Body language within the counselling forum and its implications Thesis

Non-verbal communication inside the directing discussion and its suggestions - Thesis Example What prompts are and how analysts have worked out issues in directing have been talked about. The importance of non-verbal communication and how understandings are made by the advocate are additionally talked about. The advising calling for extraordinary emotional wellness needs shows a rising pattern on a worldwide scale which has offered shape to global directing (Hohenshil 2010 p.3). Despite the fact that discovered distinctly in the US at one purpose of time, advising has spread its wings to a universal level. Creating custom-made guiding projects is a test in itself. Political direction doesn't impact this act of guiding. Whatever the governmental issues of a locale, the positive emotional wellness is a precious social and financial resource (Hohenshil 2010 p 3). Propelled advising frameworks with proficient affiliations, equipped with great certifications, profoundly qualified prepared advisors and special directing projects which produce the most extreme positive outcomes are a gift to a country. The multi-social assorted variety would necessitate that projects are altered by the requirements of the nearby network. Assorted variety is found in the national chronicles, social direction (re gardless of whether collectivistic or individualistic) and in various financial circumstances and political settings (Hohenshil 2010 p 3). Each field of training has been created to incorporate guiding. Schools have directing for their kids who need assistance when they become in reverse in examines or have a few issues with educators and different understudies. Proficient advisors may need to have preparing in the event that they need to adapt to new circumstances. The directing calling is in an alternate formative stage in various nations. Progress is happening at a quick pace (Hohenshil 2010 p 3). Non-verbal communication or nonverbal correspondence establishes a significant segment of advising. Examining nonverbal correspondence is reproduced to a fortune chase without a guide or instruments

Online Shopping Buyer Behaviour in Fashion industry Dissertation

Web based Shopping Buyer Behavior in Fashion industry - Dissertation Example The paper Web based Shopping Buyer Behavior in Fashion industry will investigate the contrasts between the conventional retail advertising and web based shopping in the design business. The principle contrasts between the conventional and web based shopping inclinations for design items incorporate presentation, cost, area, correspondence and innovation. Most definitely, the conventional design shopping offered the purchasers a chance to contact and handle style items genuinely when they are keen on something. This had the advantage of the purchaser guaranteeing that the item is of high caliber and that it is solid. This was gainful to the design item purchasers. Then again, internet looking for design items doesn't offer the buyer a possibility of getting into physical contact with the items. Rather, the purchaser should be placated with the graphical showcases, pictures and the content depictions for the items. This has the impact of guaranteeing that planned clients would prefer t o purchase from the customary style retailers instead of the cutting edge online design retailer. Costs are additionally significant determinants and number of variables exist that design item retailers need to place into mind. One of the components is that while the conventional retailers must search for feasible premises that will pull in clients, the online retailers don't need to search for premises. Subsequently, the conventional retailers should cause numerous costs for setting up the organizations.

Blast from the Past

Blast from the Past So way back awhile ago, after I stopped blogging for extended periods of time (sorry!) and after Ruths balloon adventure, I headed over to Bryans fraternity, ZBT, for…an 80s party. And as soon as I walked in the door, Bryan was like Laura! OMG we have to take a picture now that there are 4 of us! So he rounded me, Keri, and Jess into the frame and had someone else take the shot. Then he sent it to me and I spent way, way too much time in Photoshop because I didnt want to be programming in Scheme. The result? It was an 80s party. Please remember that before you judge. Anyway, I had an awesome time at the party, which was actually kind of unfortunate, since it meant I stayed out until after 2 AM and had to get my butt out of bed and on campus 5 hours later. Yikes. Why, you ask? Because of Splash! MIT has a student group called the Educational Studies Program, or ESP. They put together all kinds of cool programs where MIT students teach local high schoolers a huge array of topics. Splash! is a program that takes place the weekend before Thanksgiving ever year, and MIT students are literally encouraged to teach anything. You sign up to teach classes that last an hour or two, and the idea is that you should teach whatever crazy topic you want. Im really unoriginal and dont have many skills, so I stuck to the basics: I taught Intro to HTML and Electricity and Magnetism, both of which (I hope) went pretty well. I used to have a link to the full subject listing offered at this years Splash!, but ESP has been renovating their website and now I cant seem to find it. Luckily, I managed to jot down home of the highlights: How to sleep in class Introductory Chocolate Tasting Sports Statistics; How to Manage a Baseball Team Man, that looks good: History and Appreciation of Movie Trailers Game Theory for Fun The Mathematics of the Musical Scale Write Record Rock Music Fun with High Voltage Space Weapons It was a lot of fun, and I really enjoyed teaching. And now, responses to really old and probably obsolete comments: Anonymous asked: Where did the dude whos blowing up the balloon manually get his pants? I totally want a pair. Oh my God, I am so, so glad you asked that, because Rick actually made those pants himself. It was part of a project for 21M.606: Introduction to Stagecraft. How awesome is that? Heres the course description for 21M.606: Introduces students to the variety and scope of stagecraft while they learn basic shop skills. Students develop shop vocabulary and learn safe use of all shop machines, basic handwork skills, names and uses of tools, and an overview of the various activities that go on in each shop. In each production area, students complete a project that uses all basic skills. Students build a final project of choice that relates to the skills that stagecraft covers. WTPer asked: Which dorm is this? Looks nice. And in that first picture where the guy with the blue PJ pants is blowing up the red balloon . what is that, a common room? Or someone elses room? Looks like a sitting area type thing. Pretty sweet. Kinda want to get the idea of the layout of this dorm because it looks pretty awesome. Thanks! And Evan 10 responded like a month before I did (as usual): WTPer Youre looking at photos from Burton-Conner. Unlike the other dorms, its laid out in suites, with 6-8 suites on each floor, depending on if youre on Burton or Conner side. Each suite has a common area and a kitchen and 3-6 rooms, including one double (Im pretty sure each suite has one doublenot positive though). Oh waitLaura did the whole photo tour thing in an earlier entry. Thats exactly what I was going to say… turnef asked: How much time did you spend to inflate all these balloons? Well, we had a large number of people involved- anyone who passed by was forced to blow up a balloon or two or 75. We started the day before Ruth came home and spent maybe 8 hours total blowing up balloons. As for the total number of man-hours, I had no ideaAlthough Zach 08 estimates about 50. Alyssa asked: but anyway, im just wondering, do you know about how many girls usually apply/ applied this year EA? HmmI cant seem to find an exact answer, but if you poke around Matts blog, you should be able to find some info. Coming soon: I blog more often! And some of the annual-good-old-fashioned-non-denominational-politically-correct-Conner 2-holiday-celebration/sketchfest. In other words, pictures from my floors end of term dinner and secret santa exchange.

English Contractions for ESL

English contractions are shortened forms of helping or auxiliary verbs in both positive and negative sentences. Contractions are generally used in spoken English, but not in formal written English. However, written English is becoming more informal (emails, notes to friends, etc.) and you will often see these forms in print. Heres an example from a business email: Ive been working on a new project. It hasnt been easy, but next week Ill finish. This example shows three contractions: Ive / hasnt / Ill. Learn the rules of contraction use in English below. Each of the following English contractions includes an explanation of the full form and example sentences to provide context for understanding. Positive Contractions Im --- I am --- Example: Im waiting for my friend.Ill --- I will --- Example: Ill see you tomorrow.Id --- I had / I would --- Example: Id better leave now. OR Id already eaten by the time he arrived.Ive --- I have --- Example: Ive worked here for many years. Youre --- You are --- Example: Youre joking!Youll --- You will --- Example: Youll be sorry!Youd --- You had / would --- Example: Youd left before he arrived, hadnt you? OR Youd better hurry up.Youve --- You have --- Example: Youve been to London many times. Hes --- He is / has --- Example: Hes on the phone now. OR Hes been playing tennis since 10 this morning.Hell --- He will --- Example: Hell be here tomorrow.Hed --- He had / would --- Example: Hed prefer to meet you later in the week. OR Hed finished before the meeting began. Shes --- She is / has --- Example: Shes watching TV at the moment. OR Shes had a lot of trouble lately.Shell --- She will --- Example: Shell be at the meeting.Shed --- She had / would --- Example: Shed been working for two hours when he telephoned. OR Shed like to have a glass of wine. Its --- It is / has --- Example: Its been long time since we saw each other last. OR Its very difficult to concentrate.Itll --- It will --- Example: Itll be here soon.Itd --- It would / had --- Example: Itd be difficult to say no. OR Itd been a long time. Were --- We are --- Example: Were working hard on the Smith account this week.Well --- We will --- Example: Well begin when he arrives.Wed --- We had / would --- Example: Wed better hurry up if we want to catch the train. OR Wed finished the meeting before you arrived.Weve --- We have --- Example: Weve been waiting for you! Theyre --- They are --- Example: Theyre studying German this afternoon.Theyll --- They will --- Example: Theyll finish soon if they concentrate.Theyd --- They had / would --- Example: Theyd eaten their lunch when she stopped by to say hello. OR Theyd rather not come to the meeting.Theyve --- They have --- Example: Theyve just purchased a new home. Theres --- There is / has --- Example: Theres a hotel in the next town. OR Theres been too many telephone calls today!Therell --- There will --- Example: Therell be a price to pay!Thered --- There had / would --- Example: Thered better be a good explanation for this. OR Thered be some reason for that. Thats --- That is / has --- Example: Thats been on my mind lately. OR Thats why I cant come.Thatll --- That will --- Example: Thatll happen sooner than you think.Thatd --- That had / would --- Example: Thatd be the reason why. OR Thatd happened before my time. Negative Contractions arent --- are not --- Example: They arent coming next week.cant --- can not --- Example: I cant understand you.couldnt --- could not --- Example: He couldnt get his shoes on!didnt --- did not --- Example: We didnt visit Rome. We went straight to Florence.doesnt --- does not --- Example: He doesnt play golf.dont --- do not --- Example: They dont like cheese.hadnt --- had not --- Example: I hadnt thought of that!hasnt --- has not --- Example: She hasnt telephoned yet.isnt --- is not --- Example: She isnt listening to you.mustnt --- must not --- Example: Children mustnt play with fire.neednt --- need not --- Example: You neednt worry about that.shouldnt --- should not --- Example: You shouldnt smoke cigarettes.wasnt --- was not --- Example: I wasnt joking when I said that.werent --- were not --- Example: They werent invited to the party.wont --- will not --- Example: I wont be able to attend the conference.wouldnt --- would not --- Example: She wouldnt be surprised if he showed up at th e party. Contractions in Speech English learners should become familiar with contractions in order to understand the grammar of what is said quickly. Native English speakers tend to speak quickly and glide over function words such as helping verbs. Most English contractions are contractions of helping verbs, so an understanding of the role these contracted helping verbs play in grammar can help you better understand spoken English. English learners should feel free to use contractions whenever they speak, but the use of contractions is not required. If you prefer to speak using full helping verb forms, continue to do so, but become familiar with contractions in order to help your understanding.

The United States Of The Bible - 1536 Words

â€Å"Of the many influences that have shaped the United States into a distinctive nation and people, none may be said to be more fundamental and enduring than the Bible (Reagan).† These are words spoken by the 40th President of the United States of America, Ronald Reagan. The fundamentals of the Bible are vast, a few include God as creator of all, sin and its consequences, God’s redemption of mankind through Jesus, the work of the Holy Spirit, and Heaven and hell. The Christian Bible is comprised of the 39 books in the Old Testament and 27 books in the New Testament. A man by the name of Marcion is believed to have rendered the first canon of the Bible. Though he grew up in a Christian home, and is perhaps one of the most influential and impactful men to walk the earth, Marcion is also considered one of the most reviled heretics. So much so, he was excommunicated from the church because his teachings departed from traditional Christianity. His teachings were rad ical, and caused many to follow him, thus starting a movement that came to be known as Marcionism. First, let’s examine a little about Marcion’s background. â€Å"Marcion of Sinope (84 - c.160 AD), born at Sinope in Pontus, the son of a bishop (Theopedia).† Additional information advised this about Marcion, â€Å"His near-contemporaries Rhodo described him as a â€Å"mariner† and Tertullian described him as a â€Å"ship-master (digplanet.com).† He was considered a wealthy man as well. Allegation leveled against MarcionShow MoreRelatedAmerican Culture747 Words   |  3 PagesToday, the United States is the largest economic and military power in the world, the political freedom and education level of the people are universally acknowledged to be among the top 3 in the world; so, what kind of American spirit has shaped the United States? 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Doing as such has reaffirmed the Senates confidence that God is the Sovereign Lord of our Nation. Barry C. Black right now serves as the profound counsel and instructor for the United States Senate with the title of Chaplin. Throughout the years, this position has run from low maintenance, to now a full time position (United States Senate, 2011) . There are various perspectives on theRead MoreDemocracy And Democracy908 Words   |  4 Pagesespecially rule of the majority† (â€Å"Democracy†) Likewise, a democracy can be defined as â€Å"a form of government in which the people decide policy matters directly, through town hall meetings or by voting on ballot initiatives and referendums† (â€Å"Is the United States a Democracy?†). Hence, a democracy is simply rule by those who have the greatest support or following. Another term for this is â€Å"pure democracy† or as Benjamin Rush, a signer of the Declaration of Independence, called it, a â€Å"Mobocracy.† In contrastRead MoreAmericas History Founded on the Bible: Investigating America’s Relationship with the Bible throughout Time725 Words   |  3 PagesBrief History of the Bible The first piece that contributes to the bible can said to be the Ten Commandments which were made around 1400 BC. New and Old Testaments start arising in the late BC and beginning of AD. Around 1455 AD is when the first bible is massed produced and it is written in Latin. The first fully produced bible in English is in 1535 AD. These bible were not Authorized for public use until 1539 when â€Å"The Great Bible† is produced. The translations of the bible have been derived fromRead MoreMiranda Fleming. Word Count: 1,674. 3/16/17. 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From countries such as Poland, Ireland, Russia, and Germany. Many of these ethnic groups were Catholic and Jewish parishioners. Immigration impacted American’sRead MoreThesis: Is Abortion Morally Permissible?851 Words   |  4 Pagestherefore do not have the right to life. When a person has a â€Å"right,† it indicates that the person is justified to do something. For example in a legal stance, every United States citizen has the right to vote. Therefore no one can prevent a United States citizen from voting, since the citizen is justified to vote according to United States law. In a moral stance, since an adult has a right to life an d not a fetus, my mother, technically if ever placed in a situation for choosing between my mother andRead MoreShould Euthanasia Be Legalized?1039 Words   |  5 Pagesoption of euthanasia? Because of these reasons: it is illegal in 49 of the states of the United States, except Oregon, since 1828, when the first known anti-euthanasia law was passed in the state of New York. In Oregon, the law states that once a terminally ill adult requests euthanasia, two physicians must agree that the patient is sane and has less than six months to live. Euthanasia is illegal because the United States is based on puritan beliefs that dictate that you cannot take your own lifeRead MoreCapital Punishment1018 Words   |  5 Pageslethal injection, or by the way the victim died (The Innocence Project). Various people who are opposed to the death penalty also say that capital punishment sometimes condemns the innocent to die. According to Amendment five in the United States Bill of Rights, â€Å"No person shall be held to answer for a capital crime, or otherwise infamous crime unless on a presentment of an indictment of a grand jury†, except in military cases. 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The Ancient Greek Iconoclast’s Philosophy of Education Free Essays

The basic philosophical foundation that supports the Socratic philosophy of education Socrates, in The Republic, begins his query by asking how is it best to live one†s life? He suggests the best life is lived in such a fashion that is conducive to creating a just society. Such a society is the one designed that is most conducive to justice, and therefore to happiness, as opposed to pleasure. Remember that happiness for the Greeks was not a matter of individual self-fulfillment. We will write a custom essay sample on The Ancient Greek Iconoclast’s Philosophy of Education or any similar topic only for you Order Now Rather, Socrates considered happiness as fulfilling one†s most fitting vocational role in society. Socrates defined a society that is best in autocratic terms-a cobbler should not rule, and a potential ruler or philosopher should not make shoes, because this is antithetical to their natural abilities and fitness. But although Socrates advocated oligarchy as the fittest system of governance, he did not advocate aristocracy. In one of his earlier dialogues, called the â€Å"Meno,† Socrates is shown leading a slave boy through mathematical proofs. With correct prompting the boy is thus able to recover innate knowledge about the world. Thus Socrates saw intellectual gifts as intrinsic to the human mind and not necessarily based on the ability of the tutor. This is why Socrates did not charge for his teachings, unlike the Sophists. (Kemerling, 2002,†Socrates,† The Philosophy Pages) But to accept the Socratic doctrine one must also believe that potential intellectual abilities are not democratically bestowed upon individuals as suggested by the Sophists, who aimed to teach all people to rhetorically please the people in the law courts and in the political sphere, by using clever phrases. Socrates believed that there was an inherent paradox in acquring knowledge â€Å"the most fundamental questions about our own nature and function,† are actually unaswerable and undemonstratable by common rhetorical devices, therefore â€Å"it seems impossible for us to learn anything. The only escape, Socrates proposed, is to acknowledge â€Å"that we already know what we need to know.† (Kemerling, 2002, â€Å"Plato: Immortality and the Forms-Doctrine of Recollection,† Philosophy Pages) How does this philosophy define the roles of teacher? From the â€Å"Meno† cited above, it might seem that Socrates saw himself primarily as a questioner and a facilitator of the recollection innate gifts. â€Å"The dialogue form was probably invented by Plato† to portray the Socratic method, otherwise known as the dialectic.† (Huffman, 2005) The method known as the Socratic method of teaching, still practiced in many schools (particularly law schools) today, â€Å"consisted of asking questions like ‘What is courage?† of people who were confident of the answer. Socrates, claiming ignorance of the answers to the questions, would gradually show the people’s beliefs to be contradictory. Socrates did not answer his questions, though much could be learned from the course of the discussion.† (Huffman, 2005) How will this philosophy guide the learning expectations in a classroom? Using questions places the teacher in some authority, as the teacher directs the discussion through involved questioning. However, it also demands a great deal of preparedness and attentiveness on the part of the student, combined with a willingness to question what the student†s society may deem to be common sense. Students of innately high ability are supposed to continually excel, to justify the teacher†s expectations of the student’s gifts. Ultimately, this questioning of common sense doctrine resulted in the condemnation of Socrates for corrupting the youth of Athens and of questioning the piety of the Greek gods. (Huffman, 2005) How will this philosophy exemplify the high standards of teaching? On one hand, the Socratic dialectic may seem to be an equalizing form of philosophy. Anyone can answer the questions of the teacher. But because the method stresses student recollection, rather than the teacher†s ability to mold or impart knowledge upon a blank slate, it did not function as such in Socrates† actual practice. The Republic, the delineation of the ideal state, advances a tiered division of society, mimicking the division of the body into soul, heart, and lower regions-rulers are innately of the mind, warriors of the heart or hands, and laborers of the lower regions of the body. â€Å"Only those with a philosophical temperament, Plato supposed, are competent to judge between what merely seems to be the case and what really is, between the misleading, transient appearances of sensible objects and the the permanent reality of unchanging, abstract forms.† (Kemerling, 2002, Philsophy Pages, â€Å"Plato: Education and the Value of Justice†) How will this philosophy address public expectations concerning student achievement? Accountability? In the world of the Republic, students of high levels of ability do not necessarily have empowerment over their education. Although they are subjected to rigorous Socratic questioning, they are also kept away from members of other classes of society, and not permitted to be corrupted by fairytales and myths that could take them away from their innate gifts of purely understanding the nature of virtue and the world of the forms. â€Å"Perhaps our best alternative, Socrates held, is to suppose that virtue is a (divinely bestowed?) true opinion that merely happens to lack the sort of rational justification which would earn it the status of certain knowledge,† and therefore virtue is unteachable. (Kemerling, 2002, â€Å"Plato: Immortality and the Forms-Doctrine of Recollection,† Philosophy Pages) Student achievement thus ultimately lies in the ability of the student, and the accountability of the teacher lies in his or her ability to select the correct student for the correct form of learning, rather than his or function as a teacher in the classroom. How to cite The Ancient Greek Iconoclast’s Philosophy of Education, Papers

PRODUCTIVITY GROWTH HYPTHESIS Essays - Statistical Inference

PRODUCTIVITY GROWTH HYPTHESIS Business PRODUCTIVITY GROWTH HYPTHESIS In this assignment, we will attempt to study the effects that difference in Income Ratio (henceforth known as I.R.) between the years 1980 and 1990 have on the Productivity Growth (P.G.) during the same period of time. The Income Ratio of one specific year can be found if we take the average income of the richest faction of a country (the richest 20% of the population) and divide it by that of the poorest faction (the poorest 20%). In this assignment, the Income Ratios that were used were those of 13 different countries. The I.R.'s on both 1980 and 1990 were taken for all these countries and, to find the difference between them, the I.R. for 1990 was divided by the I.R. for 1980, for each country. These new numbers illustrate the change of I.R. between the two years so that we can compare how the P.G. changes in relation to the changes in the I.R.. On this assignment, we use inductive reasoning to examine the data and find a theory (a hypothesis) that would combine the data given in a way that would make sense, based solely on our data. How do we know if the "theory" that we formulate makes sense? In this case we will plot the points (derived from the column "I.R. 1990/1980," going on the x-axis, and the column "Productivity Growth 79-90," on the y-axis). According to how the points are on the graph in relation to the Average Point (0.94,1.45) (point that is an average of all values and which divides the graph into four Quadrants), if 80% of these points are where they would be expected to be to conform to the hypothesis, then there is no reason to reject this hypothesis. If, on the other hand, the majority of the points does not conform to our hypothesis (are not where they were predicted to be), then it is rejected. Another method of reasoning frequently used by Mainstream economists is "deductive knowledge," as opposed to "inductive," described above. Their theory is formulated and only then it is applied to the data. Their theory on this subject suggests that productivity within a country grows when the population has incentives to work harder (or to work more). When the gap between rich and poor increases (an increase in I.R. form 1980-90, resulting in a larger ratio on the column I.R. 1990/1980), so does the population's eagerness to work, therefore increasing the Productivity Growth. Since when one variable goes up the other also goes up, there is a positive (or direct) correlation between the two. Mainstream economists use deductive reasoning to deduce that there exists a positive correlation between the two factors. In short, their hypothesis is that when the Income Ratio increases, the Productivity Growth also increases, since people are more motivated. For this to be true, we would expect a line going up and to the right on the graph, passing by Quadrants II and IV. Most points (80% or more) would have to be on these two Quadrants. This, however, is not the case (see graph), since only about 30.77% of the points plotted satisfy these conditions. Since the original hypothesis was rejected, we might want to see if there is a negative correlation between the two variables (that is, as one goes up, the other goes down). Our new hypothesis would then be "as the Income Ratio increases, the Productivity Growth decreases." Then, in the case of a high I.R., people in lower classes would rationally start to feel insecure and that their work is not being recognized by society, therefore losing motivation and producing less. In this case, since there's a negative correlation, one would expect the line on the graph to go downwards, from left to right, passing on Quadrants I and III. If this hypothesis were valid, 80%+ of the points would have to be on these Quadrants. This is also not the case, for only 69.32% of the points are on the appropriate Quadrants. Like the first, this second hypothesis also has to be rejected. After analyzing these two relationships and seeing that neither is valid, we conclude that there is no direct relationship between the two variables tested. That does not mean that one has no effect on the other (it probably does), only that there may be other factors and influences involved that have not been accounted for in this assignment and that one is not the only factor responsible for the changes in the other. DATA SHEET