Manual for Recrystallization Essay Example For Students

Manual for Recrystallization Essay Part 1 Equipment included and preparationChapter 2 Setup technique before purificationChapter 3 Gathering of an obscure compound and the initial step: filtrationCollection and estimating of unrefined sampleChapter 5 Evaluation strategies for purityChapter 6 Frequently posed Inquiries and inconvenience shootingTo start, the expectation of this booklet is to offer instructional guidance. The guidelines given will give a premise to permit a person to play out the vital assignment to experience the purging procedure. The structure of the manual is to train understudies in a school research center setting. Specifically, the region of science that the manual will concentrate on is Organic Chemistry. Understudies will have the option to allude to this guidance direct all through the semester since this procedure will be placed being used regularly. The purging procedure if a basic piece of science, and the understudy must perceive its significance. Without a decontaminated item, a considera ble lot of the medications available would not be on special. Despite the fact that these refinement systems are taking things down a notch, it will give a beginning stage to the individuals who are simply starting Organic Chemistry. The aptitudes expected to decontaminate an item will accompany practice and help from the educator, however this manual will give the underlying headings to help the understudy on cleansing. When aced, more procedures will assist the understudy with gaining an item that is sufficiently unadulterated to put available. The Equipment in question and preparationThe initial phase in seeing any research center procedure is understanding the hardware required. Additionally, there is a requirement for the best possible planning of the apparatuses required before any of the means can start. The primary bits of china expected to direct the filtration and recrystallization will be at any rate two 250ml flagons, a 100ml cup, and at any rate three 50 ml jars. What's more, a glass mixing bar and an instance of micropipettes would be helpful. For the filtration method, a pipe with an elastic plug, a trapper cup, and a little bit of channel paper is critical to have. There is additionally a requirement for vacuum hoses in the filtration procedure also. The understudy will likewise require a hotplate. The lab will give all the essential funnels expected to arrangement a vacuum and furthermore the air current required later on in the assortment stage. Every lab will have various sorts of hardware, and it is the understudies duty to comprehend and figure out how to function each apparatus. For any test to have the correct outcomes, cleaning and disinfection is basic piece of arrangement. The most ideal approach to have the china cleaned is to steam clean the numerous pieces in an autoclave or a dishwasher. This might be done progress of time by the educator or the understudies. It is likewise acceptable practice to clean the gear by hand, considerably after it has come out of a machine more clean. The channel and the channel paper should likewise be liberated from any contaminations with the goal that it won't reflect in the outcome. Since the filtration procedure is so significant, there must be an elevated requirement of neatness for all the instruments that the understudy will utilize. *It is critical that the understudy ensure all the pieces are dry too or the heaviness of abundance water will appear in the outcomes. In this manner overstating the last calculations*Above all else, it is critical to take all the correct techniques to be sheltered in the research center. All Students must wear wellbeing goggles at record-breaking in the lab. It would likewise be a smart thought to wear jeans and shoes if there should be an occurrence of spillage. Likewise , the understudy may likewise think about wearing gloves, however the teacher will inform the understudy if the synthetic concoctions require an understudy to wear gloves. It is additionally significant that all security related issues be accounted for to the educator right away. .u9ea5509e494c85a564f5a8859f493ad3 , .u9ea5509e494c85a564f5a8859f493ad3 .postImageUrl , .u9ea5509e494c85a564f5a8859f493ad3 .focused content zone { min-tallness: 80px; position: relative; } .u9ea5509e494c85a564f5a8859f493ad3 , .u9ea5509e494c85a564f5a8859f493ad3:hover , .u9ea5509e494c85a564f5a8859f493ad3:visited , .u9ea5509e494c85a564f5a8859f493ad3:active { border:0!important; } .u9ea5509e494c85a564f5a8859f493ad3 .clearfix:after { content: ; show: table; clear: both; } .u9ea5509e494c85a564f5a8859f493ad3 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; mistiness: 1; change: murkiness 250ms; webkit-progress: darkness 250ms; foundation shading: #95A5A6; } .u9ea5509e494c85a564f5a8859f493ad3:active , .u9ea5509e494c85a564f5a8859f493ad3:hover { haziness: 1; change: obscurity 250ms; webkit-progress: darkness 250ms; foundation shading: #2C3E50; } .u9ea5509e494c85a564f5a8859f493ad3 .focused content territory { width: 100%; position: relati ve; } .u9ea5509e494c85a564f5a8859f493ad3 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; text-design: underline; } .u9ea5509e494c85a564f5a8859f493ad3 .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u9ea5509e494c85a564f5a8859f493ad3 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; fringe range: 3px; box-shadow: none; text dimension: 14px; text style weight: intense; line-stature: 26px; moz-outskirt span: 3px; text-adjust: focus; text-embellishment: none; text-shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u9ea5509e494c85a564f5a8859f493ad3:hover .ctaButton { foundation shading: #34495E!important; } .u9ea5509e494c85a564f5a8859f4 93ad3 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u9ea5509e494c85a564f5a8859f493ad3-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u9ea5509e494c85a564f5a8859f493ad3:after { content: ; show: square; clear: both; } READ: The Giver EssayWARNING: DO NOT TRY TO CLEAN UP CHEMICALS WITHOUT NOTIFYING THE INSTRUCTORThe arrangement for the procedure is basic, however picking the correct dissolvable to carry out the responsibility is basic. The arrangement of the crystal for the filtration technique is as per the following. Initial one hose must be immovably on the vacuum pipe on the water feature in the lab. The opposite finish of the hose will go to

Human Respiration Lab Report Example | Topics and Well Written Essays - 1000 words

Human Respiration - Lab Report Example Ordinary qualities go from 12 to 20 breaths for every moment. The Inspiratory Reserve Volume (IRV) is the amount of air that is taken into the lungs during a maximal constrained motivation that starts toward the finish of an ordinary motivation. The follow for indispensable limit shows an IRV perusing of 2300cc. The ordinary incentive for IRV is 2500cc. The Expiratory Reserve Volume (ERV) is the amount of air that is ousted from the lungs during a maximal constrained lapse that starts toward the finish of a typical termination. The follow for indispensable limit shows a perusing of 900cc for ERV. The typical estimation of ERV is 1500cc. The Vital Capacity (VC) is the all out volume of air that is ousted from the lungs during a constrained maximal exhalation that happens after a constrained maximal inward breath. The follow for crucial limit shows a direct VC perusing of 4100cc. The typical incentive for VC is 4800cc. The profundity of breathing toward the beginning of the analysis is appeared in the follow for CO2 aggregation section A. The TV perusing is 1000cc. The profundity of breathing toward the finish of the test is appeared in the follow for CO2 amassing part B. The TV perusing is 1500cc. The recurrence of breathing toward the start of the trial is appeared in the follow for CO2 gathering section A. The recurrence toward the start is 10 breaths for each moment. The recurrence of breathing toward the finish of the trial is demonstrated is the follow for CO2 gathering part B. ... The profundity of breathing toward the beginning of the investigation is appeared in the follow for CO2 collection section A. The TV perusing is 1000cc. The profundity of breathing toward the finish of the test is appeared in the follow for CO2 aggregation part B. The TV perusing is 1500cc. Recurrence of Breathing toward the Start and End of the Experiment The recurrence of breathing toward the start of the analysis is appeared in the follow for CO2 gathering section A. The recurrence toward the start is 10 breaths for each moment. The recurrence of breathing toward the finish of the analysis is indicated is the follow for CO2 amassing part B. The recurrence toward the finish of the examination is 17 breaths for every moment. Impressions of Subject toward the End of the Experiment Subject reports a slight sentiment of shortness of breath toward the finish of the examination and reports the vibe of shallowness of typical relaxing. Impact OF REBREATHING WITH CARBON DIOXIDE ABSORPTION The two follows that show the impacts of rebreathing with carbon dioxide assimilation are appeared in the graphs named CO2 Absorption Part An and CO2 Absorption Part B. Profundity of Breathing toward the Start and End of the Experiment The profundity of breathing toward the beginning of the analysis is appeared in the follow for CO2 retention section A. The TV perusing is 1000cc. The profundity of breathing toward the finish of the test is appeared in the follow for CO2 retention part B. The TV perusing ranges from 1200cc to 1500cc. Recurrence of Breathing toward the Start and End of the Experiment The recurrence of breathing toward the start of the examination is appeared in the follow for CO2 assimilation section A. The recurrence toward the start is 12 breaths for every moment. The recurrence of breathing toward the finish of the analysis is indicated is the follow for CO2 retention part B. The recurrence at the

My How Times Change

My How Times Change… In June Ill be celebrating, along with my MIT classmates, a pretty major reunion and Ive been spending much of the time recently, when I havent been reading your folders, working on plans for the big event. At one point during that weekend Ill be talking with my old friends about how admissions is different today from when we received admit letters quite a few years ago. Seeing the MITLeaks announcement on Monday reminded me even more about how things have changed over the years. That said, as much as things have changed, the worries are still much the same. Before the magic of the internet we actually got a real letter announcing our fate, in fact, everyone got a letter and you pretty much knew if you were admitted or not by the size of the envelopethe bigger the envelope, the better the news. My envelope from MIT was very big and contained a red t-shirt. I was very excited and wore the shirt the very next day to school. Even in those days MIT announced their decisions earlier than many other schools but we didnt have the luxury of knowing what day we would actually find out. Im told that all the letters were mailed at the same time, so kids in Massachusetts knew several days earlier than I did that they had been admitted. I had to wait until my envelope got all the way to California. Every day for weeks I was the one who checked the mail at my house, not because of a fondness for the mailman, but because I was waiting to hear from the various schools. I applied to only three schools and in fact when I originally told my guidance counselor I had five on my list, he nearly faintedthat meant he would need to make five copies of any letter he wrote and that was two, too many as far as he was concerned. I ultimately did trim it down to three, completed my applications and then the waiting began. Im sure I drove my family nuts, would I get in or not, if I did which would I pick, and if I didnt what would I do with myself the following yearIm sure there were moments that they could hardly stand being in the same room with me that spring, let alone the same house. In the end, it all worked out. I got into my safety schoola UC campus which shall remain nameless but didnt get into another school (it shall remain un-named as well for these purposes). Thatgulprejection (yes, it was a very difficult word to say even then) was actually probably a good thing because I think that particular school was probably my parents first choice. It was much closer to home than MIT and I was the first child in my family going off to college. I was nervous, I was afraid I would make the wrong choice, and I was mad that I didnt get into that third schoolmaybe MIT wasnt the best place for me to be, I kept thinking to myself. But, in the long run, what turned out to be disappointing, scary, and exciting, all at the same time, turned out tremendously well and I jumped into life at MIT with both feet. I had a great experience here, but Im also convinced that I could have a great experience at any of three colleges to which I applied. Sowhy have I decided to tell you about this nowIm sure youve figured it out. Decisions come out next week and youve all applied to lots of great schools, in fact some of you have applied to four times as many schools as I did. Yes, the times have changedmore kids than ever before have applied to more schools than ever before and that means that more rejections than ever before will be received by applicants in the next few weeks as all the schools release their decisions. Its not fair, its not fun for the applicants, or for admissions officers, but it sadly is the way things areand there really isnt anything that Admissions Offices can do about it. Youve poured your hearts, souls and dreams into your applications and Im thrilled to have had the chance to get know you through what you have shared. Youve shared with us exactly why MIT would be the perfect place for you, but I know youve also done that for all the schools on your list, or you wouldnt have applied to them. And in truth, you could have a great experience at any of those schools, just like I could have had a great experience at any of the three I applied to. Your challenge in the weeks ahead is to ultimately select a school from the list of places where you are admitted. Once you hear from all your choices you need to get on with the process of deciding among the schools that have admitted you. Thats where your choices truly are, and you need to concentrate on figuring out which one will be the best one for you and not continue to be frustrated about those that didnt admit you. Sadly, we are going to turn down many times more applicants than we will admit. We already know that were going to turn down lots of you and its going to be difficult for us, and even harder for you. Every year my colleagues and I say goodbye to applicants that we would love to have admitted to MIT. But spaces are few, and lots of truly amazing and very qualified students will not be joining us on our campus in the fall. Some other school will however be fortunate enough to have them. If we admit you, Im going to be so thrilled to welcome you to campus in September. I know youll have a great experience here and you can be assured that we believe you belong here. But for the restits not that we didnt want you, its not that you did something wrongwe just couldnt admit everyone we wanted. It really is that simple...its not fair, but it is what it is. Sono matter what happens, be happy about where you are admitted, embrace your final choice and know that we wish you all the very best. After getting to know each of you so well in these last few months we know you will have an amazing college experience!

The Danger of Using Literature and Fiction as a Historical...

Literature and fiction can be dangerous to use alone as a historical source. However, in looking at it with an analytical and open mind and incorporating it with textbooks, readers can gain tremendous knowledge from literature. Looking at the portrayal of a topic by an author is important. All authors write with specific audiences in mind, and with an intention or point. Understanding the point that authors strive to convey can reveal a great deal about opinions and perspectives of the time period. Literature is absolutely essential to world history. The insights in fiction go far beyond that of textbook learning. Gender roles, the role of the court, and romances are effectively portrayed in fiction, and convey insights that are different from those in a textbook. The role of males in Aristocratic Japan and Italy was far superior to women. Both Heian Japan and Renaissance Italy accepted a sexual double standard. For example, extra marital affairs were normal for men. They were even openly discussed. In Italy, though men could only have one wife at a time, there were high death rates, so many people married more than once in their lives. Wealthy Japanese men most commonly had concubines. Although Christianity in Italy had prohibited concubines, wealthy men did have mistresses, who did not have any legal standing. Heian Japan believed that the first wife was most important, but polygamy was still popular and accepted. Unlike the exploitive lives of wealthy Japanese andShow MoreRelated King Arthur Essay1157 Words   |  5 Pagesidentify the historical Arthur have been unsuccessful, since he is largely a product of fiction. Most historians, though, agree that the real Arthur was probably a battle leader of the Britons against the Anglo-Saxons i n the sixthth century. In literature, King Arthurs character is unique and ever changing, taking on a different face in every work. There is never a clearly definitive picture that identifies Arthurs character. It is therefore necessary to look at a few different sources to get betterRead MoreFeatures of Metafiction and Well Known Writers of the Genre Essay3025 Words   |  13 Pagesworld? The ontology of â€Å"any fiction is justified/validated/vindicated in the context of various theories of representation in the field of literary art and practice. Among these theories the seminal and the most influential is the mimetic theory. The theory of mimesis (imitation) posits that there is a world out there, a world in which we all live and act, which we call â€Å"the real world†. What fiction does (for that matter any art) is to try and (re) present this world using narrative techniques (orRead MoreVictorian Novel9605 Words   |  39 Pagesshape and development. It was the novel that was the leading form of literature in the 19th century England. The term ‘novel’ itself was a simple narrative form, which in opposition to its forerunner, the ‘romance’ focused on the affairs of everyday life such as scientific discovery, religious debate, politics or colonial settlement. Though there are many arguments among critics which dates frame the period of Victorian literature, it is commonly accepted that it was the reign of Queen Victoria (1837-1901)Read MoreEssay about Ray Bradburys Fahrenheit 4512103 Words   |  9 PagesBradbury conjures up in Fahrenheit 451 using science fictional elements to convey the importance of remembering, freedom of speech, and less reliance on machinery. Science fiction was the best medium to help Bradbury express his ideas because it provides the proper balance of fiction and non-fiction which other genres cannot. Although science fiction is classified strictly as fiction, it has elements of both non-fiction and fiction. The genre of fiction encompasses mystery, horror, actionRead MoreThe Sonnet Form: William Shakespeare6305 Words   |  26 Pages the speaker characterizes the disease; in the second, he describes the relationship of his love-disease to its â€Å"physician,† his reason; in the third, he describes the consequences of his abandonment of reason; and in the couplet, he explains the source of his mad, diseased love—his lover’s betrayal of his faith: My love is as a fever, longing still For that which longer nurseth the disease, Feeding on that which doth preserve the ill, The uncertain sickly appetite to please. My reason, theRead MoreANALIZ TEXT INTERPRETATION AND ANALYSIS28843 Words   |  116 PagesPlot When we refer to the plot of a work of fiction, then, we are referring to the deliberately arranged sequence of interrelated events that constitute the basic narrative structure of a novel or a short story. Events of any kind, of course, inevitably involve people, and for this reason it is virtually impossible to discuss plot in isolation from character. Character and plot are, in fact, intimately and reciprocally related, especially in modern fiction. A major function of plot can be said to beRead MoreThe Use of Literature in Teaching English as a Foreign Language6056 Words   |  25 PagesThe Use of Literature in Teaching English as a Foreign Language By: Amr Alhemiary Abstract This research aims at emphasizing the use of literature as a popular technique for teaching both basic language skills (i.e. reading, writing, speaking and listening)and language areas(i.e. vocabulary, grammar and pronunciation) in our times. Reasons for using literary text in a foreign language classroom, suitable situations for teaching literature and main criteria for selecting suitable literary textsRead MoreDeparture, Initiation, and Return Essay4222 Words   |  17 PagesBerlin without the message being intercepted before he is captured. Yu Tsun, although a flawed hero, is the storys hero nonetheless, and the story outlines his attempt to fulfill his mission. Borges short story follows a mythological structure using Joseph Campbells three main stages of the heros journey: departure, initiation, and return. Along the way, Yu Tsun, quite by accident, discovers a tale of multiple paths, labyrinths both physical and metaphorical. He learns of the concept of howRead MoreMedieval Poetry3509 Words   |  15 PagesMedieval literature is a very diverse subject. The term covers the literature of Europe during the period between the fall of the Roman Empire and the beginnings of the Renaissance in the 15th century, spanning a period of roughly 1,000 years. As a result, it is difficult to make generalizations about medieval literature. It is, nonetheless, possible to identify a few general trends. Allegory and symbolism are common in medieval literature, perhaps more so than in modern writing. Religious and philosophicalRead More Relationships in a World without God Essay2213 Words   |  9 Pagesscientific method was that of phenomenological reduction. Although Sà ¸ren Kierkegaard accepted the paradox of being defining itself, as a scientist, Heidegger could not accept this paradox. According to Heidegger, a concept must be defined without using itself as reference. The difficulty of definition was confronted by defining Being as a collection of concepts. In his essay â€Å"The Fundamental Question of Metaphysics† the central question he asks is â€Å"Why is there anything at all, rather than nothing

Taking a Look at Evolutionary Psychology - 1094 Words

Evolutionary Psychology is a practice of social and natural sciences that studies human characteristics through the lens of modern evolutionary theory. This is exactly what Dunbar and his colleges attempt to do with â€Å"the family† in their book. The discussion of the family has to start with defining what parent involvement actually is. The authors of the book Evolutionary Psychology use Robert Trivers’ definition from 1972 that states, â€Å"any investment by the parent in an individual offspring that increases the offspring’s chance of surviving at the cost of parent’s ability to invest in other offspring†. This means that if a parent of a individual uses any of their resources to help improve their child’s chance of survival, meaning†¦show more content†¦The second circumstance for infanticide is if the child is born with severe disabilities or deformities for the simple reason of is the child worth the investment. Is involved in a child’s life who is going to require more of an investment that an average child, and still highly unlikely to reproduce worth it? Twins are a similar circumstance. Parents have the dilemma of possibly of not having adequate resources for both children at the same time. So infanticide could be logical in this situation so the parents could invest heavily into one of the twins to help ensure the best opportunity for the child throughout life as opposed to dividing the resources in half. This leads into the last circumstance, which is just not having the adequate amount of resources to raise even a single child. This practice is exemplified to the rate of aborted children or children sent to orphanages in young single women, or old married women who have had several children prior. Also discussed is how unique the human family is. Human fathers are involved in their children’s lives more than any other species and humans are the only species where grandparents exist . The explanation for these occurrences are that the human infant is so dependant that it needs the support of more than just a mother, and even just the mother and father in some cases. The occurrence of grandparents can also be explained by the phenomenon of menopause. The humanShow MoreRelatedThe Conflict Between Evolutionary Psychology And Scientific Scripture Scholarship912 Words   |  4 PagesIn this chapter, the author highlights some of the superficial conflicts between evolutionary psychology and scientific scripture scholarship (or historical biblical criticism). As the author notes, â€Å"...evolutionary psychology is an attempt to explain important human traits and behaviors in terms of the evolutionary origin of the human species (131).† It attempts to contextualize all the things we humans think, feel, and create in the contexts of Darwinian evolution, and natural selection. ButRead MoreEvolutionary Psychology : The Brain, Immune System, And Genetics894 Wor ds   |  4 Pagesnervous system of the body.’ (Sammons, no date), so they look at the way the human brain works when it is dealing with thoughts, feelings and how it reacts to behaviours. They study the ‘the brain, immune system, nervous system, and genetics’ (Cherry, 2015) they do this to get the best results about how the brains reacts when put within these situations. Evolutionary Psychology is of humans when they experience a changing environment and look for differences within their behaviours, their cognitionRead MoreInnate Theory : Innate Factors1258 Words   |  6 Pagesthe essay I will look at key branches of psychology which contribute to our behaviour. I will also compare and contrast both heritable and environmental factors, this comparison will enable me to uncover the level of importance within heritability. We are led to believe that one gene can contribute to a behavioural trait, most people are unaware of the extensive biological engineering of our genes ‘humans have 23 pairs of chromosomes and roughly 25,000 protein-coding genes’ taking this into accountRead MoreSocial Psychology Theories About The Development Of Prosocial Behavior And Altruism1520 Words   |  7 Pages2015). So, taking direct action can influence prosocial behavior in others by indirectly convincing them that they too should get involved because someone else is helping. What are the primary social psychology theories about the development of these two phenomena? According the University of Alabama, there are four main social psychology theories about the development of prosocial behavior and altruism. These are social exchange, empathy-altruism, social norms, and evolutionary psychology. The SocialRead MorePsychological Perspectives On Mental Health Disorders1728 Words   |  7 Pageshealth. Psychological perspectives are the different ways in which psychologists look at individual’s behaviours, thoughts and feelings. Although some of the psychological perspectives are very different while others are similar and seem to overlap, it is important to note that there isn’t simply one correct perspective and that each of the perspectives has their strengths and weaknesses. In this essay I am going to look into the different psychological perspectives and how they offer us an understandingRead MoreHuman Behavior And Human Development Essay1530 Words   |  7 Pagespredetermined views of genetic influence in the past, and that environmental influence has an extensive impact on human behavior. Throughout human history, there have been many shared processes and factors related to development. Evolutionary psychology is a branch of psychology that has developed based on the idea that humans have shared behavioral traits. Demonstrations of these shared human traits can be seen in fixed patterns. These fixed patterns, such as yawning and attachment, are unlearned behaviorsRead MoreEvolutionary psychology is a field of study that has revolutionised how we understand human2300 Words   |  10 PagesEvolutionary psychology is a field of study that has revolutionised how we understand human psychological systems and how they interact with social, cultural, and ecological factors to produce manifest behaviour. The main assumption of evolutionary psychology is that most human behaviours today, were once essential for survival and reproduction (Buss Schmitt, 2011). Despite the fact that the world has changed, humans have still retained those behaviours (Cross Campbell, 2011). The refore, to understandRead MoreCognitive Psychology And The Management And Treatment Of Mental Illness1352 Words   |  6 PagesI will explain the theories of two psychologist highlighting their strengths and weaknesses and there similarities and differences. AC1.1, AC3.1 Biological psychology looks at the biological aspects of behaviour. It looks at how the brain s structure, chemistry, activity and genetic make-up etc. relates to behaviour. Cognitive psychology focuses on the way the brain processes information, how people perceive, understand, make decisions about and remember information. Cognitive psychologistsRead MoreThe New Psychology: Early Physiological and Experimental Psychology and Structuralism1433 Words   |  6 PagesThe New Psychology: Early Physiological and Experimental Psychology And Structuralism Psy5102-8 Dr. Kornfeld By: Janelle Jumpp Table of Contents 1. What do you consider to be the proper subject matter of psychology? 2. What methods should psychology use to approach the subjects it studies? 3. What do you expect will be your most lasting contribution to the field of psychology? 4. What do you consider to be an appropriate role for the field of psychologyRead MoreWhat Drives Jealousy? By Sarah Hill And David Buss1040 Words   |  5 PagesWhat Drives Jealousy? Evolution Sarah Hill and David Buss, in The Evolutionary Psychology of Envy , find we are envious due to the competition of resources. Social comparisons determine where we stand, in society, and how to adjust. Envy has been shaped by natural selection to signal competitive disadvantage, it also combines with the desire to possess the same advantage. Unlike common conception, the target of men and women’s envy is not celebrities or millionaires. Most often it is same-sex peers

Lead Auditors Report on Iso 14001 and Ohsas 18001 Free Essays

Auditees : ____HO s and staff Department : IFC,FEM,HR,KESSB,SSHE,PBB,AH,PH/BS,CARGO ____Date of Audit : _____26TH Nov 2012 – 18th Dec 2012___ Procedure Involved : a) OSH Act 1994 relevant Regulations b) FM Act 1967 relevant Regulations (including BOWEC Reg. 1986) c) OHSAS 18001 Standard d) ISAGO Standards Manual Effective May 2010 2nd Edition e) EMS ISO 14001 StandardAudit Team : 1. En. We will write a custom essay sample on Lead Auditors Report on Iso 14001 and Ohsas 18001 or any similar topic only for you Order Now Meor Badrul Niza bin Ahmad Rafie – Dept :ILS 2. En Amir Syakib Yahya – Dept QAD 3, En. Abdul Razak Sauzi – Dept :QAD 4. En. Zainudin Zaini 5. Cik Nadiah Yahaya| SUMMARY OF AUDITBased on the observation made during this audit, it was noted that KLAS has made a good start-up at launching the OHSAS 18001 and EMS ISO 14001 campaign working towards certification of OHSAS 18001 in 2013 and EMS ISO 14001 in 2014 for example: 1) Workers on site are consistently wearing basic PPE such as Yellow/orange vest and Safety shoes. 2) Almost all workers on site have been SHE inducted. 3) Centralised Scheduled Waste store is provided at GSE workshop 4) Consistently and periodically carrying out SHE training such as ERT; Fire fighting and Chemical spill control. However, below are the key improvements that the KLAS team needs to address: 1) To ensure all and every machineries on site are registered before they are used and monthly inspected with upkeep and maintenance done to ensure they are fit to use . 2) Ensure the quality of the inspection carried out is in detail and not just for the sake of inspection. 3) Ensure Security personnel are trained on the Site SHE requirements and they assist by screening employees and give safety briefing to visitors entering the site . ) To ensure all chemical containers are labeled and each chemical shall have its own MSDS and each site shall have its own Chemical Register. The Chemical Register and MSDSs can be placed at the SHE Notice board for easy reference 5) To ensure the scheduled waste management and communication flow is refined and retuned between process owners and scheduled waste store keepers. 6) Accidents and incidents without forgetting near misses are given due attention and investigated t horoughly to prevent future accidents and incidents. ) Compliance to the legal and other requirement are addressed diligently and carefully to avoid unnecessary penalty or hefty summonses. AREA OF CONCERN 1. Ground handling equipments and machineries are in bad shape and require immediate upkeep and maintenance to prevent from accidents and incidents. 2. Manual work involving cargo manual lifting ,distribution and loading or unloading is rampant thus back support PPE is a must unless an engineering control tool is introduced to reduce manual labour. 3. BOMB threat emergency procedure has not been addressed and need to be included in the existing ERP procedure. NON CONFORMANCERefer to CAR listing. | RECOMMENDATIONAs an Auditor, I strongly believe that KLAS Team can excel better than what and where WE currently are and this can be further enhanced by a better and systematic SHE management. | Signature : †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Date : †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Signature : †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Date : †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (Lead Auditor) (Quality Manager)| How to cite Lead Auditors Report on Iso 14001 and Ohsas 18001, Essay examples

Dating Your Best Friend free essay sample

I ask myself sometimes why now and not then, I think this was how it was meant to be the whole time. We met in first grade and became real good friends right from the start. I remember playing a lot together with our friends. We also lived just across the street from each other so imagine, seeing each other at school and after school play even more outside after our homework was done, it was a great way of spending time together. Unfortunately after first grade, we somehow had to go to different schools, but we still got together after school and played together. It wasn’t until after 4th grade that I moved to a new neighborhood and didn’t see him again until 8th grade. We saw each other and recognized one another and again we became inseparable. We had a few classes together and we were always partners whenever we were assigned to grab a partner. We will write a custom essay sample on Dating Your Best Friend or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also that same school year, all the rumors started; that we liked each other, we were going to end up going out, we were always together and so on. I did think about it but we were just fourteen year olds who had no age and no intention of dating. We were the best of friends in middle school and kept going strong. Our high school years came real quick as we kept on growing up together and watching each other blossom into young adults. We were still the best friends ever, and the same rumors still kept going around. We somehow managed to have classes together which were very good for the both of us because we never wanted to be apart. We still had no intention of going out, because we didn’t want to break that wonderful friendship we had made and kept for so long. It wasn’t until Valentine’s Day of freshman year when I started feeling a little something for him. He sent me a valentine with the following message â€Å"Happy Valentine’s Day! Thanks for being an awesome friend! † I thought at that moment â€Å"Oh, friend† but I let it slide because I felt it was not a big deal. Sophomore year rolled around, we were still the best friends ever, and the rumors and gossip continued. We had classes together again, nothing special happened until the very end of that school year. We were saying goodbye to each other and we hugged, but we hugged each other for a while. I honestly felt that â€Å"spark† between us. I thought he felt the same (he told me later on that he did). We parted ways and kept in touch a bit in the summer, and didn’t see each other again until next year, junior year. That year I couldn’t hide what I felt for him, I was actually becoming more and more in love with him. I can tell he was also falling for me as well. It’s one of those things a girl can tell without being told anything. We were still the best of friends, and the rumors were still going (I was very surprised, yet a bit amused). This year was different because we’re now sixteen/ seventeen and had grown up more. Yes we were inseparable, but those feelings were becoming more noticeable to everyone except to one another. Yet nothing happened and we were still the best of friends. Senior year was a big year for us; it was the last year that we might be together. My feelings for him were now stronger than ever, I wanted to be more that friends, but for some reason he always seemed to avoid me and not talk at all. I don’t know why, I was hoping for him to say something to me, since I had heard from many that he actually did love me. But nothing happened, so I gave up on him in that aspect of us. I had revealed to one of my good friends that I did love Isaac and wanted more. He revealed to that same person that he loved me too. I found out from her and I went to talk to him, he immediately got upset and denied everything. With that being said I also denied everything because I thought to myself that was his chance and he blew it. We got really mad at each other and said â€Å"we are friends and that is it†. We didn’t stay mad for that long; we got back to talking again. I decided to date a guy that year; it was going well until I saw Isaac. He saw us holding hands, I saw his face turn red with anger, and just walked away upset. I knew it upset him but I had no idea why, we had settled on being best friends. We still enjoyed all the senior activities like prom, boat trip, and finally graduation. We both graduated and saw each other for what could be the last time. He was going off to college and I was staying home. After those four years in high school we proved everyone wrong about going out with each other, or at least that’s what we thought. Time passed and I had broken up with my high school boyfriend and I started dating another guy here at ECC for a few months. I never heard from Isaac once during that time, I was a bit upset but I didn’t pay attention to it. It wasn’t until February 12 that I was on Facebook and I got talking with Isaac again via chat that night. We were talking and asked about my boyfriend, I told him I didn’t have one and that I had given up on guys for the moment. We kept talking and talking and then I asked him â€Å"For April Fool’s we should put as our status that we’re going out†. It took him a few minutes to say â€Å"Why not actually make it a reality? † I was shocked! I swear at that moment I had an instant flashback of our childhood all the way through high school. I had waited for so long for that moment that I said yes, it also took me a while to respond back. At that moment he confessed that he had loved me since the end of sophomore year when we said goodbye to each other. I was so happy that everything went the way it did. Unfortunately he was away at school and I wouldn’t see him until our one month anniversary when he came home. I didn’t mind, I did not wait all that time in high school for us to finally be together as a couple and not have the relationship work. We changed our Facebook status that we were officially a couple. It was an explosion of â€Å"It’s about time! †, â€Å"I knew it! †, and â€Å"I told you it would happen eventually! † We didn’t care though because we were just happy that our dream had finally come true. A month passed and it was our one month anniversary. We went out to dinner and had an amazing time together. That same night he took me to his home and I met his entire family. Since then me and his family have gotten along very well and we are practically like family. We definitely enjoyed that week together but he had to go back and I wouldn’t see him until May. My birthday came along and it happened to fall on a Saturday, which was nice because I planned to have a party. Isaac drove all the way home just for my birthday and surprised me. He called me before and said that he had sent a present. Then at around five in the afternoon he called and said that my gift has arrived and I had to open the door, sure enough it was him with a bouquet of flowers. I cried of joy, no one had ever done something like that for me. It was an awesome way to celebrate my birthday. The relationship has been going very well, and I’m positive that it will continue to stay like that. It just comes to show that that myth about how dating your best friend is bad isn’t always true. It can happen to anyone, and yes it doesn’t work out for some people, but in my case it worked out for the better. As I said before, I don’t think we were meant to be best friends, just something more.

The Importance Of Tourism And Hospitality Employment Tourism Essay Example

The Importance Of Tourism And Hospitality Employment Tourism Essay The importance of touristry and cordial reception employment in both developed and developing states is attested to by the World Travel and Tourism Council ( WTTC ) , who suggest that travel- and tourism-related activities account for over 230 million occupations, or 8.7 per cent of occupations worldwide ( WTTC, 2006 ) . However, whilst the measure of occupations is unquestionable, the quality of many of these occupations is of great concern to faculty members and policy-makers likewise. Despite the rhetoric of policy-makers and concern leaders that people are the industry s most of import plus, many remain unconvinced that such a position is borne out by empirical grounds. For illustration, Douglas Coupland, the noteworthy cultural observer, has for many captured the Zeitgeist when he talks pejoratively of McJob which he describes as, Alow-pay, low-prestige, low-dignity, low-benefit, no-future occupation in the service sector. Frequently considered a fulfilling calling pick by peo ple who have neer held one ( Coupland, 1993: 5 ; and see besides Lindsay and McQuaid, 2004 ) . MacDonald and Sirianni ( 1996 ) acknowledge the challenges of life and working in a service society which, harmonizing to them, is characterized by two sorts of service occupations: big Numberss of low-skill, low-pay occupations and a smaller figure of high-skill, high-income occupations, with few occupations being in the center of these two extremes. Such a state of affairs leads labour analysts to inquire what sorts of occupations are being produced and who is make fulling them. This point is besides true for the touristry and cordial reception industry and it is of import at the beginning of this book to add a caution about the generalizability ( or otherwise ) of the conditions of touristry and cordial reception employment worldwide. To make so it will critically reexamine some of the jobs which lead many to qualify touristry and cordial reception employment as by and large unrewardin g and unsympathetic, whilst besides sing illustrations of good pattern, of import policy responses and theoretical accounts of HRM which may offer cause for greater optimism in the manner people are managed within the touristry and cordial reception industry. What are the touristry and cordial reception industries? Many faculty members, industrialists and policy-makers have attempted to specify the nature of the touristry industry and the topographic point of the cordial reception sub-sector withinthis broader conceptualisation yet there is still no 1 normally accepted definition.Hence, there are built-in jobs seeking to specify what is a big and diverse sector, which means many of the activities may overlap, and could be described as embracing touristry and cordial reception. For illustration, Lucas ( 2004 ) in her recent work on employment dealingss in the cordial reception and touristry industries chose to speak in wide footings about the Hotel, Catering and Tourism Sector ( HCTS ) . This word picture of the HCTS recognizes that, in world, many occupations in cordial reception and touristry, share common properties and are associated with both cordial reception and touristry activities ( p. 4 ) . Clearly, so, we should acknowledge the potency for a deficiency of preciseness in depicting t he touristry and cordial reception industries. We will write a custom essay sample on The Importance Of Tourism And Hospitality Employment Tourism specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Importance Of Tourism And Hospitality Employment Tourism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Importance Of Tourism And Hospitality Employment Tourism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In an effort to avoid excessively much impreciseness and, at the same clip, capture the diverseness of the sector it uses the model offered by Peoples 1st, which is the Sector Skills Council ( SSC ) for the cordial reception, leisure, travel and touristry sector, to represent the wide scope of activities that may be seen in the HCTS. The ground for utilizing People 1st is that SSCs are the government-licensed organic structures in the UK responsible for bettering accomplishments within the industry. SSCs are employer led and amongst other things aim to be the voice of industry on accomplishments affairs and promote best pattern attacks to employment ( and see Chapter 7 for the function of Peoples 1st in bettering accomplishments and preparation in cordial reception, leisure, travel and touristry ) . Therefore, Peoples 1stsuggest that the sector as a whole is made up of 14 sub-sectors ( Peoples 1st, 2006 ) : a-? hotels ; a-? eating houses, tourer services ; a-? visitant attractive forces ; a-? young person inns ; a-? vacation Parkss ; a-? self-catering adjustment ; a-? cordial reception services HRM IN HOSPITALITY INDUSTRY HRM HOSPITALITY AND TOURISM INDUSTRIES aˆ? Attract an effectual work force Hour planning/labour markets Recruitment and choice aˆ? Maintain an effectual work force Wagess and public assistance Labor dealingss ( e.g. the function of trade brotherhoods ) Grudge and disciplinary processs aˆ? Develop an effectual work force Training and development Appraisal Hotel industry The hotel in Hoque s ( 2000 ) research, which is termed the HRM quality foil hotel, employed 140 staff and was portion of a big international concatenation. In relation to their attack to HRM a figure of patterns were outstanding in the hotel. Recruitment and choice emphasized the demand for employees to hold an aptitude for client attention, although this tended to be spotted at interview instead than through psychometric or behavioral trials. The hotel used extended initiation programmes to decrease the potency of employee turnover. The usage of cross-functional squads aimed to bring forth cooperation and squad edifice and staff were encouraged to see the hotel as a unit instead than a aggregation of distinct maps. Allied to this extended multi-skilling and crossfunctionalflexibility was encouraged, this cross-exposure allowed staff to see a figure of the other parts of the hotel. There was extended decentalisation, which sought to promote responsible liberty, for illustration th rough a well-understood authorization strategy operating in the hotel. Consultation via a representative advisory commission allowed employees to voice their positions on the running of the hotel. Further to this audience the hotel besides operated an one-year attitude study. Employees were appraised on a annual footing. The assessment system was used for sequence planning and the hotel was besides working towards associating assessment with a merit-based wage system. Employees were besides encouraged by a strong internal labor market which promoted from within, whenever possible. Finally, throughout the hotel there was an paramount accent on quality and the demand to offer outstanding client service . HARD AND SOFT HRM Equally good as supplying the concise definition utilized above, Storey ( 1987 ) besides provided one of the earliest and most abiding efforts to acknowledge different attacks to HRM. These different attacks are captured by the thought of difficult and soft HRM, each of which are now briefly described. The difficult version is seen to be an instrumental and economically rational attack to HRM. In this position people direction schemes are driven by strategic considerations to derive competitory advantage, maximising control while accomplishing the lowest possible labor cost. This attack is quantitative and calculating and labor is a commodity/resource, the same as any other. The focal point is on HRM. On the other manus the soft version is seen to be much moreabout following a humanistic and developmental attack to HRM. As a consequence anorganization s people direction attack is likely to be more consensual and based on a high degree of managerial committedness to employees, which i s intended to take to common high committedness from employees, high trust, high productiveness and so on. Employees are seen as being proactive, capable of being developed and worthy of trust and coaction. This attack focuses on HRM.What difficult and soft attacks to HRM point to is that employers will change their people direction schemes. BEST FIT AND BEST HRM PRACTICES Boxall and Purcell ( 2000 ) suggest that efforts to understand the manner in which organisations approach the direction of their HR can be seen with respect towhether they aim for best tantrum or best pattern . Best tantrum One of the earliest and most influential efforts to develop a theoretical account that recognized the demand for a tantrum between the competitory scheme and HRM was that offered by Schuler and Jackson ( 1987 ) . Schuler and Jackson developed a series of typologies of needed function behaviors that enabled the nexus between competitory scheme and HRM patterns to be made. The type of needful function behaviors within Schuler and Jackson s theoretical account was contingent on the overall schemes that an organisation could follow to seek competitory advantage and the HRM approached adopted to prolong this. First, there is an invention scheme, where organisations seek to develop merchandises or services that are different from rivals, such that the focal point here is on companies offering something new and different. Organizations following this attack seek to develop an environment where invention is allowed to boom. Resultantly, the employee needed function behavior in such a scenario is characterized by things like a willingness to digest ambiguity and capriciousness, the demand to be originative and hazard pickings. Given these features the type of HRM scheme fluxing from this attack is based on holding a big figure of extremely skilled persons who are likely to bask high degrees of liberty. Second, is the quality sweetening scheme wherein houses seek to derive competitory advantage by heightening the merchandise and/or service quality. The attack one time once more points to certain HRM patterns to back up a total-quality attack. These patterns include the encouragement of feedbac k systems, teamwork, decision-making and duty being an built-in portion of an employee s occupation description and flexible occupation categorizations. The purpose of these patterns is to make needed employee behaviors such as co-operative, mutualist behavior and committedness to the ends of the organisation. Last, the cost decrease scheme sees houses trying to derive competitory advantage by taking to be the lowest-cost manufacturer within a peculiar market section. . Best pattern Whilst statements for best tantrum advocator a close tantrum between competitory schemes and HRM, those in favor of best pattern attacks to HRM suggest that there is a cosmopolitan one best manner to pull off people. By following a best pattern attack it is argued that organisations will see enhanced committedness from employees taking to improved organisational public presentation, higher degrees of service quality and finally additions in productiveness and profitableness, Normally couched in footings of bundles , the HRM patterns that are offered in support of a high committedness and public presentation theoretical account are by and large reasonably consistent. For illustration, Redman and Matthews ( 1998 ) outline a scope of HR patterns which are suggested as being of import to organisational schemes aimed at procuring high-quality service: a-? Recruitment and choice: Recruiting and choosing staff with the right attitudinal and behavioral features. A scope of appraisals in the choice procedure should be utilized to measure the work values, personality, interpersonal accomplishments and problem-solving abilities of possible employees to measure their service orientation . a-? Retention: The demand to avoid the development of a turnover civilization , which may of class be peculiarly prevailing in touristry and cordial reception. For illustration, the usage of retention fillips to act upon employees to remain. a-? Teamwork: The usage of semi-autonomous, cross-process and multi-functional squads. a-? Training and development: The demand to fit operative degree staff with squad working and interpersonal accomplishments to develop their service orientation and directors with a new leading manner which encourages a move to a more facilitative and training manner of managing. a-? Appraisal: Traveling off from traditional top down attacks to appraisal and back uping things such as client rating, equal reappraisal, team-based public presentation and the assessment of directors by subsidiaries. By and large, all of these public presentation assessment systems should concentrate on the quality ends of the organisation and the behavior of employees needed to prolong these. a-? Rewarding quality: A demand for a much more originative system of wagess and in peculiar the demand to payment systems that reward employees for achieving quality ends. a-? Job security: Promises of occupation security are seen as an indispensable constituent of any overall quality attack. a-? Employee engagement and employee dealingss: By seeking greater engagement from employees the accent is on offering liberty, creativeness, co-operation and self-denial in work procedures. The usage of educative and participative mechanisms, such as squad briefings and quality circles are allied to alterations in the organisation of work which support an empowered environment. In simple footings best pattern is likely to imply efforts to heighten the accomplishments base of employees through HR activities such as selective staffing, comprehensive preparation and wide developmental attempts like occupation rotary motion. CHALLENGES FACED BY HR IN HOSPITALITY INDUSTRY By and large touristry and cordial reception has frequently struggled with negative perceptual experiences about employment patterns and conditions and this perceptual experience has frequently been matched by the world. Keep and Mayhew ( 1999 ) for illustration in their reappraisal of the accomplishments issue in the touristry and cordial reception industry suggest the industry has a figure of forces jobs, including: a-? by and large low rewards, unless skill deficits act to counter this ( e.g. chefs ) ; a-? unsocial hours and displacement forms that are non household friendly ; a-? overrepresentation of adult females and cultural minorities in low-level operative places, with better paid, higher position and more skilled occupations filled by work forces, indicating to undeveloped equal chances policies in the sector ; a-? hapless or non-existent calling constructions and usage of casualized seasonal employment ; a-? over trust on informal enlisting methods ; a-? deficiency of grounds of good pattern personnel/HRM patterns ; a-? small or no trade brotherhood presence ; a-? high degrees of labour turnover ; a-? troubles in enlisting and keeping of employees. Acknowledging this world of hapless employment patterns, Riley et Al. ( 2000 ) argue that economic science is the cardinal finding factor for HRM policies and patterns in touristry and cordial reception. Of class this point is likely to be true of any industry, but as Riley et Al. point out it carries a peculiar resonance in touristry and cordial reception, due to the nature of the sector. That is non to state that organisations and directors in the industry are non good cognizant of new managerial thought on HRM. However, they besides find themselves wrestling with traditional jobs , which are underpinned by fundamental labour economic jussive moods . Importantly, these jobs limit managerial actions and this leads Riley et Al. to reason the behavior of directors is determined by the constructions and signifiers under which they live. This inability by industry to acknowledge the most blazing of issues is long standing and can besides be seen in relation to things like a grade of i ll will and resistance from the employers associations in the industry, such as the British Hospitality Association ( BHA ) , to governmental enterprises such as the lower limit pay and working clip directing. The BHA still remains unsure of the benefits of such enterprises, despite support from others who argue these enterprises are likely to hold a potentially positive impact on the industry. Given the above treatment it is unsurprising to see a long history of support for the proposition that touristry and cordial reception remains a hapless employing sector. From Orwell s Down and Out in Paris and London in the 1930s to recent work by the likes of Price ( 1994 ) , Kelliher and Perrett ( 2001 ) , Kelliher and Johnson ( 1997 ) and McGunnigle and Jameson ( 2000 ) , the dominant paradigm has tended to emphasize the negative facets of working in the sector. For illustration, McGunnigle and Jameson surveyed a selected figure of hotels from the top 50 hotel groups ranked by ownership of sleeping room stock, which were considered to be most likely to exhibit good pattern HRM. Despite this they concluded, This survey suggests that there is small acceptance of HRM doctrine in corporately owned hotels in the UK sample aˆÂ ¦ [ and cordial reception ] aˆÂ ¦ has a long manner to travel before it can claim that it is promoting a civilization of committedness . Similarly, K elliher and Perrett ( 2001 ) , pulling explicitly on Schuler and Jackson s typology, develop a instance survey analysis of a designer eating house . Such a eating house might be though of as potentially developing a more sophisticated attack to HRM as they sought to distinguish themselves from concatenation constitutions such as Hard Rock Cafe and TGI Friday s. However, although the eating house had moved to a more sophisticated attack to HRM in countries like planning, preparation and development and assessment, and apparently sought an innovation scheme, there was small existent grounds that human resources were seen as a beginning of competitory advantage BEST PRACTICE IN TOURISM ANDHOSPITALITY Some of the most of import work to emerge in recent old ages on the inquiry of the extent of good pattern in the HCTS is the work of Hoque ( 2000 ) . Based on his work on the hotel sector, he argues that statements which portray the industry as backward and unstrategic are now outdated, at least where larger hotel constitutions are concerned. Indeed, he suggests that it is possibly clip research workers stopped foregrounding the illustration of bad direction and branding the industry as under-developed or backward, and started placing attacks to hotel direction capable of bring forthing high public presentation ( 2000: 154 ) . The research conducted by Hoque consists of a questionnaire-based study of 232 hotels and a figure of follow-up interviews conducted in targeted hotels, based on the consequences of the study. Based on this research he discusses three key issues. First, the extent to which hotels have experimented with new attacks to HRM. Second, the factors that influence HRM decision-making and whether these factors are any different in the hotel industry compared to elsewhere. Finally, he reviewed the relationship between HRM and public presentation in the hotel industry. Hoque is able to claim that, compared to a sample of over 300 greenfield-site fabrication constitutions, the hotels in his sample where using a figure of patterns that were really similar to outdo pattern. Indeed, in exemplifying the mode in which academic theoretical accounts can, in world, overlap it is besides deserving observing that there is important convergence between Schuler and Jackson s quality sweetening and invention attacks with much of the best pattern attacks. Hoque s work remains utile in offering a description of organisational patterns that support a professional, high-quality attack to service. That said, there are a figure of unfavorable judgments that can be levelled at the research ( Nickson and Wood, 2000 ) . As Hoque himself recognizes his sample of hotels is big by industry criterions, averaging 125 employees per unit compared to an industry standard of 81 per centof constitutions using fewer than 25 people, and therefore as Hoque ( 2000: 51 ) himself recognizes patently unrepresentative of the industry as a whole . Furthermore his trust on city-centre hotels with a high proportion of corporate clients is every bit unrepresentative. Last, the trust on managerial voices in his research, to the exclusion of those on the having terminal of many of the initiativesdescribed ( i.e. employees ) , may be considered an of import skip. To be just, Hoque s sole trust on managerial voices is non alone and is shared by much of the literature on HRM. The cardinal point emerging from the work of the likes of Redman and Matthews and Hoque is what good pattern HRM is likely to look like in the touristry and cordial reception industry.

Worlds Biggest Smoke Bomb

Worlds Biggest Smoke Bomb Have you ever wondered just how big the worlds biggest smoke bomb would be or how it could be constructed? We built a 15-pound smoke bomb to apply for the Guinness World Record for Worlds Biggest Smoke Bomb. Heres how the worlds biggest smoke bomb was made. Why explain how to do it? Well, one of the requirements for a Guinness World Record is that it be breakable. Im hoping explaining how it was done will inspire you to make your own smoke bomb and experiment with the possibilities. Its what science and invention are all about! In addition to this written description, theres also a video, showing the final result. Smoke Bomb Recipe There are several ways to produce smoke, but for a device to be a smoke bomb, it needs to produce a lot of smoke. Dry ice and liquid nitrogen produce fog, but thats something different from smoke. If you want real smoke, you can prepare a powdered smoke mixture or make a solid smoke bomb. To make the worlds biggest smoke bomb, we went with the traditional saltpeter and sugar mixture. You can get smoke at different ratios of ingredients. We made the smoke bomb using: 3 parts saltpeter or potassium nitrate (Spectracide Stump Remover)2 parts sucrose (granulated white sugar) Its possible to make a smoke bomb by dampening these ingredients, mixing them and allowing the formula to dry, but that can take a really long time, plus it doesnt burn as well as the cooked mixture. We cooked the smoke bomb in relatively small batches on a kitchen stove, pouring each batch into a large cardboard mortar. Preparing the Smoke Bomb This smoke bomb formula also is used for model rockets because it produces a lot of pressure as gases are released during combustion. This is great for a rocket, but not desirable for a smoke bomb, so the design needed to prevent the smoke bomb from launching itself. To accomplish this, holes were drilled into the cardboard mortar so gases would escape in all directions. The completed smoke bomb was placed in a hole and lit from the top so that it would push down into the ground. Lessons Learned The design of the smoke bomb worked exactly as planned, but it would have been better if the smoke bomb had burned a little more slowly and with less flame. How can this be achieved? There are two easy fixes. One solution would be to change the ratio of potassium nitrate to sugar. A 1:1 ratio is harder to light, but burns more slowly and produces more smoke. Another solution is to add a small amount of sodium bicarbonate (baking soda) to the mixture to moderate the rate of the reaction. For example, if we do this, a typical amount is 1 teaspoon of sodium bicarbonate per 60 grams potassium nitrate and 40 grams sugar. Safety Notes   If you want to make a smoke bomb of your own or potentially break this record, its best to start small. First, make sure its legal to make and light smoke bombs where you live. Since they dont explode, smoke bombs are legal in many places that disallow other fireworks, but its best to know the law before you get started. Also, use common sense. Dont light smoke bombs anywhere you cant manage a fire, should one start. Smoke bombs should only be made and lit under adult supervision. Start out with the non-cook smoke bomb and then try some of my other recipes. Feel free to write me if you have any questions. Have fun! Disclaimer: Please be advised that the content provided by our website is for EDUCATIONAL PURPOSES ONLY. Fireworks and the chemicals contained within them are dangerous and should always be handled with care and used with common sense. By using this website you acknowledge that ThoughtCo., its parent About, Inc. (a/k/a Dotdash), and IAC/InterActive Corp. shall have no liability for any damages, injuries, or other legal matters caused by your use of fireworks or the knowledge or application of the information on this website. The providers of this content specifically do not condone using fireworks for disruptive, unsafe, illegal, or destructive purposes. You are responsible for following all applicable laws before using or applying the information provided on this website.

Critically evaluate the idea that increasing self-esteem is associated Essay

Critically evaluate the idea that increasing self-esteem is associated with better academic performance - Essay Example However the same holds true for adults who are under the aegis of an educational institution. The paper has taken a deep and incisive look at the psychological aspects which have both benefited and hampered the academic performance ranks of the students. Self-esteem and self-awareness are important tenets of an individual who is willing to gain an insight as per his actions, behaviors and manifestations. Academic performance is the sole domain of a student who wants to achieve success within his educational curriculum so that his future life could be secured. This, he does in order to have an educational pattern which is filled with success right from the outset of his acquiring the same. Therefore it is pretty important to suggest that academic performance depends a great deal on the way the students perceive their own lives and see this within the contexts of their perceptional abilities and self-esteem issues. However these could easily be marred by the consistent self-denial representations of the wrongs that hamper any student at a given time or even the misquoted ideals that have sprung up with the passage of time. All of these topics are deemed as significant when one tries to measure the righteousness of a student’s a cademic abilities and skills in the long run. Low self-esteem is indeed an epidemic, more so because it asks of the student to display a sense of negativity related with his own educational journey (Baumeister et al, 2003). When the same is measured from an academic performance yardstick, there are serious shortfalls which could easily be highlighted. These include the exact patterns as to how the student fell from a position of significance within the educational realms to one of an area of inferiority. Also the exact rationale for his jealousy with regards to other students is ascertained and the logical conclusions are drawn up in the light of the same. There are other avenues where global and

The pianist of willesden lane Movie Review Example | Topics and Well Written Essays - 750 words - 1

The pianist of willesden lane - Movie Review Example This is exactly same to Jura’s days in London. The director’s message in the play is how music communicates the past and more so the feeling of dismay. Over and above, the information extends to show how great music can cheer someones sad, hard and lonely moment just like the one Jura found herself. This essay analyzes the impact of music in solving various societal ups and downs. In many approaches, the simple behaves of Golabek being seated at the Steinway keyboard that Royal George Live theater is an ideal declaration of the play's main message. This is enough to create the oral cavity area drop wondering about how the world can frustrate. By viewing, this middle-aged lady's arms proceed with service of the development of wonderful songs, the forfeit of her grandma and grandpa are made reveal. Nazis being successful neither in eliminating these close relatives nor its achieved art, did not deter the inheritance of the skill by the next generation. Finally, the Nazi r egime passes and The piano enjoying continues. It is all set out before attendance in the most instantaneous, theatrical way (Golabek 23-30). One of the main themes on how music solves a societal problem is on the reduction of diseases related to boredom. Notably, hard economic moments have compelled people to spend more time working to bridge their problems. As a result, they spend several hours behind closed office doors. This is not healthy for the brain since it tends to be overworked. Additionally, the boredom comes in, and it can reduce the productivity of an individual. To solve this, contemporary offices are fitted with music system where employees at wish can listen during work. Notably, this has created stronger unity in open layout offices because at some point employee are attracted in discussing the music. As a matter of facts, this was eminent at some point where the audience joined in the singing (Golabek 43-57). Another theme that is communicated by the music is pass ion. Passion can be for someone or something. In this case, Juras’ passion was to become a prominent pianist, which was supported by her family. The parent made sure she was far away from timid Nazi’s regime through the Kinder transport program. In real life situations, super achievers have made it with the guidance of passion. For instance, Mandela’s passion to liberate his countrymen made him fear nothing including twenty seven years jail term. The outcome of his dedication was freedom to South Africans. Another case is eminent in sports. Diego Maridona had a passion for football. His passion for the game made him rose to become one of the best world players at some point in his career. He did all within his ability to emerge the best by even scoring a world cup championship goal by hand. It, therefore, is clear that passion should drive every undertaking (Golabek 134-146). The framed picture hung in the blue stage during the play depicts the theme of the hist orical moment. They emphasize that the occurrence was back in gone days. In the picture, it is seen that there is some audience listening to a performance in some old school fashion wears. The instrumentals in the big oval frame are old times instruments. Another theme depicted by the dim stage setup is the struggle. This is true because, at some point, the light goes out completely. Light is a symbol of good things because through it safely is assured. Therefore,

Thurgood Marshall: Supreme Court Nomination and Confirmation

Thurgood Marshall: Supreme Court Nomination and Confirmation Thurgood Marshall began his career fighting for voting rights and equal housing for African Americans and fighting against racial and gender discrimination. As head of the Legal Defense and Education fund of the NAACP, he garnered an impressive success rate arguing cases before the Supreme Court, (Gibson 110), which likely earned him the appointed to the Second Circuit of the United States Court of Appeals by President Kennedy. In 1965 he was appointed Solicitor General by President Lyndon Johnson, and just two years later, on June 13, 1967, President Johnson nominated Marshall as an Associate Justice of the Supreme Court of the United States. Marshall’s nomination led to heated debates in the Senate; opposition was primarily from southern senators who hailed from states where Jim Crow laws were still in force, despite the passage of the Civil Rights Act three years earlier. Senate hearing transcripts cited one senator’s grievance that Marshall’s past record as jurist and attorney led him to believe the appointment would cause a dangerous imbalance in the Court, as he would replace Justice Clark, who was viewed as a conservative. Ultimately, Marshall’s nomination was confirmed with a 69 to 11 vote, and 20 non-voters. (U. S. Senate 24656). Sworn in by Chief Justice Earl Warren, Thurgood Marshall became the first African American Justice in the history of the United States. The 96th Justice served from 1967 until his retirement in 1991. (Thurgood Marshall). Marshall was nominated to fill an anticipated vacancy in the Court due to the impending retirement of Justice Tom Campbell Clark. Clark was stepping down to avoid a conflict of interest caused by the appointment of his son, William Ramsey Clark, to the U.S. Attorney General position by President Johnson. Tom Clark had been the U.S. Attorney General from 1945 to 1949 before his own nomination to the Court by President Truman. Tom Clark had no prior judicial experience and Truman later expressed regret over his choice. (Dutton). Clark was viewed as a conservative, but turned out to be a swing voter. It is evident Johnson created the vacancy by design. In his remarks to the press, Johnson said of Marshall, â€Å"I believe he earned that appointment; he deserves the appointment. He is best qualified by training and by very valuable service to the country. I believe it is the right thing to do, the right time to do it, the right man and the right place.† (Peters and Woolley). It is noteworthy also, that both Marshall and Clark were nominated by Democratic Presidents in a Democratic controlled congress. (Lou Frey Institute). A liberal ideological shift took place in the Warren Court, most significantly when Justice Goldberg replaced Frankfurter and Marshall replaced Clark. (Grofman and Brazill 63-64). The amount of time between Supreme Court nominations and the final committee vote has varied significantly, from three days or less to 117 days, in the case of the 1916 nomination of Louis D. Brandeis. Between 1967 and 2009, from Marshall to Sotomayor, the Judiciary Committee has consistently taken more time; the average is around 50 days, but some took more than 80 days. (Bearden and Rutkus 13). The table below shows how the trend changed between the confirmation of Marshall and his predecessor, Tom Clark. Table 1 Nominee Pres Date rec’d in Senate Public Hearing Dates Final Vote Date Final Vote Date Final Action First Public Hearing Date Committee Final Vote Date Final Action Senate or President Tom Clark Truman 08/02/49 08/09/49 08/10/49 08/11/49 8/12/49 In Favor 9-2 08/18/49 Confirmed 73-8 7 10 16 Thurgood Marshall L Johnson 6/13/67 07/13/14 07/14/14 07/18/14 07/19/14 07/24/14 8/3/67 In Favor 11-5 08/30/67 Confirmed 69-11 30 51 78 Source: Bearden, Maureen and Steven Rutkus. Supreme Court Nominations, present-1789. Analysis. Washington: Congressional Research Service, 2009. Print. 23 Mar 2014, 34-35. In his book, Pathways to the U.S. Supreme Court: From the Arena to the Monastery, Garrison Nelson says, â€Å"44 of the first 88 Supreme Court nominations were previously governors, senators, members of the House or cabinet members.† The Nelson theory claims there are four paths to the Supreme Court. Of those four paths, however, the most common is vertically, as former judges in other courts. Justices elevate from this route 47.3% of the time. Marshall ascended by a less common path, by serving as Solicitor General. Nelson calls this the diagonal route; only 11.6% of Justices elevate by this route. (Reidel). So then, what is the appropriate role of the Senate in Supreme Court nominations? Should the voting public have a more active role in the nominations? Or should it be just left to the President? If left to the President without Senate consent, the nominees would be ideologically suited to the President his party. Since Justices have lifetime appointment and Presidents have term limits, this may cause conflict between the Court and future administrations. The Senate consent feature acts as a check and balance of the Executive as intended by the framers. Similarly, if the nomination is left to the voting population, individuals may not fully comprehend the impact of a decision based solely on popularity or publicity. Individuals may not balance their own personal views against the needs of society in making a decision. Furthermore, the average individual may not be qualified to determine the potential future legal effect a lifetime appointment on the laws of the country. The American B ar Association reports that in 2012, a mere .26% of the U.S. population consists of a combination of lawyers, law students and law professors. (American Bar Association). Using census data from the Bureau of Labor and Statistics and including a more generous pool of the population to include lawyers, law students, law professors, clerks, judges, paralegals and other legal support positions, while narrowing the scope to include only the employed portion of the population, the number is still a meager 0.36% of persons who have some knowledge of the law and courts. (Bureau of Labor and Statistics). Over 100 years ago, Finley Peter Dunnes infamous Mr. Dooley uttered the proclamation, â€Å"No matter whether th Constitution follows th flag or not, th Supreme Court follows th illiction returns.† (Dunne 26). One study linked constituent opinion to Senate voting patterns and researched how the visibility of the roll-call during Senate confirmation hearings influenced outcomes. Senators tend to vote against nominees with controversial policies. Stakes are high in the competition for re-election and senators must be responsive to the views of their constituents. (Kastellec, Lax and Phillips 676,782,783). Despite these results, the intent of the Senate’s role in the process is still sound. Senators are elected officials, representing their constituents. Although Senators tend to vote based on their own views and their interpretation of the nominees views, they also factor in the views of their constituents and the balance of the Court. And finally, Senate consent fulfils the Legislative check and balance requirement on the Executive branch of government as required under the Constitution. Since Marshall supported similar positions on civil rights issues as his predecessor Clark, the argument that Marshall would create a dangerous imbalance in the Court was moot. Although Justice Clark was viewed as a conservative, he was often the swing vote, supporting landmark cases such as Mapp v. Ohio, which applied the Fourth Amendment exclusionary rule to the states, and Abington School District v. Schempp, nullifying daily Bible readings in public schools. Clark also supported the end of racial segregation and joined the unanimous decisions in Brown v. Board of Education. (Reger). Marshall was an influential figure in the civil rights movement, always pursuing the goal of racial equality. His liberal opinions challenged race and gender discrimination, opposed the death penalty, supported the rights of criminal defendants, and defended affirmative action and abortion rights. â€Å"As a Supreme Court Justice, Thurgood Marshall believed the Constitution was a living document that should be interpreted based on the current political, cultural, and moral climate.† (Maki 4). References American Bar Association. Lawyer Demographics. Statistical. Washington: American Bar Association, 2012. Print. Bearden, Maureen and Steven Rutkus. Supreme Court Nominations, present-1789. Analysis. Washington: Congressional Research Service, 2009. Print. 23 Mar 2014. Bureau of Labor and Statistics. Household Data Annual Averages. Statistical. Washington: Government Printing Office, 2013. Print. Dunne, Finley P. Mr. Dooley’s Opinions. New York: R.H. Russell, 1901. Print. Dutton, C. B. MR. Justice Tom C. Clark. Indiana Law Journal 26.2 (1951): 169-206. Print. Gibson, Larry. Young Thurgood: The Making of a Supreme Court Justice. New York: Prometheus Books, 2012. Print. Grofman, Bernard and Timothy J. Brazill. Identifying the median justice on the Supreme Court through multidimensional scaling: Analysis of â€Å"natural courts†. Public Choice 112 (2002): 55-79. Print. Kastellec, Jonathan P., Jeffrey R. Lax and Justin H. Phillips. Public Opinion and Senate Confirmation of Supreme Court Nominees. The Journal of Politics 72.3 (2010): 767-784. Print. Lou Frey Institute. Composition of Congress by Political Party 1855–2013. 2014. Majority and Minority Party Membership Other Resources. Internet. 23 Mar. 2014. Maki, Lisa A. Thurgood Marshall. Research paper. University of North Florida. Jacksonville, 2014. Print. Peters, Gerhard and John Woolley. Lyndon B. Johnson: Remarks to the Press Announcing the Nomination of Thurgood Marshall as Associate Justice of the Supreme Court. 13 Jun. 1967. The American Presidency Project. Internet. 23 Mar. 2014. Reger, Marianne. Meet The NJC’s Founder: U.S. Supreme Court Justice Tom C. Clark. 12 Sep. 2012. Judges.org. Internet. 23 Mar 2014. Reidel, Jon. Path to Supreme Court Runs Through Judicial Monastery. 21 Jan. 2014. University of Vermont. Internet. 15 Feb. 2014. http://www.uvm.edu/~uvmpr/?Page=newsstoryID=17580category=uvmhome>. Texas v. Johnson. No. 491 U.S. 397. U.S. Supreme Court. 21 Jun. 1989. Internet. 15 Feb. 2014. http://www.encyclopedia.com/doc/1G2-3498200303.html>. Thurgood Marshall. The Biography Channel. 2014. Internet. 15 Feb. 2014. http://www.biography.com/people/thurgood-marshall-9400241>. U. S. Senate. Senate Confirmation Hearings-Marshall. Congressional Record. Washington: Government Printing Office, 30 Aug. 1967. Internet.

Crisis Counseling: an Overview

Psychology in the Schools, Vol. 46(3), 2009 Published online in Wiley InterScience (www. interscience. wiley. com) C 2009 Wiley Periodicals, Inc. DOI: 10. 1002/pits. 20370 CRISIS COUNSELING: AN OVERVIEW JONATHAN SANDOVAL, AMY NICOLE SCOTT, AND IRENE PADILLA University of the Paci? c Psychologists working in schools are often the ? rst contacts for children experiencing a potentially traumatizing event or change in status. This article reviews basic concepts in crisis counseling and describes the components of psychological ? rst aid.This form of counseling must be developmentally and culturally appropriate as well as individualized. Effective intervention can prevent post-traumatic stress syndrome and facilitate normal mourning processes associated with any losses experienced. These prevention activities are also discussed. Some children may need resources beyond those that the school can provide, and appropriate referrals can link children and adults to a variety of treatments such as psychotherapy and medication, also brie? y outlined. C 2009 Wiley Periodicals, Inc.Most children and adults are resilient and have ways of coping with stressful events. In fact, according to the National Institute of Mental Health (NIMH; 2001), recovery from crisis exposure is the norm. Children usually need minimal assistance from family members, teachers, clergy, or other caring adults. Others, particularly those with few social supports, enter into a crisis state (Barenbaum, Ruchkin, & Schwab-Stone, 2004; Caffo & Belaise, 2003; Litz, Gray, Bryant, & Adler, 2002; Ozer, Best, Lipsey, & Weiss, 2003). People in crisis are in what Caplan (1964) terms a state of psychological disequilibrium.This disequilibrium occurs when a hazardous event challenges normal psychological adaptation and coping. Individuals often behave irrationally and withdraw from normal social contacts. They cannot be helped using usual counseling or teaching techniques. Nevertheless, children in crisis are usuall y also in school. School psychologists and other guidance personnel must be able to support teachers, parents, and the children themselves during periods of crisis. The primary goal in helping an individual who is undergoing a crisis is to intervene in such a way as to restore the individual to a previous level of functioning.For children, this means returning to the status of learner. Although it may be possible to use the situation to enhance personal growth, the immediate goal is not to reorganize completely the individual’s major dimensions of personality, but to restore the individual to creative problem solving and adaptive coping. Of course, by successfully resolving a crisis an individual will most likely acquire new coping skills that will lead to improved functioning in new situations, but that is only a desired, possible outcome, not the sole objective of the process (Caplan, 1964).Because failure to cope is at the heart of a crisis, the promotion of coping is an o verall objective of crisis intervention. P SYCHOLOGICAL F IRST A ID School psychologists and other mental health personnel working in schools are in a position to offer psychological ? rst aid (Parker, Everly, Barnett, & Links, 2006). Analogous to medical ? rst aid, the idea is to intervene early when a hazardous event occurs for an individual, and offer compassionate support to facilitate adaptive coping. At the same time, the need for further intervention may be assessed and planned.According to The National Child Traumatic Stress Network and National Center for Post Traumatic Stress Disorder (PTSD) (2006) there are eight core psychological ? rst aid actions. Of course, the exact actions taken need to be tailored to the particular circumstances of crisis victims. Correspondence to: Jonathan Sandoval, Department of Educational and School Psychology, Benerd School of Education, 3601 Paci? c Avenue, Stockton, CA 95211. E-mail: [email  protected]? c. edu 246 Crisis Counseling Overvi ew 247 Making Contact The ? st action is to establish a relationship through verbal and nonverbal means with the child. Generally speaking, the sooner contact is made the better. By simply being physically present with the child and supporting nonverbal behavior alone, anxiety can be lessened. Providing Safety It is important to protect children from further harm by moving them to a secure location and attending to their basic needs for food, drink, sleep, shelter, or freedom from further danger. To relieve tension, it is also helpful to provide a place for play and relaxation.Children need to be protected from the eyes of strangers and the curious, and they need to be spared watching scenes of a traumatic event in the media (Young, Ford, Ruzek, Friedman, & Gusman, 1999). Stabilizing Affect Counselors must demonstrate nonverbally that they are able to be calm and composed. Adults modeling calmness and competence can communicate that problems may be solved and emotions can be control led in time. A counseling relationship will be important to help the child manage fear, anxiety, panic, and grief. Nondirective listening skills are most effective.However, it is also important not to offer unrealistic reassurance or to encourage denial as a defense or coping mechanism (Sandoval, 2002a). Addressing Needs and Concerns Once the crisis worker has been able to formulate an accurate, comprehensive statement about the student’s perception of the situation by identifying all of the sources of concern, it will be possible to begin the process of exploring potential strategies to improve or resolve the emotionally hazardous situation. Jointly, the crisis worker and pupil review the strategies explored and select one for trial. The outcome should be an action plan.This is much like the problem solving that occurs in conventional counseling, but must be preceded by the steps previously mentioned. Moving too quickly to problem solving is a common mistake of novices. Howe ver effective the problem solution is, the very process of turning attention to the future and away from the past is bene? cial in and of itself. Provide Practical Assistance Helpers need to be direct with children and take an active role in managing their environment. Because parents may be disabled by the disaster, it is comforting to see some adult taking control and making decisions.Some solutions may involve actions by others, such as teachers or school administrators. To the extent necessary, the crisis worker may act as an intermediary communicating with authorities on the child’s behalf. When working in schools, a task will be to reunite children with their parents or loved ones. Plans need to be in place to communicate with parents and track children should a disaster occur at a school site (Brock, Sandoval, & Lewis, 2001). Facilitate Connections with Social Supports Finding social supports may be particularly dif? cult during times of crisis.In a disaster, for examp le, whole communities are affected. There is a disruption of both schools and social services. There is often an absence of adults with whom children can process feelings of loss, dread, and vulnerability. Psychology in the Schools DOI: 10. 1002/pits 248 Sandoval, Scott, and Padilla Nevertheless, it is usually possible to ? nd either a group of peers or family members who can provide emotional support and temporary physical assistance during the crisis. In this way the pupil’s energies may be devoted to coping with the crisis.Being with and sharing crisis experiences with positive social support systems facilitates recovery. Conversely, lower levels of social support often predicts traumatic stress reactions (Barenbaum et al. , 2004; Caffo & Belaise, 2003; Litz et al. , 2002; Ozer et al. , 2003). If family is not available, there are often community resources that may substitute and the crisis worker should be knowledgeable about them. Facilitating Coping During the process o f crisis intervention, the student will have temporarily become dependent on the crisis counselor for direct advice, for stimulating action, and for supplying hope.This situation is temporary and before the crisis intervention interviews are over, the crisis counselor must spend some time planning ways to restore the student to selfreliance and self-con? dence. This restoration may be accomplished by consciously moving into a position of equality with the student, sharing the responsibility and authority. Although earlier the crisis counselor may have been very directive, eventually he or she strives to return to a more democratic stance.Techniques such as one-downsmanship [where the counselor acknowledges the pupil’s contribution to problem solving, while minimizing the counselor’s own contribution (Caplan, 1970)] permit the counselee to leave the crisis intervention with a sense of accomplishment. Helping individuals to ? nd alternative rewards and sources of satisfa ction using problemfocused coping (Lazarus & Folkman, 1984) is most helpful. Providing anticipatory guidance involves connecting children to knowledge and resources, and involves providing information about stress reactions and future challenges that the client will face.It acts to reduce distress and promote adaptive functioning. Any action strategies must be implemented in the context of what the student thinks is possible to accomplish. Crisis ? rst aid providers can emphasize what positive there is in the situation, even if it seems relatively minor. For example, even the victim of a sexual assault can be congratulated for at least surviving physically. The crisis situation often leads to a diminution in self-esteem and the acceptance of blame for the crisis.With an emphasis on how the child coped well given the situation so far, and how the person has arrived at a strategy for moving forward, there can be a restoration of the damaged view of the self. Drawing from the self-conc ept literature, it may also be important to emphasize positive views of the self in speci? c areas, as self-concept has been theorized to be a hierarchical and multidimensional construct (Marsh & Shavelson, 1985; Shavelson, Hubner, & Stanton, 1976). According to the compensatory model (Marsh, Byrne, & Shavelson, 1988), which holds that selfconcept in different domains may be additive, it may be bene? ial for students to increase their self-concept in one area if it has been diminished in another area as a result of a traumatic event. Helping children recognize competence in other areas besides the ones affected by the trauma will protect feelings of self-worth. This notion of building up other branches of self concept, such as academic self-concept, is also supported by Shavelson’s hierarchical model (Shavelson et al. , 1976). Create Linkages with Needed Collaborative Services Prime candidates for resources in many cultures are clergy, but these resources may also be an in? e ntial neighborhood leader or politician. In non-western (and western) cultures the family is an important system of support during times of crisis. Keep in mind that de? nitions of â€Å"family† do differ considerably. Psychology in the Schools DOI: 10. 1002/pits Crisis Counseling Overview 249 In many non-western cultures when individuals enter a crisis state, they turn to individuals (shaman) who are acknowledged within their communities as possessing special insight and helping skills. Their helping skills often emphasize non-ordinary reality and the psychospiritual realm of personality (Lee and Armstrong, 1995).Referral Although this is not one of the core psychological ? rst aid actions, as the ? rst and perhaps only person on the scene, the school psychologist should be helpful. Attend to physical needs, offer appropriate reassurance and anticipatory guidance, and help those in a crisis state to take positive action to facilitate coping (Sandoval, 2002a). As soon as poss ible, however, facilitate an appropriate referral to a culturally appropriate helper and/or to community-based services, and follow-up to determine that a connection has been made.D EVELOPMENTAL I SSUES I N C RISIS C OUNSELING A child of 5 and an adolescent of 16 have radically different faculties for dealing with information and reacting to events. Differences in cognitive, social, and emotional development mean that they will respond differently to hazards and will need to be counseled differently should they develop a crisis reaction (Marans & Adelman, 1997). The same event (e. g. , the death of a parent) may be a crisis for a preschooler as well as a high-school senior, but each will react and cope with the event differently.Counseling with younger children often involves the use of nonverbal materials, many more directive leads to elicit and re? ect feelings, and a focus on concrete concerns as well as fantasy. The use of drawing, for example, has proved very effective in getti ng children to express what has happened to them (Hansen, 2006; Morgan & White, 2003). In terms of increasing self-concept with children after a crisis, one must consider the dimensionality of self-concept as it relates to cognitive, language, and social factors (Byrne, 1996; Harter, 1999). Self-concept dimensions tend to increase with age.That is, young children are able to make judgments about themselves in terms of concrete and observable behaviors and tend to display all-or-none thinking. Thus, self-concept at this age tends to have few dimensions. Children at this age describe themselves in relation to certain categories, such as â€Å"I am 5† or â€Å"I have blond hair,† and are able to make simple comparisons such as â€Å"I am crying and he is not crying† (Harter, 1999). Although young children tend to have very positive descriptions of the self, negative life experiences, such as a traumatic event, may cause them to view themselves negatively.During mid dle childhood, self-concept dimensionality increases and children are able to make more global statements about their self-concept. However, they will often overestimate their abilities. Their descriptions change from being concrete to traitlike. Children during this stage also begin to use social comparison as they judge themselves and they can make social comparison statements, such as â€Å"I am more shy than most kids† or â€Å"I’m good at (one subject) and not (other subjects). † All-or-none thinking may continue at this stage, which may cause children to view themselves negatively (Harter, 1999).Traditional talk therapies such as nondirective counseling capitalize on a client’s capacity for rational thought and high level of moral development and are more likely to be effective with adolescents. With adolescents, the school psychologist can also acknowledge and use the ageappropriate crisis of establishing an identity. During adolescence, more diffe rentiation of the self occurs and peers may be used for social comparisons. Abstract concepts are used to describe the self, and there is an awareness of â€Å"multiple selves,† where they may behave or act differently in different contexts.Adolescents begin to make statements with interpersonal implications, such as, Psychology in the Schools DOI: 10. 1002/pits 250 Sandoval, Scott, and Padilla â€Å"Because I am shy I do not have many friends† or â€Å"People trust me because I am an honest person† (Harter, 1999). In reviewing the crisis intervention principles and procedures just outlined, it seems reasonable to expect that younger children would have a greater dif? culty acknowledging a crisis, and would be more prone to use immature defenses such as denial and projection to avoid coping with a crisis (Allen, Dlugokinski, Cohen, & Walker, 1999).In contrast, an adolescent might use more advanced defenses such as rationalization and intellectualization. In coun seling children, more time might be spent on exploring reactions and feelings to the crisis situation and establishing support systems that engage in lengthy problem solving. With older adolescents, then, it may be possible to focus much more on establishing reasonable expectations and avoiding false reassurance, as well as spending more time on focused problem-solving activities. ATTENDING TO C ULTURAL D IFFERENCESMany events that frequently stimulate a crisis reaction in the dominant culture, such as a death, a suicide, or a natural disaster, may or may not have a similar effect on members of other cultures (Sandoval, 2002b). Sometimes a reaction to a traumatic event will be culturally appropriate but will seem to western eyes to be a breakdown of ordinary coping. Extreme outward expression of grief by wailing and crying followed by self-mutilation and threats of suicide following the death of a loved one may be normal coping behavior expected of a survivor in a particular culture (Klingman, 1986).A cultural informant will be useful in indicating what normal reactions to various traumatic events are for a particular culture. One of the most important manifestations of culture is language. Many important cultural concepts cannot be satisfactorily translated from one language to another, because the meaning is so bound up in cultural values and worldview. If possible, crisis interveners should speak the same language as their client and be familiar with their cultural perspective.In an emergency, this kind of match of counselor and client may not be possible, so school psychologists need to be prepared to work with interpreters and cultural informants. Attention to nonverbal communication is also important during a time of crisis. A number of behaviors including form of eye contact, physical contact, and proximity can be different between members of different cultures (Hall, 1959). Because these behaviors are subtle, counselors may easily miss them without hel p. Training in cross-cultural work may be delivered through workshops or by consultation with an experienced psychologist.A ? rst step in working with children from different cultures will be to learn the extent to which the client has become acculturated to the dominant culture. One cannot assume that a child is fully a member of either the culture of the family’s origin or of the American mainstream. Working with the child and family will be individualized on the basis of culturally appropriate intervention. P REVENTING PTSD The common goal of responding to children experiencing situational crises is to prevent the formation of PTSD. This syndrome, ? st identi? ed among military combat veterans, also manifests itself in children. Their reaction is similar to that in adults, although their reactions may be somewhat different and the symptoms will vary with age (American Psychiatric Association, 2000). To be diagnosed with PTSD, a person who has been exposed to trauma must ha ve symptoms in three different areas: persistent reexperiencing of the traumatic stressor, persistent avoidance of reminders of the traumatic event, and persistent symptoms of increased arousal.These symptoms must be present for at least one month, and cause clinically signi? cant distress or impairment in social, occupational, or other important areas of functioning (American Psychiatric Association, 2000). Children are more likely than adults to have symptomatology related to aggression, anxiety, depression, and regression (Mazza & Overstreet, 2000). As noted earlier, traumatic stress reactions Psychology in the Schools DOI: 10. 1002/pits Crisis Counseling Overview 251 are to a signi? ant extent dependent on the child’s level of development (Joshi & Lewin, 2004). Especially among younger children, traumatic stress reactions are less connected to the stressor and more likely to take the form of generalized fear and anxiety. It is certainly not true that all children, if untr eated, will develop PTSD. In fact, recovery is the norm (NIMH, 2001). Recent studies regarding the prevalence of PTSD in children and adolescents estimates that about 15% –43% of children have experienced at least one traumatic event in their lifetime.Although estimates vary by extent and type of trauma, a conservative estimate is that 12% –15% of children may develop PTSD six or more months following a disaster (La Greca, Silverman, Vernberg, & Prinstein, 1996; McDermott & Palmer, 1999). In a review of the literature, Saigh, Yasik, Sack, & Koplewicz (1999) report that rates of psychological trauma among children and adolescents (as indicated by the presence of PTSD) vary considerably both within and between types of crisis events (with rates of PTSD ranging from 0% to 95%).Some may even develop longterm characterological patterns of behavior following a disaster, such as fearfulness (Honig, Grace, Lindy, Newman, & Titchener, 1999). These character traits, exhibited la ter in life, may originate as negative coping responses to the trauma. Severity of symptoms is related to the magnitude of exposure to the event itself, and the degree of psychological distress experienced by children in response to trauma is measured by several factors. The closer a child is to the location of the event (physical proximity), or the longer the exposure, the greater likelihood of severe distress.Having a relationship with the victim of trauma also increases the risk (emotional proximity). A third factor is the child’s initial reaction; those who display more severe reactions, such as becoming hysterical or panicking, are at greater risk for needing mental health assistance later on. The child’s subjective understanding of the traumatic event can sometimes be more important than the event itself. That is, the more the child perceives an event as threatening or frightening, the greater the chance of increased psychological distress.Additionally, children who experience the following family factors are at an increased risk: those who do not live with a nuclear family member, have been exposed to family violence, have a family history of mental illness, or have caregivers who are severely distressed themselves (Fletcher, 2003). Children who face a disaster without the support of a nurturing friend or relative appear to suffer more than those who do have that support available to them. Symptoms in children may be more severe if there is parental discord or distress and if there are subsequent stressors, such as lack of housing following a disaster (La Greca et al. 1996). The traumatic death of a family member also increases the risk of stress reactions (Applied Research and Consulting, Columbia University Mailman School of Public Health, & New York Psychiatric Institute, 2002; Bradach & Jordan, 1995). Finally, children who have preexisting mental health problems or previous exposure to threatening or frightening events are more likely to experience more severe reactions to trauma than are others. Symptoms may also be heightened among ethnic minorities (La Greca et al. , 1996). La Greca and her colleagues (1996) discuss ? e factors related to the development of severe symptomatology: 1) exposure to disaster-related experiences, including perceived life threats; 2) preexisting child characteristics such as poverty and illness; 3) the recovery environment including social support; 4) the child’s coping skills; and 5) intervening stressful life event during recovery. These factors may interact with biological factors that make the child particularly vulnerable, such as genetically based premorbid psychopathology and temperament (Cook-Cottone, 2004).Clearly intervention must supply an appropriate recovery environment that is suited to a child’s characteristics and facilitates coping. Determination of what intervention is appropriate for a given student should be based on assessment of risk for psychologi cal traumatization. Nevertheless, school is an important environment where prevention and healing can take place. Cook-Cottone (2004), drawing from the literature on children with cancer, has outlined a protocol for reintegrating children into school following a traumatic experience that has led to their absence from school.Psychology in the Schools DOI: 10. 1002/pits 252 Sandoval, Scott, and Padilla FACILITATING THE G RIEVING P ROCESS Grieving, and mourning the losses common to most potentially traumatic events, will be among the counseling objectives. Losses may include those of signi? cant others as well as loss of status. However, emotional numbing and avoidance of trauma reminders that accompany trauma can greatly interfere with the process of grieving. Trauma work often takes precedence over grief work; nevertheless, ultimately appropriate mourning must be facilitated (Hawkins, 2002). Worden (2002) has identi? d four tasks of mourning. The ? rst task is to accept the reality o f the loss and neither deny it has occurred nor minimize the impact on the child’s life. It is common for children to fantasize about a reunion or that there has been a mistake about the loss, or that divorced parents will reunite. Before a child can progress to the second task, there must be a reduction in spiritual, magical, or distorted thinking (Hawkins, 2002). Worden’s second task is to experience the pain of grief. There are many pressures, both cultural and familial, to not express or feel sadness at a loss.Children are told not to be a â€Å"crybaby† and to â€Å"act like an adult. † However, if the emotional pain is not experienced, there may be a manifestation in psychosomatic symptoms or maladaptive thinking or behaving (Hawkins, 2002). The third task of coping with a loss is to adjust to a new environment that does not include the lost status or relationship. The child must learn to create a new set of behaviors and relationships to replace th ose lost. The goal is to build a meaningful and authentic new lifestyle and identity.A failure to accomplish this task leaves a child feeling immobilized and helpless, clinging to an idealized past. The ? nal task of mourning is to withdraw emotional energy from the lost status and reinvest it in other relationships and endeavors. By holding on to the past, lost attachments rather than forming new ones, a child may become stuck. Instead, the trauma victim must eventually embrace a new status. Worden (2002) believes that, when the tasks of mourning are accomplished, the individual will be able to think of the loss without powerful pain, although perhaps with a sense of nostalgia and perhaps some sadness.In addition, the child or adolescent will be able to reinvest emotions in new relationships without guilt or remorse (Hawkins, 2002). T REATMENT School-based Counseling Galante and Foa (1986) worked in groups with children in one school throughout the school year following a major Ita lian earthquake. The children were encouraged to explore fears, mistaken understandings, and feelings connected to death and injury from the disaster using discussion, drawing, and role playing. Most participants, except those who experienced a death in the family, showed a reduction in symptoms.Another feature of disasters and terrorist acts is a lowered sense of control over one’s destiny and heightened fear of the unknown. Thus, a focus on returning a sense of empowerment to children will be important. If children can be directed to participate in restorative activities and take some actions to mitigate the results of the disaster, no matter how small, they can begin to rebuild an important sense of ef? cacy. Finally, there may be issues of survivor guilt, if there is widespread loss of life or property. Survivor guilt is a strong feeling of culpability often nduced among individuals who survive a situation that results in the death of valued others. Those individuals spar ed, but witnessing the devastation of others, may have extreme feelings of guilt that will need to be dealt with. Children, particularly, ascribe fantastical causes to the effects they see. Consequently, some may Psychology in the Schools DOI: 10. 1002/pits Crisis Counseling Overview 253 need to explore their magical thinking in counseling or play therapy about why they escaped injury or loss. School community–based support groups can provide one vehicle for feeling connected to others and working through these feelings.Ceballo (2000) describes a short-term supportive intervention group based in the school for children exposed to urban violence. Her groups are designed to 1) validate and normalize children’s emotional reactions to violence, 2) help children restore a sense of control over certain aspects of their environment, 3) develop safety skills for dealing with the environment in the future, 4) understand the process of grief and mourning, and 5) minimize the in? uence of PTSD symptoms on educational tasks and other daily life events. Such structured support groups can promote resiliency and promote constructive coping with problems.Depending on training and supervision, the school psychologist might also engage in therapies validated for the treatment of PTSD. These therapies are reviewed in the section on community-based therapy. Time and other constraints often make outside referral necessary. Bibliotherapy Bibliotherapy may also be useful following a disaster. A particularly useful resource for children is a book entitled I’ll Know What to Do: A Kid’s Guide to Natural Disasters by Mark, Layton, and Chesworth (1997). The authors focus on four concepts they view as fundamental to recovery: information, communication, reassurance, and the reestablishment of routine.They explore children’s feelings that often emerge in the aftermath of a disaster, and offer useful techniques to help young people cope with them. Another technique in which the child is an active participant in the creation of a book about personal experiences is called the resolution scrapbook (Lowenstein, 1995). Here the child is guided through a set of experiences and activities designed to help the child reprocess traumatic experiences and place completed work in a scrapbook. Evidence for the effectiveness of this technique is largely anecdotal to date. Other Adults in CrisisAn important feature of a traumatic event is the fact that the adults in the school as well as the children are affected. The teachers, administrators, and guidance staff would be as traumatized as children by an earthquake, terrorism, or an airplane crashing into the school. They will need assistance in coping with the aftermath of the crisis as much as the children will (Daniels, Bradley, & Hays, 2007). It is likely that outside crisis response assistance will be needed to help an entire community deal with disaster and mayhem associated with violence. Comm unity-based PsychotherapyCognitive behavior therapy. There are many treatments being studied for their effectiveness in the area of PTSD. Currently, much of the research suggests that cognitive behavior therapy (CBT) may be the most promising treatment for PTSD (Jones & Stewart, 2007). CBT is a structured, symptom-focused therapy that includes a wide variety of skill-building techniques. All are based on the premise that thoughts and behaviors can cause negative emotions and patterns of interactions with others. Making maladaptive thoughts and behaviors more functional is the goal of CBT (Jaycox, 2004).CBT uses techniques that integrate elements of cognitive information processing associated with anxiety with behavioral techniques—such as relaxation, imaginal or in vivo exposure, and role playing—that are known to be useful in the reduction of anxiety (Cook-Cottone, 2004). Psychology in the Schools DOI: 10. 1002/pits 254 Sandoval, Scott, and Padilla Another protocol fo r dealing with treating PTSD is eye movement desensitization and reprocessing (EMDR). It includes many of the same elements as CBT, with the exception of in vivo exposure, and includes rhythmic eye and other tracking exercises (Greenwald, 1998).It has been successfully used with school-age populations (Chemtob, Nakashima, & Carlson, 2002). Play and art therapy. Play and art therapy are also being studied to determine their effectiveness on PTSD symptoms, especially in young children because of issues in language development (Cole & Piercy, 2007). Because play is a child’s natural method of developing mastery over the environment and because many symptoms of PTSD are seen in children’s play, this is a natural course of treatment (Kaduson, 2006). The use of art therapy has also shown to be effective in group work (Hansen, 2006). Medication.As a measure of last resort, medication may be used to treat severe PTSD. Often the symptoms of anxiety or depression that have resul ted from exposure to a traumatic experience are treated. Selective serotonin reuptake inhibitors (SSRIs) in particular are often prescribed to treat the symptoms of anxiety and depression, including sertraline, paroxetine, and ? uoxetine (Foa, Davidson, & Frances, 1999). In the adult population, antipsychotic, antiepileptic, and other psychotropic medications have been explored and may be effective depending on the symptoms of the individual (Davis, Frazier, Williford, & and Newell, 2006).If medications are prescribed to a student, it is important that there be a liaison between the school and the treating physician or psychiatrist to monitor effectiveness and deleterious side effects. C ONCLUSIONS School psychologists are often the contacts in schools when there is a traumatizing event. School psychologists should be ready to administer psychological ? rst aid that is individualized and developmentally and culturally appropriate. By intervening and facilitating coping processes and the grieving process, it may be possible to prevent or minimize the development of PTSD.School-based protocols have been developed to respond to children in crisis. When students are referred to other psychological, psychiatric, or medical services, it is important to designate a liaison between the school and other professionals to maximize optimal treatment and care. R EFERENCES Allen, S. F. , Dlugokinski, E L. , Cohen, L. A. , & Walker, J. L. (1999). Assessing the impact of a traumatic community event on children and assisting with their healing. Psychiatric Annals, 29, 93 – 98. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed. Text Rev. ). Washington, DC: Author. Applied Research and Consulting, Columbia University Mailman School of Public Health, & New York Psychiatric Institute. (2002, May 6). Effects of the World Trade Center attack on NYC public school students: Initial report to the New York City Board of Educat ion. New York: New York City Board of Education. Barenbaum, J. , Ruchkin, V. , & Schwab-Stone, M. (2004). The psychosocial aspects of children exposed to war: Practice and policy initiatives. Journal of Child Psychology and Psychiatry, 45, 41 – 62. Bradach, K. M. , & Jordan, J. R. (1995).Long-term effects of a family history of traumatic death on adolescent individuation. Death Studies, 19, 315 – 336. Brock, S. E. , Sandoval, J. , & Lewis, S. (2001). Preparing for crises in the schools: A manual for building school crisis response teams (2nd ed. ). New York: John Wiley. Byrne, B. M. (1996). Measuring self-concept across the lifespan: Issues and instrumentation. Washington, DC: American Psychological Association. Caffo, E. , & Belaise, C. (2003). Psychological aspects of traumatic injury in children and adolescents. Child & Adolescent Psychiatric Clinics of North America, 12, 493 – 535.Caplan, G. (1964). Principles of preventative psychiatry. New York: Basic Book s. Caplan, G. (1970). Theory and practice of mental health consultation. New York: Basic Books. Ceballo, R. (2000). The neighborhood club: A supportive intervention group for children exposed to urban violence. American Journal of Orthopsychiatry, 70, 401 – 407. Psychology in the Schools DOI: 10. 1002/pits Crisis Counseling Overview 255 Chemtob, C. M. , Nakashima, J. , & Carlson, J. G. (2002). Brief treatment for elementary school children with disaster-related posttraumatic stress disorder: A ? eld study.Journal of Clinical Psychology, 58, 99 – 112. Cole, E. , & Piercy, F. (2007). The use of dolls to assist young children with PTSD symptoms. Journal of Family Psychotherapy, 18, 83 – 89. Cook-Cottone, C. (2004). Childhood posttraumatic stress disorder: Diagnosis, treatment, and school reintegration. School Psychology Review, 33(2), 127 – 139. Daniels, J. A. , Bradley, M. C. , & Hays, M. (2007). The impact of school violence on school personnel: Implicatio ns for psychologists. Professional Psychology: Research and Practice, 38, 652 – 659. Davis, L. L. , Frazier, E. C. , Williford, R. B. & Newell, J. M. (2006). Long-term pharmacology for post-traumatic stress disorder. CNS Drugs, 20(6), 465 – 476. Fletcher, K. E. (2003). Childhood posttraumatic stress disorder. In E. J. Mash & R. A. Barkley (Eds. ) Childhood psychopathology (pp. 330 – 371). New York: Guilford. Foa, E. B. , Davidson, J. R. T. , & Frances, A. (1999). The expert consensus guidelines series: Treatment of posttraumatic stress disorder. Journal of Clinical Psychiatry, 60, 4 – 76. Galante, R. , & Foa, D. (1986). An epidemiological study of psychic trauma and treatment effectiveness for children after a natural disaster.Journal of the American Academy of Child Psychiatry, 25, 357 – 363. Greenwald, R. (1998). Eye movement desensitization and reprocessing (EMDR): New hope for children suffering from trauma and loss. Clinical Child Psychology a nd Psychiatry, 3, 279 – 287. Hall, E. T. (1959). The Silent Language. Greenwich, CT: Fawcett. Hansen, S. (2006). An expressive arts therapy model with groups for post-traumatic stress syndrome. In L. Carey (Ed. ). Expressive and creative arts methods for trauma survivors (pp. 73 – 91). London: Jessica Kingsley. Harter, S. (1999). The Construction of the self: A developmental perspective.New York: The Guilford Press. Hawkins, P. G. (2002). Helping children cope with death. In Sandoval, J. (Ed. ) Handbook of crisis counseling, intervention and prevention in the schools (2nd ed. ). (pp. 161 – 182). Mahwah, NJ: Lawrence Erlbaum Associates. Honig, R. G. , Grace, M. C. , Lindy, J. D. , Newman, C. J. , & Titchener, J. L. (1999). Assessing the long-term effects of disasters occurring during childhood and adolescence: Questions of perspective and methodology. In M. Sugar (Ed. ), Trauma and adolescence (pp. 203 – 224). Madison, CT: International Universities Press. Klingman, A. (1986).School community in disaster: Planning for intervention. Journal of Community Psychology, 16, 205 – 216. Jaycox, L. (2004). Cognitive behavioral intervention for trauma in schools. Longmont, CO: Sopris West. Jones, A. B. , & Stewart, J. L. (2007). Group cognitive-behavior therapy to address post-traumatic stress disorder in children and adolescents. In R. W. Christner, J. L. Stewart, & A. Freeman (Eds. ), Handbook of cognitive-behavior group therapy with children and adolescents: Speci? c settings and presenting problems (pp. 223 – 240). New York: Routledge/Taylor & Francis. Joshi, P. T. , & Lewin, S. M. 2004). Disaster, terrorism and children. Psychiatric Annals, 34, 710 – 716. Kaduson, H. G. (2006). Release play therapy for children with posttraumatic stress syndrome. In H. G. Kaduson, & C. E. Shaefer (Eds. ), Short-term therapy for children (pp. 3 – 21). New York: The Guilford Press. La Greca, A. M. , Silverman, W. K. , Vernberg, E . M. , & Prinstein, M. J. (1996). Symptoms of posttraumatic stress in children after Hurricane Andrew: A prospective study. Journal of Consulting & Clinical Psychology, 64, 712 – 723. Lazarus, R. S. , & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.Lee, C. C. , & Armstrong, K. L. (1995). Indigenous models of mental health intervention. In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds. ). Handbook of Multicultural Counseling (pp. 411 – 456). Thousand Oaks, CA: Sage. Litz, B. T. , Gray, M. J. , Bryant, R. A. , & Adler, A. (2002). Early intervention for trauma: Current status and future directions. Clinical Psychology: Science and Practice, 9, 112 – 134. Lowenstein, L. B. (1995). The resolution scrapbook as an aid in the treatment of traumatized children. Child Welfare Journal, 74, 889 – 904. Marans, S. , & Adelman, A. (1997).Experiencing violence in a developmental context. In J. D. Osofsky (Ed. ), Children in a violent society. New York: The Guilford Press. Mark, B. S. , Layton, A. , & Chesworth, M. (1997). I’ll know what to do: A kid’s guide to natural disasters. Washington, DC: Magination Press. Mash, H. W. , & Shavelson, R. (1985). Self-concept: Its multifaceted hierarchical structure. Educational Psychologist, 2, 107 – 123. Marsh, H. W. , Byrne, B. M. , & Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366 – 380.Mazza, J. J. , & Overstreet, S. (2000). Children and adolescents exposed to community violence: A mental health perspective for school psychologists. School Psychology Review, 29, 86 – 101. Psychology in the Schools DOI: 10. 1002/pits 256 Sandoval, Scott, and Padilla McDermott, B. M. C. , & Palmer, L. J. (1999). Post-disaster service provision following proactive identi? cation of children with emotional distress and depr ession. Australian & New Zealand Journal of Psychiatry, 33, 855 – 863. Morgan, K. E. , & White, P. R. (2003). The functions of art-making in CISD with children and youth.International Journal of Emergency Mental Health, 5, 61 – 76. National Child Traumatic Stress Network and National Center for Post Traumatic Stress Disorder. (2006). Psychological ? rst aid: Field operation guide (2nd ed. ). Author. Available at: http://www. nctsnet. org/nctsn assets/pdfs/pfa/2/ PsyFirstAid. pdf National Institute of Mental Health. (2001). Mental health and mass violence: Evidence-based early psychological intervention for victims/survivors of mass violence. A workshop to reach consensus on best practices. Washington, DC: U. S. Government Printing Of? ce. Ozer, E. J. Best, S. R. , Lipsey, T. L. , & Weiss, D. S. (2003). Predictors of posttraumatic stress disorder and symptoms in adults: A meta-analysis. Psychological Bulletin, 129, 52 – 73. Parker, C. L. , Everly, G. S. , Barnett , D. J. , & Links, J. M. (2006). Establishing evidence-informed core intervention competencies in psychological ? rst aid for public health personnel. International Journal of Emergency Mental Health, 8, 83 – 92. Saigh, P. A. , Yasik, A. E. , Sack, W. H. , & Koplewicz, H. S. (1999). Child-adolescent posttraumatic stress disorder: Prevalence, risk factors, and comorbidity.In P. A. Saigh, & J. D. Bremner (Eds. ), Posttraumatic stress disorder: A comprehensive text (pp. 18 – 43). Boston: Allyn & Bacon. Sandoval, J. (2002a). General principles of crisis counseling and prevention. In J. Sandoval (Ed. ), Handbook of crisis counseling, intervention and prevention in the schools (2nd ed. , pp. 3 – 24). Mahwah, NJ: Lawrence Erlbaum Associates. Sandoval, J. (2002b). Cultural issues in crisis work. In J. Sandoval (Ed. ), Handbook of crisis counseling, intervention and prevention in the schools (2nd ed. , pp. 39 – 58). Mahwah, NJ: Lawrence Erlbaum Associates.Shavelso n, R. J. , Hubner, J. J. , & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, 407 – 441. Worden, J. W. (2002). Grief counseling and grief therapy: A handbook for the mental health professional (3rd ed. ). New York: Springer. Young, B. H. , Ford, J. D. , Ruzek, J. I. , Friedman, M. L. , & Gusman, F. D. (1999). Disaster mental health services: A guidebook for clinicians and administrators. [Online]. Available at: http://ncptsd. va. gov/ncmain/ncdocs/manuals/ nc manual dmhm. html Psychology in the Schools DOI: 10. 1002/pits