Free Essays on How To - 100 Ways To Say I Love You

How to say I Love You in 100 Languages!!! English - I love you Afrikaans - Ek het jou lief Albanian - Te dua Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) Armenian - Yes kez sirumen Bambara - M'bi fe Bangla - Aamee tuma ke bhalo aashi Belarusian - Ya tabe kahayu Bisaya - Nahigugma ako kanimo Bulgarian - Obicham te Cambodian - Soro lahn nhee ah Cantonese Chinese - Ngo oiy ney a Catalan - T'estimo Cheyenne - Ne mohotatse Chichewa - Ndimakukonda Corsican - Ti tengu caru (to male) Creol - Mi aime jou Croatian - Volim te Czech - Miluji te Danish - Jeg Elsker Dig Dutch - Ik hou van jou Esperanto - Mi amas vin Estonian - Ma armastan sind Ethiopian - Afgreki' Faroese - Eg elski teg Farsi - Doset daram Filipino - Mahal kita Finnish - Mina rakastan sinua French - Je t'aime, Je t'adore Gaelic - Ta gra agam ort Georgian - Mikvarhar German - Ich liebe dich Greek - S'agapo Gujarati - Hoo thunay prem karoo choo Hiligaynon - Palangga ko ikaw Hawaiian - Aloha wau ia oi Hebrew - Ani ohev otah (to female) Hebrew - Ani ohev et otha (to male) Hiligaynon - Guina higugma ko ikaw Hindi - Hum Tumhe Pyar Karte hae Hmong - Kuv hlub koj Hopi - Nu' umi unangwa'ta Hungarian - Szeretlek Icelandic - Eg elska tig Ilonggo - Palangga ko ikaw Indonesian - Saya cinta padamu Inuit - Negligevapse Irish - Taim i' ngra leat Italian - Ti amo Japanese - Ai*censored*eru Kannada - Naanu ninna preetisuttene Kapampangan - Kaluguran daka Kiswahili - Nakupenda Konkani - Tu magel moga cho Korean - Sarang Heyo Latin - Te amo Latvian - Es tevi miilu Lebanese - Bahibak Lithuanian - Tave myliu Malay - Saya cintakan mu / Aku cinta padamu Malayalam - Njan Ninne Premikunnu Mandarin Chinese - Wo ai ni Marathi - Me tula prem karto Mohawk - Kanbhik Moroccan - Ana moajaba bik Nahuatl - Ni mits neki Navaho - Ayor anosh'ni Norwegian - Jeg Elsker Deg Pandacan - Syota na kita!! Pangasinan - Inaru Taka... Free Essays on How To - 100 Ways To Say I Love You Free Essays on How To - 100 Ways To Say I Love You How to say I Love You in 100 Languages!!! English - I love you Afrikaans - Ek het jou lief Albanian - Te dua Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) Armenian - Yes kez sirumen Bambara - M'bi fe Bangla - Aamee tuma ke bhalo aashi Belarusian - Ya tabe kahayu Bisaya - Nahigugma ako kanimo Bulgarian - Obicham te Cambodian - Soro lahn nhee ah Cantonese Chinese - Ngo oiy ney a Catalan - T'estimo Cheyenne - Ne mohotatse Chichewa - Ndimakukonda Corsican - Ti tengu caru (to male) Creol - Mi aime jou Croatian - Volim te Czech - Miluji te Danish - Jeg Elsker Dig Dutch - Ik hou van jou Esperanto - Mi amas vin Estonian - Ma armastan sind Ethiopian - Afgreki' Faroese - Eg elski teg Farsi - Doset daram Filipino - Mahal kita Finnish - Mina rakastan sinua French - Je t'aime, Je t'adore Gaelic - Ta gra agam ort Georgian - Mikvarhar German - Ich liebe dich Greek - S'agapo Gujarati - Hoo thunay prem karoo choo Hiligaynon - Palangga ko ikaw Hawaiian - Aloha wau ia oi Hebrew - Ani ohev otah (to female) Hebrew - Ani ohev et otha (to male) Hiligaynon - Guina higugma ko ikaw Hindi - Hum Tumhe Pyar Karte hae Hmong - Kuv hlub koj Hopi - Nu' umi unangwa'ta Hungarian - Szeretlek Icelandic - Eg elska tig Ilonggo - Palangga ko ikaw Indonesian - Saya cinta padamu Inuit - Negligevapse Irish - Taim i' ngra leat Italian - Ti amo Japanese - Ai*censored*eru Kannada - Naanu ninna preetisuttene Kapampangan - Kaluguran daka Kiswahili - Nakupenda Konkani - Tu magel moga cho Korean - Sarang Heyo Latin - Te amo Latvian - Es tevi miilu Lebanese - Bahibak Lithuanian - Tave myliu Malay - Saya cintakan mu / Aku cinta padamu Malayalam - Njan Ninne Premikunnu Mandarin Chinese - Wo ai ni Marathi - Me tula prem karto Mohawk - Kanbhik Moroccan - Ana moajaba bik Nahuatl - Ni mits neki Navaho - Ayor anosh'ni Norwegian - Jeg Elsker Deg Pandacan - Syota na kita!! Pangasinan - Inaru Taka...

11 Easy Meal Ideas for College Students

11 Easy Meal Ideas for College Students Cooking in college presents a challenge to even the smartest student. These ideas and recipes can quickly- and cheaply- transform a lackluster meal or snack option into something much more exciting (and delicious!). Breakfast Ideas 1. Spruced-Up Bagels Grab some bagels and cream cheese, slice a tomato (save the rest for later) and pour yourself some fresh orange juice to create a quick and energizing meal. 2. Quick Pancakes Dont have a lot of time, supplies (like eggs, milk, and flour), or cooking tools? Grab a container of Bisquick Shake n Pour, add water, pour into a frying pan, and voila ... hot, steamy pancakes! Dont forget to bring the syrup. 3. Blueberry Pancakes in Disguise Krusteaz makes a pretty decent- and usually pretty low-priced- Wild Blueberry Muffin Mix. (Its in a box, usually on the same aisle as the flour.) However, thanks to a recipe on the back of the carton, you can quickly turn it into blueberry pancakes. 4. Egg Sandwich to Go Crack an egg into a coffee mug, sprinkle in some cheese and beat it with a fork. Microwave for 45 seconds, then scoop the cooked egg onto an English muffin (toasted, if you can). Youre out the door with a filling sandwich in hand in less than 5 minutes! Just make sure you rinse out the mug before the egg is permanently caked on. Lunch andDinner Ideas 5. Macaroni and Cheese With multiple, easy-to-make options available, theres no reason why you cant enjoy a dish of mac and cheese now and then. You can add ingredients yourself and cook it on the stove top, or you can buy the simple stuff that just requires you add water and microwave it. Add some veggies on top to up the nutritional value. 6. Simple Bread and Cheese Grab a small baguette, a chunk of your favorite cheese and something nice to drink. This makes a great snack or small meal and is easy to eat while studying. Add salami if youre extra hungry or a dollop of jam if you want to sweeten it. 7. Grilled Cheese and Tomato Soup If you have a stove or toaster oven, making grilled cheese is about as easy as it gets when it comes to comfort food. Melt some butter in a frying pan to crisp both sides of the bread, then add some cheese between the slices. Heat up tomato soup on the stove or in the microwave to complete this classic meal. 8. Microwave Quesadillas Grab some tortillas and shredded cheese, and pop em in the microwave. In under two minutes, youve got a delicious snack that leaves very little mess behind. 9. Roasted Veggies Anything If you have an oven, chop up some of your favorite vegetables, toss them in olive oil, add salt and pepper and roast them at 375 degrees Fahrenheit for 45 to 60 minutes. Broccoli, cauliflower, tomatoes, onions, and carrots make a good mix. You can use them in a different dish every day: roasted veggie burritos, roasted veggies over rice, roasted veggie pizza, roasted veggie pasta or roasted veggie panini. You can do a lot with them, and they keep in the fridge for about a week. Desserts 10. Fruit and Yogurt Parfait Its pretty self-explanatory: Add fresh (or thawed frozen) fruit to a cup of yogurt, top with your favorite granola and voila- a healthy-ish dessert. 11. Mug Cake You can find all sorts of recipes online, but heres the gist: Put together all the ingredients you need to make a cake in a microwave-safe coffee mug, microwave them for about 2 minutes, then let your creation cool for 30 seconds before adding toppings or diving in.

Heritage Assessment in Health Promotion Essay Example | Topics and Well Written Essays - 750 words

Heritage Assessment in Health Promotion - Essay Example Upon interviewing three families from different cultural backgrounds, it became obvious that the differences in health practices are sometimes rooted in religious beliefs, which is of course, a large part of the culture. An effective health care provider has to understand that some people from certain cultural backgrounds may be more sensitive regarding their health practices and beliefs, particularly if it has a religious basis. For example, an Orthodox Jewish woman recounted her story when she gave birth to her first child. She went through long and severe labor pains that were eased only by consistent back rubs. Her husband could not touch her because according to Orthodox Jewish beliefs, women undergoing labor are â€Å"unclean†. Her husband and the attending nurse at that time had a minor argument regarding who should continue her back rubs, with the nurse believing that the husband could help since the nurse had other patients to attend to. She also mentioned that women should only do the caring for the sick. Consequently, it is not acceptable for men to attend to women who had just given birth. Food intake is also different, as Jewish people has a specific standard for acceptable foods, making sure that everything is â€Å"Kosher† (a symbol ensuring that food is prepared in line with the Orthodox Jewish regulations). (Galanti, 2008, p.82). Another example is stated by a traditional Muslim female from Abu Dhabi. This woman mentioned that they are particular in their food intake, just like the Jews, ensuring that everything is â€Å"Halal† (a symbol ensuring that food is prepared according to Muslim law) (Galanti, 2008, p.87). This could pose a concern, for example, in determining a patient’s diet, as the medical practitioner should guarantee that the diet plan coincides with the patient’s beliefs and lifestyle. Health conditions are also referred to gender-specific doctors (male doctors for male patients and female doctors for female patients), and health care is only acceptable from same-gender caregivers. According to the interviewee, even in emergencies, some traditional Muslims could demand medical attention to be provided only under acceptable Islamic conditions. Another good example is provided by a Chinese exchange student who grew up in Mainland China. She mentioned t hat her family is very traditional when it comes to health care. HERITAGE ASSESSMENT 4 She

Reading, rhyming and phoneme detection Essay Example | Topics and Well Written Essays - 2000 words

Reading, rhyming and phoneme detection - Essay Example The outcome of this research study provides SLPs and teachers with guidelines for teaching phonological and phonemic awareness to children with or without learning disabilities who are encountering problems with early reading and/or spelling. Furthermore, by providing a description of available measures that indicate problems in phonological awareness and literacy, the study analyzes three models for assessing children's phonological and rhyming awareness and their subsequent reading skills. The study confirms the importance of early rhyming skills. Was relevant background literature reviewed? Describe the justification for the study. Reading research has gained a lot of attention in the last few years because critical stages of phonological awareness can be developed through carefully planned instructions. This research is justified in that there is a need to find the connections between a child’s early phonological and rhyming skills and his or her progress in reading and sp elling. It is established that activities such as substituting different sounds for the first sound of a familiar song help in a child’s development of phonological awareness, which is a cognitive substrate to reading acquisition. It is known in this context that phonological awareness is not only cognitively related for analyzing words but also prepares children for later reading instructions in phonics and spelling. The authors of this article have discussed that the inability to process language by using phonological key knowledge poses as much of a barrier to learning early word reading as is posed by rhyming and alliteration. Moreover, the research outcomes reveal that weakness in phonological processing or weakness in rhyming... This study reports the results of four sessions during the period when the children were between the ages of 4 and 6 years and were tested with the use of two sets of predictive measures and one set of outcome measures. The predictive measures tested the children at the age of 4 years and 7 month and 5 years and 7 month on rhyme and alliteration detection ability. At the ages of 5 years and 7 month and 5 years and 11 month the researchers tested the children on their phoneme detection. The goal for the first set of tests was to measure reading, spelling and arithmetic ability. For the first set of tests, the researchers conducted the test at the home of the participants. All later tests were conducted at the participants’ schools. The intervention for the first set of tests gave the children different versions of rhyme-oddity tasks. The children had two practice trials followed by ten experimental trials. In each trial the child could choose between three words with pictures a nd pick the two words that rhymed with them; such as â€Å"fish† and â€Å"dish†. The researchers used the same tools to measure the children’s sensitivity to sound repetition as well. The third session of the test incorporated a little more challenging tasks for the children because now they were an year older (5 years and 7 month), which demanded their attention to the position of sounds in words. During this intervention the researchers used three pictures that they showed to all the children and then asked them to point out which words began with the same sound. For example â€Å"code† ended with the same sound as â€Å"rote†.

Daniel Suelo the Archetypal hero Essay Example for Free

Daniel Suelo the Archetypal hero Essay The book The Hero with a Thousand Faces, by Joseph Campbell proposes that all myths are essentially hero-quest stories, each of which rings a unique change on a universal pattern; a pattern he calls the â€Å"monomyth.† According to Campbell, the hero’s journey consists of three main moves: departure, initiation, and return. Within each of these categories is a number of stages common to the plots of all hero-quest stories, and can be compared to Daniel Suelos adventure throughout his life. According to the book The Hero with a Thousand Faces, the first move of the journey is departure which starts with the call to adventure. The call of adventure is how the journey starts and with Daniel Suelo it starts with him leaving the last of his money in a telephone booth and going for the adventure (accepting the call to adventure), so there is no direct indication of a call of adventure but leaving behind the money is probably the closest. Sometimes the hero does not accept the call to adventure and refuses it which turns the story to the negative, they lose their power and instead of the saving people, they are the one to be saved for refusing. After refusing their life changes from beautiful and colorful to boring dry and empty, and this is not the same as what happens to Daniel Suelo, but his life before was meaningless and he always wanted to take on the adventure (life with no money), so he probably refused the call before and accepted it later on. And for those who did not refuse the call, accepted it and took it on, the first thing the hero meets is a figure that is protective of them, and provides the hero help against whatever comes up on his or her journey. According to Daniel Suelos story, he has no supernatural aid, and no one on his side to help him with his journey,but later on in his life he does find a man, and has a relationship, and that relationship is possibly what kept him going, because he was very lonely, and his friend protected him from the feeling of being lonely. According to Joseph Campbell, the hero continues his journey until he comes to a threshold guardian, where he must cross the first threshold. This is where the hero must be brave to step in through the threshold to experience the unknown and compared to Daniel Suelos story, he accepted the call to  adventure and gets a supernatural aid, then must go through the threshold which is possibly him leaving his house and leaving his money in the phone booth and taking the world on without any money.The passage of the magical threshold is symbolized in the womb image of the belly of the wale. After the hero taking on the threshold, the hero will easily be sucked into the belly of the wale, and will appear as dead. Daniel Suelos adventure starts with him leaving his money, and ending up living in a cave in Utah, and that is where all his adventures start, and the cave is where he sleeps, which makes him appear as dead, then second day he wakes up hes stronger and hes ready to take on everyt hing. The second big move of the hero is initiation that starts with the road of trials that the hero must go through and experience, to get to the end of his journey. The hero must survive the trials, and this stage in a story in known to be the favorite phase of adventure,  where the hero will meet the unknown and be ready for the unexperienced. The trials in Daniel Suelos life is probably everything he has to face everyday to live human beings, to animals.Sometimes Daniel Suelo had to try his best to keep his cave up in Utah from police officers that wouldnt allow him to live on unused government property. He also how to go through trials asking for food, because Daniel used to only take food from those who offered, or from dumpsters, which is something that some businesses didnt like. For Daniel Suelo, everyday is a road of trials. After comparing Daniel Suelo to the archetypal hero Campbell refers to, its possible to see similarities him and the hero, but it is also hard to find muc h concrete similarities between the two. In the end, according to Campbell, I believe that Daniel is actually an archetypal hero that had to go through trails that each other hero went through in movies, old stories, and modern day story telling.

Existentialism In No Exit Essay -- essays research papers

In his play, No Exit, Jean-Paul Sartre examines basic themes of existentialism through three characters. The first subject, Garcin, embraces existentialist ideas somewhat. The second character, Inez, seems to fully understand ideas deemed existential. Estelle is the third person, and does not seem to understand these ideas well, nor does she accept them when they are first presented to her. One similarity amongst the three is that they all at some point seem to accept that they are in Hell for a reason.   Ã‚  Ã‚  Ã‚  Ã‚  Garcin admittedly is in Hell because he was unkind and unfaithful to his wife. He however, does not wish he had acted differently, for he says, “I tell you I regret nothing (p. 24).'; In this respect of acknowledging and owning up to his actions, Garcin is following existentialist laws. However, he sometimes violates them. For example, he is so preoccupied with the idea that he is a coward that he demands the women to renounce this and declare his masculinity. He is so dependent upon this that he refuses to engage in sexual activity with Estelle until she affirms him. This is anti-existential because according to its principles, he should not have to rely on others for confidence.   Ã‚  Ã‚  Ã‚  Ã‚  Inez is in Hell because she had seduced her cousin’s wife, then conspired to make his life miserable, until he finally stepped in front of a tram and was killed. Inez also brought a lot of guilt upon her lover, Floren...

Speech: Stop Bullying in the U.S.

Six months ago I read about a cheerful, vivacious, ten-year-old girl, Ashlynn Connor, an honor roll student and a cheerleader, who dreamed of becoming a veterinarian. However, one year ago, Ashlynn’s dreams came to an abrupt end. One year ago, Ashlynn’s sister found her dead, hanging from a scarf in her bedroom closet. One year ago, Ashlynn Conner committed suicide. This ten-year-old girl felt so desperate, so alone, so hopeless, that she took her own life. Ashlynn Conner killed herself because she was bullied.Her classmates called her ‘whore’, ‘slut’, and ‘fat ass’ every day. Every day she was rejected, humiliated, and harassed by her classmates. And sadly, no one stopped it. Her friends didn’t stop it, her teacher didn’t stop it, no one stopped it, so Ashlynn stopped it the only way she knew how. This is just one instance of a pervasive problem. Every year, ten million students in the United States are bullied; 2 mi llion are cyber bullied, 3. 5 million are physically bullied, and 4. 5 million are verbally bullied.Beyond the immediate effects of sadness and hurt, many victims hurt themselves, drop out of school, act violently, get involved with drugs, commit suicide, and develop depression. And this doesn’t just affect a few of us; it affects all of us. All of us have friends, or cousins, or nephews, or nieces, or brothers, or sisters, or kids who will one day attend, or who currently attend school. With the prevalence of bullying, there is a very high chance that someone you care about will encounter a bully, that someone you care about will be bullied, and that someone you care about will get hurt.Take a moment to imagine what it would be like. Imagine what it would be like for someone you loved to be laughed at, pushed around, to have her head shoved into a locker, to be ignored by her peers, to find a note in her desk with the word ‘loser’ written on it. Imagine how upse t you would be. It is our responsibility, as students and as human beings, to help these kids. When Ashlynn was bullied, nobody stood up for her. She went to her teachers for help; they told her to stop tattling.She went to her friends for help; they told her they were too scared to help. This is very common. Teachers often overlook bullying, ignore bullying, or respond to bullying ineffectively, while students, on the other hand, allow bullying to continue because they are afraid of becoming targets themselves, or because they think someone else will intervene, or because they don’t know any better. Teachers and students rarely intervene when it comes to bullying. According to national anti-bullying organizations, only 15 % of bullying incidents are intervened in. 5%. In school, 15% is an F, a failure. And that’s what this is; this is a failure. Teachers and fellow students are failing to stand up for the bullied. Our society is failing to stand up for the bullied. Te n million kids are bullied every year, and nobody is standing up for them. It is evident that we cannot leave things as they are. Millions of kids are being bullied, and nobody is stopping it. We must encourage teachers and students to step in and speak up.We must educate them about the costs of bullying, and teach them how to stop it. We must take action. Fortunately, two organizations, Champions Against Bullying and Pacer’s National Bullying Prevention Center are taking action. Each organization has a unique approach. Champions Against Bullying offers in person workshops for students and schoolteachers where they learn what bullying is, what its costs are, how to prevent it, and how to stop it when it does occur. Pacer’s takes a different approach.It provides online resources such as toolkits, action plans, and learning games that teachers use to educate their students. YOU can increase the influence of each of these organizations. You can tell your friends, tell you r family, and tell your local schoolteachers. You can donate or volunteer by going to championsagainstbullying. com or www. pacer. org/bullying. If we do this, we will strengthen the anti-bullying movement. If we do this, we can look forward to a future where people do not tolerate any form of bullying, and kids are accepted for who they are.Once it was acceptable to use the word homo, to use the word fag, to use the word retard, to use the word Jap, to have segregated schools, segregated housing, to smoke at work, to not wear seat belts. These things are no longer acceptable because people, people like us, decided they are unacceptable. And if we work hard enough, we can make bullying unacceptable too. Ashlynn dreamed of becoming a veterinarian. I think Ashlynn's had another dream, a dream of a future in which she wasn't bullied, a dream of a time when bullying was no longer tolerated.We can help Ashlynn’s other dream come true. We can make bullying unacceptable. I look forw ard to a future where  EVERYONE will be treated graciously. I look forward to a future where  kids like Ashlynn will not have to die in order to stop being bullied. I look forward to a future where  people will stand up for those put down. I want a future in which my children are not at risk of being bullied, a future in which your children are not at risk of being bullied. We can make Ashlynn's other dream come true. (pause) If we want to.

Learning mentor

Introduction Mentoring is a thought and a practice that has developed over time in diverse cultures as well as contexts. Natural mentoring takes place incidentally in various life settings through teaching, friendship, coaching and counseling. ‘Planned' mentoring involves prepared programmes with clear objectives, where mentors and mentees are matched using formal processes. It is predictable; consequently, that today there is significant confusion over its meaning. A Scottish study by Philip and Hendry (2000) examined natural mentoring relationships using a wide sample of young people as well as adults. Five types of natural mentoring relationship were recognized: †¢ Individual-team mentoring †¢ Classic mentoring †¢ Friend-to-friend mentoring †¢ Long-term relationship mentoring †¢ Peer-group mentoring  (pp 216-17). Philip (2000) concludes that natural mentoring can occur within a broad range of relationships and that it takes on greater significance on occasion of crisis or as the relationships grows. Distinctiveness of natural mentoring was the common benefits, and the equality of power between mentors as well as mentees. Teachers Teachers find that they have given up some of their independence. There are lots of other people with an interest in young people's learning in the school repeatedly. Teachers discover that they are no longer alone in discussions concerning teaching and learning. Peer tutors as well as mentors strengthen learning and support homework. Specialist mentors from business, particular employment sectors as well as the university augment the course. Higher education students lift the aspirations of students to attend university. These people reveal the national diversity of the local population and bring lots of more role models into the school. Adult volunteers take after-school clubs, which decreases the demands on teachers' time (Cruddas, 2005). Community members Senior citizens as well as people from minority racial communities feel welcome and appreciated by the school staff as well as students. They have a part in offering their experience to assist students in need of adult support. Bonds are built up between older people working in the school as well as between minorities. Intergenerational bonds are formed and informal groups of mentor friends build up. Mentoring serves as a uniting mechanism to comprise all types of people in the school community. In these ways the social capital of the local community is improved. Volunteers work in teams to direct external mentoring and make the teachers' work easier. Conclusion It is as well true that the actions of government and schools can challenge the move towards a mentoring society. Government funding cuts borne out of decline or a change of administration can eliminate the infrastructure required to sustain the ‘dedication'. Support for volunteering in addition to the voluntary sector organizations that administer mentoring programmes needs to be sustained. The propensity of government to fund pilots or offer annual funding makes it complex to put up the kinds of sustained partnerships as well as programmes that are essential. Schools too can undermine the progress of a mentoring culture. School decision makers are at times unenthusiastic to open the school up to the neighboring community. Teachers can be doubtful of what might be supposed as unprofessional people and do-gooders interfering with the professional business of education. Teacher deficiency and the overloaded curriculum make it more prone that teachers will perceive mentoring as one more idea that they can do without. School mentoring coordinators may be provided insufficient time or support to do the job appropriately, and mentors can experience let down as a result. In such state of affairs, companies may start to remove support as school-based programmes achieve a bad name. Despite all these possible obstructions, mentoring has achieved a lot of support from among the army of mentors as well as mentees, who are both current and future voters, in addition to users of the education system. There are also hopeful signs that governments have seen the profit of mentoring and the likely advantages of a move towards the mentoring society. Reference: Philip, K and Hendry, L B (2000). Making sense of mentoring or mentoring making sense? Reflections on the mentoring process by adult mentors with young people, Journal of Community and Applied Social Psychology, 10, pp 211-23 Philip, K (2000). Mentoring: pitfalls and potential for young people, Youth and Policy, 67, pp1-15 Cruddas, L. (2005). Learning Mentors in Schools policy and practice, Trentham Books

Sociology is a Science

Sociology is a Science Free Online Research Papers Sociology is the study of social rules and processes that bind and separate people not only as individuals but as members of voluntary associations, professional bodies, groups, and institutions. One might argue that because the subject of matter of sociology is more difficult to study and interpret than the subjects pursued in other sciences, it does not mean the scientific method is not appropriate for the social sciences. The subject of matter of sociology undergoes continuous change. This fact alone portrays efforts at prediction difficult. For that of the Natural scientist, it should be noted that the problems encountered as biologists try to track the AIDS virus, as it too continually mutates. Sociology is a science just as much as biology and chemistry. Social Sciences, like natural and biological sciences, use a dynamic methodology. This simply means that a social scientist clearly states the problems he or she is interested in and clearly spells out how he or she arrives at their, his or her conclusions. Generally, social scientists ground the procedure in a body of existing literature. This is precisely how other sciences function. Like Natural Scientists, the role of a sociologist is to observe, measure and explain what can be observed and formulate theories when human behavior is perceived. Regardless of the fact that Natural Scientist experiment in labs, Sociologists too carry out experiments, while they are not in labs, sociologists interview, and question people and go about finding information in a direct way. The ideas behind sociology have a long history and can trace their origins to a mixture of common human knowledge, works, art, and philosophy. Sociology is coming from the age of enlightenment this was when people began to think and reason. It came out of the belief in the human ability to change i.e. humans can cultivate or culture their own actions. It also came out of the scientific revolution, this revolution challenged the belief in God, hence created the ideas that there were laws in nature. The Political and social revolutions led to ideas such as democracy, social equality and freedom of speech. A famous positivist Auguste Com Te believed that Sociology is a science. He thought it was the study of Human behavior based on principals and procedures and these procedures are similar to those of Natural Science. He also believed that humans were guided by the inevitable laws of ‘ Cause and Effect’ ( with every action there is a reaction ). Sociology has 6 major chara cteristics that can be an attribute to the belief that Sociology is a science. 1.) Sociology is empirical which means it can be observed and reasoned out. 2.) It is theoretical, which suggests Sociologists summarize their observation in abstract and logical observations or principles which can explain causal relationships. 3.) It is cumulative, which implies that Sociologists build on each other, this merely means because Sociology is ever changing, new theories are developed and so the expansion of older theories take place. 4.) It is objective because it puts aside all prejudices and bias’s. 5.) Sociologists detach themselves from individuals thus, it is Investigative, e.g. They don’t say whether an action is good or bad, They explain the good and explain the bad. 6.) Sociology is non-ethical, therefore, it puts aside prejudices and beliefs. Realists such as Roy Bhaskar (1979), Andrew Sayer (1984), Keat and Urry (1982) believe that scientists try to determine the underlying structures and process that cause observable events (e.g. evolution). Sociologists try to do exactly the same, looking for social structures (e.g. in Marxism the economic base and superstructure of social classes) and processes (e.g. capital accumulation). Based on the following information, it is my opinion that Sociology is a science since it can be observed, measured and reasoned out. Research Papers on Sociology is a ScienceDeontological Teleological TheoriesHow did Humanity Begin?Genetic EngineeringJoel Kovel’s The Enemy of NatureGlobal Distributive Justice is UtopianJean-Jaques Rousseau EmileEnzymes Proteins Amino AcidsBooker T. Washington, W.E.B. Du Bois, Ida B. Wells-BarnettThree Concepts of PsychodynamicIntentism The Resurrection of the Author

Training in Clinical and Counseling Psychology

Training in Clinical and Counseling Psychology Graduate school applicants who want a career in the field of psychology often assume that training in clinical or counseling psychology will prepare them for practice, which is a reasonable assumption, but not all doctoral programs offer similar training. There are several kinds of doctoral programs in clinical and counseling psychology, and each offers different training. Consider what you want to do with your degree counsel patients, work in academia or do research when you decide which program is best for you. Considerations in Selecting Graduate Programs   As you consider applying to clinical and counseling programs remember your own interests. What do you hope to do with your degree? Do you want to work with people and practice psychology? Do you want to teach and conduct research at a college or university? Do you want to conduct research in business and industry or for the government? Do you want to work in public policy, conducting and applying research to address social problems? Not all doctoral psychology programs will train you for all of these careers. There are three types of doctoral programs in clinical and counseling psychology and ​two different academic degrees. Scientist Model The scientist model emphasizes training students for research. Students earn a  Ph.D., a doctor of philosophy,  which is a research degree. Like other science Ph.Ds., clinical and counseling psychologists trained in scientist programs focus on conducting research. They learn how to ask and answer questions through conducting carefully designed research. Graduates of this model get jobs as researchers and college professors. Students in scientist programs are not trained in practice and, unless they seek additional training after graduation, they are not eligible to practice psychology as therapists. Scientist-Practitioner Model The scientist-practitioner model is also known as the Boulder Model, after the 1949 Boulder Conference on Graduate Education in Clinical Psychology in which it was first created. Scientist-practitioner programs train students in both science and practice. Students earn Ph.D.s and learn how to design and conduct research, but they also learn how to apply research findings and practice as psychologists. Graduates have careers in academia and practice. Some work as researchers and professors. Others work in practice settings, such as hospitals, mental health facilities, and private practice. Some do both. Practitioner-Scholar Model The practitioner-scholar model is also referred to as the Vail model, after the 1973 Vail Conference on Professional Training in Psychology, when it was first articulated. The practitioner-scholar model is a professional doctoral degree that trains students for clinical practice. Most students earn Psy.D. (doctor of psychology) degrees. Students learn how to understand and apply scholarly findings to practice. They are trained to be consumers of research. Graduates work in practice settings in hospitals, mental health facilities, and private practice.

My Contribution to the MBA Coursework Example | Topics and Well Written Essays - 1000 words

My Contribution to the MBA - Coursework Example I also find the faculties to be very qualified and an authority in their respective areas of expertise. Its state of the art facilites are top-notch and second to none compared to any university in the world with a tuition fee that is reasonably priced. Combining all these factors that the MMUBS has to offer, I believe that the university gives its students a competitive edge. After graduating the course at MMU Business School, I am very confident that my preparation at the university will imbue and furtherly enhance my professional skill sets in business to be competitive in a very tough job market. As a student, it is incumbent upon me to follow and abide with all the rules and regulations of the school. To be courteous and respectful to all the staff and faculites of MMUBS and to fulfill all the academic requirements of the course; to be cooperative in any activity that the university may undertake as it prepares me to become more professionally competetitive in the future. I beli eve that this should be the first contribution that any student should give to the university when they get admitted. MBA is a course that should prepare us in the competetive world of business. During the course of its study, it is important that we should have a well-founded theoretical framework to base business decisions as we exercise corporate leadership in the future. While this highlights the importance of the Professors as they impart to us the conceptual foundations of business, leadership and decision making in business to make us better leaders and managers, there is another important component in the advance course of business and corporate administration that requires the professional participation of its students. For the theoretical and conceptual foundation should be perfected with experience and empirical exposure to other aspect and fields of business to better enhance our professional skill-sets that would make us better leaders and managers. In this area, I can contribute my extensive knowledge and expertise in Advance Logistics and Supply Chain. This will enable other students to have a better grasp understanding in my field of expertise which hopefully, could contribute to their professional growth. Of course, I too would expect other students to share their professional expertise which could also widen my horizon and understanding of the business and corporate landscape. This exercise will add to the already rich professional diversity in the MBA Programme benefitting each and every student. Second, of which I believe I could tremendously contribute, is to share to other students the unique perspective and cultural context of doing a business in the Middle East. That they may have a better grasp and understanding of the nuances and idiosyncrynacies of the culture when they chance to do business in that specific region in the future or deal with somebody who has a cultural context of that region. I believe that this understanding is impe rative as businesses now operate in a global economy making it inevitable and necessary for each business to deal and transact across countries and cultures. This too, will add to the already rich cultural diversity of the university with each student sharing the uniqueness of his/her own culture. As a student, there was also a time when I was new and unfamiliar with Manchester. Although I find the place to be