to doctoral study28 in counselling ePortfolios are now prevalent. The Inter/National Coalition for Electronic Portfolio Research29 says they are a way for students to both generate and document learning. â€Å"It’s important†¦ to think of an ePortfolio as both a product -a digital collection of artefacts- and as a process – of reflecting on those artefacts and what they represent.30† There are three main goals when creating an ePortfolio. Firstly, mapping my progress as a student, to clearly set out my research, plans, essays, and self reflection. Doing this allows me to not only clearly see my progress, but to critically assess and reflect on what I have learnt. Secondly, my ePortfolio allows me to document my own personal growth, goals, and achievements; to be able to look at what I have done, how I have viewed challenges and worked through them, and perhaps use those methods again in the future. One of the most important pre-requisites to being a counsellor is empathy; having a clear view of myself, the challenges I have gone through, and my reactions as I went through them is a relevant way of helping me remember and being able to relate. Thirdly my ePortfolio provides a body of information that I can use to help me format a CV – both by showing what learning goals I have achieved and how I have achieved then, and by providing evidence of continuous learning. At a later date it can also provide me with the basis for constructing a professional website. Task 2. Collate Web Resources Relevant to Counselling Studies, and Reflect on What Has Been Learnt. As detailed in section b) I have evaluated counselling resources based on their credibility, i.e whether they are peer reviewed, produced by a national or worldwide organisation, and the qualifications of the author. I have only included resources that meet these guidelines fully or in part. I concentrated my web searches on these websites (in alphabetical order): Bielefeld Academic Search Engine – BASE.31 BASE is a  search engine for academic related articles, and journals. A lot of resources related to counselling studies can be found there. British Association for Counselling and Psychotherapy – BACP.32 The BACP is a professional organisation for counsellors and psychotherapists in the UK. It sets guidelines for good practice and has various resources and information booklets for counsellors and psychotherapists. It has recently become the first government accredited register for counsellors and psychotherapists in the UK. CogPrints33 – is an online archive of journals and articles with a large psychology section. It is run by Southampton University UK. Columbia University Academic Commons34 gives access to a large number of articles and research papers including many related to counselling psychology. Counselling and Psychotherapy Central Awarding Body – CPCAB.35 The CPCAB provides standards for counsellors and psychotherapists. It also has a large amount of reference information, including videos on counselling practice. European Union – EU.36 The EU sets standards and makes laws for the whole of Europe. They have a database with a large number of reports, many concerning counselling and it’s implementation. Falmouth University Library*3738 – has a large selection of articles and journals related to counselling and psychology. FreeMedicalJournals39 – a website providing access to journals and their articles that have passed their embargo period. Google Scholar40 – a search engine for scholarly articles and journals. PubMed41 – is a website run by The United States National Library of Medicine. It gives access to journals, articles, and reports concerning health. RELATE42 – is the UK based organisation specifically set up to provide counselling for couples. It has a wide range of publications relating to this. This website will be particularly useful when studying the ‘Relationship Counselling’ unit. Science Direct (the replacement for the now retired SCIRUS)43 Science Direct is a website that allows you to search for science related articles and journals. The Directory of Open Access Journals – DOAJ.44 The DOAJ is a search engine for journals and articles, many related to counselling and psychology and it’s worldwide implementation. UK Council for Psychotherapy – UKCP45 The UKCP brings together counselling psychotherapists with a broad range of specialisations throughout the UK. It is nationally recognised and accredited. It has a range of free publications for counsellors. UN university46 – has a large collection of research, articles and publications  including many regarding mental health. United Nations Children’s Fund – UNICEF.47 UNICEF deals with the rights of children and mothers throughout the world. They have a large databa se of reports concerning the physical and mental wellbeing of children and young people. This website will be particularly useful when studying the ‘Child Counselling’ unit. United Nations –UN.48 The UN sets world standards for human rights and health care. They have a large database of articles and reports making recommendations for international well being, including a significant number regarding psychological health. This is a fairly extensive list of resources, and many of the websites listed gives access to reports and articles which number in the tens of thousands. I have listed only those website which have a very good search procedure – this means that when I look for information I can cut down on as many generalisations as possible and find articles that specifically deal with the topics in each unit. My preference is to first search for articles in well regarded journals, and then to move onto lesser known or new reports and findings. So for example to find information on Counselling Studies I went to the Falmouth Library Database and checked for the three main journals related to counselling in Europe: The European Journal of Counselling Psychology, Counselling Psychology Review, and Counselling Psychology Quarterly. I then searched within these publications for articles on Counselling Studies and Therapeutic Person Centred Counselling in particular. I read the BACP and UKCP guidelines and policy for counsellors and for their training. I made notes and considered what I had learnt. Before I began my research I made some brief notes on what I thought Counselling Studies consists of: A practical study of people and their needs in times of crisis, and how a counsellor can best help them; combined with a minimal but still significant grasp of counselling theory and philosophy. Having conducted independent research on this I think my ideas were accurate though necessarily very basic. Counselling Studies is such a huge subject it is difficult to sum up briefly all the necessary qualities a counsellor needs – the prerequisite role of empathy and the difference between empathy and sympathy, the need for acceptance rather than advice, could fill up several pages alone. However I think that I have a basic idea of who a counsellor should be and very much look forward to learning in greater detail how to be that person. Bibliography. BACP (2014) British Association for Counselling Psychotherapy,Available at: http://www.bacp.co.uk/ (Accessed: 25th February 2014). Black, Paul; Dylan Wiliam (2001) Inside the Black Box: Raising Standards Through Classroom Assessment. , Available at:http://weaeducation.typepad.co.uk/files/blackbox-1.pdf (Accessed: 25th February 2014). BPS (2014) The British Psychological Society, Available at:http://www.bps.org.uk/publications (Accessed: 25th February 2014). British Association for Counselling and Psychotherapy (2010) BACP Publications and Journals, Available at:http://www.bacp.co.uk/publications/JOURNALS/index.php(Accessed: 25th February 2014). BSM Consulting Inc. (2014) Portrait of an ISFP, Available at:https://www.personalitypage.com/ISFP.html (Accessed: 25th February 2014). Columbia University (2014) Academic Commons, Available at:http://academiccommons.columbia.edu/ (Accessed: 25th February 2014). CPCAB (2014) Counselling and Psychotherapy Central Awarding Body, Available at: http://www.cpcab.co.uk/ (Accessed: 25th February 2014). DOAJ (2014) DOAJ: Directory of Open Access Journals, Available at:http://doaj.org/ (Accessed: 25th February 2014). ElfEL (2014) Memorandum of Understanding: ePortfolio for all, Available at:http://www.eife-l.org/activities/campaigns/epmou (Accessed: 31st March 2014). Elsevier (2014) Science Direct, Available at:http://www.sciencedirect.com/ (Accessed: 25th February 2014). Europa (2014) European Union: Index, Available at:http://europa.eu/index_en.htm (Accessed: 25th February 2014). European Union (Europa) (2014) Official Documents of the European Union, Available at: http://europa.eu/publications/official-documents/index_en.htm (Accessed: 25th February 2014). Fair, Boyd ed. Albert S. Humphrey (2005) SRI International December 2005 Newsletter, History Corner p7, Available at:http://www.sri.com/sites/default/files/brochures/dec-05.pdf(Accessed: 25th February 2014). Falmouth University and The University of Exeter Library (2014)Falmouth University Resources, Available at:https://shibboleth.falmouth.ac.uk/ (Accessed: 25th February 2014). Google Scholar (2014) Google Scholar, Available at: http://scholar.google.com/(Accessed: 25th February 2014). Gross, Jessica (2013) What Motivates Us at Work? 7 Fascinating Studies That Give Insights., Available at:http://blog.ted.com/2013/04/10/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/ (Accessed: 25th February 2014). Inter/National Coalition For Electronic Portfolio Research (2014) Inter/National Coalition For Electronic Portfolio Research, Available at: http://ncepr.org/ (Accessed: 31st March 2014). Lees-Oakes, Rory (2013) Counselling Tutor, Available at:http://www.counsellingtutor.com/ (Accessed: 25th February 2014). 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