Linguistics Plus Essay

A. The Backround Of Study In the preceding chapters , linguistics has been discussed mainly as the scientific study of languages. According to this view, linguistic is a theoritical, abstract, academic subject. It describes the nature of human language activity in scientific terms and linguistics are see to belong to different schools of thought and to hold competing linguistic theories. We have seen what this view of linguistics has to contribute to language teaching. There is another view of linguistics which cuts across all schools of linguistic thought and is common ground among all linguistics. In this view,linguistics is abody of attitudes and knowledge which result from the study of things like nature of language as a communicative, social activity : language in the individual , his speech mechanism and mental capacities for language : language in society : varieties of language , the rigorous description of particular languages , etc . This common ground the linguistics is immediately relevant to whole field of language teaching . B. The Formulation Of Study Based on the backrgound of study that explained, we formulate some problems that will be explained in this discussion, there are : 1. What is the meaning of psycholinguistics? 2. What is language acquisition? 3. is the first language learning the same as first language acuisition? 4. What is the interference from L1 in learning L2? C. The Perpose Of Writing To obtain a focused, it is necessary to tell the purpose of this paper. The purposes of writing this paper are: 1. Make the readers know about Psycholinguistic , language acquisition , First and second language, Motivation in L2 learning , and Language Interference. 2. Knowing the different between First and Secong Language D. Research Of Methodology. There are many methods that can be used in educational research, such as historical method, descriptive method, experimental method etc. We use the description method in order to meet the purpose of the research. CHAPTER 2 LINGUISTIC PLUS (CHAPTER 6 IN BOOK) A. PSYCHOLINGUISTICS PSIKOLINGUISTIK As its name suggests, psycholinguistics is a field study that combines psychology and linguistics. The term itself was coined in 1951. Though the study had been going on eveb in the nineteenth century in the form of the study of language development. It includes a great variety of topics that are of interest to language teachers. Some of these are: how language is received and produced by language user : our memory span of language: motivation in language learning : how L1 Habits interface with L2 learning billingualism and mental development : the use of language in concept formation; and language acquistion or development. Seperti namanya, psikolinguistik adalah studi lapangan yang menggabungkan psikologi dan linguistik. Istilah itu sendiri diciptakan pada tahun 1951. Meskipun penelitian telah terjadi bahkan pada abad kesembilan belas dalam bentuk studi perkembangan bahasa. Ini mencakup berbagai macam topik yang menarik bagi guru bahasa. Beberapa di antaranya adalah: bagaimana bahasa diterima dan dihasilkan oleh pengguna bahasa: memori kita rentang bahasa: motivasi dalam belajar bahasa: bagaimana Kebiasaan L1 antarmuka dengan pembelajaran belajar L2 dan perkembangan mental: penggunaan bahasa dalam pembentukan konsep, dan akuisisi bahasa atau pembangunan. B. LANGUAGE ACQUISTION TRANSISI BAHASA The last mentioned topic is currently being much investigated by TG grammarians because their linguistic theory makes such on the language producing ability of human beings. It is therefore of interest to them, as it is to teachers, to find out how language is acquired. ( it may be noted at this point that they make a distinction between language acquisition or development and language learning . The first language or mother tongue is acquired, while the second language is learned. ) Topik terakhir yang disebutkan saat ini sedang diselidiki oleh banyak tatabahasawan tradisional grammar karena teori linguistik mereka membuatnya seperti bahasa dapat menghasilkan kemampuan manusia. Oleh karena itu sangat menarik bagi mereka, terutama untuk guru, untuk mengetahui bagaimana bahasa diperoleh. (Mungkin terdapat pada bahasan ini bahwa mereka membuat perbedaan antara penguasaan bahasa atau pengembangan dan pembelajaran bahasa asli atau bahasa ibu yang langsung diperoleh, sedangkan bahasa asing harus dipelajari. ) There are two theories of language acquisition: the cognitive-code learning theory f-voured by the transformational generative linguists and the habit-formation theory of the structural linguists. The habit-formation theory is in effect the aplication of learning theory to language acquisition. It involves conditioning and reinforcement to shape a response until it is like the model . An example mat make the process clear. An infant may accidentally produce what sound like â€Å"mama† ,on his babbling and the mother reinforces this by smiling , kissing, cuddling him.. This encourages him to produce the sounds again and the nearer they approach the word â€Å"mama† , the more pleasure the mother shows until the child learns to say the word correctly every time with reference to her. The whole process is described as â€Å" shaping† the response and strengthening it by selective reinforcement. The response is encouraged to recur or strengthened by the smile or nod , or whatever is reinforcing to the child. Repeated occurences of the response from habit. Imitation plays as important a role as repetition in the theory. The child imitates the adults he hears and is again reinforced for correct responses. This theory of language acquisition is based on the view that language is behaviour that results from habits and habits are formed by practice and repetion. Ada dua teori akuisisi bahasa: teori belajar kode kognitif mempelajari teori f-voured oleh ahli bahasa transformasi generatif linguistik dan teori-kebiasaan hasil pembentukan ahli bahasa struktural. Teori formasi kebiasaan yang pada kenyataannya aplikasi dari teori belajar akuisisi bahasa. Ini melibatkan pengkondisian dan penguatan untuk membentuk respon sampai seperti model atau contoh yang ada, misalnya sebuah kaset untuk membuatnya sebagai contoh. Contoh lain adalah Bayi yang dapat menghasilkan sebuah kata yang terdengar seperti â€Å"mama†, saat mengoceh dan ibunya memperkuat ini dengan memberikan senyuman, mencium,atau memeluk dia . Hal ini dapat mendorong dia untuk menghasilkan suara lagi dan semakin dekat dengan kata â€Å"mama† yang sebenarnya, respon senang yang ditunjukan ibunya itu terus ditunjukan hinngga anak belajar mengucapkan kata kata dengan. Seluruh proses yang digambarkan sebagai â€Å"pembentuk† respon dan penguatan dengan penguatan selektif. Respon yang didorong untuk muncul kembali atau diperkuat oleh senyum atau anggukan, atau apapun yang dapat memperkuat kepada anak untuk melakukan sesuatu. Kejadian yang diulang dari respon dan dari kebiasaan. Permainan meniru sama penting peranannya sebagai teori. Anak meniru orang dewasa, ia mendengar lagi dan diperkuat oleh respon yang diberikan orang disekitarnya. Teori pemerolehan bahasa didasarkan pada pandangan bahwa bahasa adalah perilaku yang dihasilkan dari kebiasaan dan kebiasaan yang dibentuk oleh praktek dan pengulangan. The cognitive-code learning theory states that language is rule-governed behaviour and that in language acquisition, the infant learns the set of rules that will produce the sentences of the language. How does he arrive at the set of rules? TG grammarians say human beings are born with a language acquisition device (LAD), which enables the child to form a series of hypotheses about the language which he hears , as he grows up. At each stage in his language development he tests his hypothesis (the set of rules he has formulated so far) against what he hears ( the language data) and revises it accordingly , until he reaches adult competence. But what does the LAD consist of? The theory is that it consists of those linguistic universals to be found the deep, deep structure of all languages. There is no agreement or certainty yet about what these universals are apart from the  fact that they must be certain abstract syntactic and semantic categories and relationships, though there may be a neurophysiological basis in the brain. Examples of such relationships which have been postulated are: those between noun and verb as in case grammar; that between subject and predicate; and catagories like NP , VP , Adv. These universals are said to be present in the structure of all languages but each language realises them in different way in surface structure and language learning consists in learning how it is done in that particular language . The linguists are making cross-cultural studies of language acquisition in order to get evidence of linguistic universals, but the data collected so far are still sketchy though certain features in language appear in about the same sequence and at about the same age all over the world. Teori Kode kognitif belajar menyatakan bahwa bahasa adalah aturan aturan perilaku dan bahwa dalam akuisisi bahasa, bayi mempelajari seperangkat aturan yang akan menghasilkan kalimat bahasa. Bagaimana ia bisa sampai pada seperangkat aturan? Tatabahasawan TG mengatakan manusia dilahirkan dengan perangkat penguasaan bahasa (LAD), yang memungkinkan anak untuk membentuk serangkaian hipotesis tentang bahasa yang ia dengar, saat ia tumbuh. Pada setiap tahap dalam perkembangan bahasa, ia menguji hipotesis tersebut (seperangkat aturan yang telah dirumuskan sejauh ini) terhadap apa yang ia dengar (data bahasa) dan merevisi (menerjemahkan artinya), sampai ia mencapai kompetensi dewasa. Tapi apa saja penyusun LAD itu ? Tidak ada kesepakatan atau kepastian tentang apa saja penyusun LAD tersebut dan tak ada yang terlepas dari kenyataan bahwa orang orang universal linguistik harus memastikan kategori sintaksis dan semantik abstrak, meskipun mungkin ada dasar neurofisiologi di otak. Contoh hubungan tersebut yang telah disebutkan adalah antara nomina dan verba seperti dalam tata bahasa, bahwa antara subjek dan predikat, dan kategori seperti NP, VP, Adv. Itu dikatakan terdapat dalam struktur dari semua bahasa, tetapi setiap bahasa menempatkan mereka dengan cara yang berbeda dalam struktur permukaan dan pembelajaran tertentu. Para ahli bahasa membuat studi lintas-budaya , untuk mendapatkan bukti yang umum tentang linguistik, tetapi data yang dikumpulkan sejauh ini masih samar meskipun fitur tertentu dalam bahasa muncul di sekitar urutan yang sama dan pada sekitar usia yang sama di seluruh dunia . The teacher of second language needs to take of these two theories of language acquisition since they have given rise to schools of thought on language teaching. If language acquisition is a matter of habit formation, then the language teacher must concentrate on performance. Let the pupils imitate a model and give them plenty of pattern drill to establish habits of behaviour. Reinforce them gor correct responses and elimitate wrong responses by a lack of reinforcement. Let them learn inductively, inferring the rules for themselves after much practice rather than receiving the rules for explanations at the begining. If, on the other hand, language acquisition is a matter of learning a code, then the language teacher must ensure that the pupils internalise the rules yhat will enable them to produce sentences. Explanations of the sentences structures and explicit knowledge of the rules must then play a larger rule in language teaching. Para guru bahasa kedua perlu mengambil dari kedua teori pemerolehan bahasa karena mereka telah melahirkan aliran pemikiran pengajaran bahasa. Jika akuisisi bahasa adalah masalah pembentukan kebiasaan, maka guru bahasa harus berkonsentrasi pada kinerja. Biarkan siswa meniru model dan memberi mereka banyak bor pola untuk membangun kebiasaan perilaku. Memperkuat mereka tanggapan gor benar dan elimitate tanggapan yang salah oleh kurangnya penguatan. Biarkan mereka belajar induktif, menyimpulkan aturan untuk diri mereka sendiri setelah banyak latihan daripada menerima aturan untuk penjelasan di awal. Jika, di sisi lain, penguasaan bahasa adalah masalah belajar kode, maka guru bahasa harus memastikan bahwa siswa menginternalisasi yhat aturan akan memungkinkan mereka untuk menghasilkan kalimat. Penjelasan dari struktur kalimat dan pengetahuan eksplisit aturan kemudian harus memainkan aturan yang lebih besar dalam pengajaranbahasa. How is the language teacher to decide between the two theories of language learning? What grammatical theory is most useful to language teachers? To answer these questions, i would just like to refer the reader to the paper by J. B Carroll that i cited in chapter 1. In that paper he says. â€Å"it would be pretentious to try to express an opinion on which of the various grammatical theories is most vailed. Different grammatical theories have somewhat different goals†¦ in general. I believe that language teacher should evaluate grammatical theories in terms of the degree to which they comform to the linguistic habits that actually enable a language user to speak and understand the language†. Bagaimana guru bahasa untuk memutuskan antara dua teori pembelajaran bahasa? Apa teori tata bahasa yang paling berguna untuk guru bahasa? Untuk menjawab pertanyaan ini, saya hanya ingin merujuk pembaca untuk kertas oleh JB Carroll yang saya dikutip dalam bab 1. Dalam kertas yang katanya. â€Å"Itu akan sok mencoba untuk mengekspresikan pendapat yang dari teori gramatikal berbagai paling vailed. Teori tata bahasa yang berbeda memiliki tujuan yang agak berbeda †¦ secara umum. Saya percaya bahwa guru bahasa harus mengevaluasi teori tata bahasa dalam hal sejauh mana mereka comform ke kebiasaan linguistik yang benar-benar memungkinkan pengguna bahasa untuk berbicara dan mengerti bahasa â€Å". As for theories of language learning. Carroll suggest a synthesis of the two. I am inclined to agree with him that neither a pure â€Å"audiolingual habit theory† nor a pure â€Å"cognitive-code learning theory† can be comprehensive and correct. Each of the theories contains elements of truth, and each therefore to some degree wrong or incomplete. We need to extract what is valuable for each theory and put them together. Carroll calls the synthesis â€Å"cognitive habit-formation theory†. Adapun teori belajar bahasa. Carroll menyarankan sintesis dari dua. Saya cenderung setuju dengan dia bahwa baik murni â€Å"kebiasaan teori audiolingual† atau murni â€Å"kognitif-kode teori belajar† bisa tidak lengkap dan benar. Setiap teori mengandung unsur kebenaran, dan masing-masing karena itu untuk beberapa derajat yang salah atau tidak lengkap. Kita perlu untuk mengambil apa yang berharga bagi teori masing-masing dan menempatkan mereka bersama-sama. Carroll menyebut sintesis â€Å"kognitif kebiasaan-formasi teori†. The audiolingual habit theory is correct in that language behaviour is partly a matter habits. The audiolingual method with its emphasis on pattern practice and formations of habits fell out of favour because the theory made the wrong assumtions about that kinds of habits to form and how to form them. Instead of forming habits that have to do. For instance, with substituting words in sentences or with changing one kind of sentences into another. teacher sould form functional habits. The diffferent between the two is that the former takes no account of language ude in actual situations (where is the occasion for substitution for tables in real life outside the classroom?) while the latter does. For example, in teaching commands and requests, it is not enough to present the learners with statements to be changed into commands or requests. The stimulus is the sentence in the case. In forming fumctional habits the stimulus is the situations, the intentions and the listener. In situation A, if you need help you just shout â€Å"help! † ; in situation B, you may say, â€Å"please help me† or â€Å"could you helm me? † ; in situation C, you may say, â€Å"would you mind helping me? † and so on. Teori Kebiasaan audiolingual benar dalam perilaku bahasa adalah kebiasaan sebagian materi. Metode audiolingual dengan penekanan pada praktek pola dan formasi dari kebiasaan jatuh dari nikmat karena teori membuat assumtions salah tentang hal itu jenis kebiasaan untuk membentuk dan bagaimana membentuk mereka. Alih-alih membentuk kebiasaan yang harus dilakukan. Misalnya, dengan mengganti kata-kata dalam kalimat atau dengan mengubah satu jenis kalimat menjadi lain. Guru arwah membentuk kebiasaan fungsional. The diffferent antara keduanya adalah bahwa mantan tidak memperhitungkan bahasa ude dalam situasi yang sebenarnya (di mana merupakan kesempatan untuk substitusi untuk tabel dalam kehidupan nyata di luar kelas?) Sedangkan yang kedua tidak. Sebagai contoh, dalam mengajar perintah dan permintaan, itu tidak cukup untuk menyajikan peserta didik dengan pernyataan yang akan diubah menjadi perintah atau permintaan. Stimulus adalah kalimat dalam kasus ini. Dalam membentuk kebiasaan fumctional stimulus adalah situasi, maksud dan pendengar. Dalam situasi A, jika Anda memerlukan bantuan Anda hanya berteriak â€Å"membantu! â€Å", Dalam situasi B, Anda mungkin berkata, â€Å"tolong bantu saya† atau â€Å"bisa Anda helm saya? â€Å", Dalam situasi C, Anda mungkin berkata, â€Å"bisakah kau membantu saya â€Å"dan sebagainya?. Carroll also points out that the audingual habit theory wrongly assumed that practice and repetion were crucial factors in the formation of habits. Although practice and repetition have certain roles to play, they are not crucial in learning. Succesive repetition of the same response is, in fact, generally the wrong way to â€Å"stamp in† a habit; there are few kinds of learning where this is effective. Evocation of the response on a number of aperiodic, widely-spaced occasions, with interpolation of different material in the intervals, is a much more effective method has been insufficiently employed in pattern drills. Carroll juga menunjukkan bahwa teori kebiasaan audingual salah diasumsikan bahwa praktek dan pengulangan adalah faktor penting dalam pembentukan kebiasaan. Meskipun praktek dan pengulangan memiliki peran tertentu untuk bermain, mereka tidak penting dalam belajar. Pengulangan berturut dari respon yang sama, pada kenyataannya, umumnya cara yang salah untuk â€Å"cap di† kebiasaan, ada beberapa jenis belajar di mana ini efektif. Kebangkitan dari respon pada sejumlah aperiodik, luas-spasi kesempatan, dengan interpolasi dari bahan yang berbeda dalam interval, adalah metode yang jauh lebih efektif telah kurang digunakan dalam latihan pola. The element of truth in the cognitive-codelearning theory is that a knowledge of the facts and formal rules of the language can really be of help in guiding the learner to form the right language habits. However, knowledge of the rule alone is of on avail unless the learner is given opportunities to form the habits in the way suggested above. Forthermore, the facts of the language should be presented in a form easy to understand, and appropriate to the learner’s age and ability. Abstract rule should be illustrated with a number of concrete examples. Unsur kebenaran dalam teori kognitif-codelearning adalah bahwa pengetahuan tentang fakta-fakta dan aturan formal bahasa benar-benar dapat membantu dalam membimbing peserta didik untuk membentuk kebiasaan bahasa yang tepat. Namun, pengetahuan tentang aturan saja dari pada berhasil kecuali pelajar diberikan kesempatan untuk membentuk kebiasaan dalam cara yang disarankan di atas. Forthermore, fakta bahasa harus disajikan dalam bentuk yang mudah dimengerti, dan sesuai dengan usia peserta didik dan kemampuan. Aturan abstrak harus diilustrasikan dengan sejumlah contoh konkret. C. FIRST AND SECOND LANGUAGE LEARNING PEMBELAJARAN BAHASA PERTAMA DAN KEDUA A question often discussed with regard to second language learning is whether it is the same as first language acquisition. The answer depends on the stage at which the second language is learned. If it is learned at an early age before the first language is thoroughly mastered, or almost simultaneously with the first language then second language learning parallels first language learning. If it is learned at a later stage in the formal school setting, there are several observable differences. First of all, the child is exposed to the first language all his waking hours while he probably hears the second language only during the class hour. Secondly, there is a big difference in motivation. A child learning his first language is strongly motivated because his needs and wishes are satisfied by the use of language and his control of his environment and himself increases with his increasing mastery of his mother tongue. Not only this, but emotional and social ties are created by his use of the first language. The second language seldom fulfils such function when it is learned as a subject in the curriculum. Thirdly, as the child learns the first language he is also learning the concepts, while in learning the second language he seldom has to form new concepts except where these are foreign to his own culture. Finally, the habits established in first language learning tend to inhabit and interfere with his learning of the second language. It is also claimed that there is a critical period for language acquisition which extends up to puberty. But according to Carroll: â€Å"the evidence for a ‘critical period’ and decline in language acquisition ability during the middle school years is not strong, however, and even if there is some decline. I am not persuaded that one must appeal to biology to explain it. † (p. 109) Krashen has since confirmed Carroll’s view. Suatu pertanyaan yang sering dibahas terkait dengan pembelajaran bahasa kedua adalah apakah pembelajarannya sama dengan akuisisi bahasa pertama. Jawabannya tergantung pada tahap di mana bahasa kedua dipelajari. Jika dipelajari pada usia dini sebelum bahasa pertama benar-benar terkuasai, atau hampir bersamaan dengan bahasa pertama, maka pembelajaran bahasa kedua sejajar dengan pembelajar bahasa pertama. Jika dipelajari pada tahap berikutnya dalam bentuk sekolah formal, ada beberapa perbedaan yang diamati. Pertama-tama, anak terkena bahasa pertama selama dia terjaga sementara dia mungkin mendengar bahasa kedua hanya selama jam sekolah. Kedua, ada perbedaan besar dalam motivasi. Seorang anak belajar bahasa pertamanya sangat termotivasi karena kebutuhan dan keinginannya terpuaskan dengan manfaat bahasa dan kendali lingkungannya dan dirinya sendiri meningkat dengan meningkatnya penguasaan â€Å"bahasa ibunya†. Tidak hanya itu, tapi hubungan emosional dan sosial terciptaka oleh penggunaanya terhadap bahasa pertama. Bahasa kedua jarang memenuhi fungsi tersebut bila dipelajari sebagai subjek dalam kurikulum. Ketiga, ketika anak belajar bahasa pertama dia juga belajar konsep, sedangkan dalam mempelajari bahasa kedua jarang ia harus membentuk konsep-konsep baru kecuali konsep-konsep itu asing bagi budayanya sendiri. Akhirnya, kebiasaan-kebiasaan pada pembelajaran bahasa pertama cenderung menghuni dan mengganggu pembelajaran bahasa kedua. Hal ini juga menyatakan bahwa ada periode kritis bagi penguasaan bahasa yang meluas sampai masa puber. Tetapi menurut Carroll: â€Å"bukti untuk ‘periode kritis’ dan penurunan kemampuan akuisisi bahasa selama pertengahan masa sekolah tidak kuat, bagaimanapun, dan bahkan jika ada beberapa penurunan. Saya tidak yakin bahwa seseorang harus menarik biologi untuk menjelaskannya â€Å"(hal. 109). Krashen sejak mengkonfirmasi pandangan Carroll. There is one respect in which learning a first language is similar to learning a second language: it is in the process itself. Just as the young child makes generalisations and says â€Å"foots† or â€Å"goed†, so the Malay learner of English as a second language may over-generalise and say â€Å"foot of the sky† when he means the horizon. In second language learning there is also imitation and modelling, just as there is in first language learning. Ada suatu kecocokan dimana pembelajaran bahasa pertama mirip dengan belajar bahasa kedua: yaitu dalam proses itu sendiri. Sama seperti anak muda yang membuat generalisasi dan mengatakan â€Å"foots† atau â€Å"goed†, begitu pula pelajar Melayu yang belajar Bahasa Inggris sebagai bahasa kedua mungkin over-generalisasi dan mengatakan â€Å"foots of the sky† ketika ia bermaksud mengatakan â€Å"the horizon†. Dalam pembelajaran bahasa kedua ada juga imitasi dan modeling, seperti yang ada dalam pembelajaran bahasa pertama. D. MOTIVATION IN L2 LEARNING MOTIVASI DALAM PEMBELAJARAN L2 It was mentioned above that there was a difference in motivation between first and second language learning. It is the lack of motivation that produces little or no difference in student performance in response to improved teaching methods or materials. This problem of motivation in second language learning has been studied and two kinds of motivation have been distinguished. One is called instrumental motivation: this is when the student learns the second language for instrumental purposes. For example, it may be a compulsory school subject or it may be required for post –graduate work, for his career or for travel abroad. There is no desire on his part to go beyond the language as a tool to fulfil rather limited purposes. The other kind of motivation is called integrative. In this case, the student learns the second language with the desire to identify himself with the native speakers and to enrich his life by contact with another culture. It was found that students with integrative motivation have greater success at learning the second language than those with merely instrumental motivation. Telah disebutkan di atas bahwa ada suatu perbedaan dalam motivasi antara belajar bahasa pertama dan kedua. Ini adalah kekurangan dari motivasi bahwa motivasi menghasilkan sedikit atau tidak adanya perbedaan terhadap prestasi siswa dalam menanggapi metode pengajaran atau materi. Masalah motivasi dalam belajar bahasa kedua ini telah dipelajari dan dua jenis motivasi telah dibedakan. Satu disebut motivasi instrumental: yaitu ketika siswa belajar bahasa kedua untuk tujuan instrumental. Sebagai contoh, mungkin suatu subjek sekolah yang wajib atau mungkin diperlukan untuk tugas pasca sarjana, untuk karirnya atau untuk perjalanan ke luar negeri. Tidak adan keinginan pada bagiannya yang melampaui bahasa sebagai alat untuk memenuhi tujuan yang terbatas. Jenis lain dari motivasi disebut integratif. Dalam hal ini, siswa belajar bahasa kedua dengan keinginan untuk mengidentifikasi dirinya dengan penutur asli dan memperkaya hidupnya dengan kontak dengan budaya lain. Ditemukan bahwa siswa dengan motivasi integratif memiliki keberhasilan yang lebih besar dalam mempelajari bahasa kedua dibandingkan dengan motivasi instrumental. E. LANGUAGE INTERFERENCE GANGGUAN BAHASA Another aspect of psycholinguistics that is directly relevant to second language teacher has been touched upon in discussing contrastive analysis. That is, the study of interference from L1 in learning L2. The theory is that in learning L1 certain habits of perceiving and performing have to be established and the old habits tend to interlude and interfere with the learning, so that the student may speak L2 with the intonation of his L1 or the word order of his L1, and so on. We noted in the last chapter that though such interference does occur, not all errors in L2 learning can be accounted for by interference from L1. L2 learning like L1 acquisition appears to proceed by stages when new bits of the language are imperfectly learned, giving rise to what has been called interlanguage. Aspek lain dari psikolinguistik yang secara langsung relevan dengan guru bahasa kedua telah disinggung dalam pembahasan analisis kontrastif. yaitu, the study of interference from L1 in learning L2. Teorinya adalah bahwa dalam belajar L1 kebiasaan dalam mengamati dan performing harus dibentuk dan kebiasaan lama cenderung selingan dan mengganggu pembelajaran, sehingga siswa berbicara L2 dengan intonasi L1-nya atau urutan kata L1-nya , dan seterusnya. Kami mencatat dalam bab terakhir bahwa meskipun gangguan tersebut tidak terjadi, tidak semua kesalahan dalam pembelajaran L2 dapat dipertanggungjawabkan oleh gangguan dari L1. pembelajaran L2 seperti akuisisi L1 muncul untuk melanjutkan secara bertahap ketika bit baru dari bahasa tidak dipelajari secara sempurna, sehingga menimbulkan apa yang disebut interlanguage. CHAPTER III CONGCLUTION From chapter 2 in this report , we make some point : 1. Psycholinguistics is a field study that combines psychology and linguistics. The term itself was coined in 1951. Though the study had been going on eveb in the nineteenth century in the form of the study of language development. It includes a great variety of topics that are of interest to language teachers. 2. theory of language acquisition is based on the view that language is behaviour that results from habits and habits are formed by practice and repetion. 3. If the second is learned at an early age before the first language is thoroughly mastered, or almost simultaneously with the first language then second language learning parallels first language learning. If it is learned at a later stage in the formal school setting, there are several observable differences. – different motivation. – Emotional and social ties are created by his use of the first language. Meanwhile, The second language seldom fulfils such function when it is learned as a subject in the curriculum. – When we Learn first language, we also learn the concepts, while in learning the second language we seldom has to form new concepts except where these are foreign to his own culture. 4. The old habits tend to interlude and interfere with the learning, so that the student may speak L2 with the intonation of his L1 or the word order of his L1, and so on.

The Island of Lauropia

Secluded in the middle of the Atlantic Ocean, is a place called Lauropia, a wonderful society. It is always peaceful and nothing bad ever happens on the island. The island's air is always fresh and free of any toxins or pollution. Temperature on the South side of Lauropia is always warm with no humidity present. On the North side of Lauropia the weather is always perfect for winter activities, the temperature is just cold enough for the snow to fall. The North side of the island is full of steep, snow-covered mountains that are perfect for skiing. On the South side of the Lauropia clean, sandy beaches cover the land. The ocean water is crystal clear and warm. Lauropia is the perfect place to live. On the island every person would be treated as an equal. No one person would think or act like they were better than someone else. There would be no racism present, all types of people would reside here and get along together. It wouldn't matter if you were African American, Caucasian, Asian, Spanish, Mexican or any other race each and every individual would treat each other the same. Whether a person was heterosexual, homosexual, or bisexual wouldn't matter. Lauropians wouldn't judge each other by their appearance or whom they interacted with. There would be a diverse amount of different religions that would not criticize the other religions for their beliefs. Once a month all the different religions would get together at the island community building and congregate together to discuss their viewpoints and thoughts on each faith. The Lauropians would be involved in a wide variety of sports and leisure activities all year long. This would be made possible because of the extreme temperature differences on the North and South sides of the mountain. The North side would always be cold so the citizen could go skiing and snowboarding at the Lauropian Mountain Resort. The resort would offer a wide variety of different leveled slopes for the skiers on one half of the mountain. On the other half of the mountain there would be a Snowboard Park consisting of a slopes and half pipes strictly for the snowboarders. A snow tubing park would also be available for any whom has interest in snow tubing. There would family tubes and single tubes available for use. For all the snow mobilers on Lauropia, The Lauropian Mobile Park will be open for their riding enjoyment. All these activities and more on North Lauropia will have minimal charges to take advantage of the facilities. On the warm and sunny South Lauropia, the beaches will be clean and free of charge for all citizens. The beaches would have volleyball courts open to anyone. At the piers there would be docks where people could rent Jet Ski's, Speed Boats, Yachts, and Party Boats for their recreational pleasure. Sidewalks and paths would be on hand for Lauropians to roller blade, skateboard, ride bikes, and run, jog, or walk. Boating trips would also be available that take groups out in the middle of the ocean to scuba dive and snorkel. Throughout the whole island shopping centers, eateries, and sports complexes of all types will be accessible. Any store imaginable would exist for the Lauropians to shop for their wants and needs. The women would be in shopping heaven with the amount and variety of stores available to them. The amounts of places to eat would be incredible. They would range from places like Burger King and McDonalds, to Chi Chi's and Lone Star, to five star restaurants. Any type of food that a person had a craving for would be accessible. Sports Complexes would be placed all over the island for Lauropians to participate in any athletic event that they enjoyed. There would be football, baseball, field hockey, softball, soccer, and lacrosse fields. Indoor and outdoor courts for tennis players would be accessible. If there were any sports that a person or group of people would want to play and the facilities were not available the Lauropian Sports Board would do their best to make them available. The Lauropian Society would always try to make the island enjoyable for each person. Schooling would be one of the most important aspects of life on the island. It will be required for all citizens to start their education at elementary school level and continue up to collegiate level. It would not be required, but if the parents wanted to start sending their children to nursery or preschool the facilities would be open for use free of charge. All schooling on the island would be free of charge because education is of great importance to the people of Lauropia. The schools would administer the best education possible. There would be a large variety colleges available for students to choose from depending on their individual or dual major. If a person decided that they did not want to finish their schooling, being banished from the island would punish them. When and if the person decides they want to come back to island to finish their education the school board will have a meeting and decide if that certain person deserves to be let back on the island. On most occasions the student will be allowed to come back. Once a person graduates from college and gets a job, if they decide they want to go back to college to further their education, the company that they work for will usually give them funding for it. Students will be required to go to school for nine months out of the year. Altogether students would be required to attend seventeen years of schooling. In order to insure that the students would be getting an excellent education the teachers would have to take a Teaching Exam every five years. If the teachers fail to complete the requirements and the written section of the test they will not be permitted to teach for one year. After the period of time is up the teacher may retake the test and if he or she passes it, they will then be allowed to teach again. Teachers would also be required to go back to college annually and take two courses to broaden their knowledge. All measures would be taken that would be necessary to maintain the finest quality of education for Lauropians. The citizens of Lauropia would be able to make up their own laws and rules. Each year the members the government would sit down and revise the laws from the years before if necessary. Each community on Lauropia would have representatives that would go around and take ideas and thoughts on how the island could be changed and run to make it better place to live. Laws would never be passed if a large number of people on the island disagreed with them. The main concern that the government would have is the Lauropians happiness.

NIKE Corporate social responsibility Essay Example | Topics and Well Written Essays - 3500 words

NIKE Corporate social responsibility - Essay Example Corporate social responsibility (CSR) is widely discussed in boardrooms across the world. Of late there have been considerable changes in the corporate value system. This is largely due to both external and internal pressures from various actors and factors in the stakeholders such as government and regulators, consumers and customers, non-governmental organizations (NGO) and in some instances from within the organizations itself (Bhandarkar & Alvarez-Rivero, From supply chains to value chains: A spotlight on CSR, 2007). Today in the era of globalization, increasing number of companies are operating are going global. These Multinational corporations (MNCs) operate in multicultural, multi-ethnic and geographically distributed systems across the globe running supply chains that span from suppliers’ suppliers to distributors’ distributors. Quite a few of these actors and factors are already located in the developing world and more are being relocated. Many of these MNCsâ⠂¬â„¢ foreign affiliates and arm’s length suppliers thus are governed by different level of CSR procedures.Today, consumers and employees along with pressure from a varied group of stakeholders are holding businesses to perform more on higher and broader social environmental standards than in the past. Besides, in today’s information spread and media stage, companies are not just adjudged by the behaviors of those associated, including sourcing facilities, licenses, agents, partners, and host governments†... Quite a few of these actors and factors are already located in the developing world and more are being relocated. Many of these MNCs’ foreign affiliates and arm’s length suppliers thus are governed by different level of CSR procedures (Bhandarkar & Alvarez-Rivero, From supply chains to value chains: A spotlight on CSR, 2007). Context Today, consumers and employees along with pressure from a varied group of stakeholders are holding businesses to perform more on higher and broader social environmental standards than in the past. Besides, in today’s information spread and media stage, companies are not just adjudged by the behaviors of those associated, including sourcing facilities, licenses, agents, partners, and host governments† (Smith, Gare; Feldman, Dan; The World Bank Group, 2003, p. 1). In addition, business entities, in particular MNCs are not only â€Å"accountable under local law, but also to various norms and standards, promulgated by global agenc ies such as International Labor Organization (ILO), the Universal Declaration of Human Rights (UDHR), and corporate best practices† (Smith, Gare; Feldman, Dan; The World Bank Group, 2003, p. 1). Failure to comply these norms and standards not only can damage reputation of firms’ corporate practices, â€Å"but also may face protests, boycotts, attacks on corporate property, divestment campaigns, hostile shareholders resolutions and the enactment of sanction laws† (Smith, Gare; Feldman, Dan; The World Bank Group, 2003, p. 1). The apparel industry has already faced some of this music in the 1990’s with â€Å"many apparel and footwear firms discovered when they first confronted serious legal and reputational challenges in the 1990s related to allegations of labor abuses in foreign sourcing

Valuation of Common Stock Essay Example | Topics and Well Written Essays - 1500 words

Valuation of Common Stock - Essay Example Also, the company may be able to attract better personnel as the company will be able to offer stock options. Stock options have the potential to substantially gain in value. In addition, generally the personnel will not have to invest as much of their own money in the company (The Advantages and Disadvantages of Going Public online). Also, Citrus Glow International will promote the company. In general, publicly traded businesses are more widely known than non-publicly traded businesses. The business gains publicity and an image of stability through trading publicly (The Advantages and Disadvantages of Going Public online). Going public requires a time commitment in setup and in statutory compliance. In addition, it will take the business owners' and managers' attention away from the everyday management of the company (The Advantages and Disadvantages of Going Public online). Also, going public requires money. The business will need to pay for the time spent on compliance. In addition, the business will need to pay legal counsel when setting up and maintaining the public offering (The Advantages and Disadvantages of Going Public online). Moreover, there are many new legal obligations. These include keeping stockowners informed about business operations, management, legal issues, financial standing, and business costs. Company time and money will be spent dealing with these and additional compliance issues (The Advantages and Disadvantages of Going Public online). Liability issues may arise if the business does not comply (The Advantages and Disadvantages of Going Public online). Lastly, gaining public shareholders may reduce a business owner's control over the company. This is especially true if shareholders are given approval power over business actions (The Advantages and Disadvantages of Going Public online). I agree with Lisa and Joe that Citrus Glow International needs to stay ahead of the game with competitors coming up with substitute products and hence the need to issue IPO. I do not agree with Dan that Citrus Glow International outsource the production and concentrate on its marketing efforts. This is because I agree with Matt that the success of the firm has come from its quality and that would likely be jeopardized if the firm lets others produce the product. However, I agree with Dan's point that the issuance of IPO would result in a loss of control. But as Matt said correctly, the firm can still retain control of a large portion of the shareholding and still raise the much-needed cash. QUESTION 2 The Corporate Value Model suggests that the firm's value is the sum of its discounted free-cash flows. Free cash flows are estimated by subtracting the firm's net capital investment from the year's net operating profits after taxes (NOPAT) and are discounted at a suitable risk-adjusted discount rate (weighted average cost of capital). The firm's equity

Communication and Personality in Negotiation Paper Research

Communication and Personality in Negotiation - Research Paper Example He was able to purchase the unit from a dental supplies store just outside their university for $275. The class did not get the chance to use the unit fully until one month after the purchase. While he was using the unit, he observed that it was making an unnecessarily noisy sound which was not apparent with other dental cure units. After one or two more uses, the bearing in the unit gave way. He immediately went back to the dental supplies store to return the unit. The store clerk asked for his receipt and noticed that it was already one month after the purchase. The clerk also noticed that the unit did not have a label or tag that they said they normally place in all dental cure units released from their supplies store. He immediately wanted to talk to the manager but the sales clerk told him that the manager was busy and that if he wanted to have the unit repaired or replaced, he would have to pay for $50, which he did not have at the time. He left the dental supplies store and le ft a message that he would return. He then asked for my help since he knew I had some skills in negotiation. I accompanied my cousin back to the store the next day and confronted the manager. The manager recognized my cousin and asked what the problem was. So, my cousin relayed the scenario and wanted to have the unit replaced or repaired, whichever is most immediate. The manager first reviewed the receipt and questioned how come the unit was to be returned one month after purchase. The warranty period only stipulated 10 days after purchase. And, after further inspection, the manager questioned the lack of label or tag on the unit. He said that if my cousin wants to have it repaired, he needs to pay for $50. But if he wants to have it replaced, they do not have the same model of lower price and instead was offering another model where an additional $100 needs to be paid. This is where I came in. First, I thanked the manager for personally attending to our dilemma. Then, I explained to him that the reason why the unit was returned only now was because the class professor did not require them to use the unit completely previous to two days ago. I informed him that we have the cellphone number of the professor in case he wants to verify and validate our statement. Secondly, I informed him that as a dental supplies store, they have the obligation to check all their units for the labels and tags before their release. The fact that this unit does not have any tag or label means that it was defective in some way or the other – the reason why, only after one or two uses, the bearing gave in. In this regard, they have the obligation to the customer to replace the unit or repair it without extra cost to the customer. In the end, I noted, it is always good to accommodate the complaints of the customers and validate the contentions. The way that their positively resolve conflicts would put in a good image to their store. The manager was first insisting that my cous in must have replaced the unit with a defective one. My cousin interjected by saying that â€Å"why would I replace the unit with a defective one when I need the unit badly for my classes and I have no other access to other dental cure units? Why would I trouble myself to do something which would jeopardize my academic performance?† I am sure you remember me and I took the unit directly from you when I came here to purchase it, just a month ago.

SWAT Weapons and Vehicles Research Paper Example | Topics and Well Written Essays - 1250 words

SWAT Weapons and Vehicles - Research Paper Example They are essential to carry out the assigned roles, and are used in varying tasks like breaking a door, to hitting a suspect with a hostage from 100 feet or maybe more. Besides the weapons, they use armored vehicles, which are strong enough to withstand small firearm bullets, and easy to maneuver aircrafts, which they use to quickly move during emergency situations. They use Armored Rescued Vehicles specifically for saving the civilians and officers whose lives get under threat by armed criminal attacks. SWAT team’s array of armored vehicles (van, tactical tracks, buses, and cars) are designed by distinguished companies e.g. Ford, General Motors among others to fit their ability and movement in rescue and barricading operations. The helicopters also support their movement in critical emergency situations, as well as rescue in rescue missions. Most local helicopters may lack proper defense, but those of the federal SWAT teams are well designed and equipped for defense against a ssaults. The establishment of this specialized unit of law enforcement can be traced back to the period of social and group unrest and increasing threats against the US, which was during the last half of the 20th century. Major political and social issues were bubbling up and in response to change, insecurity and threats became common with the increasing civil organizations’ riots and societies’ upheavals. The traditional police efforts felt inadequate to the increasing crime problem, which if mishandled, caused lots of destruction. Hence, the SWAT unit was developed to respond to such rare incidents, but it has widened its scope of operation over time. The Watts riots of 1965 in Los Angeles and the Whiteman sniper of 1966 in Texas called for more preparedness to such incidences from police departments, which influenced the formation of the 1st US SWAT unit (LAPD SWAT

USA HIstory Research Paper Example | Topics and Well Written Essays - 500 words

USA HIstory - Research Paper Example This was particularly due to the rules on escaped sleeves which demanded that those helping escaped slaves be punished, this pitted south against north since many abolitionists would aid than in their escape when they went ran north to freedom (Kelly). The election of Abraham Lincoln a republican firm on abolishing slavery caused seven states to secede and form a confederacy, when the war begun in earnest, four more states joined them in the quest to fight for the right to practice slavery. The civil war was greatly divisive as it pitted neighbors and sometimes even brothers against each other, as a result, many family and social bonds were severed never to be the same again even after the war was over The war commenced after the confederates took the Fort Sumter, which was a crucial fort for the union side, in South Carolina, in response Lincoln rallied his armies to retake the four Border States that had moved to the confederacy. The union then went ahead to assume control of the coastline and set up a naval blockade a key fort held by Union troops in South Carolina. The confederate states had assumed that Europeans countries which were heavily dependent on them for cotton and other products would back them up against the union and this emboldened them (â€Å"American Civil War†). However, this proved to have been misconstrued and no European nation ever even acknowledged the confederacy let alone supported them. What followed were four years of bloody conflict which were characterized by massive loss of life as well as destruction of property; it is worth noting that this was the first industrialized war and modern weapons and infrastructure such as railroads were extens ively used. The war was marked by several battles such as, the battles of Antietam, Vicksburg, and Manassas among others (â€Å"American Civil War†). In 1862 Lincoln made the proclamation of

6 - 7 Essay Example | Topics and Well Written Essays - 250 words

6 - 7 - Essay Example Strategy is done through the application of Porter’s five force model to reduce supplier power, which enables them to price their goods at a lower price than competitors in the market. One of the factors that have also helped Wal-mart is innovation and change management. With an embracement of change through creative ideas, Wal-mart is able to stay before other competitors by continually changing their strategies to fit the market. As already mentioned, using a business model based on cost leadership has also helped Wal-mart. This strategy helps them manage their suppliers and share business risks with them, thus reducing costs and ultimately the final price faced by the customer. However, despite the market leadership enjoyed, Wal-mart has continually lost customers to its competitors who have attractive prices and better convenience. This can be related to problems of managerial capability, which can be overcome by innovation. Wal-mart needs to stop focusing a lot on meeting shareholders’ needs and instead focus more on customers’

Acute Lymphoblastic Leukemia Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Acute Lymphoblastic Leukemia - Research Paper Example Acute Lymphoblastic Leukemia, or ALL, is the most common malignant carcinoma in pediatric patients (Cipoloti et al., 2003). It is characterized by abnormal proliferation of leukemic blasts that are poorly differentiated, leading to inadequate hematopoiesis (Siddique et al., 2011). Pathogenesis There are several studies that dissect the underlying cellular events responsible for acute lymphoblastic leukemia. The basic mechanism for abnormal proliferation of any cell remains the same. The cell cycle consists of different phases with various check points to control abnormal division. The most important are the transition from G1 to S phase and G2 to M phase. Division of cell only takes place after receiving instructions from some external stimulation (Cipoloti et al., 2003). There are various mechanisms by which cells are regulated for division. This includes stimulation from special molecules called mitogenic substances, inhibition by various anti-proliferative cytokines and regulation by adjacent cells. Most of the cancer cells including those involved in ALL, abandon these regulatory mechanisms. Various studies including one by Cipoloti et al. tried to isolate mutations in those tumor suppressor genes that are responsible for keeping a check during cellular division. An example is the inactivation of p15 gene in children with acute lymphoblastic leukemia.... According to the report, Notch 1 is a signaling pathway crucial for the development of T-cells and its mutation is found commonly in patients with ALL. To verify the extent of this abnormal expression, real time PCR was used to detect the gene and its mutation. It was evident in the results that most patients had overexpression of Notch 1 gene that contributed to overproliferation of T cells in ALL (Lin et al., 2012). Subtypes It is important to remember that there is no single cause of cancerous growth of cells in ALL, but various factors unite together and lead to this abnormal proliferation. Moreover, there are various subtypes within ALL, such as precursor B-Cell and T-Cell leukemia. All these subgroups show some variation in their pathogenesis. A study by Teuffel et al. in 2008 focused on anemia and survival in children suffering from various subtypes of acute lymphoblastic leukemia. In the above mentioned cohort study, 1162 patients were analyzed for the subtype of ALL and thei r associated Hb levels. It was evident that patients with the T cell subtype had a higher level of hemoglobin as compared to the B cell precursor type. Moreover, less severe anemia was associated with an increased survival rate in early childhood. This explains that various subtypes have different impacts on the hematopoietic system and, therefore, variable survival rate. Risk Factors Few risk factors have been isolated for acute lymphoblastic leukemia. Those which are assumed to be associated with ALL are poorly verified and contain diverse controversial evidence. A matched control case study found that increased maternal age is associated with increased incidence of ALL. Paternal age showed no association and only a weak link

Failures and Triumphs of Ordinary People in Juno Essay

Failures and Triumphs of Ordinary People in Juno - Essay Example The toe-curling awkwardness of the ‘love scene which proceeded this moment is shown without romance, making the audience cringe at the utter recklessness of the teens. The pathetic irony of the sixteen year olds predicament is heightened by the store clerks comment, "Thats a doodle that cant be undone" and the non-reaction of Junos best friend, Leah the cheerleader, who cant seem to get her mind around the situation. Juno seems headed for heartbreak, as she mechanically attempts to deal with her pregnancy by calling the local abortion clinic, as her friends have done. Her boyfriend Bleeker (Michael Cera) though sensitive, avoids involvement with the "whatever you want to do is fine with me" line, despite Junos dramatic efforts to tell him that their fling has had lasting consequences. He is able to continue his typical high school life, running with the track team and even lining up a prom date in view of Junos unsuitability. This harsh realism stands in stark contrast with the classic teen love scene with soft lighting, spinning cameras, and music. This is the hard reality which sexually active teens experience, and Juno takes it head-on, with a surprising sense of humor which makes you admire the little sparkplug Juno who wont be undone by her one immature act. Before her ex-military dad (JK Simmons) and distant step mom Bren (Allison Janney) are apprised of her crisis, Juno finds herself approaching alone the retro "Women Now" abortion clinic, where she encounters a timid teenager chanting, "Babies want to be borned". The two girls, who are classmates, recognize each other and a start to chat about school, however, as Juno continues on to the entrance of the clinic, the girl suddenly remembers why she is there, and frantically reminds her, "Your baby has a heartbeat and fingernails now."

Project Management Project Essay Example for Free

Project Management Project Essay Question 1 South American Adventures Unlimited SA Adventures Unlimited was formed four years ago by Michael and Jill Rodriguez. Michael was a trained geologist, while Jill had a master’s degree in Spanish. They were both avid outdoor enthusiasts and fell in love while trekking across the Andes in Chile. Upon graduation they seized upon the idea of starting their own specialized tour business that would focus on organizing and leading â€Å"high-end† adventure trips in South America. Their first trip was a three-week excursion across Ecuador and Peru. The trip was a resounding success, and they became convinced that they could make a livelihood doing something they both enjoyed. After the first year, Adventures Unlimited began to slowly expand the size and scope of the business. The Rodriguezes’ strategy was a simple one. They recruited experienced, reliable people who shared their passion for South America and the outdoors. They helped these people organize specific trips and advertised the excursion over the Internet and in travel magazines. Adventures Unlimited has grown from offering 4 trips a year to having 16 different excursions scheduled, including trips to Central America. They now had an administrative support staff of three people and a relatively stable group of five trip planners/guides whom they hired on a trip-by-trip contract basis. The company enjoyed a high level of repeat business and often used their customers’ suggestions to organize future trips. Although the Rodriguezes were pleased with the success of their venture, they were beginning to encounter problems that worried them about the future. A couple of the tours went over budget because of unanticipated costs, which eroded that year’s profit. In one case, they had to refund 30 percent of the tour fee because a group was stranded five days in Blanco Puente after missing a train connection. They were also having a hard time maintaining the high level of customer satisfaction to which they were accustomed. Customers were beginning to complain about the quality of the accommodations and the price of the tours. One group, unfortunately, was struck by a bad case of food poisoning. Finally, the Rodriguezes were having a hard time tracking costs across projects and typically did not know how well they did until after their taxes were prepared. This made it difficult to plan future excursions. The Rodriguezes shared these concerns around the family dinner table. Among the members in attendance was Michael’s younger brother, Mario, a student at a nearby university. After dinner, Mario approached Michael and Jill and suggested that they look into what business people called â€Å"project management. He had been briefly exposed to project management in his Business Operations class and felt that it might apply to their tour business. 1. To what extent does project management apply to Adventures Unlimited? Or, in other words, is this company managing projects? Explain your answer. Answer in a short paragraph (no more than 100 words) using font size 12. Question 2 Answer question #1 on page 147 in the exercises section. Question 3 Pg. 192 Optical Disk Preinst allation Project Draw the network diagram A – Complete the following table with information from the network diagram:

Nurse or ODP as first assistant in theatre

Nurse or ODP as first assistant in theatre The Role of a Nurse or ODP as First Assistant This essay will look at the role of a Nurse or Operating Department Practitioner as a first assistant in modern theatre. NATN (1993) defines first assistants as registered Nurses who provide skilled assistance under the supervision of the surgeon but do not intervene surgically. Their standard of care must be of a very high order. Holding retractors, using suction, Handling tissues and organs, skin preparation, assisting with skin closure and haemostasis, cutting sutures and ligatures, prepping, draping and general assistance to the surgeon are examples of this role. Patient safety is paramount and to ensure this, the importance of undertaking training beforehand is emphasised. The role is not to be confused with that of a surgeons assistant where Nurses have more extensive involvement during surgeries NATN (1994) Theatre Nurses began to function as first assistants during World War Two when there was a shortage of surgeons and their juniors. Recently this role has evolved as Nurses expand their practice as well as compensating for a similar shortage of Surgeons, resulting from a reduction of Doctors working hours NHSME (1991). By assuming this role, Nurses are acquiring greater responsibility and therefore greater legal accountability. Studies show that considering the amount of time Nurses are spending on these expanded role activities, the continuing expansion has created cost implications, which include training costs, and the costs of increased hours required to enable the Nurses to carry out these procedures. As the years are going by, it has become clear that the roles of all healthcare workers have changed and are still changing. Reforms in healthcare delivery have arisen from the move to degree level education of the Nurses and the implementation of the New Deal (NHSME1991), which concerned Doctors working hours and delegating to Nurses activities previously undertaken by medical staff. Professional and legal developments such as the United Kingdom Central Councils (UKCC) Code of Professional Conduct (1992), Scope of Professional Practice (1992) and Exercising Accountability (1989) have all acted as guidelines for the Nurse when developing practice and expanding their roles. In 1989, the Government agreed that the number of hours worked by junior Doctors was unacceptable and it was necessary to reduce their workload. This initiative also had implications for Nurses to take on some of the activities or tasks which had been considered a part of the junior Doctors remit Higgins (1997). The author continues by saying that this extension and expansion of the Nurses role would also fulfil the key requirements of the New Deal. In the process, the training incentives would also enhance and expand the scope of nursing practice, and provide a more holistic approach to patient care. To ensure that these training programmes complied with the scope of professional practice requirements (UKCC 1992), each programme has three centre objectives to be achieved by the participant. By the completion of the course, each participant must be able to recognise the legal and the professional issues surrounding the practice, gain skills and experience required to perform the proc edure and attained all the requisite knowledge underpinning the practice with improvement in communication between disciplines. DHSS (1997) Theatre Nurses working as first assistants have many matters such as accountability, responsibility, autonomy and duty of care to the patient with which to contend. Hind (1997) declares that there are four issues to consider, which are professional, legal, contractual and self, as described below: * Professional: UKCC (1996) states that a registered Nurse must promote and safeguard the interests and well being of patients and clients, acknowledge any limitations in knowledge and competence and decline any duties unless able to perform them in a safe and skilled manner. Bernthal (1999) advocates this by saying that Nurses are totally accountable and Surgeons can only supervise and not take responsibility for any action of the Nurse acting as a first assistant.   They must not help the surgeon out without adequate education. * Legal: Bernthal (1999) says that Nurses are accountable to the public through criminal law and to the patient through civil law. Theatre Nurses need to be aware of the possibilities of litigation as they extend their role. If a theatre Nurse does not feel competent in a role, they have a duty in civil law as well as in the guidelines set by UKCC to refuse to act, thereby ensuring patient safety. Lack of experience is never an excuse for incompetent care, once a duty of care is breached causing harm to the patient, the result is a charge of negligence. Therefore, major legal and professional implications exist. * Contractual: When a contract of employment is signed, employees are bound by its terms Hunter (1994). Employers can control not only what nurses do but also how they do it Lunn (1994) which creates a dilemma.   Nurses have a responsibility, legally and professionally, to protect their patients by performing only in those areas in which they are competent but as employees, they also have a duty to carry out the orders of the employer. Therefore the employer must provide adequate training and support so that the staff can carry out any extended role competently that they require of them Bernthal (1999). * Self: Bernthal (1999) states that to be ‘self accountable, Nurses have a moral, as well as a legal and professional duty, to educate themselves in any deficient area of knowledge. If all professionals self regulated themselves perfectly, there would be no need for other legal and professional bodies to ensure patient safety Hind (1997) A group of senior Nurses at the University Of Dundee in 1999 stated that a high percentage of scrub practitioners are undertaking first assistant activities. They also stated that there was a lack of funding to support this role and to recognise those who had successfully completed the formal first assistant training course. They also realised that for the initiative to progress, it was imperative that there was an actual record of the current scrub practitioners practice in Tayside, which resulted in a four-week long scrub practitioner audit in 1999. This audit involved each scrub practitioner filling a questionnaire for every case admitted to the theatre. However the result wasnt as expected (Robinson and McIntosh 2002). Robinson and McIntosh (2002) stated that the analysis, though, showed the first assistant activities were undertaken to some extent by the scrub practitioner, confirming the working partys initial theory. The audit team also learnt that the degree of involvement of first assistant was far higher than originally thought, and that all the first assistant duties which scrub practitioners had accepted as a part of their normal practice were inclined to be undertaken more often. These include activities such as skin preparation, draping and cutting of sutures and ligatures. The personal opinion of the audit team was that, locally, medical staff had adapted their practice and accordingly were happy for scrub practitioners to perform the first assistant activities. The audit team also learnt that surgeons have helped in redefining the role of scrub practitioners. Despite increasing emphasis on professional accountability, it is evident that the scrub staff are routinely performing outside t heir ‘normal scope of practice. Tanner (2000) stated that first assistants activities constitute an extended role and it is necessary to explore whether the tasks undertaken are extended skills requiring additional training and separate contracts. There is a concern that if scrub Nurse or ODP takes on the first assistant role, they will encounter problems with professional accountability and liability and also require additional training. This however has been accepted, apparently unchallenged, by scrub and theatre Nurses. However it is time to address this and find out whether the activities currently recognised as a part of the first assistants role do or do not constitute extended practice (Tanner 2000). Timmons (2000) states that evidence on the above statement is based on the qualitative study exploring Theatre Nurse practice. The methodology of this study used observations of scrub Nurse practice and interviews with scrub and theatre nurses. As suggested by NATN (1993), some first assistant activities (e.g. assisting with skin closure and haemostasis, cutting sutures and ligatures, prepping, draping etc.) were actually all routine theatre Nurse practice. Sutherland et al (2000) confirmed these findings in a later audit of theatre Nurse practice showing that in 951 surgical cases, 73% of the theatre Nurses undertook first assistant activities, and on asking why, 39% of them said the activities were a part of their normal practice, especially prepping and draping.   EORNA (1997) supports this idea of first assistant tasks in the curriculum content for theatre course, e.g. preparation of the patient. This does not mean that the first assistant role is not an extended role, but rather the tasks currently described by NATN as being a part of first assistant role may be routine theatre practice. Tanner (2000) states that the observations of theatre practice identified some activities which occurred infrequently, were limited to certain surgical specialities and appeared to require additional education or understanding, e.g. staff developing x-rays, setting up image intensifiers, shaping grafts, putting cement on prostheses, hammering, preparing ‘back slabs, cementing and directing laparoscopic camera equipment. It does not mean that these tasks are skills of the first assistant but merely that these tasks seemed to be additional skills which may form part of the future developing role of the theatre practitioner. NATNs principles of safe practice in the perioperative environment (1998) goes on to say that surgical preparation requires knowledge of infection control and aseptic techniques and that staff at all grades should receive support in these techniques until proficient. One should assume that all qualified theatre practitioner possess a proficient aseptic technique and therefore they are able to undertake this task. Tanner (2000) stated that in fact, a majority of theatre nurses prep and drape patients, which make it superficial to label these activities as additional skills. It is much better to incorporate them into our existing developing role in response to a changing environment. The current role of theatre Nurses has evolved as a response to the changes brought by advances in surgery, world wars, staff shortage and even a personality dispute (Kneedler and Dodge 1987) (Groah 1990) (Fairchild 1993, 1996) (Adams 1990) Bernthal (1999) called for the need to provide well-defined parameters defining the first assistant role. Tanner (2000) stated that the theatre is a complex environment with a large number of professional groups where the smooth running of operating sessions is dependent upon boundaries that are fluid and continually negotiated. Scrub Nurses will be familiar with situations where Surgeons have opened sutures for them, moved the theatre lights or transferred patient, all tasks considered to be the responsibility of nursing or circulating staff.   Placing boundaries or limit may prevent such negotiated ‘swapping of roles. Boundaries which are inflexible and not responsive to changing situations may restrict the smooth running of the operating lists. If limitations are built around theatre practice, in the future theatre Nursing may become over-specialised and eventually untenable. Ultimately the boundaries set down by theatre Nurses may end up excluding theatre Nurses themselve s.   It is time to consider whether scrub Nurses can adapt successfully to their expanded and extended roles. Wright (1995) stated that in the simplest terms, role extension refers to Nurses carrying out tasks not included in their normal training. Most of these tasks relate to acute medical-technical intervention usually carried out by Doctors such as setting up intravenous infusions. Such tasks are thought to require greater intelligence and skill. Role expansion, on the other hand, is based on an alternative set of values. The significance and intricacy of scrub Nurses core skills are recognised in a concept of ‘fundamental rather than ‘basic training. UKCC (1992) states that the scrub Nurse undertaking either some or all the elements of the first assistant role, as defined by NATN (1993) should be competent enough to do the task as no work should be carried out unless the Nurse is certain in the requisite knowledge and skills. Section 9 guidelines of UKCC (1992) gives enormous scope for Nurses to expand their activities, provided that certain critical questions can be adequately answered: whether the patient care will get better, whether core Nursing is preserved and the essential values and practices associated with caring protected, whether the scrub Nurse is competent and able to judge as not all Nurses are aware of the limitations of their knowledge and skills. More importantly, whether any management support is present, as Nurses need to feel that any new work that they take is supported by the organisation in which they work. Also, a comprehensive strategy is needed to ensure that any role development is safe and based on so und knowledge and skills which can be made possible by education. UKCC (1992) Thus, the aim of this initiative is to educate Nurses to undertake the role of first assistant, which is recognised nationally as an interface between the Doctor and the Nurses in the operating department. The education programme is divided into two sections dealing with clinical and academic issues. During this period, the first assistants critically analyse the care needs of patients for both elective and emergency surgery and scrub practitioner participates in care and preparation of patient for surgery and act as a first-assistant to the surgeon. Beesley (1998) and Bernthal (1999) stated that numerous hospitals support their staff to undertake university based Theatre Nursing courses or in-house theatre course where e.g. prepping and draping are taught. It is also surprising for a hospital that has paid for its theatre staff to be taught prepping and draping not to undertake these activities as a part of their contract. Beesley (1998) also describes a hypothetical situation where a patient prepped and draped by a theatre Nurse developed a post-operative wound infection. Beesley continues by suggesting that in this situation, the Nurse could be deemed negligent, as the Nurse had no formal training on the role of first assistant. However, it would be surprising for a qualified theatre Nurse not to have been taught the underlying principles of prepping, draping and infection control. Tanner (2000) also stated that a surgeon in a similar situation, although knowledgeable of asepsis would be unlikely to have covered ‘draping the patient as part of the FRCS exams. NATN (1993) also states that it is essential that adequate education and training be offered to those Nurses who are likely to undertake the first assistant role. While this is also a wise advice to offer Nurses undertaking new roles, it is based on the assumption that the activities currently associated with the first assistant role are indeed new. Beesley (1998) also bring forward the NATN stance and advocate that ‘nurses must first seek the education and training they require to become competent in this role. Tanner (2000) states that as a result of this demand for education, the ENB N77 ‘The Nurse as the First Assistant was developed. Farrell (1999) describes the development and the delivery of this course at Manchester University and includes a table showing an example of the course content reading ‘core anatomy and physiology, skin prep and draping, wound healing, tissue viability, sutures, wound drainage and haemostasis. This would appear indistinguishable from the contents of a routine theatre course (Tanner 2000). In conclusion, theatre practitioners will continue to face challenges to their practice in a dynamic and changing healthcare system. The role of the first assistant has wide implications, legally and professionally, and all theatre practitioners must be aware of these. Nurses have a unique professional role and it is essential that this is developed and not eroded if Nurses take on the role of the first assistant. Wright (1995) states that expanding the role of a theatre Nurse is fraught with difficulties, but also full of possibilities. Observation of theatre practitioners practice suggests that prepping, draping and retracting are routine theatre practice and not extended duties which require additional education and separate contracts. This should not be misinterpreted as suggesting that first assistant activities do not require additional education or separate contracts, but simply that some of the activities previously mentioned, which are identified as being first assistant activities, do not require this. If boundaries to theatre Nursing practice are set which are incorrect or inflexible, theatre Nurses may find themselves excluded, not only from carrying out these routine tasks, but from any future tasks developed in response to a changing environment. Stretching the boundaries of care, may of course, increase the employment opportunities for theatre Nurses in an increasingly competitive and cost-conscious healthcare market. More importantly, it seems that the patient has a chance of a better deal. Formal approaches to role expansion can replace the previous ad hoc methods providing safer practice and legitimising what many theatre staff already do anyway. There is no need to fear the creation of a ‘mini-doctor if we are clear about our values, practices and methods of development. Indeed, the potential is there to create many varied ‘mega-nurse roles that can be turned into a genuine clinical career structure, based not on managerial hierarchy, but on expanding knowledge and skills in-patient care (Wright 1995).

Links between Biodiversity and Poverty Alleviation

Links between Biodiversity and Poverty Alleviation Name: Jane Sheehan. Title of Assignment: Nature is the foundation of business. Ecology sets the rules for economy. Thus, damaging nature is damaging business. Like cutting the branch we sit on. Part I: Evaluate the links between Biodiversity and poverty alleviation in underdeveloped countries. Part II: Discuss whether economic development activities aimed at income generation in emerging nations are likely to have a negative impact on biodiversity. Part I: Evaluate the links between Biodiversity and poverty alleviation in underdevloping countries. The issue of poverty and biodiversity in developing countries are intrinsically linked, almost in a paradoxical way. The ideology of biodiversity is one which is constantly under debate, however, a concise definition is that it encompasses all variety of life, from genes, to species, ecosystems and habitats. Undeveloped countries depend on biodiversity as a means of survival. In their case, biodiversity refers to local resources (such as livestock for food and transport, crop for shelter and produce, fuel). These are known as ecosystem goods (Irish Aid Factsheet). Biodiversity is also measured as a type of service, such as the level of climate regulation, and water resources. Biodiversity is a means of wealth in these countries, or insurance. Countries which are impoverished are then therefore the first to be affected when there is a loss in biodiversity. Poverty reduction is referred is an ideal that it is moving a population behind a so-called defined poverty line. In most cases, poverty is usually not reduced, but alleviated or prevented in some areas. The poor in majority of alleviation studies refer to rural communities which live close to biodiverse areas, or small populations which inhabit inaccessible areas. These rural populations depend on local biodiversity for their basic human needs. This can be historically traced, where populations live off of low impact intrusion of biodiversity. It is often the low value, typically inferior goods which are highly significant to the poor, providing them with basic human needs. Richer areas access more significant resources through a series of markets, such as the global economy and international trading. Moving onto the topic of poverty alleviation and biodiversity, it is hypothesised that there are links between the two. Biodiversity, in relation to poorer nations, is often measured as an abundance of natural resources such as the following: fish, mangroves, forests, wild animals and plants. These are often found in tropical environments. An interest in biodiversity and conservation may lead to a decrease in poverty levels in an area. Certain services or employment opportunities may be deep rooted in conservation processes, such as nature based tourism, protected area jobs, non-timber forest products (NTFP). These can target both problems, often providing poverty reduction methods, or preventing people from falling deeper into poverty. When conditions are optimum, these services lead to an increase in income and a level of poverty alleviation. Tourism = well known means of alleviating poverty. Instead of degrading a resource, seek to improve the knowledge surrounding it. Not only conserving, but gaining money. Part 2: Discuss whether economic development activities aimed at income generation in emerging nations are likely to have a negative impact on biodiversity. The economic development activities which nations undertake as a means of generating income in turn affects biodiversity. Loss in biodiversity can be linked to economy growth. As income per capita rises, so does the depletion of natural resources, and the degradation of natural habitats. Increase in industrialisation in countries leads to a correlation of pollution levels, however these processes may be key to employment opportunities and income. Though the area may be moving away from poverty, it is also moving towards a greater loss of biodiversity. There is also the issue of biodiversity loss in an underdeveloped area due to demand of product from developing countries. There is a high level of exportations from impoverished states to other countries of greater economic wealth, for example goods such as coffee, bananas, and sugar. There is also the problem of endangered animal trading.ÂÂ   Therefore loss is not only primarily linked to processes happening within a country, but as a result of processes happening in considerably better off areas. Therefore these areas are being exploited. As biodiversity loss increases in an area, as does public concern. An overall increase in income per capita means that the government of these areas have more expenditure for the protection of species and habitats. It can also be considered that, households which have a higher income rate, have more money to use as a part of conservation effort. One could even say, as the primary need of local resources for survival declines, conservation becomes a national issue. Biodiversity becomes economically important. Resources can be manufactured on an agricultural and pharmaceutical basis. People also begin to look towards the aesthetic properties of biodiversity, such as tourism, recreation space, and genetic diversity. As the economy develops, therefore so does environmental policy. Conservation effort can be measured by the state protection of the land, and the halt on the trade of endangered species. In developing areas, plants can be economically important due to their emerging importance in modern day medicine. Therefore certain valuable species are cultivated on a large scale for production measures in monoculture plantations. This method of increasing income leads to a volume of resources and an increase in the species biomass, but does not directly increase diversity, but abundance. Therefore a significant stabilisation in biodiversity loss can be witnessed in these developed areas. Though biodiversity loss comes to a slight standstill, the original effects are not seen to be reversed, nor will biodiversity be increased. Its hard to say whether these methods will improve biodiversity, or degrade it.

Graduation Speech -- Graduation Speech, Commencement Address

South African Archbishop Desmond Tutu wrote, "You are a very special person - become what you are." These words encourage us, the graduating class of 2012, to recognize the goodness and potential in each and every one of us and to go out and excel in the world. We are a diverse group of different aspirations and backgrounds, bound for different corners of the earth to carve out our won individual niches. Before we leave behind Lee Falls High School and each other, we must ask ourselves how we have become who we are. Most of us have grown up in this town. We have known each other for many years, gone through the school system and interacted with the community. We have been labeled by the press as inhabitants of "Cranktown" and "Methville," but the community has rallied to fight the problem. This same community is the true spirit of where we come from and who we are. It is the same community that sees generations of change and is always willing to stretch its hands out to help those in need and to honor those deserving. We live in a unique community, though we may not realize it, a...

The Physics of Riding Bulls Essay -- Sports Rodeo Essays

The Physics of Riding Bulls Rodeo is a sport that came about by everyday work being made into competition. Every event in rodeo has a practical purpose; all but one that is. There is no practical reason to get on a bull; only the thrills, chills, and rush of excitement. It ¡Ã‚ ¦s more than a challenge between riders. It ¡Ã‚ ¦s a challenge between man and beast. Legendary cowboy Larry Mahan had an even different way of looking at it. He said,  ¡Ã‚ §It ¡Ã‚ ¦s not a challenge with the animal but with the weakness in one ¡Ã‚ ¦s self ¡Ã‚ ¨. At any rate, it ¡Ã‚ ¦s all about the challenge. The challenge is simple; stay on the bull ¡Ã‚ ¦s back for eight seconds while keeping one hand fee from contact with the bull or your own body. Well it sounds simple anyways. Bull riding is a difficult challenge that involves overcoming many forces. Bulls will try just about anything to get a rider off their back. This includes raring, kicking, spinning, jumping, belly rolls, and some unintended moves such as stumbling and falling down. All the moves produce some sort of force the rider has to overcome. Fortunately the rider can produce a few forces of their own. Mainly, the rider only has a combination or leg strength and arm strength to counter with. But, there is a lot that a rider can do to overcome these forces through body positioning. There are really two different types of bulls; fast bulls, and strong bulls. Fast bulls are the hardest to ride. Typically, a bull can move much faster that a human making it difficult for the rider to keep up. There are basically three types of motions that a bull can make: linear, circular, and rotational. Linear motions include the rare, kick, jump, and just plain running. Circular motions include spinning. Rotational m... ...ay at the center point of the circle. Some bulls can do so many random and different moves so fast that the rider may black out or loose focus. The only way to really get good is through experience. Experience trains the subconscious so that as the rider feels what the bull is doing he can react faster. A bull rider must also be in great shape. Much energy is spent in the course of a bull ride. The energy is equal to the force applied times the distance traveled. The forces are great and as fast as a bull can move they can cover a lot of ground in eight seconds. This adds up to a lot of energy being expended. Bull riding can be loads of fun. But it is definitely no picnic. WORKS CITED Kirkpatrick, Larry D., and Gerald F. Wheeler. Physics A World View, Fourth Edition. 1992. Orlando: Harcourt, 2001. p. 275. http://plabpc.csustan.edu/astro/newton/cpetal.htm The Physics of Riding Bulls Essay -- Sports Rodeo Essays The Physics of Riding Bulls Rodeo is a sport that came about by everyday work being made into competition. Every event in rodeo has a practical purpose; all but one that is. There is no practical reason to get on a bull; only the thrills, chills, and rush of excitement. It ¡Ã‚ ¦s more than a challenge between riders. It ¡Ã‚ ¦s a challenge between man and beast. Legendary cowboy Larry Mahan had an even different way of looking at it. He said,  ¡Ã‚ §It ¡Ã‚ ¦s not a challenge with the animal but with the weakness in one ¡Ã‚ ¦s self ¡Ã‚ ¨. At any rate, it ¡Ã‚ ¦s all about the challenge. The challenge is simple; stay on the bull ¡Ã‚ ¦s back for eight seconds while keeping one hand fee from contact with the bull or your own body. Well it sounds simple anyways. Bull riding is a difficult challenge that involves overcoming many forces. Bulls will try just about anything to get a rider off their back. This includes raring, kicking, spinning, jumping, belly rolls, and some unintended moves such as stumbling and falling down. All the moves produce some sort of force the rider has to overcome. Fortunately the rider can produce a few forces of their own. Mainly, the rider only has a combination or leg strength and arm strength to counter with. But, there is a lot that a rider can do to overcome these forces through body positioning. There are really two different types of bulls; fast bulls, and strong bulls. Fast bulls are the hardest to ride. Typically, a bull can move much faster that a human making it difficult for the rider to keep up. There are basically three types of motions that a bull can make: linear, circular, and rotational. Linear motions include the rare, kick, jump, and just plain running. Circular motions include spinning. Rotational m... ...ay at the center point of the circle. Some bulls can do so many random and different moves so fast that the rider may black out or loose focus. The only way to really get good is through experience. Experience trains the subconscious so that as the rider feels what the bull is doing he can react faster. A bull rider must also be in great shape. Much energy is spent in the course of a bull ride. The energy is equal to the force applied times the distance traveled. The forces are great and as fast as a bull can move they can cover a lot of ground in eight seconds. This adds up to a lot of energy being expended. Bull riding can be loads of fun. But it is definitely no picnic. WORKS CITED Kirkpatrick, Larry D., and Gerald F. Wheeler. Physics A World View, Fourth Edition. 1992. Orlando: Harcourt, 2001. p. 275. http://plabpc.csustan.edu/astro/newton/cpetal.htm

Rate of Reaction Coursework :: GCSE Chemistry Coursework Investigation

An experiment to find the rate of reaction between two liquids Introduction This is an experiment to determine the effect of changing the concentration of sodium thiosluphate (Na S O (aq)) on the rate of reaction between sodium thiosulphate and hydrochloric acid (HCL (aq)). HCl+sodium thiosulphatearrowsodium chloride+sulphur dioxide+sulphur+water. HCl(aq) + Na2S2O3(aq) arrow NaCl(aq) + SO2(g) + S(s) + H2O(l) If one were to place hydrochloric acid and sodium thiosulphate into a beaker a white cloudy solution is left in the beaker. The rate of the reaction can be controlled by concentrating one of the liquids, or one could add water to dilute the mixture to slow the reaction. Method Apparatus Two beakers of 50cm3 Sodium Thiosulphate Hydrochloric acid Conical flask Measuring tube-10cm3 Measuring tube-50cm3 The apparatus is set up as shown above. I will place 50cm3 of Sodium Thiosulphate; I will keep Hydrochloric acid at a constant rate of 5cm3. Then I will reduce the sodium thiosulphate and increase the water, for example: 50cm3: 0cm3 40cm3: 10cm3 30cm3: 20cm3 20cm3: 30cm3 10cm3: 40cm3 When the reaction is complete the solution left should be white and cloudy, to test this; I will place a piece of paper with a cross on it. If I cannot see the cross on the paper then the reaction has finished. Constants * Hydrochloric acid * Temperature * Length of X on paper * Room temperature Variables  · Sodium thiosulphate  · Water Hydrochloric acid will be kept at a constant rate because the experiment is about changing the concentration of sodium thiosulphate. The temperature will be kept constant with a precise thermometer in the solution. The paper with the X on it will always be the same piece of paper. The room temperature will be kept constant because I will make sure the windows are closed. Sodium thiosulphate will be varied because that is the point of the experiment. The water will be varied to dilute the reaction. Scientific explanation In order for the sodium thiosulphate and Hydrochloric acid to react their particles must: * Collide with each other * The collision must have enough energy This is shown by the explanation below: The particles in the liquid If the collision has enough If the collision move around continually. energy, a reaction takes place does not have here an acid particle is enough energy about to collide with a no reaction sodium atom occurs. The acid particle bounces away again. If there are a lot of collisions then the rate of the reaction is fast. If there are not many, the rate is low. The rate of a reaction depends on how many successful collisions there are in a given unit of time. There are three main ways of speeding up a reaction: * Changing the concentration

Preparation and Sn1 Reactivity of 2-Bromobutane

Preparation and SN1 Reactivity of 2-Bromobutane Whitney Bellido Department of Chemistry, Illinois State University, Normal, IL 61790-4160 Submitted: April 4th, 2013 Introduction The overall goal of this experiment is to understand and be familiar of SN1 reactivity. We also learned how to prepare 2-Bromobutane by learning how to distill and extract this product from its organic layer. Finally, another goal was to specifically understand the relative reactivity of alkyl halides under SN1 conditions by reacting the alkyl halide and silver nitrate in ethanol.Results and Discussion The Overall Reaction The Proposed Mechanism Experimental Procedure To prepare the 2-Bromobutane you must fill a 100 mL round bottom flask with 20 mL of 12M sulfuric acid and 7. 4 mL of 2-butanol. Then add 8. 0 g of ammonium bromide along with a magnetic stir bar. Then attach the flask to the apparatus, which is mounted on a Thermowell over a stirrer and a condenser attached to it, along with the thermometer in the flask. Then the mixture was heated at 90oC then kept at the range of 90oC-100oC for 30 minutes.When that is completed add 20 mL of water into the flask to perform a simple distillation to collect the distillate in a graduated cylinder, keep doing this until there is no more 2-Bromobutane collected. Use a Pasteur pipette to draw off the organic layer to another container. Add the potassium carbonate to allow the liquid to dry by swirling it. Once this is completed the reactivity of alkyl halides under SN1 conditions was tested. Adding two drops of our product and the other different compounds into different test tubes along with 1mL of ethanolic silver nitrate reagent.We are comparing these by seeing how they react and if there is no reaction after 5 minutes we will place the test tubes in a beaker of water that is heated at a temperature of 70oC-80oC and observe what happens. Experimental Stoichiometry Compound| Molecular Weight| Quantity| Moles| 2-Butanol| 74. 122 g/mol| 7. 41 mL (6. 01 g)| 0. 081| Sulfuric Acid| 98. 079 g/mol| 20. 1 mL| 0. 242| Ammonium Bromide | 97. 94 g/mol| 8. 02 g| 0. 082| The limiting reagent is the 2-Butanol. Yield Data Product Name| 2-Bromobutane | Molecular Weight| 137. 02 g/mol| Boiling Point Range| 89Â °C-91Â °C|Theoretical Yield (Moles)| 0. 081 moles| Theoretical Yield (grams)| 11. 09 grams| Actual Yield (grams)| 6. 84 grams| Actual Yield (moles)| 0. 05 moles| Percent Yield| 62%| NMR table Signal| Chemical Shift (ppm)| Multiplicity | Integration | A| 4. 1 ppm| Sextet| 1| B| 1. 85 ppm| Pentet| 2| C| 1. 7 ppm| Doublet| 3| D| 1. 05 ppm| Triplet| 3| Reactivity of Alkyl Halides Compound| Room Temperature| Heating| 1-Bromobutane | After 30 seconds, the mixture was a cloudy whitish color but no precipitate formed| After 5 minutes, it changed into a yellow color with precipitate formed. 2-Bromobutane | After 30 seconds, the mixture was a light yellowish color and a precipitate formed instantly. | Not Heated| 2-Bromo-2-methylpropane| After 30 seconds, the mixture was yellow and a precipitate formed instantly. | Not Heated | Compound| Room Temperature| Heating| 1-Chlorobutane | After 30 seconds, the mixture was clear. | After 5 minutes, the color changed slightly to white and lightly cloudy. | 2-Bromobutane | After 30 seconds, the mixture was a white cloudy color and formed a precipitate instantly. Not Heated| 2-Iodobutane| After 30 seconds, the mixture was yellow and precipitated instantly. | Not Heated| Conclusion In conclusion, the SN1 reaction of 2-Bromobutane was performed. According to the Yield Data table, when the actual yield and theoretical yield are calculated we can get the percent yield, which was 62%. At least this number was higher than 50%; I can understand how this could have happened. When I was drying the reagent with potassium carbonate, prior to that I had put the other pellets, which were calcium chloride on accident.This probably affected my percent yield also with the fact that the temper ature was not well maintained it kept fluctuating under 90OC. According to the reactivity of alkyl halides, the results of these tables can concluded the theories of the conditions of SN1 reactions. The first table states that the tertiary carbocation are more stable which allows this reaction to perform faster than second and primary structured carbocations. Then the second table can concludes that iodine is the best leaving group because it is a much weaker base than the bromide ion and chloride ion causing it to react faster.

Cultural Sensitivity in Counseling Native Americans

Three of the most popular techniques in use by the counseling profession were examined in relationship to Native American culture and worldview, in order to determine the reasons for their ineffectiveness among these people groups. The results indicate that a lack of understanding and sensitivity to Native American culture and belief systems by counselors may be the major contributing factors in the failure of these methods to produce lasting change. Three alternative methods were then investigated. Together, these examinations show that cultural sensitivity and an in-depth understanding of belief systems and practices are critical in helping Native Americans heal from historical traumas and affect real transformation within the Native American community. Cultural Sensitivity in Counseling: A Perspective on Native Americans Why is it that many Native Americans fail to benefit from counseling? Why is there such an enormous â€Å"burn-out† rate among counselors who work with this people group? These questions are becoming increasingly more important in the counseling profession. There have been many studies on competencies and practices in multicultural counseling. One such study although dealing primarily with career counseling (Vespia, Fitzpatrick, Fouad, Kantamneni, & Chen, 2010), reinforced the necessity for training in developing a counselor’s competency with diverse cultures. Another study which dealt specifically with psychotherapy (Lambert, Smart, Campbell, Hawkins, Harmon, & Slade, 2006), echoes this sentiment. However, the cause of ineffectiveness may not necessarily be the incompetence of counselors, but their tendency to use inappropriate methods which fail to consider the unique cultural heritage of Native Americans. These culturally-insensitive methods can sometimes compel clients to violate basic personal values. For example, Native Americans place great emphasis on a harmonious co-existence with nature. If a counselor advocates individual responsibility for mastering the environment, he is, in fact, asking his Native American client to disregard a part of his client’s cultural belief system. Take the case of Robert Red Elk (not his real name), a White Mountain Apache, hired at a manufacturing plant in Phoenix, Arizona. Robert’s supervisor witnessed many instances where Robert’s fellow employees asked to share his lunch or complete their work assignments. Robert never refused and willingly overworked himself (to the point of exhaustion) finishing the tasks of others. Eventually, after several absences from work, Robert was referred to counseling by his supervisor. The counselor, after an initial assessment, enrolled Robert in assertiveness training. The counselor, however, failed to understand one very important aspect of Robert Red Elk’s value system: Native Americans are not individualistic. Their culture places great value on sharing and service. There are over 500 federally recognized Indian tribes in the United States. Each tribe has its own beliefs, customs and traditions. Many Native Americans have left the reservation and know very little of their tribal culture, having assimilated into White society. There are, however, many common threads running through Native American culture and philosophy, which if misunderstood can open a breach between counselor and client that can be difficult to heal. For the purposes of this paper, we will be dealing primarily with Native Americans raised and residing within traditional Indian reservation communities. These individuals have retained much of their cultural identity, as opposed to those who have moved into the cities and have become westernized into the White culture. Nearly every tribe has wide-spread personal and social issues which are threatening lives and creating broken homes and broken people. Compared with other racial and ethnic groups, Native Americans have more serious problems with mental health disorders (Olson & Wahab, 2006, p. 19-33). For example, on the Pine Ridge Reservation of the Lakota Sioux, over 50% live below the poverty level. In 2007, the suicide rate there was 3. 2 times that of Whites, between 50% and 90% were unemployed, and the death rate due o alcoholism was 7 times the national average (Diller, 2007). Counselors employ many methods in an attempt to help Native American clients heal from brokenness. This investigation will examine three popular techniques: Free association, cognitive therapy, and behavior modification. In addition, we will discuss why these methods are failing with many Native American clients. First, however, there is a need to explore the average Native American value system. The Native American Value System Silence and Talking. Native Americans believe that listening is the best way to learn. They understand that there are many â€Å"voices† to hear, not merely from other people, but from the earth, the wind, the sky, and the animal kingdom. They listen not only with their physical ears, but with their whole being in an attitude of â€Å"watch, listen and then act† (Nerburn, 2002). They believe it unwise to speak before completely formulating one’s thoughts. They understand the power of words, and so they speak carefully, choosing words judiciously. In most non-native cultures, interaction with others must be filled with words and speaking that can sometimes become argumentative. Just the opposite is true in most Native American cultures. When asked a question, there will normally be a pause before answering, because any question worthy of an answer is worth considering. When they finally do speak, it is expected that the hearer will listen. Interrupting is considered rude and a sign of ignorance. This practice of silence has a tendency to disconcert someone who is unfamiliar with it, and historically, Caucasians have viewed it as a sign of stupidity. Freedom and Honor Native American cultures value honor far above freedom. Honor is the internal guide for nearly everything they do. The focus is more on what is right, rather than what is wrong. This is one reason why Native Americans have a difficult time understanding the concept of sin. In addition, honor is something that cannot be taken away. If one loses his freedom, he still retains his honor. These views of freedom and honor are very different from those held by western peoples. In the White world, honor means paying homage to or admiring an individual’s accomplishments. To the Native American, honor means knowing and doing what is right for oneself and for one’s community. It has no relation to laws or the desire to avoid punishment. Freedom only becomes important after one has been â€Å"chained up,† either literally or by the enactment of laws and restrictions (Nerburn, 2002). All My Relations and Racism According to the New Lakota Dictionary, â€Å"Mitakuye oyasin† translates to â€Å"all my relatives† in Lakota Sioux (Ullrich, 2008, p. 37). The concept of all my relations constitutes an understanding of and honor for the sacredness of each person's individual spiritual path. It acknowledges the sacredness of all life (human, animal, plant, etc. ) and creates an awareness that strengthens not only the individual, but the entire planet. It essentially means that everything is inter-related. In the living of daily life, a ll my relations â€Å"means learning how to connect with certain constructive or creative forces, and disconnect from destructive forces† (Portman & Garrett, 2006). It’s the understanding that whatever hurts one aspect of the world hurts everything else. Rolling Thunder, the late spiritual leader of the Cherokee and Shoshone tribes, said, â€Å"Too many people don't know that when they harm the earth they harm themselves, nor do they realize that when they harm themselves they harm the earth†¦We say there's room for everyone, if we all share as brothers and sisters† (â€Å"Plowboy Interview,† 1981). This belief in the brotherhood of the human race is one reason why Native Americans abhor racism. Another reason is their suffering because of it. From the 1490's to the 1890's, Europeans and white Americans engaged in an unbroken string of genocide campaigns against the Native people of the Americas† (BigFoot & Willmon-Hague, 2008, p. 54). A study on multi-faith perspectives in family therapy made note of the following historical treatment of Native Americans: â€Å"In government and missionary programs to educate an d acculturate Indians in Christianity and Western ways, children were forcibly taken from their families to boarding schools and stripped of their cultural and spiritual heritage† (Walsh, 2010, p. 3). Consequently, Native Americans view racism as evil and most avoid retaliation, because they believe it creates a loss of honor. However, many American Indians still retain an inherent mistrust of Whites (Bryant-Davis & Ocampo, 2006, p. 16). In a study on reservation violence, it was noted that traditionally one important factor regarding Native American philosophy was â€Å"humility to those with whom one does not share beliefs; and teaching nonviolent behaviors† (Hukill, 2006, p. 249). A reintegration with traditional beliefs and practices could help stem the violence on reservations. Concept of Time Native people are not enslaved by a clock or calendar. Their concept of time is related more to the seasons, nature, relationships, and life spans. Time is a cycle as, in the sacred hoop. Time is not measured in linear fashion, having a past, present and future. Living each day as it comes is linked to the belief that one should focus more on being than becoming. This concept of time can explain why Native Americans might be late for counseling appointments by the hour or by days. Adherence to a rigid schedule is not traditionally an Indian practice. Things are done as they need doing. Time is flexible and geared to the activity at hand. Some other examples of this concept of time are: * A right time and a right place, as opposed to making every minute count. * Today is a good day, as opposed to preparing for tomorrow. Other concepts that affect how Native Americans react to traditional counseling methods include striving for anonymity, discouraging aggressiveness (such as boasting and loud behavior), the value of inaction over action, and the use of tribal healing ceremonies. Understanding Native American healing practices requires helping professionals to have knowledge of the cultural belief systems that are unique for each tribal nation†¦Ã¢â‚¬  (Portman & Garrett, 2006, p. 455). Culturally Insensitive Counseling Methods Counseling methods that fail to consider culturally-relevant issues are realizing few successes with native peoples. Three of the most prominent techniques fail to take into account the Native Americanâ €™s holistic belief system and attempt to merely change behavior by changing one’s thinking. Free Association. Free association is a spontaneous, logically unconstrained and undirected association of ideas, emotions and feelings in which words or images suggest other words or images in a non-logical chain reaction. The basic concept is for the client to sort things out, and assign reasons to their feelings, with the intention of changing unhealthy ideas and emotions into a more acceptable way of living. Native American clients typically shy away from participating in this type of activity, because they see it as senseless babbling that accomplishes little and makes a person appear to have lost their mind. They much prefer being silent and listening to talking and babbling themselves into a reasonable state of mind. In addition, they are very cautious about sharing personal and family problems, and have difficulty communicating their reactions to situations. Cognitive Therapy Cognitive therapy aims to identify and correct distorted thinking patterns that lead to feelings and behavior that are troublesome, self-defeating or self-destructive. The objective is to replace distorted thinking with a balanced view that leads to more fulfilling and productive behavior. Due to the epidemic of depression, alcoholism and suicide among Native Americans, this is an admirable objective for counselors to attempt to achieve. However, for a people, who are holistically-minded, cognitive therapy considers only one facet of the whole person, and ignores the connection humans have with nature and the world. This approach disavows the unity of the person, a central core belief in Native American culture. To separate the mind from the body and spirit, and with the rest of creation, is an illogical and foreign concept to them. In addition, most Native Americans are pragmatic and tend to see life in concrete terms rather than abstract ones. Therefore, â€Å"counselors may consider working from a holistic, wellness-based framework,† so that harmony and balance can be restored (Rayle, Chee, & Sand, 2006, p. 72). Behavior Modification This approach is a treatment approach based on operant conditioning that seeks to extinguish or inhibit abnormal or maladaptive behavior by positive or negative reinforcement. As with cognitive therapy, behavior modification focuses entirely on one facet of the whole person. Native Americans are very resistant to this approach, because they do not always focus on their thinking. Historically, they have been exposed to the inconsistency of people thinking one way and behaving another way. According to Native American culture, behavior reflects belief. Attempting to change behavior from the outside and failing to deal with internal issues is viewed as a waste of energy and considered unproductive. Typically, Native Americans respond better to holistic methods that involve the whole person: body, mind and spirit. Culturally insensitive approaches to counseling can actually introduce a sense of mistrust into relationships between native clients and non-native counselors derailing attempts to help them overcome the issues that defeat them. This is one reason why Native Americans â€Å"underutilize mainstream mental health resources† (Parrish, 2006, p. 15). Culturally Supportive Approaches to Counseling As understanding and knowledge of cultural beliefs and practices grows, holistic approaches to counseling are becoming more prevalent in clinics and practices in which the majority of clients are Native American. There are several methods which are showing great promise in helping these clients. Inner Healing Prayer Because Native American culture is infused with the spiritual and encompasses a holistic view of the body, soul and spirit, the concept of listening, which is the foundation of this method, lends itself to a more culturally-relevant way of approaching the mental and emotional issues found among indigenous peoples. Native cultures are already accustomed to listening because of their practice of being attentive to the sounds of nature and the practices of oral traditions passed down through the stories of tribal elders. They understand that listening is one of the best ways to learn. The inner healing prayer can offer Native Americans a way to re-establish harmony with their body, their emotions, and their spiritual selves (Rayle, Chee & Sand, 2006, p. 77), since it begins with addressing one’s emotional hurts. â€Å"It is counselor-led and client-consented prayer intervention with the specific intent of healing and breaking the chains of past traumas† (Clinton & Ohlschlager, 2002, p. 240). When woundedness goes unresolved, it affects the whole person creating disharmony within the body, soul and spirit. Native American culture already understands this concept. The typical scenario is to give the client permission to experience what they feel, and allow their inner emotions to express themselves in a controlled, safe environment. Encouraging them to remember those painful places and the trauma that occurred there helps bring emotions to the surface where they can be explored, felt, owned, and released from the captured place within the spirit. Once accomplished, the counselor can then ask the Lord Jesus [Great Mystery] to minister His love and grace, revealing truth in whatever manner He chooses. The counselor then remains silent, encouraging the client to verbally express whatever is transpiring within them and articulate whatever truth the Lord is revealing to them. The counselor’s role is to discern whether the client is receiving truth from the Lord (according to the revealed Word of God) or error manifested from within themselves, which would constitute feelings and/or thoughts that run contrary to scripture. Once it is determined that authentic truth has been received, the counselor then asks the client what is now different about that traumatic event when they reconsider it. At this point, an entirely different perspective is usually revealed by the client. It is important when using this method, as it is with any technique, to â€Å"weave Western counseling techniques with elements of the AI [American Indian] culture, beliefs, and philosophy† (Rayle, Chee & Sand, 2006, p. 73-74) [emphasis mine]. It is well to remember, however, that many Native Americans do not believe in the â€Å"white man’s God. It is important, therefore, to use terms for deity that are culturally relevant, such as Great Mystery, Great Spirit, etc. This approach has shown great potential in overcoming issues such as depression and addiction. Spiritual Talking Talking circles, storytelling and remembering/reflecting on life is very common in Native American culture. Many indigenous children receive th eir first life lessons sitting at the feet of their elders as grandmothers and grandfathers recount tribal stories that teach the traditions of the tribe (Rybak & Decker-Fitts, 2009, p. 337). Since native people relate more to â€Å"the now,† it is very therapeutic to recall and embrace the good things in one’s present situation. Talking aloud about pleasant experiences helps clients see the good in their present circumstances and allows their spirit to â€Å"be as one† with their body-mind uniting them with the world at large. This enables them to see the big picture and brings everything into a healthy perspective. The role of the counselor in this technique is to facilitate the talking and keep the client on track, while providing a safe environment for them. Another form that spiritual talking may take is in the use of humor. Native cultures inherently understand the old cliche: Laughter is the best medicine. Encouraging clients to share comical stories and experiences can provide insight into the client’s identity and self-image. However, counselors should exercise caution in using humor. It should only be introduced â€Å"when and if the client invites it, meaning that the client trusts the counselor enough to connect on that level† (Garrett, et al. , 2005, p. 202). The Holistic Medicine Wheel or Red Path One of the most effective healing techniques and one which incorporates extensively the Native American culture is the Medicine Wheel, sometimes called the Red Path or Red Road. The Medicine Wheel is a symbol of Native America in which four colors (white, black, yellow and red) are used to represent the four directions and the four races of people (Caucasian, African, Asian and Indian), respectively. This symbol also represents the harmony and balance of the mind, body and spirit with nature. The Medicine Wheel is regarded as sacred among Native Americans, since â€Å"medicine† is a spiritual entity within their culture. The Medicine Wheel is recognized by all tribes and is a common symbol of unity. It represents healing, not only for oneself, but for the entire native community. This technique, when employed in the counseling setting, includes not only the counselor and client, but also family and friends. It can also be a good tool for use in group counseling where all participants share in a common issue. The facilitator/counselor invites all present to form a circle. The concept of the four directions and their meanings is then discussed. A good representation is: * East represents the rising sun and the spirit or inner being of man (red). * South is connected to full daylight and represents a connection with nature (yellow). * North is the home of winter and represents the mind or thoughts (white). * West is where the sun sets and is connected with the body or physical being (black). (Molina, Monteiro-Leitner, Garrett & Gladding, 2005, p. 9). The counselor then explains the concept of circles within circles. Dallas Williard’s Model of the Person is an excellent starting pattern for this concept (Clinton & Ohlschlager, 2002, p. 190). Molina, et al. explain this technique well: An inner circle represents the connection to one’s Spirit and to the Greater Spirit; an outer circle represents the importance of relationships with family members; and a community circle represents the importance of relationships with the greater community. At this point, volunteers sit behind each person in the inner circle, forming an outer circle. Finally, the remaining participants form a third circle, which lends support to the inner and outer circles. Throughout the process, life stories emerge. Counselors identify client strengths and validate their experiences, and participants offer support to one another and create â€Å"happy† endings to their stories (p. 9). This method helps clients see â€Å"how they create and remove the masks of the self† (Molina, Monteiro-Leitner, Garrett & Gladding, 2005, p. 9). The removal of masks allows the client to be open with their true feelings and to see their issues from a different perspective. A doctoral dissertation by Mark Parrish (2008) offers another well-described view of the Circle Within Circles Approach: The elements of the circle within circles includes: (1) the spirit within us including the culmination of each individual’s experiences representing the power that comes from the very essence of one’s being; (2) the family and/or clan, the relational center of the community; (3) the natural environment and all of its relationships with living beings; and (4) the spirit world which includes the other elements as well as the Creator, ancestors and other spirit helpers and guides. In essence, all life is interdependent and exists in a dynamic state of harmony and balance which maintains a continuous flow and cycling of energy which each living being contributes to the Circle of Life (p. 16). The Medicine Wheel and the Circle Within Circles â€Å"serves as a reminder that all aspects of life are important and need to be balanced† (Rybak & Decker-Fitts, 2009, p. 336). Although most individuals will still require more intensive therapy, the Medicine Wheel is a good starting point to help clients remember that they are not an island, but are connected to other individuals and to the world as a whole. Personal Reflections Understanding Native American culture, and learning their views life has caused me to reconsider my own lifestyle and my Caucasian worldview. As westerners, we are an inherently individualistic society, whereas Native Americans are more collective. The mindset and complex belief systems of indigenous people are more similar to God’s original plan for mankind than that which White society has developed. Jesus prayed to the Father for unity: that His followers would â€Å"be one, as we are. (John 17:11b, KJV). Native American culture appears to mirror His prayer more than that of Caucasians. Native Americans are more in tune with their spiritual natures than we, and were the original holistic healers. They understand the concept of man’s triune nature as set forth in 1 Thessalonians 5:23: â€Å"And the very God of peace sanctify you wholly; and I pray God your whole spirit and soul and body be preserved blameless unto the coming of our Lord Jesus Ch rist† [emphasis mine]. This concept has been a vital part of their culture for hundreds of years, whereas we are just now (within the past decade) becoming more sensitive to a holistic approach in counseling and medicine. It is very interesting that as one learns the culture and values of Native Americans, one begins to see that there are many aspects that reflect basic biblical principles. Western counseling methods, which have been imposed upon the Native Americans for many years, are very foreign to a people who already understand an important truth of God’s Word. It makes much better sense to first understand their culture and beliefs and then adapt our methods and techniques accordingly, in order to be more effective facilitators in the healing process. Not only will these historically-wounded people be set free with true inner healing, but at the same time many may come into a full knowledge of and a relationship with the true Lord Jesus Christ. Jesus healed the blind man of his physical ailments before healing him of his spiritual malady. Therefore, if we connect with Native Americans through their ways of life, love them in Christ, and keep the Holy Spirit as the center of our ministry to them, many of these forgotten people can enjoy a fullness of life that only comes through the healing power of Christ. As a Christian counselor, I will be committed to providing the Native American people with a biblically-sound, culturally-relevant approach to helping them heal the issues from which they suffer, both historically and personally. As I become more knowledgeable in their beliefs, traditions and worldview, I can foresee a time when what I am learning now will blend with that insight to produce techniques which will enable me to be a more effective counselor to the people to whom God has called me to minister. Conclusion To be effective counselors within the Native American community, it is not enough that we increase our knowledge of psychology and our skills in counseling. We need to immerse ourselves in the cultural issues pertinent to each individual client and the community which has shaped them. This comes by understanding belief systems and cultural contexts, and determining what methods can and cannot work based upon these parameters. Native American culture is centered on certain holistic viewpoints: the wholeness of the individual (body, mind and spirit), the individual’s interconnectedness with creation, and the relationship all people have with one another. Counseling such a people involves understanding and respecting values, beliefs and traditions, and tailoring our methods and techniques around restoring harmony and balance in ways which do not demand or manipulate Native Americans into ceasing to be Native American. One very good exercise for assisting in the development of counselor competency in this area is cultural auditing, which is a â€Å"systematic and practical reflective method designed to address critical elements of the multicultural competency development process† (Collins, Arthur & Wong-Wylie, 2010, p. 340-346). The 13 steps of this process lead counselors through the first to last counseling sessions by helping them reflect on key issues of culture that can help them develop competent strategies and monitor their practices â€Å"to ensure that the goals and processes of counseling are consistent with clients’ perspectives and needs† (Collins, Arthur & Wong-Wylie, 2010, p. 341). In order for greater effectiveness to be realized in counseling Native Americans (and indeed people of all cultures), mental health professionals and researchers must understand that all methods do not work with all people. Milton Erickson, one of psychotherapy’s most respected figures, who was of Native American descent, understood this very well (Thomason, 2009, p. 351). A 40-year study of multicultural counseling, completed in 2008 by Michael D’Andrea and Elizabeth Foster Heckman, discovered many inconsistencies and out-dated methods being utilized with clients of diverse cultures, and called for researchers to â€Å"expand their outcome studies to examine the impact of other types of helping services among culturally different populations† (D’Andrea & Heckman, 2008, p. 62). Their final statement summarizes beautifully what is needed for effective, long-term resolution for Native Americans: We suggest that the multicultural counseling movement is a movement of faith and hope: faith in counselors’ ability to generate new understanding of mental health from a multicultural perspective and hope that future counseling and research endeavors will be implemented to more e ffectively promote human dignity and development through people’s collective diversity (D’Andrea & Heckman, 2008, p. 362). The increase of diverse of cultures within the United States makes it imperative (a) â€Å"that therapists have the skills to work with a variety of clients from a multitude of social backgrounds (Murphy, Park & Lonsdale, 2006, p. 310); and (b) â€Å"for the counseling profession to take a proactive stance on cultural diversity† (Phiri-Alleman & Allman, 2010, p. 157). Culturally competent counseling has been addressed by the American Counseling Association Code of Ethics (ACA) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Both of these groups stress the importance of social and cultural diversity in training programs for counselors, and emphasize the need for culturally-relevant treatment planning, especially when working with Native Americans (Parrish, 2008, p. 17). The competency of multicultural counselors can best be developed by encouraging them to become knowledgeable in the beliefs, traditions and worldview of various cultures and utilize that knowledge to tailor their counseling techniques in ways that will boost the effectiveness of their practice.