Integrative Therapy Essay

I started my first class of counselling today. I was very nervous and excited at the same time. I was nervous because I had not been in formal education for the past ten years and excited because I was going to do something for myself after 3 years of sitting at home and focus on something other than domestic issues. I arrived to my first class late and that made me more apprehensive. Looking around I noticed that there were people from different age and background. I started the class by telling others about myself and listened to them. I felt like I was in a group therapy, in a way it actually was because we were using our listening skills, which I believe is essential part of counselling. As it happened at the end of the task I was less nervous than I was at the beginning. Our next task was to find a partner and talk about ourselves to each other. We talked about our lives and it was up to us how much to tell our partner and to share it with the rest of the group. Again here, our listening skills were tested. This task also acted as ice breaker where the atmosphere of the class become more relaxed as we listened to each individual’s life and their achievements as well as their aspirations. I realised that most of the people who attended the course were there because of their life experiences propelled them to this course and that they felt they have something to give back as counsellor, or that they may learn some counselling skills to help them with their own lives. As for myself, since studying counselling as part of my degree course 10 years ago, I have wanted to become a counsellor. I always was motivated to help others. My only inability is and has been my lack of confidence. This is not because I don’t have the ability to listen and help others, but just that I am not a confident speaker and my communication skills needs to be enhanced and by doing this course I am hoping to overcome both and be prepared for further qualifications in counselling. During the class in groups we also discussed, what we want from rest of the group and what is required of me. There were some points, such as, Respect, Confidentially, Honesty, Being non- judgmental, etc, that we all agreed on. We ended the class by â€Å"checking out†, where we said how we felt and what we learned, like me, the rest of group was also more relaxed and were looking forward to the rest of the course. I see this course as learning route, where by the end of it I have learned some counselling skills, hopefully I will also overcome my own issues, which might have an impact on my role as a helper.

Methods of Suppression in 1984 Essay

George Orwell’s anti-utopian novel 1984 paints a picture of a society in which the individual has no freedom, hope, or feeling. Three super states called Oceania, Eurasia, and Eastasia, divide and ravage the earth with perpetual war between them. The story takes place in Oceania, which consists of the Americas as well as Great Brittan. Nineteen-eighty Four chronicles Winston Smith’s struggle to fight against the forever-reining, oppressive social system called the Party. Throughout 1984 several central themes through which the Party controls its members unfold – the first theme is dehumanization, the second theme is encroachment of privacy, and third theme is subtle erosions of freedom. Dehumanization, which clearly presides as the foremost theme in Orwell’s novel, occurs as the first theme. The ways in which the Party dehumanizes the people are the perversion of sex, the destruction of the family, and the deletion of human emotions. Big Brother despises sex. The Inner Party and Big Brother fear sex because sex causes extreme emotion. To destroy sex is to destroy emotions harmful to their rule. To complete this objective the Party conditions the women to hate sex: they completely pervert the natural emotion of sensual desire to something disgusting in nature. Orwell wrote, â€Å"The Party was trying to kill the sex instinct, or if it could not be killed, then to distort it and dirty it† (66). Starting when the girls are adolescents, they place them in classes such as the Junior Anti-Sex League and bombard them with lectures about the horrible implications of sex. The girls learn that sex is their duty to the party to produce children. Winston’s wife Katharine or â€Å"the human soundtrack† as Winston nicknames her, completely falls for all Party dogma (Orwell 66). She shudders at the thought of sexual relations, swallows all of Party’s propaganda, and has her only loyalty lying blindly in the hands of Big Brother. Julia, Winston’s adulteress, views oppose Katharine’s views in all ways possible. She desires sex as a form of rebellion and doesn’t take anything the Party says for truth. Winston describes her as â€Å"a rebel from the waist downwards† due to her apathy concerning Party situations (Orwell 156). Secondly, the destruction of family values also causes the dehumanization of the people.  By shifting loyalties from the family to Big Brother, the Party succeeds in destroying the family. Couples do not even feel love towards each other anymore. Destroying all emotional connections between family members centralizes as one of the Party’s goals. In the Parsons’ house lies a vision of how the Party wants the family to behave. Mr. Parsons, a Party drone, mutters down with Big Brother in his sl eep and his daughter betrays him to the thought-police. While being hauled off, he actually says that he feels proud of her for denouncing him. Denis Duclos wrote in his article â€Å"Dehumanization or the Disappearance of Pluralism?† that one of two forms of the inhuman was approached by destruction of the symbolic (1), and within the families of Oceania the symbolism of the family has been demolished. Finally, the Party achieves dehumanization by destroying emotions. While torturing Winston, O’Brien says to him, â€Å"In our world there will be no emotion except fear, rage, triumph, and self abasement† (Orwell 267). Throughout the book almost all public events deal with hate. Repeated examples of hate occur in 1984 including executions, the Two Minutes Hate, and Hate Week. The Party wants to build a society founded upon hatred. In the Ministry of Love, O’Brien says to Winston that, â€Å"There will be no loyalty except loyalty towards the Party. There will be no Love except the love of Big Brother† (Orwell 267). The Party wants to have a governed body of no emotions, thoughts, or feelings, for one who does not possess any of these is one that will be easily controlled. Encroachment of privacy takes place as the second theme in 1984. Keeping power in the hands of Party requires constant surveillance of its members in order to keep them in check with fears of thought-crime. They keep a close eye on everyone with a device called a telescreen. The telescreen simultaneously broadcasts propaganda and records all of the activities within its vision. It can never be turned off, only turned down, and it can be found in all the homes of party members as well as all public areas. It says in Goldstein’s book that â€Å"With the development of television, and the technical advance which made it possible to receive and transmit simultaneously on the same instrument, private life came to an end,† (Orwell 206). The telescreen keeps Big Brother in control. Without constant surveillance, the people would feel no outside pressure to act in an  orthodox manner. In â€Å"Bye-bye, Big Brother† Peter Huber writes, â€Å"Without the telescreen there can be no Big Brother, or at least none quite so totalitarian as Orwell imagined† (2). For remote areas such as forests and mountains, the party places sound recording devices to make sure no place goes unmonitored. The party also puts a social stigma on privacy. In Newspeak, the official language of Oceania, the word for privacy is â€Å"ownlife† (Orwell 84). The Party establishes social programs for all of the members so that they will never have any free time: â€Å"In principle a Party member had no spare time, and was never alone except in bed† (Orwell 84). The Party even trains children to spy on their parents for symptoms of unorthodoxy. â€Å"Nearly all children nowadays were horrible. What was worst of all was that by means of such organizations as the Spies they were systematically turned into ungovernable little savages, and yet this produced in them no tendency whatever to rebel against the discipline of the party,† Orwell writes. â€Å"It was almost normal for people over thirty to be frightened of their own children,† (Orwell 24). Subtle erosion of freedoms resides as the third theme of 1984. Through means of controlling the past via constant alterations to make the records reflect the Party’s propaganda, the Party can control what people think and believe. O’Brien says, â€Å"We control matter because we control the mind. Reality is inside the skull,† (Orwell 268). The Party implements an ideal called doublethink. Doublethink requires believing the lie while still knowing the truth, or controlled insanity. To cite an example, midway through the Hate Week Oceania changed alliances from Eastasia to Eurasia, thus changing enemies as well. Mid speech, the orator changes the perpetrator from Eurasia to Eastasia as members of the Party run from rooftop to rooftop tearing down posters of Eurasians. The masses listening to the speech choose to mindlessly go along with what happened without questioning. Doublethink occurs in the Party’s slogan â€Å"War is Peace, Freedom is Slavery, and Ig norance is Strength† (Orwell 16). How could war possibly be peace or freedom be slavery? It can only be true if one believes that war is peace and by doing so contradicting logic. The waging of perpetual war also subtracts from peoples’ freedoms. When a populace is engaged in war, the populace tends to give up freedoms for protection. Peter Huber writes,  Ã¢â‚¬Å"Until recently there was only one efficient way for many people to cooperate, and that was to surrender their freedoms. . . . Information traveled one way only, from the rulers to the ruled† (2) By waging perpetual war and only sharing slanted information the Party keeps its citizens at bay with fear of being overrun by another country. â€Å"How can people gauge risks to their lives and property if they are denied access to vital information about these risks?† writes Denis Duclos (3). Knowledge of the peoples’ situation in kept away from the citizens by the Party because knowledge is power. Newspeak is also a way of erasing thought. Syme, a craftsmen of the language, explains Newspeak to Winston when he says, â€Å"In the end we shall make thought-crime literally impossible, because there will be no words in which to express it,† (Orwell 52). Ceasing all actions of thought by narrowing the English language is Newspeak’s goal. In 1984 Orwell paints a scary picture of what society could be like if we continue on a path of apathy. The themes portrayed in 1984 are dehumanization, evasion of privacy, and erosion of freedoms. These are all things that can be avoided by taking action now. While O’Brien is talking to Winston in the Ministry of Love, he says, â€Å"If you want a picture of the future, imagine a boot stamping on a human face forever,† (Orwell 267). Although this quote exaggerates how things are going for us at present, it gives us an idea of how it could be. Orwell’s message to us is to take control of our freedom and to abuse it to the fullest. Works Cited Duclos, Denis. â€Å"Dehumanization or the Disappearance of Pluralism?† Diogenes 49.195 (2002): 34-39. Expanded Academic ASAP. Gale. Maize High School Library, KS. 27 October 2004 . Huber, Peter. â€Å"Bye-bye, Big Brother.† National Review. 15 August 1994: 48-51. Expanded Academic ASAP. Gale. Maize High School Library, KS. 27 October 2004 . Orwell, George. 1984. 1949. New York: Penguin, 1971.

How Extracurriculars Can Boost Your College Application

At we meet many students with stellar college admissions profiles. But those who set themselves apart do so through their extracurricular efforts. College admissions officers use GPA and standardized test scores as metrics to determine how well a candidate stacks up to their school’s admissions criteria, but neither area offers much in terms of ways to truly differentiate your college application. An outstanding extracurricular profile can truly set your application apart from the pack. It is important to use extracurriculars as a means to genuinely convey to admissions officers who you are, and where your interests, strengths, and passions lie. You may already be involved in a wide range of extracurriculars early on in high school, and if so, that is excellent. Depending on your continued enthusiasm in each one of them, it may be a good idea to take time to consider if it would be in your best interest to explore some new areas in addition to or instead of the areas in which you are currently involved. One practical way to approach this is to take a broad look at the extracurricular opportunities your school community and communities outside of school offer. Self reflection and an open mind can help you discover areas that you have a real interest in exploring. If you happen to be involved in certain activities that you either no longer enjoy or feel as though are not helping your personal growth and future goals, it is completely acceptable to let these go. Simply choosing for the sake of adding another activity to your resume is not the approach to take. It is far more advantageous to pursue a few highly focused areas that you are passionate about and make a strong impact than it is to involve yourself in more areas merely at a surface level. Admissions officers see right through resumes that are padded with activities just for the sake of pretending that a great deal was accomplished over the last four years. What they are looking for is demonstrated interest in areas that are central to who you are and what you can bring to their campus. When you sign up for our program, we carefully pair you with the perfect admissions specialist based on your current academic and extracurricular profile and the schools in which you’re interested. Your personal specialist will help you with branding, essays, and interviews, and provide you with support and guidance in all other aspects of the application process.

Review of the Effects of the Internet on Students Annotated Bibliography

Review of the Effects of the Internet on Students - Annotated Bibliography Example The authors of this article look for the psychological aspects as to why college students are becoming addicted to the internet. They relate internet addiction to a high level of loneliness, in some cases, correlate directly. Much as other authors have stated there is more promoting the internet’s effect on students. The author explains that students who are lonely will seek out connection with strangers without actual physical interaction. However, many of these same students are, also, tremendously depressed. This article approaches the issues associated with college students pertaining to their communication skills and what promotes their internet use. Are college students more dependent on the Internet for academic or social purposes? The author found in the course of the study detailed that more students use the internet for personal or entertainment purposes that for academic or information purposes. In fact, there are a disturbing number of college students who use the internet out of loneliness, seeking attention from strangers in cyberspace. This can be a serious problem, and, potentially, in this day and age, a dangerous one. This article is pointing out that one of the major side-effects of the internet on college students includes its ability to distract students and misguide them on social levels. This source is allows a nice foundation for the history and overall understanding of the topic. This is a prime example of some ways that the internet directly has upon the students in higher education settings. Eldakak, S. (2010). Does Applying Ethics in Education Have an Effective Impact in the Classroom?. Online Submission, The author is interested in determining if the easy access to information that the internet allows has negatively impacted the ethics that once existed in the classroom. With education sometimes now entirely available online, that isolation and lack of supervision could be negatively affecting students ability to resist cheat ing or plagiarism. How can anyone be certain that the person that is supposed to taking a test is actually taking that test? In truth, at the moment, you cannot. Also, there is he consideration of what technological devices that the students may bring with them allowing them to cheat, like a cell phone and the like, which can sometimes be unfamiliar with the student’s cheating. This source is helpful in reviewing this topic because it verifies that there is a lapse of ethics that are being nudged, if not crossed, because of the freedom of information that the internet provides. The fact that the internet and our attitude towards it can become irresistible as a tool to cheat or plagiarize definitely indentifies itself as a large affect that it is having on college students. Englander, F., Terregrossa, R. A., & Wang, Z. (2010). Internet use among college students: tool or toy?. Educational Review, 62(1), 85-96. doi:10.1080/00131910903519793 This article explores how students pe rceive the internet. Is it a tool? Is it a toy? Unfortunately, it

Booker T Washington and W.E.B bois Essay Example | Topics and Well Written Essays - 500 words

Booker T Washington and W.E.B bois - Essay Example In addition, the need for change within the society should be presented effectively (Moore 56). Through examples and similarities, it is easier to build the case or idea and be able to influence the decision of the audience. In the two speeches presented to different audiences, it is evident that the success of presentation of the idea is in the speech by Du Bois. The speech by Du Bois is a true reflection of the challenges faced by the black community. Therefore, the speech by Du Bois is much better compared to the Booker Washington Speech. Effective speeches are meant to inform and inspire the public to be engaged in the change or improvement of the society. In the two speeches, the focus has been on the African American. In fact, conclusion of the speech makes it delightful and ensures that the audience understands the importance of speech and the need for action (Moore 123). The creation of the problem is done in the introduction passage effectively in the speech presented by Du Bois, which is different from the focus of the Atlanta speech. The Atlanta speech presents the issues using a system that ensures that the idea is not grasped accuracy. In fact, the ideas are not presented as fast as it should be in an audience speech. In addition, the focus of speech is presented much later. The presentation by Du Bois touch on the imperative issues associated with immigration and the need for integration of immigrants. However, the challenge of race is not addressed effectively in the Atlanta compromise. The compromise is not effective in presenting the solution to the problem. For a speech to be effective, it should bring out the challenges associated with race and conclude with the speaker’s perception and take of the challenge. For Du bois, the challenge and the conclusion is presented effectively in the speech, but Atlanta compromise does not present the ideas effectively. Speech presentation and

Third Estate Paper Essay Example | Topics and Well Written Essays - 1000 words

Third Estate Paper - Essay Example The first estate comprised religious leaders and the clergy who were the smallest minority, but wielded a great deal of powers and influence in the country. The clergy is known to have owned up to one fifth of the land in France, and had great influence on the monarch. These were exempted from paying taxes and were assigned a number of workers in the churches. The second estate was the ruling class who had immense control and effect upon the third estate and worked to ensure that the rights of members of the third estate were infringed upon to avoid any form of opposition. Because of the unfair treatment members of the third estate received from the first and second estates, there arose revolutionists among them and through the works of the likes of Sieyes, they revolted against the political system, bringing the caste system down, leading to the declaration of human rights, and since the a just and fair society. 2.0. Discussion. The events elaborated in this paper took place before the French revolution in the years preceding 1788. The political situation at this time was dominated by the first and second classes, which were the Catholic Church and the monarch respectively. The knowledge prevailing at this time was that the clergy and nobility were ordained by God and that no one had the right to question whatever they did as they were ‘holy’ and only answerable to God. Noble authority was guided by four characteristics: that it was holy, paternal, absolute, and ruled with a reason. It was, then to be revered by everyone (Hibbert 283). This was the period preceding the fall of the Roman Empire and the rise of the Catholic Church. The church was so influential that the papacy dictated every aspect of human life including ethical, moral, religious, and political organization of the society. The church, therefore, grew alongside secular powers, with the two depending on each other mutually for their existence. The persons of this time were largely cl assified into three groups: those who fought (the nobility), those who prayed (the church), and those who labored (the peasantry). The greatest concern for the three groups was power and influence. The church and nobility attained this by instilling ideologies of fear among the third estate that they were a special select by God and that serving them amounted to serving God. For a long tie, they managed to scare the people of the lower class until the time of the Investiture Controversy that saw the second class question the powers and authority of the church. They overthrew the church and took its place in the first estate. The third class, o the other hand, was busy looking for ways it could overthrow the nobility to form a nation of their own where there would be equality among all (Bienvenu 351). In the late 16th century, relations between the king and Estate Generals began to deteriorate, leading to the epoch events where Estate Generals began to break off form the main kingdom power. These further led to the onset of the French Revolution characterized by weeks and months of civil unrest, especially by members of the third estate. The revolution was brought to an end after the first and second estates agreed to include representatives from the third estate in the governing body and reforms

How did economic change and the two world wars effect wome workers in Essay

How did economic change and the two world wars effect wome workers in Britain between 1750 - 1950 - Essay Example Both phases provided empowerment for women altering their roles in their workplace and at home, sometimes restricting opportunity (Noung, Para1). The first phase of industrialization, the outwork, involved the production of goods for home use and for export through the merchants who fed the local and outside markets with the goods. The families never hesitated to squeeze themselves, if it called for, due to the flexibility of the system even though there were frustrations placed on their leisure time by out putting merchants. During this era, the women played a very important economic role since all the members of a household knew how to operate a spinning machine, meaning that together they contributed to the household economy. Therefore, this phase empowered women by making them agents of production and not just consumption (Floud, p25). This development in the production sector was important due to the agricultural trends, which were extant since 1700. This was due to the economics of scales that proprietors were employing. Large farms were able to operate with few workers hence released much labour from the lands driving women out of the labour market. These could be associated with the fact that men still dominated social and economic sectors during this period. As their wages started going down, they sought to exclude women from the labour market to prevent further immiseration. Hence, women from the agricultural region had to seek employment at home. This exclusion of women came with some side effects to the farmers who were their employers. Most noticeable and comical was the violent clashes between well-organized groups of women gleaners and the farmers. They would invade their farms to collect leftovers after harvesting. As the farmers tried to limit this, they developed a stricter notion of property rights in the eighteenth century. The farmers worn the civil case but the local customary law pull-ranked it as the judiciary

Intrinsic vs. Extrinsic Motivation (Opinion Paper) Essay

Intrinsic vs. Extrinsic Motivation (Opinion Paper) - Essay Example Intrinsic motivation comes from within such as a person's need to feel useful or need to seek self-actualization (Law, 2006). Extrinsic motivation consists of external factors that motivate an individual such as pay and benefits or other motivators provided by employers. Intrinsic and extrinsic motivators are not limited to the workforce. Motivators, or rewards, are provided beginning in childhood. Taking piano lessons and studying a foreign language are intrinsically motivated for this author. The intrinsic rewards that I am receiving are satisfaction and enjoyment. Extrinsically motivated activities include cooking and exercising. The extrinsically motivated activities are performed to please others who hope that diet and exercise will help improve my quality of life. There are several principals and theories related to intrinsic and extrinsic motivation. Motivation itself can be described as the "mental processes that arouse, sustain, and direct human behavior."(Law, 2006) People can be positively motivated or negatively motivated. One boss' leadership style may motivate productivity while another boss' leadership style may negatively affect productivity. It is key for any organization to conquer motivation within the workplace. In my opinion coaches of sports teams have known for years that the combination of intrinsic and extrinsic motivating factors can create the need to excel or a... George Gipp was a varsity football player at Notre Dame. When he fell ill and died Knute Rockne used a statement that Gipp is said to have made on his death bed: I've got to go, Rock. It's all right. I'm not afraid. Some time, Rock, when the team is up against it, when things are wrong and the breaks are beating the boys, ask them to go in there with all they've got and win just one for the Gipper. I don't know where I'll be then, Rock. But I'll know about it, and I'll be happy. (Estate of George Gipp, 2007). Knute Rockne used this statement to motivate his team to defeat the undefeated Army team in 1928. He knew that his team would be intrinsically and extrinsically motivated to win the game. Another principal relating to motivation is the multicative principal. This principal is based upon the belief that intrinsic and extrinsic motivation are interactive rather than additive. I agree with this principal because I have seen how in playing the piano I am rewarded by other people noticing and commenting on my performance. At the same time I have a sense of personal satisfaction when I play well (intrinsic). Although it is nice to receive positive comments, and encouragement, I gain more from the intrinsic award. I am motivated more by how I feel about myself and am motivated to play better despite the extrinsic rewards. The discounting principal of motivation has to do with the rewards affect on atheletic performance. The athelete may be intrinsically motivated to perform and win. But, an athelete that is paid to perform (such as major league baseball and NFL football) may stop performing if the paid reward is removed. Thus the intrinsic motivation is pushed aside or 'discounted' when the extrinsic reward is

Police Scenario Communication Barrier to Encounter Essay

Police Scenario Communication Barrier to Encounter - Essay Example Visually -Shaken Man The visually shaken only heard the sound but didn't see the incident happening. The following barriers will be met. - He may not answer questions that require him to give information on what he saw - Undefined assumption -: He may make his own assumptions since he never saw the events. This may lead to wrong interpretation. Young Gang Members I will get the following communication barriers with these young gang members. Defensive behavior -: Since they were past of the gang, they may feel threatened to give true information. They may in the process fail to concentrate on the questions. Failure to listen-they may fail to listen to me making me not to get the information I wanted. I will overcome these communication barriers in the following ways. Give the child enough time to explain himself. Avoid asking children leading questions since children tend to agree with what has been said. Ensure that the surrounding environment is friendly and free of destruction for the child to concentrate. For the hearing impaired man, I can look for someone who understands sign language to interpret the sign language to me. For the visually shaken man, he ought to be given time to compose himself and gain courage. For the gang member who may be hesitant to give true information, I can issue threats of imprisonment if they're not willing to give me relevant information. The impact of non-verbal communication while interacting with other officers' witnesses and possible suspects is that I may not get reliable information for my investigation. Interviewing Process and How to Go About Speaking To Each Witness 1. Child I would put myself in the shoes of the child and approach him in a humble man. I will take time to listen to him and desist from... Selective perception -: Because of the difficulty of the sign language, I may tend to hear only what I want to hear and ignore other signs which would otherwise have produced more relevant information. I would put myself in the shoes of the child and approach him in a humble man. I will take time to listen to him and desist from interfering with him as this will lead to him bearing confused. I will be extremely attentive because the child may not exactly repeat what he has said. I will create a climate that will facilitate open honest communication to avoid defensive behavior. I will be pleasant and smile to them so that they cannot take me suspiciously. I will put the young gang members at ease and avoid being tempered over what has happened. Throughout the investigation I'll be equipped with a pocket radio to record all the conversations with the witnesses. I'll then collect the finger - prints of the gang members which will compare with the information present in the police station. This is what I'll show in the courtroom. A shot-out occurred in Monrovia Street on Saturday 2007-01-06 at 14.30 hours. A teenage male was killed. According to my investigations, a gun wielding gang attacked the teenage male who was in his car near a corner gas station. Some of the witnesses lamented that they had a loud bang followed by screams all over.

Industrial production Essay Example for Free

Industrial production Essay In his empirical study Imai (1996) examined other significant internal factors promoting democratic changes. He demonstrated that industrial production and GDP per capita have gradual lasting influence on their implementation (p. 8). It seems logical as economists argue that with growing size of the developing nation’s market and expansion of its economy, democratization of the country is facilitated. Consequently, as the purchasing capacity of the most population measured by GDP per capita raises, the economic and political liberalization within the developing country is promoted, thus contributing further to the democratization (Armijo, 2005, p. 2019). Imai (1996) also emphasizes that the larger is the size of the developing nations home market, and the more amounts of foreign direct investment the nation draws, the deeper democratic changes it will have to implement together with liberalization of its economy (p. 11). At the same time, increased purchasing capacity of domestic consumers fosters expansion of private entrepreneurship which, for its part, promotes political liberalization, in the long run decreasing the state’s capability to strongly control civil liberties of its citizens (Arblaster, 1999, p. 40). So, as we discussed above, citizens of more economically advanced developing countries enjoy more civil liberties, and what is important to note here, such countries usually demonstrate the trend of growing urban population. At the same time, Imai (1996) proves that number of urban population is one of indicators of the internationalization of national economy, which contributes to democracy facilitation too, and more urbanized developing countries demonstrate more efforts toward democratization (p. 10). These trends evidently show that creation of wealthy stable society in developing countries is one of vital preconditions of democratization. The proper concept of democratization is closely connected with the notion of civil society as democracy constitutes a form of its existence. Formation of constitutional state and real democracy is impossible without civil society’s coming-to-be (Penna, 1998, p. 116). Important aspect of civil society formation is attaining unity among the people. For example, experience of political history of many African states, as well as Yugoslavia of the first half of 1990s, demonstrates that deep disunity of the society on the ground of ethnical features and prevailing separatist trends among the majority of population even in the presence of democratic aspirations in the society may not only become the hindrance to democratization process, but lead to opposite results (Penna, 1998, p.118). A few decades ago scholars entered a new notion into circulation – that of ‘consolidation of democracy’ – which implies irreversibility of established political structures where certainty of the procedures leads to limitation of ‘uncertainty of outcomes’, that is undemocratic outcomes are practically impossible (Randall Svasand, 2001, p. 78). This notion supposes that further democratization of the world is being considered as inevitable, and it is just an issue of time. But the way to this achievement appear to be not easy one. As our study demonstrate, outcome depends on the results of economic reforms which associate with democratization of political regime in minds of major part of population, although direct interrelation of economic and political transformations is not mandatory. That is why incapability of young democracies to satisfy economic interests of poor strata of population often makes a threat for entire democratization process (Petras Veltmeyer, 2001, p. 52).

High Power Continuous Wave Fiber Laser System

High Power Continuous Wave Fiber Laser System Introduction of High Power Fiber Laser The optical fiber with very high surface-to-volume ratio and a strong waveguide effect provides the fiber based laser source the potential to generate high power laser beam with high quality. In addition to the capacity of generating raw optical power with high beam quality, the fiber laser system has other appealing features, such as supporting robust and compact system designs, allowing ultrashort pulse operation, offering a board wavelength tunability, and providing high gains. Those features stimulate the research on the high power fiber lasers system, and lay the foundation of novel appealing applications, such as remote material processing, aerospace and defense. In the past decade, a remarkable increase of the powers produced by fiber lasers with high beam quality has been achieved (see Fig.1). As a result, the high power laser becomes strong counterpart of the solid-state bulk laser, and penetrates rapidly into areas that formerly other lasers were used. Literature Review In the early 1960s, the first fiber laser was demonstrated by Snitzer. The doped fibers potential for high optical gain was revealed by David Payne and co-researchers working on Neodymium- doped fibers in mid 1980s . In 2009, the high power fiber laser, which based on a specifically silica-host ytterbium-doped fiber-based laser (YDFL), obtained 10 kW output in the single-mode (SM) regime. Although architectures are different, the high-power fiber lasers and amplifiers are mostly archived with rare-earth-doped (RE-doped) double-clad fibers. The double-clad fiber, which was initially demonstrated in 1988, provided the option of cladding pumping, and proved to be one of the key technologies for power scaling. The structure of this double cladding is that the active RE-doped core is surrounded by a much larger inner cladding (see Fig. 2), and are encircled together by out cladding. The pump beam emitted by fiber-coupled high-power diode bars or other kinds of laser diodes is coupled into the inner cladding, and confined within it by an outer cladding. The confined pump beam will be absorbed into the core while it propagates along the fiber. The laser light is generated in the central core, and the laser light can have very good beam quality even diffraction limited beam. Thereby, by means of double cladding configurations one realized the conversion from low brightness p ump to high brightness single-mode fiber laser output. As the spatial and angular pump acceptance [can be expressed as the product of area and the square of the numerical aperture (NA)] for the inner cladding is significantly improved to the core pump, Such conversion is more effective, and close to 5 orders have been demonstrated experimentally. Among high power RE-doped fiber lasers, the YDFL is notable in term of high power. The Ybs broad absorption band extends from 900 to 980 nm (see fig 3), covering high power pump LDs best performance wavelengths, offers a low quantum defect [energy difference between pump and laser photons] for pumping with 9xx nm LD and lasing above 1040nm. This superior property offers the potential for achieving very high power efficiencies and reducing thermal effects. In addition, lasing at wavelength above 1040nm, the Yd ion shows a simple four level structure, that excludes excited state absorption and also a variety of detrimental quenching processes allowing high doping concentrations, which means high pump absorption per unit length. On the contrary, the small quantum defect also has a usually unwanted consequence: the significant quasi-three-level behavior, especially when lasing at short wavelengths (less then 1040nm), that will cause a high threshold and decrease the power efficiency. Fig. 2. Structure of a double-clad fiber and principle of cladding-pumping The Nd doped laser emitting at 1060 nm is a four-level system, which means a lower laser threshold. Associated with the relatively advanced state of 808 nm diodes for pumping Nd:YAG, this made Nd the choice for high power fiber lasers in early stage. Todays high power pump diodes in 9 xx nm are sufficiently bright to make threshold unimportant for most quasi-three-level high power fiber lasers. These overcome the obstacle of ytterbiums higher threshold and raise advantages of a lower quantum defect and higher doping concentration with quench-free. The first single-mode Yb doped fiber laser with output power over 100 W was demonstrated in 1999 , and it illustrated that the advantages of Yb doped double cladding structure can support for further increase in the average power by scaling the size of the optical fiber and the power of pump diode source. Soon after that, the power of cladding pumped YDFL obtained the kilowatt level. Thereafter, by investigating the large-area core design a nd fabrication, the single-mode operation in kilowatt level was realized that would not have been possible for Nd doping. Figure 3: Absorption and emission cross sections of ytterbium-doped germanosilicate glass, as used in the cores of ytterbium-doped fibers. Another sophisticated technique which is adopted in all double-clad fiber lasers at 3 kW and above, is tandem-pump [in-band pumping with high-brightness pump sources, such as one or several fiber lasers, or thin disk laser]. The tandem pump makes it possible to pump close to the emission wavelength so that the quantum defect heating will be low resulting in a reduced thermal load. Actually, some advanced solid-state lasers, such as thin disk laser, is well matched with requirements of in-band high brightness pumping source, and 1 KW level output thin disk laser pumped fiber laser have been realized. Nonlinearities are an issue to further increase the CW output power of the fiber laser. The fiber laser considered above such as in Fig. 1 has operated with linewidths in the 110 nm range. In such system with cw operating, excepting at the extremely high powers or long delivery fibers, the stimulated Raman scattering (SRS) is a weak effect and is relatively easy to prevent. However, for output power above 10 kW, the Raman gain can become so high (tens of decibels) that a considerable part of the power is transferred to a longer-wavelength Stokes wave, reducing the power in the signal wavelength. There are some applications need single frequency sources which can provide light power with narrower spectral line width, such as coherent beam combination of multiple single frequency fiber sources with high power. This scheme offers a promising method for further power scaling, and consequently this stimulates interest in single-frequency power scaling. For narrow bandwidth, especially at linewidths less than 10 MHz, the SBS is the dominate nonlinearity and the severe obstacle for high power single-frequency fiber sources. The SBS can be suppressed with shorter fiber and larger mode field area, and output power of hundred watts has been reported with such schemes .However, this power is still less comparing with the bulk solid state laser. There are several options for SBS mitigation, including straining the fiber in order to broaden the SBS gain bandwidth, and reducing overlap between the optical and acoustic fields. The highest power high-gain fiber amplifier can archive 1.7KW. It was realized by combination of the modest spectral broadening with phase modulation and the fiber with enlarged effective mode area. The most effective way to mitigate nonlinearities (excluding self-focusing) is to enlarge the effective mode area by optimizing geometry designs and material choices of fiber structure. Unlike the passive power delivery fiber, this task is more challenge for active fiber, as doping-induced refractive index changing, and thermal stability will be issues. A straightforward design approach to maintain pure single-mode operation is to increase the core diameter, with the NA reducing correspondingly. However, the downside is the waveguide effect gets weaker, and consequently light is easier lost from the core when the fiber is bent. More works on fiber designs for addressing these challenges are related to photonic crystal fibers techniques. It is possible to make single mode operation in a multi-mode supported fiber, by building up preferentially amplify, or attenuate for specific mode, while the mixing or coupling between modes should be controlled to minimum. There have been works focu sed on using differential gain by selective RE doping across the core , and differential-bend-loss by controlled bending of the fiber. The leakage channel and chirally coupled core fibers are designed to selectively couple propagation mode to high loss mode. The high order mode but not the fundamental mode is coupled to leaky mode, which will substantially be attenuated. The multifilament core and multicore fiber arrange filaments or cores in a two-dimensional array. There are evanescent-field coupling among cores, and the overall structure can exhibit single-mode guidance with large mode area. Academic Objectives From the aspect of power generation, Investigation of advanced fiber for mitigating nonlinearity will be still the most critical issue in increasing the output power for cw fiber lasers. It has been estimated that the maximum single core output powers of the ytterbium doped fiber laser should be at several tens of kilowatts level based on present technique. However, single-mode operation is not indispensable for lots of high power lasers applications. The single or near single mode operation in the MM fiber which is developed by balancing the mode quality, the achievable power, and the damage threshold of the fiber, can offer possibilities to archive higher output power. In addition to that, as the emission wavelength of well developed thin disk laser is still covered by the Yb ions absorption band and is more close to the emission band of the Yb ion, the research on novel architecture using thin disk laser to tandem pump the special designed Yb doped fiber laser also offers the pote ntial to increase output power of fiber laser and develop novel fiber laser with useful function. The proposed research will focus on advanced fiber, especially for the evanescent-field coupled waveguides, also called multi-core fibers (MCF). The main aim is to design and realize novel types of active MCF for increasing the output power of fiber laser with good beam quality, and for suppressing the SBS effect. Besides that, Based on the advanced thin-disk laser, and the novel MCF fiber, the investigation on the novel laser architectures will also be performed. The Outline of the Project According to the above proposed objectives, the research work can be divided to two main phases. The first phase will be focused on fiber design and fabrication, and the expected deliverable is the novel active fiber with improved performance in nonlinearity mitigation and bending resistant. The other phase is about the novel fiber laser architecture, and investigation of the novel tandem pump configuration based on thin-disk laser will be performed. Mathematical Model and Design Strategy The main nonlinearities for cw operating fiber laser is SRS and SBS. Although both of them can be mitigated by the enlarged mode area, the SBS is still too strong for increasing the power of single frequency laser in the LMA fiber. The proposed research aimed to suppress the SBS in the LMA fiber for mitigating both SRS and SBS. According to the previous research, the SBS threshold can be expressed by : (1) The ÃŽÂ ±u is acoustic attenuation coefficient for the acoustic mode of order u, Aeff is the optical effective mode area, G(Ñ ´max) is the SBS effective gain coefficient at the peak frequency, K is the polarization factor. We can see form the equation. Beside the mode area, the SBS can be suppressed by increasing the acoustic loss, reducing the overlap integral, and the SBS effective gain coefficient. The is the normalized overlap integral of the electric and acoustic fields and it can be expressed as : (2) The E0 is the optical field associated with the fundamental mode, and à ?u the field of a longitudinal acoustic eigen-mode of order u. The overlap integral can be changed by modifying the fiber refractive index profile and acoustic velocity profile. The acoustic loss can be changed by glass composition design. As different dopants have different effects on optical and acoustic properties, it is possible to create suitable dopants profile in the core and cladding to reducing the overlap integral or increasing the acoustic loss. Table 1 is some common dopants used for making silica glass based fibers. The profile of the optical and acoustic field can be indicated by optical and acoustic refractive indices. Similar to the optical refractive index, acoustic refractive index is defined as na(r) = VL Silica /VL (r) , where VL(r) is the longitudinal acoustic velocity in the core, and VL Silica is the longitudinal acoustic velocity of pure silica glass. Table 1. Trend of optical and acoustic refractive index change of different dopants in silica GeO2 P2O3 TiO2 B2O3 F2 Al2O3 Optical refractive index à ¢Ã¢â‚¬  Ã¢â‚¬Ëœ à ¢Ã¢â‚¬  Ã¢â‚¬Ëœ à ¢Ã¢â‚¬  Ã¢â‚¬Ëœ à ¢Ã¢â‚¬  Ã¢â‚¬Å" à ¢Ã¢â‚¬  Ã¢â‚¬Å" à ¢Ã¢â‚¬  Ã¢â‚¬Ëœ Acoustic refractive index à ¢Ã¢â‚¬  Ã¢â‚¬Ëœ à ¢Ã¢â‚¬  Ã¢â‚¬Ëœ à ¢Ã¢â‚¬  Ã¢â‚¬Ëœ à ¢Ã¢â‚¬  Ã¢â‚¬Ëœ à ¢Ã¢â‚¬  Ã¢â‚¬Ëœ à ¢Ã¢â‚¬  Ã¢â‚¬Å" One straightforward approach to modify the loss for optical and acoustic field of a fiber structure is created a type of optical guiding and acoustic anti-guides with a dopant material(Fig 4 (a)), such as Al2O3, and it has been demonstrated in . The other approach is to reduce optical and acoustic field overlap, with different dopants in the core (Fig 4 (b)). The resultant optical and acoustic refractive index profiles of above approaches are shown below. (b) Fig. 4. Dopant designs for reducing the overlap of the optical and acoustic fields The strategies shown in fig 4 are based on single core fiber. There are quite a few research works on improving the effective mode field in single core fiber, and it is little room to enlarge the effective mode field areas further without detrimental effect in single core fiber LMA. Recently, multicore fiber based LMA has been investigated as passive delivery fiber , and as active fiber in the novel laser architecture. The supported optical mode field of MCF can be designed by core size and core interval; the profile of the acoustic and optical field can be modified by the distribution of dopants and doping area size; and the loss of the optical and acoustic can be controlled by doping material. Thus, it is worth investigating a novel active MCF supporting a few modes or only single supermode with the reduced overlap between the acoustic and optical field. Optical Index Al Yb Ge F/B Acoustic Index Fig 5 the schematic of the proposed 19 core double cladding fiber A fiber design strategy to suppress the SBS is shown in Fig 5. An optical guide while acts as an acoustic anti-guide in the effective optical field areas of MCF will be fabricated by manipulating dopants in core and cladding, for example as shown in fig 5, by choosing Al2O3 in core and GeO2 in cladding. Because the fields of optical and acoustic are separated, the interaction between the optical and acoustic waves is weaker. Furthermore, the MCF will be designed to support a few modes or only one supermode, that benefits for manipulating refraction index to increase threshold of the SBS in the single mode MCF, as the à ¢Ã‹â€ Ã¢â‚¬  n=neffà ¢Ã‹â€ nclad of single mode MCF is larger than single mode single core fiber(SMF), for example, the index difference à ¢Ã‹â€ Ã¢â‚¬  n=neffà ¢Ã‹â€ nclad is 3.69ÃÆ'—10à ¢Ã‹â€ 4 in the case of the 19-core fiber reported in and only 1.60ÃÆ'—10à ¢Ã‹â€ 4 for the SMF, providing more room of à ¢Ã‹â€ Ã¢â‚¬  n for manipulating dopants. Finally, the reference value of parameters such as the diameter of each core, the core interval, and the doped areas of each core, will be archived by numerical calculation. Numerical Calculation The optical field in the waveguide can be solved by numerical calculation the Maxwell equations. Like the optical field, by numerical calculating the nonlinear acoustic equation, the acoustic field can be obtained. After that the SBS threshold can be calculated with equation (1), (2). From the nonlinear acoustic equation, we can obtain the equation that determines the longitudinal acoustic eigen-modes. The acoustic modes that contribute to the SBS associated with the optical fundamental mode have constant azimuth. Neglecting the damping factor, the radial distribution of such a mode can be expressed as: (3) The ÃŽÂ ©u is the acoustic frequency and the ÃŽÂ ²u is the propagation constant of the acoustic mode, VL(r) is the longitudinal acoustic velocity profile across the fiber. The wave equation for optical field in waveguide is derived from the general Maxwell and can be written as: (4) The EO is the optical field, ko=2p/l is the wave number of the optical field, and no(r) is the refraction index profile across the fiber. The optical mode is efficiently backscattered by the acoustic mode when the phase-match condition, ÃŽÂ ² = 2ÃŽÂ ²u, is fulfilled, where ÃŽÂ ² is the propagation constant of the optical field. The ÃŽÂ ² is determined by the optical wavelength ÃŽÂ », the effective refractive index no,eff, and it can be expressed as: ÃŽÂ ² =kono,eff=2pno,eff/l. Determined by the structure, the acoustic field in the proposed 19 core fiber is confined in the inter cladding, and the acoustic index can affect the confining effect. As the position of inter cladding is fixed, once the doping concentration is chosen, the acoustic field will be determined. The optical field in the MCF is determined by both the doping concentration and the geometry structure of the MCF. It is the geometry structure of the MCF provides the extra room to design the optical field with desired mode. The field of a longitudinal acoustic (à ?u) can be numerical calculated with finite-element method. beside the finite-element method, previous research has indicated the à ?u can be solved by utilizing the solver for optical scalar wave equation after defining a few new terms for acoustic wave. to numerical solve the equations (4), as numerical calculation by the finite element method is still valid when strong coupling exists between the different cores, the mode structure of the optical filed in the MCF is also calculated by finite-element method based on commercial available software such as Fimmwave or Comsol-Multiphysics. After knowing the à ?u and the EO, the can be calculated by taking the à ?u and E0 into equation (2). Finally, taking the into equation (1), the Pth of the designed fiber can be obtained. The theoretical M2 propagation factor can be computed with the method in. For a doping state, different Pth value and mode structures can be achieved for different geometry parameter, such as single core diameter and core interval. Optimizing the geometry parameter is necessary to get the high Pth value with good mode structures. Finally, repeatedly implementing above step for different doping condition, a series of optimized reference parameters can be obtained. The home institute IFSW has equipped the fiber manufacturing facility consisting of a modified chemical vapor deposition (MCVD) preform production lathe and the new commissioned drawing tower. The prototype of the proposed double-clad MFC fiber will be produced in the IFSW by the stack and draw technique. Investigation on the Laser Architectures The mode field mismatch and high operation power set the obstacles on employing the state of art fiber communication components in the high power laser architecture. Beside that some of critical components for high laser, such Bragg gratings in the LMA cores, large mode area pump coupler or combiner for high power diode are still in the initial stages. Above aspects cause the architecture for the exited high power laser is limited comparing with well developed communication band fiber laser. Most of the previous research on increasing the output power focused on developing the LMA fiber. As the difficulty of increasing the output power by enlarging the mode field is increasing continuously, it is time to consider improve the laser output from other aspect. The high brightness power scalable thin disk laser acting as the in-band pumping source can generate less quantum defect heat than 9ÃÆ'—ÃÆ'—nm laser diode, providing the potential to developing novel or improving existed laser structure by using components which are thermal damage or degradation sensitive. Thus there are rooms to increase the output power or improve the efficiency by developing the laser architecture with thin disk laser and special designed high power components. One of proposed architecture improvements is to replace the butt-coupled HR-mirror in the existed laser with the Bragg grating in the core of the double cladding fiber. Fig 6 (a) the butt-coupling mirror based laser architecture Fig 6 (b) the FBG based laser architecture FBG1,2 reflectors for the laser radiation; FBG3 reflectors for the pump light; The reflection rate of the FBG1 is around 99%, that of FBG2is around 50%. For the butt-coupled mirror based laser architecture (Fig 6 (a)), as the butt-coupled mirror will reflect both the pump light and the laser radiation on a very small area, the energy densities will be extremely high in core and cladding near the conjunct point. To withstand such high power densities, special material substrate such as the sapphire is needed to remove the heat very quickly. Even though, the core power density is still close to the damage threshold of the mirror coating. Furthermore, as the pump wavelength is closed to the laser radiation wavelength, to fabricate the dichroic mirror will be rather difficult. Although the Bragg grating inside the fiber core still has the problem of thermal damage, the damage threshold of FBG will be higher than mirror face. Considerable power increasing is expected for replaying mirror with the Bragg grating. From the aspect of fabrication, the wavelength of the Bragg grating is determined by the mask period and the refraction index of the fiber core, it will be easy to fabricate two FBG with spectrum interval larger than 4nm, which is enough to separate the in band pump light and laser radiation. Finally the FBG also can provide the facility to control the laser wavelength, and the laser output wavelength will be determined by the corresponded reflector. In fig 6 they are FBG1,2. Fig 7 the proposed hybrid laser architecture DMCF: doped multicore double cladding fiber, SMF: single-mode fiber, PMSF: polarization maintained single mode fiber ISO1: polarization dependent optical isolator, Amp: amplifier, DM: dichroic mirror, BS: beam splitter,Li (i = [1; 5]): plus lenses, FBG1: fiber Bragg grating for laser radiation, FBG2: fiber Bragg grating for pump light, PZT: Piezoelectric Ceramics Limited by components, many well developed communication fiber laser techniques such as wavelength tuning and polarization stabilizing cannot be projected to high power fiber laser area directly. A promising method to solve the problem is to develop hybrid architecture which employs a low power single mode fiber feedback loop to control the high power laser. By applying the advanced communication laser techniques in the single mode feedback loop, the high power fiber laser with wavelength tuning and polarization stabilizing can be realized. The proposed hybrid laser architecture with wavelength tuning and polarization stabilizing is shown in fig 7. The thin disk emitted pump light is coupled to the double cladding fiber with a dichroic mirror and a plus lens. The FBG in pump wavelength is employed in the far end of the active fiber. A small part of the emitted beam is reflected and coupled to the feedback loop whereas the most of power is coupled out from the laser cavity. The lens set (L4 to L6) constitutes a free-space imaging system for projecting the far field of the DMCF onto the input face of the SMF. Polarization independent optical isolators and circulator in the feedback loop determined the light traveling direction and eliminated the unwanted reflected light. Furthermore, the polarization independent optical isolator shapes the light to single polarization state, which will be persevered in the feedback loop by polarization maintained fiber. The FBG1 is fixed in a stretch preloaded piezoelectric ceramics, and the reflected wavelength can be tuned slightly by driving the PZT with Bi-directional signal. After passing th e feed pack fiber, the DMCF will amplify the seed laser radiation, and consequently power will be scaled and the polarization can be preserved.

The Views from Matisse?s Windows :: essays research papers

The Views from Matisse’s Windows   Ã‚  Ã‚  Ã‚  Ã‚  The menagerie of emotions that Henri Matisse evoked in his paintings spanned from enchanted enthusiasm to somber contemplation. In his paintings, Open Window and French Window, the artist depicted two vastly different views from possibly the same window, each nearly opposite in value, yet both impetuous in color. Various research studies have explored the psychology of color and have found that humans do relate color with emotion instinctively. One such study found that light, â€Å"warm†, colors encourage positive emotion, while darker, â€Å"cool†, colors spur negative emotion in most people. The bevy of warm colors in Open Window arouse elated emotion, while the cool colors in French Window innerve an icy feeling of solitude because the relationship between color and emotion is psychologically significant in the human process. Henri Matisse was the leader of the Fauvist movement of early Modernist art, a method that used true, brilliant color in often distorted brush strokes on canvas. The artists involved were titled the Fauves, French for wild beasts, because of their untamed and avant-garde approach to painting. They evaded detail and used the placement of color to create movement. Matisse’s new approach shook the art world and heavily influenced future artists, as he has been referred to as the â€Å"Master of Color†. In Matisse’s work, entitled Open Window, his oil sodden brush strokes illuminate the canvas with images of sailboats on a blush sea in the background and pots of crimson blooms in the foreground. The piece is drenched with life. His colors, vibrant and unnatural, range from cobalt to alabaster. A periwinkle, rose and ivory sky lingers above bobbing boats of coral masts, and hulls of azure and ebony. Greens flecked with varying amounts of yellow create hues of olive and amber in the foliage draping the windowsill. Indigo and terracotta pots hold bright scarlet and jade flora near the viewer. The window’s open doors reflect the image ahead; it’s glass panes mirroring the misty rose-colored water. The turquoise and lilac walls inside reveal that the window is in the corner of the room. A palette of colors full of vigor drenches the painting. Blues, greens and reds are the predominant colors in Open Window, and the 1996 research of Michael Hemphill will conclude that this is why one feels a surge of pleasure and vivacity while viewing this work. Of the 40 men and women in his color-emotion study, more than half cited blue as their favorite color.

Computer Professionals :: Essays Papers

Computer Professionals Computer consulting is one of the important if not the most important job of our time. Computers are the future whether we like it or not. Some people dislike computers, because of the complications it takes to understand the basics. Computers are not exactly the easiest tools to work with, but they are the most rewarding, and they are the future. Future cars will all be run by computer. You will be able to talk to a car and it will take you to your destination. Telephones are technically computerized. You will soon be able to talk to a person on the telephone as well as look at the person you are talking to on a television set. Also television is computerized. Soon we will have true three dimensional television. We will be able to watch television like we never have watched it before. We will be able to touch the characters, and feel the characters like they were in the room with you. For people who don't know much about computers, you will be lost in the future. You should learn what you can while you still have the chance, because things will develop to quickly for you and you will not be able to cope with new technological events. Computer consulting is a job, I have chosen long before the advances of technology. And now it has paid off. I now have a business of my own, working as a computer consultant. I assist others in learning about computers to be able to operate more efficently in their everyday jobs. Computers will fall into careers and our everyday life more rapidly then you think. Perhaps you would like to be a teacher. You will store all class data, students work, names, grades, records all accessible by computer. Or, how about a doctor. You will use computers to examine and evaluate a patients problem quicker and more efficiently. These are only a few examples. The bottom line is, computers provide worthwhile careers. Having a job that involves computers, in terms of the conditions, is very much similar to any office job. In most of the common jobs, the worker will get to an office in the morning, sit at a desk, in front of a computer, and will do very little manual labor except a lot of typing. For example, the computer consultant we have already mentioned, might

Media Manipulation Essay -- essays research papers

The media and advertising hinder do indeed hinder our being fully human. Mass media including radio, television and newspapers endeavors to shape public opinion on a variety of things. The media attempts to manipulate those values instilled by parents and society in general, thus taking away from our being human. Messages designed to influence peoples’ attitudes, desires and decisions fall upon society urging those people to buy a certain product, vote for a certain political figure, or support a â€Å"worthy† cause. The daily attack of media and advertising persuade the public to be one and the same, rather than allowing them to function as humans who follow their own beliefs.   Ã‚  Ã‚  Ã‚  Ã‚  Public opinion is formed through media propaganda. The network of communication systems – radio, magazines, newspaper, television, and films – informs those exposed as to their roles in society and their culture. Advertising has but one purpose: to sell a product or service or to promote a political figure by any and all means necessary including brainwashing the general public. Companies try to make the consumer aware of its product and convince the world that its product is better than that of the competitor as seen with the war between McDonalds and Burger King restaurants. This misuse of triggering the subconscious minds induces the public to buy things without knowing they have been deceived.   Ã‚  Ã‚  Ã‚  Ã‚  Parents have the heaviest influence in shaping on...

Most Intriguing Person I Have Met Essay

Introduction God is omnipresent and omnipotent. His representatives are Angels whose food is only fasting. They fly in the air as they take themselves very light. God and His angels could send only leaders, messengers, prophets to earth to proclaim about the goodness of God and to enable humanity to bear a fruitful life by following virtues and characteristics of God. He was disappointed, when it did not return expected results. God was on the look out for permanent person who is faithful, honest and trustworthy and who represent His kind-of on earth. God finally found â€Å"mothers† as his carnation, who would be kind, forbearing and have enough fortitude to transform hearts, minds and to spread the gospel of god’s goodness on earth. My mother was the most influential and inspirational person in my life until she passed away on February 28, 2004. Her life was extraordinarily courageous, hard working and self-reliant who lived a life in extreme hardships and confronted lachrymose situations. Read more: Essay the person I admire is my mother Mothers But Jesus turning to them said, â€Å"Daughters of Jerusalem, stop weeping for Me, but weep for yourselves and for your children.   Jesus at the time of carrying cross was experiencing great pain and agony. Even so, his heart moved when he saw women weeping for him. He felt that children should be the greatest priority in a woman’s life. Women who are the pillars of family, have the ability to transform lives through prayers. Prayer without penitence is a mere waste. Penitence brings tears and tears bring blessings from Heaven to families. This is exactly what Jesus meant by saying the above. Hard work â€Å"Hard work pays† is what she believed all through. Her single income, was insufficient to make both ends meet. Her financial planning, domestic chores, and struggle is absolutely inspiring, who had to question herself for every challenge she encountered and find answer all by herself alone. A unique life, while giving smiles outside, inside of her heart, there were volcanic pressures of all kinds and sizzles in life. My mother as a single parent, single income, executed hard work in rearing her children by providing good education, teaching life skills, settling the lives with good spouse and cherished the happiness with two daughters, two son-in-laws and four grand children. Spoke like a lioness with strangers and guarded her children like a hen that covered and protected her chickens under storms and strong winds. As a child I admired her initiativeness, courage and indispensable attitude. Amidst of huge loss in life, she sought happiness in devotion, gardening, social work and her grand children. Nobody could seize away her smiles and happiness even in the midst of life’s biggest storms. She prepared herself for every day. Her accostic approach to life was to see the positive side of life and never to look back. Her famous quote to me was â€Å"see the page, turn the page and do the work†. Long time before, she predicted that I would become a writer one day, which absolutely became true. Her absence now, declares â€Å"mothers are always right† and it is good for sons and daughters to carry the legacy of goodness of mothers to further generations, to spread a network of humility. After all, children should reflect with the moralistic features of parents. Courage In my childhood, her wake-me up rhyme was â€Å"cocks crow in the morning, to tell us to rise, for he who lies late, will never be wise. For early to bed and early to rise, makes a man, healthy, wealthy and wise.† She taught good things to her children and worked as a dedicated, determined and devoted mother. Bold and courageous even in trial period and solved the problems all by herself. She was deprived of all the happiness as a wife, she was entitled to, as any other woman. A Son who was expected to shoulder and strengthen his mother, in the absence of husband, suffered from a chronic illness for two decades, and at last passed away leaving her in great agony and depressment. Her energies, finances, effort to make her son survive, in order to just retain his presence on life’s long stage, were simply washed away with the passage of time. She survived this loss and tried to rebuild her life again, through her two daughters. Self-reliance & Self-less sharing Her another famous quote was â€Å"the works performed early in the morning in due diligence and early born children will take you to a land of success†. Situations make people strong, confident and courageous. She administered great respect for her sisters, brothers, friends and relatives and earned good name as â€Å"courageous and hard working† person. She respected, cared and helped all those she can in her employment. â€Å"Cut the coat according to the cloth† is what she believed in. Absolute and careful money management in providing needs for her children and without incurring any debts, all the hard-earned money, she saved for her children. After her retirement from government service, I expected a little rest and happiness to come her way as old age demands. She was attacked from a stroke and suffered for three years on bed in her final stage of battle in life. This made me to groan within, as to why good people are often chosen as silent sufferers and how things slip out of hand. A person who has passed through too many extreme situations in life, underwent much more struggle even in the last days of her life. Truly her passing way made me a whole new person to realize, that often good things are to be preserved and the teachings of mother can never be ignored. Conclusion â€Å"When Jesus therefore saw his mother, and the disciple standing by, whom he loved, he saith unto his mother, Woman behold thy son!†   Ã¢â‚¬Å"Then he saith he to the disciple, Behold thy mother! And from that hour that disciple took her unto his own home† Mother Mary, loved Jesus as her dear son. On crucifixion of Jesus, she was standing near the cross, in great tears. Jesus too was worried about his mother. He chose his dear disciple, to take care of Mother Mary. Jesus, discharged the duty as a dear son, which is a promising characteristic feature of Jesus, amidst of great suffering. Good mothers are very few, who sacrifice their lives and take pain to walk an ‘extra mile’ each time, for others sake. Hard working, courageous, self-less and sacrificial mother is an extraordinary mother whose character is entirely divine and philosophical. Such lives are blessed and those generations of children often build an ethical and moralistic society. My mother’s life was lead by God’s presence at every phase of her life and she did the best than any other ordinary mother could have done as better than what is received by her children, through her sincere and honest efforts. On her memorial service, the following lines were written by me: You have hatched our lives Leveled our wings. Just as birds fly with confidence We lead our lives to this day. Your unproclaimed good deeds speaks to us Although, you are away from us. Help us to day and tomorrow. May the Almighty bestow His presence To your near and dear offering Comfort and peace forever. Bid adieu Mother, ***

Experience Of Facilitating Cpbl Tutorials Education Essay

I am asked to ease PBL and CPBL at St. George ‘s ( SGUL ) on a regular footing. Consequently, I selected this learning experience as the subject of this assignment, in order to let an chance to see the function of these tutorials within undergraduate medical instruction and how to maximize the acquisition experience for the pupils. When I was a medical pupil, PBL was comparatively new and merely comprised a really little proportion of the course of study. Since so, PBL has been progressively used in the UK and some medical schools now offer classs which about entirely employ PBL as the acquisition method. This has stimulated me to believe about the theory underlying PBL and how it compares to traditional undergraduate medical instruction. SGUL runs three separate undergraduate classs. One of these is the traditional five-year class, which accepts both school departers and alumnuss. In this assignment, I shall mention to this class as MBBS5. The other class that is relevant to this assignment is the four-year class, which is merely unfastened to alumnuss. I shall mention to this class as MBBS4.The experience of easing CPBL tutorialsI shall be depicting my most recent experience of easing a series of five hebdomadal CPBL tutorials with a group of seven pupils in the next-to-last twelvemonth of the MBBS4 class. I have chosen to concentrate on the 2nd tutorial in the series, as I felt that this was a peculiarly successful larning experience. As usual, the tutorial started with one of the pupils showing a patient that they had seen. Once the instance had been presented, the other pupils asked inquiries, easing a treatment about diagnosing, direction program and any other issues that the instance generated. The pupils identified subjects that they would wish to read more about and put larning aims consequently. They so researched these larning aims for treatment at the following tutorial. Once the pupils felt they had exhausted the treatment about the instance, we moved on to discoursing the larning aims set the old hebdomad. In the first tutorial, the pupils had identified the mental province scrutiny ( MSE ) as a subject that they would wish to read more about. In the tutorial, the pupils discussed each country of the MSE, with peculiar focal point on what inquiries to inquire to arouse symptoms from a patient. This stimulated an interesting conversation about the different ways each pupil had learnt to arouse the symptoms. I besides shared the inquiries that I use to analyze a patient ‘s mental province. The pupils reached the decision that there was no individual right manner to inquire the inquiries and that they needed to develop their ain manner that they felt comfy with. We so used function drama, during which I acted as a patient and the pupils were given an chance to pattern executing a MSE. The pupils reported that they found this highly utile, as it helped them to get down to develop their ain method for MSE and improved their assurance for executing the scrutiny on a existent patient.Critical contemplation on the experienceI frequently feel dying prior to learning Sessionss. My specific anxiousnesss around PBL tutorials include actuating the pupils, as I have found it hard in old tutorials to promote MBBS5 pupils to originate a treatment ; staying within the boundaries of my function as a facilitator, instead than supplying a didactic instruction session ; and a fright that the pupils will inquire inquiries that I am unable to reply. I exhaustively enjoyed easing this set of tutorials. This was my first experience of tutorials with the MBBS4 pupils. I found them to be much more occupied with the tutorials than their equals on the MBBS5 class. They were able to bring forth first-class treatments without motivating from me. I found it easier to stay within my function as a facilitator, instead than supplying active instruction. The pupils discussed complicated psychological constructs at a high degree, which I found peculiarly exciting. This highlighted the deepness of cognition that can be gained from others and reminded me how of import it is for physicians to pull upon this cognition as they progress through their callings, instead than dismissing their juniors as pedagogues. The MBBS4 pupils come from a huge assortment of backgrounds, so each was able to convey a different set of accomplishments and cognition to the tutorials. For illustration, one of the pupils had a background in catering and she was able to raise of import issues about a patient ‘s nutritionary position that I would non hold considered. In the past, I have found myself learning instead than easing in CPBL and PBL. However, during this set of tutorials, I found that I was better at inquiring inquiries to motivate the pupils to believe about the right replies, instead than stating them the reply. I felt that this was besides what the pupils wanted, whereas in my old experiences with MBBS5 pupil groups, the pupils frequently seem acute to be ‘spoon-fed ‘ the replies, instead than utilizing treatment to obtain cognition from their equals. This may be because the MBBS4 class uses PBL as its chief acquisition method from the start of the class, so the MBBS4 pupils are more familiar with the format and anticipate to larn by autonomous acquisition and sharing of cognition. On the contrary, the MBBS5 pupils have a batch more traditional talks and are accustomed to being taught in this mode. I did non see in anxiousness during this set of tutorials. We successfully created a safe, relaxed environment and the pupils seemed to experience comfy inquiring inquiries and discoursing hard feelings that they had experienced. This may hold been because all the pupils in the group knew each other and were used to working with each in PBL scenes. Again this is different to easing tutorials with MBBS5 pupils, who frequently are non well-acquainted with the other members of the group because until now the MBBS5 class has had a much larger cohort than the MBBS4 class. However, the Numberss accepted onto the MBBS4 class are increasing and I wondered whether this will impact on the group kineticss in MBBS4 PBL tutorials. In footings of countries for betterment, I think it would hold been helpful if I had besides researched the larning aims each hebdomad. I was surprised by the deepness and comprehensiveness of reading by the pupils. At times, they discussed really complex topics and I was non ever able to reply their inquiries. For me, this highlighted the abrasion of my cognition since finishing my postgraduate scrutinies two old ages ago and encouraged me to set about more professional reading and alteration. On a positive note, I think the pupils found it helpful to see that I was able to work aptly as a senior physician despite being unable to remember everything I have learnt. Students can experience overwhelmed by how much they have to larn and retain. I felt that I was able to reassure them that it is acceptable non to be able to remember everything you have learnt and that you can mention to text books. I received positive feedback through verbal remarks from the pupils and written feedback to the class organizers. The pupils seemed to bask the tutorials and found them of educational value. Equally good as discoursing the instances and larning aims, we discussed a calling in psychopathology, as a figure of the pupils expressed an involvement in this field. I think I was able to give the pupils a realistic and enthusiastic penetration into my profession. My hope is that, even if the pupils do non prosecute a calling in psychopathology, they will hold a positive position of mental wellness professionals, assisting to decrease stigmatization of the profession.Key pointsWhat is the grounds behind the development of PBL course of study? Does holding an adept facilitating PBL impact on pupil acquisition? Are graduates better suited to PBL?Literature reappraisalMy literature hunt revealed really minimum literature on CPBL. Therefore, I have decided to concentrate my cardinal points and literature reappraisal on the broader subject of PBL.The theoretical footing of PBLOriginally, PBL was based on the theory of contextual acquisition. The basic rule is that when stuff is learnt in the context of how it will be used, it supports acquisition and capacity to utilize the information. PBL uses this rule by supplying a instance in the real-life context of a patient sing a physician. Colliver ( 2000 ) undertook a reappraisal of the literature and concluded that the contextual acquisition statement was based on a weak research determination. Albanese ( 2000 ) concurred with Colliver ‘s unfavorable judgment of contextual larning theory as an statement for PBL and proposed four new theories for understanding how and why PBL works, specifically information-processing theory, concerted acquisition, self-government theory and control theory. Schmidt ( 1983 ) claimed that information-processing theory underpinned PBL. This theory involves three major elements, viz. anterior cognition activation, encoding specificity and amplification of cognition. Prior cognition activation is the procedure of pupils utilizing previously-gained cognition to understand and organize new information. Encoding specificity is similar to contextual acquisition theory, i.e. acquisition is promoted when the environment in which something is learned resembles the environment in which it will be applied. Amplification of cognition describes how information will be better understood and easier to remember when there is an chance for amplification in the signifier of treatment and replying inquiries. This theory incorporates contextual larning theory but provides a more comprehensive theory for understanding PBL. I will now briefly discuss each of the other three larning theories of PBL proposed by Albanese ( 2000 ) and reflect on my experience of easing PBL with regard to these theories. First, concerted larning refers to an person ‘s perceptual experience that they can merely carry through their ends if the other group members besides do so. Qin et Al ( 1995 ) conducted a meta-analysis of surveies measuring the consequence of concerted versus competitory acquisition on job work outing. They defined cooperation as the presence of joint ends, common wagess, shared resources, and complementary functions among members of a group. In competitory acquisition state of affairss, persons perceived that they could merely make their ends if the other group members could non. They found that members of concerted squads outperformed persons viing with each other with regard to job work outing. These consequences held for persons of all ages and for surveies of high, medium, and low quality. The high quality of cooperation, nevertheless, was greater on non-linguistic than on lingual jobs. I observed concerted acquisition in action during the set of CPBL tutorials that I have described in this assignment. The pupils were acute to portion the cognition that they had reaped from autonomous acquisition and support all group members to achieve the same degree of understanding. I felt that the pupils were better able to place the beginnings of misconstruing if a fellow pupil was fighting to understand a construct than I was as an adept facilitator. Self-determination theory may underlie affairs of motive and behavior relevant to PBL. Williams et Al ( 1999 ) argue that self-government theory has the possible to significantly better instruction. The theory differentiates between two types of actuating conditions, controlled and independent. Controlled incentives are thought to be maladaptive and include external demands every bit good as â€Å" introjected ordinance † , which are internalized beliefs about what one â€Å" should † make. These are all associated with either explicit or inexplicit wagess or penalties. Under controlled signifiers of motive, persons act with a sense of force per unit area and anxiousness. In educational footings, this refers to ephemeral, rote acquisition, which pupils do non incorporate into their long-run values and accomplishments. Albanese ( 2000 ) inferred that traditional course of study tended to affect controlled signifiers of motive. Albanese ( 2000 ) described independent incentives as â€Å" those which are personally endorsed by the scholar and reflect what the single finds interesting and of import † . In comparing to the external wagess and penalties associated with controlled motivation conditions, independent motive allows the person to act with a sense of will, bureau, and pick. PBL promotes independent incentives by sing the positions of the pupils and encouraging pupils to accept more duty for their ain acquisition. I felt that I was able to back up this by inquiring the pupils what they wanted to accomplish from the tutorials, easing their treatments by inquiring motivating inquiries and seeking the sentiments and feelings of pupils in a non-judgemental mode. As I discussed in my contemplation, we were able to make a safe, relaxed environment, which minimised force per unit area and control and encouraged a high degree of public presentation and collaborative acquisition. The concluding theory of PBL proposed by Albanese ( 2000 ) was control theory. This theory was foremost introduced by Glasser ( 1986 ) , who conjectured that all behaviors, including acquisition is intended to fulfill one or more of the undermentioned five internal demands: 1 ) To last ; 2 ) To belong and be loved by others ; 3 ) To hold power and importance ; 4 ) To hold freedom and independency ; and 5 ) To hold merriment. Albanese felt that PBL satisfies all five demands. It allows freedom because the pupils are able to construction their clip and take what to discourse. It satisfies the demand for power, as pupils have the power to put their ain acquisition aims. PBL promotes love and belonging because it allows pupils and facilitators to go more personally involved with one another than in talks. The literature ( Albanese and Mitchell, 1993 ) foreground how both pupils and module enjoy PBL, thereby fulfilling the demand for merriment. PBL promotes survival through pupils assisting pupils. These claims by Albanese ( 2000 ) are in harmony with what I experienced as the facilitator of the CPBL tutorials. To reason, although Colliver ( 2000 ) found the theoretical development of PBL to hold been weak, there is an array of theory that can be applied to PBL. I have described four theories but there may be others. Further research is required to look into how theory can be transformed into effectual PBL.Comparison of PBL-based and traditional course of studyIn the early 1990s, four separate systematic reappraisals comparing PBL to traditional course of study were published. I shall summarize these reappraisals before traveling on to discourse the more recent literature. The first reappraisal was published in 1992 by Norman and Schmidt, who examined the psychological footing for PBL. They found no grounds that PBL brought about betterment in â€Å" general, content-free problem-solving accomplishments † . However, they felt that there was some preliminary grounds to propose that PBL may â€Å" heighten both transportation of constructs to new jobs and integrating of basic scientific discipline constructs into clinical jobs † . Their other decisions were, â€Å" acquisition in a PBL format may ab initio cut down degrees of larning but may further, over periods up to several old ages, increased keeping of cognition † ; â€Å" PBL enhances intrinsic involvement in the capable affair † ; and â€Å" PBL appears to heighten autonomous acquisition accomplishments, and this sweetening may be maintained † . Albanese and Mitchell ( 1993 ) conducted a systematic reappraisal and meta-analysis of literature on the results and execution issues of PBL. They concluded from their findings that, compared with conventional medical instruction, PBL is more nurturing and gratifying ; PBL graduates perform every bit good, and sometimes better, on clinical scrutinies ; and they are more likely to come in household medical specialty. However, they besides found that PBL graduates tended to prosecute in backward concluding instead than the forward concluding experts engage in, and at that place appeared to be spreads in their cognitive cognition base that could impact pattern results. Vernon and Blake ( 1993 ) published a really similar meta-analysis of the literature, which supported â€Å" the high quality of the PBL attack over more traditional methods † . They found that pupil attitudes, category attending and temper were all systematically more positive for PBL than for traditional classs. In footings of clinical operation, PBL pupils performed better than traditional pupils. However, there was no important difference between the two groups on steps of clinical cognition. The decisions of a literature reappraisal by Berkson ( 1993 ) were much less positive, saying, â€Å" the alumnus of PBL is non distinguishable from his or her traditional opposite number. The experience of PBL can be nerve-racking for pupil and module. And execution of PBL may be unrealistically dearly-won. † In 2000, Colliver reviewed the medical instruction literature from 1992 to 1998, including the four chief reappraisals of PBL from the early 1990s, and produced a critical overview of PBL, its effectivity for cognition acquisition and clinical public presentation, and the implicit in educational theory. Colliver concluded, â€Å" the reappraisal of the literature revealed no converting grounds that PBL improves knowledge base and clinical public presentation, at least non of the magnitude that would be expected given the resources required for a PBL course of study † . Unlike old reappraisals, Colliver ‘s reappraisal challenged believing about the educational effectivity of PBL. Colliver suggested that farther research was required to clear up both theory and pattern. Subsequently in 2000, Norman and Schmidt responded to Colliver ‘s paper with their ain reading of the research grounds. They did non believe its was sufficient to trust on randomized controlled tests and argued for the usage of a wide scope of research designs and variables. Albanese ( 2000 ) besides produced a paper as a rejoinder to the reappraisal by Colliver. Albanese used consequences of pupils from differing course of study on the United States Medical Licensing Examination ( USMLE ) to propose that PBL produced higher tonss than traditional talks. Albanese concluded that the positive consequence that PBL has on the acquisition environment is â€Å" a worthwhile addition in, and of, itself † , despite the absence of a thorough apprehension of its consequence on cognition. Since 2000, PBL has been used progressively in undergraduate medical instruction in the UK. During this clip the educational theory behind PBL has continued to develop and several new reappraisals and surveies have been published. A reappraisal was conducted by Newman ( 2003 ) , which included merely randomised controlled tests and quasi-experimental surveies in which pupil public presentation or other results were objectively measured. They concluded that results for pupils in the PBL groups were less favorable than those in the â€Å" control group † . However, there was no consensus in the surveies that they reviewed on what constituted a control group. Dochy et Al ( 2003 ) were responsible for another recent meta-analysis of the effects of PBL, which showed that PBL had a positive consequence on cognition application of pupils. However, no consequence on cognition was found. A figure of surveies including that by Prince et Al ( 2005 ) ( look into ref ) have used self-report questionnaires to compare the sentiments and competences of alumnuss from PBL and non-PBL schools. The consequences suggest that PBL alumnuss are better prepared with regard to several of the competences. Antepohl et Al ( 2003 ) conducted a questionnaire survey of all alumnuss of the new PBL medical course of study at the Faculty of Health Sciences, Linkoping University, Sweden. They found that â€Å" alumnuss of the new medical course of study showed a high grade of satisfaction with their undergraduate instruction and how it prepared them for medical pattern † . However, this survey had some restrictions. The usage of postal questionnaires introduces response prejudice. They had a good response rate of 77 % but it is possible that the 23 % who did non react may non hold a positive position of their medical instruction. This survey raised inquiries sing the grade to which alumnuss ‘ subjective retrospective rating of their ain undergraduate instruction can supply relevant information refering the quality of the class. Schmidt and van der Molen ( 2001 ) overcame this issue when comparing PBL alumnuss to traditional alumnuss. They identified and corrected self-overestimation among PBL alumnuss by mentioning to self-ratings consequences in countries in which a difference between PBL and traditional pupils was non expected. If differences did occur, they were used to quantify self-overestimation and to rectify for it. Tiwari et Al ( 2006 ) conducted a randomised controlled test aimed at comparing the effects of PBL and talking attacks on the development of pupils ‘ critical thought. Their consequences revealed that PBL pupils had â€Å" significantly higher critical thought temperament tonss on completion of PBL compared with talk pupils † . â€Å" They besides continued to hold higher tonss, albeit to a lesser grade, than the talk pupils for two old ages afterwards. † This survey involved little Numberss of pupils and relied upon self-report by pupils, which can present recall prejudice. Despite these restrictions, this survey highlights the demand for farther research to find whether the differences in critical thought are maintained in subsequent old ages. Besides in 2006, Schmidt et al conducted a big, robust survey comparing professional competences of PBL alumnuss to traditional alumnuss in the Netherlands. Participants were asked to finish a questionnaire, evaluation themselves on 18 professional competences derived from the literature. They concluded, â€Å" PBL non merely affects the typical PBL-related competences in the interpersonal and cognitive spheres, but besides the more general work-related accomplishments that are deemed of import for success in professional pattern † . More late, Koh and co-workers ( 2008 ) performed a systematic reappraisal of how PBL during medical school affected the competency of physicians after graduation. The writers merely included publications that incorporated a control group of alumnuss from a â€Å" traditional † course of study. This high quality study employed a thorough methodological analysis, whereby physicians ‘ ego appraisals of their competences and appraisals by independent perceivers were considered individually. Small correlativity was seen between self-assessed and observer-assessed competence. Self-assessment showed a strong degree of grounds against PBL for ownership of medical cognition, but this was non confirmed by independent observation. The writers concluded that PBL has positive effects on alumnus competences in of import societal and cognitive spheres. Again, one of the jobs with this reappraisal was the absence of a definition of the control â€Å" traditional † course of study . In 2009, Macallan et Al evaluated which constituents of CPBL contributed most to the success of the theoretical account utilizing semi-structured questionnaires, focal point groups and a consensus method. They showed that pupils found CPBL a â€Å" positive acquisition experience † . They found that successful CPBL was supported by â€Å" the coach ‘s degree of expertness and a non-threatening acquisition environment, contributing to student oppugning † . This survey verified the thought that CPBL is â€Å" a parallel instruction attack that helps construction the instruction hebdomad, but does non replace traditional bedside instruction † .AndragogyUpon contemplation, I noted important differences in the manner in which the MBBS 4 pupils interacted in the CPBL tutorials and their ability to utilize these tutorials as a larning tool compared to pupils on the MBBS 5 class. I wondered whether this may reflect how learning manners change as we become grownups and mature. McCrorie ( 2002 ) described graduate-entry pupils as â€Å" extremely motivated and committed † and â€Å" much more autonomous, ambitious, demanding, oppugning † . â€Å" Alumnuss have already larn how to analyze and how to ration the other enticements of pupil life in order to maintain up with their surveies. This makes them better able to manage a autonomous acquisition attack † ( Rushforth, 2004 ) . Taylor et al stated, â€Å" the major difference between grownups and younger scholars is the wealth of their experience † ( Taylor, Marienau, & A ; Fiddler, 2000, p.7 ) . This is something that I reflected on following the CPBL tutorials, as the pupils in the group came from a assortment of backgrounds. Each pupil was able to convey a different position and cognition to the group, leting for a richer acquisition environment. On the other manus, pupils on the MBBS 5 class who have started their medical grade heterosexual from school tend to hold a similar educational background and experiences. In the 1950s, Malcolm Knowles developed the theory of andragogical acquisition, contrasting the larning methods of grownups with those of kids, pedagogical acquisition. Knowles claimed that one of the chief differences between these two signifiers of acquisition was that the function of the pedagogue was minimised in grownup acquisition. Andragogy is based on the undermentioned five premises about how grownups learn and their attitude towards and motive for larning ( Kaufman, 2003 ) : Adults are independent and self directing ; They have accumulated a great trade of experience, which is a rich resource for acquisition ; They value larning that integrates with the demands of their mundane life ; They are more interested in immediate, job centred attacks than in capable centred 1s ; and They are more motivated to larn by internal thrusts than by external 1s. Learner-centeredness is described in the literature as a separating feature of grownup instruction. Traditional medical course of study reflect inform pupils as to what they should larn and what sorts of cognition are considered of import ( Sheared & A ; Sissel, 2001 ) ( Titmus, 1999 ) . In contrast, PBL places scholars at the Centre of their learning experience and promotes flexibleness and individualization for autonomous, sceptered grownups ( Manusco, 2000 ) . However, andragogy has been criticised, as grownups do non automatically go autonomous upon accomplishing maturity. They may non be psychologically equipped for it and may prefer or necessitate way from others ( Beitler, 1997 ) ( Titmus, 1999 ) ( Courtney, Vasa, Luo, & A ; Muggy, 1999 ) . Kaufman ( 2003 ) suggested that alumnuss may hold some restrictions to their acquisition, including fixed learning attacks, greater fiscal concerns and a limited scientific background at registration. Survey of the literature reveals a deficiency of empirical grounds to back up the distinction between childhood and grownup acquisition. Nonetheless, many instruction methods that are frequently used in higher instruction, including experiential acquisition, pupil liberty and autonomous acquisition, root from andragogy.Analysis of literature and treatmentWhat is the grounds behind the development of PBL course of study?In the early 1990s, four systematic reappraisals of undergraduate medical instruction carefully supported the short-run and long-run results of PBL compared with traditional acquisition ( Albanese & A ; Mitchell, 1993 ; Vernon & A ; Blake, 1993 ; Berkson, 1993 ; Norman & A ; Schmidt, 1992 ) . There were restrictions to the reappraisals, as highlighted by Albanese and Mitchell ( 1993 ) , including failings in the standards used to measure the results of PBL ; general failings in survey design ; a limited research base, with surveies of PBL course of study coming from merely a smattering of medical schools ; and diverseness in what different persons call PBL. Furthermore, these surveies were conducted at a clip when PBL was a comparatively new and advanced manner of medical instruction. Therefore, studies of negative experiences may non hold been submitted or accepted for publication. There was besides a hazard of confusing, as it is really hard to randomly assign pupils to different learning methods for big sections of their preparation. These restrictions lessen the assurance one can give decisions drawn from the literature sing the results of PBL at that clip. On the whole, recent research mostly supports the findings of the earlier reappraisals, which suggested that alumnuss of PBL course of study are better able to use cognition and map clinically. However, the literature does non show differences in the cognition base of alumnuss from the two different course of study. Albanese ( 2000 ) argued that PBL improves clinical competency by doing pupils more confident and self-conscious as professional scholars, thereby bring forthing more efficient and enthusiastic physicians. However, non all the literature is consistent with this position. Rolfe et Al ( 1995 ) demonstrated that alumnuss from a traditional course of study were rated higher for instruction, diagnostic accomplishments and apprehension of basic mechanisms compared to those from a PBL course of study. There is a wealth of grounds to back up the claim that PBL consequences in greater participant enjoyment and enthusiasm for larning than traditional medical instruction. For illustration, Colliver ( 2000 ) found that pupils value the interpersonal accomplishments that PBL encourages and that are besides cardinal to effectual clinical pattern. Research into this field continues to be debatable. A batch of the recent surveies used questionnaires to compare the results of different course of study, which introduce callback and response prejudice. When measuring some PBL quantitative surveies, I noticed that the surveies were non based on any learning theory or were non proving anticipations from a larning theory and, therefore does non offer better apprehension of why or why non PBL might work. A challenge for future research is to utilize larning theory to plan quantitative PBL surveies and use the information from surveies to back up theory. Macallan et Al ( 2009 ) considered CPBL from the pupils ‘ point of view. They acknowledge that this is a common restriction of PBL research, as â€Å" pupils may non right perceive those factors that truly heighten their acquisition † . However, I agree with their remark that more nonsubjective steps are hard to use in this context. Another of the failings of the surveies that I have encountered is that comparings are frequently made between pupils or alumnuss from different medical schools. Consequently, it is hard to cognize whether any differences observed are the consequence of course of study design or the overall context of the school. Although randomised controlled tests have non been able to turn out statistical effectivity of PBL, there is considerable practical grounds from the 1993 reappraisals that pupils and module enjoy PBL more than traditional instruction methods. There are a assortment of statements for believing that it is excessively early to accept the negative findings of the literature. It seems that more refined research methods and a wider scope of research designs and variables are required to place educational alterations in a complex, larning environment. Bligh ( 2000, page ) stated, â€Å" deficiency of difficult `scientific ‘ grounds for the effectivity of PBL is non a ground for detaining execution of PBL in course of study † . There is chance for more UK-based surveies following the debut of PBL-based course of study at many UK medical schools over the past 10 old ages. The literature sing CPBL is really thin, so this could be a cardinal focal point of future research.Does holding an adept facilitating PBL impact on pupil acquisition?There is much contention in the literature as to whether an adept PBL facilitator promotes larning or non. Barrows ( 1985 ) suggested that non-directive facilitation was more of import than subject-matter expertness when he described the function of PBL coach as follows: â€Å" Alternatively of giving pupils the information and facts they need through talks and readings, they must larn to ease and indirectly guide pupil larning. They must let pupils to find on their ain what they need to cognize and to larn through the survey of varied resources. Alternatively of stating pupils precisely that they should larn and in what sequence they should larn it, the coach must assist pupils find this for themselves. † Hendry et Al ( 2003 ) claimed that some PBL coachs are excessively dominant. They reported that â€Å" a dominant coach causes tenseness and struggle in groups which leads to miss of committedness, cynicism or pupil absenteeism † . However, it has besides been shown that excessively small ordinance by the facilitator besides causes jobs. Silver and Wilkerson ( 1991 ) demonstrated that adept coachs impede student-to-student treatment by taking a more directing function in the tutorials, talking more frequently, supplying direct replies to pupils ‘ inquiries and proposing more points for treatment. However, other surveies have found the opposite consequence. A survey by Eagle et Al ( 1992 ) found that in tutorials facilitated by an adept coach, pupils generated twice every bit many larning issues and spent about twice the sum of clip on autonomous survey than pupils go toing tutorials facilitated by non-experts. Macallan et Al ( 2009 ) found that pupils â€Å" greatly appreciated it when adept clinicians demonstrated how clinical logical thinking applied to the instance † . As a consequence of these contradictory findings, some research workers began to look into the relationship between coach features and differential contextual fortunes ( Dolmanset al, 2002 ) . These surveies were based on the impression that â€Å" PBL is a complex acquisition environment in which different variables influence each other reciprocally † ( Dolmans et al, 2005 ) . Schmidt examined the consequence of coach expertness on trial tonss under conditions of PBL classs with low or high construction and curricular stuffs that match ill or good to pupils ‘ degree of anterior cognition ( Schmidt, 1994 ) . He found that when the construction of a class is low and/or pupils lack anterior cognition, the coach ‘s expertness has a greater impact on pupil public presentations. Dolmans et Al ( 1999 ) demonstrated that tutorial groups with comparatively low degrees of productiveness require much more input from a coach than extremely productive groups. As discussed in my contemplation, this is consistent with my experience. The MBBS4 pupils were extremely productive and my function in the tutorials was minimum. On the other manus, my old experience of PBL and CPBL with MBBS5 pupils has been that the pupils did non prosecute in the procedure or bring forth sufficient treatment or larning aims. In these tutorials, I found myself taking a much more cardinal function. Bochner et Al ( 2002 ) identified one contributory factor to the inconsistent findings is as the fact that there are no established criterions by which to find expertness. Although there has been debate as to whether the facilitator needs to be an â€Å" expert † , the consensus position seems to be that expertness in group kineticss together with supportive enthusiasm is more valuable than deep capable cognition. I found that, for the most portion in this series of tutorials, my function was entirely as a facilitator. However, the pupils on occasion discussed complex clinical issues, which were non easy to to the full understand from reading a text edition. This was when I would step in to explicate the construct in the clinical context.DecisionHelped to understand how PBL should run to be effectual – attempt to utilize motivating inquiries instead than give direct replies Use ice surfs at first tutorial to assist with group kineticss The accomplishment of PBL facilitation is that of cognizing when to supply aid to the group, be it proposing utile resources they might wish to see or come ining with thought arousing remarks to steer the comprehensiveness and deepness of acquisition, without needfully leaving facts.4a† Ã‚ µ4Maudsley G. Roles and duties of the problem-based acquisition coach in the undergraduate medical course of study. BMJ1999 ; 318:657-61.