Story in the Floor Plan :: The Metamorphosis Architecture Essays

Story in the Floor Plan The firm hand of the architect draws straight lines on translucent paper. The lines intersect into corners—forming rooms. More lines intersect—forming more rooms. The rooms line up, one after another, leaving spaces for doors, naturally. The house is built. In The Metamorphosis by Franz Kafka, the narrator’s voice shadows this architect’s hand, ingraining the familial relationships and intentions of the Samsa family into the walls. The rooms of the architect are the vessels that the narrator fills with the virtuous and appalling intentions of the members of the Samsa family. In sum, the floor plan of the Samsa apartment and the family’s use of space in the apartment parallel their relationships with each other and intentions towards one other. In particular, the narrator reveals the relationship between Gregor and his parents as well as their intentions towards each other through the layout of the apartment. The order of the rooms in the Samsa apartment demonstrates the relationships within the family. The main rooms are laid out linearly. The living room is the first room beyond the foyer (Kafka 16). Because Mr. Samsa and Mrs. Samsa primarily inhabit the living room, this room may represent them. There is a direct line through the foyer to Gregor’s room, and Grete’s room is exactly behind Gregor’s room (6; 11; 15). The placement of the living room in front of Gregor’s room with respect to the foyer sets up the perception that Mr. and Mrs. Samsa are the dominant characters of the household. The living room leads to the outside room via the foyer, and thus, is the first room viewed by outsiders. This placement gives Mr. and Mrs. Samsa superiority over Gregor and Grete. For example, Gregor’s manager steps into the Samsa living room from the foyer and delivers â€Å"the first word of greeting† (9). This â€Å"first word of greeting† is of course directed at Mr. and Mrs. Samsa because they are the first people that the manager perceives upon entering the apartment. The initial perception of Mr. and Mrs. Samsa gives them dominance over the rest of the household. However, the living room is just a faà §ade on the face of the actual nucleus of the apartment—Gregor’s room. His room is the heart of the apartment while the living room is just the skin. Gregor’s room is physically the center—the nucleus—of the apartment. Gregor himself is also the nucleus of the family because he is the sole provider for his family.

Outline and Evaluate Issues Surrounding the Classification and Diagnosis of Depression

Outline and Evaluate Issues Surrounding the Classification and Diagnosis of Depression Scheff’s Labelling Theory is a process which involves labelling people with mental disorders when they produce behaviour that does not fit with socially constructed norms and labelling those who reflect stereotyped or stigmatized behaviour of the ‘mentally ill’. A disadvantage of labelling an individual with depression is that labelling can accentuate and prolong the issue. In addition by labelling someone with depression who in fact is not depressed may in fact become depressed as a result.Another problem is that labelling an individual with depression means that they can have problems with getting a job and leading a life in the future because they are not treated as a normal person. Thus labelling has a large effect on individuals with depression. On the other hand labelling a person with depression means that they are enabled to seek help and find treatment for themselves. A lthough labels are stigmatizing, they can also lead those who bear them down the road to proper treatment and recovery.Another issue surrounding the diagnosis and classification is that there are different types of depression outlined in the different classification manuals. Sometimes clinicians are unable to distinguish between different types accept unipolar and bipolar. However, research has shown that 10% of people diagnosed with Major Depressive Disorder (MDD) develop bipolar episodes later. The same was found with dysthymic disorder which can develop in MDD later; this is known as double depression and is found in 25% of depressed patients.Other diagnostic tool is the Beck Depression Inventory This is a 21 item self-report questionnaire designed to measure the severity of symptoms in individuals diagnosed with depression. Each question is designed to assess a specific symptom common in people with depression for example the sense of failure, self-dislike, social withdrawal or suicidal ideas. Items 1 to 14 assess symptoms that are psychological in nature for example feelings of sadness. Items 15 to 21 then assess more physical symptoms for example the loss of energy and irritability.Each item is accompanied by four alternative responses, graded for severity and scored from 0 to 3. The implications of using different diagnostic tools on the classification and diagnosis of depression are that reliability of diagnosing depression may be affected. Just as with physical medical disorders mental illness diagnoses are also not always reliable. The practitioner uses mainly symptoms that the patient reports rather than physical signs to reach a decision.Moods often vary over time in most people and this can have implications when testing reliability. As well as different types, there are different subtypes of depression that are recognised in the manuals and clinicians have had to distinguish between the causes of depression in order to distinguish between the sub types. For example they distinguish between endogenous depressions which are biologically determined and reactive depressions which are determined by biological stressors.Even though distinctions between these two causes of depression are not conclusive, there is a reliable cluster of symptoms which can help differentiate between types of depression. For example, the endogenous types of depression usually have more severe symptoms and higher suicide rates. Another problem arises with the diagnostic criteria for children, even though depression can remain undiagnosed in children. Children sometimes have other disorders which include behavioural problems and disruptive behaviour; therefore depression may be overlooked in the diagnosis.As well, children tend to show anger, aggressiveness and irritability rather than low mood. Co-morbidity is the incidence of a disorder being coupled with another disorder. Depression can occur with other disorders such as Schizophrenia, eating disorder and alcohol addiction and substance abuse. This makes it difficult in the diagnosis of depression, it leads clinicians to have to determine which the primary disorder, schizophrenia is or depression, eating disorders or depression.There are also issues relating to reliability which may affect the diagnosis. One type is Test-retest reliability, which occurs when a practitioner makes the same consistent diagnosis on separate occasions from the same information. In terms of depression this can be applied if the same Doctor or Psychiatrist gives a patient a diagnosis of depression on two separate occasions. The other is Inter-rater reliability occurs when several practitioners make identical, independent diagnoses of the same patient.This can be applied to depression by confirming that the diagnosis of depression is accurate in a given situation. Issues of validity also arise in the diagnosis of depression. For example, Predictive validity occurs if diagnosis leads to successful treatme nt, then the diagnosis can be seen as valid. Under the heading of depression, there are a series of depressive disorders such as Major Depressive Disorder, Pre-Menstrual Disorder etc. In terms of depression predictive validity will occur if the right diagnosis is made followed by a subsequent correct course of action.Research by Sanchez-Villegas et al (2008) supports the ‘predictive validity’ of depression diagnosis. They assessed the validity of the Structured Clinical Interview to diagnose depression, finding that 74. 2% of those originally diagnosed as depressed had been accurately diagnosed, which suggests thus diagnostic method is valid. Cultural differences may impact an individual with depression because the DSM is used in West to diagnose depression. This criterion is biased towards people in the Western world.What is considered abnormal in one culture may be considered normal in another culture. Thus someone diagnosed in Europe with depression may not have been diagnosed with depression elsewhere. In addition treatment to the disorder can be very different in different cultures. Thus an individual in two different cultures may be treated differently for depression. So therefore despite the universality of the symptoms of depression clinicians must take into account cultural differences in diagnosing depression.For example, patients from non-western cultures tend to complain more of the physical symptoms such as loss of appetite and lack of sleep than personal distress. This is supported by a study done in New York in which 36 South Asian immigrants and 37 European Americans were given vignettes describing depressive symptoms. The Asian immigrants found more social and moral problems which could be dealt with by the individual whereas the Euro-Americans tended to find more biological explanations, that required professional intervention. Outline and Evaluate Issues Surrounding the Classification and Diagnosis of Depression Outline and Evaluate Issues Surrounding the Classification and Diagnosis of Depression Scheff’s Labelling Theory is a process which involves labelling people with mental disorders when they produce behaviour that does not fit with socially constructed norms and labelling those who reflect stereotyped or stigmatized behaviour of the ‘mentally ill’. A disadvantage of labelling an individual with depression is that labelling can accentuate and prolong the issue. In addition by labelling someone with depression who in fact is not depressed may in fact become depressed as a result.Another problem is that labelling an individual with depression means that they can have problems with getting a job and leading a life in the future because they are not treated as a normal person. Thus labelling has a large effect on individuals with depression. On the other hand labelling a person with depression means that they are enabled to seek help and find treatment for themselves. A lthough labels are stigmatizing, they can also lead those who bear them down the road to proper treatment and recovery.Another issue surrounding the diagnosis and classification is that there are different types of depression outlined in the different classification manuals. Sometimes clinicians are unable to distinguish between different types accept unipolar and bipolar. However, research has shown that 10% of people diagnosed with Major Depressive Disorder (MDD) develop bipolar episodes later. The same was found with dysthymic disorder which can develop in MDD later; this is known as double depression and is found in 25% of depressed patients.Other diagnostic tool is the Beck Depression Inventory This is a 21 item self-report questionnaire designed to measure the severity of symptoms in individuals diagnosed with depression. Each question is designed to assess a specific symptom common in people with depression for example the sense of failure, self-dislike, social withdrawal or suicidal ideas. Items 1 to 14 assess symptoms that are psychological in nature for example feelings of sadness. Items 15 to 21 then assess more physical symptoms for example the loss of energy and irritability.Each item is accompanied by four alternative responses, graded for severity and scored from 0 to 3. The implications of using different diagnostic tools on the classification and diagnosis of depression are that reliability of diagnosing depression may be affected. Just as with physical medical disorders mental illness diagnoses are also not always reliable. The practitioner uses mainly symptoms that the patient reports rather than physical signs to reach a decision.Moods often vary over time in most people and this can have implications when testing reliability. As well as different types, there are different subtypes of depression that are recognised in the manuals and clinicians have had to distinguish between the causes of depression in order to distinguish between the sub types. For example they distinguish between endogenous depressions which are biologically determined and reactive depressions which are determined by biological stressors.Even though distinctions between these two causes of depression are not conclusive, there is a reliable cluster of symptoms which can help differentiate between types of depression. For example, the endogenous types of depression usually have more severe symptoms and higher suicide rates. Another problem arises with the diagnostic criteria for children, even though depression can remain undiagnosed in children. Children sometimes have other disorders which include behavioural problems and disruptive behaviour; therefore depression may be overlooked in the diagnosis.As well, children tend to show anger, aggressiveness and irritability rather than low mood. Co-morbidity is the incidence of a disorder being coupled with another disorder. Depression can occur with other disorders such as Schizophrenia, eating disorder and alcohol addiction and substance abuse. This makes it difficult in the diagnosis of depression, it leads clinicians to have to determine which the primary disorder, schizophrenia is or depression, eating disorders or depression.There are also issues relating to reliability which may affect the diagnosis. One type is Test-retest reliability, which occurs when a practitioner makes the same consistent diagnosis on separate occasions from the same information. In terms of depression this can be applied if the same Doctor or Psychiatrist gives a patient a diagnosis of depression on two separate occasions. The other is Inter-rater reliability occurs when several practitioners make identical, independent diagnoses of the same patient.This can be applied to depression by confirming that the diagnosis of depression is accurate in a given situation. Issues of validity also arise in the diagnosis of depression. For example, Predictive validity occurs if diagnosis leads to successful treatme nt, then the diagnosis can be seen as valid. Under the heading of depression, there are a series of depressive disorders such as Major Depressive Disorder, Pre-Menstrual Disorder etc. In terms of depression predictive validity will occur if the right diagnosis is made followed by a subsequent correct course of action.Research by Sanchez-Villegas et al (2008) supports the ‘predictive validity’ of depression diagnosis. They assessed the validity of the Structured Clinical Interview to diagnose depression, finding that 74. 2% of those originally diagnosed as depressed had been accurately diagnosed, which suggests thus diagnostic method is valid. Cultural differences may impact an individual with depression because the DSM is used in West to diagnose depression. This criterion is biased towards people in the Western world.What is considered abnormal in one culture may be considered normal in another culture. Thus someone diagnosed in Europe with depression may not have been diagnosed with depression elsewhere. In addition treatment to the disorder can be very different in different cultures. Thus an individual in two different cultures may be treated differently for depression. So therefore despite the universality of the symptoms of depression clinicians must take into account cultural differences in diagnosing depression.For example, patients from non-western cultures tend to complain more of the physical symptoms such as loss of appetite and lack of sleep than personal distress. This is supported by a study done in New York in which 36 South Asian immigrants and 37 European Americans were given vignettes describing depressive symptoms. The Asian immigrants found more social and moral problems which could be dealt with by the individual whereas the Euro-Americans tended to find more biological explanations, that required professional intervention.

Cortar Conjugation in Spanish, Translation, and Examples

The Spanish verb  cortar  means to cut or to cut off. It  is a regular  -ar  verb, so to conjugate cortar use the same pattern as other -ar  verbs, like  ayudar  and cenar.  The tables below include  cortar conjugations in the present, past and future indicative, the present and past subjunctive, the imperative, and other verb forms like the past and present participles. Using the Verb Cortar In Spanish, cortar  can be used like the verbs to cut or to cut off in English. For example,  Voy a cortar el papel  (I am going to cut the paper), or  Tengo que cortar un pedazo de carne  (I have to cut off a piece of meat). A more informal use of  cortar  is to talk about breaking up a relationship. For example,  Pedro y Ana cortaron la semana pasada  (Pedro and Ana broke up last week). In addition,  cortar  can be used when referring to ending a conversation, especially on the phone. For example,  Yo cortà © la llamada porque llevà ¡bamos mucho tiempo hablando  (I ended the call because we had been talking for a long time). Other verbs that have meanings similar to cortar are partir (tu cut, break apart, or divide) and picar (to chop). Cortar Present Indicative Yo corto I cut Yo corto un pedazo de papel con tijeras. T cortas You cut T cortas un trozo de queso para el almuerzo. Usted/l/ella corta You/he/she cuts Ella corta el cordn umbilical del beb. Nosotros cortamos We cut Nosotros cortamos el csped del jardn. Vosotros cortis You cut Vosotros cortis pelo en el saln de belleza. Ustedes/ellos/ellas cortan You/they cut Ellos cortan las flores para hacer un arreglo. Cortar Preterite  Indicative The preterite  tense can be translated as the simple past in English. It is used to talk about completed actions  in the past. Yo cort I cut Yo cort un pedazo de papel con tijeras. T cortaste You cut T cortaste un trozo de queso para el almuerzo. Usted/l/ella cort You/he/she cut Ella cort el cordn umbilical del beb. Nosotros cortamos We cut Nosotros cortamos el csped del jardn. Vosotros cortasteis You cut Vosotros cortasteis pelo en el saln de belleza. Ustedes/ellos/ellas cortaron You/they cut Ellos cortaron las flores para hacer un arreglo. Cortar Imperfect  Indicative The imperfect tense can be translated to English as was cutting or used to cut. It is used to talk about ongoing or habitual actions in the past.   Yo cortaba I used to cut Yo cortaba un pedazo de papel con tijeras. T cortabas You used to cut T cortabas un trozo de queso para el almuerzo. Usted/l/ella cortaba You/he/she used to cut Ella cortaba el cordn umbilical del beb. Nosotros cortbamos We used to cut Nosotros cortbamos el csped del jardn. Vosotros cortabais You used to cut Vosotros cortabais pelo en el saln de belleza. Ustedes/ellos/ellas cortaban You/they used to cut Ellos cortaban las flores para hacer un arreglo. Cortar Future  Indicative Yo cortar I will cut Yo cortar un pedazo de papel con tijeras. T cortars You will cut T cortars un trozo de queso para el almuerzo. Usted/l/ella cortar You/he/she will cut Ella cortar el cordn umbilical del beb. Nosotros cortaremos We will cut Nosotros cortaremos el csped del jardn. Vosotros cortaris You will cut Vosotros cortaris pelo en el saln de belleza. Ustedes/ellos/ellas cortarn You/they will cut Ellos cortarn las flores para hacer un arreglo. Cortar Periphrastic Future  Indicative The periphrastic future is formed by three components: the present tense conjugation of the  verb  ir  (to go), the preposition  a  and the infinitive of the verb.   Yo voy a cortar I am going to cut Yo voy a cortar un pedazo de papel con tijeras. T vas a cortar You are going to cut T vas a cortar un trozo de queso para el almuerzo. Usted/l/ella va a cortar You/he/she is going to cut Ella va a cortar el cordn umbilical del beb. Nosotros vamos a cortar We are going to cut Nosotros vamos a cortar el csped del jardn. Vosotros vais a cortar You are going to cut Vosotros vais a cortar pelo en el saln de belleza. Ustedes/ellos/ellas van a cortar You/they are going to cut Ellos van a cortar las flores para hacer un arreglo. Cortar  Present Progressive/Gerund Form The present participle (gerundio  in Spanish) is used to form progressive forms such as the present progressive. To conjugate progressive tenses  you need an auxiliary verb, which in this case is the verb  estar. Present Progressive of Cortar   està ¡ cortando  Is cutting Ella està ¡ cortando el cordà ³n umbilical del bebà ©. Cortar Past Participle The past participle can be used as an adjective, or to form compound tenses such as the present perfect. Compound tenses include the verb  haber  as an auxiliary verb. Present Perfect of Cortar ha cortado  Has cut Ella ha cortado el cordà ³n umbilical del bebà ©. Cortar Conditional  Indicative The conditional tense is used to talk about possibilities or hypothetical situations, and is translated to English as would verb.   Yo cortara I would cut Yo cortara un pedazo de papel con tijeras si fuera necesario. T cortaras You would cut T cortaras un trozo de queso para el almuerzo, pero ya se acab. Usted/l/ella cortara You/he/she would cut Ella cortara el cordn umbilical del beb si el doctor se lo permitiera. Nosotros cortaramos We would cut Nosotros cortaramos el csped del jardn, pero no tenemos cortadora. Vosotros cortarais You would cut Vosotros cortarais pelo en el saln de belleza si hubiera espacio. Ustedes/ellos/ellas cortaran You/they would cut Ellos cortaran las flores para hacer un arreglo, pero es prohibido. Cortar Present Subjunctive Que yo corte That I cut La maestra pide que yo corte un pedazo de papel con tijeras. Que t cortes That you cut La nia quiere que t cortes un trozo de queso para el almuerzo. Que usted/l/ella corte That you/he/she cut El mdico permite que ella corte el cordn umbilical del beb. Que nosotros cortemos That we cut Mam quiere que nosotros cortemos el csped del jardn. Que vosotros cortis That you cut La estilista recomienda que vosotros cortis pelo en el saln de belleza. Que ustedes/ellos/ellas corten That you/they cut La florista quiere que ellos corten las flores para hacer un arreglo. Cortar Imperfect  Subjunctive There are two options for conjugating the imperfect subjunctive (which is also called the past subjunctive). Both options are correct. Option 1 Que yo cortara That I cut La maestra peda que yo cortara un pedazo de papel con tijeras. Que t cortaras That you cut La nia quera que t cortaras un trozo de queso para el almuerzo. Que usted/l/ella cortara That you/he/she cut El mdico permita que ella cortara el cordn umbilical del beb. Que nosotros cortramos That we cut Mam quera que nosotros cortramos el csped del jardn. Que vosotros cortarais That you cut La estilista recomendaba que vosotros cortarais pelo en el saln de belleza. Que ustedes/ellos/ellas cortaran That you/they cut La florista quera que ellos cortaran las flores para hacer un arreglo. Option 2 Que yo cortase That I cut La maestra peda que yo cortase un pedazo de papel con tijeras. Que t cortases That you cut La nia quera que t cortases un trozo de queso para el almuerzo. Que usted/l/ella cortase That you/he/she cut El mdico permita que ella cortase el cordn umbilical del beb. Que nosotros cortsemos That we cut Mam quera que nosotros cortsemos el csped del jardn. Que vosotros cortaseis That you cut La estilista recomendaba que vosotros cortaseis pelo en el saln de belleza. Que ustedes/ellos/ellas cortasen That you/they cut La florista quera que ellos cortasen las flores para hacer un arreglo. Cortar Imperative   The imperative mood is used to give direct orders or commands. The tables below show the positive and negative commands. Positive Commands T corta Cut! Corta un trozo de queso para el almuerzo! Usted corte Cut! Corte el cordn umbilical del beb! Nosotros cortemos Lets cut! Cortemos el csped del jardn! Vosotros cortad Cut! Cortad pelo en el saln de belleza! Ustedes corten Cut! Corten las flores para hacer un arreglo! Negative Commands T no cortes Dont cut! No cortes un trozo de queso para el almuerzo! Usted no corte Dont cut! No corte el cordn umbilical del beb! Nosotros no cortemos Lets not cut! No cortemos el csped del jardn! Vosotros no cortis Dont cut! No cortis pelo en el saln de belleza! Ustedes no corten Dont cut! No corten las flores para hacer un arreglo!

September 11, 2001 And The World War I - 2164 Words

September 11, 2001. What comes to mind when this date is whispered? Most likely it is of the horrific events that were reported by the media on this date. But for how long will the words â€Å"terror attacks† be the first thought that comes to mind? What major events will the coming generations remember and be told about the country? Today a multitude of scholars are determined to never let these events be forgotten by not only the American people but those of other countries as well. Scholars use their writings to confront the American public with the unforgettable disasters, memories, stories, and effects of September 11, 2001. Some individuals may claim that this event never occurred but history states differently. Countless authors document†¦show more content†¦In hopes to pressure the president into declaring war with Spain, a group created the slogan â€Å"Remember the Maine, to hell with Spain.† The Pulitzer was in need of readers so the staff decided to exploit the story of the explosion of the Maine in order to advance the number of sales they would receive. â€Å"Not only was the story over exaggerated, but photographs were as well (Manning 423).† The power that media possessed began then, and has only increased within the following years. The shock of September 11 was communal to all those in the United States. No one specific individual could have assumed that a disastrous event like the crashing of the twin towers would have transpired. With the aid of the media the American population received every detail of the manifestation in entirety. To the nation this event was so catastrophic that cities and corporations shut down. New York, Washington, and other major cities closed down. The government, businesses, airlines, amusement parks, recreational events, and restaurants even closed or postponed the events planned. This incidence was so astonishing to the nation that Wall Street and the Stock Market even shut down for several days. The nation was in great distress and the media swooped in to take hold of their perfect opportunity to contort the information reported to the American people. However, this assistance from the media had a multitude of strings attached. Immediately the news broadcasts became

The Organizational Behavior of Google Inc. - 911 Words

The Organizational Behavior of Google Inc. â€Å"To organize the world’s information and make it universally accessible and useful,† this is the mission of Google Incorporated. Google maintains that it is a large growing company that maintains a small company feel. The culture at Google is very open and inspiring of creativity and inclusion, which is demonstrated through the accessibility of everyone including the Chief Executive Officers. Value is placed on every employee’s input as the company’s continued innovation â€Å"depends on the ability of everyone being comfortable sharing ideas and opinions.† Employee job descriptions are not limited to the duties of just that position. Employees receive what Google calls â€Å"Innovation Time Off,† in†¦show more content†¦Creativity is best developed in a less strict and more inviting environment. Members should have no apprehension about asking questions or presenting new ideas. On the other hand, a culture based on the value of profits above all else can be a recipe for corruption among members. A culture of corruption stifles communication as everything becomes secretive. No one wants to know exactly how the goal was reached, just as long as it is met. Most people would rather be a member of an open and honest organization rather than one of corruption and cover-up. Employees of an open culture tend to experience less stress and pressure and can produce results more effectively and feel more secure in their jobs. Employees of a culture focused on profits tend to feel more pressure and less job security because if they cannot perform as expected they are let go. Communication methods developed by the culture of an organization play a major role in how others perceive a company or its products. Communication is both verbal and nonverbal. Employee internal satisfaction is conveyed beyond the walls of a company. 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School Counselor free essay sample

This profession interests me for two reasons. First of all, I like to talk with people of all types. Second of all, I am always concerned with the feelings of others. The combination of these two qualities of mine is what makes becoming a guidance counselor my goal. Early in the 1920’s, some school systems in such major cities as Boston and New York offered their students vocational guidance. These programs ended during the Depression when money was scarce. It was not until after World War II that guidance departments were formed in schools. This was a result of many reasons. Students lost their individual identity in the crowds of fellow students† (â€Å"Guidance Counselors†) in big city schools. New jobs were created with advances in technology. More students planned to attend college. Parents were unable to help their children in these areas. These and other services had to be provided by trained individuals, the guidance counselors. Education and Other Requirements To be a counselor in a school in the state of Pennsylvania, an individual needs to have a Masters Degree and a state certification in their particular level of counseling. For example, one possibility is to have a Masters of Science Degree in Counseling and Human Relations with a certification in School Counseling. The certification may be dual, meaning one certificate for two areas of school counseling–Elementary School and Secondary School. This covers kindergarten through twelfth grade. A person may be able to get a Masters Degree in Counseling without a related undergraduate (Bachelors) degree. However, extra courses may need to be taken. It is most beneficial if a school counselor has teaching experience which means the Bachelors degree would be in some kind of education. Following is a list of courses, which may be required for a future school counselor: ? Guidance Services ? Group Dynamics ? Theories of Counseling ? Methods of Research ? Counseling for Human Differences ? Assessment Methods in Guidance ? Counseling and Consultative Techniques in the School ? Group Procedures in the School ? Practicum in Elementary or Secondary Guidance ? Advanced Practicum (Practicum is when the counselor in training goes into a school and practices what was learned at college, and learns from the employed counselor. ) (Handbook 13-16). The future outlook for employment of school counselors is good. The field is expected to grow because of increasing enrollments, mostly in secondary and post-secondary schools. Counselors are becoming more involved in crises and helping students deal with issues ranging from drug and alcohol abuse to death and suicide. The job growth among counselors may depend on budgetary constraints. If funding is tight, schools prefer to hire new teachers before new counselors because they want to keep the classroom size at an acceptable level. Salary and Benefits A counselor is paid according to the teachers’ professional contract. This is negotiated every two to five years. A typical public school counselor will earn from $25,000 to $80,000 per year. The salary schedule reflects a person’s experience and the level of education attained. The steps are unique to the particular district. Education levels may include a Bachelors Degree, a Bachelors Degree plus fifteen credits, a Masters Degree or a Masters Equivalency, a Masters Degree plus fifteen credits, a Masters Degree plus thirty credits, a Masters Degree plus forty-five credits, a Masters Degree plus sixty credits, or a Doctorate. The earnings are printed out on a chart and increase for each year of experience in the district. This may be from a first year teacher to a maximum amount after sixteen years. Again, the number of years to get to the maximum level is different from district to district. There is a salary schedule figured for each year of the contract. A negotiated cost of living increase is the basic difference from year to year. Typically, an average of three personal days and ten sick days are given to the employee each year. There is often a monthly fee for health and dental benefits. Workman’s compensation may be offered as a choice. A counselor will get a paycheck every two weeks. Most school districts offer an option to get the annual salary divided over either ten months (22 checks) or twelve months (26 checks). Besides the usual deductions, money is taken out for the state retirement fund. The amount of money received during retirement has just increased. Job Description and Duties Counseling in schools includes a wide variety of activities and services. The following list will describe the services of a school-counseling program. Individual Counseling- School counselors provide individual sessions for students to help with educational and personal concerns. ? Group Counseling- Students help each other by working in small groups with leadership from the counselor. Students share ideas about issues such as problem solving, educational planning, and peer relationships. ? Group Guidance- Counselors meet with groups to help students learn information about themselves. Groups can be small or large and are instructional. The topics might focus on self-concept, study skills, friendship, or good citizenship. Student Appraisal- Counselors help students, parents, and teachers by collecting information about student abilities, behaviors, and achievement so decisions can be made about educational placement and instructions. ? Referral- Counselors are referral agents who help students and their families receive assistance from other programs and services in the school system and from agencies outside the school. ? Consultation- Counselors consult with teachers and parents to plan appropriate services for every child. Consultations focus on the individual needs of the child. Coordination- Counselors coordinate services and activities for smooth administration. An example would be the coordination of school standardized testing schedules (Schmidt 26-27). In order to fully understand these services it is necessary to understand what counseling is about. Counseling is a process involving a relationship between two people who are meeting so that one person can help the other to resolve a problem. In group counseling the roles of helpers can be shared and interchanged among the group members. The group counselor would then be called a facilitator (Thompson 13). It is necessary to listen for three pieces of information children bring to counseling sessions: 1) their problem or concern, 2) their feelings about the problem, and 3) their expectations for what they want the counselor to do. Most problems may be classified in one or more of five categories: 1) conflict with others, 2) conflict with self, 3) lack of information about self, 4) lack of information about the environment, and 5) lack of skill. An important part of the counseling process for children involves training in communication, assertion, and effective study habits (Thompson 14). The counselor’s attitudes and skills are very important to the quality of the counseling relationship. The qualities and behaviors present in very effective counselors are as follows: ? Intellectual Competence- counseling requires a person to have adequate knowledge of many different areas. This involves searching for data to make informed decisions about choice of plan and progress of student. ? Energy- Counseling is emotionally demanding. When dealing with problems counselors are likely to feel emotionally drained and physically fatigued. Being dynamic produces student confidence and a willingness to work. ? Flexibility- Effective counselors are not tied to a single method of work. The question they ask is â€Å"Which technique will work best for this particular student? † ? Support- The student experiences the fact that here is someone who respects him as he is. ? Good Will- The counselor’s motives and intentions are positive and constructive rather than negative and destructive. ? Self-awareness- All our feelings and thoughts influence the way we handle certain things in the counseling relationship (Cormier 12-13). In school counseling there are both advantages and disadvantages of the job. The main advantage is that you get to touch the life of a child. You are able to reach out and help someone solve a problem or feel good about him or herself. This is very important because it helps the student grow emotionally and be ready for more challenging life events. Another advantage would be that you have the opportunity to work with a variety of professionals who all are concerned about the welfare of the child. Psychologists, social workers and various therapists would be examples. An unusual advantage is that you get most of the summer as well as holiday weeks off. The pay and benefits are also thought to be excellent. The main disadvantage of school counseling is that it is both emotionally and physically draining. Counseling itself can become very difficult because you are listening to the problems of others everyday and many times there can be no solution. â€Å"Dealing daily with these problems can cause stress† (â€Å"Counselors† 1). Another disadvantage is that you work for many people. The principal, vice principals, teachers, parents, and students all demand time and attention from you. Conclusion Secondary school counseling is an occupation with many responsibilities. He or she must respond to the most mundane problems of a child to crisis situations. A solid college and graduate school education, along with training and experience, are the requirements. Then, counselors can help students to understand and learn to deal with the intellectual, emotional, social, and physical changes that occur in the student’s transition from childhood to adolescence, and finally to a young adult. Personally, I feel that I would be an excellent guidance counselor. Firstly, I am a good listener, which is a necessary quality. Secondly, I empathize with the problems of others, and genuinely care about their feelings. Very often, students need to understand why things happen the way that they do. I would explain clearly based on their backgrounds and experiences. Finally, the field of education has been part of my entire life. Both of my parents are teachers, and conversations often reflect situations that occur in their schools. I have always been interested and involved in these family discussions.

Sam Houston State University, Huntsville CJ 478W-Introduction To Metho

Sam Houston State University, Huntsville CJ 478W-Introduction To Methods Of Research The Effects of Race on Sentencing in Capital Punishment Cases Throughout history, minorities have been ill-represented in the criminal justice system, particularly in cases where the possible outcome is death. In early America, blacks were lynched for the slightest violation of informal laws and many of these killings occured without any type of due process. As the judicial system has matured, minorities have found better representation but it is not completely unbiased. In the past twenty years strict controls have been implemented but the system still has symptoms of racial bias. This racial bias was first recognized by the Supreme Court in Fruman v. Georgia, 408 U.S. 238 (1972). The Supreme Court Justices decide that the death penalty was being handed out unfairly and according to Gest (1996) the Supreme Court felt the death penalty was being imposed ?freakishly' and ?wantonly? and ?most often on blacks.? Several years later in Gregg v. Georgia, 428 U.S. 153 (1976), the Supreme Court decided, with efficient controls, the death penalty could be used constitutionally. Yet, even with these various controls, the system does not effectively eliminate racial bias. Since Gregg v. Georgia the total population of all 36 death rows has grown as has the number of judicial controls used by each state. Of the 3,122 people on death row 41% are black while 48% are white (Gest, 1996, 41). This figure may be acceptable at first glance but one must take into account the fact that only 12% of the U.S. population is black (Smolowe, 1991, 68). Carolyn Snurkowski of the Florida attorney generals office believes that the disproportionate number of blacks on death row can be explained by the fact that, ?Many black murders result from barroom brawls that wouldn't call for the death penalty, but many white murders occur on top of another offense, such as robbery? (As cited in Gest, 1986, 25). This m ay be true but the Washington Legal Foundation offers their own explanation by arguing that ?blacks are arrested for murder at a higher rate than are whites. When arrest totals are factored in , ?the probability of a white murderer ending up on death row is 33 percent greater than in the case of a black murderer? (As cited in Gest, 1986, 25). According to Professor Steven Goldstein of Florida State University, ?There are so many discretionary stages: whether the prosecutor decides to seek the death penalty, whether the jury recommends it, whether the judge gives it? (As cited in Smolowe, 1991, 68). It is in these discretionary stages that racial biases can infect the system of dealing out death sentences. Smolowe (1991) shows this infection by giving examples of two cases decided in February of 1991, both in Columbus. The first example is a white defendant named James Robert Caldwell who was convicted of stabbing his 10 year old son repeatedly and raping and killing his 12 year old daughter. The second example is of a black man, Jerry Walker, convicted of killing a 22-year-old white man while robbing a convenience-store. Caldwell's trial lasted three times as long as Walker's and Caldwell received a life sentence while Walker received a death sentence. In these examples, it is believed that not only the race of the victims, but also the value of the victims, biased the sentencing decisions. The 22-year-old man killed by Walker was the son of a Army commander at Fort Benning while Caldwell's victims were not influential in the community. In examples such as these, it becomes evident that racial bias, in any or all of the discretionary stages, becomes racial injustice in the end. Smolowe (1991) also makes the point that Columbus is not alone: ?A 1990 report prepared by the government's General Accounting Office found ?a pattern of evidence indicating racial disparities in the charging, sentencing and imposition of the death penalty.? In an article by Seligman (1 994), Professor Joseph Katz of Georgia State ?and other scholars have made a separate point about bias claims based on the ?devalued lives' of murder victims.? Seligman also asserts that those claiming bias believe that it is in the race of the victim and