The ways in which R.L. Stevenson presented good and evil in his novel Dr. Jekyll and Mr. Hyde Essay Example For Students

The ways in which R.L. Stevenson presented good and evil in his novel Dr. Jekyll and Mr. Hyde Essay This essay will explore the ways in which R.L. Stevenson presented good and evil in his novel Dr. Jekyll and Mr. Hyde, using symbolic opposites as metaphors to describe the natures of certain people in the, for example Mr. Hyde, Dr. Lanyon etc. The gothic/ Victorian setting for this novel ties in with the good and evil stance in which the appearances of certain people and objects can be a deceitful to the reader. Stevenson sets this novel in the Victorian period when there was a thin border between rich and poor, civilisation and barbarism, and occasionally good and evil; which suits the good vs. theme of the novel. We will write a custom essay on The ways in which R.L. Stevenson presented good and evil in his novel Dr. Jekyll and Mr. Hyde specifically for you for only $16.38 $13.9/page Order now Stevenson wrote this novel to express how evil can present itself in a variety of different people, even those considered rich, wealthy and upper class. The novel also expresses that no matter how many good deeds you do, you are still vulnerable to doing evil deeds. In the case of the novel itself, Stevenson wrote about a doctor called Jekyll who seemed to be a respectable, good looking, hard working and socially accepted member of the community. Quote Jekyll was a large, well made, smooth faced man of fifty, with something of a stylish cast perhaps, but every mark of capacity and kindness. However, Jekyll was tempted into the evil that one of his scientific experiments entailed, resulting in the production of his alter ego, Mr. Hyde. Quote: à ¢Ã¢â€š ¬Ã‚ ¦think of it I did not even existà ¢Ã¢â€š ¬Ã‚ ¦ a man who could afford to laugh at suspicion. This quote tells us that Jekyll is considering the advantages of his evil creation, one of which is not existing, which enables him to commit crimes as Hyde without ever being traced, as he would have turned back into Jekyll. This advantage tempts Jekyll to pursue in the experiment, slowly turning him from a person with good intentions, to a person with bad intentions, even though this remains unknow n to those around him until towards the end of the novel. Stevenson believed that à ¢Ã¢â€š ¬Ã‚ ¦man is not truly one, but two: which we assume is one good side to a person, and one bad or evil side to a person. He expresses this belief through Jekyll, who we see the good and evil personalities of in the novel. Even though Jekyll became evil enough to create Hyde, we see that Hyde is a totally evil alter ego to Jekyll himself, who does nothing good throughout the novel. The point in which we first know that Hyde is a man with a huge lack of morals when he knocks a girl down in the street, then tramples over her and walks off. Quote: And the next moment, with ape-like fury, he was trampling his victim under foot. After a doctor examines the injured girl, he sees Hyde and immediately dislikes him. Quote: à ¢Ã¢â€š ¬Ã‚ ¦I saw the sawbones turned sick and white with a desire to kill him . This explains that Hyde is  a very ruthless character who some people, like the doctor, dislike or even hate Hyde so much that they want to kill him. Unlike most people, who would feel bad about being disliked or hated by a large number of people, Hyde does not seem to care about being hated by the group of people who were present when he trampled over the girl earlier in the novel. Quote: I never saw a circle of such hateful faces; and there was a man in the middle , with a kind of black, sneering coolnessà ¢Ã¢â€š ¬Ã‚ ¦ but carrying it offà ¢Ã¢â€š ¬Ã‚ ¦ really like Satan. This tells us that instead of Hyde feeling ashamed for what he had done, he stays evilly calm, almost sneeringly, which annoys the group of people standing around him even more. We then get the impression that Hyde is a very much disliked person in the community around him. He is even referred to as being much like Satan in the quote, very much unlike his creator, Dr. Jekyll. In the novel, Stevenson describes Hyde as being small, deformed and purely evil, and going back to Stevensons view that every human being is comprised of one good half and one evil half, we get the impression that Stevenson presents his views on the evil half of all human beings through Hyde, who is half the size of Jekyll because he is Jekylls evil half, evil being only one half of a person in Stevensons belief. Quote: à ¢Ã¢ ‚ ¬Ã‚ ¦Edward Hyde, alone, in the ranks of mankind, was pure evil. .uf99a5b4929bd043231ecdec1f1d996c8 , .uf99a5b4929bd043231ecdec1f1d996c8 .postImageUrl , .uf99a5b4929bd043231ecdec1f1d996c8 .centered-text-area { min-height: 80px; position: relative; } .uf99a5b4929bd043231ecdec1f1d996c8 , .uf99a5b4929bd043231ecdec1f1d996c8:hover , .uf99a5b4929bd043231ecdec1f1d996c8:visited , .uf99a5b4929bd043231ecdec1f1d996c8:active { border:0!important; } .uf99a5b4929bd043231ecdec1f1d996c8 .clearfix:after { content: ""; display: table; clear: both; } .uf99a5b4929bd043231ecdec1f1d996c8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf99a5b4929bd043231ecdec1f1d996c8:active , .uf99a5b4929bd043231ecdec1f1d996c8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf99a5b4929bd043231ecdec1f1d996c8 .centered-text-area { width: 100%; position: relative ; } .uf99a5b4929bd043231ecdec1f1d996c8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf99a5b4929bd043231ecdec1f1d996c8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf99a5b4929bd043231ecdec1f1d996c8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf99a5b4929bd043231ecdec1f1d996c8:hover .ctaButton { background-color: #34495E!important; } .uf99a5b4929bd043231ecdec1f1d996c8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf99a5b4929bd043231ecdec1f1d996c8 .uf99a5b4929bd043231ecdec1f1d996c8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf99a5b4929bd043231ecdec1f1d996c8:after { content: ""; display: block; clear: both; } READ: Discuss the issues that Huxley raises in his novel Brave New World EssayA character that was influenced greatly by Hyde is Dr. Lanyon, who was a friend of Dr. Jekylls. He too was a respectable man who showed no sign of evil. Quote: This was a hearty, healthy, dapper, red-faced gentleman with a shock of hair prematurely white. This explains that Dr. Lanyon is a man of good health with white hair, which is a sign of wisdom in age. Despite this respectable faÃÆ' §ade, Dr. Lanyon becomes a victim of the evil truth that Dr. Jekyll and Mr. Hyde are the same person, after Jekyll drinks a potion in front of Dr. Lanyon to change into Mr. Hyde. After this, Dr. Lanyon is very dee ply shocked, which eventually leads to his death. Quote: He had his death-warrant written legibly upon his face. The rosy man had grown pale, his flesh had fallen away; he was visible balder and older. This shows us that as well as Dr. Jekyll, Dr. Lanyon a victim of Hydes evil, and also a victim of his own curiosity to know the explanation to Jekylls odd character later in the novel. This also tells us that Stevenson represent his idea of how easily it is to become a victim of evil through Dr. Lanyon, who we see as a person who is an even combination of good and evil.

Domestic Climate Policy Example

Domestic Climate Policy Example Domestic Climate Policy – Coursework Example Domestic Climate Policy al Affiliation) Domestic Climate Policy Policy makers can incorporate the Domestic Climate PolicyFramework into a widely accepted environmental policy. Indeed, policy makers have been participating in the debate on climate policy. The policy makers can incorporate the Domestic Climate Policy Framework in designing a domestic a greenhouse gasses cap-and-trade program that seeks to reduce the emission of carbon dioxide and other greenhouse gasses (Hanemann, 2012). Apparently, the cap-and-trade program is seemingly a widely accepted environmental policy in the United States. The location and success of cap-and-trade program in reducing the emission of greenhouse gasses will rely on the regulatory measures defined by the Domestic Climate Policy Framework (Hanemann, 2012). Indeed, in designing a cap-and-trade environmental policy, policy makers must consider the regulations of air pollutants and the challenges posed by greenhouse gasses as stated in the Domestic Cl imate Policy. The cap-and-trade environmental policy will be a complementary policy of the Domestic Climate Policy (Hanemann, 2012).Indeed, an effective GHC policy will control domestic emissions, provide economic incentives, and encourage long-term cooperative action to reduce GHG emissions across the globe (Koop, 2010). Moreover, policy makers can incorporate Domestic Climate Policy Framework in designing an environmental policy that will foster global climate change by conserving water resources across the world (Levina & Adams, 2006). Policy makers can incorporate the Domestic Climate Policy Framework in environmental policies that address the management of water resources as the climate changes. The environmental policy will relate to the existing water policy frameworks, legal frameworks, and water-planning mechanisms defined in the Domestic Climate Policy Framework (Levina & Adams, 2006). Policy makers can incorporate the Domestic Climate Policy into water policy frameworks t o address climate change across the globe. Indeed, policy makers can enhance water policy frameworks in each country to promote adaptation to global climate change.ReferencesHanemann, M. (2012). The Role of Emission Trading in Domestic Climate Policy. Retrieved from climatechange.ca.gov/eaac/documents/member_materials/Hanemann_Role_of_emission_trading_09.pdfKoop, J. (2010). How to evaluate Domestic Climate Policy options when Cap and Trade is not on the Agenda. RFF. Retrieved from rff.org/Publications/Resources/Pages/How-to-Evaluate-Domestic-Climate-Policy-Options-176.aspxLevina, E., & Adams, H. (2006). Domestic Policy Frameworks for Adaptation to Climate Change in the Water Sector. OECD. Retrieved from oecd.org/env/cc/36294928.pdf

Islam and Feminism Essay Example | Topics and Well Written Essays - 2500 words

Islam and Feminism - Essay Example Viewed as a Western ideology, feminism has both differences and similarities between Middle Eastern Muslim feminists and Western feminists, as well as third-wave feminism. Feminism is largely triggered by cultural and traditional factors and may not be fully compatible with Islam, and many groups are split as to whether Muslim feminists are trying to achieve human rights or their feminist rights like Western women. This paper will research and discuss these aspects of feminism by analyzing Duygu Asena, who was a Turkish Muslim feminist, hence the thesis: Feminism is a Western ideology and it is not compatible with Islam. Even though there is a group that understands and advocates the rights of Muslim women, there is another that hates feminism as an ideology of the Western world that is only concerned with female superiority. It is worth noting that feminism, in the sense of a Universalist faith, gained momentum in the 19th century, with the concept emerging from the Western world. I t has links with the French Revolution, during which women wanted to be considered as having the full status of citizens. In the Middle East and Muslim world in general, feminist movements appeared as women acquired literacy. Asena become an iconic as well as controversial figure in Turkey following her calls to women to escape from oppression, which she likened to a vicious circle. She urged women to fight for their equal rights with men and seek employment as a step towards freedom (Alemdar 1). In Turkey, being a predominantly Islamic nation, this was perceived by most, particularly the authorities, as a contradiction. Her role in feminism may generally have taken a diversion from what feminism in the Middle East has been focusing on. Feminism in the Middle East has basically had an emphasis on women’s role in Islam, targeting full equality in both private and public life for all Muslim faithful irrespective of gender. The rights they advocate for are founded on Islamic law , also known as Sharia. Feminist ideologies in the Middle East are inspired mainly by faith. Although Islamic feminists in the Middle East are fierce advocates for legislative interpretations and reforms that represent contemporary understanding of gender equality, they also embrace their Islamic faith strongly. However, more recently, Middle East Islamic feminists are also applying secular ideologies in their discourses, albeit strategically, having acknowledged the role played by Islamic feminism as an integral part of the feminist movement globally. This aspect creates the underlying similarity between the ideologies of the Middle East feminism and Western feminism movements. Feminism may be viewed as a global trend, but its uniqueness to every culture must also be appreciated. Western feminist’s ideologies are fundamentally different from those of the Middle East, and indeed most other parts of the world, because of the values on which the movements are formed. Being secu lar, most of the Western feminist ideologies stem from Western thoughts, principles and traditions. Western attitudes, which are mostly Christian and

ETHICS (Effective Technical and Human Implementation of Essay

ETHICS (Effective Technical and Human Implementation of Computer-supported Systems) Coursework Assignment Case - Essay Example There are only slightly differentiations made on the initial booking system – as being established in the firm in 1998. Now, 10 years after the weaknesses of the specific system have become obvious. The system does not include features that allow its users to proceed fast with each booking. As a result delays are noticed in the completion of bookings in the firm’s various departments. A new booking system is required the soonest possible. Current booking system is also unable to help the firm’s employees with the cross references in data held in the central database. As a result, important details on the clients’ health are often ignored. The main reason for the system’s failure is believed to be the fact that there is only one central point of booking – established in the booking office. However, the computers in the firm’s various departments should also offer access to the clients’ booking details – there is no way for the firm’s employees to be informed on existing bookings. Delays in the process of the clients’ booking details are also a common phenomenon with the firm’s current booking system. The improvement of the firm’s booking process could be achieved only by the replacement of existed system – by an appropriately customized IS. The main features of the suggested system will be: a) all the firm’s computers will have access to the booking details of the firm’s customers – in case that there is a need for changing these details then this task will be performed through the computer of the firm’s booking office, b) reports will be delivered for the firm’s employees, c) there will be no issue of delivering a false report on client (cross – reference of data). The performance of the new system will be based on specific criteria. The production of accurate reports on the

Social Skills Improvement System Rating Scales

Social Skills Improvement System Rating Scales Abstract The objective of the Test and Measurement unit is to assist students get to understand the importance and the need of tests and measurement in the field of psychology. During counselling psychology, many testes and measurements are applied in the identification as well as definition behaviours as well as the mental state of clients. Among them is the Social Skill Improvement Rating System, which is just a taste that was developed to measure and assess social deficits within a person. The system is administered by high psychometric properties. It has been noted that, it has excellent internal consistency, adequate reliability as well as excellent to adequate excellent test-retest reliability. The samples used in testing reliability and validity are adequate. The tests in one way or the other addresses the significance of evidence-based multi-tired assessment that are applied when helping student to develop, improve as well as maintain their useful social skills. As a family, SSIS includes performance screening, class wide intervention program, rating scales as well as intervention guide. The instrument is a revised version of the most used SSRS, which enjoys strong history of use in most schools. In addition, the social skill improvement system rating scales, tent to have very strong psychometric features, along with scoring, makes the test ideally suitable to demands of screening, development of interventions as well as classifications in the middle schools. On the other hand, though there is existence of studies along with the information don the Social Skill Rating System, on the other hand, much has not been done to on the current SSIS These tests are best used within the context of four-phase problem solving processes. By this model, it is not easy for one to ignore the main purpose of the assignment, and that no matter the specific aim for waiting to assess SEL competencies, one tent to concentrate on his/her own assessment information in a manner that helps one the most significant questions. Tests and Measurements: Social Skills Improvement System Rating Scales Introduction In the course, Tests and Measurements, enables one to gained understandings about the significance, need, and use of tests and measurements in the Psychology field. Psychology in its self is a broad field that can be applied in multiple settings, focusing on different aspects, yet operating with the same direction and purpose. Psychology studies the mental state and behaviour of individuals. In order to obtain knowledge about individuals, as such, Psychologists and trained professionals establish and develop procedures that are meant to identify and define specifics about an individual. These procedures are considered as Tests and Measurements, which were developed to diagnose and assess individuals through using subject-specific constructs to provide logical reason and evidence to validate predictions or proposed diagnosis. In Psychology, different diagnosis, behaviours, and disorders have been defined and identified through a wide array of tests and measurements. With the diversity in tests and measurements, psychologists are able to define most mental states and behaviours presented by individuals. Fields of Psychology, like Clinical, Educational, Industrial-Organization, and Counselling, all have specific uses of tests and measurements to clearly define behaviours and mental statuses and establish treatment, diagnosis intervention, and therapeutic method interventions. With a specialization in Counselling Psychology, professionals deal with the intrapsychic of a client. Questions that counselling psychologists work to identify for client clarification are, How does the client view themselves? What strengths/weaknesses does the client identify as existing? How are the clients social life, social relationships, and professional relations? These are questions that Counselling Psychologists seeks to unde rstand and use for client comprehension and clarity. This step commences as the starting point for Counselling Psychologists to rebuild and rehabilitate a client, (Psychcorp.com, 2011). In counselling psychology, multiple tests and measurements are used to identify and define behaviours and mental state of the client. The original Social Skills Rating Skills, which is now known as The Social Skills Improvement Rating System, is a test developed to measure and assesses social deficits within a person. This psychological test was intended to serve as a tool in identifying behaviours of a person, in order to, diagnose and treat to improve the social aspects of the person. With a purpose to build strengths, healthy relationships, and positive outlooks about the self, the SSIS is a relevant assessment that can be used by counselling psychologists, in order to obtain results about an individuals mental state about the self, social life, and personal lifestyle. In this paper, an attempt will be made to define and describe the SSIS and how it could be used in Counselling Psychology. Social Skills Improvement System Rating Scales This test was developed by Elliot, Husse Gresham, this social skill rating system was published in 1990 by the American Guidance services. The social skill improvement system (SSIS), (Gresham Elliot), is just a comprehensive system of social skills assessment as well as the intervention tool for use with children and as well as these who are still in adolescence from the age of 3 years to 18 years, (Diperna, Volpe, 2005).. For my final paper, I have chosen to discuss the measurement Social Skills Rating System (SSRS), which is newly revised as the Social Skills Improvement System Rating Scales (SSiS). The newly revised version of the Social Skills Rating System is now the Social Skills Improvement System, which includes improvements in psychometrics, norms, and a new set of subscales (Psychcorp.com, 2011), as well as, a Spanish edition. Gresham and Elliot (2008) states that, Ninety percent of the items were new or substantially revised (paragraph 5). The Social Skills Improvement is intended to identify any social deficits, recognizing positive behaviours, as well as, negative behaviours, in students age ranging from 3 to 18. The SSIS includes three forms to identify social behaviours, the teacher-parent-student forms, which purposes are to evaluate behaviours at home, community, and within the school. Psychometric Qualities of the Test Standardization SSIS is a self-administered assessment, with a completion time between 10-25 minutes. The newly revised SSIS consists of technically sound measures when referring to the norms (Gresham Elliot, 2008). The norm group consisted of a mixture of 4,700 3-18 year old students. The sample was diverse and included representative numbers of children with educational disabilities and mental disorders, making the norms well-rounded and inclusive of all different cases of student descriptions. Reliability The revised Social Skills Rating System includes the same three forms as the original SSRS, the teacher, parent, and student, yet with better internal consistency reliability. Each form of the SSIS and there standard scores resulted in displaying consistent reliability. Test-retest methods were done over a 43-66 day time period and the results were as follow, for the Teacher form, results describe median adjusted correlations of .83 across 43-day intervals, with median adjusted correlations of .86 across 61-day intervals for the Parent form, and median adjusted correlations of .79 across 66-day intervals for the Student form (Gresham Elliot, 2008a). Validity According to Gresham Elliot (2008a), SSIS Rating Scales include three useful validity scales that allow examiners to judge the veracity of ratters: an F scale that will be elevated when ratters describe students as having an unrealistic number of problems; a response pattern index that is elevated if ratters provide an unusual pattern of responses (e.g., provides the same response to most of the items or provides a highly variable number of responses); and a response consistency index that is elevated if ratters complete similar items in very different ways(,paragraph 3). The validity of the construct has obviously made major and effective improvements, by measuring exactly what it is intended to measure. Correlations of the scales with measuring similar behaviour were high, with measurements of non-similar behaviours not correlating, (Gresham Elliot, 2008b). Uses of Tests The social skill improvement system in one way or the other addresses the significance for an evidence-based, multi-tired assessment that are used in the process of helping students to develop, improve as well as maintain much important social skills. Such like tools contained in the test, can be used early in the school years for the facilitation of the universal screening of these students who happen to be at risk for academic or even social behaviour difficulties. In one way or the other, it helps to plan for the interventions for improving such like behaviours, as well as evaluating progress on skills that are much targeted after the intervention. This assessment test contains tools that are particularly significant when evaluating students. The SSIS family of assessment as well as intervention tools include: performance screening guide; this tool offers universal screening of the behaviour which can be termed as being prosaically. Some of such like behaviours are math skills, reading skills as well as motivation to learn for all students in the whole classroom in not more than 20 minutes. Another tool is class-wide intervention program; this tool provides teachers as well as other professionals social skills instructional scripts as well as teaching resources for the top ten skills that tent to be much critical to the functioning of all students in particular classroom. The next tool is Rating Scales; this tool is concerned with offering targeted as well as comprehensive assessment of a persons social skills, problem behaviours along with academic competence. The last but not least toll is intervention guide; this provides in-depth social skills intervention for about 20 keystone social skills that are directly connecte d to SSIS Rating Scales outcomes, (Nihira, Leland, Lambert,1993).. Critique of the Test Strength This program is a revised version of the most used SSRS, which enjoys strong history of use in most schools. This instrument in addition contains assessment intervention records, which allows the integration of social skill assessment data with planned intervention strategies, as an effect, it allows professional to easily develop interventions that are based on the assessment results. Also, the instrument has a manual which clearly provides detailed descriptions of all SSRS objectives and goals, on top of having a guide that is user friendly. Nevertheless, the instrument test is easy to administer and much easy to score. In addition, the social skill improvement system rating scales, tent to have very strong psychometric features, along with scoring, makes the test ideally suitable to demands of screening, development of interventions as well as classifications in the middle schools. In addition, there exist SSRS versions that also provide further information that can be very much s ignificant in the process of planning on top of the evaluation intervention programming. Last but not least, the instrument use of multiple rater system provides a more broad-based assessment of social skills than any other instrument that uses a single rater system, like the elf reporting instrument, (Cynthia, Kenn, 2010). Another thing is that, the test measurement provides important needs assessment data for program planning. In addition, it also offers insight into the effectiveness of nationwide prevention as well as health behavioural initiatives that are designed to reach much education as well as counselling related objectives across the country. SSRS also produces the estimates of the prevalence of major adolescence behavioural risks and provides much crucial information for school officers, human service agency, policymakers along with parents, who are working in harmony optimum health young individuals globally. Weaknesses Though there is existence of studies along with the information don the Social Skill Rating System, on the other hand, much has not been done to on the current SSIS. In addition, the costs that are involved during SSIS are too high compared to other surveys. It also requires the knowledge of compiling data as well as coming up with reports is also required; this is based on the fact that, in the software package, it is not included. This instrument also faces the problem of standardization sample, as well as mixed reliability levels across all forms. Psychometric Qualities The instrument has standard scores which can be converted to percentile rank scores. The instrument furthermore provides separate norms for girls as well as boys, as well as these with and without disabilities. The high levels of internal consistency, test-retest reliabilities, content along with validity, have been reported by many writers. The computer software apart from facilitating scoring and reporting, it provides behavioural objectives and suggestions for planning purposes. A version that is scannable, offers group reporting options. Other than sorting, it arranges the information as per the group, classroom, individuals, schools, grades, gender, ethnicity, time and districts, (Mathews, Whang, Fawcett, 1980). The Tests Application in Counseling Psychology Setting Purpose The social skill rating system was published for the purpose of identifying and classification of social behaviours. In addition, it was also published for the purpose of assisting in the development of appropriate interventions for those who are identified as having social behaviour problems. Last but not least, the instrument was created for the purpose of addressing the significance for an evidence-based, multi-tired assessment that are used in the process of helping students to develop, improve as well as maintain much important social skills. Though theoretically is all kinds of children might be given the test, the test is purposefully geared towards handicapped children or children with mild to moderate learning difficulties. The instrument also can be used in the identification of social behaviour strengths, school or home-based behavioural interventions. Benefits or Usefulness The instrument is much useful in providing much comprehensive image or picture of children social behaviours. Another benefit accrued from SSIS is that, the three rating forms that are applied in the Social Skills Improvement System Rating Scales, offers much flexibility to the system. On the other hand, the instrument helps these using it like teachers and counselling professionals to plan for the appropriate intervention very quickly. Generally, the social skills rating systems allows individuals to get a more complete picture of social behaviours from educators, guardians and parents, and even students themselves. It helps in the evaluation of broad range of socially validated behaviours that affects teacher-student relations, academic performance, and peer acceptance among others. Challenges This instrument faces the challenge of sample standardization and mixed reliability levels across the forms. Another challenge is that, the instrument does not provide both appropriate and inappropriate social skills, so its users particularly focuses on the negative aspects of the behaviours of children other than taking into account also the positive aspects. Though there is existence of studies along with the information on the Social Skill Rating System, on the other hand, the instrument faces a challenge of having done less on the current SSIS; as a result, the current SSIS has little information. Another challenge faced by this system is that, the costs that are involved during SSIS are too high compared to other surveys. It also requires the knowledge of compiling data as well as coming up with reports is also required; this is based on the fact that, in the software package, it is not included, in conjunction with this challenge, only professionals trained in the psychology testing are in a position of interpreting the outcome, though it can be administered by any personel.. This instrument also faces the problem of standardization sample, as well as mixed reliability levels across all forms, (Malecki Demaray, 2002). How Results Would Be Used These tests are best used within the context of four-phase problem solving processes. By this model, it is not easy for one to ignore the main purpose of the assignment, and that no matter the specific aim for waiting to assess SEL competencies, one tent to concentrate on his/her own assessment information in a manner that helps one the most significant questions. The main function of the of the first phase which is termed as identification and clarification is to answer some basic questions that leads to the articulation clearly on the reasons that lead to the assessment undertaking in the first place. Din most cases, ones students are the main focus of the assessment; however the objectives of pursing the assessment might be far much complicated. In the data collection stage which is grades as phase 2, the counsellor collects the information needed that is needed during counselling. It is recommended that, the counsellor gives room for the assessment purpose, student character as well as the problem being addressed be the guiding principles to the selection and choice of appropriate procedures and specific tools, as this will provide necessary information. After all these, consider whether some means of information gathering are much significant that others, this is based on the student nature, assessment problem and the situation. Then the counsellor is to align the available tools to fit within the budget, (Heber, 1961). In the third phase which is co9nsidered to being the analysis stage, is where in detail, the data is now analysed. It should be checked if the available data confirms with the assessment problem. There need also to be an identification of specific issues that might be contributing to the problem in question. On top of it all, the councillor needs to determine if more information is needed to solve the problem in hand, a part from the one having. After all these, the counsellor is supposed to analyse any hindrance that might occur during problem solving, and if more information can be found in the existing school records. In case of any further data collection, an individual with the capability of doing that within the shortest time is identified. In the fourth phase identified as solution and evaluation, the target of the intention need to be identified based on the available information. In this stage, the counsellor needs to identify the most appropriate types of interventions or programs in the surroundings. An available resource is a very important factor to consider while carrying out this intervention, so the counsellor has to determine the resources available, which will then control the type of intervention used. As an effect, the type of intervention will determine if data collection ought to be continuous. Last but not least, the counsellor decides on the means of assessment to be used when evaluating the effectiveness of the program or the intervention, (Myers Diener, 1995). Conclusion Social Skill Improvement System is among other assessment system that professionals interested in assessing social-emotional competences of both children and youngsters. The forms of SSIS are just an update of what initially was called social skill rating system. The SSIS ratings forms include cross-informant tools that are being used by teachers, parents, guardians, children as well as these in the adolescent stage. The scales of SSIOS-Rating scales has been used when assessing children with behavioural and interpersonal skills problems, screen for problem behaviours, and identify children encountering social behaviour risk and poor academic performances. The social skills scales are used when measuring positive social behaviours like cooperation and empathy, as well as respect, amongst others. The problem behaviour scale on the other hand, measures behaviours that usually interfere with positive social skills. They can be categorized under; internalizing skills, externalizing skill s, as well as the hyperactivity. Lastly, academic competence skills, on its part offers quick estimate of academic functioning. In future, the SSIS will be intended for children and adolescent. It will be used in the identification of social skills deficit, as well as deficits in school related in to select skills that ought to be targeted during training, as well as the social skills training success evaluation. It also be used to yield the knowledge of student strength s deficiencies. Last but not least, in future, the SSIS will be used in the social behaviour exhibited by youngsters, both children and the adolescence in a classroom setting.

Leonardo da vinci :: essays research papers

Leonardo da Vinci was born April 15, 1452.Leonardo da Vinci was educated in his father's house receiving the usual elementary education of reading, writing and arithmetic. In 1467 he became an apprentice learning painting, sculpture and acquiring technical and mechanical skills. He was accepted into the painters' guild in Florence in 1472 but he continued to work as an apprentice until 1477. From that time he worked for himself in Florence as a painter. Already during this time he sketched pumps, military weapons and other machines.   Ã‚  Ã‚  Ã‚  Ã‚  Between 1482 and 1499 Leonardo worked for the of the Duke of Milan. He was described in a list of the Duke's staff as a painter and engineer of the duke. As well as completing six paintings during his time in the Duke's service he also advised on architecture, fortifications and military matters. He was also considered as a hydraulic and mechanical engineer.   Ã‚  Ã‚  Ã‚  Ã‚  During his long stay time in Milan, Leonardo became interested in geometry. He read Leon Battista Alberti's books on architecture and Piero della Francesca's On Perspective in Painting. Leonardo da Vinci illustrated Pacioli's Divina proportione and he continued to work with Pacioli and is reported to have neglected his painting because he became so engrossed in geometry.Leonardo studied Euclid and Pacioli's Suma and began his own geometry research. He sometimes gave mechanical solutions. He gave several methods of squaring the circle, again using mechanical methods. He wrote a book, around this time, on the elementary theory of mechanics which appeared in Milan around 1498. Leonardo certainly realised the possibility of constructing a telescope and in Codex Atlanticus written in 1490 he talks of making glasses to see the Moon enlarged. In 1499 the French armies entered Milan and the Duke was defeated. Some months later Leonardo left Milan together with Pacioli. He travelled to Mantua, Venice and finally reached Florence. Although he was under constant pressure to paint, mathematical studies kept him away from his painting activity much of the time. He was for a time employed by Cesare Borgia as a senior military architect and general engineer. By 1503 he was in Florence advising on the project to divert the River Arno behind Pisa to help with the siege of the city which the Florentines were engaged in. He then produced plans for a canal to allow Florence access to the sea. The canal was never built nor was the River Arno diverted.

A popular play today Essay

J. B. Priestly’s 1945 play â€Å"An Inspector calls† is still a success today. A new production of it has opened in the West-end, a sure-sign of its popularity and the play’s success rate. Why is it still doing so well? A main theme of the play centres on the idea of different classes in society, something that has been evident to us all throughout history, and is therefore a very accessible theme for many people. This important theme is highlighted right at the beginning of the play when it is clear that Gerald Croft’s parents don’t entirely approve of his choice to marry Sheila Birling: â€Å"I have an idea that your mother – while she doesn’t object to my girl – feels you might have done better for yourself socially† When Gerald’s parents are brought up in conversation, also at the beginning, we hear the probable excuse for their absence: â€Å"It’s a pity Sir George croft and Lady Croft can’t be with us, but they’re abroad and so it can’t be helped† The difference in class between the Crofts and the Birlings can even be observed in the way Gerald speaks compared to how Mr. Birling speaks. Gerald seems to speak in a more upper-class way than Birling. For instance Gerald says things like â€Å"Oh – I say† and â€Å"Hear, hear! † and his speech is more educated and precise than Birling’s, whose speech is more relaxed. For instance Birling says things like â€Å"y’know eh? † and throughout the play Birling abbreviates words such as â€Å"them† to â€Å"’em â€Å", subtly suggesting a less-educated and precise character. This non-extreme conflict of class observed in the opening sets the scene for the whole play and by being subtle it achieves effect, by gently introducing the key element of the plot ahead early on without overshadowing events to come. This sub-consciously familiarises the audience with the main theme making what’s to come more affective and powerful. When the inspector tells of the girl’s suicide he presents it in a blunt, direct manner. This obviously affects and shocks the characters but also it has profound importance in capturing the audience’s attention. â€Å"This afternoon a young woman drank some disinfectant, and died, after several hours of agony, tonight, in the Infirmary† As soon as the inspector states this intensely dramatic line – made more dramatic by the position of the commas that add pauses, resulting in emphasis – the whole mood changes from the happy, family party atmosphere to a curiously uncomfortable and somewhat concerning mood. We have had the background and now the drama begins, still relatively early in the play, which is important as the attention of the audience has been captured relatively early in the plot. From this point on, the audience is continually wondering what the outcome is going to be. The play becomes a thriller – another way of maintaining intense interest and a significant part of the play’s success. Aside from the ‘Class’ and ‘Thriller’ aspects of the play, we also have a theme of revelation. The family are continually learning about each other and emphasis is places on appearance and reality. We witness a transition of a happy family turning into a family full of secrets and lies, adding intense drama that will keep an audience interested.