The Morality Of General Sherman - 1630 Words

The Morality of General Sherman’s March to the Sea William Tecumseh Sherman was one of eleven children born to a distinguished Ohio family. Sherman was orphaned at a young age and was enrolled in the United States Military Academy by his legal guardian, Senator Thomas Ewing. He graduated sixth in his class, but never saw extensive action on the battlefield. He tried other professions for a few years, but the outbreak of the Civil War called him back into service. During the early years of the war he served in the battles of Bull Run, Ft. Donelson, Shiloh and Vicksburg, and slowly moved up the chain of command. Following his successful capture of Jackson, Mississippi, Sherman was promoted to Commander of the Western Theatre, by his boss and friend, General Ulysses S. Grant. It was after this promotion that Sherman set out for the Southern industrial hub of Atlanta and soon after began the famous March to the Sea (William T. Sherman.). This march, from Atlanta to Savannah, was about two hundred and eighty five miles long and lasted for about three weeks. Sherman’s men stole food and livestock, burned houses and barns, and attempted to scare the state of Georgia into surrender and collapse the Confederate war effort. During this time, Sherman and his men encountered little resistance. The only battle was a small skirmish outside the town of Griswoldsville that the Union won handily. After this failure, the Confederates began to retreat and initiated a scorched earth policy.Show MoreRelatedThe Use Of General Hugh Judson Kilpatrick1521 Words   |  7 Pages The hiring of General Hugh Judson Kilpatrick was the turning point in U.S. history during the Civil War because of his negative demeanor, participation in irresponsible activities, political ambition, exceptional ability to lead Soldiers, and unethical military tactics. 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Essay1702 Words   |  7 Pagesvegetarian or just overall reducing meat consumption is particularly beneficial to one’s longevity. So, vegetarianism should not be looked at as just another trend, but, instead as a positive change to one’s lifestyle. Becoming a vegetarian lessens the morality of a person by decreasing their susceptibly to diseases, i.e.; heart disease, cancer, and type 2 diabetes. The vegetarian lifestyle is not only advantageous to humans but to animals and the environment as well. Thus, the shift to vegetarianism isRead MoreA Time Of Rapid Industrialization1713 Words   |  7 Pages James Bryce, author of The American Commonwealth noted that during the Gilded Age there was a general â€Å"neglect of details of politics† that had â€Å"never been seen before†, which allowed these large companies to take control over the economy (Document 1). The government was too relaxed politically, and it was evident in how they handled their affairs with large corporations. 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Summary of the TED Talk Lessons From Fashion’s Free...

In her 2010 TED talk, titled â€Å"Lessons from fashion’s free culture†, Johanna Blakely describes how the fashion industry’s lack of copyright and patent protection has allowed it to thrive in the economic market. This is mainly because designers have been able to recycle the same building blocks of fashion to create innovate, utilitarian designs into what we regard as art to adorn ourselves. In this talk, she urges other creative industries to adopt this concept. Can we license something like blue jeans or even a collar? That would be rather impractical for the fashion industry, seeing that this is where creativity is urged. The fashion industry is largely unshackled of the same copyright laws, licenses and guidelines that grip the film and music industry. However, trademarks are the only aspect that is protected in the fashion industry. As a result, this lack of intellectual protection (IP) for fashion has directly led to its huge success. Blakely expands on this point by indicating four advantages of how the lack of copyright protection has helped the fashion flourish. First, this concept has enabled the â€Å"Democratization of fashion†. This states that we have a greater variety of fashion aspects to choose from. The second advantage is that fashion trends are now being established faster in the world. Since knock-offs are being produced faster, designers are trying to stay ahead of the game by producing more complex products. In fact, Stuart Weitzman, a shoe designer,

Ethics and Professional Practice for Buildings -myassignmenthelp

Question: Discuss about theEthics and Professional Practice for Social Buildings. Answer: Introduction The procurement process has been a fundamental part of construction ever since human beings outsourced paid external assistance in building their homes and social buildings. These construction processes utilized a traditional client-contractor relationship that saw the risk of the entire project falling either solely on the contractor or solely on the client. They were simple as there was not much technical assistance required aside from the contractor and the labourers (Davis, 2008). The traditional procurement process had three main variations which included reimbursement contracts, lump sum contracts and measurement contracts. The reimbursement and measurement contracts are similar in that that an agreed price or term is usually stipulated before construction but the reimbursement measurement is where contractors are paid after the work is done unlike the lump sum contract where the work is paid for in advance. The measurement contracts on the other hand are where work is undefine d and can only be fully valued after it is done (Rowlinson and McDermott, 2005). These procurement methods are however prone to some disadvantages owing to the scale of work for which they were based on. They are impractical for large and complex design and construction works owing to the fact that the risk in all the cases is unbalanced falling either on the contractor or on the client. On the overall, they are also not conducive for projects that have time constraints as the whole traditional process involves a lot of stages that must all be bureaucratically handled before the actual construction work can kick off (Manley and Chen, 2015). For that reason, a few modern methods have come up balancing the overall risk involved in a project while maintaining a healthy relationship between both parties (New South Wales Government, 2005). These methods have also either combined or totally done away with some stages in the whole construction process in order to quicken the overall construction project and these are discussed below. Design Bid Build This is a method of procurement where the client hires a technical design team to handle all the preliminary designs of the structure being constructed. The design team is also tasked with the responsibility of preparing contract documents and overseeing a tendering process where a contractor is picked based on the reputation and bid price. This method of procurement usually puts the design team consisting of an architect, engineering team and quantity surveyors on the clients side where they coordinate the construction process by liaising with the contractor. They act as the clients representatives both technically on paper and on the site (Masterman, 2003). In this case, the design consultant is usually the only other contributor in terms of design and specification of the structure and this puts them in a position where they take over the contract documents as soon as preparation is done. There are rare cases of bidding for this position and in most cases, the client usually approaches a firm first which performs all those responsibilities for them. This means that, while a contractor is paid by the client, their supervision falls solely on the design consultants responsibilities (Masterman, 2003). In the hierarchy of the functional process, the client and design team could occupy the same level with the contractor below them or the client could be above the design consultant who would in turn be above the contractor. For the client, the main advantage of this method is that they are guaranteed of a reliable technical design. This is because the design consultant works with the client and their profit comes from both the client and contractor. This enables a reliable design process with utmost dedication from the consultant (Morledge, 2013). They can also get near accurate quotations limiting the variations expected and therefore unforeseen expenditures. It is however time consuming as all the processes of tendering have to take place before construction can take place. For the designer, the advantage is that they represent the client as an equal and are paid off the project not by a particular side. They are in charge of the design, tendering and construction process enabling them to have control over a vast array of elements. They are however subjected to preparing for much of the legal work whose liability falls on them should an error occur (Morledge, 2013). For the contractor, the advantage is that they face fairly fewer variations allowing smoother flow of work. For a specified profit, a contractors responsibility is limited only to construction allowing them to move on to other projects or build for parallel projects should the time and resources allow. They are however susceptible to the bulk of the financial strain as the tendering process is expensive and they are also paid in phases only after certain predetermined portions or stages of the work are complete. They are also locked out of the design process unable to offer technical or managerial input which would aid them in the construction process (Manley et al., 2014). This type of project is best suited for complex structures requiring minimum price fluctuations, high quality of work done and least construction time taken. It is recommended for clients with no technical design or construction background hoping to achieve the best performance (Wang et al., 2010). Examples include construction of structures owned by organizations, companies, individuals or industries with no technical design or construction background e.g. banks, schools, etc. or whose technical personnel are not qualified by the oversight bodies to participate in the projects. Design And Build This type of procurement process has only two parties. Aside from the client, the contractor is usually the other side. In this type of contract, the contractor is usually in charge of producing every technical design component of the construction and finishing up by constructing it. This method has its own improvements over the traditional approach as it is a lot more time saving than the methods were. It also cuts down on the red tape required to see construction projects finished and especially when compared to a heavily staged process like the design bid build and traditional approaches (Seng and Yusof, 2006). This process involves the contractor at the very beginning of the construction process unlike where the contractor joins in after a significant portion of the planning and design work has been carried out. As the method name suggests, the contractor produces the designs for the work as agreed with the client then. The client usually has an idea of the desired end result which, upon regular information exchange, is the basis of the contractors design process (Seng and Yusof, 2006). The contractor, in this case, is usually in charge of the design consultants and all other sub-contractors. As for the design part, they may choose to have a joint venture with a design company, subcontract the design services or utilize an in-house design team for this end. The responsibility of coordinating these parties falls squarely on the contractors hands. The process therefore flows from contractor identification by a client, to the design and then construction without having to stop to tender some process components (El Wardani et al., 2006). The main benefit enjoyed by the client in this case is are a shortened construction process with minimal involvement of multiple parties which leads to an economical balance. The fact that it is handled by one contractor also provides security in terms of accountability but it could also be disadvantageous where the contractor breeches the contract (Adafin et al., 2016). The variations in contract elements may also be a huge blow to the client as it may mean greater expense. It suits the contractor as they have a chance to contribute their technical and management expertise allowing for the design process to accommodate their capabilities and limitations. It also allows for direct communication with the client which reduces the delay in resource gathering and information collecting. This method is also adaptable to BIM technologies much to the benefit of both the client and contractor (Du et al., 2016). This method of procurement is suitable to a few limited options which include where the structure being constructed is simple and/or requires minimal innovation and complexity (Wang et al., 2010). It is also suitable for structures whose design is almost uniform across various industrial functions and geographical locations. Such a building or structure has minimal variations too. An example of such a structure is a warehouse where there are very few design variations between various warehouse designs. It is also practical where only one technical team is needed for design, construction and maintenance and where a construction programs activities overlap each other (Seng and Yusof, 2006). Construction Management This is a construction procurement method that incorporates one extra party whose sole responsibility is to manage the processes denoted in the construction project. This is similar to management contracting where a client hires an external management team to head the design, documentation and construction process too (Doloi et al., 2015). The only difference in this case is that the construction manager or management team usually has no contract with the subcontractors but rather they are contracted by the client. As such, their responsibility is simply managing the various parties involved, technical advice and representing the client in both the design environment and the site (Broome, 2002). They also prepare contractual documents for the client. Basically, they are a clients proxy in the construction process but with no legal connection to the subcontractors (Manley and Chen, 2015). The advantages experienced by the client in this case include rapid construction time, comprehensive management expertise at the commencement of the project and coordination of the technical teams. The client also gets a guarantee of accountability with the project. The client is however more open to risk in this case as they directly sign into the contract with the other contracting parties. This means that any variation in the contract would also affect the client directly. They are also susceptible to more expense with a construction manager than without (Chen et al., 2015). For the construction management team, the advantage with this method is the liberty to engage and coordinate various parties according to their expert opinion. They are able to complete more processes at a go with the right compartmentalization skills and it is even possible for construction managers to take on more than one project at a go. The major disadvantages faced by this method include the lack of total authority over the subcontractors making them susceptible to open rebellion (Singh et al., 2007). The subcontractors in this case include the technical design team i.e. architect, engineers, quantity surveyor and contractor. The advantage of this method is that it includes them all at the conception allowing them to work together as a team for maximum accountability and consideration of limitations. It reduces the working friction between various contracting parties as the lead charge is the construction manager and minimizes their risk considerably as the client takes the majority of it (Ross, 2003). This method makes it easier to integrate BIM technologies and other digital modelling to allow for convenient information sharing and simulation. This method however limits their independence and freedom of changing the set contractual guidelines for their individual profit meaning that profits for each subcontracting team may be lower than with other methods (Singh et al., 2007). This method is suitable for extremely large projects or projects including repetitive processes that need to be coordinated. It is recommendable where the client, while wishing to take full responsibility of the project, requires professional assistance owing to a variety of limitations. An example of a project needing such a procurement process would be the construction of an infrastructure project e.g. road or railway spanning a relatively long distance that is subdivided into sections allowing for more subcontractors, either per section or for more than one section (Lu et al., 2010). Conclusion The preferred method is usually a matter of client preference. To obtain optimum economic gains/savings and quality against time spent, a client needs to factor in the advantages and disadvantages highlighted above in order to select a suitable procurement method (Victoria State Government, 2006). References Adafin, J., Rotimi, J.O. and Wilkinson, S., 2016. Risk impact assessments in project budget development: architects perspectives. Architectural Engineering and Design Management, 12(3), pp.189-204. Benson, L., 2010. Organizational flexibility Management in Construction. Broome, J., 2002. Procurement routes for partnering: a practical guide. Thomas Telford. Chen, L., Manley, K. and Lewis, J., 2013, May. The impact of construction organisations learning capabilities on collaborative projects. In Proceedings of the 19th International CIB World Building Congress. Queensland University of Technology. Davis, R.P., Love, P. and Baccarini, D., 2008. Building procurement methods. Doloi, H., 2015. Key Factors of Relational Partnerships in Project Management. In Handbook on Project Management and Scheduling Vol. 2 (pp. 1047-1061). Springer International Publishing. Du, L., Tang, W., Liu, C., Wang, S., Wang, T., Shen, W., Huang, M. and Zhou, Y., 2016. Enhancing engineerprocureconstruct project performance by partnering in international markets: Perspective from Chinese construction companies. International Journal of Project Management, 34(1), pp.30-43. El Wardani, M.A., Messner, J.I. and Horman, M.J., 2006. Comparing procurement methods for design-build projects. Journal of construction engineering and management, 132(3), pp.230-238. Lu, S.T., Kuo, Y.C. and Yu, S.H., 2010, July. Risk assessment model for the railway reconstruction project in Taiwan. In Machine Learning and Cybernetics (ICMLC), 2010 International Conference on (Vol. 2, pp. 1017-1022). IEEE. Manley, K. and Chen, L., 2015. Collaborative learning model of infrastructure construction: a capability perspective. Construction Innovation, 15(3), pp.355-377. Manley, K. and Chen, L., 2015, September. Client learning and the performance of collaborative infrastructure projects. In The Proceedings of the 6th International Conference on Engineering, Project, and Production Management (EPPM2015) (pp. 508-517). Griffith School of Engineering, Griffith University. Manley, K., Rose, T. and Lewis, J., 2014, May. The distribution of absorptive capacity among construction supply chain participants. In Proceedings of the CIB 2014 International Conference on Construction in a Changing World (pp. 1-16). The University of Salford/International Council for Building (CIB). Masterman, J., 2003. An introduction to building procurement systems. Routledge. Morledge, R. and Smith, A., 2013. Building procurement. John Wiley Sons. New South Wales Government, 2005, February. Procurement Methodology Guidelines for Construction. Version 1, NSW Government, Sydney, Australia. Ross, J., 2003, April. Introduction to project alliancing. In Alliance Contracting Conference (Vol. 30). Rowlinson, S. and McDermott, P. eds., 2005. Procurement systems: A guide to best practice in construction. Routledge. Seng, N.W. and Yusof, A.M., 2006, September. The success factors of design and build procurement method: a literature visit. In Proceedings of the 6th Asia-Pacific Structural Engineering and Construction Conference (APSEC 2006) (pp. 5-6). Singh, A., Shiramizu, S. and Gantam, K., 2007. Bid Risk and Contingency Analysis. Cost engineering, 49(12), pp.20-27. Victorian State Government, 2006. Project Alliance Practitioners Guide. Department of Treasury and Finance, viewed 21 September 2017, https://www.dtf.vic.gov.au/projectalliancing. Wang, J., Guan, S. and Lin, D.Q., 2010, August. Study on approach of cost risk assessment in bidding phase. In Internet Technology and Applications, 2010 International Conference on (pp. 1-4). IEEE.

Neonatal Hypoglycaemia, a Literature Review free essay sample

The key words used when researching this review: Neonatal hypoglycaemia/hypoglycemia, New-born hypoglycaemia, Low plasma glucose level, New-born/Infant low blood sugar, Hypoglycaemia in preterm/high risk neonates, Hypoglycaemia/breastfeeding, gluconeogenesis/ketone bodies. The databases and search engines used: Google scholar, CINHAL and Medline. Hypoglycaemia is common among neonates, therefore Healthcare professionals must be aware of the risk factors that predispose infants, allowing for early screening so that asymptomatic hypoglycaemia can be detected and treated early preventing more severe or symptomatic hypoglycaemia. This essay will examine the physiology behind neonatal hypoglycaemia and the neonates at risk, addressing the symptoms and management of neonates which historically has been complicated by a lack of consensus on a clinical definition of a normoglycaemic range. This topic is valuable to the student midwife as you often come across babies that are reluctant to feed or sleepy when assisting breastfeeding within the early postnatal period. How as a health professional can one determine which neonates slow to feed should we be more concerned about, considering hypoglycaemia and the dangers of a repeatedly low blood glucose level, whilst also bearing in mind the mother’s history, the birth, gestation, weight and health of the neonate? To bring Neonatal hypoglycaemia into context this essay will outline a recent case scenario I came across on a Post-natal ward in London. A Late Preterm Male Infant was born weighing 2440g at 35 weeks + 2 days gestation to a Primiparous mother of 40 years. Gravida 1, Para 0. (O Positive, Rubella Immune). She had previously been admitted to the Maternal and Fetal Assessment Unit after suffering from Pre-term premature rupture of membranes (PPROM) at 32 weeks + 4 days, due to a fall, her pregnancy was low risk before this with no complications. She was given Dexamethasone a steroid to promote the maturation of the fetus’ lungs and Erythromycin an antibiotic used for the management of PPROM and sent home a week later. The labour was induced at 35 weeks using 2mg of Prostin. After 12 hours she was given IV Benzilpennicillin and Syntocinon with an Epidural. Labour progressed for another 18 hours to fully and the baby was born by assisted forceps delivery and episiotomy, with cord around the neck at 14:45. Apgar was 9 at one minute and 10 at five minutes, baby weighed 2440g. On initial examination the he was in good condition. By 15:00 The Neonate was put on PROM OBS for 24hours with a plan for the first Pre-feed True Blood Glucose test (TBG), before the 2nd feed and to aim for two consecutive TBG’s of 2. 5mmol/l and to commence skin to skin and to breastfeed as soon as possible. At 16:00 skin to skin and breast feeding was attempted with a successful feed for 10 minutes with good attachment and sucking seen. By 17:20 mother and baby were taken to the post-natal ward, and baby was observed to be alert and active with good tone. At 18:00 The 1st Pre feed TBG was taken with consent at approximately 4 hours of age, using a heel prick test, collected in a yellow top paediatric tube and analysed by a YSI True Blood Glucose and Lactate Machine in NNU. The TBG result was 1. 33mmol/l below the threshold of 2. 5mmol/l, the on call paediatrician was informed immediately. By 19:00 the baby was seen by the on call SHO, who noted that the baby was asymptomatic but unable to latch on to the breast successfully, as mum was very tired a plan was put into place to Top Up 40mls/kg/day of formula via cup feed, equal to 12mls per feed every 2- 3 hours and to document feeds on a feed chart. By 19:30 the baby had taken 12mls of formula by cup. At 22:00 the 2nd TBG result was 1. 72mmol/l Lactate 1. 1mmol/l, with the baby’s temperature being 36. 2C. With possible hypothermia compounding the problem of depleting neonatal energy stores, he was placed in a hot cot at 37C to maintain his temperature for the night. The SHO was informed and a plan put in place to increase feeds to 60mls/kg/day, equal to 18mls per feed via cup every 2-3 hours. The baby’s 3rd TBG was repeated at 01:45 with a result of 1. 60mmol/l and Lactate 1. 83mmol/l. The SHO was informed, with a plan to do a septic screen, begin IV Benzylpenicillin and Amikasin and increase feeds to 90/mls/kg/day, 27mls per cup feed and transfer to Transitional Care. Temperature was 36. 7 whilst out of hot cot for more than half an hour and he was taking 27mls by cup every 2-3hours. The next TBG was 2. 33mmol/l at 03:33, 40 minutes post feed. According to trust guidelines the blood glucose levels must remain between 2. 0-2. 50mmol/l on 2 consecutive occasions, with an assessment by an experienced DR before discontinuing blood glucose monitoring. The next two were 2. 7mmol/l and 3. 2mmol/l and the baby had passed meconium by 11:00 and was alert and rooting. No more TBG’s were now needed until weaning commenced from cup feeding formula to fully breastfeeding. With close observation, blood glucose tests and regular feeding this baby managed to pull through an episode of asymptomatic hypoglycaemia, possibly brought on by the risks associated with being born slightly premature and having low substrate stores. The long labour and an assisted delivery with a nuchal cord could have led to more of his endogenous glucose stores being used, as could the possibility of neonatal sepsis. The slight delay in skin to skin and feeding of more than an hour, possibly due to suturing of the episiotomy, could have led to the neonate using up more of the already depleted substrate stores. In neonates hypoglycaemia is a relatively common occurrence which can become a potentially serious problem if left undiagnosed or untreated in neonates within a high risk category for the condition. The incidence in the entire population of â€Å"high-risk† infants may be as high as 30%. (McGowan 1999) For the majority of healthy term infants a drop in glucose levels after birth is expected and a normal reflection of metabolic adaption to extrauterine life as they have built up alternative fuels in the liver and adipose tissue to compensate. â€Å"Healthy term babies who do not have any risk factors for hypoglycaemia should not have routine blood glucose measurements taken unless they show clinical signs†(Hawdon, 2012) During pregnancy Glucose Homeostasis is maintained in utero through a steady supply of glucose from the mother via the placenta. Following birth and cord clamping, there is an abrupt removal of glucose supply and blood glucose concentration then naturally decreases reaching a low point around 1-3 hours post birth, a normal physiological adaption. This decrease in glucose concentration is in fact an essential process that activates the neonates own glucose production, initiating gluconeogenesis. Endocrine changes bring a rise in plasma glucagon and a decrease in plasma insulin, starting glycogenolysis, which mobilises glucose from glycogen stores in the liver, (gluconeogenesis). Ketone bodies are also produced through ketogenisis and lipolysis the release of fatty acids from triglyceride stores (Wardle, 2009). The neonate’s brain depends on a steady supply of glucose as its main source of fuel. If blood glucose levels are repeatedly low in at risk neonates this could potentially cause long-term neurological damage resulting in intellectual disability, developmental delay, epilepsy or cerebral palsy. The symptoms of hypoglycaemia are not often obvious as similar symptoms are often seen in sick neonates. Some symptoms include jitteriness, irritability, lethargy, hypotonia poor feeding and temperature instability. The more major symptoms like apnoea, seizures or coma are more likely to lead to brain damage and must be acted on with treatment immediately by admission to NNU and given a 10% glucose IV infusion as this will prevent hypoglycaemia in the majority (Hawdon 2012). As many cases of hypoglycaemia are asymptomatic routine screening for this condition in high risk neonates is recommended. The majority of cases of hypoglycaemia can be predicted by early identification of the neonates who have one or more risk factors. Infants at a higher risk due to limited storage of glycogen in the liver and lower brown fat stores are; growth restricted and small for gestational infants due to placental insufficiency, preterm infants of

Secrets of Childhood free essay sample

We are asked to consider where children feel they belong and are understood. Though Maria believed that great progress was underway when writing this book, with an increased sensitivity and better healthcare for children, she also believed there was so much more potential, and that it was critical to recognize the need for social reform in regards to children, not just for the sake of children, but for humanity as a whole. Chapter 2: The Accused Maria Montessori implores us to stand accused for the sake of our children. With a spirit of sacrifice and enthusiasm we must go in search like those who travel to foreign lands and tear up mountains in their search for hidden gold. This is what the adult must do who seeks the unknown factor that lies hidden in the depths of the child’s soul. This is a labor in which all must share. since it means the bringing forth of an indispensable element for the moral progress of mankind. We will write a custom essay sample on Secrets of Childhood or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † Dr. Montessori claims that our perspective is egocentric, in which adults look upon a child â€Å"as omething empty that is to be filled through the adult’s own efforts, as something inert and helpless for which they (the adult) must do everything, as something lacking an inner guide and in constant need of direction. † Dr. Montessori concludes this false perspective with this warning: â€Å"An adult who acts in this way, even though he may be convinced that he is filled with zeal, love and a spirit of sacrifice on behalf of his child, unconsciously suppresses the development of the child’s own personality. Chapter 3: Biological Interlude I love this chapter it gives us a sneak peek of how a newborn grows into the form and function of an amazing human being. It’s a miracle happening in secret, with the outcome visible to our very own eyes. And as if that alone wasn’t a miracle enough unfolding, this is really just the tip of the iceberg! Just as the physical being is becoming through a hidden code and construct, so too is the physic being unfolding under similar guiding principles an invisible, innate life-force that determine the being’s personality, character, and work that will contribute to the overall harmony of the being and ultimately all of society and the world. Chapter 4: The Newborn Child There is an incongruous relationship between man and child, and it starts immediately at birth, if not sooner in the womb. Though intense feelings of love, awe and joy are certainly possible and present when welcoming a new child into the world, there is also conflicting thoughts that alter our feelings from concern that the child will soil something, be a nuisance, prevent the new parents from acquiring sufficient sleep the parent is perpetually on guard for the inconveniences as well as transgressions of the child, no matter how innocent or intentional. In addition to these conflicting thoughts and feelings, Dr. Montessori speaks up for the needs of the newborn. There is great concern for the mother who has obviously labored long and hard and went through a major hardship. However, the helpless child with no voice is not given at least equal consideration for probably the most traumatic experience of the child’s life being born. â€Å"Too little attention is paid to the newborn child that has just experienced the most difficult of human crises. When he appears in our midst, we hardly know how to receive him, even though he bears within himself a power to create a better world than that which we live ourselves. † Reverence Dr. Montessori urges us to receive him with reverence! Chapter 6: The Spiritual Embryo â€Å"One of the most profound mysteries of Christianity is the Incarnation, when ‘the Word was made flesh and dwelt among us. ’ Something analogous to this mystery may be found in the birth of every child, when a spirit enclosed in flesh comes to live in the world. † I love the analogy between the Incarnation of Christ, and the spirit of every child, as it shows the true miracle that takes place from the time a child is born in the flesh, to the time he is spiritually born as a creation of his own making. This chapter also compares the instincts of animals to that of human beings, with humans having innate liberty and freedom which changes the process and differentiates in the final product instead of a mass produced creature, every human being is a highly creative and handmade work of art, capable of becoming anything, and each individual and unique. â€Å"Just as a physical embryo needs its mother’s womb in which to grow, so the spiritual embryo needs to be protected by an external environment that is warm with love and rich in nourishment. When this is finally realized, adults will change their attitude toward children, for the image of a child as a spiritual being becoming incarnate not only stirs us but imposes upon us new responsibility. † Chapter 7: Psychic Development A child possesses an inner instinct that enable him to choose from his complex environment what is suitable and necessary for his growth. These instincts make the child sensitive, and when that sensitivity is aroused, it is like a beam of light shining only on that object or activity necessary to fulfill that inner urge. In this sensitive relationship between a child and his surroundings may be found the means for untangling the raveled skein of mystery that surrounds the spiritual growth of a child in all its wonders. † â€Å"We can no longer remain blind to the psychic development of the child. We must assist him from his earliest moments. Such assistance will not consist in forming the child since this task belongs to nature herself, but in a delicate respect for the outward manifestations of this development. † Chapter 8: Order To the casual observer it may seem like a young child lives entirely in chaos, but a keen observer will discover this is not the case, and in addition to possessing a high need for order, it is also a need that produces a real happiness. â€Å"Order consists in recognizing the place for each object in relation to its environment and in remembering where each thing should be. This implies that one is able to orient one’s self within one’s environment and to dominate in all its detail. Such an environment is necessary for peace and happiness. † Chapter 9: Intelligence The Montessori Method makes a child’s environment the center of instruction and then relies upon the child’s inner sensibilities which guide the child through their sensitive periods enabling the child to gather impressions from the environment to meet specific needs at specific times or sensitive periods. This is a natural, ongoing process, but can be interrupted by unknowing or misguided adults unaware of the child’s needs. â€Å"Adults can hinder this inner toil when they rudely interrupt a child’s reflection or try to distract him. They take the tiny hand of a child, or kiss him, or try to make him go to sleep without taking into account his peculiar psychic development. Through their ignorance adults can thus suppress a child’s primitive desires. † These passage were especially intriguing to me, reminding us how very differently adults and children think and learn. I only have to walk down the aisle of the local big-box toy store to realize just how off course we are with truly appreciating what appeals, engages and enhances a child’s development. Reading these passages make me appreciate all the more the Montessori Method which takes this understanding into full account when conceiving the environment and creating the materials. Only when we truly understand these differences can we bridge with the child to create adequate environments and materials that support effective learning. â€Å"From the beginning of the second year a child is no longer carried away by gaudy objects and brilliant colors with that transparent joy so characteristic of the sensitive periods, but becomes interested in tiny objects that escape our notice. We might even say that he is interested in what is invisible, or at least in what is found on the fringes of consciousness. † â€Å"Adults have taken it for granted that children are sensitive only to gaudy objects, bright colors, and shrill sounds, and they make use of these to attract a child’s attention. We have all noticed how children are attracted by songs, by the tolling of bells, by flags fluttering in the wind, by brilliant lights, and so forth. But these violent attractions are external and transitory, and can be more of a distraction than boom. We might make the comparison with our own way of acting. If we are busy reading an interesting book and suddenly hear a loud bang passing by in the street, we get up and go to the window to see what is happening. If we were to see someone act in this way, we would hardly conclude that men are particularly attracted by loud sounds. And yet we make this conclusion about little children. The fact that a strong, external stimulus catches a child’s attention is merely incidental and has no real relation with the inner life of the child which is responsible for his development. We can perceive evidence of a child’s inner life in the way he immerses himself in the fixed contemplation of minute things that are of no concern to us. But one who is attracted by the smallness of an object and focuses his attention upon it does so, not because it made a striking impression upon him, but simply because his contemplation of it is an expression of an affectionate understanding. † â€Å"A child’s psychic personality is far different from our own, and it is different in kind and not simply in degree. A child who gathers in the smallest details must look upon us with a certain degree of contempt since he is unaware of the mental syntheses with which we are constantly making. He must as a consequence look upon us as being somewhat inefficient, as individuals who do not see well. From a child’s viewpoint we are not very exact. He sees us as dull and indifferent since we are not interested in minute details. If a child could express himself, he would certainly tell us that deep down he has little confidence in us, just as we have little confidence in him, since our separate ways of thinking are so foreign to each other. This is why a child and an adult fail to understand each other. † If an adult is to accept the responsibility to truly understand the child â€Å"he must become a student rather than a thoughtless ruler or tyrannical judge, as he only too often is with respect to a child. † Chapter 10: Obstacles to Growth Because the conflict between child and adult is an unconscious one, it requires great insight and honesty to acknowledge. It is best recognized through Dr. Montessori’s condemning words: This struggle between the love of the parents and the innocence of the child is carried on unconsciously. Even though an adult may truly love a child, there rises up within him a powerful defensive instinct. The two psychic states, that of the growing child and that of the adult, are so much at odds that it becomes practically impossible for the two to live together without making some adjustments. And there should be no difficulty in seeing that these adjustments are made to the disadvantage of the child, whose social status is one of absolute inferiority. A child’s acts, which are not in harmony with an adult environment will inevitably be checked, especially since the adult is not aware of his own defensive attitude but is rather convinced of his generous love and dedication. But this unconscious defense on the part of the adult flourishes only under a mask. An adult’s avarice, which makes him jealously defend whatever he owns, is concealed under â€Å"the duty of properly educating one’s child. † And the fear of having one’s peace disrupted is concealed under â€Å"the need of making a child sleep a great deal to safeguard his health. â€Å"Adults must cease to look upon a child as an object to be lifted and carried about when he is small and which has nothing more to do than obey adults when he is larger. Adults must be convinced that they have a secondary role to play in a child’s development. They must endeavor to understand children so that they can properly assist them. This should be the aim and desire of a child’s mother as well as of all those who have anything to do with his education. A child is naturally much weaker than an adult. If he is to develop his personality, it is necessary that the adult should hold himself in check and follow the lead given by the child. And he should regard it as a privilege that he is able to understand and follow him. † Chapter 11: Walking â€Å"Hardly has a child learned to move about and begun to exult in his own freedom of activity than he is met by a swarm of giants that block his every move. † The comparisons made between poor and upper class families is an interesting one as applied to Montessori’s philosophies. Though some may assume that an upper class family has a greater advantage to meeting their child’s needs, when we truly understand the needs of children we discover this is not always so: â€Å"The ease with which a child from a poor family darts about the streets avoiding traffic and even catching rides on cars and trucks reveals, despite its hazards, a potentiality far removed from the sluggishness of a timid, an ultimately lazy, child of the upper classes. But neither child has been really assisted in his development. The poor child is abandoned to the dangerous adult environment of the streets. The other is hindered by being hedged in by too many things meant to save him from the dangers inherent in these same surroundings. † Chapter 12: The Hand I appreciate the extra emphasis given to the hands of a child and the essential role of the hands which impress upon and inform the child’s intellect. A child’s work is through the hands, and this need to touch and manipulate objects in the environment is a constant source of conflict between the child and adult, as the adult is always telling the child â€Å"DON’T TOUCH! Only when we recognize how essential it is for the child to interact directly with the environment with his/her hands can we adequately meet the needs of the child. â€Å"If a child succeeds in grasping something, he is like a hungry puppy that has found a bone and goes off to a corner to gnaw on it, seeking nourishment from something that cannot provide it and fearful that someone will chase him away. † Chapter 13: Rhythm This c hapter describes a phenomenon that I have felt and fumbled with often, but would not have been able to clearly understand what I was struggling against without the insight provided here. As humans we have a natural rhythm to how we move through space and time, and when we are in a place or with people who match that rhythm we feel a resonating calm and peacefulness, just like hearing a song that soothes our soul. Yet every being has their own unique rhythm, and we must be careful that we are not reacting to a mismatched rhythm with undue pressure, frustration or tyranny in an effort to assert and overpower the other person who is out of synch with our own rhythm. This is especially critical when working with young children as we can unwittingly act with contempt or condemnation toward an innocent child. We are quick to assist them in dressing when they are taking too much time, pick them up and carry them when their pace is an inconvenience or annoyance to our own agenda. Children must have the time and space to independently conquer their world, and it is our responsibility to make the necessary adjustments to our expectations and schedules to assure that this critical need is met. Chapter 15: Movement Some believe that in order to learn, you must be physically still so your mind can be active and thus learning. However, movement plays a critical role in the learning process, and when the movement is purposeful and the child given the freedom to seek out and execute purposeful tasks, the child develops a â€Å"love for exactitude in the carrying out of his actions. His spirit then seems suspended between existence and self-realization. A child is a discoverer. He is an amorphous, splendid being in search of his own proper form. Chapter 16: The Lack of Comprehension We must recognize the purpose of movement and instead of trying to still a child, find ways to guide a child so they acquire the ability to move with confidence and purpose toward their full potential. â€Å"Since adults have no concept of the importance of physical activity for a child, they put a damper on it as a cause of disturbance. † â€Å"It is not easy to gain acceptance for the idea that physical activity is of great importance for man’s moral and intellectual development. If a still growing child fails to use his organs of movement, his development is retarded and he will fall farther short of his goal than if he had been deprived of either sight or hearing. † Chapter 17: The Intelligence of Love I was surprised to find myself at odds with this chapter. I had trouble digesting the explanation of the simple nature of a child’s love: â€Å"A child’s love is by nature simple. He loves in order that he may receive impressions which will furnish him with means of growth. † If this is the nature of love something we do for personal gain, somewhat elfishly, rather than simply for the sake of love then why the condemnation of adults who are only carrying on with the love that they discovered and developed as a child? Dr. Montessori condemns the parent as too busy or too inconvenient to meet the ongoing demands of the child to share their lap at mealtimes, their warm bed at night time, the early dawn at morning time, often much too early for the tired parent. As a parent, I have been the one who yearns for the quiet of the evening after children are in bed; an extra hour of sleep in the morning; a meal without a child on my lap to balance and cater to. I think that both the child and adults needs must be taken into consideration; it is not wrong for the child to wish for closeness with the adult, but it is also not wrong for an adult to wish for some space from the demands of parenting, and in fact I have found it essential at times to my ability to be an effective parent. As long as both needs are taken into consideration and the parent always aware of both needs and willing to find a balance and happy medium, then I think a more realistic idea of love can be experienced a deeper love that reciprocates, sacrifices, and seeks to be a mutual love that benefits all who are willing to share. Chapter 18: The Education of the Child â€Å"We must wake up to the great reality that children have a psychic life whose delicate manifestations escape notice and whose pattern of activity can be unconsciously disrupted by adults. An adult environment is not a suitable environment for children, but rather an aggregate of obstacles that strengthen their defenses, warp their attitudes, and expose them to adult suggestions. † â€Å"To assist a child, we must provide him with an environment which will enable him to develop freely. A child is passing through a period of self-realization, and it is enough simply to open up the door for him. † â€Å"In an open environment, one that is suitable to his age, a child’s psychic life should develop naturally and reveal its inner secret. † â€Å"The new education has as its primary aim the discovery and freeing of the child. † â€Å"This new system of education has been widely discussed, particularly with respect to the reversed roles of child and adult the teacher without a desk, without authority, and almost without teaching, and the child, the center of activity, free to move about as he wills and to choose his own ccupations. † Chapter 20: The â€Å"Method† It was really fascinating to read how Dr. Montessori’s Method came to be, and the perspective that it isn’t the Method itself that educates the children, but rather the Method that improves a child’s natural development process as it unfolds, and rath er educates us, the teacher, on how best to enhance the child’s natural development. The Method was not something that was premeditated and put into practice, but rather discovered through a period of time and taught by the children themselves. This alone reminds us that we don’t have a Method to impose upon children, but rather an opportunity to share this approach with young children who teach us how effective we are with Dr. Montessori’s teachings and philosophies. Just as the child learns through incremental progress, we too as teachers can learn how to assess, adjust and reapply the Method incrementally as we discover it ourselves. Critical parts of the Method are a suitable, prepared environment, a humble teacher and materials that met their developmental needs. These conditions honor and protect the child’s potentialities to enable the child to learn and grow into the best version of themselves. Chapter 21: Pampered Children It might be assumed that wealthy children with their advantages and privileges in comparison to less fortunate children would be more civilized and easier to educate, but they often have their own unique challenges due to being over-indulged. A child that has been given in excess have been overstimulated where they no longer can appreciate the beauty that surrounds them; they are flighty as they flit around from object to object with disinterest and dissatisfaction; they don’t care for items in their environment as everything is disposable and replaceable; because of this they are challenging to teach how to use materials with care, let alone settle with a material long enough to benefit from its intended purpose. Hopefully there will be something that will eventually catch the child’s attention that fulfills an inner need and from that will lead to the â€Å"conversion† of the child, a rapid and sometimes instantaneous change that takes place due to an interesting task that concentrates the child’s activities. â€Å"In a child the normal psychic traits can flourish easily. Then all those traits that deviated from the norm disappear, just as with the return of health all the symptoms of the disease vanish. † Chapter 22: The Spiritual Preparation of the Teacher We hide our defects under the guise of noble and impelling duties, just as in time of war offensive weapons are described as means for protecting peace. † This chapter reminds us that we must come to teaching with a humble spirit, an awareness of our own defects and an openness to criticism and guidance to better ourself and our effectiveness as a teacher. I feel this is an ongoing process that requires daily self-reflection, sometimes hourly or even minute to minute when in the thick of it and our patience and competence is being tested. Even when we know we have acted out of frustration with little regard for the child’s needs or spirit, awareness is a powerful tool to help guide us back to a place where pride and anger can be kept in check as we strive for a more balanced, poised, gracious approach to working with challenging yet sensitive young children. â€Å"A child owes respect to his elders, but adults claim the right to judge and even to offend a child. At their own convenience they direct or even suppress a child’s needs, and his protests are regarded as a dangerous and intolerable lack of submission. † Chapter 23: Deviations Just as there is a single specific factor that returns a child to his normal, natural state, there is also a single, specific factor for all his deviations. This chapter discusses the various deviations that a child can experience so that we may better recognize these deviations attachment, possessive, desire for power, inferiority complex, fear and lies. Understanding these deviations includes not only recognizing them, but also being proactive to ensure that we are not ourselves responsible for causing any of these deviations to take root in a child entrusted to our our care. Chapter 25: Conflict Between Adult and Child â€Å"The conflict between adult and child has consequences reaching out almost to infinity, like the waves that are propagated when a stone is thrown into the surface of a tranquil lake. A disturbance is started that spreads out in a circle in all directions. † Chapter 26: The Instinct to Work I think this might be one of the most important chapters of this book, as we must understand, appreciate and support man’s instinct to work starting from a very young age if we are to preserve man’s inner nature and potentialities. Unless we fully grasp this instinct and its implications for mankind, we will not be able to fully meet this need, from preparing an adequate environment to guiding and protecting the child. Dr. Montessori put much emphasis on the instinct to work and its implications for society: â€Å"The most important discovery is that a child returns to a normal state through work. A child’s desire to work represents a vital instinct since he cannot organize his personality without working. A man builds himself by carrying out manual labor in which he uses his hands as the instruments of his personality and as an expression of his intellect and will, helping him to dominate his environment. A child’s instinct for work is a proof that work is instinctive to man and characteristic of the species. † â€Å"This chapter discusses how man’s instinct to work, which should bring great peace and satisfaction, is often a source of contempt. This is because man has lost the proper motives for work instead of working for the sake and joy of the work itself as well as making a positive contribution to society, work has become a means to ends that do not provide lasting satisfaction greed, power and control. † â€Å"Work in its pure state, that flows from an inner impulse and leads to positive, lasting joy and satisfaction, can be witnessed in the toils of an inventor, the discoveries of an explorer and and paintings of an artist. When mankind follows its natural instinct for work, it is through this work that their environment is perfected and becomes more easy and comfortable. Man constructs for himself a new environment and becomes so dependent upon it that he could not live apart from his marvelous creation. As creator, man now depends on man, with all mankind dependent on each individual contributing through his own labors to the transcendent environment all appreciate and rely upon. As master of his own existence and able to direct and dispose of it as he pleases, man is not immediately subject to the vicissitudes of nature, but instead isolated from the whims of nature while fully at the mercy of mankind, his whole life in danger if the personalities of those about him have been warped. â€Å"It would be unreasonable to think that man does not share in the harmony of the universe to which all living beings contribute, each according to the instincts of its particular species. Single corals construct islands and continents by rebuilding the coasts worn away by the ceaseless action of the waves. Insects carry pollen from one blossom to another and thus enable plants to propagate themselves. Vultures and hyenas are scavengers that cleanse the earth of unburied bodies. Some animals rid the world of waste materials and others produce such useful things as honey, wax, silk and so forth. â€Å"Living beings surround the earth almost like the atmosphere, and the individual living things are dependent upon others for preservation of life on earth. Indeed, the life that covers the earth is regarded today as a biosphere. Living creatures do not simply preserve themselves in existence and provide for the preservation of their species, but they all work together in a kind of terrestrial harmony. † Chapter 27: Two Different Kinds of Work The adults work is to build a transcendental environment, while a child’s work is that of producing a man. The child engages in constant labor using the same external environment for his development which the adult uses and transforms. â€Å"The adult is master in one area, the child is master in the other, and the two depend upon each other. Both child and adults are kings, but they are rulers of different realms. † â€Å"A child does not become weary with toil. He grows by working and, as a consequence, his work increases his energy. A child never asks to be relieved of his burdens but simply that he may carry out his mission completely and alone. If adults do not understand this secret they will never understand the work of children, thinking that rest will be of greater assistance to his proper growth. An adult does everything for the child instead of letting the child act as he should. An adult is interested in using the least effort and in saving time. When a child is given a little leeway, he will at once shout, â€Å"I want to do it! † But in our schools, which have an environment adapted to children’s needs, they say, â€Å"Help me do it alone. † And these words reveal their inner needs. †

Constraints of Convention To Kill a Mocking Bird Essay Example

Constraints of Convention To Kill a Mocking Bird Essay Example Constraints of Convention To Kill a Mocking Bird Essay Constraints of Convention To Kill a Mocking Bird Essay Being subjected to constraints of any kind is an encumbrance many individuals endure at some point throughout their life. However, one’s ability to overcome a challenging situation truly defines them. Harper Lee explored the topic of an individual’s response to living constrained by conventions or circumstances specifically in the novel To Kill a Mockingbird. By developing strongly established customs in the small town of Maycomb, Lee is effectively able to communicate the complex social system and constantly indicates that the root of the problems in Maycomb are connected to the unrealistic conventions that are present. Consequently, many characters in the novel must make difficult decisions – follow along with the traditional community, be able to develop their own stand and live against tradition or a little bit of both, just like Miss. Maudie. Ultimately, the importance of attempting to live unconstrained by conventional boundaries is conveyed and reinforced by Lee’s thoughts about an individuals need for freedom, balance of moral and ethical principles and for the sake of truth and honesty. Everyone should be entitled to freedom, but evidently, people did not believe so in the past. In the 1930s, the economy crash and the Great Depression that followed posed severe difficulty for many individuals. Yet, during that time, society’s conventions were still present. One example of these customs was the racial segregation that separated individuals, giving white people more opportunities than black people. Not only was the current economic situation challenging, but also the segregation removed all possible freedom from the black community. In the novel, Tom Robinson and the other members of his community are simply trying to gain the freedom they deserve as human beings, and Atticus is trying to help them gain this right. When Atticus is making his conclusive speech for Mayella Ewell’s case, he begins to discuss the â€Å"evi

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Martime Delimitation and Territorial Questions Between Qatar and Bahrain - Essay Example The essay examined how the proceedings and judgments of the court worked to satisfy the involved states. The research paper aims to investigate the issues related with the case of maritime delimitation and territorial questions between Qatar and Bahrain. It discusses the factors that have affected the proceedings and judgements of the court and also describes the progression of the case from time to time in order to show how the dispute was evolved between these two states and what roles was played by the decisions of the International Court of Justice to settle their dispute. Bahrain took the case of maritime delimitation and territorial questions between Qatar and Bahrain before the court in July 1991. The Foreign Affair Minister of Qatar filed an application in the registry of international court in which he made the request to institute the proceeding against state of Bahrain. The application requested the court to resolve the dispute between the two states regarding the sovereignty over the Hawar Island, rights of the states, over the shoals of Dibal and Qitat Jaradah and the delimitation of the maritime area of Qatar and Bahrain (Plant, 2002, p198). The roots of the dispute between these two countries could be traced back to 1965 when the Qatar attempt to settle the issue by arbitration was declined by Bahrain. After the termination of the British presence in Bahrain and Qatar, the King Fahd of Saudi Arabia attempted to resolve the dispute in 1971. These efforts resulted in the establishment of set of Principles for the framework for reaching a settlement that was approved by the representatives of three involved parties Saudi Arabia, Qatar and Bahrain. These principles were during the tri-parties meeting held in March 1983. These principles clarified that the disputing matters between the two states regarding the issue of sovereignty over the island, territorial

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‘Big’ Data Science and Scientists If you could possibly take a trip back in time with a time machine and say to people that today a child can interact with one another from anywhere and query trillions of data all over the globe with a simple click on his/her computer they would have said that it is science fiction ! Today more than 2.9 million emails are sent across the internet every second. 375 megabytes of data is consumed by households each day. Google processes 24 petabyte of data per day. Now that’s a lot of data !! With each click, like and share, the worlds data pool is expanding faster than we comprehend. Data is being created every minute of every day without us even noticing it. Businesses today are paying attention to scores of data sources to make crucial decisions about the future. The rise of digital and mobile communication has made the world become more connected, networked and traceable which has typically resulted in the availability of such large scale data sets. So what is this buzz word â€Å"Big Data† all about ? Big data may be defined as data sets whose size is beyond the ability of typical database software tools to capture, create, manage and process data. The definition can differ by sector, depending on what kinds of software tools are commonly available and what sizes of data sets are common in a particular industry. The explosion in digital data, bandwidth and processing power – combined with new tools for analyzing the data has sparked massive interest in the emerging field of data science. Big data has now reached every sector in the global economy. Big data has become an integral part of solving the worlds problems. It allows companies to know more about their customers, products and on their own infrastructure. More recently, people have become extensively focused on the monetization of that data. According to a McKinsey Global Institute Report[1] in 2011, simply making big data more easily accessible to relevant stakeholders in a timely manner can create enormous value. For example, in the public sector, making relevant data more easily accessible across otherwise separated departments can sharply cut search and processing time. Big data also allows organizations to create highly specific segmentations and to tailor products and services precisely to meet those needs. This approach is widely known in marketing and risk management but can be revolutionary elsewhere. Big Data is improving transportation and power consumption in cities, making our favorite websites social networks more efficient, and even preventing suicides. Businesses are collecting more data than they know what to do with. Big data is everywhere; the volume of data produced, saved and mined is startling. Today, companies use data collection and analysis to formulate more cogent business strategies. Manufactures use data obtained from the use of real products to improve and develop new products and to create innovative after-sale service offerings. This will continue to be an emerging area for all industries. Data has become a competitive advantage and necessary part of product development. Companies succeed in the big data era not simply because they have more or better data, but because they have good teams that set clear objectives and define what success looks like by asking the right questions. Big data are also creating new growth opportunities and entirely new categories of companies, such as those that collect and analyze industrial data. One of the most impressive areas, where the concept of Big data is taking place is the area of machine learning. Machine Learning can be defined as the study of computer algorithms that improve automatically through experience. Machine learning is a branch of artificial intelligence which itself is a branch of computer science. Applications range from data mining programs that discover general rules in large data sets, to information filtering systems that learns automatically the user’s interests. Rising alongside the relatively new technology of big data is the new job title data scientist. An article by Thomas H. Davenport and D.J. Patil in Harvard Business Review[2] describes ‘Data Scientist’ as the ‘Sexiest Job of the 21st Century’. You have to buy the logic that what makes a career â€Å"sexy† is when demand for your skills exceeds supply, allowing you to command a sizable paycheck and options. The Harvard Business Review actually compares these â€Å"data scientists† to the quants of 1980s and 1990s on Wall Street, who pioneered â€Å"financial engineering† and algorithmic trading. The need for data experts is growing and demand is on track to hit unprecedented levels in the next five years Who are Data Scientists ? Data scientists are people who know how to ask the right questions to get the most value out of massive volumes of data. In other words, data scientist is someone who is better at statistics than any software engineer and better at software engineering than any statistician. Good data scientists will not just address business problems; they will choose the right problems that have the most value to the organization. They combine the analytical capabilities of a scientist or an engineer with the business acumen of the enterprise executive. Data scientists have changed and keep changing the way things work. They integrate big data technology into both IT departments and business functions. Data scientist’s must also understand the business applications of big data and how it will affect the business organization and be able to communicate with IT and business management. The best data scientists are comfortable speaking the language of business and helping companies reformulate their challenges. Data science due to its interdisciplinary nature requires an intersection of abilities of hacking skills, math and statistics knowledge and substantive expertise in the field of science. Hacking skills are necessary for working with massive amount of electronic data that must be acquired, cleaned and manipulated. Math and statistics knowledge allows a data scientist to choose appropriate methods and tools in order to extract insight from data. Substantive expertise in a scientific field is crucial for generating motivating questions and hypotheses to interpret results. Traditional research lies at the intersection of knowledge of math and statistics with substantive expertise in a scientific field. Machine learning stems from combining hacking skills with math and statistics knowledge, but does not require scientific motivation. Science is about discovery and raising knowledge, which requires some motivating questions about the world and hypotheses that can be brought to data and tes ted with statistical methods. Hacking skills combined with substantive scientific expertise without rigorous methods can beget incorrect analysis. A good scientist can understand the current state of a field, pick challenging questions were a success will actually lead to useful new knowledge and push that field further through their work. How to become a Data Scientist ? No university programs in India have yet been designed to develop data scientists, so recruiting them requires creativity. You cannot become a big data scientist overnight. Data Scientist need to know how to code and should be comfortable with mathematics and statistics. Data Scientist need know machine learning software engineering. Learning data science can be really hard. They also need to know how to organize large data sets and use visualization tools and techniques. Data scientists need to know how to code either in SAS, SPSS, Python or R. Statistical Package for the Social Sciences (SPSS) is a software package currently developed by IBM is widely used program for statistical analysis in social science. Statistical Analysis System (SAS) software suite developed by SAS Institute is mainly used in advanced analytics. SAS is the largest market-share holder for advanced analytics. Python is a high-level programming language, which is the most commonly used by data scientist’s community. Finally, R is a free software programming language for statistical computing and graphics. R language has become a de facto standard among statisticians for developing statistical software and is widely used for statistical software development and data analysis. R is a part of the GNU Project which is a collaboration that supports open source projects. A few online courses would help you learn some of the main coding languages. One such course that is available currently is through the popular MOOCs website coursera.org. A specialization course offered by Johns Hopkins University through coursera helps you learn R programming, visualize data, machine learning and to develop data products. There are few more courses available through coursera that helps you to learn data science. Udacity is another popular MOOCs website that offers courses on Data Science, Machine Learning Statistics. CodeAcademy also offers similar courses to learn data science and coding in Python. When you start operating with data at the scale of the web, the fundamental approach and process of analysis must and will change. Most data scientists are working on problems that cant be run on a single machine. They have large data sets that require distributed processing. Hadoop is an open-source software framework for storing and large-scale processing of data-sets on clusters of commodity hardware. MapReduce is this programming paradigm that allows for massive scalability across the servers in a Hadoop cluster. Apache Spark is Hadoops speedy Swiss Army knife. It is a fast -running data analysis system that provides real-time data processing functions to Hadoop. It is important that a data scientist must be able to work with unstructured data, whether it is from social media, videos or even audio. KDnuggets is a popular website among data scientist that mainly focuses on latest updates and news in the field of Business Analytics, Data Mining, and Data Science. KDnuggets also offers a free Data Mining Course the teaching modules for a one-semester introductory course on Data Mining, suitable for advanced undergraduates or first-year graduate students. Kaggle is a platform for data prediction competitions. It is a platform for predictive modeling and analytics competitions on which companies and researchers post their data and statisticians and data miners from all over the world compete to produce the best models. Kaggle hosts many data science competitions where you can practice, test your skills with complex, real world data and tackle actual business problems. Many employers do take Kaggle rankings seriously, as they can be seen as pertinent, hands-on project work. Kaggle aims at making data science a sport. Finally to be a data scientist you’ll need a good understanding of the industry you’re working in and know what business problems your company is trying to solve. In terms of data science, being able to find out which problems are crucial to solve for the business is critical, in addition to identifying new ways should the business should be leveraging its data. A study by Burtch Works[3] in April 2014, finds that data scientists earn a median salary that can be up to 40% higher than other Big Data professionals at the same job level. Data scientists have a median of nine years of experience, compared to other Big Data professionals who have a median of 11 years. More than one-third of data scientists are currently in the first five years of their careers. The gaming and technology industries pay higher salaries to data scientists than all other industries. LinkedIn, a popular business oriented social networking website voted statistical analysis and data mining the top skill that got people hired in the year 2014. Data science has a bright future ahead there will only be more data and more of a need for people who can find meaning and value in that data. Despite the growing opportunity, demand for data scientist has outpaced supply of talent and will for the next five years. [1] McKinsey Global Institute, â€Å"Big data: The next frontier for innovation, competition, and productivity†, June 2011 [2] Thomas H. Davenport, D.J. Patil, â€Å"Data Scientist: The Sexiest Job of the 21st Century†, Harvard Business Review, October 2012 [3] Burtch Works â€Å"Big Data Career Tips† http://www.burtchworks.com/big-data-analyst-salary/big-data-career-tips/, accessed December 2014

John Wayne :: essays research papers

Arguably the most popular — and certainly the busiest — movie leading man in Hollywood history, John Wayne entered the film business while working as a laborer on the Fox Studios lot during summer vacations from university, which he attended on a football scholarship. He met and was befriended by John Ford, a young director who was beginning to make a name for himself in action films, comedies, and dramas. Wayne was cast in small roles in Ford's late-'20s films, occasionally under the name Duke Morrison. It was Ford who recommended Wayne to director Raoul Walsh for the male lead in the 1930 epic Western The Big Trail, it was a failure at the box office, but the movie showed Wayne's potential as a leading actor. During the next nine years, be busied himself in a multitude of B-Westerns and serials — most notably Shadow of the Eagle in between occasional bit parts in larger features such as Warner Bros.' Baby Face. But it was in action roles that Wayne excelled, e xuding a warm and imposing manliness onscreen to which both men and women could respond.   Ã‚  Ã‚  Ã‚  Ã‚  In 1939, Ford cast Wayne as the Ringo Kid in the adventure Stagecoach, a brilliant Western of modest scale but tremendous power, and the actor finally showed what he could do. Wayne nearly stole a picture filled with Oscar-caliber performances, and his career was made. He starred in most of Ford's subsequent major films, whether Westerns (Fort Apache, She Wore a Yellow Ribbon, Rio Grande, The Searchers ); war pictures (They Were Expendable); or serious dramas (The Quiet Man). He also starred in numerous movies for other directors, including several extremely popular World War II thrillers (Flying Tigers, Back to Bataan, Fighting Seabees, Sands of Iwo Jima); costume action films (Reap the Wild Wind, Wake of the Red Witch); and Westerns (Red River). His box-office popularity rose steadily through the 1940s, and by the beginning of the 1950s he'd also begun producing movies through his company Wayne-Fellowes, later Batjac, in association with his sons. Most of these films were extremely successful, and included such titles as Angel and the Badman, Island in the Sky , The High and the Mighty ( my personal favorite), and Hondo. The 1958 Western Rio Bravo, directed by Howard Hawks, proved so popular that it was remade by Hawks and Wayne twice, once as El Dorado and later as Rio Lobo.

Christian and Secular Counseling with a Bible Word Study Basis Essay

Abstract In order to arrive at a clearer view of Christian counseling, this paper examines the similarities and differences between secular and Christian counseling. It begins with a biblical word study to establish a basis for Christian counseling. The words counsel, comfort, and wisdom are examined in both the Old and New Testament. The Biblical view of counseling is compared and contrasted with the secular view. Relevant ethical considerations are examined, specifically related to the _Bruff v. North Mississippi Health Services, Inc.,_ 2001 case. The paper concludes with a discussion regarding future endeavors in professional counseling including how to integrate the best Christian and secular practices. Christian counseling has been difficult to define because there are two distinct kinds of counseling: spiritual counseling and mental health counseling (Bufford, 1997). Thus, there are many approaches for the practice of Christian counseling that range from the integrationist to the nouthetic position, which has made identifying distinctive features of Christian counseling a complex task. Counselors of the nouthetic approach claim that  truth can only be found in the Bible, all counseling models must be exclusively from the Bible, and any integration of psychological theories must be rejected. The integrationists state that God reveals his truth universally. Hence, they accept and utilize both the techniques and the theories of psychology with Scriptural truth to help their clients heal (Carter, 1999). Realizing the need for both spiritual counseling and mental health counseling, Bufford (1997) defined seven distinctives of Christian counseling. Clinton and Ohlschlager (2002) propo sed ideas for Christian counseling that they describe as a paracentric focus that seems to more accurately convey the essence of Christian counseling. In view of all this effort to define Christian counseling, there is still much diversity of practice among Christian counselors. In an effort to understand the biblical views of counseling, and create a more distinctive picture of what is and is not biblical counseling, a word study on a variety of counsel terms is presented in this paper. Next, the conclusions from the word study are compared to the professional views of counseling including an examination of relevant ethical considerations. This paper will conclude with a discussion regarding future endeavors in professional counseling. Biblical Words Related to Counseling In this section, a word study was conducted to understand the biblical views of counseling. The words counsel, wisdom, and comfort were researched by first using the _Strong’s Exhaustive Concordance of the Bible_ (Strong, 1996). The range of situations in which these concepts were used in the Old and New Testaments were researched using Richards’ (1985) _Expository Dictionary of Bible Words,_ Vine’s (1940) _Expository Dictionary of New Testament Words,_ and the _Baker’s Evangelical Dictionary of Biblical Theology_ (Elwell, 1996). Several Bible commentaries were used to illustrate how these concepts were used in the Old and the New Testaments. _Counsel_ The Hebrew words that best communicate â€Å"to counsel† or â€Å"to advise† are ya`ats  and its derivative `etsah. Both words mean advice, counsel, purpose or plan. In the Old Testament, these words are used to describe both the counsel of God and the counsel of man. Ya`ats is used 80 times in the King James Version (KJV) of the Old Testament and `etsah is used 88 times to convey the concept of counsel or advice (Blue Letter Bible (BLB), 1996-2008). When ya`ats and `etsah are used as human counsel, it is usually in the context of counsel being given to kings (1 Chronicles 13:1; 2 Chronicles 25:17). Proverbs suggests that one should seek the counsel of many (Proverbs 11:14; 15:22) because human beings and their counsel are both fallible. However, God’s counsel is infallible, firm, and purposed (Psalms 33:10-11) which is conveyed as such in the Old Testament when ya`ats and `etsah are used. (Richards, 1985). In the New Testament, boule comes from the root word boulomai which means â€Å"to will.† Bouleuo is used 8 times in the New Testament and can mean â€Å"to take counsel, to resolve† (Vine, 1940). The root word boule translates â€Å"to will† or â€Å"to purpose† when God is the context. Its derivative, bouleuo, means â€Å"to take counsel, to resolve† and together with boule is used 20 times in the New Testament. Like the Old Testament, boule is used both to express the counsel of God (Luke 7:30; Acts 2:23) and the counsel of man (Ephesians 1:11; Hebrews 6:17). The compound symbouleuo refers to counsel taken together (John 11:53). One other word used in the New Testament that communicates â€Å"to counsel† is gnome. Whereas boule is counsel as a result of determination, gnome is used as judgment, opinion, or counsel as a result of knowledge (2 Corinthians 8:10). Gnome is used 9 times and symbouleuo is used 5 times (Vine, 1940). _Old Testament usage_. Both God’s counsel and human counsel are reflected through the use of ya`ats and `etsah in the Old Testament. The incidents of Absalom in Samuel 17:11-21 and Rehoboam in 1 Kings 12:1-15 illustrate how ya`ats is used for human counsel and suggests some plan of action to deal with a specific situation. Ultimately, both Rehoboam and Absalom choose a course of action, but there is no certainty in human plans. However, perfect counsel is found in God’s plans (Richards, 1985). Psalms 33:10-11 declares, â€Å"The Lord foils the plans of the nations; he thwarts the purposes of the  peoples. But the plans of the Lord stand firm forever, the purposes of his heart through all generations† (NIV). God’s counsel is inerrant, sufficient, and unchangeable and is at the center of Christian counseling. _New Testament usage._ The New Testament depicts the different ways in which human counsel is given. Symbouleuo is often used when advice is given by one person to another and is usually in reference to plots against Jesus or the early church (Matthew 26:4; Acts 9:23). Gnome is used in an example of sound advice based on maturity and knowledge given by Paul to the Corinth church (2 Corinthians 8:10) and boule is used in the sound advice given by the highly esteemed teacher of the Pharisees, Gamaliel (Acts 5:33-39). Although Gamaliel gave good advice, it was not tested by the standard of God’s word. Nonetheless, God used Gamaliel’s advice to give a needed respite to the young church (Guzik, 2001, Acts 5, D.2). The inconsistent advice given by man contrasts the immutable counsel of God. His truth is the primary source by which Christian counselors test all counseling methods, techniques, and principles in order to offer sound counsel to their clients. _Comfort_ Naham is the Hebrew word most often translated â€Å"to give comfort† in the Old Testament. It is used 108 times in the Old Testament. Many times naham means â€Å"to console† (Psalms 71:21; Isaiah 49:13). Its derivative, tanchuwm, means consolation (Job 15:11; 21:2) and is translated 5 times. Other meanings used in the Old Testament are support, relief, cheer up, and exhort. The last 26 chapters of Isaiah express God’s comfort (Isaiah 40:1) and the future promise of the Redeemer (Baker, 1996). In the New Testament, the words parakaleo (verb) and paraklesis (noun) come from kaleo which means â€Å"to call,† and para meaning, â€Å"alongside of.† Parakaleo means â€Å"to call to one’s side or to summon to one’s aid, but this word and its various forms can mean many other things. This word group can be translated as invite, call, exhort, beseech, encourage, summon, instruct, comfort, and console. Parakaleo is found 109 times in the New Testament. Nine of the NIV’s 17 translations of this word group meaning â€Å"comfort† are  found in 2 Corinthians 1:3-7. In these passages, Paul addresses God’s comfort during times of trouble. _Old Testament usage_. Jerusalem is discouraged over the announcement about the coming Babylonian conquest and future exile. In Isaiah 40:1-2, God tells Isaiah to â€Å"comfort, comfort my people† (NIV) and speak tenderly as you comfort. The people of Jerusalem were broken-hearted and needed comfort. God offered that comfort through Isaiah by instructing him to speak comfort, literally â€Å"speak to the heart† (Guzik, 2006, Isaiah 40, A.1.c.i). The goal of the therapeutic process is to restore the broken-hearted person to a whole life. Clients must believe that healing is possible, but counselors must first comfort their anxious souls (Clinton & Ohlschlager, 2002). The process of change begins with the Christian counselor speaking tenderly to his or her clients’ hearts and reassuring them of God’s omnipotence, omniscience, and omnipresence. Healing begins when a sense of comfort and encouragement grows from knowing that God knows everything, is in control of everything, is perfectly good, and is _on my side_ (Johnson, 2003). _New Testament usage._ Clinton and Ohlschlager (2002) proposed a Paracentric focus that describes the Christian counselor as single-mindedly focused on Christ and the client. In 2 Corinthians 1:3-7, Paul models this idea. Paul’s life is not on focused on himself, but on the Lord and on others. Paul opens his letter to the church in Corinth praising God for his mercy and comfort (2 Corinthians 1:3). Paul uses the Greek word paraklesis that expresses a comfort that strengthens, encourages, and helps one deal with distressful times. In verse four, Paul explains that God â€Å"comforts us in all our troubles, so that we can comfort those in any trouble with the comfort we ourselves have received from God† (NIV). Paul is thankful that he can experience God’s comfort during times of trouble and use that experience to help and comfort those in similar circumstances (Guzik, 2001, 2 Corinthians, A.2.a.i). In the same way, the Christian counselor, yielded to the Holy Spirit, can meet the client at his or her point of need, and begin to create a strong working alliance (Clinton & Ohlschlager, 2002). The broken-hearted can be comforted, the weak can be supported, the discouraged can be encouraged, and the misdirected can be guided (1 Thessalonians 5:14). _Wisdom_ The basic word group expressing the idea of wisdom includes chakam and its derivatives chokmah and chokmowth. Together they occur over 150 times in the Old Testament. This word group can mean to be skillful, to instruct, or to be prudent. Biyn and sekel are also closely related and usually means understanding or discernment. Biyn is used 170 times and sekel is used 16 times in the Old Testament. Throughout the Old Testament, wisdom is expressed in godly living that is most represented in the book of Proverbs (Proverbs 2:6, 9-10, 12). Wisdom can fit into two categories. Practical wisdom, which is usually found in Proverbs, deals with the issues of an individual’s life, such as family relations (Proverbs 22:6) and personal industry (Proverbs 8:15). Reflective wisdom focuses on theological issues, such as the suffering of the innocent Job and the meaning of life in Ecclesiastes (Elwell, 1996). The Greek word sophia is the word that expresses wisdom in the New Testament. Sophia is translated 51 times, and focuses on the same practice of godly living as described in the Old Testament. The exception is in 1 Corinthians 1-3 where Paul compares the wisdom of men to the â€Å"hidden wisdom of God† or God’s plan of salvation. Other words used are sunesis which means knowledge or understanding (Mark 12:33) and phronesis which can mean wisdom or prudence (Luke 1:17; Ephesians 1:8). Sunesis is used seven times and phronesis is used twice in the New Testament (BLB). _Old Testament Usage._ In Ecclesiastes, Solomon demonstrates how wisdom must be used when teaching or counseling those who are suffering. In Ecclesiastes 12:8-14, Solomon focused on the immediate needs of the people (vs. 8). He â€Å"sought to find out acceptable words: and that which was written was upright, even words of truth† (Ecclesiastes 12:9-10; KJV). Solomon understood that divine wisdom would be required to respond to the needs of the people (1 Kings 3:5-14). He also knew that he must offer truth found in Scriptures to direct them towards wellness (Ecclesiastes 12:10) for â€Å"what good will acceptable words do us if they be not upright and words of truth?†Ã‚  (Henry, 1996). Solomon pondered, sought, and used God’s Word to meet the immediate needs of the individual. This is the essence of Christian counseling. _New Testament usage._ James reflects Old Testament sentiments in his advice to appeal to God when one lacks wisdom (James 1:5-7). James is not just talking about knowledge, but about the ability to discern right from wrong. Later, James contrasts personal character that comes from divine wisdom and traits that are destructive and not of God (James 3:13-18). Wisdom that comes from God is â€Å"peace-loving, considerate, submissive, full of mercy and good fruit, impartial and sincere† (James 3:17). These traits should define competent Christian counselors. Both the Old Testament and the New Testament emphasize the importance to appeal to God for his divine wisdom. Comparison of Biblical Views with Professional Views This section begins by identifying similarities in function and approach between Christian and secular counseling. Differences are defined by examining three different areas: Philosophy of life, counseling goals, and source of truth. In the final section, conclusions are drawn regarding the implications to future counseling endeavors based on the conclusions from the word study, comparisons to professional counseling, and relevant ethical considerations. _Similarities between Biblical and Professional Views of Counseling_ _Code of Ethics._ Christian counseling and secular counseling have much in common, more so in the process than in the content. One area of commonality is illustrated in the American Counseling Association’s (2005) _ACA Code of Ethics_ and the American Association of Christian Counselors’ (2004) _AACC Code of Ethics._ Both ethics codes address basic moral principles – nonmaleficence, beneficence, justice, fidelity – that form the framework for ethical behavior and decision making for the professional counselor (Meara, Schmidt, & Day, 1996). Both ethics codes begin by addressing the primary responsibility of the counselor to _do no harm_ to those they serve (ACA,  2005, A.4.a; AACC, 2004, 1-102). Both ethics codes also address the counselor’s responsibility to â€Å"respect the dignity and to promote the welfare of clients† (ACA, 2005, A.1.a). Providing verbal and written informed consent, ensuring that â€Å"the client reasonably understand s the nature and process of counseling† (AACC, 2004, 1-310), as well as respecting client diversity (ACA, 2005, C.5; AACC, 2004, 1-101) are included in both ethics codes to protect the welfare of the client. _Common elements._ Christian counseling and secular counseling also share many common elements in their approach. First, both counseling systems are goal-oriented. Although goals such as spiritual maturity and discipleship are clearly distinctive to Christian counseling, many of the immediate goals, such as alleviation of depression, reduction of anxiety, and control over substance abuse are common goals in both secular and Christian counseling. Second, Christian and secular counselors use many of the same strategies, techniques, and methods to offer hope to the counselee, build a strong therapeutic relationship, develop competencies in social living, provide support, and change destructive cognitive or behavioral patterns (Bufford, 1997). Lastly, effective counselors in both Christian and secular counseling are characterized by warmth, sensitivity, understanding, genuine concern, trustworthiness, and competence (Clinton & Ohlschlager, 2002). _Differences between Biblical and Professional Views of Counseling_ _Philosophies of life (View of man)._ Everyone has a philosophy of life, a way in which one views the world. Generally, secular counseling views are man-centered (anthropocentric) and biblical counseling views are God-centered (theocentric). The worldview of a counselor determines how he or she thinks about human nature, evaluates and assesses the client, and decides on treatment strategies (Clinton & Ohlschlager, 2002). In secular counseling, the reason for man’s existence and the goals to be achieved are centered upon, and revolve around man. Secular counseling relies on theories influenced by behavioral, humanistic, and existential thought, but those theories have little to offer the client except the  advice that they should care about and love themselves (Carter, 1999). These theories emphasize a basic goodness or a basic depravity in the soul, and focuses on what will make the individual happy, adaptive, and successful. This is their basis for self-evaluation. â€Å"Humanistic psychotherapy has always been hampered by the contradiction of encouraging unlovable selves to love themselves† (Johnson, 2003, p. 84). In contrast, biblical counseling is God-centered. Christian counseling does not place humans at the center of the universe as humanism does. In Genesis, it states that God is the creator, and he created man in his image and likeness to live and rule in a perfect world (1:26-2:25). In spite of the corruption of the fall, man still bears the image and likeness of God and still has authority in the world as dependent creatures who desire to have a relationship with God and other people (Averbeck, 2006). It is this God-revealed concept of the nature of man that biblical counseling, both as a system and as a process of doing counseling, bases its work. Christian counselors understand that all biblical care giving falls within the larger plans and purposes of the Creator. It is comforting to know that in the midst of a contingent, unpredictable life, God, the creator, is always there to meet every need and pour out his comfort to all who seek him (Johnson, 1997). Christian counseling offers what secular counseling cannot: â€Å"the father of compassion and the God of all comfort† (2 Corinthians 1:3; NIV). As man searches for meaning and contentment, God comforts and heals. _Goals._ Though easing the suffering of the client is a goal in both Christian and secular counseling, it is not the ultimate goal of the Christian counselor. All counseling systems have goals of bringing about changes in the counselee, whether they are changes in feelings, beliefs, thinking or behavior. The goals of a counseling system are largely determined by the philosophy of life held. A man-centered viewpoint will yield goals that focus on the relief of suffering and the fulfillment of personal happiness. Secular counseling holds such views. The main goals of secular counseling in treating clients are to help the client alleviate anxiety, guilt, depression, anger and to achieve personal happiness, contentment and self-fulfillment. Secular counselors also give counselees  methods of self-assessment to help them continue to live life with minimal anxiety and hostility (Clinton & Ohlschlager, 2002). Like the secular counselor, Christian counselors seek to change behaviors and attitudes that will bring about happiness, contentment, and greater well-being; however, Christian counseling goes much deeper than changing behavior and helping clients find happiness (Bufford, 1997). The ultimate goals of Christian counseling are to help the counselee experience intimacy with God and maturity in Christ (Ephesians 4:20-24). Placing an emphasis on discipleship and introducing spiritual disciplines in the Christian counseling practice helps achieve these goals. Although both share similar thoughts in techniques and theories, the practice of spiritual disciplines is uniquely Christian and is an important factor in achieving the goals of intimacy and maturity (Willard, 2000). Collins (1996) states, â€Å"Helping that leaves out the spiritual dimension ultimately has something missing. It may stimulate good feelings and help people cope with stress, but it does nothing to prepare people for eternity or help them experience the abundant life here on earth† (p. 15). Though the ultimate goals of Christian counseling are intimacy with God and maturity in Christ, the heart of Christian counseling is the good news of Jesus Christ (Colossians 1:26-27). The power of Jesus makes change, redemption, and new life possible. In the Great Commission, Jesus commands Christians to make disciples and to teach them to how to live as disciples and experience abundant life. The Great Commission differentiates Christian counseling from secular counseling. The work of Christian counselors is incomplete until they have helped the counselee put off the old self and put on the new by teaching and training them to live like Christ (Willard, 2000). _Source of truth_. There are more than 400 different therapy models available today. â€Å"Effective counselors scrutinize theories for proven effectiveness and match them to personal beliefs and realities about the nature of people and change† (Gladding, 2007, p. 190). Never before has it been so important to have a source of absolute truth. Christian counselors believe that the Bible is the authoritative word of God against which they can assess their  beliefs, practices, ideas, and actions. They believe that â€Å"all Scripture is God-breathed† (2 Timothy 2:16-17, NIV) and fully equips them for every good work. Thus, although both Christian counselors and secular counselors use many of the same counseling techniques, the Christian counselor does not use counseling techniques that are inconsistent with biblical teaching. Recent studies on therapeutic outcome encouraged the present emphasis on an eclectic approach in professional counseling. That is, most counselors today are using various theories and techniques to meet their clients’ unique needs. Whiston and Sexton (1993) concluded that a strong therapeutic relationship is significantly related to positive client outcome. Tan (2003a) reported that empirically supported treatments (ESRs) and empirically supported therapy relationships (ESTs) that are specifically tailored to a client’s needs produced the best therapeutic outcomes. Like Solomon (1 Kings 3:5-14), it is crucial that a Christian counselor be a biblically informed and responsible eclectic who prays for the discernment needed to â€Å"fit the right therapy with the right client at the right time and the right stage of living† (Clinton and Ohlschlager, 2002, p. 176). However, the Bible is the authoritative source of truth, and an effective Christian counselor will evaluate the moral and spiritual quality of every theory and method they use in his or her clinical practice. _Ethical Considerations_ Value conflicts between clients and therapists are inevitable, especially for Christian counselors working within a secular environment. Although Christian counselors may not always agree with the values of their clients, it is essential that they respect the rights of their clients to hold a different set of values (Hermann & Herlihy, 2006). It is also essential for Christian counselors to inform potential clients in writing, as part of the informed consent document, about their religious beliefs and values to avoid certain ethical and legal issues as described in the following court case. _Bruff v. North Mississippi Health Services, Inc., 2001_ is an interesting case that illustrates the complexity counselors confront when their value  system and religious beliefs conflict with the client’s presenting problem. In 2001, the United States Court of Appeals â€Å"upheld the job termination of a counselor who requested being excused from counseling a lesbian client on relationship issues because homosexuality conflicted with the counselor’s religious beliefs† (Hermann & Herlihy, 2006, p. 414). This case illustrates both legal and ethical issues related to value imposition and conflict of values between client and counselor. The American Counseling Association’s (ACA, 2005) _ACA_ _Code of Ethics_ states that counselors need to be â€Å"aware of their own values, attitudes, beliefs, and behaviors and avoid imposing values that are inconsistent with counseling goals† (A.4.b). Working with clients who hold different values can be challenging for counselors. It can be especially difficult for Christian counselors if those values challenge their religious values and beliefs. However, counselors must respect these differing values of clients and take care not to impose their values in the counseling relationship (Hermann & Herlihy, 2006). This case has particular implications for Christian counselors who find it difficult to reconcile their religious values regarding certain client issues. It is important for Christian counselors to include Christ and to incorporate Christian principles into the therapy process. However, Christian counselors’ primary responsibility is to â€Å"uphold the inherent, God-given dignity of every human person† (AACC, 2004, 1-101). Because it is unrealistic to assume that counselors will not incorporate certain value orientations into their therapeutic approaches and methods, Christian counselors have an ethical duty to clarify their assumptions, core beliefs, and values with the client during the intake session. â€Å"It is vital to be open about values but not coercive, to be a competent professional and not a missionary for a particular belief, and at the same time to be honest enough to recognize how one’s value commitments may not promote health† (Bergin, 199 1, p. 399). Personal Applications Current data indicates that no single theory or model adequately accounts for the complexity of human behavior. Counselors will have to learn and apply an eclectic mix of therapy models and techniques to accommodate the complexity of these modern times. Christian counselors will need to consider biological, psychological, spiritual, social, cultural, economic, and environmental factors when assessing, diagnosing, and treating the unique needs of the client (Clinton & Ohlschlager, 2002). Integrating spiritual direction into psychotherapy and counseling enables the counselee to focus on increasing awareness of God and facilitating surrender to God’s will (Willard, 2000). The conclusions I have made from what I have learned about the biblical views and professional views of counseling are that there is a place for employing both psychotherapeutic techniques and spiritual direction in the counseling process, but it is essential to practice such integration in a ethical, helpful, and wise manner. Christian counselors must use discernment when incorporating secular theories and techniques into their practice and they must be wise when incorporating spiritual disciplines into the therapy relationship. The Bible is our resource, it is the foundation for truth by which everything else is evaluated, and it is sufficient in what we need to instruct one another on how to live an abundant life (2 Timothy 3:16-17; 1 Thessalonians 5:13). Christian counselors must refer to the Bible to distinguish good counseling from bad counseling. Both appropriate and inappropriate counsel is illustrated in the story of Rehoboam, who chose to ignore the advice (etsah) of the older counselors, and instead listened to his young and immature peers. Their counsel lacked a careful examination of the situation, and resulted in disastrous consequences (1 Kings 12:1-15). Wise Christian counselors are careful to gather information and examine a situation as they help their clients. It is imperative that Christian counselors consistently ask God for the wisdom (James 1:5) to choose the godly path (Proverbs (19:21). The ultimate goal of Christian counseling is to facilitate the spiritual  growth of clients, rather than simply alleviating symptoms and finding a resolution to problems. Integrating spiritual disciplines into psychotherapy can be an effective tool in achieving these goals in the therapy process (Tan, 2003b). However, as seen in the _Bruff_ case, counselors must take care not to impose their religious beliefs or values on the client. The client’s autonomy must be respected. Counselors must provide sufficient information regarding therapy to the client, and should include spiritual religious goals and interventions only when proper informed consent is obtained from clients who have expressed interest in pursuing and participating in such goals and interventions. Effective Christian counselors must keep informed of the latest and best information on ESRs and ESTs in order to provide the most effective and efficient forms of psychotherapy and spiritual direction to the client (Tan, 2003a). In addition, Christian counselors should, with the consent of the client, integrate spiritual disciplines into psychotherapy. Effective Christian counselors’ primary focus is on meeting the needs of the client. To meet these needs Christian counselors must first comfort the broken-hearted with a comfort (nacham, parakeleo) that consoles while imparting strength, to encourage while offering a hope for a future (Isaiah 61:1-2). According to Grencavage and Norcross (1990), â€Å"the therapist’s ability to cultivate hope and enhance positive expectancies within the client† (p.374) was one commonality found in the qualities of effective therapists. Recent emphasis on ESRs shows the importance of a strong therapy relationship and is in line with the conclusion that healing occurs when we model the God of comfort and love. â€Å"It is ultimately God who is love who brings wholeness and healing to the hurting people that we minister to through psychotherapy and counseling, using the best ESRs and ESTs available, as long as they are consistent with biblical, Christian truth, ethics, and morality† (Tan, 2003a, 2003). References American Association of Christian Counselors. (2004). _ACA_ _Code of ethics_. Retrieved February 27, 2008, from http://aacc.net/about-us/code-of-ethics/. American Counseling Association. (2005). _AACC Code of ethics._ Retrieved February 27, 2008, from http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx. Averbeck, R. E. (2006). Creation and corruption, redemption and wisdom: A biblical theology foundation for counseling psychology. _Journal of Psychology and Christianity, 25(2),_ 111-126. 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