Integrative Counselling Using the Skilled Helper Approach

Integrative Counselling Using the Skilled Helper Approach The Skilled Helper Approach Outline This paper is about integrative counselling using the skilled helper approach. In this paper we will discuss the theory and application of the integrative model of the skilled helper and components of person centred counselling and solution focus therapy. We will look at this integrative model and the benefits as well as the possible downsides. A case study will then be presented using this integrative model to counsel the client. Introduction Integrative counselling looks at several approaches that have been combined and used within a therapeutic counselling relationship. Coming away from a single counselling approach and combining suited models of counselling, both the counsellor and client reap the benefits of the integrated model (Arkowitz, 1997). Robertson (1970) stated that his ‘radical eclecticism’ bypassed theory. Introduction Gerald Egan Gerald Egan is professor of organisation studies and psychology and programme director for the centre for organisation development (CORD) at the Loyola University of Chicago. Egan developed the skill helper model and in 1975 published the first edition of his book The Skilled Helper , which demonstrateding an eclectic framework for a problem management approach to the counselling process. The Integrative Counsellor There are counsellors that see themselves as being eclectic in their work. It is viewed they are syncretism-using techniques from many models[RZ1]. Eclecticism – no or little theoretical rationale[RZ2]. Merely pulling techniques from many models without a sound rationale can only result in syncretistic confusion (Lazarus, 1996, 1996; Lazarus, Beutler, Norcrossk, 1992). Development of Therapy The three main influences on the development are the skills training approaches to counselling, the social influence theory, and behavioural theories of learning and change. Egan sums his approach up as ‘A conceptual framework†¦. to organise borrowed ideas, methods and techniques systematically †¦ and to integrate them into [one’s] own theory and practice of helping[RZ3].’’. Theory The skilled helper model is a Tran theoretical approach to integration. The client seeks counselling or assistance when they are experiencing difficulties in coping with problems in his or hertheir lifeves. The Counsellor will find and act on solutions to these problems. This is done by using a problem solving process. The process is demonstrated by using 3 three main stages which originally were titled Exploration, Understanding and Action, and which are now renamed as Present Scenario, Preferred Scenario and Getting There[RZ4]. The Three Stage Model The three stage model consists of three steps within three stages. Egan describes this model as â€Å"A a cognitive map with practical potential, complex enough to make sense of reality and simple enough to use[RZ5].†. 1 Present Scenario The client is helped to describe and explore the present Scenario[RZ6]’, she is going through at present 2The Preferred Scenario Articulate a preferred scenario that includes future goals aAnd objectives. 3Getting There Develop and implement action strategies forrom moving from the current to preferred scenario. The Skilled Helper Model is integrative, going mainly through three stages:. Person centered, to establish the therapeutic relationship;, Gestalt, for intense work on awareness; and behaviour therapy to work on change. Egan states ‘do whatever is ethical and works.’ (1990:62). (Robertson (1979) stated that his ‘radical eclecticism’ bypassed theory. The writer[RZ7] argues that theory is evident within the approach as it is influenced by strong theoretical approaches integrated into the skilled helper. Dr Carl Rogers argues that â€Å"It is the client who knows what is hurting and in the final analysis it is the client who knows how to move forewardords ..†¦. the counsellor’s task is to enable the client to make contact with his own inner resources rather than to guide, advise or in some other way influence the direction the client should take †¦. Thus thus emphasising the central importance of the client’s phenomenological world†. (Mearns Thorne, 1988, P1). The three stage model is a systematic way of learning to work with clients helping them to cope more effectively with their life,. tTo manage their problems in living more effectively and develop unused opportunities more fully, and to help people become better at helping themselves in their everyday lives. (Egan G., The Skilled Helper, 1998, pp. 7-8). Using the approach counsellors are able to explore the client’s feelings, thinking and behaviour. In stages one and two, clients are helped to explore and understand themselves their feelings and their world better, and in a different light. In stage 3 three, clients are helped to take effective action to achieve constructive change. Assumptions of the Model Some counsellors see the skilled helper model as being basic counselling and a paradigm that is made more complicated than necessary. Egan is slightly contrary about human nature[RZ8] †¦Ã¢â‚¬ ¦.. Egan and Cowan 1979[RZ9] Egan and Cowan 1979, 1980: Egan, 1984[RZ10] The focus of the skilled helper model is concentratesd on the client, with the aid of counsellor, in enabling the client to develop new skills of self management, interpersonal communication, and decision making. The counsellor and client wWorking together on strategies to bring about change, and they. examine Looking at what the client would like to change or manage differently. Psychological Health The heart of the problem solving process is the client’s action itself (Egan, (1975:227). This is achievable by enabling the client to tell his or her storey. The skilled helper model is one that sees the potential of change to take place in clients (Inskipp, 1993:92), w. Where the client shi8fts their behaviour from unhealthy to healthy to juvinate[RZ11] positive change. Change comes about through action â€Å"The heart of the problem-solving process is the clients’ action itself (Egan, 1975:2227[RZ12]). This is by way of the client letting go[RZ13]. Change begins to take place when the client is given space to tell his or her their storey. In telling of the storey, the resources for change areis identified and used. Client The client is helped to reframe by seeing the story and, situations in a different light, seeing him or heerself as a survivor rather than a victim. However, simply Just wanting change to take place is not sufficient. The cClient must be active in the process of change by way of adapting his or her behaviour through action, reflection and new learning. â€Å"Constructive change is always the bottom line.† (Egan 1990:207). Practice and clinical issues The counsellor has to be effective in the way the approach is used. ‘Helpers are successful to the degree that their clients – because of client helper interactions – are in a better position to manage specific problem situations and develop specific unused resources and opportunities more effectively.† (Egan, 1998:7). The role of the counsellor is to assist the client in understanding his or hertheir storey and /problem, and assist with skills that will aid their client in being effective in the management of particular challenging situations. The gGoals of the counsellor in the relationship are to build and empathic alliance;, to assist;, identify;, support; and to evaluate. Counsellor’s use of the Model Understand and confidence of the 3 stage model with a willingness to adjust to accommodate the clients needs[RZ14]. Counsellor works with the client in the here and now. Some of the skills used would be their natural internal supervisor and , attending skills, through awareness and use of the mnemonic SOLAR (squarely, open, learn, eye, relaxed). For non verbal communication, using the model as a template for change, the counsellor worksing therapeutically at the client’s pace using assessment skills, identifying if the degree of difficulty experienced by the client gets in the way of achieving change in mood and relationships. Making a contract with client, focusses of the work, nature and frequency of contact, confidentiality and possible limitations of it, review and evaluation[RZ15]. Evaluation is ongoing through sessions as this helps identify what is /or is not helpful during the session. Use of skill – through communication The counsellor engages with the client attending[RZ16], active listening, establishing and conveying empathy and the use of probes and questioning, immediacy, and appropriate self disclosure to client. Brain storming is a cognitive way of helping client to look at new perspectives on situations. Brainstorming generates hope that this[RZ17] can be different – this helps client to move foreward into working creatively. The cCounsellor can engage with the client using a variety of different skills, such as . Prompting : what do you really want for yourself in this situation, miracle Miracle Ququestion – brief therapy, Blank wall visualisation – NLP (DeShezer, 1988; O’Connor and McDermott, 1996)0. Goal setting and reviewing helps client to see hopes as goals that are SMART[RZ18], specific, measurable, achievable, realistic and time-limited. Change Process Egan takes his process of change from the behavioural approach (Wopolfe et al., 1989:11). Seeing behavioural change over cognitive change[RZ19]. The counsellor uses empathy to form a strong working alliance with the client through the exploration of feelings. The exploration of feelings plays the main part in effecting for change to take place. Within an article about change showedOne source identifies three3 agents for change: stated affective experiencing, cognitive mastery and behavioural regulation (Karasu 1986:690). [RZ20] These three3 agents play a major part in the skilled helper approach for change to take place. Nature of therapeutic relationship Egan sees that the therapeutic relationship is instrumental in the counselling process. Working to achieve goals within specific time restrains the counsellor takes on the role of[RZ21] . ‘A relationship of service, not an end in itself’ (Egan 1990:57). Whereby Rogers argues that the therapeutic relationship is fundamental in the counselling process[RZ22]. As part of the skilled helper approach, Egan incorporated Rogers’ core conditions. Egan describes himself as ‘standing on Rogers shoulders[RZ23],’ owing much to him as the core conditions is a major part of the approach. Rogers, on the other hand, concentrates on the person as a whole human-being. There are many differences between the two approaches (see Table 9.1). Format of a typical session Each session is different as there are is no set format. Tthe process depends on where the client is with the process of change. Indications and contraindications This approach is similar to the cognitive and behavioural approaches. The model is only beneficial for clients with mild to moderate conditions. The approaches concentrates itself onwith the client having the motivation to change and test out feelings and perceptions in a new framework. The model can be used with most clients and situations including depression ()Mynors-Wallis et al., 1995; Sseeley et al., 1996), and working with young people (Mabey and Sorensen, 1995). The model is described as being eclectic (Inskipp and Johns, 1984). Weakness of Model The model can be iInflexible, not suitable for clients with deep roouted problems, and there is little research to verify its efficacy[RZ24]. Although the problem management programme is beneficial, it may have to be modified to fit some cultures. Obstacles to Integration Within Tthe development and usage of an integrative mode,l as opposed to a single model, has its drawbacks and possible pitfalls. Hastily combining counselling models on a at whim just because the models separately are pleasing does not necessarily not lend itself to necessarily be combined successful combinationly into an integrated model. No one theory or model can testify that it ey holds athe patent off the truth. No one single model or set of techniques have or can always be effective with diverse clients. Nonetheless, tThere is a current trend, as the basis for future counselling practices; writers are developing integrative approaches (Lazarus, 1996[RZ25]). Some models of counselling integration are The Skilled Helper Model, Cognitive Analytic Therapy (CAT) and the Conversational Model. There are times, however (dependent on the client) when a single established integrative model may be used. For the purpose of this essay an example of the Skilled Helper model will be the main integrative model. Case Study Introduction This case study looks at the use of the skilled helper model with Lisa, a 16 year old college student on a one year foundation course. Her problem is that she finds herself more and more angry. Every week there is an aggressive situation at college between Lisa and her peers or with members of the college staff. She has been officially warned twice and is in great jeopardy of being thrown off her course and out of college. Throughout many of her comprehensive school life she has been expelled from several schools because of her behaviour. It was recommended by the Student Support Manager that Lisa attend some sessions of counselling to â€Å"get herself sorted out[RZ26]†. This was an option recommended to herim as an alternative to expelling her.expulsion. Theory â€Å"Helping relationships are influenced by whether the helper is a trained counsellor or is using counselling skills as part of performing another role. Helping relationships takes place in the head and in the heart, as well as face to face. Ultimately all helping relationships need to become client self helping relationships.† (Nelson-Jones, 1999, P.118) Stage one looks at the problems, issues, concerns, and undeveloped opportunities for Lisa. Lisa agreed to attend counselling;, this was not a new experience for her. She had previously received counselling and anger management several times and stated, â€Å"Tthey don’t work.†. Assessment and Contracting took place during the first session. Lisa was listened to, enabling her to tell her storey of what brought her to counselling and the lead up to it. During the session, probing was used to discover that Lisa felt alone even though it appeared she had many friends. She was the leader of her girl gang. â€Å"Not real friends, they don’t know me. They’re only with me because I fight for them. Some of them are bigger than me.†. She felt unloved by her mother because there was no discipline and they only encouragement given was for her to stand up for herself. Her dad has spent years in and out of prison. Lisa felt ugly and was often told that she wasso. She dressed in boys’ clothes and kept her strawberry blond hair (which almost reached halfway down her back) secured with an elastic band. She had an older sister who was 20, who had changed her religion and was preparing to marry within into a Muslim family. Lisa had two younger brot hers that seemed to get away with ruling the household with their demands. Lisa proudly carried a small photograph around with her of her deceased sister, the only person she really felt loved by, and the only one she loved. With more gentle probing, it became apparent that her sister died as a baby two years before Lisa was born[RZ27]. Her past time is spent hanging out with her friends and at times purposely causing trouble. She left school with no formal qualifications, and therefore was placed on a foundation course which she found did not hold her attention as she got through her work quickly. and so Aas she could move foreward, Lisa found she was helping other students in the class with their work[RZ28]. Lisa is asked â€Å"what do you really want for yourself in this situation?† Brainstorming technique is used to look at course and career options. Lisa looks into the future of how she would love to be an accountant as she is very good at maths, or even an actress[RZ29]. In the past she had thought that someone like her would not have the opportunity to do either, but she was happy to look at moving foreward. A mental list was used for the client to come up with some of the things she would like to change. She realises that she is on the wrong course and comes to know that by accepting support from the educational guidance worker and Foundation studies manager she may be able to change her course to one that will be pitched at a higher level to do business studies and accounts. She also realises if she had toned her behaviour down at school for the last few weeks before the end of term, she would not have been expelled[RZ30] and would have done her exams at school rather than giving up her 9 GCSE’s even though an alternative school was offered for her to take her exams. Her estimated grades were mainly B’s and C’s. 3 sessions – Llisa seems agitated, feeling she has to no choice but to come. – options given[RZ31]. Fears of exclusion, no qwualifications, failure[RZ32] The counsellor gave aAssurances that given everything is confidential with the exception of disclosures to child protection agencies, or in the case of imminent harm to self and others. The counsellor also eExplained counselling is not a prescription; n, she not does not have to come, the decision will be hers, no implications with or from college staff[RZ33]. By telling her storey at the place[RZ34] she has more insight into the issues she faced. She sees herself as helpful, hardworking and a good communicator. The model of the skilled helper is explained more fully to clients Part of the process within the model used. Learnt basic features of model for focus, direction, guidance interactions with peears[RZ35]. Stage 1 – Step 1 Tthe storey Client tells her storey which is facilitated by me using probes;, this encourages the client to offer detailed information about herself. This enables client to understand her situation, so as she can look at what needs to be done to manage it. Goal setting – What do I really want? Step 1b – Blind spot Lisa is helped to identify signifcicant blind spots about herself so as she can develop new perspectives in moving foreward. This is used to break through areas that prevent Llisa from seeing herself and her situation[RZ36]. Step 1c Cchoosing right problem to work onn. Lisa has many problems, I hHelped her work on problems that will make a substantial difference in her life. The client is encouraged and supported in working on her problems. The questions[RZ37] help Llisa to look into her future. Lisa discovers there are many things she wants; there is a , right course for her, one that she is interested in and can enjoy. She can enjoy bBetter relationships with peers and staff. She can enjoy tTime for herself and her mom. Lisa was fFurther encouraged to look at needs and prioritise them. Overall she needs to feel she is achieving academically, making progress in relationships with family, and she would like to change her image – â€Å"be a girly girl.†. Setting priorities help her to think about how she might achieve them. I then helped her to explore and clarify her priorities. Tthis is done by asking her how would she know she is achieving, what would it look like. The type of course is then explored in the areas of accountancy and performing arts and which one would be more suitable for her needs and wants, and by. looking at which one is more practicael and achievable. Stage 3 Developing action strategies . At the beginning of counselling, mentoring support group work was offered to Lisa. This service was offered again to client[RZ38]. She breaks through some blind spots, getting a better understanding of and prioriitising her needs, as well as. eExploring what she needs to do to get what she wants. Lisa talks more about her hoped for ambitions prioritising accountancy, making contact with the college guidance worker to see what she would need to get onto a course. On being an actress, it was decided by the client that she would need to attend sage school or the performing arts course at college. We explored each profession, looking at pay, reliability, enjoyability, the possibility that it would possibly help form good character, as well as career endurance. Accountancy took priority, coming out on top in Lisa’s evaluation. This also linked into the fact that the client enjoys and excels in maths and has experienced accounts at school., Armed with this information, the client c ontacted her personal tutor and foundations manager. She put her case forward to them them both to be able to be transferred onto an accountancy or business studies course with administration. Giving the client space to do this contributed to her empowerment. The mentoring group consisted of eight 8 students, 16 – 18 years of age. This gave students a safe place to explore her feelings about her relationships and her body image. She Lisa bravely asked â€Å"Ddo your moms help you with your hair and make –up? Ttalk to you about boys?† The questions generated much conversing over two sessions. As a result of the group, work the hair, beauty and holistic therapy departments were approached. Client wanted to be a â€Å"gfirly girl,† which meant she wanted help in knowing how to style her hair, and to apply put make-up on. Sessions for a course of holistic therapy to help with stress were arranged;. these therapies helped her to physically see herself in comparison to whathow she had imagined within her own mind. By being a valued member of the weekly group, the client found she was able to receive support as well as give it, leaving her feeling empowered. Being action[RZ39] in her therapy has allowed her to concentrate on her course, career prospects, and image, which leads to improved personal conduct, relationship with peers, members of staff and mother, thereby. rReducing the anger and sometimes hate she felt for herself and resentment towards her mother. Client Lisa eventually moves out of the group, as she feels less angry and stressed. Although client she may have benefited from staying for one or two more sessions, the end of session evaluation was that the client felt that she had sufficiently improved and wanted to withdraw; therefore the helping process had served its purpose (. Waehler and Lenox (1994)). Therefore Hher relationships are more productive and enjoyable; she is. feeling better about herself as she knows some of the feelingss and views of her peers as they saw her . hHow she was and how she can be. by way of a connextios[RZ40] worker client is being helped to communication her needs to her mother taki

Brave Incident Essay

High School Fight I went to high school in Vietnam; my cousin who I call brother went to the same high school with me. The high school I attended was also the school that many gang members attended. Those gang members always abused other students and took their lunch money as well as many of their valuables such as their wallets, cell phone and laptops. Our school principal always tried to inform the police about this behavior, but unfortunately that did not help. One day my class mate ran into the lass room where I was spending my break, since I did not like to hang out in the play ground because of the gang members that were there, and he told me that my cousin was being harassed by a couple of those gang members and that they threatened to beat him to death if he does not give them all his money. My cousin was very stubborn much more like Victoriano. The two gang members had my cousin against the wall and were trying to steal his wallet and belonging while he fought hem as much as he could. I had nothing on my mind at that moment but to save my cousin and help him run away from those gang members. I looked for small pieces or rocks and a wooden stick and immediately ran towards my cousin screaming loudly so that I can distract them from him. As I started throwing the rocks on them they let go of my cousin and paid attention to where I was heading which was directly towards them. I screamed loudly telling my cousin to run away and go to the rincipal’s office Just like when Dona Guadalupe told her cousin â€Å"l am not cutting you free so you can be brave and get killed. I want you running so you can live† I wanted my cousin to run and not try to fight the gang members when they let go of him. My cousin ran to the principal’s office while I threw the stick of wood towards them. I immediately changed my direction and ran towards the principal’s office as well. The Principal called the police and they arrested the gang members and I was able to save my cousin after all.

Math Certification Assignment . Overview. You Will Submit

Math Certification Assignment Overview You will submit a three week math unit plan and supporting assessments. Purpose The purpose of this assignment is to give you practice setting short term instructional goals using the principle of Backward Design, in order to sequence daily learning experiences that support students understanding of key mathematical concepts. Related NAEYC Professional Preparation Standards NAEYC Standard 5. Using Content Knowledge to Build Meaningful Curriculum Students prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Students understand the†¦show more content†¦Ã¢â‚¬ ¢ How do the concepts explored in this unit build upon skills previously learned? †¢ In what ways will this unit have opportunities for student engagement that focus on student interest, characteristics and/or culture? The content in this unit will set up young scholars to navigate and describe the world around them. Shapes are everywhere! Shapes can be used to communicate important information throughout their lives. Geometry can also lay the groundwork for future math such as solving for the missing angle. The concepts in this unit connect to the end of the year math goals for students as they, too, are based upon the common core standards. By the time students enter first grade, they should be able to identify and describe shapes as well as analyze, compare, create, and compose shapes. The concepts explored in this unit do not rely heavily on prior knowledge. Though students should have had some exposure (formally or informally) to shapes, they likely have not been taught to this extent. They will, however, need to utilize their counting and categorizing skills. This unit will have ample opportunities for student engagement. Children at this age both need and enjoy movement. Throughout this Geo metry unit, kindergartners will be given the chance to use their bodies and voices to enhance their learning. Lessons will start with catchy, hip songs about shapes. 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Major Patrick Ferguson in the American Revolution

The son of James and Anne Ferguson, Patrick Ferguson was born on June 4, 1744, in Edinburgh, Scotland. The son of a lawyer, Ferguson met many of the figures of the Scottish Enlightenment during his youth such as David Hume, John Home, and Adam Ferguson. In 1759, with the Seven Years War raging, Ferguson was encouraged to pursue a military career by his uncle, Brigadier General James Murray. A well-known officer, Murray served under Major General James Wolfe at the Battle of Quebec later that year. Acting on his uncles advice, Ferguson purchased a cornets commission in the Royal North British Dragoons (Scots Greys). Early Career Rather than immediately join his regiment, Ferguson spent two years studying at the Royal Military Academy in Woolwich. In 1761, he traveled to Germany for active service with the regiment. Shortly after arriving, Ferguson fell ill with an ailment in his leg. Bedridden for several months, he was unable to rejoin the Greys until August 1763. Though capable of active duty, he was plagued by arthritis in his leg for the rest of his life. As the war had been concluded, he saw garrison duty around Britain for the next several years. In 1768, Ferguson purchased a captaincy in the 70th Regiment of Foot. The Ferguson Rifle Sailing for the West Indies, the regiment served in garrison duty and later aided in putting down a slave revolt on Tobago. While there, he purchased a sugar plantation at Castara. Suffering from fever and issues with his leg, Ferguson returned to Britain in 1772. Two years later, he attended a light infantry training camp at Salisbury overseen by Major General William Howe. A skilled leader, Ferguson quickly impressed Howe with his ability in the field. During this period, he also worked on developing an effective breech-loading musket. Beginning with previous work by Isaac de la Chaumette, Ferguson created an improved design which he demonstrated on June 1. Impressing King George III, the design was patented on December 2 and was capable of firing six to ten rounds per minute. Though superior to the British Armys standard Brown Bess muzzle-loading musket in some ways, the Ferguson design was significantly more expensive and took much more time to produce. Despite these limitations, around 100 were produced and Ferguson was given command of an Experimental Rifle Company in March 1777 for service in the American Revolution. Brandywine Injury Arriving in 1777, Fergusons specially equipped unit joined Howes army and participated in the campaign to capture Philadelphia. On September 11, Ferguson and his men took part in the Battle of Brandywine. In the course of the fighting, Ferguson elected not to fire at a high-ranking American officer for reasons of honor. Reports later indicated that it may have been either Count Casimir Pulaski or General George Washington. As the fighting progressed, Ferguson was hit by a musket ball that shattered his right elbow. With the fall of Philadelphia, he was taken to the city to recover. Over the next eight months, Ferguson endured a series of operations in the hope of saving his arm. These proved reasonably successful, though he never regained full use of the limb. During the course of his recovery, Fergusons rifle company was disbanded. Returning to active duty in 1778, he served under Major General Sir Henry Clinton at the Battle of Monmouth. In October, Clinton dispatched Ferguson to Little Egg Harbor River in southern New Jersey to eliminate a nest of American privateers. Attacking on October 8, he burned several ships and buildings before withdrawing. South Jersey Several days later, Ferguson learned that Pulaski was camped in the area and that the American position was lightly guarded. Attacking on October 16, his troops killed around fifty men before Pulaski arrived with aid. Due to the American losses, the engagement became known as the Little Egg Harbor Massacre. Operating from New York in early 1779, Ferguson conducted scouting missions for Clinton. In the wake of the American attack on Stony Point, Clinton directed him to oversee the defenses in the area. In December, Ferguson took command of the American Volunteers, a force of New York and New Jersey Loyalists. To the Carolinas In early 1780, Fergusons command sailed as part of Clintons army which sought to capture Charleston, SC. Landing in February, Ferguson was accidentally bayoneted in the left arm when Lieutenant Colonel Banastre Tarletons British Legion mistakenly attacked his camp. As the Siege of Charleston progressed, Fergusons men worked to cut off the American supply routes to the city. Joining with Tarleton, Ferguson aided in defeating an American force at Moncks Corner on April 14. Four days later, Clinton elevated him to major and backdated the promotion to the previous October. Moving to the north bank of the Cooper River, Ferguson took part in the capture of Fort Moultrie in early May. With the fall of Charleston on May 12, Clinton appointed Ferguson as an inspector of militia for the region and charged him with raising units of Loyalists. Returning to New York, Clinton left Lieutenant General Lord Charles Cornwallis in command. In his role as inspector, he succeeded in raising around 4,000 men. After skirmishing with local militias, Ferguson was ordered to take 1,000 men west and guard Cornwallis flank as the army advanced into North Carolina. Battle of Kings Mountain Establishing himself at Gilbert Town, NC on September 7, Ferguson moved south three days later to intercept a militia force led by Colonel Elijah Clarke. Before leaving, he sent a message to the American militias on the other side of the Appalachian Mountains ordering them to cease their attacks or he would cross the mountains and lay waste to their country with fire and sword. Enraged by Fergusons threats, these militias mobilized and on September 26 began moving against the British commander. Learning of this new threat, Ferguson began retreating south then east with the goal of reuniting with Cornwallis. In early October, Ferguson found that the mountain militias were gaining on his men. On October 6, he decided to make a stand and assumed a position on King Mountain. Fortifying the highest parts of the mountain, his command came under attack late the next day. During the Battle of Kings Mountain, the Americans surrounded the mountain and eventually overwhelmed Fergusons men. In the course of the fighting, Ferguson was shot from his horse. As he fell, his foot caught in the saddle and he was dragged into the American lines. Dying, the victorious militia stripped and urinated on his body before it buried in a shallow grave. In the 1920s, a marker was erected over Fergusons grave which now lies in Kings Mountain National Military Park. Selected Sources Patriot Resource: Patrick FergusonMajor Patrick Ferguson

Closure of Public OHV Areas Essay - 1185 Words

Closure of Public OHV Areas Some years ago a new form of recreation came about known as an Off Highway Vehicle(OHV). Today these high powered, light weight vehicles come in many forms with anywhere from four to two wheels. There are many areas across the United States for such vehicles to be driven but as of today there are some groups out there who wish to close the areas in which these vehicles can be used. One area in particular, located outside of Yuma on the California and Arizona border has been subjected to many threats recently and those who use the land for its recreational purposes have had to fight to keep the land that was originally granted to them for use by the US government. This one area is what many would call a†¦show more content†¦There are no valid points brought to light by the CBD to logically explain why the imperial sand dunes outside of Yuma need to be closed to off road use. To look into this argument requires that you look more deeply into the issues that are really at hand. Now that the CBD has no claims that support what they actually stand for, that being of something environmentally related, they must now tread onto foreign territory saying such things as â€Å"While most people who come to the Imperial Sand Dunes respect the law and each other, as ABCNEWS reported, crimes such as alcohol and drug abuse and acts of violence and vandalism have grown in recent years and become a serious issue (ABCNEWS.com).† and â€Å"Its just a rave party mentality with offroad vehicles mixed with violence, Its just a crazy area† (James Gilbert). These are the new arguments coming forth from the sierra club activists now that their bet which they had so heavily weighted their chips has fallen through. To make statements such as this clearly shows the weaknesses in the CBD’s argument because they have had to leave their original stance and move onto something that does not concern them what so ever. To make a claim such as this would be the same as if the CBD said there should be no more rock and roll concerts because of the violence and drug use that is associated with them. The aforementioned claim is of no relevance to what the CBD is arguing for and in turn should be immediately

Baroque Humanities Free Essays

If ever there was a period of enlightened absolutism on European soil, it has to be the 150 year-long period from 1600 A. D. to 1750 A. We will write a custom essay sample on Baroque Humanities or any similar topic only for you Order Now D. , which witnessed the rebirth of grand styles in art, sculpture, painting and literature. The ideas of monarchism were rejuvenated during this era as the issues of social contract and individual liberty frequented the thinking minds. In fact the thinking renaissance had already been set in motion by eminent philosophers and rulers, including Joseph II and Maria Theresa of Austria, Louis XIV of France, Frederick II of Prussia and many others. Also known as the Baroque period, this phase is noted for its spectacular growth and development across all vertices, especially in artistic realms. What singles out the Baroque from other periods in European history was its dynamism of cultural expressions. The creation of art was unrestrained and raw in nature. From a political perspective, the British Commonwealth under the leadership of Oliver Cromwell thrived in trade and commerce, and secularism emerged after the brutal bloodbath of the Middle Ages. The royal court of England was receptive to the refreshing counter-reformatory changes that occurred in the intellectual sphere of this period. Our current course of discussion goes beyond just the social, political or religious scenarios that characterized the Baroque era. Rather we attempt to seek the culminating point to have come out of the intellectual revolution of the time, expressing itself in threefold directive of literature, music and art. To achieve our objective, we have picked up three authoritative works distinctive of the Baroque era – Orfeo by Claudio Monteverdi for music, The Flaming Heart by Richard Crashaw for literature and The Last Supper by Jacopo Tinteretto for artwork. The rest of this essay is going to elaborate on how the profound philosophies and witticism of the Baroque period were manifested in these three masterpieces. Music in the Baroque featured a discernible style and mode of expression unique to this era only. It was converged on a diverse breed of artistic expressions to form a continuum of aesthetic principles rooted in visual and literary arts. First performed in 1607, Orfeo by Claudio Monteverdi is deemed as the signature musical composition of the Baroque. The grandeur of this Italian opera dissolved the geographical barriers and traversed far and wide to all corners of Europe. Composed on the themes of the Greek legend of Orpheus, Orfeo celebrates the freedom of spirit of the Baroque through its forceful dramatic appeal and impeccable orchestration. The compelling intellectual sensitivity of the Baroque literature is best manifested in The Flaming Heart, an English poem by Richard Crashaw. This poem captures the extravagance of poetic imagination both in content as well as in form. As argued by Summers and Pebworth (175), The Flaming Heart is comparable to The Ecstasy of St. Teresa by Bernini in its vividly descriptive expression of personal emotions. As the poem nears the end, it weaves a state of the mind for the reader, which is left unexplored by Bernini (Summers et al. 175): â€Å"By all of him we have in thee, Leave nothing of my self in me: Let me so read thy life that I Unto all life of mine may die. † (The Flaming Heart 2009) The Baroque elements in Crashaw, as argued by Healy (1), are reflected in his â€Å"tendency to adopt the fallacious view†¦Ã¢â‚¬ . Indeed, the period in question was stripped off all sorts of polished sophistication and the style of expression was more inclined to counter reformatory impulses than to â€Å"judgments about taste† (Healy 2). The Last Supper by Jacopo Tinteretto concerns the Biblical allusion to the spiritual act of communion. As a groundbreaking work of manneristic painting, a genre that evolved in the Baroque traditions, this piece of artwork speaks volumes for the ingenuity of painters belonging to the Venetian school during the Italian Renaissance. The quintessential baroque features in The Last Supper are manifested through Tinteretto’s offbeat use of perspective and lighting effects. Similar to all other artistic genres of the baroque, the manneristic painting too was characterized by freedom of expression and intricacies of ornamentation. In case of The Last Supper, these aspects were brought to life by brisk brushstroke technique on canvas (The Last Supper by Jacopo Tinteretto 2002-2009). Etymologically the term ‘baroque’ implies abnormality and extravagance. Now it has been historically proved that any productive age is bound to be fueled by these traits rather than orderly and genteel ones. It is quite clear from the above discussion that the Baroque era was the golden period in the history of Europe in terms of authentic art movements. Literary compositions, musical experimentations and painting reflected the erratic but extremely creative spirit of the age. Works Cited Healy, Thomas F. Richard Crashaw. Leiden: Brill Archive, 1986. Summers, Claude J. , and Ted-Larry Pebworth. The wit of seventeenth-century poetry. Columbia: University of Missouri Press, 1995. â€Å"The Flaming Heart. † Poemhunter. com. 23 April 2009. 23 April 2009 http://www. poemhunter. com/poem/the-flaming-heart/. â€Å"The Last Supper by Jacopo Tinteretto. † DirectEssays. com. 2002-2009. 23 April 2009 http://www. directessays. com/viewpaper/18155. html. How to cite Baroque Humanities, Papers

Industrial Revolution and its Impact on Urbanization and Urban Places

Question: Write an academic essay on the Industrial Revolution. In the hypothetical essay that he has assigned, you are to research the history of the Industrial Revolution and its impact on urbanization and urban places. Answer: Introduction Segal et al., (2014) Learning skills vary with the kind of learning style a person perceives. It affects much on the research style they perform for finding a particular research topic. Chipman et al., (2013) also affirm that some take notes and some explore as many as resources from different sources like the internet or by visiting the desired place. The research procedure too varies with the subject they have been provided for their project. In the following essay, the research method will be discussed for the topic on Industrial revolution and its impact on urbanisation and urban places for a visual learner. Discussion According to Boud et al., (2013), there are different types of learners relying on the learning and the personality types. These learning methods provide them with a procedure in which they are comfortable to gather knowledge and can attain more concepts on that. Malone and Yoon, (2014) demonstrate that there are visual learners who prefer using of pictures and statistical data to understand a concept and even use them to complete their assignment. Chen, (2015) depict that there are physical learners who prefer to gather informationthatencompass theirintellect and body in a combined orderto learn things like visiting their mentors to get some additional data or draw the images by themselves, logical and social learners who prefer to study by funding logic behind every possible thing and enjoy learning collaboratively in a group respectively. Dunne, (2014) depict that proceeding for a research topic can be effectively be initiated after evaluating what exactly is the reason behind the given topic and what will be the researcher gets. In this assignment, the topic is Industrial revolution and its impact on urbanisation and urban places. In this context, the first step will be finding the keywords for gaining knowledge of the concept. The keywords that should be searched by the researcher are the industrial revolution, advantage and disadvantage of the industrial revolution, its consequence and impact on human life, urbanisation and industrialisation. Pellegrino and Hilton, (2013) states that selecting appropriate keywords signifies the ability of a person to proceed with a good understanding of the research topic. The second step will be to think in depth regarding the topic based on the personal experience in order to draw a rough idea on the key concept that is industrial revolution (Berger et al., 2013). It is quite evident that the society comprises of more industries and infrastructural building than playgrounds and parks. McInerney, (2013) portray that the third stage will be to search for the history of the industrialisation and the primary reason behind this rebellion on any one of the internet search engines. Fink, (2013) further added that proceeding in this way, the history behind the research topic will be gathered and to add some prominent details, several statistical data can be found from where it could be easily understood how much the industrialisation influenced the planet earth throughout the years from its initial time. Brown et al., (2013) states that the gathered primary data can then be taken to the academic expert or their mentors or teaching assistants so that they can encourage them to search further for the best solution as they can confirm whether they are proceeding in a correct way or not. Moreover, in order to collect more information, McInerney. (2013) demonstrate that people may visit different places like university libraries or to some nearby industries to gather short overviews on the facilities they have provided to their workers and the crucial factors that are influenced by the industrial revolution. This blends the visual learning style with the physical style of learning. Dabbagh and Kitsantas, (2012) states that for an academic piece of writing can be welly initiated by searching primary factors that influence urbanisation like the wage offered by an organisation to their employees, facilities and the living style they are offering in the urban areas must have to be considered. Influences like the development of the industry and the living standards, provision of all kind of materials for satisfying human needs are some of the beneficial impacts of the industrial globalisation. Points should be highlighted on the dependency of the rural area in the urban ar eas for illustrating the difference between the situation of pre and post industrial revolution. Kirschner and van Merrinboer, (2013) illustrates that there is a dual side of any circumstance and hence there are some disadvantage reacted with the industrialisation. In order to make the essay effective, some disadvantages should also mention. Environmental adversity is one of the significant disadvantages of the industrialisation. The urban spaces become over crowded which results in the deforestations. Pictures can also be provided including the statistical data of the deforestation and its negative consequence. Dunlosky et al., (2013) states that students can search for academic journals or many another book for acquiring a critical analysis that can provide more value to the written essay by presenting evidence for the undertaken ideas rather than representing the main perception as sufficient proof. It is a self-directed and self-corrective way of presenting the view as it provides guidelines that the procedure undertaken by the student is correct (Benson, 2013). The method t hat is used in the entire assignment for writing an essay on the selected topic of Industrialization revolution and its impact on urbanisation and urban areas is proved to be a beneficial method for a visual style learner as the final assignment itself comprise of pictorial statistical data on the influences of industrialisation on urban areas. Conclusion Hence, it is concluded from the entire discussion that learning process is not same for everyone; some prefer visual learning style while some prefer only theoretical learning style. However, in this assignment, the visual learning styles are being considered that ultimately will be depicted in the assignment that comprises of the pictorial data gathered from journal articles, research paper and the internet sources. Crucial points are noted down by consulting the mentors and the nearby industrialists in order to get a perfect overview of the selected topic. Gathering of all these data will help the researcher to formulate an effective essay. Moreover, it is also concluded that incorporation of two or more styles of learning results in a perfect outcome and hence, supporting the visual learning style with physically gathered data helps in the formulation of a good assignment work. References Benson, P. (2013). Teaching and researching: Autonomy in language learning. Routledge. Berger, D. E., Pezdek, K., Banks, W. P. (2013). Applications of cognitive psychology: Problem solving, education, and computing. Routledge. Boud, D., Keogh, R., Walker, D. (2013).Reflection: Turning experience into learning. Routledge. Brown, G. A., Bull, J., Pendlebury, M. (2013).Assessing student learning in higher education.Routledge. Chen, A. (2015). Operationalizing physical literacy for learners: Embodying the motivation to move. Journal of Sport and Health Science, 4(2), 125-131. Chipman, S. F., Segal, J. W., Glaser, R. (2013).Thinking and Learning Skills: Volume 2: Research and Open Questions. Routledge. Dabbagh, N., Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and higher education, 15(1), 3-8. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., Willingham, D. T. (2013).Improving students learning with effective learning techniques promising directions from cognitive and educational psychology.Psychological Science in the Public Interest, 14(1), 4-58. Dunne, E. (2014). The learning society: International perspectives on core skills in higher education. Routledge. Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses.John Wiley Sons. Kirschner, P. A., van Merrinboer, J. J. (2013). Do learners really know best? Urban legends in education.Educational psychologist, 48(3), 169-183. Malone, T., Yoon, J. (2014, March).Wordle: A Case Study for Learning Possibility of Vocabulary Terms to Visual Learners. In Proceedings of Society for Information Technology Teacher Education International Conference (pp. 2918-2924). McInerney, D. M. (2013).Educational psychology: Constructing learning. Pearson Higher Education AU. Pellegrino, J. W., Hilton, M. L.(2013).Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press. Segal, J. W., Chipman, S. F., Glaser, R. (2014).Thinking