Of mice and men is the story of two men George Milton and Lennie Small Essay

Of mice and men is the story of two men George Milton and Lennie Small who are two people who move from place to place in search of work. This is so that one day they can afford to buy a small farm somewhere where they can live alone and be there own bosses. George looks after Lennie because Lennie is mentally slow and he has looked after him since Lennie’s aunt died, because Lennie is mentally challenged, he tends to get George and himself into trouble because of stupid little things. They where on the run and they found a ranch in the Salinas valley California where they could work as ranch hands. Crooks, the black stable buck, was a proud aloof man who kept his distance from other people and demanded that they keep their own distance too. This was because he was black and at the time this novel was written, there was a lot of racist discrimination towards people with black skin, and so if he did mix with the others they would just make a mockery of him by using sarcasm and taunts. Crooks was obviously a very intelligent person because he controlled his inner anger towards the other people on the ranch but he was also a proud and bitter man. Proud because he never let anyone see how he truly felt and the ridicule and name calling and bitter because of the way he is treated and he passes on the hurt feeling he has to other people he thinks that there will be no recriminations from. He feels he is isolated because he is the only black man on the ranch and one of the very few black people in the entire area. Crooks is treated badly due to the racism in both the ranch and society as a whole. At the time when this story was written, the world was a very racist place and anyone with a different coloured skin other than white was treated differently. He was called a nigger and yet he was born in America so in fact, he was a true American and not a nigger, but due to him being black, he was treated very differently. He was given all the jobs that a white man would like to consider below him, i.e. cleaning out the stables. Even though the workers on the ranch did not set out to insult him deliberately, the use of the term ‘nigger’ signals to people that black men like Crooks were degraded both verbally and physically by people with white skin. Crooks was openly referred to as a ‘nigger’, which amplifies the casual racism that was directed at him by the others. Crooks bullies Lennie because he has been tormented and bullied all the time he has been able to understand the facts of racial prejudice. He is then given the chance to bully Lennie. To get Lennie’s attention he uses a subdued and convincing voice. When he gets the affect he wants he then turns to bullying and you can see his â€Å"face lighted with pleasure in his torture†. He revelled in the suffering and tribulation he put on Lennie because he is enjoying bullying instead of being bullied himself. He also likes his new level as he can only do this to Lennie because he is not a threat and it is possibly the only time he can get his own back in some small way shape of form. Crooks’ character helps to widen the theme of loneliness in the novel because all the men on the ranch would have been proud and bitter men in someway because of the work they were forced to do. In addition, the way it says that it is unusual for people to travel around in twos I think that they were used to people keeping them selves to them because at the time it was written it was the great depression and so people were sad and tended not to communicate with other people. Crooks is given the smallest most desolate room on the ranch he is made to keep away from the bunkhouse where the rest of the workers work. His room is not only his room it is sort of an equipment store a place where equipment gets fixed. He is the also the only black person on the ranch and possibly the only black person for miles, which means that he has no one of his own race to converge with. The other thing that is not on his side is that with him being black no one would believe him if any thing went wrong an example of this is when Curleys wife goes into Crooks’ room and crooks tell her to leave she replies with that she calls him a nigger ands that she could get him lynched (hanged) quiet easily, implying that she doesn’t like him and that she could do it if she was pushed. The language used to describe Crooks gives him a lack of recognition which help the author to make the reader of the novel feel sorry for Crooks and that they would just want to help him. John Steinbeck uses this to show his lack of identity and thus making him an outsider to the rest of the people on the ranch who have a full explicit description of the way they look. The lack of description of crooks makes us feel sympathetic towards him Steinbeck also uses like a sad slow old-fashioned form of writing to make you feel like he is lonely and is sympathetic towards him. Crooks is quit an important character in the novel it helps the writer convey the loneliness and solitude there must have been being a worker on a desolate ranch. Crooks is also the only person in the novel who can take part in one of the novels main themes (discrimination). It is also a good way of letting you see what life was like and the way people strived to make their life long dream come true (the American dream). After a while Crooks begins to trust Lennie and they become friends, which is another (friendship).

How Society Is Affected by Gov Policies Essay

How society is affected by goverment policies, civil disobedience, This is the deliberate and planned breach of policy or law by an individual or group of people. It is usually done peacefully to highlight how inappropriate a law is and promote the need for a change in the law. Civil disobedience was a common tool in the black civil rights movement in the USA in the 1960s. Black people would deliberately break the racial segregation laws to show how deeply unfair they were and how much the law needed to change. A good example of this is the case of Rosa Parks, who in December 1955 refused to give up her seat on a bus to a white man when asked to do so. She was arrested and her arrest sparked a chain of events which led to the US Supreme Court decision in 1956 that racial segregation on transportation was illegal. Demonstration and meetings, Meetings to discuss problems with government policy are very common. They are a way for like-minded individuals to air their concerns. Meeting can be held outside and include a march or demonstration to show the government or local authority the depth of public feeling against decision. A good example of this would be the rallies and protests organised by the Countryside Alliance since the UK government placed a ban on foxhunting. Terrorism, Terrorism is an extreme response to public policy. It involves an individual or group using violence or the threat of violence against civilian and military targets in order to force the government to change its policy.

Mary Wollstonecraft: Views on Feminism Essay

1) Mary moved around a lot during her childhood, had no real friends and her father was an abusive husband. 2) Meets a girl named Fanny, similar to Mary’s situation except she was educated, teaches Mary to self-educate. 3) Mary has a public affair and says that women shouldn’t get married anymore until the law change (one flesh doctrine) 4) Writes a short book named â€Å"Vindication of the Rights of Women† Rewrite as a short paragraph/a few clear sentences. Mary Wollstonecraft grew up with an abusive father and moved a great deal during childhood, causing her to not being able to make any real friends and was deprived of family love. Later on, she meets a girl named Fanny, who led a similar life excluding the fact that Fanny had an education and teaches Mary to self-educate. Soon afterwards, Mary becomes a writer and is able to support herself; she becomes fascinated by the ideas of the enlightenment and writes a short book named â€Å"Vindication of the Rights of Women†. It would’ve been a success if it weren’t for her scandalous love affair with a married man, which led her to declare that marriage should be invalid until the law changed and the one flesh doctrine was removed. Sub-arguments 1) Restate the 1st sub-argument from the thesis as a clear, well-written topic sentence. Mary Wollstonecraft believed that marriage was parallel to legalized prostitution. List 1 quote from your sources which proves this sub-argument. â€Å"Business of various kinds, they might likewise pursue, if they were educated in a more orderly manner, which might save many from common and legal prostitution. Women would not then marry for a support, as men accept of places under government, and neglect the implied duties; nor would an attempt to earn their own subsistence, a most laudable one! Sink them almost to the level of those poor abandoned creatures who live by prostitution.† (Wollstonecraft, â€Å"A Vindication of the Rights of Woman,† 222) Paraphrase one piece of information from your sources which proves this sub-argument. Wollstonecraft argued what may well be her most famous line, â€Å"To marry for support is legal prostitution.† She contended for intellectual companionship and friendship to be the ideal of marriage. She argued for an end to social prejudice against women which would, in turn, lead to women’s being defined by their character and work rather than by their marriages and social status. (Abbey, â€Å"Back to the Future: Marriage as Friendship in the Thought of Mary Wollstonecraft,† 79) List 1 point of your opinion, supported by one of your sources which proves this sub-argument. Although marriage appears to be sacred, women in society would be deemed to be prostitutes somewhere along the continuum; it was merely a question of degree as to how much a woman sold herself to one man, and how much she relied on him for support. Marriage can be viewed as really just a form of prostitution in which women received poor recompense for their work, are more vulnerable to violence (from their husbands), and had less control over their daily lives than professional sex workers. (Wollstonecraft, â€Å"A Vindication of the Rights of Woman,† 222) List one additional point: your choice of evidence style (may be a quote, paraphrase, statistic, or your opinion, but must be backed up by a source). Wollstonecraft points out that in her society, marriage alone brings women prestige and power. The only way women can rise in the world is by marriage. (Abbey, â€Å"Back to the Future: Marriage as Friendship in the Thought of Mary Wollstonecraft,† 81) 2) Restate the 2nd sub-argument from the thesis as a clear, well-written topic sentence. Mary Wollstonecraft argued that women were capable of being equal to men, if given the proper education. List 1 quote from your sources which proves this sub-argument. â€Å"If women were more broadly educated, they would be better placed to carry out their educative duties as parents and to cooperate with men in this role. Part of Wollstonecraft’s defense of female emancipation, therefore, consists of arguing that freedom, equality, and education would make women better mothers.† (Abbey, â€Å"Back to the Future: Marriage as Friendship in the Thought of Mary Wollstonecraft,† 83) Paraphrase one piece of information from your sources which proves this sub-argument. Wollstonecraft stated that the boundaries on women’s education greatly affected their maturation. She noted that aristocratic women were not in fact confined to any particular â€Å"sphere† but traveled freely in public, going from place to place in order to better â€Å"display their finery.† Such a fine lady was useless to society not because of where she went or what she did, but because she never matured. â€Å"If she has any maternal tenderness, it is of a childish kind,† Wollstonecraft wrote. â€Å"Though she lives many years she is still a child in understanding, and of so little use to society, that her death would scarcely be observed.† With this grim assessment, Wollstonecraft concluded her argument that female education could best be improved by training young girls to become independent adults. Only then could they develop virtue in themselves and command the influence necessary to inspire others. (Field, â€Å"Made Women of When They are Mere Children,† 203-204) List 1 point of your opinion, supported by one of your sources which proves this sub-argument. Women are seen as inferior to men and held in a state of ignorance. Women are not educated nor are they allowed to think for themselves. Without the ability to reason, women cannot achieve virtue or morality and society as a whole suffers. If women were allowed to reason and think independently, both women and men alike would share the benefits. Wollstonecraft’s central goal was for young girls to grow into independent women, she challenged artificial barriers to female maturity in numerous spheres simultaneously: in families, where the laws of marriage required wives to obey husbands; in education, where girls received inferior training to boys; in religious institutions, where male clerics demanded female obedience; in market relations, where employers paid women too little to support themselves; in the state, where men denied women independent political standing; and in civil society, where men discounted women’s opinions. (Field, â€Å"Made Women of When They are Mere Children,† 201) List one additional point: your choice of evidence style (may be a quote, paraphrase, statistic, or your opinion, but must be backed up by a source). Wollstonecraft argues that â€Å"boys and girls, the rich and the poor† should all be taught â€Å"the elements of religion, history, the history of man, and politics† in common—using â€Å"conversations, in the socratic form†. (Field, â€Å"Made Women of When They are Mere Children,† 211). Wollstonecraft concedes that if women had a proper education and could develop their reason and attain independence, they might not marry at all, but could still live happy, fulfilled lives. (Abbey, â€Å"Back to the Future: Marriage as Friendship in the Thought of Mary Wollstonecraft,† 84) 3) Restate the 3rd sub-argument from the thesis as a clear, well-written topic sentence. Mary Wollstonecraft claimed that friendship and companionship is vital to a marriage and is the key to raising a healthy family. List 1 quote from your sources which proves this sub-argument. â€Å"If women marry for friendship, coquetry and flirtation would not become a way of life. Not compelled to seek male approval and adoration, they could become dedicated wives and mothers.† (Abbey, â€Å"Back to the Future: Marriage as Friendship in the Thought of Mary Wollstonecraft,† 83) Paraphrase one piece of information from your sources which proves this sub-argument. Wollstonecraft’s arguments about making women better wives and better mothers are mutually reinforcing, for she believes that if men and women marry by choice and for companionship, the husband is more likely to be at home and to be a better father to his children. (Abbey, â€Å"Back to the Future: Marriage as Friendship in the Thought of Mary Wollstonecraft,† 83) List 1 point of your opinion, supported by one of your sources which proves this sub-argument. A marriage that consisted of friendship and satisfaction would liberate its partners from petty jealousies and allow them to channel their energies outward to the fulfillment of their duties as wives, husbands, mothers, and fathers. Although such a relationship might not offer romantic love’s grand passion and high excitement, the type of care it offers is precious: Wollstonecraft claims that when the passion of romance subsides into friendship there develops a â€Å"tender intimacy, which is the best refuge from care; yet is built on such pure, still affections† (Abbey, â€Å"Back to the Future: Marriage as Friendship in the Thought of Mary Wollstonecraft,† 84) List one additional point: your choice of evidence style (may be a quote, paraphrase, statistic, or your opinion, but must be backed up by a source). Thus young people contemplating marriage should â€Å"look beyond the present moment, and try to render the whole of life respectable, by forming a plan to regulate friendship which only death ought to dissolve†. A freer, more rational approach to marriage would produce stronger marriages because the people in them would be partners, indeed friends, who would value one another for their virtues of character rather than their physical beauty, status, wealth, or femininity or masculinity. † (Abbey, â€Å"Back to the Future: Marriage as Friendship in the Thought of Mary Wollstonecraft,† 84) Conclusion Write one sentence to remind the reader of your central argument. Mary Wollstonecraft strongly argued that marriage was parallel to legalized prostitution, that education was essential to a happy and moral life, and that friendship is a crucial aspect to a healthy marriage. Write one-three sentences to focus the reader’s attention on the most important evidence(s) you have offered. Mary Wollstonecraft argued that by marrying for financial support and social status, women are fundamentally committing prostitution. Moreover, she states that education is essential for women to live free and moral lives, for they will be able to learn to think for themselves and become rational thinkers. Lastly, friendship and companionship is vital in a marriage, it is only then will a marriage be successful. Bibliography/Works Cited (Wollstonecraft, Mary. â€Å"Of the Pernicious Effects Which Arise from the Unnatural Distinctions Established in Society.† A Vindication of the Rights of Woman. Peter Edes for Thomas and Andrews ,Boston, 1792. 222.) (Abbey, Ruth. â€Å"Back to the Future: Marriage as Friendship in the Thought of Mary Wollstonecraft,† Hypatia. 1999. Volume 14, Issue 3. 78-95) (Field, Corinne. â€Å"Made Women of When They are Mere Children,† The Journal of the History of Childhood and Youth. Spring 2011. Volume 4. Issue 2. 197-198) (Ford, Thomas H. â€Å"Mary Wollstonecraft and the Motherhood of Feminism†, WSQ: Women’s Studies Quarterly. Fall/Winter 2009. Volume 37. Issues 3 & 4, 189-204)

The reasons why the FASB and the IASB seeking to converge and improve Essay

The reasons why the FASB and the IASB seeking to converge and improve their respective conceptual frameworks and why the project will take along time to complete - Essay Example Following are some of the reasons for the convergence of accounting standards. †¢ Harmonize the global accounting standards so that the users of financial statements feel harmony with rest of their other counterparts anywhere across the globe. †¢ Making the financial statements of the entities comparable all over the world in respect of the accounting policies used by the entities †¢ Eliminating the impact of biasness and partiality from the financial statements such that integrative and objective financial statements can be prepared †¢ Providing opportunities especially to multinational companies to prepare their financial statements on the basis of single common accounting standards so that the manipulations and misrepresentations can be avoided while formulating the consolidated financial statements of the whole group of companies In bringing more convergence in setting the accounting standards, yet there is a long period of time required for this purpose. Some of the reasons for such possible extended time to be taken are as follows: Legal and regulatory stoppages and restrictions which do not allow the accounting standard boards to bring so early changes in the accounting standards merely on the basis of producing more convergent accounting standards. Laws of the jurisdictions ask some real and substance based reasons to bring such changes in the accounting standards. ... Therefore practically once the accounting standards are reformulated, their adoption takes two to three years by the entities in their implementation. In a nutshell, the main hurdle for setting up the new accounting standards for the purpose of convergence, is posed by the regulatory bodies and persuading them for such changes require substantial amount of time and efforts followed by the time taken by the entities to adopt the new accounting standards after their formulation therefore making it more longer for the accounting standards to be convergent globally. Discuss the problems involved in refining, updating, completing and converging the existing FASB and IASB conceptual frameworks into a common framework, illustrating your discussion with reference to specific issues. Discuss that are controversial and difficult to resolve The major problems that arise in refining, updating, completing and converging the present accounting standards issued by FASB and IASB have significant imp lications. Most of the problems are of technical nature however some administrative issues that hinder the convergence process cannot be altogether ignored. In the following discussion some of those problems are highlighted. Retrospective changes in the financial statements In developing new standards which are more convergent in the form of a common framework, both FASB and IASB have to change their existing frameworks altogether. Due to those changes, the financial statements previously prepared under each of the accounting standards would have to be changed by the entities on retrospective bases under newly developed common framework which may display some material diversions as compared to the previously furnished financial statements. In this way the financial

A change in the way you deal with other people Essay - 4

A change in the way you deal with other people - Essay Example I had been dating my partner for over 4 years and we had a strong relationship from my perspective. I trusted them with all my heart and never had any doubts about them. We have a long distance relationship because my partner studies and lives in another city. We also have a significant age difference as we are 7 years apart. However, our relationship was never affected by this and it was based on pure love and emotions. We never agreed to let society have an influence on our views towards each other. However, I could feel the distance between us and we only got to see each other for 4mths in a year. The last time my partner arrived, I saw and felt something different. They did not possess the same passion in their eyes as they always did the previous times. They were distant and more caught up in their â€Å"work† or â€Å"studies†. I felt something was wrong from the very beginning and on the 4th day I confirmed what I had been thinking all these days. While my partner was sleeping I took their phone and found some messages with another person. There was nothing intimate just some meeting proposals and some good night messages. However, I did not expect this and I felt so betrayed that they would keep this from me. I couldn’t imagine that someone I trust could so deceitful especially considering the fact that my life revolves around this person and every time I am waiting for their return. From this point onwards I lost ball my trust in people. I know people are different and one should never judge others based on someone’s mistakes. However, this has made me more cautious. In the past I was a very trusting person and it was easy for me to commit to people. I was what people would call an open book. However, this has all changed and I am now reserved. I do not think I will be fully able to open to people again. I now have the notion that the more people you trust or the more you trust someone, the higher the likeliho od that they will disappoint you. Life is

Why is the Earl of Moray's role in the Chaseabout Raid still debated Essay

Why is the Earl of Moray's role in the Chaseabout Raid still debated - Essay Example It will, however, validate the charge of Bothwells sexual violence. Scholars have debated whether Mary was born on 7 or 8 December 1542, even though she celebrated her birthday on the 8th. As her contemporaries were sometimes vague about dating events that occurred shortly after midnight, it is likely that she was born in the early hours of the 8th at Linlithgow Palace to Mary of Guise, the second wife of James V of Scotland, whose parents were James IV and Margaret Tudor, a sister of Henry VIII. As Marys father died a few days after her birth in despair because of the recent English victory at Solway Moss, she could not remember a time when she was not queen regnant. The immediate accession controversy was not over her sex but her age, for she required a regent. The heir presumptive, James Hamilton, second earl of Arran, gained the office with English aid but soon found that his arrangements for Mary to wed Henry VIIIs heir were extremely unpopular. Arrans major rival was Matthew Stewart, fourth earl of Lennox, who returned from exile as a French partisan and claimed to be the rightful heir presumptive and regent because of some irregularity in the marriage of Arrans parents. After Marys coronation in September 1543, Arran rejected the English alliance, and in 1548, having been promised the dukedom of Chatelherault, agreed to her removal to France as the betrothed of Francis, the dauphin, who was born in 1544. Meanwhile, the English invaded Scotland, attempting to seize Mary, a claimant to their throne as a grandchild of Margaret Tudor, in raids called the Rough Wooing. Lennox retreated to England and wed Margaret Douglas, the daughter of Margar et Tudor, who gave birth to Darnley in

Relationship between health & lifestyle and Health & safety Essay

Relationship between health & lifestyle and Health & safety - Essay Example The other relationship is on food. Food can play a significant role in the individual enjoyment of robust health. At the same time, food can be a key factor in influencing ill health. One of the important roles of food is the provision of proper nutrients required by the body (Cooper, Hodges-Mameltzis and Thorpe 4). However, malnutrition may occur due to both under or over-consumption of food. Lack of access to basic nutrients may lead to ill health and poor well-being of the individual. The lack of proper nutrients in parts of the world has led to an increased epidemic of chronic non-communicable diseases (Cooper et al 4). A proper nutrition helps in prevention of some of the major diseases in the body. Nutrition has also been shown to relate to diseases such as diabetes, hypertension, cardiac diseases, and cancer (Ministry of Health 1). Certain lifestyles such as smoking and alcohol taking have a profound impact on health. Excessive indulgence in cigarettes and alcohol may lead to addiction (NHS 1). Addiction is challenging as it affects individual health. Moreover, indulgence in alcohol makes one uncontrollable and most likely to engage in unprotected sex (NHS 1). Therefore, such individuals are at risk of getting sexually transmitted diseases (NHS 1). Such individuals are also likely to get the unwanted pregnancy. Additionally, regular drinking may lead to liver diseases, heart attack and weight gain (NHS 1). Weight gain, on the other hand, may lead to obesity-related to diseases such as diabetes.

United States vs. Antoine Jones Article Example | Topics and Well Written Essays - 750 words

United States vs. Antoine Jones - Article Example As the discussion highlights United States vs. Antoine Jones is a case that looks at the government’s ability to conduct warrantless GPS tracking, in the case of a suspected criminal vehicle. The case looks into partial elements of the fourth amendment, and the case would have an impact on cases that related to the use of technological advances in investigations and the techniques used by the police in assessing potential criminals.This paper discussses that the Supreme Court has reviewed the D.C. circuit’s perception on privacy, which was interesting. D.C. Circuit stated that the case did not challenge the nature of warrantless GPS tracking, stating that it did not intrude on any case of privacy. They considered it a broader measure of law enforcement techniques. D.C. circuit stated that it was a discrete method of collecting discrete public information for a given period. Â  The case may be evidential as to how the law enforcement agencies over-step their boundary, c oncerning ethical and law adhering elements of operation. There was a clear violation of the laws, and they were done in a way that suggests that the agents were acting in accordance to personal judgment, rather than following the parameters that have been established by the law. It serves to prove that the law enforcement agencies operate above the rather than follow the established components that rules and regulations of the United States.

Port Security Research Paper Example | Topics and Well Written Essays - 2500 words

Port Security - Research Paper Example In 2008, the United Nations Conference on Trade and Development (UNCTAD) estimated a total 8.17 billion tons of goods, or 80% of the global international trade to have passed through seaborne channels and ports worldwide3. However, there is no international standard for security being implemented worldwide, with port security at the mercy of the host countries4. In the United States, seaborne transportation systems are vital to the national and international commerce of the country. Approximately 95% or over $740 billion or 2 billion tons of products pass through marine ports5. As majority of commercial goods passing through maritime ports of entry, the United States Department of Homeland security recognized the necessity of ensuring that the supply chain necessary for economic activity and prosperity should not be disrupted. As economic growth relies on the supply system to provide the necessary products necessary for trade, the Department treats the supply with grave importance as it â€Å"feeds critical domestic infrastructure and support (America’s) way of life.†6 As President Barrack Obama put it, economic activity relies on the global supply system and any disruption on the system, either by natural or terrorist activities, can gravely â€Å"impact global economic growth and productivity†, thus the need to address the threats and ensure the continuous flow of supply vital to trade and the economy.7 Defence IQ defines port security as â€Å"security that refers to the defense, law and treaty enforcement, and counterterrorism activities that fall within the port and maritime domain. It includes the protection of the seaports themselves, the protection and inspection of the cargo moving through the ports, and maritime security.†8 Following the 9/11 attacks in 2001, the necessity of securing ports of entries came under greater attention. As the New York Times reported in an article in 2012, many terrorists

Tourism Essay On Turkey Example | Topics and Well Written Essays - 1250 words

Tourism On Turkey - Essay Example Elements of Traditional Turkish Culture and Arab Culture observed in Turkey The constitution of Turkey has given everybody the right to choose their religious beliefs. However, despite of that the traditional Turkish culture and Arab culture exert a great influence over the life of people here. As in other Arab cultures, Islam holds significant place in the lives of Turks since most of them are Muslims. The Quran and the actions of the Prophet (the Sunnah) shape the basis of all religious and daily practices of the Turks. As per traditional Arab culture, family relationships hold the utmost position in the people’s lives. The father is positioned as the supreme head of the family though today, the mother enjoys equal rights. However, in most small towns and villages, till today the father is supposed to play the role of the boss and protector of the family whereas mothers are responsible for looking after the daily chores of the household. Children are expected to give respect to elders and support when they are old; and it is the duty of the elders to provide financial and emotional support to children when they are young. Every family member is supposed to help each other in the hour of need in every possible way. The segregation of sexes can still be seen in small towns and villages. ... The outlook behind the hospitality is â€Å"whatever religion you are from, whichever country you come from, whatever language you speak, you are God’s guest and so you deserve to be welcomed in the best manner†. This courteous and kind hearted attitude of the Turks is visible for every tourist visiting their country or any person visiting their home. Another culture that still holds an important place in the lives of Turks is the practice of Turkish baths or, Hamam. The emphasis of Islam upon cleanliness has made this custom a part of every event in the life of a Turk whether childbirth, marriage or death. Moreover, the famous coffee houses called Kahve, are very explicit to Turkish people even today (as cited in â€Å"People and mentality†, n.d). Extent of Influence of Westernization and Modernization on Traditional Turkish and Arab Culture Western and modern culture has been adopted by the Turkish people in a huge way. In 1923, Turkey was declared a republic a fter the fall of the Ottoman Empire during World War II. The main aim of the new government under the leadership of Ataturk was to turn Turkey into a contemporary, western and secular nation. The state religion of Islam was disestablished and all religions were given the freedom to practice their beliefs; the Western system of legal code was adopted. Soon, the classical music of Turkey became influenced by the western culture for example, the development of rock music insurrected the local form. Moreover, the European style of architecture replaced the Ottoman style in institutional buildings. The Turkish literature became westernized with the introduction of the novel and the short story. Most importantly, the western culture of lifestyle, clothing and attitude was

Charles Dickens engender sympathy Essay Example for Free

Charles Dickens engender sympathy Essay How does Charles Dickens engender sympathy for his protagonist Pip in this extract from Great Expectations? In this essay on Great Expectations, I am going to explore how the experiences of the main character Pip, create sympathy from the reader for him and how Dickens has put this across. Charles Dickens has written a gripping novel, set in his time and he has created sympathy for Pip in many different ways throughout the text. A first example of this is when Pip visits Miss Havishams house and meets Estella. She called me boy so often and with a carelessness that was far from complimentary7, this shows that the way Estella spoke to Pip and that, instead of addressing him by his name, she just called him boy as if he was not worthy of his name, and he could sense that she did not really like him because of the way she said this, as indicated in the quote. This makes the reader feel sorry for Pip as Estella was very rude to him and unwelcoming, and nobody would really like to be in his position. So as well as being uncomfortable at the way Estella treats him, Pip also feels uncomfortable with his new surroundings as he has grown up with Joe and his Sister in poor, working class conditions at a Blacksmiths forge, whereas Satis House is very different. It is rich and grand but also scary for Pip. The first thing I noticed was that the passages were all dark, this shows that Pip must have been quite frightened because of the darkness, and he was in a strange place but it is even worse that it is the first thing he noticed about the house. Pip was frightened of his surroundings as they were gothic and dark and very different, but the fact that he did know anyone at all must have also been a challenging experience. At last we came to the door of a room and she said, Go in/ I answered more in shyness than politeness, After you miss. To this she returned: Dont be ridiculous boy; I am not going in. And scornfully walked away, and what was worse took the candle with her. This was very uncomfortable and I was half afraid/ This long quote, from the extract shows a lot, first of all that he was very shy and uncomfortable in everyway at where he was and that he didnt know anyone and he was also afraid. When he entered Miss Havishams room he was afraid again because of the very strange surroundings he entered into. No glimpse of daylight was to be seen in it! this shows that it was very unusual and he was quite frightened and also when he saw Miss Havisham, the strangest lady I have ever seen or shall ever see/ As well as being very strange, Pip also noticed that she was extremely rich, some bright jewels sparkled on her neck and her hands, and some other jewels lay sparkling on the table/ Pip was not used to seeing such finery or such unusual surroundings so all of this makes the reader feel very sympathetic towards him. Miss Havishams mental state could also be a coarse for concern as, since her fianci left her on their wedding day and broke her heart she went a bit mad and stopped all of the clocks in the house and, by never touching anything in her room she tried literally to stop time at the prosiest second her heart was broken. Her watch had stopped at twenty minutes to nine and she says to Pip What do I touch? Your heart. Broken! This experience must have been very frightening and unsettling for a young naive boy who was not used to being in the presence of such an eccentric and slightly mad old lady. Not just the fact that Miss Havisham was strange and so were her surroundings she also spoke to Pip and ordered him in a very strange and suspicious/manner. I sometimes have sick fancies and I have a sick fancy that I want to see some play. There, there! Play, play, play! This order seems rather strange for an old woman to have a fancy to see a young boy play but also the repetitive way in which she commands him to Play, play, play! She says this three times and Pip does not really know what to do so he therefore feels very awkward. After the harsh words from Estella and meeting Miss Havisham, Pip starts to feel the realisation of his low social status. This boy, why he is a common labouring boy, these words from Estella hurt Pip deeply but he did not show his true emotions until he was alone. As I cried, I kicked the wall and took a hard twist at my hair; so bitter where my feelings! Dickens has displayed this very well as you can also feel a connection with him, because it is written in first person narration I, so you feel like Pip is actually talking to you, and you could imagine if you were in Pips position you, yourself would feel very frightened and uncomfortable so you end up feeling sorry and sympathetic for him.

Counseling Models Essay Example for Free

Counseling Models Essay Most counseling models make use of the core conditions; empathy, unconditional positive regard and congruence. A. Psychoanalytic Model Sigmund Freud’s psychoanalytic system is a model of personality development and approach to psychotherapy. Psychoanalytic: The original so called talking therapy involves analyzing the root causes of behavior and feelings by exploring the unconscious mind and the conscious minds relation to it. Many theories and therapies have evolved from the original Freudian psychoanalysis which utilizes free-association, dreams, and transference, as well other strategies to help the client know the function of their own minds. Traditional analysts have their clients lie on a couch as the therapist takes notes and interprets the clients thoughts, etc. Many theories and therapies have evolved from the original psychoanalysis, including Hypnotherapy, object-relations, Progoffs Intensive Journal Therapy, Jungian, and many others. One thing they all have in common is that they deal with unconscious motivation. Usually the duration of therapy is lengthy; however, many modern therapists use psychoanalytic techniques for short term therapies. Psychoanalytic counseling or Freudian psychology prompts patients to imagine lying on a couch and divulging personal information. This type of counseling relies on patients history and an analysis of their thoughts, behavior and feelings. NYU Medical Schools Psychoanalytic Institute holds that psychoanalysis is based on observations of patient behavior and recognition of symptoms and explores how unconscious factors play a role in relationships and behavior patterns. Psychoanalysts provide help to clients through the diagnosis of disorders and the utilization of talk therapy. Clients work through issues with the assistance of a trained counselor. Psychodynamic (psychoanalytic): Sees childhood as cause of present problems and focuses on exploring past in some depth. Explores transference – displaced feelings from early childhood experienced in adult situations. Uses ‘free association’. Long term. Psychoanalytic therapy is the model where clients lay down with no eye contact or relationship with the therapist. (Less common these days) Counseling Implications Some counselors find combined psychosexual and psychosocial perspective a helpful conceptual framework for understanding developmental issues as they appear in therapy. The key needs and developmental tasks, along with the challenges inherent at each stage of life, provide a model for understanding some of the core conflicts clients explore in their therapy sessions. The Therapeutic Process Therapeutic Goals Ultimate Goal: To increase adaptive functioning which involves the reduction of symptoms and the resolution of conflicts. The two goals of Freudian Psychoanalytic Therapy are as follows, (1) to make the unconscious conscious and (2) to strengthen the ego so that behavior is based more on reality and less on instinctual cravings or irrational guilt. Successful analysis is believed to result in significant modification of the individual’s personality and character structure. Therapeutic methods are used to bring out the unconscious material. Then childhood experiences are reconstructed, discussed, interpreted and analyzed. It is clear that the process is not limited to solving problems and learning new behaviors. There is also deeper probing into the past to develop the level of self understanding that is assumed to be necessary for a change in character. Therapist’s Function and Role In classical psychoanalysis, analysts typically assume an anonymous stance, which is sometimes called the â€Å"blank screen approach†. They engage in very little self disclosure and maintain a sense of neutrality to foster a transference relationship in which their clients will make projections onto them. Central functions of analysis is to help clients acquire the freedom to love, work and play. Other functions include assisting clients in achieving self awareness, honesty and more effective personal relationships; in dealing with anxiety in a realistic way; and in gaining control over impulsive and irrational behavior. Roles Establish a working relationship with the client and then do a great deal of listening and interpreting. Empathic attunement to the client facilitates the analysts apprehension and appreciation of the of the client’s intra psychic world. Particular attention is given to the client’s resistances. The analyst listens, learns and decides when to make appropriate interpretations. A major function of interpretation is to accelerate the process of uncovering unconscious material. The analyst listens for gaps and inconsistencies in the client’s story, infers the meaning of reported dreams and free associations, and remains sensitive to clues concerning the client’s feelings towards the analyst. Client’s Experience in the Therapy Clients interested in traditional (or classical) psychoanalysis must be willing to commit themselves to an intensive and long term therapy process. After some face-to-face sessions with the analyst, clients lie on a couch and engage in free association. *Free association allows the client to say whatever comes to mind without self-censorship. This is known as the ‘fundamental rule’. Clients report their feelings, experiences, associations, memories and fantasies. Lying on the couch encourages deep, uncensored reflections and reduces the stimuli that might interfere with getting in touch with internal conflicts and productions. It reduces clients’ ability to read their analyst’s face for reactions and hence, fosters the projections characteristics of transference. At the same time, the analyst is freed from having to carefully monitor facial cues. Therapeutic Techniques and Procedures The therapy is geared more to limited objectives than to restructuring one’s personality The therapist is less likely to use the couch There are fewer sessions each week There is more frequent use of supportive interventions such as reassurance, expressions of empathy and support and suggestions There is more emphasis on the here-and-how relationship between therapist and client There is more latitude for therapist self-disclosure without ‘polluting the transference’ Less emphasis is give n to the therapist’s neutrality There is focus on mutual transference and counter transference enactments The focus is more on pressing practical concerns than on working with fantasy material Six (6) Basic Techniques of Psychoanalytic Therapy (1) Maintaining of the Analytic Framework This refers to a whole range of procedural and stylistic factors such as the analyst’s relative anonymity, maintaining neutrality and objectivity, the regularity and consistency of meeting starting and ending the sessions on time, clarity on fees, and basic boundary issues such as the avoidance of advice giving or imposition of the therapist’s values. (2) Free Association It is the central technique in psychoanalytic therapy. In free association, clients are encouraged to say whatever comes to mind, regardless of how painful, silly, trivial, illogical, irrelevant it may seem. (3) Interpretation The analyst points out, explains and teaches the client the meanings of behaviors that are manifested in dreams, free association, resistances and the therapeutic relationship itself. (4) Dream Analysis This is an important procedure for uncovering unconscious material and giving the client insight into some areas of unresolved problems. During sleep, defenses are lowered and repressed feelings surface. Freud sees dreams as the â€Å"royal road to the unconscious†. 2 Levels of Dream Content Latent Content Manifest Content (5) Analysis and Interpretation of Resistance This is anything that works against the progress of therapy and prevents the  client from producing previously unconscious material. Resistance helps the client to see that cancelling appointments, fleeing from therapy prematurely are ways of defending against anxiety. (6) Analysis and Interpretation of Transference The client reacts to the therapist as he did to an earlier significant other. This allows the client to experience feelings that would otherwise be inaccessible. Its analysis allows the client to achieve insight into the influence of the past. *Counter transference – is the reaction of the therapist toward the client that may interfere with objectivity. Limitations of Classical Analysis This approach may not be appropriate for all cultures or socioeconomic groups Deterministic focus does not emphasize current maladaptive behaviors Minimizes role of the environment Requires subjective interpretation Relies heavily on client fantasy Lengthy treatment may not be practical or affordable for many clients B. Client-centered Model Person-centered therapy (PCT) is also known as person-centered psychotherapy, person-centered counseling, client-centered therapy and Rogerian psychotherapy. PCT is a form of talk-psychotherapy developed by psychologist Carl Rogers in the 1940s and 1950s. The ultimate goal of PCT is to provide clients with an opportunity to develop a sense of self wherein they can realize how their attitudes, feelings and behavior are being negatively affected and make an effort to find their true positive potential. The aim is directed towards achieving a greater degree of independence and integration. Two primary goals of person-centered therapy are increased self-esteem and greater openness to experience. Some of the related changes that this form of therapy seeks to foster in clients include closer agreement between the clients idealized and actual selves; better self-understanding; lower levels of defensiveness, guilt, and  insecurity; more positive and comfortable relationships with others; and an increased capacity to experience and express feelings at the moment they occur. Rogers wanted to assist the clients in their growth process so clients can better cope with problems as they identify them. In this technique, therapists create a comfortable, non-judgmental environment by demonstrating congruence (genuineness), empathy, and unconditional positive regard toward their clients while using a non-directive approach. This aids clients in finding their own solutions to their problems. It places much of the responsibility for the treatment process on the client, with the therapist taking a nondirective role. Basic Characteristics In the Person Centered approach the focus is on helping the client discover more appropriate behavior by developing self-awareness ways to fully encounter reality. Through this encounter the client gains insight of themselves the world. Core Conditions Rogers (1957; 1959) stated that there are six necessary and sufficient conditions required for therapeutic change: 1. Therapist-Client Psychological Contact: a relationship between client and therapist must exist, and it must be a relationship in which each persons perception of the other is important. 2. Client in-congruence: that in-congruence exists between the clients experience and awareness. 3. Therapist Congruence or Genuineness: the therapist is congruent within the therapeutic relationship. The therapist is deeply involved him or herself they are not acting and they can draw on their own experiences (self-disclosure) to facilitate the relationship. 4. Therapist Unconditional Positive Regard (UPR): the therapist accepts the client unconditionally, without judgment, disapproval or approval. This facilitates increased self-regard in the client, as they can begin to become aware of experiences in which their view of self-worth was distorted by others. 5. Therapist Empathic understanding: the therapist experiences an empathic understanding of the clients internal frame of reference. Accurate empathy on the part of the therapist helps the client believe the therapists unconditional love for them. 6. Client Perception: that the client perceives, to at least a minimal degree, the therapists UPR and empathic understanding. Processes Rogers asserted that the most important factor in successful therapy is the relational climate created by the therapist’s attitude to their client. He specified three interrelated core conditions: 1. Congruence The willingness to transparently relate to clients without hiding behind a professional or personal facade. genuineness or realness  The helper does not deny his or her own feelings: the opposite of hiding behind a professional mask. â€Å"I find that I am closest to my inner, intuitive self,when I am somehow in touch with the unknown in me, when perhaps I am in a slightly altered state of consciousness†¦Then simply my presence is releasing and helpful.† (Rogers) 2. Unconditional Positive Regard The therapist offers an acceptance and prizing for their client for who he or she is without conveying disapproving feelings, actions or characteristics and demonstrating a willingness to attentively listen without interruption, judgment or giving advice. Unconditional positive regard acceptance and caring, but not Approval of all behavior Related Terms: Acceptance of the other’s reality with kindness Non-possessive caring Prizing Non-judgmental attitude 3. Empathy The therapist communicates their desire to understand and appreciate their client’s perspective. Accurate empathic understanding – an ability to deeply grasp the client’s subjective world Helper attitudes are more important than knowledge Empathy is a consistent, unflagging appreciation of the experience of the other. It is active attention to the feelings of the client It involves warmth and genuineness The Therapist Rogers believed that a therapist who embodies these three critical attitudes will help liberate their client to more confidently express their true feelings without fear of judgment. To achieve this, the client-centered therapist carefully avoids directly challenging their clients way of communicating themselves in the session in order to enable a deeper exploration of the issues most intimate to them and free from external referencing. Rogers was not prescriptive in telling his clients what to do, but believed that the answers to the patients questions were within the patient and not the therapist. Accordingly the therapists role was to create a facilitative, empathic environment wherein the patient could discover for him or herself the answers. Therapists are used as instruments of change but are not to direct the change in client Therapist helps develop an environment in which the client can grow Through attitudes of genuine caring, respect, and understanding the client is able to let their defenses down become more self aware Therapist reflects client’s view of the world (Phenomenological approach) The Therapist must be: Congruent  able to approach client with unconditional positive regard  demonstrate accurate understanding and empathy Focuses on the quality of the therapeutic relationship Serves as a model of a human being struggling toward greater realness is genuine integrated, and authentic, without a false front Can openly express feelings attitudes that are present in the relationship with the client Therapeutic Process Main focus is on the person not on the persons problems This allows the client to reconnect with him/her.  Client is assisted in therapy so that they can deal with current problems as well as problems that develop in the future Focuses on helping a person  become aware of their true self develop congruency Client’s Experience Through therapy client is able to let down his/her defenses become more true to him/her selves They gain perception into themselves, which allows them to better understand accept others Application: Therapeutic Techniques and Procedures One of the major contributions of Rogers in the counseling field is the notion that the quality of the therapeutic relationship, as opposed administering techniques, is the primary agent of growth in the client. The therapist’s ability to establish a strong connection with the clients is the critical factor determining successful counseling outcomes. The person-centered philosophy is based on the assumption that clients have the resourcefulness for positive movement without the counselor assuming an active, directive or problem-solving role. What is essential for clients’ progress is the therapist’s presence, being completely attentive to, and immersed in the client as well as in the client’s expressed concerns. In a study conducted in the 1990s, it was revealed that the effectiveness of person-centered therapy with a wide range of client problems including anxiety disorders, alcoholism, psychosomatic problems, agoraphobia, interpersonal difficulties, depr ession, cancer and personality disorders. Moreover, an effective therapy is based on the client-therapist relationship in combination with the inner and external resources of the client. Learning to listen with acceptance to oneself is a valuable life skill that enables individuals to be their own therapists. The basic concepts are straight forward and easy to comprehend, and they encourage locating power in the person rather than fostering an authoritarian structure in which control and power are denied to the person. The person-centered approach is especially applicable in crisis intervention such as an unwanted pregnancy, an illness, a disastrous event, or the loss of a loved one. When people are in crisis, one of the first steps is to give them an opportunity to fully express themselves. Communicating a deep sense of understanding should always precede other more problem-solving interventions. C. Rational Emotive Model Albert Ellis founded rational therapy in the mid-1950s and was one of the first therapists to emphasize the influential role of cognition in behavior. In 1960s, he changed the name to Rational Emotive Behavior Therapy (REBT), because of his contention that the model had always stressed the reciprocal interactions among cognition, emotion and behavior. Rational emotive behavior therapy (REBT), previously called rational therapy and rational emotive therapy, is a comprehensive, active-directive, philosophically and empirically based psychotherapy which focuses on resolving emotional and behavioral problems and disturbances and enabling people to lead happier and more fulfilling lives. REBT is based on the assumption that we are not disturbed solely by out early or later environments but we have strong inclinations to disturb ourselves consciously and unconsciously. We do this largely by taking our goals and values, which we mainly learn from our families and culture, and changing them into absolute â€Å"shoulds†, â€Å"oughts† and â€Å"musts†. REBT therapists employ active/directive techniques such as teaching, suggestion, persuasion, and homework assignments and they challenge clients to substitute a rational belief system for an irrational one. It emphasizes the therapist’s ability and willingness to challenge, confront, and convince the members to practice activities that will lead to constructive changes in thinking and behaving. The approach stresses action – doing something about the insights one gains in the therapy. ORIGINS OF EMOTIONAL DISTURBANCE A central concept of REBT is the role that absolutist â€Å"shoulds,† â€Å"oughts,† and â€Å"musts† play when people become and remain emotionally disturbed. We forcefully, rigidly, and emotionally subscribe to many grandiose â€Å"musts† that result in our needlessly disturbing ourselves. According to Ellis (2001a, 2001b), feelings of anxiety, depression, hurt, shame, rage, and guilt are largely initiated and perpetuated by a belief system based on irrational ideas that were uncritically embraced, often during early childhood. In addition to taking on dysfunctional beliefs from others, Ellis stresses that we also invent â€Å"musts† on our own. Ellis (1994, 1997; Ellis Dryden, 2007; Ellis Harper, 1997) contends that most of our dysfunctional beliefs can be reduced to three main forms of â€Å"musturbation†: 1. â€Å"I absolutely must do well and be approved of by signiï ¬ cant others. I must win  their approval or else I am an inadequate, worthless person.† 2. â€Å"You must under all conditions and at all times treat me considerately, kindly, lovingly, and fairly. If you don’t, you are no damned good and are a rotten person.† 3. â€Å"Conditions under which I live absolutely must be comfortable so that I can get what I want without too much effort. If not, it is awful; I can’t stand it and life is no good.† Rational emotive behavior therapy is grounded on existential principles in many respects. Although parents and society play a signiï ¬ cant role in contributing to our emotional disturbance, we do not need to be victims of this indoctrination that takes place in our early years. We may not have had the resources during childhood to challenge parental and societal messages. As psychological adults now, however, we can become aware of how adhering to negative and destructive beliefs actually hampers our efforts to live fully , and we are also in a position to modify these beliefs. THE A-B-C THEORY The A-B-C theory of personality and emotional disturbance is central to REBT theory and practice. The A-B-C theory maintains that when we have an emotional reaction at point C (the emotional Consequence), after some Activating event that occurred at point A, it is not the event itself (A) that causes the emotional state (C), although it may contribute to it. It is the Belief system (B), or the beliefs that we have about the event, that mainly creates C. For example, if you feel depressed (C) over not getting a promotion at work (A), it is not the fact that you weren’t promoted that causes your depression; it is your belief (B) about the event. By believing that you absolutely should have been promoted and that not receiving it means that you are a failure, you â€Å"construct† the emotional consequence of feeling depressed. Thus, we are largely responsible for creating our own emotional disturbances through the beliefs we associate with the events of our lives Ellis (2011) maintains that we have the capacity to signiï ¬ cantly change our cognitions, emotions, and behaviors. We can best accomplish this goal by avoiding preoccupying ourselves with the activating events at A and by acknowledging the futility of dwelling endlessly on the emotional consequences at C. We can choose to examine, challenge, modify, and uproot B—the irrational beliefs we hold about the activating events at A. GOALS OF A REBT GROUP The basic goal of REBT is to help clients replace rigid demands with ï ¬â€šexible preferences. According to Ellis (2001b; 2011), two of the main goals of REBT are to assist clients in the process of achieving unconditional self-acceptance (USA) and unconditional other acceptance (UOA), and to see how these are interrelated. To the degree that group members are able to accept themselves, they are able to accept others. The process of REBT involves a collaborative effort on the part of both the group leader and the members in choosing realistic and self enhancing outcome goals. The therapist’s task is to help group participants to differentiate between realistic and unrealistic goals and self-defeating and self-enhancing goals (Dryden, 2007). Further goals are to teach members how to change their dysfunctional emotions and behaviors into healthy ones and to cope with almost any unfortunate event that may arise in their lives (Ellis, 2001b). REBT aims at providing group members with tools for experiencing healthy emotions (such as sadness and concern) about negative activating events rather than unhealthy emotions (such as depression and anxiety) about these events so that they can live richer and more satisfying lives. To accomplish this basic objective, group members learn practical ways to identify their underlying irrational beliefs, to critically evaluate such beliefs, and to replace them with rational beliefs. Basically, group members are taught that they are largely responsible for their own emotional reactions; that they can minimize their emotional disturbances by paying attention to their self-verbalizations and by changing their irrational beliefs; and that if they acquire a new and more realistic philosophy, they can cope effectively with most of the unfortunate events in their lives. Although the therapeutic goals of REBT are essentially the same for both individual and group therapy, the two differ in some of the speciï ¬ c methods and techniques employed, as you will see in the discussion that follows. CONFRONTING IRRATIONAL BELIEFS REBT group leaders begin by teaching group members the A-B-C theory. When they have come to see how their irrational beliefs are contributing to their emotional and behavioral disturbances, they are ready to Dispute (D) these beliefs. D represents the application of scientiï ¬ c principles to challenge  self-defeating philosophies and to dispose of unrealistic and unveriï ¬ able hypotheses. Cognitive restructuring, a central technique of cognitive therapy, teaches people how to make themselves less disturbed (Ellis, 2003). One of the most effective methods of helping people reduce their emotional disturbances is to show them how to actively and forcefully dispute these irrational beliefs until they surrender them. This process of disputation involves three other Ds: (1) Detecting irrational beliefs and seeing that they are illogical and unrealistic, (2) Debating these irrational beliefs and showing oneself how they are unsupported by evidence, and (3) discriminating between irrational thinking and rational thinking (Ellis, 1994, 1996). After D comes E, or the Effect of disputing—the relinquishing of self destructive ideologies, the acquisition of effective new beliefs, and a greater acceptance of oneself, of others, and of the inevitable frustrations of everyday life. This new philosophy of life has, of course, a practical side—a concrete E, if you wish. In the previous example, E would translate into a rational statement such as this: â€Å"I’d like to have gotten the job, but there is no reason I have to get what I want. It is unfortunate that I did not get the job, but it is not terrible.† According to REBT theory, the ultimate desired result is that the person experiences a healthy negative emotion, in this case, disappointment and sadness, rather than depression.Group members learn to separate their rational (or functional) beliefs from their irrational (or dysfunctional) beliefs and to understand the origins of their emotional disturbances as well as those of other members. Participants are taught the many ways in which they can (1) free themselves of their irrational life philosophy so that they can function more effectively as an individual and as a relational being and (2) learn more appropriate ways of responding so that they won’t needlessly feel disturbed about the realities of living. The group members help and support one another in these learning endeavors. The Therapeutic Process GOALS OF A REBT GROUP The basic goal of REBT is to help clients replace rigid demands with ï ¬â€šexible preferences. According to Ellis (2001b; 2011), two of the main goals of REBT are to assist clients in the process of achieving unconditional self-acceptance (USA) and unconditional other acceptance (UOA), and to see  how these are interrelated. To the degree that group members are able to accept themselves, they are able to accept others. The process of REBT involves a collaborative effort on the part of both the group leader and the members in choosing realistic and self enhancing outcome goals. The therapist’s task is to help group participants to differentiate between realistic and unrealistic goals and self-defeating and self-enhancing goals (Dryden, 2007). Further goals are to teach members how to change their dysfunctional emotions and behaviors into healthy ones and to cope with almost any unfortunate event that may arise in their lives (Ellis, 2001b). REBT aims at providing group membe rs with tools for experiencing healthy emotions (such as sadness and concern) about negative activating events rather than unhealthy emotions (such as depression and anxiety) about these events so that they can live richer and more satisfying lives. To accomplish this basic objective, group members learn practical ways to identify their underlying irrational beliefs, to critically evaluate such beliefs, and to replace them with rational beliefs. Basically, group members are taught that they are largely responsible for their own emotional reactions; that they can minimize their emotional disturbances by paying attention to their self-verbalizations and by changing their irrational beliefs; and that if they acquire a new and more realistic philosophy, they can cope effectively with most of the unfortunate events in their lives. Although the therapeutic goals of REBT are essentially the same for both individual and group therapy, the two differ in some of the speciï ¬ c methods and techniques employed, as you will see in the discussion that follows. Role and Functions of the Counselor The therapeutic activities of an REBT group are carried out with a central purpose: to help participants internalize a rational philosophy of life, just as they internalized a set of dogmatic and extreme beliefs derived from their sociocultural environment and from their own invention. In working toward this ultimate aim, the group leader has several speciï ¬ c functions and tasks. The ï ¬ rst task is to show group members how they have largely created their own emotional and behavioral disturbances. The leader helps group members to identify and challenge the irrational beliefs they originally unquestioningly accepted, demonstrates how they are continuing to  indoctrinate themselves with these beliefs, and teaches them how to modify their thinking by developing rational alternative beliefs. It is the group leader’s task to teach members how to stop the vicious circle of the self-blaming and other-blaming process. REBT assumes that people’s irrational beliefs are so deeply ingrained that they will not change easily. Thus, to bring about a signiï ¬ cant cognitive change, leaders employ a variety of active cognitive and emotive techniques (Ellis, 1996, 2001b; Ellis Dryden, 2007). REBT group practitioners favor interventions such as questioning, confronting, negotiating homework assignments, and helping members experiment with new ways of thinking, feeling, and doing. REBT group leaders are active in teaching the theoretical model, proposing methods of coping, and teaching members strategies for testing hypotheses and solutions. REBT group leaders assume the role of a psychological educator, and they tend to avoid relating too closely to their members and thus avoid having them increase their dependency tendencies. They provide unconditional acceptance rather than warmth and approval (Dryden, 2009b). However, REBT group practitioners demonstrate respect for the members of their groups and also tend to be collaborative, encouraging, supportive, and mentoring. REBT practitioners employ a directive role in encouraging members to commit themselves to practicing in everyday situations what they are learning in the group sessions. They view what goes on during the group as important, but they realize that the hard work between sessions and after therapy is terminated is even more crucial. The group context provides members with tools they can use to become self-reliant and to accept themselves unconditionally as they encounter new problems in daily living. Application: Therapeutic Techniques and Procedures Ellis originally developed REBT to try to make psychotherapy shorter and more efï ¬ cient than most other systems of therapy; hence, it is intrinsically a brief therapy. As applied to groups, REBT mainly employs interventions that teach group members how to tackle practical problems of living in a brief and efï ¬ cient way (Ellis, 2001b). From the origin of the approach, REBT has utilized a wide range of cognitive, emotive, and behavioral methods with most clients. Like other cognitive behavioral therapies, REBT blends techniques to change clients’ patterns of thinking, feeling, and acting. It  is an integrative therapy, selectively adapting various methods that are also used in existential, humanistic, phenomenologically oriented therapeutic approaches, but the emphasis is on the cognitive and behavioral dimensions (Ellis, 2001b). REBT focuses on speciï ¬  c techniques for changing a client’s self-defeating thoughts in concrete situations. In addition to modifying beliefs, this approach helps group members see how their beliefs inï ¬â€šuence what they feel and what they do; thus, there is also a concern for changing feelings and behaviors that ï ¬â€šow from rigid and extreme beliefs. This model aims to minimize symptoms by bringing about a profound change in philosophy. REBT practitioners are ï ¬â€šexible and creative in their use of methods and tailor their techniques to the unique needs of group members (Dryden, 2007) References A. Internet-Based http://www.allaboutcounseling.com/counseling_approaches.htm http://www.ehow.com/list_7162754_psychological-counseling-techniques.html#ixzz2cmnFA0bd http://www.ukessays.com/essays/psychology/psychoanalytic-theory-theories-of-counseling-and psychotherapy-psychology-essay.php#ixzz2cmqlANAb http://www.minddisorders.com/Ob-Ps/Person-centered-therapy.html#b#ixzz2dzABrENS B. Books Corey, G. (2012). Counseling and Psychotherapy: Theory and Practice Second Edition. Cengage Learning, Philippines.

Interprofessional Collaboration In Practice Social Work Essay

Interprofessional Collaboration In Practice Social Work Essay Interprofessional education (IPE) is an occasion where two or more professionals learn with, from and about each other to facilitate collaboration in practice (CAIPE, in Freeth et al 2002:11). Barr (2005) noted that the level of care given to service users was adversely affected by the prejudice and ignorance some professionals brought with them when working together. IPE seeks to address this. Carpenter (1995) writes how IPE was therefore devised to improve the breakdown in trust and communication between professions. Service users have needs that cannot be covered by one profession alone (Means, 2010) hence the need for effective collaboration. The two day conference provided an opportunity for collaboration between a range of health care professionals There were a large number of nurses on my group table and I decided to make this experience a positive one and develop my learning to benefit my future practice. It appeared as though all members of the group were confident speakers and I briefly wondered if we would allow each other the opportunity to be heard or give each other time to talk. However, we all had space to talk, were listened to and valued for our contributions. I felt this was a positive start to the group work. We discussed the stereotypes attached to our professions, there were more for social work than there were for other professions, although I heard nurses described as rough and loud. Unfortunately one of the nurses in our group acted as judged when she had an argument on the second day with another nurse, in view of all attending the conference. Sellman, cited in Pollard, et al (2000:156:171) writes People have fixed ways of behaving and act consistent with their characters. He also voices how influences from a personal, professional and structural perspective can affect whether practitioners seek to be willing, trusting or leaders in interprofessional working. The behaviour of this student allowed others to see an unprofessional side of her and may have re-inforced prejudice. Mandy et al (2004) write about how the delivery of healthcare is affected by interprofessional stereotypes, rivalry and tribalism. It was refreshing to hear of the positive experiences some of the nurses had with social workers. Some nurses thought that social workers had a rough deal; a comment from one of them was Its so unfair; you are dammed if you do and dammed if you dont, but I think you people are to be admired for all you do. It made me realise that not all professions have a negative impression of social work. Whilst working on our group sentences (See Appendix), language differences were discussed. I felt confident to challenge the word of the use patient since social workers are employed in a number of settings, therefore the use of the word patient would not always be appropriate. Dalrymple and Burke (2006) and Martin and Henderson (2001) illustrate the terms used to describe those in receipt of services will always be a source of discussion and change, but it could be argued that the terms that professionals use can have negative connotations for the person. Bruce and Borg (2002) discuss the term patient reinforcing the sick role and creating the idea that the individual needs to be taken care of. The group agreed collectively to use the term service user, however Heffernan (2005) draws us to recognise that this term can be damaging to the ethical practices of social work. Heffernan proposes that labelling individuals with this term could disseminate their sense of dependence on servic es. Upon reflection I realised that as professionals we need to be sensitive to the preferences of the individual. Communication and service user involvement were issues discussed at great length within the group. The use of jargon between professions and illegible handwriting meant it was difficult to access information relating to care and made it problematic for service users to contribute. Reeves et al (2010:65) provides a devastating example of poor communication- a patient having wrong site surgery. We discussed situations that had poor outcomes for service users and its links to ineffective communication. On reflection, the absence of effective communication and constructive relationships within the interprofessional team impacted on the ability to work collaboratively. Hirokawa cited in Royeen et al (2009:49) highlights communication is the key component to interprofessional working and Tomlinson et al (2008:108) puts communication central in order to provide a non-discriminatory service that is promoting linguistic competence. Knowledge and clarity of roles is an element key to successful interprofessional teams. Reeves et al (2010:62) considers how Clear roles help define the nature of each team members tasks, responsibilities and scope of practice. She clarifies that where each members role is seen as essential and there are clear team goals teamwork is effective. Sargent et al (2008) adds to Reeves discussion, by making professionals aware that in learning about the roles of other disciplines, you need to be aware of how they complement your own practice, in order for effective teamwork to happen. The play by the Dramatic Voices drama group Up to here, allowed an insight into the perspectives of service users, carers and professionals and the tensions and conflicts within those roles (e.g. needing a break from caring, pressures of targets) whilst highlighting the frustrations when one feels unsupported. The DVD Alison Ryans Story by Patient Voices (2010) emphasised the importance of carers and their expertise of a condition, so should be listened to and more fully involved. Cooper and Spencer (2006) explain in their article the important contribution service users can make to IPE for students at the beginning of their training. Service users provided the students with real life examples of how they had learnt through experience, enabling them to become experts, and as such stakeholders within the interprofessional team. Interprofessional working has many benefits for all involved. It can eradicate barriers between professionals, whilst highlighting the value each profession has to offer. Combining the needs, skill and expertise from all professionals means that needs are identified sooner, leading to earlier and more effective intervention. A package of care that is focussed around the individual and is more co-ordinated with a faster deliver time should result in better outcomes. Tirrito et al (1996:31) examines the benefits; The client benefits from the collective wisdom, professionals benefit from the support of colleagues and society benefits from the elimination of duplicate services. Conclusions from inquiries and current policies have summarised that interprofessional education and working are essential to good practice. The National Service Framework for Mental Health (DH, 1999), The National Service Framework for Older People (DH, 2001) and The National Service Framework for Children (DH, 2004), Partnership in Action: New Opportunities for Joint Working Between Health and Social Services (DH, 1998) and the Laming Report (2003) have insisted practitioners to encompass an interprofessional attitude to their work. Despite the guidance regarding interprofessional working, there are regrettably cases where this has not occurred resulting in preventable deaths of children. Victoria Climbies death led to Lord Lamings report (2003), identifying the failures of professionals to protect her. Irrespective of this, Baby Peter in 2007 and Khyra Ishaq in 2008, die whilst under the care of several professionals. Serious case reviews from Haringey and Birmingham (2009 and 2010 respectively) regarding their deaths emphasise inadequate communication (amongst other failures) between professionals as well as missed opportunities for intervention. The Government green paper Every Child Matters'(2004) recommended changes to policy regarding information sharing to ensure all agencies obtain a full picture of a childs life. Following from this the government has released a new guideline Working Together to Safeguard Children (2010) which provides a national framework for individuals and professions. It sets out wa ys of working together to safeguard and promote the welfare of children. This includes working together with an agreed plan of action, information sharing and recording and ensuring that their work is child-centred, that the focus is always on the child. This should ensure that further tragedies are avoided at all costs. 1332 words SECTION 2 DISCUSS HOW YOU WOULD TAKE AWAY WHAT YOU HAVE LEARNT ABOUT IP WORKING INTO PRACTICE The interprofessional conference was an immense learning opportunity for me. The importance of service user involvement, person-centred planning and communication within interprofessional teams highlighted in the conference gave me a lot to consider for future practice. Upon reflection of the conference, I was aware that I could be working with people who have not had IPE, so considered how I could collaborate with those that are not willing to encompass interprofessional working. This led me to contemplate previous experience, my previous placement experience, my next practice placement and where IPW fit into this. Every Child Matters (2004) require that all practitioners will be involved in information sharing that welcomes all views as equally valid; however I witnessed a situation that had the opposite effect. In my previous experience as a nursery nurse, I had raised concerns following a disclosure from a child. To summarise, the social worker dismissed my opinion, saying that I was unqualified to make any comment as I was just a nursery nurse. The reality that I had a lot of contact with this child was disregarded. Nurse (2007) discusses the difficulties in interprofessional working where one professional believes that only they have the expertise and knowledge to make a judgement regarding concerns. In the future as a SW in an interprofessional team I may be outnumbered by other professions, but I will present confidence in my profession and my role in order to be heard and will respect the view of other professionals regardless of job title or qualification. My previous practice placement allowed me to see an interprofessional team in action. I was able to observe a team meeting for a mental health team. There were professionals represented from health and social care backgrounds. All professionals were given time to address any concerns they had regarding a service user and were able to seek/offer advice from others. Medical and social perspectives were taken into account, allowing all professionals to work from their own theoretical base but working in partnership to provide continuity of care. Martin et al (2001) recognise how the sharing of background and experience while identifying peoples roles within the multidisciplinary team allows the members perspectives to be explored. This becomes a source of strength, with this integrated practice having benefits for service users and patients. I was grateful of the opportunity to witness the outcomes of effective interprofessional working. I am hoping for my next placement to be in a hospital setting. In order for my experience of IPE to be extended I will attempt to devise an action plan to maximise my learning opportunities and experience of interprofessional working. I would ask about the opportunities where professions interact and ask to be an observer to this (e.g. discharge planning meeting). I would ask for the opportunity to meet other students from other professions at the placement in order to share our learning experiences, professional policies and procedures in order to recognise similarities. I would arrange time shadowing other professions, in order to get a fuller picture of their role. I would also request time with my placement supervisor in order to reflect on IPW and its challenges, difficulties and benefits. This practice could promote relationship building for the future, as well as accentuating how other professionals can support my role as a social worker. It would allow me to identify and develop appropriate skills in my practice. Hostility between professions could be reduced and collaboration and team dynamics could be increased and improved as those who are not familiar to IPE can see it demonstrated in their students. The importance of service user involvement was highlighted in the conference. The Children Act 1989, National Health Service and Community Care Act 1990, and the Community Care (Direct Payments) Act 1996 were among the first pieces of legislation related to service user involvement. Policy guidance, practice guidance and service standards have developed from this. For example, the GSCC (2002) and Skills for Care (2002) provide guidance for social workers related to service user involvement. I had witnessed examples of poor practice in the past where the service user had no decision regarding their care (e.g. a woman who speaks Bengali having her treatment discussed about her with no translator sought to explain it to her). Service users now have more power to challenge decisions and refuse care should they wish, as they are now experts by virtue of their experience (Tanner et al (2008:6). Lishman (2007:270) reminds practitioners that holding meetings with individual service users, case conferences, advisory committees (to name a few examples) are power sharing structures in relation to decisions but the level of active listening by social workers and other professionals ensure the service users voice is heard and valuable to the decision making process. Wallace and Cooper (2009) highlight the importance of putting the service user at the centre and the organisations of services with and around them in order to break down the barriers of the organisation we work in. I recall on my previous placement a situation that provides an example of person-centred care. I was at a day centre of adults with dementia and was a observing a group of gentleman playing dominoes. Upon recognising a gentleman observing not playing, I discovered he couldnt remember how to play. Through joint reminiscing of our elders playing dominoes and allowing the gentleman to recall himself playing when he was in Jamaica, triggered his memory so he was able to play again. Brooker cited in Innes et al (2006:6) signpost four elements essential to providing person centred care, one of which is a positive social environment to enable the person with dementia to experience relative well-being. Providing culturally appropriate conversation, as well as time for this gentleman to reminisce allowed him to remember a part of his cultural identity that was of importance to him and through remembering how to play dominoes, was able to socially interact with other members of the centre. The role of a SW is very much dependant on the setting- assessment, crisis intervention, patient wellbeing and advocacy are just a few of the myriad of roles I could undertake. Holoskom et al (1992) demonstrate the multiple roles a SW could be part of in health care settings. It highlighted the lack of clearly defined role competences specific to social work. Wilson et al (2008) suggest à ¢Ã¢â€š ¬Ã‚ ¦social workers are less able to define what their specific contribution to an inter-professional team might be à ¢Ã¢â€š ¬Ã‚ ¦ .It could be argued however that SW are essential to how care is delivered. As a SW I could be helping patients problem solve and cope with situation or illness, link individuals with resources and services and promote effective and humanitarian service systems. Carlton, cited in Holoskom et al (1992: 8) stress the significance of the social workers as being the only professional who has the central foundation that a holistic perspective of the service user is o f utmost importance I have realised that it is important for me to enhance knowledge of medical issues so that I can be knowledgeable when talking to patients and can participate fully in interprofessional teams. The team will also gain knowledge about my role as a social worker with views, values and perspectives being shared in order for my presence to be visual and effective to the delivery and structure of health care. I left the conference with a positive attitude to interprofessional working. As one of the next generation of health and social care workers I will ensure that what I have learnt will be used in practice to ensure interprofessional working is at the heart of patient centred care. I would like to end with a quote that I feel expresses the process of interprofessional working: Coming together is a beginning; keeping together is progress; working together is success (Henry Ford 1863-1947) 1310 words Appendix -Agreed Group Sentences Communication Issues between Health and Social Care Professionals Effective communication between the multi-disciplinary team including the service user and their family is paramount to client centred care. All communication should be clear and concise without the use of jargon or abbreviation to facilitate collaborative working. Contrasting professional perspectives / values within teams By considering the perspectives of the service users and other professionals, practitioners are able to broaden their understanding in order to improve delivery of care. There are contrasting perspectives and values between professionals but it is our responsibility and duty of care to compromise for the service users best interest. Stereotyping, power imbalances and team processes Although there may be perceived hierarchys within health and social care professionals, everybodys different skills, knowledge and input is variable to the needs of the service user at that particular time and therefore should not be translated into power imbalances and conflicts with the Interprofessional team.   It is human nature to form stereotypes of others but we must not  allow this to impact the care we provide to service users.

Effects of Imperialism on Society Essay -- Politics, Power, Authority,

As the 21st century begins, the economic infrastructure of the Globe continues to feel the lasting affects of Imperialism in the 20th century and beyond. During the previous century there were two key characters, Germany and the United States, who both played a vital role in producing the economic setting we have today. The use of Imperialist policies in Germany, specifically leading up to and during the Nazi regime, and the United states, specifically in the Post-WWII era, would dictate much of how our present economic system would function. In previous centuries, these flawed policies of imperialism offered a tactless criterion which industrializing nations were to use if at all interested in accumulating wealth or having access to the Global market. These policies called for the domination and exploitation of other nations thereby contributing to the formation of the list of nations we refer to today as the â€Å"the Third World†. Although colonialism and most forms of imp erialism have formally been eradicated since the 1950s, the affects can clearly be seen lingering within International markets and the Global structure. A thorough understanding of imperialism and its effects on todays societies must be preceded by a firm understanding of its definition and familiarity with its history. As with almost any -ism it is very difficult to clearly define exactly what imperialism is, but the Merriam-Webster Dictionary broadly defines it as being: the extension or imposition of power, authority, or influence. It is difficult to pinpoint exactly when imperialism was first implemented, but again this is simply because of the diversity of definitions among opposing groups. Despite its shiftiness, there is a generally understood answer to ... ... the world and as a result have left billions below the poverty line. The unfortunate thing is that the imperialist ideology does less for the working class and more for the capitalist class which is considered to be the â€Å"governor of the imperial engine†. In reality it simply does not make sense for the nation but makes total sense for the financial interest of the minority (Magdoff 34). Imperialist policy has lingered in our society with nation being subjugate to other nations through the economy and politics lean up. But emancipation is possible through questions and democracy, as Alexis de Tocqueville once said â€Å" vigilance is the price of liberty, independent and vigorous criticism is the only safeguard of our liberties† (Winslow 460). It is said that to be a super power, one must remain imperialistic but for the sake of we should try to find other alternatives.

The Scramble for Africa Essay -- World History

The Scramble for Africa is one of the best examples of colonization in world history. Europe alone managed to colonize the entire African continent in a period of roughly twenty five years, spanning from 1875 to 1900. The quest for power by European nations was only one of the driving forces for this race for colonization. The geographical location and the natural resources to be exploited in certain regions of the continent were important factors in the race for land. Another factor that contributed to the colonization of Africa was the end of the slave trade. The need for new capitalism to exist between Europe and Africa after the call for the abolition of slavery became great. European traders were searching for new avenues for making money, as well as new ways to exploit of the natives of Africa, due to their perceived weakness as a people, made the quest for occupation relentless by European nations. Political, economical and social ambitions all led Europe to partition Africa i nto separate colonies and the race to see what country could establish a monopoly in Africa became a European obsession. There is a consensus among historians that the political Scramble for Africa was begun by King Leopold of Belgium. King Leopold had been a supporter of Henry Stanley, a Welsh journalist and explorer of Africa. In the late 1870s, Stanley had been on another expedition to the Africa, mapping the Congo River from its origins to the ocean. Leopold had developed an interest in the Congo region in Africa. He sent Stanley as his private envoy of his International African Association in an effort to establish a foothold in the Congo region. Leopold had not been forthcoming in his intentions to Stanley. He led Stanley to believe it was his ... ... the continent of Africa resulted in millions of deaths, from mistreatment to disease to outright warfare waged against them. In many regions, the European countries raped the land of its nature resource with little concern for the land or the people who lived on the land. Although their were some positive improvements such as better transportation and healthcare, African cultures were destroyed and lives were lost in the process of European colonization. Works Cited Achebe, Chinua. Things Fall Apart. New York: Anchor Books, 1994. Print. â€Å"Democratic Republic of Congo profile.† BBC News. BBC. Web. 10 January 2012. â€Å"Imperialism.† Merriam-Webster’s Collegiate Dictionary. 11th ed. 2008. Print. Ogbaa, Kalu. Understanding Things Fall Apart: A Student Casebook to Issues, Sources, and Historical Documents. Westport, Connecticut: Greenwood Press, 1999. Print.

Essay --

Long Distance Running You are standing at the starting lining, your hearts pounding. Your palms begin to get sweaty and butterflies start to take flight in your stomach. You can hear people cheering in the background. You look right, and then you look left and see runners who have dedicated the same amount of time and energy as you or more. Suddenly everything goes quite. POW, the gun fires and everyone takes off like a bunch of wild horses. Your race has begun and you are now running to achieve your goal. Long-distance running is a challenging sport that goes beyond exercise and pushes the individual past what most runners’ experience. The very first ever marathon took place 490 B.C., when a Greek soldier known as Pheidippide ran from the battlefield in the town of marathon, Greece to Athens. When Pheidippide arrive to Athens, he shouted â€Å"Nikki!† (Victory) then collapsed and died. Later on when the modern Olympic games were founded in 1896, the legend of the first marathon ran by Pheidippide was brought back to life by a 24.8 run from marathon bridge to the Olympic stadium in Athens. Twenty-five runners gather at the bridge and were ready to run the first modern marathon, out of these twenty-five runners there was only one American runner (Arthur Blake). Arthur was a middle distance runner. Three days before the marathon Arthur ran the 1500-meter race, and took second place. Due to this, Arthur was very exhausted but still decided to run, due to his decision Arthur could not finish the marathon and dropped out 14.5 miles into the race. On the boat ride back to the United States, planning for the first A merican marathon took place. The first annual Boston Athletic association marathon was organized on April 18, 1897. This date was... ...low. Someone who had seen the accident ran to help and saw Prefontain lying face up, at that point he was still alove but was unable to get out from under the car. The witness ran for help but by the time they had rounded up more people to help, Prefontain was dead after the car had crushed him to death. the story of Prefontaine’s life and death is a sad one, as his life was claimed at the age of just 24 young years, and he never he the opportunity to reattempt the Olympics. (6) Long-distance running is a challenging sport that goes beyond exercise and pushes the individual past what most runners’ experience. Many people dislike running but the few that are interested in it just don’t like they love it. "As every runner knows, running is about more than just putting one foot in front of the other; it is about our lifestyle and who we are." (- Joan Benoit Samuelson)

Building for brands Essay

Today, companies take extreme care when formu ¬lating and executing advertising campaigns. A special attention is given to the message of an ad and its impact on potential consumers. The main ingredients that contribute to a great advertising campaign are a unique slogan (message) and image of an ad. Marketers communicate through a set of meanings and definitions sending particular messages to consumers and controlling the circulation of ideas about a product (Wells et al 2005). The particular slogan, and the way it is presented, depends on the advertiser’s objective, such as Allstate Insurance Company’s ad: â€Å"You`re in good hands†. Slogan is important element of communication because it sticks to consumer’s mind for a long time even if they do not remember the exact image, they remember the slogan. For instance, Nike creates the following slogan for it advertisement: `Just do it! ’ It appeals to potential consumers through emotional response: a common set of meanings derives not only from the language, but refers more broadly to the pattern of beliefs, codes, and feelings on the basis of which people learn to live with their environment. Visual image supports the slogan and appeals to consumers through a visual analyzer. Humor and relevance help to create a unique advertising message and attracts attention. Such ads have greater emotional impact on potential consumers and their decision to purchase. For instance, a slogan ‘Don`t leave home without it` used by American Express, appeals to emotions and feelings of consumers; this slogan is easy to remembers and repeat. Because products are frequently at different stages in their life cycle in various national markets, and because of cultural, social, and economic dif-ferences that exist in those markets, the most effective appeal or selling proposition for a product may vary from market to market. The choice of media is important because it allows a company to influence and apple to different target groups. Media controls the circulation of ideas about a particular product. For instance, radio advertising is inexpensive; the message cannot be passed or reread. TV media is more effective because people and products have a realism. A television advertisement can be timed to the hour, day, week or program. For instance, Raid’s ad: Kills bugs dead` combine both visual and auditory appeal. The ad `You can do it. We can help` used by Home Depot appeals to me in an emotional level. It appeals to the heart of the intended audience. This message of the ad has a significant impact on tastes and priorities creating fashion. It provides potential consumers with human-centered behavior, inconsiderate of any outside consequences, short-term or long-term. The objective of the ad was to attract attention to their brand name and proposed a support in daily problems. In this case, the big idea of advertisement can be compared with a flash of insight that synthesizes the purpose of the strategy, joins the product benefit with consumer desire in a fresh, involving way, brings the subject to life, and makes the reader or audience stop, look, and listen. It is possible to say that consumers â€Å"read† the message hearing or looking at the advertisement. Home Depot did not try to ‘sell’ its products to a potential consumer but proposed a help and support, problem solving and prove their expert knowledge. The target audiences of Home Deport are individual customers and construction companies involved in building repair and reconstruction services. In sum, following John O’Toole (cited Wells et al 2005, p.67) the big idea of an ad can be described as a flash of insight that synthesizes the purpose of the strategy, joins the product benefit with consumer desire in a fresh, involving way, brings the subject to life, and makes the reader or audience stop, look, and listen. Advertising has a great influence on the society as it is often designed to add psychological value to a product or brand, it plays a more important communications role in marketing consumer products than in marketing products. References 1. Wells, W. P. , Mariarty, S. , Burnett, J. (2005). Advertising: Principles and Practice. Prentice Hall; 7 edn.