An Evaluation of the Suitability of New Headway

Introduction Banks et al. (1989) say that the intangible aspects as well as symbols of a society make up their culture. Banks et al. add that the most important element of culture is how people interpret and attach meaning to the components of culture (1989).Advertising We will write a custom essay sample on An Evaluation of the Suitability of ‘New Headway- Intermediate’ by Liz John Soars specifically for you for only $16.05 $11/page Learn More According to Damen (1987), culture is the share of human models that enable people to carry out day-to-day activities through socialization. Lederach (1995), on the other hand, describes culture as the material and non-material practices that differentiate a particular group of people. Culture is specific to groups of people based on race and language. Hofstede (1984) says that culture is the programming of the mind that helps differentiate different groups of people. From the definitions above, cult ure can be defined as the patterns of behavior that are shared among peoples, and the cognitive constructs that determine the behavior of people in everyday life. English is taught as a foreign language in Iran. According to Dollerup et al. (1992), there is a cultural influence perspective in teaching English as a foreign language (EFL) in Iran. Dollerup et al. add that teaching English in the country is always accompanied by the teaching interpretation skills from English to the local language that leaders believe is important for Iranian politics as well as international development (Dollerup et al. 1992). The leaders also believe that it is an effective way to preserve the indigenous Iranian language. This is because, while learners undertake English lessons, it ensures that they are knowledgeable about the indigenous language. High school learners in Iran aged between 15-18 use the textbook New Headway-Intermediate (Soars and Soars 1996). The research will center on the question of whether the book is suitable for teaching the English language. Additionally, the research will seek to find out whether elements of Iranian culture need to be incorporated into the system when teaching these students when using books such as New Headway. It is important to note that culture here means all the material and non material features that characterize the way of life of Iranians. Jenkins (2007) says that generally, the cultural aspect among learners especially high school learners is clearly embedded in the learning process. According to Jenkins, the learning process involves both formal and informal processes that aim at preserving the Iranian culture.   Similarly, the system emphasizes the importance of the cultural aspect even in the teaching of foreign languages.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Jenkins (2009) also adds that there is concern among course drafters i n Iran that any foreign language teaching in Iran is tantamount to adopting the culture that the language represents and, therefore, recommends the incorporation of the local cultural aspect so that learners can learn the foreign language while appreciating their own culture. It is not to say that western culture is inappropriate for Iranians; rather, Iranians may consider some elements of western culture such as the modes of dress that may be considered offensive and, therefore, not desirable. For instance, a woman wearing trousers and exposing her hair will be considered offensive in the Iranian culture, as will words that describe the undergarments worn by both men and women that have been developed by the dynamic nature of commerce these words include ‘pants’, ‘Lingerie’. However, it would be wrong to assume that any incorporation of British cultural aspects into teaching English in Iran using the new textbook is not appropriate. The research will, ther efore, explore both sides of the argument to determine what merits and demerits accompany whatever approach high school learning takes in Iran. Aims and objectives of the research The main aim of the research will be to evaluate the cultural content of New Headway with a view to evaluating the degree to which it is appropriate for Iranian high school learners. Cultural content here refers to all the elements in the book that refer to culture as defined at the beginning of this paper. It is important to note that high school learners are students aged between 15-18. The system in Iran separates women from men, even in learning institutions. Students are introduced to English as a second language from grade 7. The students are expected to follow academic/general or technical/vocational training.  The research will also aim to determine the learner attitudes towards increasing or decreasing the observance of cultural aspects in English teaching. Concisely, therefore, the research wil l seek to determine whether the new textbook is suitable for teachers and students in the culturally sensitive environment of Iran.  Other objectives of the research will include: An investigation of learner attitudes on the suitability of the book among Iranian high school students through the use of qualitative studies of 15-18 year olds and evaluating this within the context of New Headway Intermediate (Soars and Soars, 1996). An evaluation of the content of New Headway Intermediate (Soars and Soars 1996) as a learning medium for Iranian EFL students between the ages of 15-18 in the culturally sensitive environment of Iran. Research questions According to Slavin (1995), research questions will provide a platform for answers to be arrived at.Advertising We will write a custom essay sample on An Evaluation of the Suitability of ‘New Headway- Intermediate’ by Liz John Soars specifically for you for only $16.05 $11/page Learn More The r esearch will seek to answer the following questions: What are the attitudes of learners in Iran regarding English language teaching (ELT) materials such as New Headway to containing English culture or not? How important is it for ELT materials like New Headway to reflect the learners’ culture? Is New Headway suitable for ELT in the culturally sensitive environment of Iran? Rationale According to McGrath (2002), designing language programmes must take into consideration the cultural aspect of the learners. The books that they use, therefore, should have a considerable element of the native culture; otherwise, it is only an assimilation of the English culture that ELT gives. Additionally, Cunningsworth (2011) believes that materials should be the basis of ELT. According to him, good preparation of materials will incorporate a sound cultural element in teaching English for foreigners and in this case, Iran. The materials will need a considerable degree of authenticity in terms of local cultural content. In fact, his opinion supports some sort of revision of the book to ensure it specifically suits Iranian high school learners.  On the other hand, Sifakis (2004: 89) has a different view from the rest. He thinks that the incorporation of the culture of the learners into teaching English should be used sparingly, depending on the reason for learning. In other words, sometimes, it is necessary to include an element of culture in the teaching of English. For instance, while teaching students in Iran, teachers may use real life examples that make use of Iranian culture or British culture.  According to Krashen (1982), it is important to ensure the avoidance of negative feelings towards the first culture. The first language should, therefore, be used in helping learners and, if necessary, be incorporated into the learning materials. He adds that learners develop a significantly better understanding of their culture when learning materials contain unfamiliar materials, in this case, English. Books like New Headway, therefore, that are used in teaching English in Iran should bear more Iranian cultural content. This should be in form of illustrations that talk exclusively about Iranian culture. For that reason, therefore, it will be imperative for New Headway to include real life examples that touch on the culture of the learners in Iran. For instance, the book can have exercises that instruct students to write essays on the history and culture of Iran.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More New Headway has been in use in Iran for a long time. Though the content of the book does not have many cultural perspectives, teachers in the country have always incorporated the element. It is important to note that perspective here means specific Iranian examples and illustrations that reflect the day to day life of the country. To highlight the rationale behind this study, we will look at a number of points that shed some light on the topic of the study. According to Edge (2006), Newton and Adams (2009) and Cunningsworth (1984), teaching materials as in textbooks such as New Headway used for teaching English in Iran are greatly influenced by the students’ culture and upbringing. In other words, materials used in teaching English in Iran normally have an overt Iranian cultural perspective and approach. Edge (2006) notes the pedagogic nature of the Persian culture in Iran as having a heavy influence on English teaching in the country. It is, therefore, not alarming to use te xtbooks such as New Headway. In addition, Newton and Adams (2009) say that, given the primary language and culture that Iranian children are brought up in, there is bound to be influence of it in ELT. This will include the incorporation of the first language in the learning of the language. Cunningsworth (1984) simply states that it will be difficult to ignore the cultural aspect in ELT in Iran. These authors, therefore, endorse the use of any book, including New Headway, no matter what cultural content in it may be considered â€Å"foreign†.  Teachers are important to the successful teaching of English. Though they have little influence on the content of the curriculum, the researcher will actively engage with them to have a firsthand account of what they think of the book. There is sufficient proof that teachers attitudes, views, culture and opinions contribute greatly to the shaping of their students learning processes and their way of lives (Crystal 1997).  Teachers p lay an important role in the success of ELT. However, according to Cortà ©s et al. (2008), there is lack of consensus on what knowledge teachers should have for them to qualify to teach students. Similarly, there are a number of teachers who may have limited skills or unrelated educational preparation; hence, they may not be up to speed with what teaching English in a culturally sensitive environment entails (Ferri and Ortiz 2007; Gonzà ¡lez and Quinchà ­a 2003). The last two views point towards the competence of teachers in understanding what their role is and their understanding in using teaching aids such as the new textbook. The complexity presented by the issues above makes this research important since it will try to come up with the necessary mechanism of sorting the problems around culture in teaching English in Iran.  Based on the definition of culture given at the beginning, culture can be described the material and non-material practices that differentiate a particul ar group of people. Culture is specific to groups of people based on race and language. The rationale of this research, therefore, is to produce a concise chapter-by-chapter analysis using the content analysis technique. Both relation and concept analysis will be used to study the theme of culture in the book. Additionally, it is necessary that this research is carried out to aid the development of a comprehensive framework for the effective evaluation of the said book. Furthermore, the findings of the research will be used to analyze both sides of the argument that learning materials such as New Headway-Intermediate be de-culturalised or be valued neutral. Content Analysis Content analysis has a long history since its regular use started in the 1940’s. Its use increased when researchers started focusing more on concepts and semantics in texts. Because of the need to have an in-depth look at the book, the analysis will be done on two levels. The two levels will help to establ ish the concepts of the book and the relationship that they have with culture. Conceptual analysis The concept that will be analyzed will be culture. The concept of culture will be examined to determine the frequency of its occurrence in the book. This conceptual analysis will be carried out based on the research questions as determined earlier. Through selective reduction, the content will be grouped to content categories. These categories will be helpful in analyzing certain characteristics of the content which, in this case, will be culture. Relational analysis This analysis will focus on the examination of culture in the new book while at the same time relating it to other themes in the text. It will help to discover whether culture dominates the book content. First, there will be determination of the types of the concepts that will be analyzed. Then the researcher will come up with a method of analyzing the different themes and concepts and how they relate with culture. This wa y, it will be possible to determine whether or not it is important to have the cultural element in the book. Methodology The research will use both the quantitative and qualitative research approach through the administration of questionnaires, as well as interviews. According to Cresswell (2009), the qualitative approach is best suited for exploring and understanding the meanings ascribed to social as well as human problems by individuals. Bryman (2008: 65) says that the qualitative method is important because it allows the researcher to gain an in-depth understanding of the problem under study.  A sample of students will be chosen from among the population from whom data will be collected. The population will be high school students aged 15-18. The willing students will be chosen from the general student population at different schools and questionnaires will be administered to them. The sample will include both teachers and students who will be active participants in an EFL pro gramme. The questions that will be used in the probe will seek to know their feelings about the use of the book in Iran and whether they are comfortable or not with the cultural perspective present in the content. In this approach, the researcher is the one tasked with the interpretation of the data after analysis. Perhaps the most important point about the methodological approach that will be used is the fact that it relies on the participants’ view of the problem under study (Pring 2000). According to Seidlhofer (2004), this is important, especially considering that most participants’ views will echo those of the majority on the ground. The opinion expressed by the participants, therefore, will be used to give recommendations about the use of the book and the feelings of learners and teachers towards it. Bryman (2008) adds that by a qualitative approach, a holistic view and understanding of the role of language in culture and teaching is achieved. Semi-structured int erviews will be used to collect data. The interviews will conducted with the aid of the internet enabled media such as Skype and email. A questionnaire will then be administered to the participants who, in turn, will complete and return it. The questions in the questionnaires will focus on the areas identified under the methodology section. Hypotheses: Many students feel the new textbook Broadway should contain more elements of Iranian culture. A majority of students think learning English using the new book does not amount to adoption of English culture. A majority of students feel the new book is suitable for teaching English in Iran. Nearly half pf the students think the book should be revised I future but there is no need for a rushed revision at the moment. Limitations of the study One of the limitations this study is likely to encounter is language barriers. Considering English is not the first language, some correspondents may have difficulty in expressing themselves on ora lly and on paper. Another problem that the research may encounter will be lack of internet unreliability. Some f the correspondents may be unable to access internet connection, which may greatly hamper smooth conduction of the interviews. A high cost is another problem that the research is likely to face. Respondents will be based in different parts of the country and data collection may involve a nit of traveling. This is likely to contribute to high costs of the study. Literature review Cunningsworth (1984) says that teaching ELT should involve the use of authentic materials. To that effect, therefore, Cunningsworth believes that elements of Iranian culture should be incorporated to make the book more authentic and more familiar to Iranian learners. That way, learners will not feel alienated by merely learning foreign concepts and will have a more original touch. Alienation will occur if the students have a feeling that the book is just bombarding them with foreign culture concept s. The incorporation of elements of local culture, therefore, will make learners develop the feeling that learning English is closely interlinked with their culture, hence, no promotion of foreign concepts. Edge (2006), for his part, asserts that teaching English elsewhere outside the UK and in Iran for that matter amounts to exporting the British culture to Iran. The use of the book, according to Edge, is that EFL materials such as the New Headway textbook should be adopted wholly without any alteration. He is of the opinion that ELT should be taught in a standardized way without consideration of the cultural content of the materials. According to him, accepting learning English is tantamount to accepting learning the British culture. On the other hand, Newton and Adams (2009: 76) believe that native culture plays an important role in the success or failure of ELT among foreign learners. In this case, the authors support the non-use or limited use of English books as New Headway th at are not specifically written for Iranian high school learners.  Dollerup et al. (1992) say that the use of the book has been under criticism elsewhere apart from Iran. According to Dollerup et al., some scholars claim that the book does contain anti-male perspectives which in Iran may be taken wrongly considering that the Iranian society is dominantly patriarchal. According to Johnston (2007: 56), the element of culture in teaching EFL is critical to understanding what teaching the language entails. Therefore, understanding the cultural content of New Headway will be important in evaluating the attitudes of Iranian learners towards it. Johnston (2007) feels that it is important for teaching professionals to understand the importance the above element carries before embarking on teaching. Johnston’s approach is more neutral and does not support either position but a careful analysis of his stand will interpret it to mean that ELT teachers can use the book but should do so cautiously so as not to spread the English culture explicitly as contained in the book. Crystal (1997: 90) believes that there should be absolutely no cultural element in teaching English. He asserts that teaching English should only concentrate on the purposes of learning the language for the purposes of interaction and instruction. Crystal’s position is the most radical. He supports the use of materials in EFL that do not have any cultural elements of the foreign language that is being taught.  According to Pennycook (1994: 76), English may be taken to represent British culture and/or American culture. Therefore, teaching the language without the cultural aspect, according to Pennycook, is just hiding from reality. On the other hand, Tan (2005: 47) says that it is important when teaching EFL to incorporate elements of the learner’s culture into it. That way, he believes it will be easy to teach the students and there will be less hostility and suspicion from some interested people who think students are being brainwashed. Such sentiments may come from the older generation of Iranians, as well as the conservative members of the political and religious classes.  It’s important to note that government publications may not be widely used because of the difficulties encountered in accessing them. Besides, most of them are written in Persian and Farsi, which will require interpretation. Ethical Considerations According to Saunders et al. (2003), ethical considerations are critical in the success of any research. Saunders et al. (2003: 97) add that the appropriateness of any researcher’s behavior in relation to the privileges and rights of the participants of the study will greatly affect and reflect on the study. Kirkpatrick (2007) adds that all participants must be assured of confidentiality. Ethical considerations will, therefore, apply to both the researchers and the participants, as well as to the procedures involved in the res earch.  The participants will be allowed to use pseudo names to ensure their anonymity. Furthermore, those that are not willing or comfortable in using any name will be allowed to use none.  This is to enhance the element of anonymity for better confidential guarantees. Participation will be purely voluntary and those that may feel the need to abandon the research will be free to do so at their own will and time of choosing. However, for purposes of credibility, participants may not be allowed to withdraw from the study after the information has been collected and the analyzed participants will also be made aware that the information that they will be giving will be used in the analysis of the research question. References Banks, Banks, J.A. C.A.M. Banks (eds.) (1989) Multicultural Education. Needham  Heights, MA: Allyn Bacon. Bryman, A. (2008) Social Research Methods (3rd Edition). Oxford: Oxford University Press. Cortà ©s, L., J. Hernà ¡ndez R. Arteaga (2008) What does the Colombian society expect from foreign language teachers. (trans.) Revista Electrà ³nica Matices en Lenguas Extranjeras, 2. Web. Cresswell, J.W. (2009) Research Design. 3rd Ed. California, US: Sage Publications. Crystal, D. (1997) English as a Global Language. Cambridge: Cambridge University Press. Cunningsworth, A. (1984) Evaluating and Selecting EFL Teaching Materials. London: Heinemann. Cunningsworth, A. (2011) Evaluating and Selecting EFL Teaching Materials. London: Heinemann (3rd edition). Damen, L. (1987) Culture Learning: The Fifth Dimension on the Language Classroom. Reading, MA: Addison-Wesley. Dollerup C. A. Loddegaard (eds.) (1992) Teaching translation and interpreting. Elsinor, First Language International: Denmark. Edge, J. (2006) Relocating TESOL in the age of empire. New York: Macmillan Palgrave. Ferri, M. D. Ortiz (2007) Designing a Holistic Professional Development Program for Elementary School English Teachers in Colombia. Profile Issues in Teachers’ P rofessional Development 8: 131-143. Gonzà ¡lez, A. D.I. Quinchà ­a (2003) Tomorrow’s EFL teacher educators. Colombian Journal of Applied Linguistics 5, 86-104. Hofstede, G. (1984) National cultures and corporate cultures. In Samovar, L.A. R.E. Porter (Eds.) Communication Between Cultures. Belmont, CA: Wadsworth. Jenkins, J. (2007) English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press. Jenkins, J. (2009) World Englishes: A Resource Book for Students (2nd Ed). London. Johnston, B. K. Goettsch (2000) In search of the knowledge base of language teaching: explanations by experienced teachers. Canadian Modern Language Review, 56(3):437-468. Web. Kirkpatrick, A. (2007) World Englishes: Implications for International Communication and English Language Teaching. Cambridge: Cambridge University Press. Krashen, D.S. (2008) The input hypothesis: issues and implications. Michigan: Longman. Lederach, J.P. (1995) Preparing for peace: Conflict transformation across cultures. Syracuse, NY: Syracuse University Press. McGrath, I. (2002) Materials Evaluation, and Design for Language Teaching. Edinburgh: Edinburgh University Press. Newton, J R. Adams (2009) Asian Journal of English Language Teaching. Special. Pennycook, A. (1994) The Cultural Politics of English as an International Language.London: Longman. Pring, R. (2000) Philosophy of Educational Research. Qualitative Inquiry (10) 1. Saunders, M., P. Lewis A. Thornhill (2003) Research Methods for Business Students. (3rd Ed). Essex: Pearson Education. Seidlhofer, B. (2004) Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics (24): 209-239. Sifakis, N.C. (2004) Teaching EIL—Teaching International or Intercultural English? What EnglishtTeachers should know. System, 32/2: 237-250. Slavin, R.E. (1995) Cooperative learning: theory, research, and practice (2nd ed). Needham Heights: MA: Allyn and Bacon. Soars, Liz John Soars. (1996) New Hea dway Intermediate. Oxford: Oxford University Press. Tan, M. (2005) Authentic language or language errors? Lessons from a learner corpus. ELTJournal 59 (2): 26-134. Tomlinson, B. (1998) Materials Development in Language Teaching. Cambridge: CUP. . 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The Anglo-German Naval Race

The Anglo-German Naval Race A naval arms race between Britain and Germany is often cited as a contributing factor in the start of World War I. There may be other factors that caused the war, which began in central and eastern Europe. However, there must also be something that led Britain to get involved. Given this, its easy to see why an arms race between two later warring powers would be seen as a cause. The jingoism of the press and people and the normalization of the idea of fighting each other is as important as the presence of the actual ships. Britain ‘Rules the Waves’ By 1914, Britain had long viewed their navy as the key to their status as the leading world power. While their army was small, the navy protected Britain’s colonies and trade routes. There was huge pride in the navy and Britain invested a great deal of money and effort to hold to the ‘two-power’ standard, which held that Britain would maintain a navy as large as the next two greatest naval powers combined. Until 1904, those powers were France and Russia. In the early twentieth century, Britain engaged in a large program of reform: better training and better ships were the result. Germany Targets the Royal Navy Everyone assumed naval power equaled domination, and that a war would see large set piece naval battles. Around 1904, Britain came to a worrying conclusion: Germany intended to create a fleet to match the Royal Navy. Although the Kaiser denied this was his empire’s aim, Germany hungered for colonies and a greater martial reputation and ordered large shipbuilding initiatives, such as those found in the 1898 and 1900 acts. Germany didn’t necessarily want war, but to browbeat Britain into giving colonial concessions, as well as boosting their industry and uniting some parts of the German nation - who were alienated by the elitist army - behind a new military project everyone could feel part of. Britain decided this couldn’t be allowed, and replaced Russia with Germany in the two-power calculations. An arms race began. The Naval Race In 1906, Britain launched a ship which changed the naval paradigm (at least to contemporaries). Called HMS Dreadnought, it was so large and heavily gunned it effectively made all other battleships obsolete and gave its name to a new class of ship. All the great naval powers now had to supplement their navy with Dreadnoughts, all starting from zero. Jingoism or patriotic sentiment stirred up both Britain and Germany, with slogans like â€Å"we want eight and we won’t wait† used to try and spur the rival building projects, with the numbers produced rising as each tried to outdo each other. It’s important to stress that although some advocated a strategy designed to destroy the other country’s naval power, much of the rivalry was friendly, like competing brothers. Britain’s part in the naval race is perhaps understandable - it was an island with a global empire – but Germany’s is more confusing, as it was a largely landlocked nation with little that needed defending by sea. Either way, both sides spent huge sums of money. Who Won? When the war started in 1914, Britain was held to have won the race by people looking just at the number and size of the ships, which was what most people did. Britain had started with more than Germany and ended with more. But Germany had focused on areas that Britain had glossed over, like naval gunnery, meaning her ships would be more effective in an actual battle. Britain had created ships with longer range guns than Germany, but German ships had better armor. Training was arguably better in the German ships, and British sailors had the initiative trained out of them. In addition, the larger British navy had to be spread over a larger area than the Germans had to defend. Ultimately, there was only one major naval battle of World War I, the Battle of Jutland, and it is still debated who really won. How much of the First World War, in terms of starting and willingness to fight, was down to the naval race? It is arguable that a notable amount can be attributed to the naval race.

Revised pieces 2,3,4,5,and structured Research Paper

Revised pieces 2,3,4,5,and structured - Research Paper Example Nevertheless, the actions of Capone did not allow this Act, to be effective with the numerous illegal beer breweries that he carried out. Capone’s money, power and glamour are accompanied by ruthless activities which he engages in be it murder, violence so long as his goals are achieved. His violence is clearly seen in the St. Valentine’s Day massacre becoming one of the most horrifying events in Chicago’s history. A lump sum reward will accorded to any person who brings in any invaluable information to the authorities. Contact the address at the bottom of the page. Piece 4 board games The following game is to be played by following rules and instructions Paying rent on a utility if you throw a dice and it falls on a utility owned by another player, you pay him thrice the value of the property. Timing and trading, this can happen any time, but only when you are playing. Buying a mortgaged property when buying a mortgaged property you can pay for it later in the g ame or pay for it immediately. The game includes ladders that will help you in climbing as you gain more and more wealth. Every time your dice ends in square with a ladder use to climb up The game includes jail card you will get a jail card if you fail to pay on time for rent or mortgaged property. Owners of a property are required to pay taxes failure to which they will be sent to jail. The tax will be 15% of the value of the property. The more properties you the more taxes is required of you Piece 5 how to gain and keep power Be ironic; never trust your friends too much, learn how to make use of your enemies just like AL Capone who expressed his good intentions towards his enemies by sending them flowers during their funerals. Learn to keep your intentions to yourself because you may never know who will use them against you. Get other people to do the work for you, but take the credit. AL Capone maintained his power by providing what was needed by the majority that is the poor who depended on alcohol to absorb their sorrows away. Always learn to win people by your actions, Al Capone was always there to help people who were in need and therefore despite the evil side of Capone people could care less of his criminal activities. Capone was an elegant person who valued family; he always played the part of a self-made millionaire, whose actions did not depict anything unusual that would brand him a social misfit. Although Capone died many years ago living behind a character that is emulated by script writers for various movies. Piece 6 tabloid article Al Capone’s illegal nature started way back when he was a teenager, when he joined a criminal organization by the name five point gang. After he moved to Chicago, Capone’s involvement with Colosimo, a criminal gangster led him together with Torrio to expand operations after his death. In the 1920s, he had a booming criminal; an empire that included beer breweries, night club gambling organization and a prostitution circle. Although he was a criminal, he was considered a successful businessman though the means by which he gained that fame is questionable, which is a benefit of cheating your way up to power. His fame was accompanied by admiration by those who regarded him as a business tycoon rather than a criminal gang. Often the society forgets the criminal nature of

Assignment Example | Topics and Well Written Essays - 500 words - 104

Assignment Example The core issue of a learning contract is to provide a guiding strategy for personal learning. What is needed in a learning contract is a clear declaration of the rationale of the contract. This may be provided as an aim, a predicament or a matter. The purpose must be suitable to the course or subject and be adequately challenging to merit inclusion in a bachelor level program (Anderson, Baud & Sampson 1998). Purpose of learning contracts can be indicated as transforming responsibility for the education process from the educator to the learner to enable students learn better with a clear focus. It is also to offer a motivation by insuring accomplishment under known conditions. Learning contract is a means for a student to have a prepared learning model to pursue. This structure must be specifically designed for individual student’s needs. It offers information and objectives the student has set for their individual

See the attachment Coursework Example | Topics and Well Written Essays - 3000 words

See the attachment - Coursework Example More aggressive competitive pressures, coupled with drastic changes in the external environment have tested global organizations’ existence in the last few decades. DHL Company has sustained diverse challenges and remained successful through time. It is the objective of this essay to proffer a strategy assessment of DHL Company, as a global organization, with the specific aims of addressing the following concerns: (1) an identification of the organization’s companywide strategy; (2) a determination of the specific aspect of the strategy being focused on; (3) the competitive advantages of DHL; (4) the competitive strategies employed; and (5) an exploration of any identified issues on global management. The analysis of the organization would be used analytical tools such as SWOT and PESTLE analysis for a more comprehensive illustration of its competitive advantage on a global scale. Brief Executive Overview The management report is designed to proffer an assessment of the global strategy of DHL to be â€Å"The Logistics Company for the World† (DHL: Corporate Portrait, 2010) where focus would be on logistics and mail. ... tions in Asia in a move linked to the inauguration of its expanded central Asia hub in Hong Kong and the launch of its north Asia hub in Shanghai† (Wallis, 2008, p. 38). By identifying and enumerating the organization’s internal resources and the factors that influence its external environment through both SWOT and PESTLE analyses, the report would clearly indicate the viability of the global strategy to sustain leadership in the logistics industry. Short introduction to the organisation and its markets DHL Company boasts of being â€Å"an express shipping multinational company operating in diverse countries and territories around the globe† (DHL:About us, 2010, par 1). The official site of DHL revealed its â€Å"expertise in international express, air and ocean freight, road and rail transportation, contract logistics and international mail services to its customers. A global network composed of more than 220 countries and territories and 300,000 employees wor ldwide offers customers superior service quality and local knowledge to satisfy their supply chain requirements† (DHL: About us, 2010, par. 1).  DHL operates in countries such as Hawaii, the Far East, Middle East, Africa and Europe, and now reached 220 countries in all. DHL’s operations focus on four major divisions such as: DHL Express (global dispatch and delivery of parcel and express shipments); DHL Supply Chain (customized, IT-based solutions); DHL Freight (national and international transport solutions); DHL Global Forwarding (air and ocean freight and a project logistics services provider operating worldwide) (DHL: Company Portrait, 2010). The incredible growth story of the organization utilized exemplary leadership, high quality of service at competitive price. The growth and geographic

The Influence Of Postmodern Dance Essay

The Influence Of Postmodern Dance Essay Postmodernism was a late 20th century movement that opposed the Modernist preoccupation with purity of form and technique, and aimed to eradicate the divisions between art, popular culture, and the media. Postmodern artists employed influences from an array of past movements, applying them to modern forms. Postmodernists embraced diversity and rejected the distinction between high and low art. Ignoring genre boundaries, the movement encourages the mix of ideas, medias, and forms to promote parody, humor, and irony. -started 1960s in a church -the word postmodern after modern techniques Graham n Isadora -influced by Cunningham n cage -timely, moving on today Where Modernists tended to believe in the future and reject the past, Postmodernists are more pessimistic and do not see the world necessarily improving in the future. 1960-1970s even though it was short time Postmodernist music includes Philip Glasss minimalist works and John Cages collaborative performances in which he involved the audience. genres like ballet and modernism and develop new styles. The most famous of these pioneers was probably Anna Halprin, who based her choreography on real experiences, not classical works. Her group, the Dancers Workshop, usually avoided traditional technique and often performed outdoors instead of on a conventional stage. Another modern dance pioneer, Robert Dunn, believed that the process of art was more significant than the end product. Merce Cunningham experimented with the relationship between dance and music and created choreography that was unrelated to the music it was accompanied by. What Followed Postmodernism? Postmodern dance was a relatively short-lived movement, but it was a stepping stone to other artistic endeavors. Performance art, a movement featuring theatrical events realized through loosely structured combinations of events, grew out of the collaboration between dance and other art forms. Dancers like Twyla Tharp put their own stamp on postmodern theory and began a return to more structured choreography, making way for the contemporary dance genre of today. Postmodern dance is a 20th century concert dance form. A reaction to the compositional and presentation constraints of modern dance, postmodern dance hailed the use of everyday movement as valid performance art and advocated novel methods of dance composition. Claiming that any movement was dance, and any person was a dancer (with or without training) early postmodern dance was more closely aligned with ideology of modernism rather than the architectural, literary and design movements of postmodernism. However, the postmodern dance movement rapidly developed to embrace the ideology of postmodernism which was reflected in the wide variety of dance works emerging from Judson Dance Theater, the home of postmodern dance.[citation needed] Lasting from the 1960s to the 1970s the main thrust of Postmodern dance was relatively short lived but its legacy lives on in contemporary dance (a blend of modernism and postmodernism) and the rise of postmodernist choreographic processes that have produced a wide range of dance works in varying styles. Postmodern art is a term used to describe an art movement which was thought to be in contradiction to some aspect of modernism, or to have emerged or developed in its aftermath. In general, movements such as Intermedia, Installation art, Conceptual Art and Multimedia, particularly involving video are described as postmodern. The traits associated with the use of the term postmodern in art include bricolage, use of words prominently as the central artistic element, collage, simplification, appropriation, depiction of consumer or popular culture and Performance art.

Character analysis of Curleys wife and Slim. :: English Literature

Character analysis of Curley's wife and Slim. Steinbeck managers to deliver Curley's wife and Slim's description of their characters so clearly because we get told what people think of them but then we get given their clear precise description of them so we can make our judgement of their personality. We first hear about Curley's wife by Candy when he tells George and Lennie. This is a bit of gossip that Candy tells George about Curley's wife and it is also the opinion of most of the ranch workers. Now Candy is a gossip and he wants to tell George and he does it very effectively. Candy makes sure that George is on his side and you can tell that he feels a bit safer when George agrees with him. We are told that Curley's wife is very beautiful and a bit of a flirt when Candy says, 'I seen her give Slim the eye.' 'An' I seen her give Carlson the eye.' Candy's opinion of Curley's wife is emphasized when he says to George, 'Know what I think?' 'Well, I think Curley's married à ¢Ã¢â€š ¬Ã‚ ¦ a tart' Steinbeck has given us a general Idea about her character but then he builds upon that by introducing her to George and Lennie. As soon as she walks in to the bunkhouse signs start to emerge. Her figure cuts off the sunlight from outside, 'the rectangle of sunshine in the doorway was cut off.' This makes the bunkhouse dark and dark is a sign for trouble and evil. Her description is very vivid and mentions the colour red, which is a very symbolised colour. 'She had full, rouged lips' 'Her fingernails were red.' 'She wore a cotton house dress and red mules, on the instep of which were little bouquets of red ostrich feathers.' Red is a symbol of danger but it can also mean love and passion. Red is also the colour that enrages a bull and since Lennie has been described and related to different animals I think Lennie could be a bull as well. Another detail that is made about Curley's wife is that 'Her voice had a nasal, brittle quality.' This is different to all of her other details because it suggests that she is also very fragile. A clue again relating to her being fragile is when she asks Slim if he has seen Curley. When Slim says that Curley is looking for her she reacts in a way that I think she is scared of Curley, 'She was suddenly apprehensive.' Another aspect that Steinbeck managers to deliver is that she is called Curley's wife

Angels Demons Chapter 126-129

126 Cardinal Mortati knew there were no words in any language that could have added to the mystery of this moment. The silence of the vision over St. Peter's Square sang louder than any chorus of angels. As he stared up at Camerlegno Ventresca, Mortati felt the paralyzing collision of his heart and mind. The vision seemed real, tangible. And yet†¦ how could it be? Everyone had seen the camerlegno get in the helicopter. They had all witnessed the ball of light in the sky. And now, somehow, the camerlegno stood high above them on the rooftop terrace. Transported by angels? Reincarnated by the hand of God? This is impossible†¦ Mortati's heart wanted nothing more than to believe, but his mind cried out for reason. And yet all around him, the cardinals stared up, obviously seeing what he was seeing, paralyzed with wonder. It was the camerlegno. There was no doubt. But he looked different somehow. Divine. As if he had been purified. A spirit? A man? His white flesh shone in the spotlights with an incorporeal weightlessness. In the square there was crying, cheering, spontaneous applause. A group of nuns fell to their knees and wailed saetas. A pulsing grew from in the crowd. Suddenly, the entire square was chanting the camerlegno's name. The cardinals, some with tears rolling down their faces, joined in. Mortati looked around him and tried to comprehend. Is this really happening? Camerlegno Carlo Ventresca stood on the rooftop terrace of St. Peter's Basilica and looked down over the multitudes of people staring up at him. Was he awake or dreaming? He felt transformed, otherworldly. He wondered if it was his body or just his spirit that had floated down from heaven toward the soft, darkened expanse of the Vatican City Gardens†¦ alighting like a silent angel on the deserted lawns, his black parachute shrouded from the madness by the towering shadow of St. Peter's Basilica. He wondered if it was his body or his spirit that had possessed the strength to climb the ancient Stairway of Medallions to the rooftop terrace where he now stood. He felt as light as a ghost. Although the people below were chanting his name, he knew it was not him they were cheering. They were cheering from impulsive joy, the same kind of joy he felt every day of his life as he pondered the Almighty. They were experiencing what each of them had always longed for†¦ an assurance of the beyond†¦ a substantiation of the power of the Creator. Camerlegno Ventresca had prayed all his life for this moment, and still, even he could not fathom that God had found a way to make it manifest. He wanted to cry out to them. Your God is a living God! Behold the miracles all around you! He stood there a while, numb and yet feeling more than he had ever felt. When, at last, the spirit moved him, he bowed his head and stepped back from the edge. Alone now, he knelt on the roof, and prayed. 127 The images around him blurred, drifting in and out. Langdon's eyes slowly began to focus. His legs ached, and his body felt like it had been run over by a truck. He was lying on his side on the ground. Something stunk, like bile. He could still hear the incessant sound of lapping water. It no longer sounded peaceful to him. There were other sounds too – talking close around him. He saw blurry white forms. Were they all wearing white? Langdon decided he was either in an asylum or heaven. From the burning in his throat, Langdon decided it could not be heaven. â€Å"He's finished vomiting,† one man said in Italian. â€Å"Turn him.† The voice was firm and professional. Langdon felt hands slowly rolling him onto his back. His head swam. He tried to sit up, but the hands gently forced him back down. His body submitted. Then Langdon felt someone going through his pockets, removing items. Then he passed out cold. Dr. Jacobus was not a religious man; the science of medicine had bred that from him long ago. And yet, the events in Vatican City tonight had put his systematic logic to the test. Now bodies are falling from the sky? Dr. Jacobus felt the pulse of the bedraggled man they had just pulled from the Tiber River. The doctor decided that God himself had hand-delivered this one to safety. The concussion of hitting the water had knocked the victim unconscious, and if it had not been for Jacobus and his crew standing out on the shore watching the spectacle in the sky, this falling soul would surely have gone unnoticed and drowned. â€Å"e Americano,† a nurse said, going through the man's wallet after they pulled him to dry land. American? Romans often joked that Americans had gotten so abundant in Rome that hamburgers should become the official Italian food. But Americans falling from the sky? Jacobus flicked a penlight in the man's eyes, testing his dilation. â€Å"Sir? Can you hear me? Do you know where you are?† The man was unconscious again. Jacobus was not surprised. The man had vomited a lot of water after Jacobus had performed CPR. â€Å"Si chiama Robert Langdon,† the nurse said, reading the man's driver's license. The group assembled on the dock all stopped short. â€Å"Impossibile!† Jacobus declared. Robert Langdon was the man from the television – the American professor who had been helping the Vatican. Jacobus had seen Mr. Langdon, only minutes ago, getting into a helicopter in St. Peter's Square and flying miles up into the air. Jacobus and the others had run out to the dock to witness the antimatter explosion – a tremendous sphere of light like nothing any of them had ever seen. How could this be the same man! â€Å"It's him!† the nurse exclaimed, brushing his soaked hair back. â€Å"And I recognize his tweed coat!† Suddenly someone was yelling from the hospital entryway. It was one of the patients. She was screaming, going mad, holding her portable radio to the sky and praising God. Apparently Camerlegno Ventresca had just miraculously appeared on the roof of the Vatican. Dr. Jacobus decided, when his shift got off at 8 A.M., he was going straight to church. The lights over Langdon's head were brighter now, sterile. He was on some kind of examination table. He smelled astringents, strange chemicals. Someone had just given him an injection, and they had removed his clothes. Definitely not gypsies, he decided in his semiconscious delirium. Aliens, perhaps? Yes, he had heard about things like this. Fortunately these beings would not harm him. All they wanted were his – â€Å"Not on your life!† Langdon sat bolt upright, eyes flying open. â€Å"Attento!† one of the creatures yelled, steadying him. His badge read Dr. Jacobus. He looked remarkably human. Langdon stammered, â€Å"I†¦ thought†¦Ã¢â‚¬  â€Å"Easy, Mr. Langdon. You're in a hospital.† The fog began to lift. Langdon felt a wave of relief. He hated hospitals, but they certainly beat aliens harvesting his testicles. â€Å"My name is Dr. Jacobus,† the man said. He explained what had just happened. â€Å"You are very lucky to be alive.† Langdon did not feel lucky. He could barely make sense of his own memories†¦ the helicopter†¦ the camerlegno. His body ached everywhere. They gave him some water, and he rinsed out his mouth. They placed a new gauze on his palm. â€Å"Where are my clothes?† Langdon asked. He was wearing a paper robe. One of the nurses motioned to a dripping wad of shredded khaki and tweed on the counter. â€Å"They were soaked. We had to cut them off you.† Langdon looked at his shredded Harris tweed and frowned. â€Å"You had some Kleenex in your pocket,† the nurse said. It was then that Langdon saw the ravaged shreds of parchment clinging all over the lining of his jacket. The folio from Galileo's Diagramma. The last copy on earth had just dissolved. He was too numb to know how to react. He just stared. â€Å"We saved your personal items.† She held up a plastic bin. â€Å"Wallet, camcorder, and pen. I dried the camcorder off the best I could.† â€Å"I don't own a camcorder.† The nurse frowned and held out the bin. Langdon looked at the contents. Along with his wallet and pen was a tiny Sony RUVI camcorder. He recalled it now. Kohler had handed it to him and asked him to give it to the media. â€Å"We found it in your pocket. I think you'll need a new one, though.† The nurse flipped open the two-inch screen on the back. â€Å"Your viewer is cracked.† Then she brightened. â€Å"The sound still works, though. Barely.† She held the device up to her ear. â€Å"Keeps playing something over and over.† She listened a moment and then scowled, handing it to Langdon. â€Å"Two guys arguing, I think.† Puzzled, Langdon took the camcorder and held it to his ear. The voices were pinched and metallic, but they were discernible. One close. One far away. Langdon recognized them both. Sitting there in his paper gown, Langdon listened in amazement to the conversation. Although he couldn't see what was happening, when he heard the shocking finale, he was thankful he had been spared the visual. My God! As the conversation began playing again from the beginning, Langdon lowered the camcorder from his ear and sat in appalled mystification. The antimatter†¦ the helicopter†¦ Langdon's mind now kicked into gear. But that means†¦ He wanted to vomit again. With a rising fury of disorientation and rage, Langdon got off the table and stood on shaky legs. â€Å"Mr. Langdon!† the doctor said, trying to stop him. â€Å"I need some clothes,† Langdon demanded, feeling the draft on his rear from the backless gown. â€Å"But, you need to rest.† â€Å"I'm checking out. Now. I need some clothes.† â€Å"But, sir, you – â€Å" â€Å"Now!† Everyone exchanged bewildered looks. â€Å"We have no clothes,† the doctor said. â€Å"Perhaps tomorrow a friend could bring you some.† Langdon drew a slow patient breath and locked eyes with the doctor. â€Å"Dr. Jacobus, I am walking out your door right now. I need clothes. I am going to Vatican City. One does not go to Vatican City with one's ass hanging out. Do I make myself clear?† Dr. Jacobus swallowed hard. â€Å"Get this man something to wear.† When Langdon limped out of Hospital Tiberina, he felt like an overgrown Cub Scout. He was wearing a blue paramedic's jumpsuit that zipped up the front and was adorned with cloth badges that apparently depicted his numerous qualifications. The woman accompanying him was heavyset and wore a similar suit. The doctor had assured Langdon she would get him to the Vatican in record time. â€Å"Molto traffico,† Langdon said, reminding her that the area around the Vatican was packed with cars and people. The woman looked unconcerned. She pointed proudly to one of her patches. â€Å"Sono conducente di ambulanza.† â€Å"Ambulanza?† That explained it. Langdon felt like he could use an ambulance ride. The woman led him around the side of the building. On an outcropping over the water was a cement deck where her vehicle sat waiting. When Langdon saw the vehicle he stopped in his tracks. It was an aging medevac chopper. The hull read Aero-Ambulanza. He hung his head. The woman smiled. â€Å"Fly Vatican City. Very fast.† 128 The College of Cardinals bristled with ebullience and electricity as they streamed back into the Sistine Chapel. In contrast, Mortati felt in himself a rising confusion he thought might lift him off the floor and carry him away. He believed in the ancient miracles of the Scriptures, and yet what he had just witnessed in person was something he could not possibly comprehend. After a lifetime of devotion, seventy-nine years, Mortati knew these events should ignite in him a pious exuberance†¦ a fervent and living faith. And yet all he felt was a growing spectral unease. Something did not feel right. â€Å"Signore Mortati!† a Swiss Guard yelled, running down the hall. â€Å"We have gone to the roof as you asked. The camerlegno is†¦ flesh! He is a true man! He is not a spirit! He is exactly as we knew him!† â€Å"Did he speak to you?† â€Å"He kneels in silent prayer! We are afraid to touch him!† Mortati was at a loss. â€Å"Tell him†¦ his cardinals await.† â€Å"Signore, because he is a man†¦Ã¢â‚¬  the guard hesitated. â€Å"What is it?† â€Å"His chest†¦ he is burned. Should we bind his wounds? He must be in pain.† Mortati considered it. Nothing in his lifetime of service to the church had prepared him for this situation. â€Å"He is a man, so serve him as a man. Bathe him. Bind his wounds. Dress him in fresh robes. We await his arrival in the Sistine Chapel.† The guard ran off. Mortati headed for the chapel. The rest of the cardinals were inside now. As he walked down the hall, he saw Vittoria Vetra slumped alone on a bench at the foot of the Royal Staircase. He could see the pain and loneliness of her loss and wanted to go to her, but he knew it would have to wait. He had work to do†¦ although he had no idea what that work could possibly be. Mortati entered the chapel. There was a riotous excitement. He closed the door. God help me. Hospital Tiberina's twin-rotor Aero-Ambulanza circled in behind Vatican City, and Langdon clenched his teeth, swearing to God this was the very last helicopter ride of his life. After convincing the pilot that the rules governing Vatican airspace were the least of the Vatican's concerns right now, he guided her in, unseen, over the rear wall, and landed them on the Vatican's helipad. â€Å"Grazie,† he said, lowering himself painfully onto the ground. She blew him a kiss and quickly took off, disappearing back over the wall and into the night. Langdon exhaled, trying to clear his head, hoping to make sense of what he was about to do. With the camcorder in hand, he boarded the same golf cart he had ridden earlier that day. It had not been charged, and the battery-meter registered close to empty. Langdon drove without headlights to conserve power. He also preferred no one see him coming. At the back of the Sistine Chapel, Cardinal Mortati stood in a daze as he watched the pandemonium before him. â€Å"It was a miracle!† one of the cardinals shouted. â€Å"The work of God!† â€Å"Yes!† others exclaimed. â€Å"God has made His will manifest!† â€Å"The camerlegno will be our Pope!† another shouted. â€Å"He is not a cardinal, but God has sent a miraculous sign!† â€Å"Yes!† someone agreed. â€Å"The laws of conclave are man's laws. God's will is before us! I call for a balloting immediately!† â€Å"A balloting?† Mortati demanded, moving toward them. â€Å"I believe that is my job.† Everyone turned. Mortati could sense the cardinals studying him. They seemed distant, at a loss, offended by his sobriety. Mortati longed to feel his heart swept up in the miraculous exultation he saw in the faces around him. But he was not. He felt an inexplicable pain in his soul†¦ an aching sadness he could not explain. He had vowed to guide these proceedings with purity of soul, and this hesitancy was something he could not deny. â€Å"My friends,† Mortati said, stepping to the altar. His voice did not seem his own. â€Å"I suspect I will struggle for the rest of my days with the meaning of what I have witnessed tonight. And yet, what you are suggesting regarding the camerlegno†¦ it cannot possibly be God's will.† The room fell silent. â€Å"How†¦ can you say that?† one of the cardinals finally demanded. â€Å"The camerlegno saved the church. God spoke to the camerlegno directly! The man survived death itself! What sign do we need!† â€Å"The camerlegno is coming to us now,† Mortati said. â€Å"Let us wait. Let us hear him before we have a balloting. There may be an explanation.† â€Å"An explanation?† â€Å"As your Great Elector, I have vowed to uphold the laws of conclave. You are no doubt aware that by Holy Law the camerlegno is ineligible for election to the papacy. He is not a cardinal. He is a priest†¦ a chamberlain. There is also the question of his inadequate age.† Mortati felt the stares hardening. â€Å"By even allowing a balloting, I would be requesting that you endorse a man who Vatican Law proclaims ineligible. I would be asking each of you to break a sacred oath.† â€Å"But what happened here tonight,† someone stammered, â€Å"it certainly transcends our laws!† â€Å"Does it?† Mortati boomed, not even knowing now where his words were coming from. â€Å"Is it God's will that we discard the rules of the church? Is it God's will that we abandon reason and give ourselves over to frenzy?† â€Å"But did you not see what we saw?† another challenged angrily. â€Å"How can you presume to question that kind of power!† Mortati's voice bellowed now with a resonance he had never known. â€Å"I am not questioning God's power! It is God who gave us reason and circumspection! It is God we serve by exercising prudence!† 129 In the hallway outside the Sistine Chapel, Vittoria Vetra sat benumbed on a bench at the foot of the Royal Staircase. When she saw the figure coming through the rear door, she wondered if she were seeing another spirit. He was bandaged, limping, and wearing some kind of medical suit. She stood†¦ unable to believe the vision. â€Å"Ro†¦ bert?† He never answered. He strode directly to her and wrapped her in his arms. When he pressed his lips to hers, it was an impulsive, longing kiss filled with thankfulness. Vittoria felt the tears coming. â€Å"Oh, God†¦ oh, thank God†¦Ã¢â‚¬  He kissed her again, more passionately, and she pressed against him, losing herself in his embrace. Their bodies locked, as if they had known each other for years. She forgot the fear and pain. She closed her eyes, weightless in the moment. â€Å"It is God's will!† someone was yelling, his voice echoing in the Sistine Chapel. â€Å"Who but the chosen one could have survived that diabolical explosion?† â€Å"Me,† a voice reverberated from the back of the chapel. Mortati and the others turned in wonder at the bedraggled form coming up the center aisle. â€Å"Mr†¦. Langdon?† Without a word, Langdon walked slowly to the front of the chapel. Vittoria Vetra entered too. Then two guards hurried in, pushing a cart with a large television on it. Langdon waited while they plugged it in, facing the cardinals. Then Langdon motioned for the guards to leave. They did, closing the door behind them. Now it was only Langdon, Vittoria, and the cardinals. Langdon plugged the Sony RUVI's output into the television. Then he pressed Play. The television blared to life. The scene that materialized before the cardinals revealed the Pope's office. The video had been awkwardly filmed, as if by hidden camera. Off center on the screen the camerlegno stood in the dimness, in front of a fire. Although he appeared to be talking directly to the camera, it quickly became evident that he was speaking to someone else – whoever was making this video. Langdon told them the video was filmed by Maximilian Kohler, the director of CERN. Only an hour ago Kohler had secretly recorded his meeting with the camerlegno by using a tiny camcorder covertly mounted under the arm of his wheelchair. Mortati and the cardinals watched in bewilderment. Although the conversation was already in progress, Langdon did not bother to rewind. Apparently, whatever Langdon wanted the cardinals to see was coming up†¦ â€Å"Leonardo Vetra kept diaries?† the camerlegno was saying. â€Å"I suppose that is good news for CERN. If the diaries contain his processes for creating antimatter – â€Å" â€Å"They don't,† Kohler said. â€Å"You will be relieved to know those processes died with Leonardo. However, his diaries spoke of something else. You.† The camerlegno looked troubled. â€Å"I don't understand.† â€Å"They described a meeting Leonardo had last month. With you.† The camerlegno hesitated, then looked toward the door. â€Å"Rocher should not have granted you access without consulting me. How did you get in here?† â€Å"Rocher knows the truth. I called earlier and told him what you have done.† â€Å"What I have done? Whatever story you told him, Rocher is a Swiss Guard and far too faithful to this church to believe a bitter scientist over his camerlegno.† â€Å"Actually, he is too faithful not to believe. He is so faithful that despite the evidence that one of his loyal guards had betrayed the church, he refused to accept it. All day long he has been searching for another explanation.† â€Å"So you gave him one.† â€Å"The truth. Shocking as it was.† â€Å"If Rocher believed you, he would have arrested me.† â€Å"No. I wouldn't let him. I offered him my silence in exchange for this meeting.† The camerlegno let out an odd laugh. â€Å"You plan to blackmail the church with a story that no one will possibly believe?† â€Å"I have no need of blackmail. I simply want to hear the truth from your lips. Leonardo Vetra was a friend.† The camerlegno said nothing. He simply stared down at Kohler. â€Å"Try this,† Kohler snapped. â€Å"About a month ago, Leonardo Vetra contacted you requesting an urgent audience with the Pope – an audience you granted because the Pope was an admirer of Leonardo's work and because Leonardo said it was an emergency.† The camerlegno turned to the fire. He said nothing. â€Å"Leonardo came to the Vatican in great secrecy. He was betraying his daughter's confidence by coming here, a fact that troubled him deeply, but he felt he had no choice. His research had left him deeply conflicted and in need of spiritual guidance from the church. In a private meeting, he told you and the Pope that he had made a scientific discovery with profound religious implications. He had proved Genesis was physically possible, and that intense sources of energy – what Vetra called God – could duplicate the moment of Creation.† Silence. â€Å"The Pope was stunned,† Kohler continued. â€Å"He wanted Leonardo to go public. His Holiness thought this discovery might begin to bridge the gap between science and religion – one of the Pope's life dreams. Then Leonardo explained to you the downside – the reason he required the church's guidance. It seemed his Creation experiment, exactly as your Bible predicts, produced everything in pairs. Opposites. Light and dark. Vetra found himself, in addition to creating matter, creating antimatter. Shall I go on?† The camerlegno was silent. He bent down and stoked the coals. â€Å"After Leonardo Vetra came here,† Kohler said, â€Å"you came to CERN to see his work. Leonardo's diaries said you made a personal trip to his lab.† The camerlegno looked up. Kohler went on. â€Å"The Pope could not travel without attracting media attention, so he sent you. Leonardo gave you a secret tour of his lab. He showed you an antimatter annihilation – the Big Bang – the power of Creation. He also showed you a large specimen he kept locked away as proof that his new process could produce antimatter on a large scale. You were in awe. You returned to Vatican City to report to the Pope what you had witnessed.† The camerlegno sighed. â€Å"And what is it that troubles you? That I would respect Leonardo's confidentiality by pretending before the world tonight that I knew nothing of antimatter?† â€Å"No! It troubles me that Leonardo Vetra practically proved the existence of your God, and you had him murdered!† The camerlegno turned now, his face revealing nothing. The only sound was the crackle of the fire. Suddenly, the camera jiggled, and Kohler's arm appeared in the frame. He leaned forward, seeming to struggle with something affixed beneath his wheelchair. When he sat back down, he held a pistol out before him. The camera angle was a chilling one†¦ looking from behind†¦ down the length of the outstretched gun†¦ directly at the camerlegno. Kohler said, â€Å"Confess your sins, Father. Now.† The camerlegno looked startled. â€Å"You will never get out of here alive.† â€Å"Death would be a welcome relief from the misery your faith has put me through since I was a boy.† Kohler held the gun with both hands now. â€Å"I am giving you a choice. Confess your sins†¦ or die right now.† The camerlegno glanced toward the door. â€Å"Rocher is outside,† Kohler challenged. â€Å"He too is prepared to kill you.† â€Å"Rocher is a sworn protector of th – â€Å" â€Å"Rocher let me in here. Armed. He is sickened by your lies. You have a single option. Confess to me. I have to hear it from your very lips.† The camerlegno hesitated. Kohler cocked his gun. â€Å"Do you really doubt I will kill you?† â€Å"No matter what I tell you,† the camerlegno said, â€Å"a man like you will never understand.† â€Å"Try me.† The camerlegno stood still for a moment, a dominant silhouette in the dim light of the fire. When he spoke, his words echoed with a dignity more suited to the glorious recounting of altruism than that of a confession. â€Å"Since the beginning of time,† the camerlegno said, â€Å"this church has fought the enemies of God. Sometimes with words. Sometimes with swords. And we have always survived.† The camerlegno radiated conviction. â€Å"But the demons of the past,† he continued, â€Å"were demons of fire and abomination†¦ they were enemies we could fight – enemies who inspired fear. Yet Satan is shrewd. As time passed, he cast off his diabolical countenance for a new face†¦ the face of pure reason. Transparent and insidious, but soulless all the same.† The camerlegno's voice flashed sudden anger – an almost maniacal transition. â€Å"Tell me, Mr. Kohler! How can the church condemn that which makes logical sense to our minds! How can we decry that which is now the very foundation of our society! Each time the church raises its voice in warning, you shout back, calling us ignorant. Paranoid. Controlling! And so your evil grows. Shrouded in a veil of self-righteous intellectualism. It spreads like a cancer. Sanctified by the miracles of its own technology. Deifying itself! Until we no longer suspect you are anything but pure goodness. Science has come to save us from our sic kness, hunger, and pain! Behold science – the new God of endless miracles, omnipotent and benevolent! Ignore the weapons and the chaos. Forget the fractured loneliness and endless peril. Science is here!† The camerlegno stepped toward the gun. â€Å"But I have seen Satan's face lurking†¦ I have seen the peril†¦Ã¢â‚¬  â€Å"What are you talking about! Vetra's science practically proved the existence of your God! He was your ally!† â€Å"Ally? Science and religion are not in this together! We do not seek the same God, you and I! Who is your God? One of protons, masses, and particle charges? How does your God inspire? How does your God reach into the hearts of man and remind him he is accountable to a greater power! Remind him that he is accountable to his fellow man! Vetra was misguided. His work was not religious, it was sacrilegious! Man cannot put God's Creation in a test tube and wave it around for the world to see! This does not glorify God, it demeans God!† The camerlegno was clawing at his body now, his voice manic. â€Å"And so you had Leonardo Vetra killed!† â€Å"For the church! For all mankind! The madness of it! Man is not ready to hold the power of Creation in his hands. God in a test tube? A droplet of liquid that can vaporize an entire city? He had to be stopped!† The camerlegno fell abruptly silent. He looked away, back toward the fire. He seemed to be contemplating his options. Kohler's hands leveled the gun. â€Å"You have confessed. You have no escape.† The camerlegno laughed sadly. â€Å"Don't you see. Confessing your sins is the escape.† He looked toward the door. â€Å"When God is on your side, you have options a man like you could never comprehend.† With his words still hanging in the air, the camerlegno grabbed the neck of his cassock and violently tore it open, revealing his bare chest. Kohler jolted, obviously startled. â€Å"What are you doing!† The camerlegno did not reply. He stepped backward, toward the fireplace, and removed an object from the glowing embers. â€Å"Stop!† Kohler demanded, his gun still leveled. â€Å"What are you doing!† When the camerlegno turned, he was holding a red-hot brand. The Illuminati Diamond. The man's eyes looked wild suddenly. â€Å"I had intended to do this all alone.† His voice seethed with a feral intensity. â€Å"But now†¦ I see God meant for you to be here. You are my salvation.† Before Kohler could react, the camerlegno closed his eyes, arched his back, and rammed the red hot brand into the center of his own chest. His flesh hissed. â€Å"Mother Mary! Blessed Mother†¦ Behold your son!† He screamed out in agony. Kohler lurched into the frame now†¦ standing awkwardly on his feet, gun wavering wildly before him. The camerlegno screamed louder, teetering in shock. He threw the brand at Kohler's feet. Then the priest collapsed on the floor, writhing in agony. What happened next was a blur. There was a great flurry onscreen as the Swiss Guard burst into the room. The soundtrack exploded with gunfire. Kohler clutched his chest, blown backward, bleeding, falling into his wheelchair. â€Å"No!† Rocher called, trying to stop his guards from firing on Kohler. The camerlegno, still writhing on the floor, rolled and pointed frantically at Rocher. â€Å"Illuminatus!† â€Å"You bastard,† Rocher yelled, running at him. â€Å"You sanctimonious bas – â€Å" Chartrand cut him down with three bullets. Rocher slid dead across the floor. Then the guards ran to the wounded camerlegno, gathering around him. As they huddled, the video caught the face of a dazed Robert Langdon, kneeling beside the wheelchair, looking at the brand. Then, the entire frame began lurching wildly. Kohler had regained consciousness and was detaching the tiny camcorder from its holder under the arm of the wheelchair. Then he tried to hand the camcorder to Langdon. â€Å"G-give†¦Ã¢â‚¬  Kohler gasped. â€Å"G-give this to the m-media.† Then the screen went blank.

History Of Parents With Mental Illness Social Work Essay Essay Example

History Of Parents With Mental Illness Social Work Essay Essay Example History Of Parents With Mental Illness Social Work Essay Essay History Of Parents With Mental Illness Social Work Essay Essay The cardinal subject which I will be discoursing in my assignment is how different surveies and writers feel in relation to parents with mental wellness as service users rearing kids, and the effects this can hold on the kid non merely as a service user themselves but sometimes as a carer excessively. I will besides be discoursing service user s perceptual experiences and their experiences of services. The common issues that arise in all of my literature research from the position of the societal worker/researcher are that kids may see a scope of inauspicious effects when populating with parent/s who suffer from mental wellness. It has been identified that the effects on the kids described in the literature is chiefly negative including hapless psyco-social development and fond regards, comprised emotional and mental well being and hapless passages into maturity. However, positive results have besides been identified including enhanced adulthood and the kids s resiliency and get byin g mechanisms. It is noted, in all my research that one of the chief cardinal factors in guaranting kids do non endure inauspicious effects whilst populating with their parents are that, as in the Key Actions in Welsh policy ( Raising the Standard, 2005 ) , practicians provide effectual support to households and pass on efficaciously with other support services to run into the demands of the household as a whole. One of the common subjects discussed within the literature was that kids populating with parents who suffer from mental wellness are at increased hazard of poorness. It has been identified that grownups with mental wellness issues are improbable to be in work and are more likely to populate in disadvantaged vicinities, hence kids populating in these families are more likely to go socially excluded ( The Stationary Office, 2007 ) . Both ( Family Action,2012 A ; Gould, 2006 ) surveies province that grownups with mental wellness face stigmatisation in procuring employment and some have damages in their cognitive capacity that stops them being able to manage fiscal personal businesss. Poverty is associated with negative results for households. It is suggested, in these reappraisals that, low income means that kids are less likely to hold a good instruction or accessing farther instruction and addition makings. It is besides known ( Mental Health Foundation, 2001 ) that poorness and fisc al adversity are common concerns of mental wellness service users. It was besides found that, black and minority cultural parents in this state of affairs were even more likely to see inequality and societal exclusion ( Greene, Pugh A ; Roberts, 2008 ) . It was identified in interior London, 70 per cent of those in poorness were BME groups ( Joseph Rowntree Foundation, 2007 ) . NSW ( 2008 ) ( 2 ) and Aldridge ( no day of the month ) believe that kids populating with parents with mental wellness are at a heightened hazard of developing mental wellness jobs themselves subsequently in life. They all province that if intercession is non applied hapless or uneffective parenting will take to kids developing learnt behavior every bit good as fond regard upsets. There have been many reported findings that this is possible ( Shiner A ; Marmorstein, 1998 ; Rutter A ; Quinton, 1984 ) . However, although recent surveies have recognised that kids who were care givers were stressed and prone to a batch of inauspicious factors ( Parrot, Jacobs A ; Roberts, 2008 ) , other surveies identify that on a positive note, kids who are care givers to their parents with mental wellness, can organize a resilient behavior which helps them get by in these fortunes. This is so believed to give them the ability to accommodate good to hardship, injury, calamity, menaces, or even imp ortant beginnings of emphasis ( Mordoch A ; Hall, 2002 ) . Harmonizing to Gould ( 2006 ) there could be 946,000 kids in England and Wales populating with a lone parent with a mental upset. However, despite this fact grounds suggests that grownup mental wellness services frequently fail to take history of the rearing duties of their service users ( Robinson A ; Scott, 2007 ) . A common subject through out my research is that parents with mental wellness issues are able to go effectual and loving parents if the right support is given at the right clip. However, parents feel really dying and unsure about caring for their kids because they worry that their kids will be taken off them ( Gould, 2006 ) . It is an ongoing issue with service users and my research that there still remains a inclination to concentrate on child protection issues instead than on support for the parenting function ( Richards A ; Vostanis, 2004 ) . Poor communicating between kids and grownup services further increases the exposure of service users and in state of affairs s where coherent and co-ordinated support is needed. It is noted that particularly solitary parents, a deficiency of household support that impacts on the female parents rearing capacity, can take to the kid come ining the attention system ( Greene, Pugh A ; Roberts, 2008 ) . In Wales, the Mental Health ( Wales ) Measure 2010 policy purposes to supply mental wellness services at an earlier phase for persons who are sing mental wellness jobs to cut down the hazard of farther diminution in mental wellness. Statutory, private and voluntary sectors are all on the job towards individual centered planning and improving services for service users. New Values New Practice , a study which represents the positions of Hafal s Members who made concrete suggestions on what they d wish to see in the Assembly Government s National Service Framework was published late in a position to underscore all future mental wellness services in Wales and guarantee services are bespoke to run into the demands of single users. The theoretical position that I feel could inform my work in parents with mental wellness and kid public assistance would be Solution Focused Brief Therapy ( SFBT ) , today known as Solution Focused Therapy/Approach. Although solution focused is known as a theory to step in, it could besides be scene as a theory to inform depending on what angle it is viewed. The attack is a speaking clip limited therapy and can assist the service user place where they want to alter and discourse stairss to work towards their ain ends. Therefore, the service user is pass oning information about themselves which explains their state of affairs. On the other manus, by deriving this information, it can besides assist the societal worker place what function they need to play in this individual s life and to enable them to authorise the service user to make their ain ends. Learning during this attack whether a service user can portion concerns and feelings will add to the societal workers relevant cogniti on of the person s state of affairs. Parton and OByrne ( 2000 ) suggest that solution focused pattern is an orientated attack with a positive position on life and its chances. They believe the linguistic communication that people use affects attitude and the capacity to accomplish ends, and this attack mirrors the societal constructionist position. Solution focused attack is a signifier of brief therapy, and originated in the United States during the 1980 s in the work of Steve de Shazer, his married woman Insoo Kim Berg and their squad at the Brief Therapy Centre in Milwaukee. Other members of the squad involved Eve Lipchik, Wallace Gingerich, Elam Nunnally, Alex Molnar, and Michele Weiner-Davis. Their work in the 1980 s built on that of a figure of others interested in this type of subject known as Milton Erickson, Gregory Bateson, Donald deAvila Jackson, Paul Watzlawick, John Weakland, Virginia Satir, Jay Haley, Richard Fisch, Janet Beavin Bavelas. Brief Therapy was originally founded by many different healers, during their ain patterns over many old ages, most popularly Milton Erickson. Brief Therapy theoretical accounts come from the schools of psychodynamic and cognitive behaviour ( Howe, 2009 ) . It has besides been known as being portion of the systems therapies, developed over 50 old ages ago. Milton Erickson was an Am erican head-shrinker, who acquired a batch of irregular thoughts about therapy which made him celebrated. Erickson s thoughts interlink with the rules of the solution-focused attack. Erickson believed that people themselves have their ain power to work out their ain jobs. He thought that therapy did non needfully necessitate to be long term and the service user was frequently able to put a procedure of alteration in gesture. Erickson believed that each event in the life of the client could turn out to be portion of the solution by utilizing self-contradictory techniques. After Erickson had polio at the age of 17, non merely was he paralyzed but he was said to hold had other restrictions such as colorblind, dyslexic, tone deaf and jerking. Erikson was convinced that his life had enabled him to go really good at detecting other people. He accepted his state of affairs turned it into an advantage which was the footing of his idea on brief therapy ( Cade, 2007 ) . Another writer who had great influence on the solution focused attack was Gregory Bateson. Bateson was an English anthropologist who thought and wrote about the Systems Theory. His influence on the solution-focused attack was his position that the societal system in which people map has immense relevancy to the development and solution of jobs. He subsequently started The Bateson Project which formed the footing of the Mental Research Institute which has publicized and influenced the work of Erickson, and was where Insoo Kim Berg and Steve de Shazer met one another ( Cade, 2007 ) . Social work theories are used to do sense of state of affairss and are closely linked to mundane societal work pattern. It is of import that societal workers are able to warrant their determinations. If societal workers are able to happen a theory to explicate why an action has resulted in a peculiar behaviour, this can so assist the service user and professional to understand the issues impacting the service-user. However, it is every bit of import that societal workers understand that although a theory might look to associate to a service-users state of affairs, it does nt intend that this is the right apprehension of that service-users life and the right theory to establish those determination devisings on. Even if a peculiar theory appears to work, they must still stay open-minded at all times. Social work pattern involves grounds edifice. Each service user and their state of affairs should be treated separately and unambiguously as required by the Code of Practice ( CCW, 2002, 1 .1 ) . Different attacks and the usage of theories are needed to accommodate different state of affairss. No individual theory can explicate everything, a state of affairs or an experience. Having cognition of theories will enable professionals to hold a greater apprehension to the demands of service-users, every bit good as forestalling them taking anything at face value. Social workers should be able to reflect on their beliefs and premises and analyze their thought behind the theories which are act uponing their pattern ( Teater, 2010 ) . Despite societal work and solution focused therapy turning out of different traditions at different epochs, they portion some similar guiding rules. George, Iveson A ; Ratner ( 1999 ) describe solution focused brief therapy as working with the individual instead than the job, looking for resources instead than shortage, researching possible and preferable hereafters, researching what is already lending to those possible hereafters and dainty clients as the experts in all facets of their lives. Similarly societal work pattern is based on professional rules and values. The Code of Ethics ( BASW, 2012 ) states the values and ethical rules on which societal work is based and the Care Council Code of Practice ( CCW, 2002 ) depict the criterions of professional behavior and pattern required of societal attention workers. Both BASW and CCW reflect continuing and advancing human self-respect and good being in advancing the best involvements of the service user/carers ( CCW, 2002,1 ) . It ca n be seen that the chief countries of similarity between solution focused therapy and societal work pattern are those sing the client as an person, back uping them to populate and independent life style ( CCW, 2002, 1.6, 3.1, 4.1 ) and the focal point on strengths and resources instead than jobs or disablements. Taking into history each client s alone position, both solution focused brief therapy and societal work have become interested in the clients life class and the manner they view them egos and others ( Teater, 2010 ) . By utilizing this attack, it besides relates to the National Occupational Standards in Social Care, Key Role Six, Unit 18 and Key Role One, Unit 3. This technique assesses the client s demands during interview and the societal work has to analyse and measure utilizing current cognition of best societal work pattern. It is of import that any professional utilizing solution focused therapy is accountable to a supervisor and an organisation. The professional deman ds to be cognizant of their ain nucleus values and the impact they could hold on the service user. Whilst there will ever be struggles sing ethical rules needless of what theory influences your pattern, it is critical for solution focused practicians that they have the cognition and expertness to do ethical and professional determinations. Whilst utilizing the solution focused attack, Bond ( 1993 ) describes five cardinal rules to which the practician must adhere to, these are, autonomy, beneficence, non-maleficence, justness and fidelity. Solution focused theory is an attack is based on solution-building, hence working towards ends instead than seeking to extinguish the job. The theory is based upon researching current resources and future hopes instead than present jobs and past causes. This attack works with all age groups and jobs, including psychiatric jobs ( Howe, 2009 ) . The attack was designed to assist people research their strengths and resources instead than foregrounding their jobs and failings. As recent research suggests, service users know the service best and are involved in taking and showing how they like to be treated and worked with by professionals ( Hafal, 2009 ) . O Connell ( 1998 ) describes how practicians should be really careful about how they describe and explain state of affairss, as he suggests that efforts to help people to work out a job or accenting and reinforcing that people have jobs can merely do things worse. Solution focused techniques can assist service users talk about minutes where the problems were non present which is known as looking for exclusions and by inquiring the service user to conceive of that the problems have gone, utilizing the miracle inquiry . Undertaking centered and solution focused attack are both similar because they both use specific, clear, accomplishable and mensurable ends. Both besides recognize that it is non necessary to make great deepness of understanding to accomplish alteration. The obvious difference between undertaking centered pattern and solution focused attack is that the undertaking centered attack uses the linguistic communication of jobs whilst solution focused avoids this. In undertaking centered pattern, jobs and their badness are established, nevertheless in solution focused pattern ends are compiled, created by the service user s vision of how things would look if there were no issues ( George et al. , 1999 ) . During undertaking centered pattern both the worker and service user carry out the undertakings to accomplish the ends ; nevertheless in solution focused work the service user makes the alterations. The two attacks use peculiar techniques to advance good alteration. Solution focused attack looks upon the impact of the imagined hereafter and the service user is encouraged to conceive of a future free of jobs, in order to make a better hereafter. In working with my chosen service users/carer group, I feel that the steering rules of solution focal point pattern would promote me as societal worker to assist the service user have a bigger say in their daily lives. The manner in which the service user makes sense of his/ her life is really of import non merely for myself in order to do people independent for themselves but every bit for the individual to be able to construct on something and take duty. Social work is nt about making things for people, it s about acquiring them to see that people have jobs in mundane life instead than seeing themselves as the jobs. Solution focused pattern does non see people as being psychologically sick/damaged, but temporarily unable to get by with a peculiar state of affairs at that minute in clip merely because they have non found a manner of get bying yet. Hence that s why people use societal services, in order to construct on strengths and happen a solution. This is besides a signifier of a nti prejudiced pattern by understanding people s jobs and how they arise and handling everyone every bit. I feel that this attack is individual centered and sees the service user as the expert in calculating out their ain solutions instead than person making it for them. In order to remain open minded sing theories to inform pattern, this attack enables the healer to utilize other methods and attacks, for illustration header and scaling inquiries in crisis intercession work, as some work with service users are more critical particularly with mental wellness service users. It has been reported that mental wellness service users find solution focussed therapy really different than all the other therapies they receive, hence this attack can sometimes be a freshness which can assist interrupt long standing job episodes. Solution focused therapy is utile with less complex instances ; nevertheless the therapy would be suited to the individual and their issues. However, this attack has bee n used in many complicated instances of mental wellness. As like other therapies, the service users are normally non so motivated at the start of the Sessionss as most people use therapies for conflicting emotions, ideas and hopes ( OConnell, 1998 ) . By utilizing this attack, you can place that alteration is changeless and I feel this theory would assist me to enable my service users to place the things that they wish to alter in their life and to visualise a preferable hereafter for themselves, which societal work is all about. Some of the techniques used in this attack are known as the miracle inquiry, scaling inquiries, exclusion seeking inquiries, get bying inquiries, and job free talk. In 2009, service users of mental wellness services put together a study with Hafal, which expressed their positions on what they would wish to see in the Welsh Assembly Government s National Services Framework. In this study, service users province that speaking therapies need to be more accessi ble and that this type of therapy demands to hold the same position as medical intervention. They feel speaking therapies should be used as a complement and on occasions as an option to medical intervention. They want speaking therapies to be used as a direct intervention for mental unwellness ( Hafal, 2009 ) . Equally good as service users desiring more speaking therapies, it has besides been proven that signifiers of brief guidance and cognitive therapy can be every bit effectual as some medicine for mental unwellness ( Chapman A ; Hough, 2001 ) . That is, because there is a direct nexus between ideas and feelings. Over clip, healthy ideas can bring forth positive long term consequences. One of the strengths of solution focused therapy is that the attack is based on larning about when negative ideas are non present. Therefore, placing what portion of the twenty-four hours when the client is non sing the job and why/how? It merely focuses on the present and the hereafter and in working with mental wellness clients, the practician would non being sing the service user as ill or deficient. It is non a signifier of diagnosing, but focuses on subconscious thrusts, behaviours, and issues which would be really utile for this service user group as requested. Whilst all therapy theoretical accoun ts work to some extent, research shows that solution focused and narrative attacks have the possible to profit a broad scope of service user groups. Service users express high degrees of satisfaction and felt they were understood at the deepest of degrees by the practician. Service users like the fact that the attack focuses on strengths and solutions instead than wretchedness ( Eakes, G. , Walsh, S. , Markowski , M. , Cain, H. and Swanson, M, 1997 ) . One of the disadvantages of utilizing this attack with service users is that most people go into societal work to assist others and experience rewarded. However, whilst utilizing solution focused brief therapy, it prevents the practician from being helpful. Like guidance, the professional must neer give their sentiment or suggest thoughts ; alternatively the worker must inquire utile inquiries, which orient the client towards their ain solutions. The worker must develop subject and although possibly cognizing what the best solution is for the service user, they must work with the individual for them to place what that is themselves, which with working restraints and clip limited support could be a barrier ( BRIEF, 2008 ) . Besides the laminitiss of solution focused brief therapy do non turn to transverse cultural work within the attack, which could be viewed as a barrier in modern western society due to multicultural communities. Therefore, issues around this attack being anti oppres sive are contested ( OConnell, 1998 ) . However some see this as a positive, in respects to the service user being the expert peculiarly in cross cultural work, because this allows the practician to go the scholar in the clients civilization, perceptual experiences, values and gender and racial individuality. Ratner ( 2003 ) suggests that openness to civilizations is a necessity when working with multicultural service users and that the client s cultural resources can still be viewed as portion of the solution, although he is cognizant that different cultural positions and beliefs do hold an influence on how people view solutions. Teater ( 2010 ) expresses that solution focused fails to acknowledge wider power differences in society and that sometimes to acquire to the underside of a job or to happen a solution researching those jobs in deepness and holding an apprehension of how you acquired them can be necessary. The beauty of solution focused attack is that it is an authorization based method and that it can be used in concurrence with other methods. Not all mental wellness service users would necessitate solution focussed therapy ; some instances may be more intensive and may come with all kinds of quandary, hence crisis intercession would besides be relevant. The purpose of crisis intercession is to advance growing, acquisition and enhance header resources. Similarly to solution focused it is a signifier of authorization and supports people to pull out positives and solutions from the alterations they are sing. A critical undertaking for practicians working with mental wellness is to measure the service user s state of affairs and to sometimes find whether a individual should be hospitalised, therefore solution focused techniques can be appropriate at this phase and can be integrated into intercessions. In working with service users at a degree of such crisis, solution focused techniques s uch as get bying and scaling inquiries can assist the practician understand the badness of the individual s state of affairs and are easy to utilize and highly various. Besides during a crisis, when normal schemes to work out the job do non look to work, these two techniques could be utile ( Teater, 2010 ) . In relation to the medical theoretical account, mental wellness is normally defined as a medical job necessitating a medical solution. Mental wellness is sometimes termed as people with mental wellness jobs , which suggests that in order to work out the job all we need to make is happen a solution. Therefore, who defines the jobs and determines what the solution is? Solution focused attack is of the position that there is nil incorrect with problem-solving, nevertheless the possibility is that, the interactions between the service user and the societal worker are tests of possible hereafters for the service user seeking to take the best possible life. It is a extremist attack to working with service users and more than a new method of problem-solving. Service user authorization and engagement is paramount in most mainstream British services and service users are going more and more recognized as experts in experience . It is being suggested that effectual services can merely origin ate from joint working and dialogue ( Saleeby, 1997 ) . Alternatively of sing a individual as lessened or limited through their mental unwellness, the focal point with solution focused theory, is on seeing that one can go on to populate, develop and boom even when the unwellness is non curable. Supporting people to pull off their mental wellness through a solution focused attack can enable service users to derive the assurance, accomplishments and cognition to better pull off their mental wellness. They are able to derive more control of their lives through placing what their life may be like if they were in control and what stairss they could take to work towards this. The theory is an attack of hopefulness. In working with mental wellness clients, societal workers would enable the service user to keep the key to their ego direction which can be supported through careful hearing and making a positive focal point through conversation. The attack is a resource for all mental wellness professionals looking for ways to increase their effectivity in individual centered planning ( De Jong A ; Berg, 2002 ) .