Graduate level Economic question Assignment Example | Topics and Well Written Essays - 250 words

Graduate level Economic question - Assignment Example The outlook beyond 2012 is positive, where investments from the EU, Japan, China etc resume, and banking hubs like HK and Singapore resume expansion in developed economies. The deficit shall continue to increase for the foreseeable future. The government is printing like never before to keep the impact from its citizens. Due to this huge unsupported cash in the economy, the result shall be a hyper-inflationary trend that shall fuel an even tighter control on spending from consumers. The result will be a sudden loss of the US dollar’s purchasing power, causing other countries to exit long term treasury bonds to safer pastures (Williams 13). As soon as that happens, the bottom will fall out of the markets, as the others’ fear of American collapse will not fuel the support to the dollar, as the US shall have internally made it’s currency worthless. Federal reserve Policies will focus on a sustained purchase of gold to back the huge amount of dollars not backed by any assets, thereby causing gold to soar, and therefore become unaffordable to America itself. The feds will have to raise interest rates to protect the dollar, causing a fur ther slowdown in demand (Williams

Fashion in History - Bridging the Gap Essay Example | Topics and Well Written Essays - 1000 words

Fashion in History - Bridging the Gap - Essay Example The essay "Fashion in History - Bridging the Gap" gives a review of the article of McRobbie and discusses it. She says that consumption by many is considered to be a feminist character and the different aspects regarding it are left untouched by many writers. The fact regarding the production of the goods of consumption, the money which accounts for the consumption are all missed when talking about it. That is there is no reference to the difficulties women have to face for the consumption of goods. The fact that the females actually consume goods not only for themselves but also their children and their house is not seen. She says that consumption is a wide topic and that females are considered to be the main consumers just explains one part of the consumption process. The ethnicity, gender and class are also missed upon when consumption is talked about. The problem of how poor females cope up with issues of consumption, the link between consumption and production is not considered. Thus McRobbie argues that a lot of major issues are overlooked and for a proper understanding of the consumption phenomenon, all criteria and facts regarding it should be seen. Many writers like Pumphrey, Felsky and Reekie have discussed regarding the fact that consumption has been dominated by females and Pumphrey and Reekie have analyzed the issue of consumption a bit ahead but again not all aspects have been viewed. With an advance in education, the issue of consumption started to get discussed in the late twentieth century.

Developing Autonomy in Learning

Developing Autonomy in Learning Thinking of me as an educator or instructor, and entering in teaching profession is one of my dreams and goals of life. This time a graduate study is giving me the opportunity to explore my professional development in the field of teaching and education. Before entering to the first class of practicum, naturally I was feeling the burden of responsibilities in terms of thinking more critically about my objectives, actions and ethical ways of performing my duties within the context of my work as a preceptee. Interestingly, just before the beginning of the class I was asked by one of my facilitators that what will you do after MScN and getting training of an educator? My answer was â€Å"you are the inspiration for me and will walk on your steps†. The next comment that I received was â€Å"you may walk on my steps but what change will you make†? These comments squeezed my thoughts and motivated me to think of a change I may make and expect in the field of education through getting experience from the education practicum. Reflective practice is an integral part of teaching and learning. It helps in being honest to our selves, become aware of our surroundings and understands our own feelings. In this paper I am going to reflect on a wonderful experience of evaluating undergraduate students during double jump exam as a faculty, strategies to facilitate students’ anxiety during exam, and reflect on the purpose of double jump exam. It was challenging to assess students in limited time according to evaluation criteria that should be understood by faculty prior to assess. Since, I have to evaluate students as a faculty but, at that time I was having difficulty in getting into my role because I was realizing and feeling students’ anxiety within myself. I had to assess students and simultaneously to document their assessment findings at the same time. This was the most demanding work for me being honest and non-judgmental during evaluation. Students’ assessment and evaluation require inte nse preparation of self-management, control over your own beliefs and judgments, expectations and commitments towards students that articulate with the outcomes to be achieved. I encountered one student during the exam. He looked confident and well-prepared when he entered at history taking and health assessment station. I explained him the exam criteria and timings to complete the history taking and system assessment in 20 mins (10 mins for each) under the supervision of course faculty. When he started taking history from simulated patient, his physical appearance and way of asking questions from the patient depicted some physical and psychological symptoms of anxiety. He was feeling nervous, speaking very fast, shaking, going blank during history taking and health assessment. We did not interfere during his attempt thinking that he might be recalling therefore, he should not be distracted. After few minutes, the student verbalized that â€Å"mam sorry I am lost, I cannot concentrate, and I am feeling that I have forgotten everything†. This was the peak time where I didn’t have the authority to respond or intervene in this situation being pre ceptee. Moreover, due to time limitation of the double jump exam, the course faculty could not discuss the strategies to solve student situation with me. However, she counseled that student very positively, made him comfortable and gave 5 mins to list down the sequence of nervous system which he had to perform on the patient. The student made the sequence but even though he was unable to perform further and had withdrawn. Interestingly, the student performed very well in the next part which was identifying 3 medical diagnoses along with rationale and interpreting X-ray and ECG rhythm. This scenario was challenging in terms of facilitating student’s anxiety, justifying role and responsibilities as a faculty, and exhibiting non-judgmental attitude with other students. Faculty plays a pivotal role in addressing students’ stress during exam. Responding to students in stress or anxiety is often confusing and overwhelming. Some level of anxiety is productive in performing better in academia but non-productive stress or anxiety leads to failure (Burns, 2004). In this particular situation, there could be many reasons for having test anxiety and poor performance. The reasons could be lack of exam preparation, studying late night before exam, worrying about past performance, lack of confidence, fear of performing assessment on simulated patients, fear of faculty presence, and so forth (Birjandi Alemi, 2010). What I reflect throughout this exam is if I would have been in that situation as an invigilator, I would have allowed student to sit down and relax for 5 mins, and invigilate another student during that interval to save time; provided to use cue cards of health assessment to review since it was allowed to use it 3 times during the exam and there was no penalty or marks deduction. However, the student was not given chance to use cue cards which was questionable. The physical appearance of that student and his intellectual ability was revealing me that he has done his preparation but he was blank due to performance exam anxiety. Because, he performed outstanding job in making differential diagnosis, integrating lab values, and ECG and X-ray interpretation. If he would not have done his preparation, he would have flunked from the entire exam process. Course coordinator’s opinion could have been taken to facilitate student’s performance. Lastly, he could have given second chance to perform later as an exceptional case but it won’t be justified with other students who were prepared and performed on time. What is the purpose of double jump exam is very ambiguous to me. If it is to assess students’ interviewing skills, health assessment, and drawing clinical concept map than this is a part of their routine clinical practice that can be evaluated while caring for patients in the hospital setting. In contrast, the purpose of it is to evaluate critical thinking to identify patients’ clinical parameters and health issues. Therefore, they should have trained in hospital placement where they can analyze cardiac rhythms on monitor, identify ventilator parameters, monitor invasive lines according to patients’ pathological conditions, develop plan of care and treatment on real patients which is an actual experiential learning hence, is a goal to engage students in continuous learning and assessment process. The purpose of good academic assessment is to engage students in autonomous learning and to determine how to fuse theory and practice (Taylor, 1998). There will be no ex tra efforts required in terms of administration and arrangement of human and material resources to plan double jump test which is one of the lengthy and stressful assessment strategies for students. Moreover, it will also prevent from the duplication of assessment which is already a part of clinical learning goals and outcomes. Performing on simulated patients often doesn’t provide actual patients’ symptoms and medical problems to identify and intervene. Students usually get preoccupied in identifying and verbalizing normal findings so they prepare themselves accordingly. However, the purpose is to allow them to think critically and recognize patients’ actual medical problems. Therefore, in my perspective, this learning can be facilitated during clinical. Adult learners are responsible for their own learning. They are motivated when they are given autonomy of learning, ongoing facilitation and feedback from faculty. They require explicit instructions and appropriate responses from the faculty when they are flooded with stress and anxiety. Overall, this was a meaningful journey for me to experience the exam system from student’s and faculty’s perspectives.

Analysis of Willa Cathers OPioneers! :: Willa Cathers OPioneers! Literature Essays

Analysis of Willa Cather's O'Pioneers! Willa Cather’s best known novel, O’Pioneers!, is an epic story of hope and courage in the late 1800s on the American frontier. During the story, the main character Alexandra Bergson grows to love her land in central Nebraska. The land is her home and livelihood. The land is the reason her father moved them there in early 1880s. The land known as the Divide proves to be a very tough place to live. It will drive many of the settlers away, but in time shows the strength and strong-willed personality of Alexandra. This story represents an unconventional love story where there is more love from a person for the land, rather than for a human being. When John Bergson, Alexandra’s father dies, she inherits the farm and takes the responsibility of taking care of the land. He entrusts her with the farm because he knows she will work hard to save the farm. Because she is the oldest child, she must set the example for her younger brothers Emil, Lou, and Oscar. (The story gives very little reference to their mother, who also dies.) As the story progresses, Alexandra learns new farming techniques from Ivar (who later becomes a servant) and the farm soon becomes more successful than any of the other farms on the Divide. About three years after the story begins, Carl Linstrum, Alexandra’s best friend moves away. This is very hard for Alexandra because they are very close. Carl is the only person who understands her. This is not the only hardship that she has to endure; moreover, her closest brother, Emil, and her best friend Marie Shabata are killed later on in the story by Marie’s jealous husband Frank. Alexandra looks at the land like it is her best friend, possibly even like a human being. She constantly looks for ways to improve it. This gives her more pleasure than anything else, and yet she is comfortable with being emotionless from her the outside world.

Japanese Occupation Essay

Characteristics of Philippine literature during Japanese occupation 1. The Philippine literature during that time is full of chaos, war, because of Japanese occupation. 2. Filipinos during that time surrender but instead of giving up till the end they fight together with general Douglas MacArthur 3. The Philippines is conquered by Japanese but because of guerrillas some islands are conquered. 4. Japanese had pressed large numbers of Filipinos into work details and even put young Filipino women into brothels. Historical background Japan launched an attack on the Philippines on December 8, 1941, just ten hours after their attack on Pearl Harbor. Initial aerial bombardment was followed by landings of ground troops both north and south of Manila. The defending Philippine and United States troops were under the command of General Douglas MacArthur, who had been recalled to active duty in the United States Army earlier in the year and was designated commander of the United States Armed Forces in the Asia-Pacific region. The aircraft of his command were destroyed; the naval forces were ordered to leave; and because of the circumstances in the Pacific region, reinforcement and resupply of his ground forces were impossible. Under the pressure of superior numbers, the defending forces withdrew to the Bataan Peninsula and to the island of Corregidor at the entrance to Manila Bay. Manila, declared an open city to prevent its destruction, was occupied by the Japanese on January 2, 1942. The Philippine defense continued until the final surrender of United States-Philippine forces on the Bataan Peninsula in April 1942 and on Corregidor in May. Most of the 80,000 prisoners of war captured by the Japanese at Bataan were forced to undertake the infamous â€Å"Bataan Death March† to a prison camp 105 kilometers to the north. It is estimated that as many as 10,000 men, weakened by disease and malnutrition and treated harshly by their captors, died before reaching their destination. Quezon and Osmeà ±a had accompanied the troops to Corregidor and later left for the United States, where they set up a government-in-exile. MacArthur was ordered to Australia, where he started to plan for a return to the Philippines. The occupation The Japanese military authorities immediately began organizing a new government structure in the Philippines. Although the Japanese had promised independence for the islands after occupation, they initially organized a Council of State through which they directed civil affairs until October 1943, when they declared the Philippines an independent republic. Most of the Philippine elite, with a few notable exceptions, served under the Japanese. Philippine collaboration in Japanese-sponsored political institutions – which later became a major domestic political issue – was motivated by several considerations. Among them was the effort to protect the people from the harshness of Japanese rule (an effort that Quezon himself had advocated), protection of family and personal interests, and a belief that Philippine nationalism would be advanced by solidarity with fellow Asians. Many collaborated to pass information to the Allies. The Japanese-sponsored republic headed by Preside nt Josà © P. Laurel proved to be unpopular. Resistance Japanese occupation of the Philippines was opposed by active and successful underground and guerrilla activity that increased over the years which eventually covered a big portion of the country. Opposing these guerrillas were a Japanese-formed Bureau of Constabulary (later taking the name of the old Constabulary during the Second Republic), Kempeitai, and the Makapili.[4]Postwar investigations showed that about 260,000 people were in guerrilla organizations and that members of the anti-Japanese underground were even more numerous. Such was their effectiveness that by the end of the war, Japan controlled only twelve of the forty-eight provinces. The Philippine guerrilla movement continued to grow, in spite of Japanese campaigns against them. Throughout Luzon and the southern islands Filipinos joined various groups and vowed to fight the Japanese. The commanders of these groups made contact with one another, argued about who was in charge of what territory, and began to formulate plans to assist the return of American forces to the islands. They gathered important intelligence information and smuggled it out to the American Army, a process that sometimes took months. General MacArthur formed a clandestine operation to support the guerrillas. He had Lieutenant Commander Charles â€Å"Chick† Parsons smuggle guns, radios and supplies to them by submarine. The guerrilla forces, in turn, built up their stashes of arms and explosives and made plans to assist MacArthur’s invasion by sabotaging Japanese communications lines and attacking Japanese forces from the rear. Various guerrilla forces formed throughout the archipelago, ranging from groups of U.S. Army Forces Far East (USAFFE) forces who refused to surrender to local militia initially organized to combat banditry brought about by disorder caused by the invasion. Several islands in the Visayas region had guerrilla forces led by Filipino officers, such as Colonel Macario Peralta in Panay, Major Ismael Ingeniero in Bohol, and Captain Salvador Abcede in Negros. The island of Mindanao, being farthest from the center of Japanese occupation, had 38,000 guerrillas that were eventually consolidated under the command of American civil engineer Colonel Wendell Fertig. One resistance group in the Central Luzon area was known as the Hukbalahap (Hukbo ng Bayan Laban sa Hapon), or the People’s Anti-Japanese Army organized in early 1942 under the leadership of Luis Taruc, a communist party member since 1939. The Huks armed some 30,000 people and extended their control over portions of Luzon.[11] However, guerrilla activities on Luzon were hampered due to heavy Japanese presence and infighting of the various groups,[12] including Hukbalahap troops attacking American-led guerrilla units.[13][14] Lack of equipment, difficult terrain and undeveloped infrastructure made coordination of these groups nearly impossible, and for several months in 1942 all contact was lost with Philippine resistance forces. Communications were restored in November 1942 when the reformed Philippine 61st Division on Panay island led by Colonel Macario Peralta was able to establish radio contact with the USAFFE command in Australia. This enabled the forwarding of intelligence regarding Japanese forces in the Philippines to SWPA command as well as consolidating the once sporadic guerrilla activities and allowing the guerrillas to help in the war effort. Among the signal units of Col Peralta were the 61 Signal Company manned by 2LtLudovico Arroyo Baà ±as, which was attached to forces of the 6th Military Division, stationed in Passi, Iloilo, under the command of Capt. Eliseo Espia; and the 64th Signal Company of the same Military Division, under the Command of LtCol. Cesar Hechanova, to which 2Lt. Baà ±as was given the responsibility sometime later. Increasing amounts of supplies and radio were delivered by submarine to aid the guerrilla effort. By the time of the Leyte invasion, four submarines were dedicated exclusively to the delivery of supplies to the guerrillas. Other guerrilla units were attached to the SWPA, and were active throughout the archipelago. Some of these units were organized or directly connected to pre-surrender units ordered to mount guerrilla actions. An example of this was Troop C, 26th Cavalry. Other guerrilla units were made up of former Philippine Army and Philippine Scouts soldiers who had been released from POW camps by the Japanese. Others were combined units of Americans, military and civilian, who had never surrendered or had escaped after surrendering, and Filipinos, Christians and Moros, who had initially formed their own small units. Colonel Wendell Fertig organized such a group on Mindanao that not only effectively resisted the Japanese, but formed a complete government that often operated in the open throughout the island. Some guerrilla units would later be assisted by American submarines who delivered supplies,[21] evacuate refugees and injured, as well as inserted individuals and whole units, such as the 5217th Reconnaissance Battalion, and Alamo Scouts. By the end of the war some 277 separate guerrilla units made up of some 260,715 individuals fought in the resistance movement.Select units of the resistance would go on to be reorganized and equipped as units of the Philippine Army and Constabulary. End of the occupation When General MacArthur returned to the Philippines with his army late in 1944, he was well supplied with information. It has been said that by the time MacArthur returned, he knew what every Japanese lieutenant ate for breakfast and where he had his hair cut. But the return was not easy. The Japanese Imperial General Staff decided to make the Philippines their final line of defense, and to stop the American advance toward Japan. They sent every available soldier, airplane and naval vessel into the defense of the Philippines. The Kamikaze corps was created specifically to defend the Philippines. The Battle of Leyte Gulf was the biggest naval battle of World War II, and the campaign to re-take the Philippines was the bloodiest campaign of the Pacific War. But intelligence information gathered by the guerrillas averted a bigger disaster—they revealed the plans of Japanese General Yamashita to entrap MacArthur’s army, and they led the liberating soldiers to the Japanese fortifications. MacArthur’s Allied forces landed on the island of Leyte on October 20, 1944, accompanied byOsmeà ±a, who had succeeded to the commonwealth presidency upon the death of Quezon on August 1, 1944. Landings then followed on the island of Mindoro and around the Lingayen Gulfon the west side of Luzon, and the push toward Manila was initiated. The Commonwealth of the Philippines was restored. Fighting was fierce, particularly in the mountains of northern Luzon, where Japanese troops had retreated, and in Manila, where they put up a last-ditch resistance. The Philippine Commonwealth troops and the recognized guerrilla fighter units rose up everywhere for the final offensive. Filipino guerrillas also played a large role during the liberation. One guerrilla unit came to substitute for a regularly constituted American division, and other guerrilla forces of battalion and regimental size supplemented the efforts of the U.S. Army units. Moreover, the loyal and willing Filipino population immeasurably eased the problems of supply, construction,civil administration and furthermore eased the task of Allied forces in recapturing the country. Fighting continued until Japan’s formal surrender on September 2, 1945. The Philippines had suffered great loss of life and tremendous physical destruction by the time the war was over. An estimated 1 million Filipinos had been killed from all causes; of these 131,028 were listed as killed in seventy-two war crime events. U.S. casualties were 10,380 dead and 36,550 wounded; Japanese dead were 255,795. A Japanese soldier stand in front of US propaganda, in the Philippines. American period 1898–1946 This article covers the history of the Philippines from 1898 to 1946 and spans the Spanish-American War (after which the United States acquired the Philippines from Spain) and the subsequent Philippine–American War, the Philippines as a U.S. territory, the Philippine Commonwealth, the Japanese occupation of the Philippines during the World War II, and Philippine independence from the U.S. in 1946. (but I will not include the Japanese occupation because I already did in previous topic) *The Katipunan revolution which had begun in 1896 had formally ended with the Pact of Biak-na-Bato, a truce between the Spanish government and the principal revolutionary leaders which had been signed in November 1897. Emilio Aguinaldo, who held the office of President in the revolutionary government, and other revolutionary leaders were given amnesty and a monetary indemnity by the Spanish government in return for which the rebel government had agreed to go into voluntary exile in Hong Kong. ————————————————- Spanish-American War period (1898) ————————————————- On April 19, 1898, following on a joint congressional resolution, U.S. President William McKinley signed an ultimatum demanding that the government of Spain at once relinquish its authority and government in the Island of Cuba and withdraw its land and naval forces from Cuba and Cuban waters. This resulted on April 20 in a declaration of war against the United States by Spain, followed on April 25 by a declaration of war by the U.S. against Spain. ————————————————- On February 25, 1898, following the sinking of the USS Maine in Havana Harbor on February 15, Theodore Roosevelt sent the following cable to Commodore George Dewey, commanding the U.S. Navy’s Asiatic Squadron: â€Å"| Order the squadron, except the Monocacy, to Hong Kong. Keep full of coal. In the event of declaration of war Spain, your duty will be to see that the Spanish squadron does not leave the Asiatic coast, and then offensive operations in Philippine Islands. Keep Olympia until further orders.| †| The gunboat USS Monocacy was at the time on assignment to carry the U.S. Minister to China on visits to the open ports on the Yangtze River. On April 24 word was received that the U.S. and Spain were at war, and the squadron was ordered by the British (a non-belligerent) to leave Hong Kong. It first moved 30 miles north to Mirs Bay on the Chinese coast and the departed from there for the Philippines on April 27, reaching Manila Bay on the evening of April 30. Battle of Manila Bay The first battle of the Spanish-American war took place in the Philippines. On May 1, 1898. In a matter of hours, Commodore Dewey’s Asiatic Squadron defeated the Spanish squadron under Admiral Patricio Montojo y Pasarà ³n. The U.S. squadron took control of the arsenal and navy yard at Cavite and Dewey cabled Washington stating that, although he controlled Manila Bay, he needed 5000 men to seize Manila itself. U.S. preparation for land operations and resumption of the Philippine revolution The completeness of Dewey’s victory, so early in the war, prompted the administration of President William McKinley to send the troops necessary to capture Manila from the Spanish. The U.S. Army sent substantially more than Dewey asked for, the 10,844 man VIII Corps (PE), under the command of Major General Wesley Merritt. Meanwhile, Dewey dispatched the cutter McCulloch to Hong Kong to transport Aguinaldo to the Philippines. Aguinaldo arrived on May 19 and, after a brief meeting with Dewey, resumed revolutionary activities against the Spanish. Public jubilance marked the Aguinaldo’s return. Several revolutionaries, as well as Filipino soldiers employed by the Spanish army, submitted themselves to Aguinaldo’s command and the Philippine Revolution against Spain resumed. Soon, Imus and Bacoor in Cavite,Paraà ±aque and Las Pià ±as in Morong, Macabebe and San Fernando in Pampanga, as well as Laguna, Batangas, Bulacan, Nueva Ecija,Bataan, Tayabas (now Quezon), and th e Camarines provinces, were liberated by the Filipinos and the port of Dalahican in Cavite was secured. The revolution was gaining ground. On May 24, 1898, in Cavite, Aguinaldo issued a proclamation in which he assumed command of all Philippine forces and established a dictatorial government with himself as dictator. Philippine declaration of independence and establishment of Philippine governments On 12 June 1898, at Aguinaldo’s ancestral home in Cavite, Philippine independence was proclaimed and The Act of Declaration of Philippine Independence was read. The act had been prepared and written by Ambrosio Rianzares Bautista in Spanish, who also read it. The act opens with the following words: â€Å"| In the town of Cavite-Viejo, Province of Cavite, this 12th day of June 1898:BEFORE ME, Ambrosio Rianzares Bautista, War Counsellor and Special Delegate designated to proclaim and solemnize this Declaration of Independence by the Dictatorial Government of the Philippines, pursuant to, and by virtue of, a Decree issued by the Engregious Dictator Don Emilio Aguinaldo y Famy, †¦| †| On 18 June, Aguinaldo issued a decree formally establishing his dictatorial government. On June 23, Aguinaldo issued a decree replacing his dictatorial government with a revolutionary government, with himself as President. Aguinaldo later claimed that an American naval officer urged him t o return to the Philippines to fight the Spanish and said â€Å"The United States is a great and rich nation and needs no colonies†. Aguinaldo said that after checking with Dewey by telegraph, U.S. Consul E. Spencer Pratt had assured him in Singapore: â€Å"That the United States would at least recognize the Independence of the Philippines under the protection of the United States Navy. The Consul added that there was no necessity for entering into a formal written agreement because the word of the Admiral and of the United States Consul were in fact equivalent to the most solemn pledge that their verbal promises and assurance would be fulfilled to the letter and were not to be classed with Spanish promises or Spanish ideas of a man’s word of honour. Aguinaldo received nothing in writing. On April 28 Pratt wrote the Secretary of State, explaining he had met Aguinaldo, and stating just what he had done: â€Å"| â€Å"At this interview, after learning from General Aguinaldo the state of an object sought to be obtained by the present insurrectionary movement, which, though absent from the Philippines, he wa s still directing, I took it upon myself, whilst explaining that I had no authority to speak for the Government, to point out the danger of continuing independent action at this stage; and, having convinced him of the expediency of cooperating with our fleet, then at Hongkong, and obtained the assurance of his willingness to proceed thither and confer with Commodore Dewey to that end, should the latter so desire, I telegraphed the Commodore the same day as follows, through our consul-general at Hongkong | †| There was no mention in the cablegrams between Pratt and Dewey of independence or indeed of any conditions on which Aguinaldo was to coà ¶perate, these details being left for future arrangement with Dewey; and that Pratt thought that he had prevented possible conflict of action and facilitated the work of occupying and administering the Philippines.† and says that a subsequent communication written on July 28, 1898, Pratt made the following statement:– â€Å"| â€Å"I declined even to discuss with General Aguinaldo the question of the future policy of the United States with regard to the Philippines, that I held out no hopes to him of any kind, committed the government in no way whatever, and, in the course of our confidences, never acted upon the assumption that the Government would cooperate with him–General Aguinaldo–for the furtherance of any plans of his own, nor that, in accepting his said cooperation, it would consider itself pledged to recognize any political claims which he might put forward.†| †| On June 16 Secretary Day cabled Consul Pratt: â€Å"Avoid unauthorized negotiations with the Philippine insurgents,† and the Secretary wrote the consul on the same day â€Å"| The Department observes that you informed General Aguinaldo that you had no authority to speak for the United States; and, in the absence of the fuller report which you promise, it is assumed that you did not attempt to commit this Government to any alliance with the Philippine insurgents. To obtain the unconditional personal assistance of GeneralAguinaldo in the expedition to Manila was proper, if in so doing he was not induced to form hopes which it might not he practicable to gratify. This Government has known the Philippine insurgents only as discontented and rebellious subjects of Spain, and is not acquainted with their purposes. While their contest with that power has been a matter of public notoriety, they have neither asked nor received from this Government any recognition. The United States, in entering upon the occupation of the islands, as the result of its military operations in that quarter, will do so in the exercise of the rights which the state of war confers, and will expect from the inhabitants, without regard to their former attitude toward the Spanish Government, that obedience which will be lawfully due from them.If, in the course of your conferences with General Aguinaldo, you acted upon the assumption that this Government would co-operate with him for the furtherance of any plan of his own, or that, in accepting his co-operation, it would consider itself pledged to recognize any political claims which he may put forward, your action was unauthorized and can not be approved.| †| Filipino scholar Maximo Kalaw wrote in 1927: â€Å"A few of the principal facts, however, seem quite clear. Aguinaldo was not made to understand that, in consideration of Filipino cooperation, the United States would extend its sovereignty over the Islands, and thus in place of the old Spanish master a new one would step in. The truth was that nobody at the time ever thought that the end of the war would result in the retention of the Philippines by the United States.† Tensions between U.S. and revolutionary forces This and some subsequent sections of this article extensively cite portions of Worcester’s 1914 book which rely heavily on â€Å"insurgent documents† — documents of Aguinaldo’s government which, after being captured by U.S. forces, were translated into English from the original Tagalog and Spanish and were compiled and annotated by U.S. Army Captain John R. M. Taylor. In his letter of transmittal for the compilation, Taylor wrote that the documents in the compilation â€Å"| These telegrams were found by me while in charge of the division of military information, adjutant-general’s office, Division of the Philippines, among a mass of papers captured from the so-called insurgent government. I do not suppose that they are by any means all the telegrams received by Aguinaldo between June, 1898 and March, 1899. They are merely papers which have survived the vicissitudes of warfare and the series must necessarily be incomplete, but they show, to me at least, that Aguinaldo relied much on the opinion and advice of other men; that there was serious opposition to his government even in Luzon; that it had been fully determined to attack the Americans in Manila upon a favorable opportunity, and that in the event of the success of this attack the so-called insurgent government would not have continued even to call itself a republic. A republic does not award titles of nobility.| †| The first contingent of American troops under General Thomas Anderson, arrived on 30 June, the second under General Frank V. Greene on July 17, and the third under General Arthur MacArthur on July 30. General Anderson wrote Aguinaldo requesting his cooperation in military operations against the Spanish forces. Aguinaldo responded, thanking General Anderson for his amicable sentiments, but saying nothing about mili tary cooperation; General Anderson did not renew the request. In a July 9, 1898 letter, General Anderson informed the Adjutant-General (AG) of the United States Army that Aguinaldo â€Å"has declared himself Dictator and President, and is trying to take Manila without our assistance.†, opining that that would not be probable but, if done, would allow him to antagonize any U.S. attempt to establish a provisional government. On July 15, 1898, Aguinaldo issued three organic decrees assuming civil authority of the Philippines. On July 18, General Anderson wrote that he suspected Aguinaldo to be secretly negotiating with the Spanish authorities. In a 21 July letter to the Adjunt General, General Anderson wrote the Adjudant General that he had ignored Aguinaldo’s assumption of civil authority, and had let him know verbally that he could, and would, not recognize it. In another July 21 letter, General Anderson said: â€Å"Since I wrote last, Aguinaldo has put in operation an elaborate system of military government, under his assumed aut hority as Dictator, and has prohibited any supplies being given us, except by his order.† On July 24, Aguinaldo wrote a letter to General Anderson in effect warning him not to disembark American troops in places conquered by the Filipinos from the Spaniards without first communicating in writing the places to be occupied and the object of the occupation. Murat Halstead, official historian of the Philippine Expedition writes that General Merritt remarked shortly after his arrival on 25 June, â€Å"As General Aguinaldo did not visit me on my arrival, nor offer his services as a subordinate military leader, and as my instructions from the President fully contemplated the occupation of the islands by the American land forces, and stated that ‘the powers of the military occupant are absolute and supreme and immediately operate upon the political condition of the inhabitants,’ I did not consider it wise to hold any direct communication with the insurgent leader until I should be in possession of the city of Manila, especially as I would not until then be in a posi tion to issue a proclamation and enforce my authority, in the event that his pretensions should clash with my designs.† U.S. commanders suspected that Aguinaldo and his forces were informing the Spanish of American movements. Major J. R. M. Taylor later wrote, after translating and analyzing insurgent documents, â€Å"The officers of the United States Army who believed that the insurgents were informing the Spaniards of the American movements were right. Sastrà ³n has printed a letter from Pà ­o del Pilar, dated July 30, to the Spanish officer commanding at Santa Ana, in which Pilar said that Aguinaldo had told him that the Americans would attack the Spanish lines on August 2 and advised that the Spaniards should not give way, but hold their positions. Pilar added, however, that if the Spaniards should fall back on the walled city and surrender Santa Ana to himself, he would hold it with his own men. Aguinaldo’s information was correct, and on August 2 eight American soldiers were killed or wounded by the Spanish fire.† Peace protocol between the U.S. and Spain On August 12, 1898, the New York Times reported that a peace protocol had been signed in Washington at 4:23 that afternoon between the U.S. and Spain, suspending hostilities and defining the terms on which peace negotiations are to be carried on between the two. Due to time zone differences, this was in the very early morning of 13 August in Manila. The text of the protocol was not made public until November 5, but Article 3 read: â€Å"The United States will occupy and hold the City, Bay, and Harbor of Manila, pending the conclusion of a treaty of peace, which shall determine the control, disposition, and government of the Philippines.† Capture of Manila Main article: Battle of Manila (1898) On the evening of August 12, on orders of General Merritt, General Anderson notified Aguinaldo to forbid the Insurgents under his command from entering Manila. On 13 August, unaware of the peace protocol signing, U.S. forces assaulted and captured the Spanish positions in Manila. Insurgents made an independent attack of their own, as planned, which promptly led to trouble with the Americans. At 8 A.M. Aguinaldo received a telegram from General Anderson sternly warning him not to let his troops enter Manila without the consent of the American commander on the south side of the Pasig River. No attention was paid to General Anderson’s request that the Insurgent troops should not enter Manila without permission. They crowded forward with and after the American forces and found American and Spanish troops confronting each other but not firing. A flag of truce was waving from the Spanish, nevertheless the insurgents fired on the Spanish forces, provoking a return fire which killed a nd wounded American soldiers. General Anderson’s losses in the taking of the city was nineteen men killed and one hundred and three wounded. General Anderson, sent Aguinaldo a telegram, received by the latter at 6:35 P.M., as follows â€Å"| Dated Ermita Headquarters 2nd Division 13 to Gen. Aguinaldo. Commanding Filipino Forces.–Manila, taken. Serious trouble threatened between our forces. Try and prevent it. Your troops should not force themselves in the city until we have received the full surrender then we will negotiate with you._Anderson_, commanding.| †| Aguinaldo demanded joint occupation of Manila. On August 13 Admiral Dewey and General Merritt informed their superiors of this and asked how far they might proceed in enforcing obedience in the matter. General Merritt received news of the August 12 peace protocol on August 16, three days after the surrender of Manila. Admiral dewey and General Merritt were informed by a telegram dated August 17 that the President of the United States had directed: â€Å"| That there must be no joint occupation with the Insurgents. The United States in the possession o f Manila city, Manila bay and harbor must preserve the peace and protect persons and property within the territory occupied by their military and naval forces. The insurgents and all others must recognize the military occupation and authority of the United States and the cessation of hostilities proclaimed by the President. Use whatever means in your judgment are necessary to this end.| †| Insurgent forces were looting the portions of the city which they occupied, and as is abundantly shown by their own records were not confining their attacks to Spaniards, but were assaulting their own people and raiding the property of foreigners as well, and U.S. commanders pressed Aguinaldo to withdraw his forces from Manila. Negotiations proceeded slowly and, on August 31, General Elwell Otis (General Merritt being unavailable) wrote, in a long letter to Aguinaldo: â€Å"†¦ I am compelled by my instructions to direct that your armed forces evacuate the entire city of Manila, including its suburbs and defences, and that I shall be obliged to take action with that end in view within a very short space of time should you decline to comply with my Government’s demands; and I hereby serve notice on you that unless your troops are withdrawn beyond the line of the city’s defences before Thursday, the 15th instant, I shall be obliged to resort to forcible action, and that my Government will hold you responsible for any unfortunate consequences which may ensue.† After some further negotiation and exchanges of letters Aguinaldo wrote on September 16: â€Å"On the evening of the 15th the armed insurgent organizations withdrew from the city and all of its suburbs, †¦Ã¢â‚¬  In later congressional testimony in the U.S., Dewey described an arrangement he had made with the Spanish commander for the surrender of Manila: â€Å"That the Spaniards were ready to surrender, but before doing so I must engage one of the outlying forts. I selected one at Malate, away from the city. They said I must engage that and fire for a while, and then I was to make a signal by the international code, ‘Do you surrender?’ Then they were to hoist a white flag at a certain bastion; and I may say now that I was the first one to discover the white flag. We had 50 people looking for that white flag, but I happened to be the first one who saw it. I fired for a while, and then made the signal according to the programme. We could not see the white flag†”it was rather a thick day—but finally I discovered it on the south bastion; I don’t know how long it had been flying there when I first saw it.† U.S. and insurgents clash In a clash at Cavite between United States soldiers and insurgents on August 25, George Hudson, a member of the Utah regiment, was killed, Corporal William Anderson, of the same battery, was mortally wounded, and four troopers of the Fourth Cavalry were slightly wounded. This provoked general Anderson to send Aguinaldo a letter saying, â€Å"In order to avoid the very serious misfortune of an encounter between our troops, I demand your immediate withdrawal with your guard from Cavite. One of my men has been killed and three wounded by your people. This is positive and does not admit of explanation or delay.† Internal insurgent communications reported that the Americans were drunk at the time. Halstead writes that Aguinaldo expressed his regret and promised to punish the offenders. In internal insurgent communications, Apolinario Mabini initially proposed to investigate and punish any offenders identified. Aguinaldo modified this, ordering, â€Å"†¦ say that he was not killed by your soldiers, but by them themselves (the Americans) since they were drunk according to your telegram† An Insurgent officer in Cavite at the time reported on his record of services that he: â€Å"took part in the movement against the Americans on the afternoon of the 24th of August, under the orders of the commander of the troops and the adjutant of the post.† Philippine elections, Malolos Congress, Constitutional government Elections were held by the Revolutionary Government between June and September 10, resulting in Emilio Aguinaldo being seated as President in the seating of a legislature known as the Malolos Congress. In a session between September 15 and November 13, 1898, the Malolos Constitution was adopted, creating the First Philippine Republic. Negros Revolution and Republic of Negros November 6, 1898 was the day that the Negros Revolution concluded. The Cantonal Republic of Negros was established on November 27, 1898 and ended on April 30, 1901. Spanish-American War ends Article V of the peace protocol signed on August 12 had mandated negotiations to conclude a treaty of peace to begin in Paris not later than October 1, 1898. President McKinley sent a five man commission, initially instructed to demand no more than Luzon, Guam, and Puerto Rico; which would have provided a limited U.S. empire of pinpoint colonies to support a global fleet and provide communication links. In Paris, the commission was besieged with advice, particularly from American generals and European diplomats, to demand the entire Philippine archipelago. The unanimous recommendation was that â€Å"it would certainly be cheaper and more humane to take the entire Philippines than to keep only part of it.† On 28 October 1898, McKinley wired the commission that â€Å"cessation of Luzon alone, leaving the rest of the islands subject to Spanish rule, or to be the subject of future contention, cannot be justified on political, commercial, or humanitarian grounds.The cessation must be the whole archipeligo or none.The latter is wholly inadmissible, and the former must therefore be required.† The Spanish negotiators were furious over the â€Å"immodist demands of a conqueror†, but their wounded pride was assauged by an offer of twenty million dollars for â€Å"Spanish improvements† to the islands. The Spaniards capitulated, and on December 10, 1898, the U.S. and Spain signed the Treaty of Paris, formally ending the Spanish-American war. In Article III, Spain ceded the Philippine archipelago to the United States, as follows: â€Å"Spain cedes to the United States the archipelago known as the Philippine Islands, and comprehending the islands lying within the following lin e: [†¦ geographic description elided †¦]. The United States will pay to Spain the sum of twenty million dollars ($20,000,000) within three months after the exchange of the ratifications of the present treaty.[46]† In the U.S., there was a movement for Philippine independence; some said that the U.S. had no right to a land where many of the people wanted self-government. In 1898, Andrew Carnegie, an industrialist and steel magnate, offered to buy the Philippines for twenty million United States dollars and give it to the Filipinos so that they could be free of United States government. On November 7, 1900, Spain and the U.S. signed the Treaty of Washington, clarifying that the territories relinquished by Spain to the United States included any and all islands belonging to the Philippine Archipelago, but lying outside the lines described in the Treaty of Paris. That treaty explicitly named the islands of Cagayan Sulu and Sibutu and their dependencies as among the relinquished territories.

Conselling in Schools Essay

A critical examination of Person Centred Counselling and Cognitive Behaviour Therapy applied to a secondary school context. This piece of work will aim to also consider how aspects of these two approaches of counselling could be applied to support students during their journey through adolescence as well as secondary education. The role of the teacher is one that is very complicated. Often the person who stands before a class of students must wear many different hats if they are to be regarded as a good teacher. OfSTED have tried numerous times over the last two decades to describe what an outstanding teacher is. These judgements have often been based on an impromptu visit to a school once every three to five years where they visit a teacher for up to 20 minutes. Although the inspection criteria have changed somewhat since its initial implementation, it still remains, in my view as a teacher, very staged. In a review of Counselling in England, Wales and Northern Ireland, William Baginsky comments in retrospect that the Education Reform Act 1988, has resulted in teachers and pupils being valued in terms of performance indicators and a move away from a concern with pupils’ personal and social development. Robson et al. (1999), Teachers are acutely aware of the emphasis on the academic side of the curriculum-their (students) whole life seems to be pressure, course work, test, homework. McLaughlin (1999) The role of the teacher often extends beyond lesson observation criteria where they can be labelled one of four levels. What OfSTED are unable to measure in a quantifiable manner is the complex relationship between the member of staff and the students. Often in my practice I wondered how come some teachers were just better at controlling a class or they seemed more â€Å"liked† by the students. I would listen in amazement in the staffroom how some teachers had a wonderful working and purposeful relation with some students yet I had very little success with them. Having reflected on these stories I found a similar pattern. These teachers were displaying counselling skills that allowed them to build up a trust and understanding with the students. What I was not sure of was whether they were using these skills naturally or if they had developed them. I have a belief that with time teachers do develop sound counselling skills in order to support the students they work with. In the paper by McLaughlin (2007) her literature review discusses evidence to suggest that that all teachers should have first-level counselling skills, i. e. should be able to listen to pupils and to react to and respond in the emotional domain (Lang, 1993; Hamblin, 1978). Others would suggest that teachers sometimes use the word counselling to encompass activities that professional counsellors would surely not consider to be counselling at all. These include careers interviews, ad hoc advice, and crisis conversations in the corridor (Mosley, 1993) The purpose of this paper is to consider two types of counselling approaches and consider how elements of these approaches could be developed in my role as a secondary school teacher. To Carl Rogers counselling is about a special relationship that is established between the counsellor and the client- where two people sitting in the same room, the client ‘struggling to be himself’. Rogers C (1942) Rogers then goes on to suggest that counselling is about ‘the intricate, delicate web of growth which is taking place with the emergence of a self, person’. This idea of growth and actualisation was based on the humanistic approach of Maslow who is famous for his hierarchy of needs. The Actualising Tendency complements Maslow’s hierarchy of needs by attempting to explain the motivation behind a person’s desire to better their self. Rogers stated that the person-centred approach is built on a basic trust in the person (It) depends on the actualizing tendency present in every living organisms’ tendency to grow, to develop, to realize its full potential. (Rogers, 1986) Rogers’ strong belief in the actualising tendency is evident in client-centred therapy, where the client is free to choose any directions, but actually selects positive and constructive pathways. This can only be explained in terms of a directional tendency inherent in the human organism-a tendency to grow, to develop, to realize its full potential. (Rogers, 1986) The aim of the Person Centred Therapy approach it can be argued is to create the right conditions for someone to feel actualised during therapy. There is a parallel between the work of the therapist in such a condition and the classrooms within which teachers operate. Education aims to develop the skills of the students in order for them to be able to fulfil their ambitions, or to strengthen this actualising tendency which lives within every child. As many of my colleagues will agree, the desire to self-actualise is stronger in some children than others. As a result of certain episodes in their personal lives some students become more engaged with education while others seem to become less engaged the older they get. This phenomenon can be in part explained by the Rogers’ explanation of Conditions of Worth. This is when a person alters their true self in order to receive positive regard from others. According to Rogers in order to become a fully functioning person we need to experience unconditional positive regard: feeling loved and worthy no matter what. â€Å"Conditions of worth† are the â€Å"requirements’ set forth by parents or significant others for â€Å"earning† their positive regard (love). A person that has received unconditional positive regard is confident in his/her value and can live a healthy existence. Throughout school and students are always victims of what teachers create as conditions of worth. As a teacher I am guilty of creating such an environment. Education seems to only be concerned with the high achievers. This is clearly seen in the standardised measure of success for schools which is the A*-C headline figure. For those students who do not fall in this bracket their self-esteem takes an irreparable dent. The worry is that these students have spent the whole of the secondary schooling in a state of anxiety. Unable to seek help or reassurances that the imposed condition of worth by the education system is not a true reflection of their inner self and they have become disengaged with education. The benefits of schooling can be surprisingly long lasting. It is crucial to appreciate that these long-term benefits rely on both effects on cognitive performance and effects of self-esteem and self-efficacy. School experiences of both academic and non-academic kinds can have a protective effect for children under stress and living otherwise unrewarding lives. Schools are about social experiences as well as scholastic learning. Rutter (1991) As a teacher I faced an inner conflict when dealing with students who I knew were disengaged. I wanted to reflect an Unconditional Positive Regard for the student allowing myself to positively regard the individual (though not necessarily the individual’s behaviours) unconditionally, but I was governed by the culture of the school and the education system. I was forced to sanction one student for the wrong behaviour and reward another for the correct behaviour thus doing a disservice to both students. For one student I was reinforcing a condition of worth which alters the true self in order to receive positive regard from the teacher, while for the other student I was further disengaging them by sanctioning their behaviour rather than having the time to fully discuss and support them to better themselves and as a by-product their behaviour also. Often as a teacher when dealing with students I would often offer the opportunity for them to make their own choices. This was particularly evident during option evenings where students would be accompanied by their parents. It is a common theme amongst these events that majority of the time the parents and the student’s do not always agree on what subjects to choose, or the student chooses a subject which they have been unknowingly pressured into by wanting to please their parents to satisfy a condition of worth. As Rogers would suggest the external pressure on the person is overbearing on their inner trust to do what they want. This phenomenon Rogers explained through the Locus of Evaluation. Some students with a strong internal locus of evaluation would be confident in choosing the subject that they truly wanted to choose. Often t I observed that students would prefer creative subjects such as Art, Music or Drama. The parents would suggest otherwise opting for what they felt was more appropriate disregarding what the student truly wanted to do. For those students with a strong external locus of evaluation they would succumb to the pressures by those they wanted to please the most, their parents. As an adolescent undertaking the transition from childhood towards adulthood, it can be one of discovery. These discoveries are not always pleasant or hard to come to terms with. The fully functioning person is one who has achieved openness to feelings and experiences and has learned to trust inner urges and intuitions Rogers (1961). Learning to trust these inner feelings is difficult at such a young age. Indeed I would argue adults would struggle with such a concept. According to Rogers, experiences that match the self-image are symbolised (admitted to consciousness) and contribute to gradual changes in the self. Information or feelings inconsistent with the self-image are said to be incongruent. For example it would be incongruent for a student to think of themselves as good at Art when all of their class colleagues keep telling them how poor their work is. Such experiences which are seriously incongruent with the self-image can be threatening. By denying these experiences it prevents the young adult from changing and creates a gap between their inner self image and reality. As a result the incongruent person becomes confused, vulnerable and dissatisfied. The complex social interaction between students during the school day can have a lasting effect on life and academic success. Some students would greatly benefit from support with dealing with the anxieties and pressures of the school day. Counselling into schools is not a new phenomenon. In the review by William Baginsky (2007) he suggested that in 1963 the Newsom Report, looking at education for children in the lower streams of secondary schools, recommended the appointment of school counsellors. In the same year, the National Association for Mental Health held a seminar at which the relationship between schools and counselling was discussed (King, 1999). There followed, from 1965, the establishment of courses at the Universities of Keele and Reading to train people with a minimum of five years’ teaching experience to be school counsellors (Bor et al. , 2002). Such initiatives are very commendable but the person centred counselling approach requires the client to want to change. The client has to want to come for counselling in order to face their anxieties and therein enter the Core Conditions as Rogers explains. Students cannot be forced into counselling in mainstream education. But for some it seems that they would value someone who is prepared to engage with them under the Core Conditions. The following quote is taken directly from a study in a secondary school which demonstrates the need for Person Centred Approach and how suitable it is in this context. ‘Students did want to talk about problems at home but they had no real expectations of staff being able to solve them. On the whole they just needed to air them. (McLaughlin et al. , 1995). In afore mentioned review by William Baginsky his review suggests that Rogers’ Person Centred Model easily lends itself perfectly to the school context because of its understanding of conflict between the ‘real self’ and the ‘self-concept’ and the positive experiences provided for clients through ‘empathy, congruence and unconditional positive regard’. This was also the approach adopted by school counsellors of the 1960s and 1970s (McLaughlin, 1999) If teachers were to truly embrace the fundamentals of PCT they would have to face a crisis of their own. A helper who engages with a client under the core conditions of PCT are expected to remain completely impartial. By this I mean that they must not guide the client towards what they feel is the right route. For example when dealing with poor behaviour there should be respect and no judgment, however bad the behaviour, thus separating the person from the bad behaviour Gatongi (2007). Potentially this could lead to a situation where bad behaviour is not sanctioned and consequently send out wrong signals to other students. Not to mention parents and local authorities. It is also interesting to mention Rogers’ view on education. Rogers applied some of the experiences he learned from his work with adults to form a view on the way education should be practised. His humanistic views on education claimed that a person cannot teach another person directly; a person can only facilitate another’s learning (Rogers, 1951). This is a result of Rogers’ work on Personality Theory. This states that we as human beings exist in a constantly changing world of experience where we are at the centre. Rogers believed that what the student does is more important than what the teacher does, meaning that the individual experiences of the learner is essential to what is learned. The instructor should be open to learning from the students and also working to connect the students to the subject matter. Frequent interaction with the students will help achieve this goal. The instructor’s acceptance of being a mentor who guides rather than the expert who tells is instrumental to student-centred, nonthreatening, and unforced learning. (Rogers 1951). Reflecting on these paragraphs remind me that these are the reason why I initially entered into this profession. I value above all else the relationship between myself as the teacher and the student. In a very similar way in which the relationship between the client and person centred therapist is so crucial to the wellbeing of the client and valued above all else by the therapist. In a dialogue by Haugh and Paul it is discussed that it is accepted beyond doubt that the therapeutic conditions developed by Rogers are important factors in the success of all approaches. Furthermore it is suggested that client motivation is a much more significant predictor of outcome than therapist attitude or use of methods, Cooper (2008). For some clients they feel that the work by Rogers does not offer them the ability to measure progress in terms of their wellbeing or ability to change their behaviour. Cognitive-behavioural therapies for works in schools because its theoretical underpinning and therapeutic process are consistent with what pupils are already familiar with in school in approaches to the handling of ideas and study, Platts and Williamson (2000) Cognitive Behaviour Therapy (CBT) is derived from Aaron Beck’s cognitive model in 1976. This work has been developed to cater for many different situations and conditions. It is the most widely used method of counselling therapy in the National Health Service. According to the Royal College of Psychiatrists (RCP) CBT can help how an individual thinks (cognitive) and what they do (behaviour). Unlike Psychodynamic counselling therapy which focusses on causes of distress in the past, it searches for ways to improve the clients’ state of mind in the present moment. CBT circles around what is described by the RCP as a vicious circle of four elements. The first of these elements is the situation. For some people a simple encounter in a street can trigger off Automatic Negative Thoughts. This leads to the person feeling low, sad and rejected. These feelings can then be manifested through physical pain such as stomach cramps. The final element is the action which is the person becoming more withdrawn and avoiding situations similar to the trigger incident. For some this simplified sequence can lead to depression. Aaron Beck recognised this pattern of events in his studies concerned with depression. Beck’s work claims that emotions are not produced by events but rather by interpretation of events. Through the interpretation of these events our minds begin to build up beliefs about ourselves. Beck found that depressed patients tended to avoid the situations that involved rejection or disapproval Squires (2001). For students this could mean truanting or the avoidance of school altogether. The beliefs that an individual then builds up about themselves can direct behaviour. It can cause an individual to enter an unconditional state of mind where they think of themselves as worthless. This can lead to medical implications which are manifested both physically and mentally. For many school children they are conditioned by culture and the education system that â€Å"I must do well in everything I do, otherwise I will be a failure†. This perception is one that I have witnessed first-hand on the numerous results day with which I have been involved. The tears and anxiety that was evident across the faces of these young adults was in essence my doing as a teacher. I had unwillingly conditioned them to value results above all else and for those who did not achieve I also set them up for a situation where they have to face their academic shortcomings. This situation can be described as a critical incident and is said to activate a dysfunctional belief which then produces negative automatic thoughts. The young adults are then left feeling â€Å"I am a failure, there’s no point doing anything! † This attitude occurs in every lesson. Student’s often lack the resolve to improve their own learning is not down to them not wanting to learn but more the fear of failure and the situation where their own dysfunctional beliefs produces negative thoughts. The frustration of these students is then exhibited through poor behaviour. Research indicates that CBT can be applied to students for whom behaviour is regarded an issue. One of the main strength of CBT is that it is very much lead by the therapist. There is a strict time limit where there are outcomes to be achieved and targets to be met before the next session. This is different to the therapy offered by the work of Carl Rogers which has also been identified as successful in a school context Baginsky (2004). Goals are clearly specified, decisions are made on how to best meet those goals and how to measure progress towards the goals to provide feedback Squires (2001). This approach is beneficial to school as it allows them to measure progress of the students. The progress can be measured through the amount of behaviour referrals one student may face throughout the school day. Bush (1996) suggests that CBT works because it sticks to the point, it is structured and it is focused. The main advantage of CBT is its adaptability to a number of situations. In schools its use is not only concerned with dealing or supporting poor behaviour of students. As the education system is resistant to migrate from the rigid examination process, I believe that CBT would be very useful in helping students to deal with the anxieties and pressures of exams. In such an instance it could be argued that the aim of CBT is to help the child to identify possible cognitive deficits and distortions, to reality-test them, and then to teach new skills or challenge irrational thoughts and beliefs, and replace them with more rational thinking (Kendall 1990). The CBT model is particularly useful as it involves the young adult to: (a) Recognise anxious feelings and bodily reactions to anxiety, (b) it helps to clarify thoughts or the mental process in anxiety provoking situations, (c) it allows the young adult to develop coping skills such as modifying self-anxious talk into coping self-talk (d) it allows to evaluate outcomes. The training methods involve realistic role plays where the client and counsellor are able to model actual life situations. The behavioural treatment is based upon the belief that fear and anxiety are learnt responses, that have been conditioned, and therefore these can be unlearned. CBT has been particularly helpful in helping students to deal with their own behaviour. Teachers would argue that there may be the link (although a weak one) between poor student behaviour and teacher wellbeing Hastings and Bham (2003). As a result school resources are often implemented to correct poor behaviour. There is also numerous research to justify that poor behaviour effects overall academic achievement. Poor academic performance is related to the onset, frequency, persistence, and seriousness of delinquent offending in both boys and girls. Higher academic performance, conversely, is associated with refraining or desisting from offending (Maguin & Loeber, 1996). In one study by squires he states that CBT can be used to support students with behavioural problems. In this research he concluded that with a six hour period of CBT counselling there had been improvements in the student behaviour. The students selected portrayed the necessary anxieties that would benefit from a period of CBT. Although this study is not conclusive it does support the belief that CBT can be used to improve self-control for students with behavioural difficulties. One particular quote from the study I believe demonstrates the benefit of CBT counselling: â€Å"I am able to talk about my feelings†. This for the student was a sign of real progress, which is one of the main advantages of CBT. Despite such quotes out of the 23 students that embarked on the counselling six did not complete the full sessions. This demonstrates that for some CBT is not their preferred type of counselling so it’s not a case of one method suits all. It is worth noting that these students were selected by their teachers rather than volunteering. Overall it can be argued that the research was successful in demonstrating that counselling can have a positive impact on student behaviour. I am certain that if more of the students that I worked with had the access to counselling or the opportunity to chat to members of staff then they may have had more rewarding experience of school. I am not suggesting that staff did not offer their support when students came knocking on the classroom door, but rather that they were not encouraged to do so. Teacher training I believe is in part to blame for this culture. As teachers we have been trained to teach in a very prescriptive manner focusing on the final products which in all cases are exam results. In order to achieve these exam results and avoid any external pressures and inquisitions we develop a routine of lessons which are planned to endure the students is prepared to achieve a target grade in that particular subject. Students are supported in school in order to achieve this singular objective. As a form tutor I valued the pastoral support that I was able to offer to my students. I indeed loved this role enormously as it was a rare opportunity to talk to students about what they wanted and not about what I had to cover in my syllabus. In a very cynic viewpoint, I believe that pastoral support was provided in order to support students to pass their exams and secondly to help with the day to day school life. It has been suggested that the psychological climate of many schools is now more akin to frightened organisations. These organisations live in fear of public punishment which stifles risk-taking despite hard work and the introduction of new initiatives. Watkins (1999) I am aware that for some students Person Centred Therapy may not work while for others they may be more responsive to Cognitive Behaviour Therapy. I am confident that counselling has a very important role to play in education. There have been many models of counselling implemented in schools over the last half century. Twelve different models of counselling service provision are mentioned in a review commissioned by the Welsh Assembly Group when reviewing counselling into schools. Of the twelve mentioned I am familiar with three of the models mentioned. The school where I was employed had access to the services provided by the Child and Adolescent Mental Health Services. Their support was mainly accessed primarily through referrals from the school although the procedures were not always clear. Form tutors would not always be informed of tutees who would be working with the CAMHS group. Multi agency teams similar to the Behaviour and Education Support Teams also operated in conjunction with the local authority but it was again unclear how a child was referred to these sorts of support schemes. Although the school nurses made themselves known to the students counselling was not always a service that they readily advertised. This lack of awareness of counselling opportunities in my previous school does not seem to be an isolated incident. Indeed this is a recurring pattern, possibly explained by the findings of Welsh Assembly Group’ Review. During their research it became apparent that some school offered very little in terms of counselling. In quite a number of cases the counselling was covered by teaching staff or an external agency. Of the recommendations offered by the review the following statement is one that I can draw comparisons with from my previous experience. The lack of awareness on behalf of the teaching staff and also students made counselling almost a forgotten form of support. â€Å"Information about services must be readily available and informative, and referral systems must be developed that ensure the service is easily accessible to potential clients and their referrers. A school ethos in which counselling is understood as a professional activity and which regards counselling as an important part of its student support services is essential† As a teacher I value above all else the support that I am able to offer the student. Having embarked on this particular module I discovered that my profession required for me to display counselling skills. These were taken for granted that if I was to work with children that I should somehow possess these skills. These personal feelings were echoed before I embarked on my PGCE by researcher where it was claimed that in recent years there has been more concern in schools about cognitive, rather than psychosocial, development Lloyd (1999), I am a firm believer that skills can be taught and I begin to question why I was never offered the opportunity to develop counselling skills during my PGCE or further in my career in CPD sessions. The Welsh Assembly Group allude to budgets and lack of finance as a possible reason as to why these opportunities were never offered in schools. Budget allocations are the responsibility of the headmasters and above all else what they are most concerned with are grades. In the meantime all I can offer a student is guidance and an opportunity to listen to them and to not hijack the conversation or steer it away from their chosen topic. So therefore it would be foolish of me to expect sudden changes once I return to secondary teaching. Indeed I do not expect to see school counsellors in whichever school I will teach in. As with many education innovations it seems that there are pioneers full of good intention but lacking the support and strategies to get them to the Promised Land Robinson (1995) References Baginsky, M. (2004). Peer support: expectations and realities. Pastoral Care in Education, 22 1: 3-9. Baginsky, W. (2004): School Counselling in England, Wales and Northern Ireland: A Review: NSPCC Information Briefings Beck, A. T. (1976) Cognitive Therapy and Emotional Disorders. New York: New American Library Bor R. , Ebner-Landy J. , Gill S and Brace C (2002) Counselling in schools. London: Sage Publications. Bush, J. W. (1996). CBT—The Therapy Most Likely to Reward Your Hopes for a Better Life http://www. cognitivetherapy. com/ last accessed 21. 02. 2012 Cooper M, (2008) Essential research findings in counselling and psychotherapy: The facts are friendly. London: Sage. 2008: 307-390 Gatongi. F(2007) : Person-centred approach in schools: Is it the answer to disruptive behaviour in our classrooms? Counselling Psychology Quarterly, 20:2,pp 205-211 Hamblin D (1974) The teacher and counselling. Oxford: Blackwell. Hastings, R. , P. & Bham M, (2003) The Relationship between Student Behaviour Patterns and Teacher Burnout School Psychology International 2003 24:1pp 115-126 Kendall P, C. , (1996) Long-term follow -up of a cognitive-behavioural therapy for anxiety-disordered youth. Journal of Consulting and Clinical Psychology; 64:7 pp24–30 King G (1999) Counselling skills for teachers: talking matters. Buckingham: Open University Press. Lang P (1999) Counselling, counselling skills and encouraging pupils to talk: clarifying and addressing confusion. British Journal of Guidance and Counselling 27:1 pp 23-33. Lloyd G (1999) Ethical and supervision issues in the use of counselling and other helping skills with children and young people in school. Pastoral Care September 1999 Maguin, E. , & Loeber, R. (1996). Academic performance and delinquency. In M. Tonry (Ed. ), Crime and justice: A review of research (Vol. 20, pp. 145-264). Chicago: University of Chicago Press. Marsick, J. , V. ,Watkins, E. , K. , (1999) â€Å"Looking again at learning in the learning organization: a tool that can turn into a weapon! â€Å", The Learning Organisation, 6: 5, pp. 207 – 211 McLaughlin, C (1999) Counselling in schools: looking back and looking forward. British Journal of Counselling and Guidance 27:1 pp 13-22. Mosley, J (1993) Is there a place for counselling in schools? Counselling May 1993 pp 104-105. Platts J and Williamson Y (2000) The use of cognitive-behavioural therapy for counselling in schools. In N Barwick Clinical counselling in schools. London: Routledge. Robinson B D (1996) School counsellors in England and Wales, 1965-1995; a flawed innovation? Pastoral Care in Education 14:3 pp 12-19. Robson M, Cohen N and McGuiness J (1999) Counselling, careers education and pastoral care: beyond the National Curriculum. British Journal of Guidance and Counselling 27:1 pp 5-11. Rogers, C. (1942). Counseling and psychotherapy. Boston, MA, Houghton Mifflin Rogers, C. (1951). Client Centred Therapy. Boston: Houghton Mifflin Rogers, C (1961) On becoming a person. Boston: Houghton Mifflin. Squires G (2001) Using cognitive behavioural psychology with groups of pupils to improve self-control of behaviour. Educational Psychology in Practice 17:4 pp 317-327. Trower, P. Casey, A. Dryden, W. (1999) Cognitive-Behavioural Counselling in Action. London: Sage.

Analyzing the Marketing Environment Essays

Analyzing the Marketing Environment Essays Analyzing the Marketing Environment Paper Analyzing the Marketing Environment Paper The faster the device is or the larger the screen and ore compact it is the faster people buy them. With todays changes in technology, the sky is the limit. If it can be imagined it can be made. As the demand for more advanced high tech products hits the market, the demand grows even larger. Companies that manufacture such products have planned the next generation Of each new product to keep the demand for these gadgets by advertising newer and better features. Last years model may still be stored in a warehouse somewhere and this years model is being, advertised to hit the market in a matter of months. By saturating, the market with a particular reduce prompts the techno junkies to spend hundreds or thousands of dollars on that new model of cell phone computer or POD. Corporations depend on this so they promote sales to clear out warehouse to make room for the next big thing. In the auto world as the demand for smarter more technology advanced vehicles are, advertised the greater the demand is by the consumers. More people want the latest and greatest additions specifically young single people who work multiple jobs and need a vehicle that will give them 40 gallons to the mile or 500 hundred miles per tank. Young married couples are not to, be left out of the equation either. As we see advertised on n. the young couple with one or two children and a dog help to sell the idea that a specific model of car is what should, be driven to express the point that this car is what should be purchased because it is the right one to buy. In this advertisement, you have what every new married couple of wants a safe, good looking and economical vehicle. Auto companies market this idea to this group of people to sell a particular type car. By showing, the dashboard with the built in GAPS ND other safety features people go to the show rooms to see all of the new technology. Taking a test drive to realize what the gadgets can do helps to make the sale. Cars and Subs are almost like home on the road these days they will accommodate most of our needs according to which extras are included when the vehicle is ordered. Each of the many automotive companies must know what the other company is doing to sell the customer their product. So they make specific changes to a type of technology in there vehicle. These changes can be similar but different in regards to placement and nonviolence. On the other hand it maybe a new; innovation for this model vehicle. One of the newer advancements sold by automakers is the hands free phone system. This system is not exactly supported by the government according to a, web article from intranet magazine The Week. Loads crusade against testing while driving was bad enough, but this draconian ban is ridiculous. It wont make roads safer cell phone bans in three states didnt reduce accidents -? its just the latest intrusion by the federal government into a matter better left up to the states. Staff, 2010) However, many people who are responsible drivers would tell you that this feature is necessary. Having the ability to dial, answer and talk on your cell phone by voice control without using your hands is a welcome addition in this busy world of constant communication. Not having to hold the phone, dial and talk on it while driving is very safe for driv ers who understand the consequences. To push the point a little further as new, innovations make cars smarter they also demand that the driver be more, informed about how to use these improvements properly and safely. With any new product sold to the public trial and error will prove its reliability. If a new product or improvement to a specific car fails or causes the driver or its passenger to get hurt due to this failure. The rest of the automotive world will take note and take the necessary steps to change or repair the system that may be at fault if there, system works in the same fashion via the recall process. Once all of the changes are, made and the car is deemed, safe again. We may see a new automaker at the next years auto show featuring their new product with these improvements for this system.

Black History Month Essay Topics

Black History Month Essay Topics Black history, or African-American history, is full of fascinating stories, rich culture, great art, and courageous acts that were undertaken within circumstances that we can hardly imagine in modern society. While Civil Rights events are the most common themes in our studies, we should resist equating African-American history only with Civil Rights-era history. There is so much more to explore! This list contains 50 prompts that might lead you into some interesting and little-known information about African-American history. Note: Your first challenge in studying some of the topics below is finding resources. When conducting an Internet search, be sure to place quotation marks around your search term (try different variations) to narrow your results. African-American newspapersAfrican-American soldiers in the American RevolutionAfrican-American soldiers in the Civil WarAviatorsBuffalo SoldiersBusiness-owning slavesBuying timeCamp Logan RiotsClennon Washington King, Jr.Coffey School of AeronauticsCrispus AttucksDomestic labor strikes in the SouthFinding lost family members after emancipationFirst African Baptist ChurchFort MoseFreedoms JournalGospel musicGullah heritageHarlem HellfightersHarlem RenaissanceHarriet TubmanHistorically Black CollegesHistory of rock-and-rollInventorsJohn BrownJumping the broomManumission papersMaroon villages in the eighteenth centuryMidwiferyMotown RecordsMulti-cultural pirate shipsNat TurnerOtelia CromwellProperty-owning slavesPurchasing freedomRalph Waldo TylerRegister of Free Persons of ColorSecret schools in antebellum AmericaShermans March followersSlave NarrativesSusie King TaylorThe AmistadThe Brotherhood of Sleeping Car PortersThe Communist Party (involvement)The Great MigrationThe Haitian Rev olution Tuskegee AirmenUnderground RailroadUrban slavery (related to buying time)Wilberforce College, Ohio

Italian Phrases to Use at the Train Station

Italian Phrases to Use at the Train Station You’ve been in Rome for a few days, and you’re ready to venture out of the city to somewhere with a slower pace, like Orvieto or Assisi- or perhaps you just want to see more of Italy and you’re heading out to places like Venezia, Milano, or Napoli. Wherever you want to go, Italy is well-connected by train, so it’s easy to get around without having to brave the streets in a rented car. Of course, you’ll run into inconveniences like gli scioperi or strikes when taking the train and it’s likely that there will be a delay, but overall the system works. To help you get around Italy, here are some phrases to use in train stations and on trains. Phrases for the Train Station Dov’à ¨ la stazione dei treni? - Where is the train station?Dove si comprano i biglietti? - Where can I buy tickets?Quanta costa il biglietto a Orvieto? - How much does the ticket to Orvieto cost?Un biglietto per (Venezia), per favore. - A ticket for (Venice), please.Vorrei comprare un biglietto per (Roma). - I would like to buy a ticket to (Rome). A train ticket can be†¦ ...di sola andata - one way ...(di) andata e ritorno - round-trip ...di prima classe - first class ...di seconda classe - second class A che ora passa l’ultimo treno? - What time does the last train come?Da quale binario parte il treno per (Orvieto)? - What platform does the train for (Orvieto) leave from?Dov’à ¨ il binario (otto)? - Where is platform (eight_?Quali sono le carrozze di prima classe? - Which cars are for first class? You might hear†¦ Il treno à ¨ in ritardo. - The train is late.C’à ¨ un ritardo di (cinque) minuti. - There is a 5-minute delay.Oggi c’à ¨ uno sciopero. - There is a strike today.Il treno numero (2757) à ¨ in partenza da binario nove. - Train number (2757) is leaving from platform nine.Il treno numero (981) à ¨ in arrivo a binario tre. - Train number (981) is in arrival at platform three.Ci scusiamo il disturbo. - We apologize for the disturbance. For all of the phrases above, it’s very useful to be able to say and understand the numbers. Phrases on the Train Quanto tempo ci vuole? - How long does the trip take?Qual à ¨ la prossima fermata? - What is the next stop?La prossima fermata à ¨Ã¢â‚¬ ¦ - The next stop is†¦Ho l’Eurail pass. - I have a Eurail pass. While you’re on the train, it’s very likely that a person, called il controllore, will come by to check your tickets. Most likely, they’ll say something like, Buongiorno / Buonasera, biglietti? - Good afternoon / Good evening, tickets? You’ll simply show them your ticket- either ones that your printed from the Internet or the ones from the ticket counter. If you got your tickets from the counter, remember to validate them at any of the machines in the train station prior to boarding. If you don’t, you could be fined fifty or more euro. È questo il treno per...? - Is this the train for...?Questo treno va anche a (Firenze)? - Does this train also go to Florence? When you look at the boards with all of the arrivals (arrivi) and departures (partenze), you’ll notice that the only destination shown is the final one, so it’s more reliable to depend on the number of the train as opposed to the city that’s being shown. FUN FACT: There are three main types of trains: 1.) Fast trains - Frecciabianca (or Frecciarossa) / Italo 2.) Intercity - IC 3.) Local trains - Regionale/Regionale veloce TIP: Never buy a first-class ticket for local trains as the carriages are all the same and they’ll charge you more for first-class. You can check the timetable for the trains online at Trenitalia or Italo. You can also buy tickets at the ticketing office of the train station or at the self-service machines using both credit card and cash, although some machines may only take cards. If you are doing longer bouts of train travel, you may want to consider taking a high-speed train. If you do that, you can determine your carriage number and seat by looking at the bottom of the ticket. Finally, if you know you’ll be traveling a lot throughout Italy, you can save some money by buying a eurail pass.

Statistical works and solutions Coursework Example | Topics and Well Written Essays - 750 words

Statistical works and solutions - Coursework Example The correlation coefficient for this graph is 0.903293.The data are positively correlated and is closer to 1 which is perfectly correlated. This means that both data will reduce or increase all together. Correlation Coefficient determines the association of two variables and varies between will vary from -1 to +1(Wigmore, 2013). In negatively correlated variables, variables changes in opposite direction, while in positively correlated variables, both variables increase and decrease in the same direction. From above HPI and GDP, Ecological Footprint and HDI are positively correlated while the rest are negatively correlated In conclusion, the outcome from the graphs, result generated from excel, namely mean, media and Correlation Coefficient are closely related. The characteristics of the data can also be obtained from the variables using more than one method, either graphically or by calculation which is generated from the excel. Lastly, it is recommended to use more than one method when doing data analysis in order to come up with true interpretation of the results. Pearson, K (1895) .Contributions to the Mathematical Theory of Evolution. II. Skew Variation in Homogeneous Material. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering

Intelligence Analysis Essay Example | Topics and Well Written Essays - 250 words

Intelligence Analysis - Essay Example Intelligence analysis is a discipline, as it requires more than just education to carry out some function of analysis in concise manner. Therefore, intelligence analysis has to combine historical, journalism, research methodology, professional skeptics and information collection techniques to be effective. Because it is a discipline, the intelligence analysts have to bear skills and knowledge of the subject matter to be analyzed and to be in line with the analysis policies as well. Intelligence analysis should also have an understanding of the research methods as a discipline in order to organize and evaluate the collected data. As a discipline, intelligence analysis has an understanding of the unique collection methods of information that relates to intelligence and other relevant aspects. There is a connection between psychology and intelligence analysis and the two disciplines blend well because they both recognize the cognitive biases as well as other cognitive influenced that come because of intelligence

Internationalization of The Indian Market Essay

Internationalization of The Indian Market - Essay Example Internationalization of The Indian Market The market for consumer goods in India has been on an upward trend since the amendment of the Consumer Protection Act 1986 giving consumers an upper hand in deciding what they want (Tiwari and Herstatt, 2012). According to Bruche (2009), consumption trends in India indicate an inclination towards satisfaction of wants rather than the traditional focus on needs. Consumer culture has favoured the development of textile industry as people tend to replace their clothing with new ones every now and then and discarding the ones that are out of fashion. Repair of clothes has become a thing of the past among the working and business class and is only in the rural neighbourhoods that people are likely to repair worn-out clothes. This is an indication that consumers have more money to buy new clothes. According to Beise (2004), a successful consumer society is characterized by an increased rate of production of goods and services, increased purchases and consumption. The Indian society can be considered to be progressing as all these aspects are evident in the market (Bruche, 2009). It is therefore necessary to consider India as a perfect foreign market for the SME’s internationalization strategy. The Uppsala model described by Johanson and Vahlne (2013) will be most appropriate in the expansion of the textile business in the Indian market. As proposed in the model, it will be necessary to understand and gain experience in the UK market which is the home country where the SME is established.

Administrative Law (Australia) Research Paper Example | Topics and Well Written Essays - 1750 words

Administrative Law (Australia) - Research Paper Example According to Mark Tunshets,( Jones, Ian. The anisminic revolution in Australian administrative law: an analysis of extended jurisdictional error. Turramurra, N.S.W.: Local Legal, 1998. Print.)Judicial review in Australia has a lot of authority since it is only the high court that can interpret the constitution. Judicial review in Australia is complicated by clause 5 of the constitution. This clause provides that all the amendments done by the commonwealth parliament are binding to Australia. This is because the courts mandated to interpret the law must decide if the law is binding to Australia (Canberra, 2005). The chief justice Marshall asserted that judicial review is incredibly paramount in the Australian legal system(Fordham, Michael. Judicial review handbook. 5th ed. Oxford: Portland, OR :, 2008. Print.). In 1951, justice Fellugar proposed that the principle of Madison v. Marbury is adopted as axiomatic(Johnston, Richard E.. The effect of judicial review on federal-state relatio ns in Australia, Canada, and the United States. Baton Rouge: Louisiana State University Press, 1969. Print.). This is because the many criticisms of the principle were accepted and justified. Despite an express implication in the constitution of Australia, judges and scholars have proposed that judicial review is paramount and has immense effects on the legal system. Judicial review is mostly done by the high courts since it is at the top of the legal structure. Though the other courts can deal with some constitutional issues, they are under the supervision by the high court. The essential jurisdiction which is conferred to High Court in section 75 is to issue prerogative and constitutional writs. This has been expanded in section  75(iii) whereby a person suing on behalf of the Commonwealth, is bonafied party.   Section 33 in the judiciary Act 1901 extends the authority of High Court to question public law (Le?tourneau 1976). A chief factor that has affected the levels of court review in High Court is the alternative remedies available which are not subject to the same limitations.   Declarations and injunctions are the key illustrations.   For instance, the declaration made by the high court that the commission on Queensland Justice did not observe fair procedures where mandamus was not appropriate and that certiorari did not mislead. Judicial decision reviews in Australia and other nations has seen the development of the legal systems. This is characterized by fair judgments, timely judgments, and equitable treatment of individuals by the judicature (Leon 1951). Though the other courts can deal with some constitutional issues, they are bound by the high court. The essential jurisdiction which is conferred in the High Court in section 75 is to issue prerogative and constitutional writs. The judicial reviews should be done with a lot of integrity because it might lead to a constitutional crisis as well as violence. No party should be biased or favored by a judicial review. The parties involved should be treated equally (Kanigsberg 1952). A) Compare the breadth and flexibility of ADJR â€Å"order of review â€Å"remedy with prerogative writs plus injunction and declaration. The judicial review remedies can be classified into three categories. These are prerogative writs, equitable remedies of injunction and declaration, and the statutory remedies. Though the other courts can deal with some constitutional issues, they are under supervision by the high court. The essential jurisdiction of the High Court in section75 (v) is to issue prero