How to Use an Example of a Thesis Paper to Your Benefit and Not Get Caught

How to Use an Example of a Thesis Paper to Your Benefit and Not Get Caught How to Use an Example of a Thesis Paper to Your Benefit and Not Get Caught We want you to gain as many advantages from getting example papers as possible because writing tasks are not assigned just to torment your pour young student soul. They are aimed at developing many skills that you will need in your future. And now, standing finally on the same ground, we would like to tell you about real custom writing services, particularly about the main benefits of buying an example of a thesis paper. But first, let’s make sure that you know how to use it right. So, in order to get the most out of a custom-written sample you should: Read and make sense of the paper. Make sure you agree with the points provided in an example and all the statements seem logical to you. Cover the list of provided sources. Find out more about the topic after you have read the paper – you’ll be surprised with how many original ideas may appear in the process. Write your own outline. Use the sample’s contents as a basis, take some chapter titles or paraphrase them (if you feel safer that way); add 1-2 sentences to each point to describe every part in brief. Create your own, unique thesis paper. Use the information from the sources to elaborate on your outline and take some parts from the sample (all the examples provided by the custom writing service are 100% original, so don’t worry about plagiarism). This is actually how it’s done. It seems much easier than creating a thesis paper from scratch, and, in fact, it really is. Check out how it simplifies the process and have a look at other essential benefits: You save time on looking for trustworthy sources as they are already sorted out in a reference list; You receive an example of a standard thesis paper structure applied in practice; You can follow and copy a polished academic writing style without searching for quality samples on the Internet; An example of a thesis paper already has a direction of research and a number of arguments you may either include in your own writing or just use them to create new statements; You see how a logical speculation should be put on paper – how to support an argument, how to add transitions between paragraphs, etc.; You don’t need to do any preliminary work, everything’s ready for you to analyze and make your own conclusions. Can you imagine how much time such a sample can save? Hours, days †¦ months? This is a perfect variant for a person who wants to spend time and efforts with minimal waste and maximum use. If you are this person, then order a sample paper without any second thoughts and experience the new way of getting the most out of academic writing!

The Power of Winning Even When it Looks Like You’re Losing

The Power of Winning Even When it Looks Like You’re Losing Competitive nature I was a late bloomer when it came to the on-line Scrabble game Words with Friends, somehow not discovering the game until last fall. Not surprisingly, I was immediately hooked. As of this writing, I’ve played 136 games, 105 of which I won, 30 of which I lost, and 1 of which I tied (that was my 15-year-old very precocious nephew). I’m a competitive person, and have been since playing backgammon with my dad at a young age. He would never let me win. I like to play to win, and expect others to do the same. When I first started playing Words with Friends, I lost about one out of every three games. Then I discovered the Word Strength tool that tells me if I’ve found the highest possible scoring word. That kicked my level of playing (and my average word score) up a few notches. I always attempt to identify that high-scoring word, even if I don’t end up playing it. If I don’t find it, I feel defeated. Tempted to quit? I have learned something about myself as a competitor: I don’t like to quit. Not finding the highest scoring word feels like quitting. If I’m losing a game, I create a new game for myself to try to close the gap. Sometimes I succeed. I’ll tell you one thing: I have never resigned a game because my opponent played a 100+ point word, or because I was behind by 100 points, or for any other reason. I will always finish my games, and if I lose, I lose fair and square. In fact, as much as I don’t like to lose, winning all the time is almost worse. At one point I amassed a 34-game winning streak and actually complained about it. What was the point of playing if I always won? I am motivated by challenge. I will keep playing someone who beats me every time, because one day I will win and I will feel awesome about that. Not everyone is like me. I had one opponent last week who beat me two games in a row. I was celebrating having a worthy opponent and was excited to keep playing with her; then when I started to beat her by a significant margin in our third game, she abruptly resigned. Similarly, another opponent who pulled out ahead early in our game resigned when I overtook her by changing her word, AZINE, into HYDRAZINE on a triple-word score. What happened to the thrill of the fight? I shared my experience with my hairdresser and she told me about a friend who started a competition amongst her friends as to who could take the most steps in a day. When her friend felt sick the first morning of the challenge, she quit the whole thing. She was that unwilling to lose, or to work hard to come from behind. I’ve heard of people who quit while they’re ahead, which to me means building on your wins and not letting yourself go stale. I’ve recently heard this called â€Å"flipping on the up† – making a strong move when you’re at a peak to amplify your success. But quitting when you start to fall behind is, to me, a sign of someone who is not willing to feel hurt or to fight through the tough times. Setting yourself up for a comeback In sports, comebacks are the most thrilling stories. You may recall the 2004 Boston Red Sox, the first team ever to come back from a 0-3 record in the American League Championship- and to then clinch the World Series in a sweep. This was their first World Series win in 86 years. Similarly, in the resume writing world, some of the most powerful bullets are the ones that report a turnaround. Someone who pulled a company, a department or a team out of a slump is a valuable person to have around. That’s a person who doesn’t let bad news get them down. From what I can tell, the best way to stay motivated to win when you’re losing is to believe it’s possible to win- and at the same time that there’s a real possibility of losing. Convincing yourself there’s no way you’ll win will not motivate you, and thinking you’ll always win will also not motivate you. Studies show that teams who are slightly behind are actually more likely to win than the ones slightly ahead. That’s the point where the possibility of winning is real, and so is the possibility of losing. That edge is what gets the adrenaline going and pushes people into high gear. How do you respond when you start falling behind? Do you quit while you’re ahead and use your success to reach your next goal, or do you quit when you think you will lose? How does this show up in your life? Invite me So†¦ Who wants to play Words with Friends with me? Invite me at brandyesq.

Change of Audit Regulations in the UK and the Republic of Ireland Research Paper

Change of Audit Regulations in the UK and the Republic of Ireland - Research Paper Example The primary objectives of APB are to establish high standards of financial auditing, assess & meet the continuously developing need of end users of the financial information and to achieve confidence of the public in the auditing process of the nation. The Financial Reporting Council (FRC) is established primarily to support the confidence of investors, the market and the general public in the financial & corporate governance of listed companies & such other entities. FRC is accountable to monitor, enforce & govern compliance to the auditing standards developed and published by APB. APB supports FRC by setting high-quality standards & guidelines to achieve high performance of external audits by external auditors by virtue of their independence, objectivity and integrity. APB is also accountable to enhance the public understanding of  the roles & responsibilities of external auditors. APB is also accountable for recommending essential changes in the audit regulations which are later communicated via their free newsletters published through their website. Looking back in the History, UK Auditing Standards were originally developed by the Accounting Practices Committee (APC) that were established in 1976 and were in operation till 1991. In 1991, the Consultative Committee of Accountancy Bodies (CCAB) established the Auditing Practices Board (APB) that took over the accountability to develop & publish the Auditing Standards of UK and Republic of Ireland. APB was taken over by the Financial Reporting Council (FRC) in 2004 such that it became a subsidiary board of the FRC. Since December 2004, after FRC has taken over APB, the audit standards in the UK & Republic of Ireland are being adopted from the consultation by the International Auditing and Assurance Standards Board (IAASB). The Standards thus published are the International Standards modified to be applied in UK & Ireland and hence are named as ISA (UK & Ireland).

Information Technology Applications in Marketing Essay

Information Technology Applications in Marketing - Essay Example This is because digital media has numerous advantages like: search ability, speed, marketing interface and perhaps most importantly, data feedback. Digital media, therefore, transcends the constraints posed by physical media and incorporates the best of personal interactivity. More importantly, digital print has been known to reduce incremental cost of production, as well as, that of content acquisition and distribution. The reason why print media is dying is because every newspaper pays writers to acquire publishing content. This makes it difficult to compete with digital media, since the latter provides free content. In the past, printed media was the most influential platform for acquisition of information since there was no other basis of doing so. At the present time, numerous individuals have resorted to electronic media like websites, e-newspapers, and online television, among others. This has led to a huge drop in newspaper circulation for the past ten years. However, this do es not mean that print media is completely obsolete because up to today there are loyal readers that prefer to get news from newspapers and other print media (Reid, n.pag). This is a notion opposed by Josefowicz (n.pag)who insists that print media is bound to die owing to poor reception and increasing popularity of digital media at all societal levels. The principal sector likely to bear the brunt of print media deterioration is that will journalism. A journalist is forced to acquire distinctive information because the internet is a threat for print media. Despite the extensive efforts of acquiring information, it is made available to people who can easily access or even download it for free. For this reason, the print industry has to lower its cost in order to sustain competition in the news industry, and this will inevitably cause its failure and that of journalism. People have always paid for monthly subscriptions for newspaper or other print media like magazines. Currently, howe ver, individuals can acquire information free of charge from the internet, a principal predicament that is shaking the print media companies financially, because they do not have the capability to offer free information. However, as Josefowicz (n.pag) states, the internet is the big problem, but in some cases it can be utilized as a solution. Print media companies can earn revenue by borrowing the internet’s business model for increasing advertising. Nevertheless, print media is still effective and in some cases it holds a variety of advantages over digital media. For instance, print media offers tangibility, an element not available in digital media. This is crucial; magazines or newspapers can be preserved for future reference, while it is possible for internet advertisements or information to get lost into the cyber space under circumstances like virus attacks. Additionally, print media has credibility owing to its sense of legitimacy. This is due to the fact that informat ion is acquired by competent journalists, and is reviewed by editors before being unveiled to the public. This is unlike in digital media where virtually everyone can gain access to information and deliver it in a manner that lacks credibility. Content Marketing Content marketing refers to a promotion method of collecting as well as distributing

The novella Of Mice and Men, Steinbeck Essay Example for Free

The novella Of Mice and Men, Steinbeck Essay I am going to write about the way Steinbeck creates and describes outsiders. John Steinbeck writes from own past experience and uses it to inform us, as he worked on ranches and wrote about what he experienced in his time. In 1936 a novella about two migrant farm labourers who represent of a class that desire for a home, of which it seems they perpetually deprived. In order to gain perspective into the lives in the novella Of Mice and Men, Steinbeck uses themes and language of the troubling times of the Great Depression in America and Steinbecks own past experience. Of Mice and Men reflects the time of early experience in ranch life were chronicles a time of social disintegration and a mass of unemployment. Employers continually rewarded the employees with bad pay, insecure work and dangerous working conditions unlike the working society we have today. This was major pressure on Americans at the time and caused depression and isolation, mostly common to blacks, racial prejudice from whites towards black people. Blacks were always being discriminated against in all areas of life and were frequently victims if something was wrong. The novella Of Mice and Men, Crooks demonstrates this. Crooks was employed to be a stable buck (takes care of the horses). He is the only black worker on the ranch; he is a proud and lonely man who has to live apart from the other workers who were white. He shares his lodgings with no one but him self. Crooks is banned from the bank house because he is black. The only relief and comfort he obtains is from competing in the horse shoe game and caring for the horses. Steinbeck introduces Crooks into the novel well, by describing the character with considerable pity and sympathy; this is shown by the continually detailing of Crooks crooked back. Steinbeck describes Crooks as an outcast by the colour of his skin. There is no doubt that Crooks would be lynched if Curleys wife chose to pick on him instead of Lennie. Steinbeck shows us the time at Christmas when Crooks was invited into the bunkhouse, he was constantly picked on for a fight, it was made out that it was normal for Crooks to be picked on. The others saw no reason why Crooks should not be their victim just because he is black, although because of his back injury allowances were made. George and Lennie are outcasts and exiles, the reason being that they are itinerant workers and they are always together. Steinbeck plays on George and lennie for that reason, they go everywhere together whereas compare to other people at that moment and time many people worked and went places on their own. Earlier in the novella Slim emphasises that it is unusual for guys to travel around together he said Aint many guys travel round together this shows us how unique and special George and Lennies relationship is and shows that both the characters are outsiders. The ranch workers have noticed that they have come together to the ranch to work and immediately see the two as a pair and therefore they treat them similarly because it is not normal in their point of view for two men to travel together. The scene were George killed Lennie instead of the other ranch workers wanting to kill him for suffocating Curleys wife, unintentionally, immediately eliminates an immense burden and a threat to Georges life and he may now no longer be classed as an outsider by the ranch workers because he is now alone which is normal according to the workers at that time. His new burden is now hopelessness and loneliness, the life of a homeless ranch worker. Slims comfort at the end You hadda George indicates the sad truth that you have to surrender your dreams in order to survive, not the easiest of things to do in America. Curleys wife, I think is described well by Steinbeck; she also is an outcast which is the main theme that I am writing about. For instances Steinbeck simply names Curleys wife Curleys wife throughout the story, because her name is not mentioned and she is only identified as Curleys wife is a good way in my opinion to show then character as an outsider because it indicates that she is not a main character and that she is not all that important as she is only referred to as Curleys wife, it also shows that no one ever stays long enough to get close enough to her to find out her real name because they will most likely be threatened by Curley who was some control and command over the ranch because his father owns it, so the workers try to stay away from Curleys wife because they fear they will be canned (dismissed). The ranch workers know full well to stay away from Curleys wife because it is her who finds them because she is bored and just wants company. Soon after George and Lennie arrive at the ranch Curleys wife is there to greet them and she immediately catches Lennies eye and Lennie almost falls for her until George explains to him the what would happen if he got involved with her. She appears at the door of the bunkhouse and later Crookss room pretending to be looking for him when she is actually looking for company, as if they can afford to care when their jobs and physical well being are at stake, she says Think I dont like to talk to somebody ever once in awhile? Think I like to stick in that house alla time? Although Curleys wife likes to flirt, her isolation is genuine; she says Satiday night. Everbody out doin sompin. Everbody! An what am I doin ? Standin here talking to a bunch of bindle stiffs an likin it because they aint no body else there is no way out of her alienation from the other characters on the ranch, who are all men. When she develops her ill fated relationship with Lennie she tells him she gets awful lonely, and like Crooks, appeals to him to understand how she feels. To Curleys wifes disappointment at not being in the movies, as says she had an opportunity to be in them, she marries Curley and soon regrets it. This brings my essay to an end as Steinbeck also finds other ways to develop the theme of loneliness and outsiders by the near by town called, Soledad and Crookss birthplace, means lonely in Spanish. George can so often be found playing solitaire, a card game for one player is a reminder that George will soon discover we are all alone in the end. In my opinion the main reason for being an outsider is probably because they have not been accepted into the group (ranch workers) and therefore they will feel lonely and an outcast.

The Scarlet Letter by Nathaniel Hawthorn Essay -- revenge, chillingwort

Revenger consumes the soul of the extractor, and leaves him a shell of his former self. Revenge often leads him down an irreversible path that ultimately proves to be detrimental to him. Such acts are especially grave according to Puritan belief, which holds that vengeance belonged only to God. As a Puritan, Nathaniel Hawthorn knew about such believes, and as a master of words, a literary genius who had a deep understanding of human emotions and boundaries, he develops a story whose central theme was revenge. Hawthorne uses The Scarlet Letter to reprimand revenge as a detrimental act never allows a person to be satisfied and in the end, destroys him. He uses Chillingworth’s conversations with others to characterize Chillingworth’s radical transformation from a scholarly person to a devil whose sole purpose was to torment Dimmesdale as retribution for committing adultery with Hester. In his exposition, Chillingworth, a learned man justly demanded that his wife’s fellow sinner speak up and identify himself. This was no doubt a perfectly normal response for a man, who after being in the company of Native Americans for over three years, happens to come to the right place at the right moment to see his wife on the scaffold, humiliated by the overbearing sin of adultery. In his conversation with Hester in jail, Chillingworth made it clear that he did not intend to harm neither Hester nor Pearl. He contended that had he been a more open caring husband, and not devoted his youth to books and the pursuit of wisdom, such an incident would had never occurred. In admitting partial responsibility for Hester’s sins, Chillingworth is characterized as a humble and sagacious man, which Hawthorne employs as the peak from which he strips away Chil... ...intellectual force – seemed at once to desert him† (254). As a man whose sole purpose thereof was to extract revenge, when death moved one-step ahead of him, he had no more purpose in life, and thus too died within the year. Through an analysis of his dialogue with other characters, the reader can witness Chillingworth’s transformation from a leaned man to a vengeful demon. Hawthorne reveals the detriment of revenge, which ultimately drove Dimmesdale and Chillingworth himself to their unintended death, and condemns it as an act that only God can execute. Only Hawthorne could have conjured such an elaborate love story whose central theme is the devastating effects of revenge. This novel serves to remind people of the harmful consequences of extracting revenge without constraint, and how once a person embarked on the path of vengeance, his demise is set in stone.

Cognitive-Behavioral Therapy Essay

Abstract Human behavior can be explained by a variety of biological, psychosocial, and environmental factors interacting on a person over time. The values, beliefs, and goals that determine the behaviors one engages in are developed through cognitive processes unique to each individual as a result of the interplay between previous learning and the aforementioned factors. When considered together, the Model of Human Occupation and Cognitive Behavioral Therapy give an explanation for this view of human behavior. These frames of reference are reviewed in regards to their conceptions of behavior, dysfunction, treatment approach, and their relevance to occupational therapy. Cognitive-Behavioral Therapy and the Model of Human Occupation Man is an open system that can change and develop through interaction with the environment. Behavior is an expression of psychosocial, biological, and environmental factors interacting within the system. Biological factors may predispose someone to a certain disease or dysfunction which may be expressed in the presence of stress. Factors such as family structure, work environment, and culture can contribute to positive or negative experiences from which an individual learns. There is an innate drive within humans for self-efficacy; the ultimate goal is to master one’s environment. A person’s values, beliefs, and goals determine the behaviors one engages in to accomplish the ultimate goal of environmental mastery. These values, beliefs, and goals are developed through cognitive processes unique to each individual and are a result of the interplay between previous learning and psychosocial, biological, and environmental factors throughout life. Because each person’s cognitive processes are unique, experiences are subjectively interpreted in different ways. People react in context with their desire for environmental mastery and their personal beliefs and values learned throughout life. When considered together, the Model of Human Occupation and Cognitive-Behavioral Therapy frame of reference give an explanation of behavior that includes psychosocial, biological and environmental factors  while maintaining the importance of cognition. The purpose of this paper is to review how Cognitive-Behavioral Therapy and the Model of Human Occupation explain behavior, dysfunction, treatment approach, and their relevance to occupational therapy. Theory Kielhofner and Burke’s Model of Human Occupation (MOHO) (1980) believes that humans have an innate drive for exploration and mastery of their respective environments. Man interacts with the environment though engagement in occupation. Occupations are the means through which an individual pursues their goals. Within this model, occupations are defined as complex, organized groups of goal-oriented behaviors (Bruce & Borg, 1993). One’s chosen actions and occupations are a meaningful reflection of personal beliefs and goals for environmental mastery. Mastery is the extent to which an individual perceives the result of their behavior as effective, efficient, and satisfying (Stein & Cutler, 1998). MOHO postulates an open systems theory in regards to human behavior. â€Å"An open system is an organized complex of subsystems that are in dynamic interaction. The system is, in turn, in dynamic interaction with its environment. All parts are maintained and transformed through this dynamic interaction† (Kielhofner & Burke, 1980, p. 573). The open system interacts with the environment through a process of input, throughput, output, and feedback. Input is information from the environment; throughput is the processing of input by the internal cognitive structures of a human; output is the mental, physical, and social aspects of behavior; and feedback is information from the environment about the consequences of a behavior (1980). The open system can be divided into a hierarchical arrangement of three subsystems that are responsible for behavior. The highest level governing over behavior is volition. This is the underlying, energizing component behind behavior responsible for which one will be chosen and initiated. Volition is determined by one’s innate drive to master his/her environment, as well as his/her beliefs surrounding a behavior (Bruce & Borg, 1993).  Personal causation, values, and interests comprise volition. Personal causation is the motivation and expectations surrounding a behavior. It incorporates past successes and failures to form images of self-efficacy. Values represent the importance of certain behaviors to an individual. Interests are determined by the pleasure one derives from engaging in a specific occupation (Kielhofner & Burke, 1980). Volition is believed to govern over the lower subsystems of the hierarchy (Kielhofner & Burke, 1980). The middle subsystem is defined as habituation. Habituation is responsible for organizing behavior into roles, patterns, and routines. Roles reflect a group of behaviors with which an individual may have certain expectations of performance. The individual’s beliefs and society influence these expectations. Roles contribute to self-identity and influence behavior. This organization allows for certain behaviors to be performed automatically and adapted to various environments. Performance, the lowest subsystem within the hierarchy, consists of the skills necessary for producing behavior. These include perceptual-motor processing skills, cognition, and communication. The function of the performance subsystem is to produce behaviors called upon by volition and habituation, which are located higher in the hierarchy of the human system (Bruce & Borg, 1993). MOHO’s governing subsystem, volition, can be compared to the concept of cognition described by the Cognitive-Behavioral Therapy frame of reference. Through this comparison, Cognitive-Behavioral Therapy (CBT) provides an explanation for the acquisition and structure of volitional system. The major theorists under CBT believe that cognitive structures such as beliefs, thinking styles, problem-solving styles, and coping styles as well as the environment are the determinants of behavior (Johnston, 1987). The above structures are represented by a schema, which is developed through reactions to social, environmental, and genetic influences over time. A schema is defined as the global cognitive processes associated with past experience (Bootzin, 1988). Schema can be influenced by positive and negative experiences, such as culture, family structure, and social roles. Another assumption of CBT is that people are capable of guiding the course of their lives via their thoughts. Ellis, as cited in Barris, Kielhofner, and Watts (1988), believes that â€Å"humans are responsible for their emotions and behavior, as having the potential to create personal meaning, and as behaving in ways influenced by thought processes rather than determined by unconscious forces† (p. 92). The concept of personal responsibility for behavior is also incorporated into MOHO through the volitional system. This subsystem is responsible for choices regarding behavior. According to CBT theorists, the cognitive events responsible for behavior are learned. Albert Bandura’s theory of social learning explains how learning impacts cognition and behavior. Learning is seen as an outcome of the interaction between behavior, person, and environment. People choose behaviors based on expectancy, or what they anticipate will happen if a behavior is performed. Therefore, individuals are more likely to perform a specific behavior if they believe the results will lead to something they want (Bruce & Borg, 1993). Personal causation, a component of volition, is responsible for expectancy and links Bandura’s theory to MOHO. Reinforcement influences whether behaviors are performed. These can be external, vicarious or self-produced. External reinforcement comes from the environment in many forms, including social praise/acceptance, rewards, privileges or penalties. Vicarious reinforcement is the individual’s values and previously learned images of success or failure associated with a particular behavior. Self-produced reinforcement involves the interpretation of a behavior as satisfying or unsatisfying. Personal satisfaction is seen as the best reinforcement for behavior (1993). Thus, behavior is driven by the goal of self-efficacy, an idea shared by MOHO. This feeling of satisfaction after occupational performance develops into a sense of effectiveness. Satisfaction alters CBT’s cognition and MOHO’s volitional subsystem, making it more likely for a behavior to occur again. Bandura explains that personal experience, modeling, and observational learning are ways behaviors are acquired. Cognition plays a major role in the selection of behaviors because people will repeat behaviors they believe will have positive outcomes (Cole, 1998). Cognitive appraisal is the internal processing, which occurs between the stimulus and response. Behaviors are elicited after this cognitive appraisal  occurs. One’s beliefs and values are derived from the cognitive appraisal of events over time (Bootzin, 1988). The process of cognitive appraisal is synonomous with MOHO’s concept of throughput, a process that also elicits behaviors. Some behaviors performed daily over time do not require extensive cognitive appraisal. Aaron Beck describes these behaviors as automatic thoughts (Bruce & Borg, 1993). People do not recognize the problem-solving and internal cognition associated with these automatic thoughts. Automatic thoughts are closely related to the habituation subsystem in MOHO. Behavior Change Within the human system, each subsystem and the environment are interdependent. A disturbance in functioning in one of the subsystems will affect all the subsystems requiring the person to adapt to the resultant changes. The system changes throughout a lifetime to respond to the changing demands and expectations of the environment (Kielhofner & Burke, 1980). Restructuring or restoration of any of the internal subsystems as well as the environment can mediate behavior change. The process of feedback informs the system of the consequences of behavior. During feedback, actual performance is compared to the expected outcome, which helps the system adjust its performance and restructure the internal hierarchy. Feedback also shapes self-images created by the personal causation component (1980). Treatment can target behavior change directly at the volitional level by changing the cognitive structures associated with personal causation, values, and interests thereby affecting the lower level s of the system. Other levels may be impacted through environmental modification or increasing occupational performance by strengthening performance components or improving habits. Improving performance will alter one’s perception of the effectiveness of a behavior, thereby changing volition (Bruce & Borg, 1993). In the healthy, well functioning individual, the volitional level governs behavior. Comparisons could be made between MOHO and CBT over the role volition and cognition play in the acquisition and determination of behavior. CBT’s central tenet states that behavior change occurs only when  the beliefs surrounding the behavior are altered. Similarly, MOHO’s construct of personal causation represents the beliefs surrounding a behavior. Cognition allows man to regulate his behavior. Behaviors are determined by one’s expectations of the outcome and efficacy of a behavior, therefore the thoughts behind expectations must change for behavior to change. According to Bandura, self-produced reinforcement is the most effective way to change expectancy. This requires observational learning or participation in an activity, in which the consequences of behavior are perceived to be successful, thus changing one’s expectations about the effectiveness of that behavior. Oth er CBT theorists, such as Beck and Ellis believe people can be taught to view the world in a more accurate way, which alters behavior. This approach targets changes in behavior through the alteration of irrational thinking patterns. This involves evaluation of the validity of thoughts; formulation of new, more rational thoughts; and practice of the new thinking styles (Bruce & Borg, 1993). Depression According to MOHO, when considering a dysfunction such as depression, the individual must be viewed holistically to determine where in the open system a breakdown has occurred. Because the subsystems are interdependent, the depressed feelings may be caused by a disturbance in any of the subsystems or the environment. This disturbance will subsequently affect engagement in occupation. Disruptions of occupational performance due to biological dysfunction, harsh environmental circumstances, or a negative schema are possible explanations for depression according to this frame of reference. Unrealistic expectations or imbalance of roles within the habituation system may also lead to dysfunction (Kielhofner & Burke, 1980). The factors mentioned above lead to disturbance in occupational behavior causing the feelings of depression and incompetence. For example, a physical disability may alter a client’s performance of important occupations, thereby affecting their expectations, belief s, habits, and roles surrounding the behavior. If the client perceives the performance as negative, motivation regarding the behavior will decrease, interests will change and a negative self-image may occur within the volitional system. An eclectic approach to treatment is required due to the many factors influencing behavior (Miller, et al, 1988). It may be appropriate to concentrate on negative beliefs within the volitional system, or on a lower subsystem that is disrupted, causing the negative feelings to occur. Environmental modification or improvement in the performance or habituation subsystems may help bring forth changes in volition by improving expectancy. It is necessary to consider occupational performance because engagement in occupation is meaningful to the individual and the means through which one pursues his/her goals. Occupational analysis, an evaluation technique, identifies where the disturbance in an occupation occurs. The steps include â€Å"observation of the environment, evaluation of how an occupation can promote a sense of purpose and identify one’s values and interests, anticipation of how occupation contributes to goal fulfillment, consideration for the performance skills required to engage in the occupation, and evaluation of the balance of work, play and daily living tasks† (Bruce & Borg, 1993). The application of CBT to treatment for a depressed individual may help restructure volition. According to CBT theorists, faulty, irrational thinking and inaccurate self-perception cause dysfunction. It is assumed that people can control their cognition; therefore, self-regulation of behavior, thoughts, and feelings through the use of logic and deductive reasoning is possible (Cole, 1998). Consequently, it would be necessary to aim treatment of a depressed individual at cognitive restructuring. Beck hypothesizes that dysfunction is caused by â€Å"automatic thoughts, which reflect habitual errors in thinking† (Cole, 1998, p. 131). Depression is thought to be the result of the â€Å"cognitive triad†: self-devaluation, negative view of life experiences and a pessimistic view of the future (Bootzin, 1988). The rationale of Beck’s cognitive therapy is that behavior change comes from cognitive change. Therapy focuses on alteration of negative schema including identification of negative thoughts, evaluation of their validity, formulation of more realistic, positive responses and modification of the dysfunctional attitudes that underlie the negative thoughts. The Socratic method is utilized to allow the individual to discover the irrational beliefs for themselves (Bruce and Borg, 1993).  Specific techniques include development of assertive beliefs, identification of personal rights, thought-stopping, role reversal, and symbolic modeling. By improving one’s performance and thoughts behind behavior, self-produced reinforcement can occur, thus changing beliefs about that behavior (1993). In a longitudinal study of newly injured persons with spinal cord injury (Craig, Hancock, Dickson, & Chang, 1997), levels of depression were compared between groups receiving CBT services in addition to traditional rehabilitation services to those who received no CBT during hospitalization. A psychologist and occupational therapist provided CBT to small groups over a ten-week period. Topics addressed during CBT included anxiety, depression, self-esteem, assertion, sexuality, and family relations. The therapists utilized cognitive restructuring techniques, relaxation, deep-breathing exercises, and visualization. From the follow-up measures of the patients one year post-treatment, the researchers found that the treatment group had greater levels of improvement in depression scores over time in comparison to the controls. It was also found that those with the highest levels of depression before treatment were significantly less depressed one year after treatment. The authors concluded t hat while not every person with spinal cord injury needs CBT, those with high levels of depression may benefit the most from CBT. Application to Occupational Therapy According to MOHO, a person interacts with the environment through engagement in occupation. MOHO and the professions of occupational therapy believe that engagement in occupation mediates change in capacities, beliefs, and occupational roles (Stein & Cutler, 1998). Assessment should include the subsystems, the feedback loop, organization of occupations in life, and the environment. Thorough assessment will assist the OT in developing a picture of occupational function and dysfunction as well as treatment goals (Miller, et al., 1988). MOHO provides a framework for an occupational therapist to find an explanation for occupational function and dysfunction. The OT should apply whichever theories, modalities, and facilitative activities that best meet the treatment goals of the individual, however goals should reflect the  client’s values. A case study by Pizzi (1990) examined the clinical application of MOHO to treatment of an adult with AIDS. The physical, psychosocial, and environmental dysfunctions encountered by persons with HIV and AIDS affect all aspects of a person’s occupational functioning. Therefore, a comprehensive assessment of the subsystems within the human system as well as the environment was required. This assessment allowed for the formulation of a treatment plan that met the complex needs of the client with AIDS. This case study shows how MOHO acts as a framework for a therapist to picture a client holistically when determining function and dysfunction, but does not necessarily prescribe a specific treatment technique. CBT fills the gaps left by MOHO in outlining specific treatment approaches in regards to disturbances in cognition. Mahoney, as cited in Barris, Kielhofner, and Watts (1998), states that when following the CBT frame of reference, â€Å"the resultant task of the therapist is that of a diagnostician-educator who assesses maladaptive cognitive processes and subsequently arranges learning experiences that will alter cognitions and the behavior and affect patterns with which they correlate† (p. 90). An occupational therapist coming from CBT frame of reference should evaluate person-environment match; self-image, goals, and self-acceptance; the client’s view of the environment; learning style and appropriate reinforcements; and environmental expectations and demands to help in the development of treatment goals (Cole, 1998). The goals set in treatment can serve as guidelines for clients to monitor their self-regulation and measure progress (1998). CBT relates to the practice of occupational therapy in that  Ã¢â‚¬Å"cognitive behavioral skills may not be the traditional skills associated with occupational therapy, but they involve basic interpersonal skills, problem-solving skills, and self-management skills. As such, they are often prerequisites to the ability to perform effectively in the roles of player, student or worker† (Johnston, 1987). Johnston outlined how an occupational therapist might use a CBT approach.  Acting as an educator/facilitator, the OT would target skills such as problem solving, communication, and assertiveness. Techniques for treatment include the breakdown of skills into simpler steps, client examination of thoughts and assumptions regarding the skills, teaching of new skills, and practice of the skills (1987). Social learning theory provides a treatment model for occupational therapy. Bandura’s philosophy agrees with the logic of occupational therapy, â€Å"doing facilitates change† (Bruce & Borg, 1993, p. 211). According to Bandura, reinforcement is what motivates learning. OT’s must determine the level of reinforcement and motivation required by each client for effective learning to occur (Cole, 1998). Engagement in activities allows clients to change thoughts of themselves from incapable to capable. By grading these activities, mastery of simple tasks occurs before difficult tasks are attempted. This grading allows the client to develop feelings of competence. These feelings of competence are self-reinforcing, which is in concordance with the highest level of reinforcement identified by Bandura (1998). Yakobina, Yakobina, and Tallant (1997) discussed how an occupational therapist might apply the CBT frame of reference to the treatment process of women with dysthymic disorder. The OT would act as an educator and emphasize the therapeutic use of pleasurable activities during treatment. The therapist would attempt to change negative thought patterns and facilitate the development of problem solving skills necessary to cope with daily activities by engaging in role-playing, group discussions, and homework assignments. In addition to traditional CBT techniques, engagement in occupation would allow the depressed person to test the validity of her negative assumptions. Conclusion As reviewed in this paper, the MOHO and CBT frames of reference both view behavior as the result of the interaction between a person and their  environment. The complex interplay between biological, psychosocial, and environmental factors influences the way people view themselves and the world. Those cognitive processes determine what behaviors a person will engage in, as well as how the consequences are interpreted. Lazarus, as cited in Johnston (1987), explains the interaction between cognition and the environment, â€Å"the way a person moves or behaves can be adversely influenced by emotions, sensations, and the way people behave toward them. Conversely, if a person changes some aspect of his behavior, this change will alter his cognitions, emotions, sensations, and self-image† (p. 73). Together, MOHO and CBT provide a way to understand behavior and how change occurs. MOHO acts as a framework for understanding the interdependent nature of humans and their environment. CBT provides an explanation for the cognitive processes seen by both frames as the commanding structures over behavior, as well as several treatment approaches to induce change in behavior. Applying the two frames of reference when formulating a treatment approach allows the therapist to individualize treatment while considering the multi-faceted nature of humans. Additionally, both frames see the engagement in occupation as an important mediator of change in the treatment process. References Barris, R., Kielhofner, G., & Watts, J. H. (1988). Cognitive approaches to therapy. In G. Kielhofner (Ed.), Bodies of knowledge in psychosocial practice (pp. 89-100). Thorofare, NJ: Slack. Bootzin, R. R., & Acocella, J. R. (1988). Abnormal psychology: Current perspectives (5thed.). New York: Random House. Bruce, M. A. & Borg, B. (1993). Psychosocial occupational therapy: Frames of reference for intervention. Thorofare, NJ: Slack. Craig, A. R., Hancock, K., Dickson, H., & Chang, E. (1997). Long-term psychological outcomes in spinal cord injured person: Results of a controlled trial using cognitive behavior therapy. Archives of Physical Medicine and Rehabilitation, 78, 33-38. Cole, M. B. (1998). Group dynamics in occupational therapy: The theoretical basis and practice application of group treatment (2nd ed.). Thorofare, NJ: Slack. Johnston, M. T. (1987). Occupational therapists and the teaching of cognitive-behavioral skills. American Journal of Occupational Therapy, 7 (3), 69-81. Miller, R. J., Sieg, K. W., Ludwig, F. M., Shortridge, S. D., & Van Deusen, J. (1988). Gary Kielhofner. In Six perspectives on theory for the practice of occupational therapy (pp. 169-204). Gaithersburg, MD: Aspen Publishers. Pizzi, M. (1990). The model of human occupation and adults with HIV infection and AIDS. American Journal of Occupational Therapy, 44, 257-263. Stein, F. & Culter, S. K. (1998). Theoretical models underlying the clinical practice of psychosocial occupational therapy. In Psychosocial occupational therapy: A holistic approach. San Diego, CA: Singular Publishing Group. Yakobina, S., Yakobina, S. & Tallant, B. K. (1997). I came, I thought, I conquered: cognitive behavior approach applied in occupational therapy for the treatment of depressed females. Occupational Therapy in Mental Health, 13 (4), 59-73.

Younger and Younger Girls are Obsessed with Looking Good (Being beautiful). Its more Important to them than Anything Else in Their Lives

Advanced technology has contributed increased desire of younger and younger girls who consider being beautiful more important than anything else in the world. Today's society portrays the message that outside beauty is more important than the inner beauty through beauty pageant magazines, television programs, films, advertisement, internet and peer pressure among others. Children films and story books also depicts the importance of beauty for example Cinderella and Snow White among others, thus further idolizing the society (La et al. 2004). This has increased the desire and the pressure of the young girls to look alike with the prominent figures they see everyday and the messages portrayed such as being thin is beautiful and being overweight is ugly (La et al. , 2004). Several surveys that have been conducted reveal that advertisements geared to attract boys rarely reflect on appearance as those geared towards attracting girls for example the Barbie girl doll advertisement which reg ularly changes to meet the fashion standards set by the society (McLellan, 2002). The blame is not entirely on the media, parents too have also contributed to this fanaticism, especially when mothers have low esteem of their images and spend most of their time on the mirror flipping their hairs and pouting their lips to get the most desirable looks (La et al. , 2004). This affects the development of the children because as toddlers they try to imitate the actions of their mothers and when they grow up they aim at having better looks than their parents to improve their tainted self esteem (La et al. 2004). Today most of the parents rarely spend enough time with their children because of working for long hours thus the children spend most of their playing time watching television. Furthermore, the children of today are embraced with a pop up culture that advocates for upgrade of everything including breast implants, liposuctions and sexual competition among others. Parents of these children were teenagers in the 1980s where the beauty industry was strongly evolving resulting to the increased rate of bulling and teasing in elementary schools from those who considered themselves to be beautiful and match the standards portrayed by the over-sexed media. This explains their laxity in controlling and limiting the time and money their children spend on beauty treatments (Lowes & Tiggemann, 2003). According to Bob Reitemeier the Chief Executive of Children's society in UK reports that the two year study that they recently conducted on ten year old girls revealed that they were under pressure to grow up quickly from the society and their parents (La et al. , 2004). Other surveys that have been recently conducted reveal that more ten year old girls are focused on losing their weight because of the anxiety they have of impersonating beauty models who most of the time are their idols (Lowes & Tiggemann, 2003). The young girls spent almost all their pocket money on exercises to lose weight while saving some for future plastic surgery on their breasts or noses. There has also being reports that young diabetic girls skip out on their regularly dose of insulin as it makes them add on weight further worsening their health condition. This is because they consider beauty to be the most important aspect in their lives than anything else, even health. Thill is among one of the many girls that adores this impeccable behaviour. She has damaged her kidneys and has had to undergo surgery on her eyes twice in a period of six months because of blood vessel haemorrhage (McLellan, 2002). According to La et al. (2004), the anxiety and pressure build up in the young girls is attributed to the freedom they are accorded by their parents to access information that is linked with maturity as it perpetuates sexual and relationship behaviours. Young girls own large collection of make-up, shoes, clothes, handbags, are addiction to sexually enticing programs, spend a lot of time on the mirror when preparing themselves and must check their appearance when walking past a mirror to maintain the mature look they have adopted which they believe is beautiful. Most beauty spas report that younger and younger girls are regularly visiting their parlous to get beauty treatments like manicure, pedicure and laser hair removal among other things. Moreover the beauty spa attendants report their astonishment at the tender age of girls even five year old that are predominantly becoming their regular customers (McLellan, 2002). A survey that was recently conducted in London by Lewes & Tiggemann (2003), shows that more kids spas have been established as the youngsters are enticing the beauty industry because they earn over ?40 million per month therefore, they estimate that by the time the ten year old girls will be fifty years they would have spend a minimum of about ?400,000 on beauty treatment. Although women have greatly strive to be beautiful over the years, the trend practiced by girls at their tender age is consuming time that they can utilize to nurture their talents for instance in sports and to further improve their performances in school by reading vastly. The children also have a higher possibility of suffering from health issues in their later lives because of the early exposure to chemicals which mostly are untested. From the above information it is likely that the young girls will end up with depression from the anxiety of looking like their dream models in their later life. Most of them develop anorexia in the event of losing weight. Therefore, parents should set limitation to the kind of television programs, movies, magazines and the amount of time spent on beauty treatments parlours to avert this obsession that is slowing seeping of the pride and confidence of young girls. Parents should encourage their children to watch educational programs that have limited advertisement interruptions and allow them to participate in childhood games and activities. Moreover, they should monitor sleeping behaviour of their children as those who have a habit of sleeping late are more exposed to programs that portray sexuality and fashion as the norm of today. Furthermore, the parents should create time to spend with their children and thus monitor their growth effectively to teach their kids their purpose in life to avoid them developing future insecurities on their beauty. By so doing they will have helped their children to learn that inner beauty is more important than outside body. In conclusion I totally agree with the statement that ‘younger and younger girls today are obsessed with looking good (being beautiful). Its more important to them than anything else in their lives'. This fanaticism is wholly sad because these young children will be the future leaders of tomorrow and if not well nurtured will not effectively perform their roles thus greatly affecting their children and the old generation that will be under their care. Therefore, it is a high time for the society to start respecting children and stop regarding them in accordance to their gender.

Free Essays on French Revolution

Analysis of the French Revolution "Revolutions evolve in definite phases. At first they are moderate in scope, then they become radical to excess and finally they are brought to abrupt conclusions by the emergence of a strong man to restore order." Discuss this statement with specific references to the French Revolution. The French Revolution brought about great changes in the society and government of France. The revolution, which lasted from 1789 to 1799, also had far-reaching effects on the rest of Europe. "It introduced democratic ideals to France but did not make the nation a democracy. However, it ended supreme rule by French kings and strengthened the middle class." (Durant, 12) After the revolution began, no European kings, nobles, or other members of the aristocracy could take their powers for granted or ignore the ideals of liberty and equality. The revolution began with a government financial crisis but quickly became a movement of reform and violent change. In one of the early events, a c rowd in Paris captured the Bastille, a royal fortress and hated symbol of oppression. A series of elected legislatures then took control of the government. King Louis XVI and his wife, Marie Antoinette, were executed. Thousands of others met the same fate in a period known as the Reign of Terror. The revolution ended when Napoleon Bonaparte, a French general, took over the government. At the beginning of the revolution, events seemed minor and proceeded in a logical fashion. One of the reasons the revolutionoriginated was the discontent among the lower and middle classes in France. By law, society was divided in to three groups called estates. The first estate was made of up clergy, nobles comprised the second and the rest of the citizens, the third estate. The third estate resented certain advantages of the first two estates. The clergy and nobles did not have to pay most taxes. Thethird estate, especially the pe... Free Essays on French Revolution Free Essays on French Revolution French Revolution France was an absolute monarchy. Louis XIV (1643 – 1715) was the envy of all other rulers in Europe. During his reign he had centralized the government and had encouraged trade and manufacture. His undoing was the long list of over ambitious wars that he had participated in. His successors Louis XV (1715 – 74) and Louis XVI (1774 – 93) also participated in lengthy and costly conflicts. France had suffered defeat in the Seven Years War against Britain (1756 – 63). Her army in Europe was crushed by the Prussians. The involvement in the American Revolution was for revenge against Britain after the Seven Years War. A fatal weakness in the French absolute monarchy system, was its inability to produce strong monarchs. Louise XVI was not strong.( http://chnm.gmu.edu/revolution/) The population was divided into three estates. The Third Estate was made up of the bourgeoisie, wage earners and the peasantry. They were the majority of the population. The Third Estate was also known as the estate of the commoners. The Second Estate was for the nobility. They numbered 400 000 with most of them being of minor rank. The First Estate comprised the clergy. The Upper Clergy were very wealthy and powerful and therefore they related to the First Estate. The Lower Clergy related more to the Lower Estates. The First Estate numbered around 100 000.The first two states enjoyed privileges over the Third Estate. Although they were the richest, they were exempt from taxes. They were also the only members in society who could hold positions of importance such as Officers in the army. This caused great discontent within the Third Estate.( fordham.edu/halsall/mod/modsbook13.html) There was great need for taxation reform in France before the Revolution. The inefficiency of only taxing the lower estate showed in the Government’s budgets. The Government was experiencing large debts and eventually went Bankrupt. This wa... Free Essays on French Revolution The statement â€Å"The essential cause of the French Revolution was the collision between a powerful, rising bourgeoisie, and an entrenched aristocracy defending is privileges,† is correct. The French Revolution occurred because the French middle class wanted change, and the nobles and king did not want the government to change. Before the revolution, the ruling powers in France were the king and nobles. The immediate cause of the revolution was a government in extreme debt. The amount of taxes collected was insufficient because certain groups were exempt from taxes, and the government was corrupt. A proposed solution was to increase tax revenue. This increase in taxes was targeted for the nobles. They rejected this tax increase and demanded that the king summon Parliament. He did. Each group represented had different expectations of the government. While the nobles wanted more power for their group, the bourgeoisie wanted to change the entire system. Because the bourgeoisie were in the minority in Parliament they met separately and called themselves the National Assembly. They agreed not to disband until a new, acceptable constitution was written. This oath by the National Assembly started the revolution. In July of 1789, violence spread throughout France, generally aimed at the nobility. The National Assembly then passed a resolution to end noble knights. The group also passed the â€Å"Declaration of Man and Citizen,† which stated the purpose of the revolution. The king then asked the nobility and the National Assembly to meet with him and help write a new constitution. The new constitution declared that the king’s power was limited to a â€Å"leadership† vote. The constitution created a one-house legislature which made the laws, and ruled France. Therefore, this became the end of feudalism, and made the groups all equal in power. Although France was peaceful again, many people were not happy wit... Free Essays on French Revolution Preface The reason for which I chose this topic to write my historical essay on is because throughout all of the topics that I studied in the course of Western Civilization, the one that stood out the most, caught my attention, and I enjoyed learning about was the French Revolution. Although the French Revolution was not beneficial to everyone, it had a huge impact on industries and commerce at that point and it paved the way for the beginning of the industrial revolution. Throughout the essay there will be various important points about the French Revolution and why or how they affected civilization. The French Revolution was a period of radical change, specifically in the areas of government, the church, the economy and individual rights. Not all social classes agreed on the decisions that were taking place at that point in time, some gained and some lost. In this essay, I will discuss the shift in government from absolutism to a constitutional Monarchy, the churches loss of power, and finally the newly acquired rights of different social classes along with their satisfaction and/or dissatisfaction. When the new constitution was in the process of being put into affect from 1789 to 1791, its main objective was the establishment of the Legislative Assembly, which would create an enormous impact on French society for the years to come. One of the most important changes in the French Revolution was the shift in government from absolutism to a constitutional Monarchy. Before this change was made, the king had â€Å"Absolute† power, and the people obeyed his every command. He enforced rules on matters he knew little about and favoured the higher social classes, in turn causing much suffering for the poor. This new shift in government limited much of the King’s power and gave every citizen a voice. This is the point in time when the declaration of the rights of man and the citizen was adopted. Along with many rights acquired, men now had th... Free Essays on French Revolution Analysis of the French Revolution "Revolutions evolve in definite phases. At first they are moderate in scope, then they become radical to excess and finally they are brought to abrupt conclusions by the emergence of a strong man to restore order." Discuss this statement with specific references to the French Revolution. The French Revolution brought about great changes in the society and government of France. The revolution, which lasted from 1789 to 1799, also had far-reaching effects on the rest of Europe. "It introduced democratic ideals to France but did not make the nation a democracy. However, it ended supreme rule by French kings and strengthened the middle class." (Durant, 12) After the revolution began, no European kings, nobles, or other members of the aristocracy could take their powers for granted or ignore the ideals of liberty and equality. The revolution began with a government financial crisis but quickly became a movement of reform and violent change. In one of the early events, a c rowd in Paris captured the Bastille, a royal fortress and hated symbol of oppression. A series of elected legislatures then took control of the government. King Louis XVI and his wife, Marie Antoinette, were executed. Thousands of others met the same fate in a period known as the Reign of Terror. The revolution ended when Napoleon Bonaparte, a French general, took over the government. At the beginning of the revolution, events seemed minor and proceeded in a logical fashion. One of the reasons the revolutionoriginated was the discontent among the lower and middle classes in France. By law, society was divided in to three groups called estates. The first estate was made of up clergy, nobles comprised the second and the rest of the citizens, the third estate. The third estate resented certain advantages of the first two estates. The clergy and nobles did not have to pay most taxes. Thethird estate, especially the pe...

How to Write and Structure a Persuasive Speech

How to Write and Structure a Persuasive Speech The purpose of a persuasive speech is to convince your audience to agree with an idea or opinion that you present. First, youll need to choose a side on a controversial topic, then you will write a speech to explain your position, and convince the audience to agree with you. You can produce an effective persuasive speech if you structure your argument as a solution to a problem. Your first job as a speaker is to convince your audience that a particular problem is important to them, and then you must convince them that you have the solution to make things better. Note: You dont have to address a real problem. Any need can work as the problem. For example, you could consider the lack of a pet, the need to wash ones hands, or the need to pick a particular sport to play as the problem. As an example, lets imagine that you have chosen Getting Up Early as your persuasion topic. Your goal will be to persuade classmates to get themselves out of bed an hour earlier every morning. In this instance, the problem could be summed up as morning chaos. A standard speech format has an introduction with a great hook statement, three main points, and a summary. Your persuasive speech will be a tailored version of this format. Before you write the text of your speech, you should sketch an outline that includes your hook statement and three main points. Writing the Text The introduction of your speech must be compelling because your audience will make up their minds within a few minutes whether or not they are interested in your topic. Before you write the full body you should come up with a greeting. Your greeting can be as simple as Good morning everyone. My name is Frank. After your greeting, you will offer a hook to capture attention. A hook sentence for the morning chaos speech could be a question: How many times have you been late for school?Does your day begin with shouts and arguments?Have you ever missed the bus? Or your hook could be a statistic or surprising statement: More than 50 percent of high school students skip breakfast because they just dont have time to eat.Tardy kids drop out of school more often than punctual kids. Once you have the attention of your audience, follow through to define the topic/problem and introduce your solution. Heres an example of what you might have so far: Good afternoon, class. Some of you know me, but some of you may not. My name is Frank Godfrey, and I have a question for you. Does your day begin with shouts and arguments? Do you go to school in a bad mood because youve been yelled at, or because you argued with your parent? The chaos you experience in the morning can bring you down and affect your performance at school. Add the solution: You can improve your mood and your school performance by adding more time to your morning schedule. You can accomplish this by setting your alarm clock to go off one hour earlier. Your next task will be to write the body, which will contain the three main points youve come up with to argue your position. Each point will be followed by supporting evidence or anecdotes, and each body paragraph will need to end with a transition statement that leads to the next segment. Here is a sample of three main statements: Bad moods caused by morning chaos will affect your workday performance.If you skip breakfast to buy time, youre making a harmful health decision.(Ending on a cheerful note) Youll enjoy a boost to your self-esteem when you reduce the morning chaos. After you write three body paragraphs with strong transition statements that make your speech flow, you are ready to work on your summary. Your summary will re-emphasize your argument and restate your points in slightly different language. This can be a little tricky. You dont want to sound repetitive but will need to repeat what you have said. Find a way to reword the same main points. Finally, you must make sure to write a clear final sentence or passage to keep yourself from stammering at the end or fading off in an awkward moment. A few examples of graceful exits: We all like to sleep. Its hard to get up some mornings, but rest assured that the reward is well worth the effort.If you follow these guidelines and make the effort to get up a little bit earlier every day, youll reap rewards in your home life and on your report card. Tips for Writing Your Speech Dont be confrontational in your argument. You dont need to put down the other side; just convince your audience that your position is correct by using positive assertions.Use simple statistics. Dont overwhelm your audience with confusing numbers.Dont complicate your speech by going outside the standard three points format. While it might seem simplistic, it is a tried and true method for presenting to an audience who is listening as opposed to reading.

Personality Research Essay Example | Topics and Well Written Essays - 3000 words

Personality Research - Essay Example What made matters worse was that scales with the same name often measure concepts that are not the same, and scales with different names often measure concepts that are quite similar. Although diversity and scientific pluralism are useful, the systematic accumulation of findings and the communication among researchers became difficult amidst the Babel of concepts and scales. In this paper, we would be discussing on the commonalities and continuing controversies in personality research. Many personality researchers had hoped that they might devise the structure that would transform the Babel into a community speaking a common language. However, such integration was not to be achieved by any one researcher or by any one theoretical perspective. As Allport once put it, "each assessor has his own pet units and uses a pet battery of diagnostic devices" (1958, p. 258). What personality psychology needed was a descriptive model, or taxonomy, of its subject matter. One of the central goals of scientific taxonomies is the definition of overarching domains within which large numbers of specific instances can be understood in a simplified way. Thus, in personality psychology, taxonomy would permit researchers to study specified domains of personality characteristics, rather than examining separately the thousands of particular attributes that make human beings individual and unique. Moreover, a generally accepted taxonomy would greatly facilitate the accumulation and communi cation of empirical findings by offering a standard vocabulary, or nomenclature. After decades of research, the field is approaching consensus on a general taxonomy of personality traits, the "Big Five" personality dimensions. These dimensions do not represent a particular theoretical perspective but were derived from analyses of the natural-language terms people use to describe themselves and others. Rather than replacing all previous systems, the Big Five taxonomy serves an integrative function because it can represent the various and diverse systems of personality description in a common framework . It thus provides a starting place for vigorous research and theorizing that can eventually lead to an explication and revision of the descriptive taxonomy in causal and dynamic terms. Literature Review In this paper, we would first review the history of the Big Five, including the discovery of the five dimensions, research replicating and extending the model, its convergence with research in the questionnaire tradition, and the development of several instruments to measure the Big Five. Then, we would compare three of the most frequently used instruments and report data regarding their reliability and convergent validity. Commonalities or the Lexical Approach One starting place for a shared taxonomy is the natural language of personality description. Beginning with Klages (1926), Baumgarten (1933), and Allport and Odbert (1936), various psychologists have turned to the natural language as a source of attributes for a scientific taxonomy. This work, beginning with the extraction of all personality-relevant terms from the dictionary, has generally been guided by the lexical approach (John et al., 1988, pp.171-203; Saucier &