Research in the Counseling Profession Essay Example for Free

Research in the Counseling Profession Essay The importance of research lies in the treatment of the client. When counseling treatments are proven and backed by research, this is more effective that using some form of treatment that is new and not backed by research. One of the most prolific things that stands out to me as a student of counseling is the code by which we should all follow and the one thing that we vow never to do and that is â€Å"do no harm†. If we do not research the plan of action that we are to use with our client and to know that this treatment is the proper treatment for the problem or problems presented than the likelihood of doing more damage than good is probable. We must as counselors deliver and disseminate evidence-based treatments for the advance of our profession (Sheperis, Young Daniels, 2010). As the world evolves the language and procedure of the counseling profession also does, therefore it is of great importance to stay on top of the newest research out there. Working in the field of law enforcement for twenty years I have been through many CISD’S. We see that the ongoing use of CISD (Critical Incident Stress Debriefing) is just one design that examination and evidence-based preparation have to find whereas they fit into the counseling profession to better help the counselor work with someone that has seen things that are sometimes unimaginable to them. This is where research keeps the counselor in the mix of things by exploring the new evidence based training and procedures that are out there that show promise this will make the counselor more effective within this population. Scholar Practitioner Model The scholar-practitioner model is often used in reference to the â€Å"Vail model after the 1973 Vail Conference on Professional Training in Psychology† (Vail, 1973). In this model it is the student that learns how to comprehend and relate academic conclusions to the training. The students are thereby trained and instructed to be and take part in research to gain better understanding of the subject material that is presented before them in the clinical setting. â€Å"A counselor is a scholar practitioner. This implies that a counselor is a highly trained profession who uses new knowledge generated through research to positively change his or her clients’ life. In light of this statement, it is important to recognize the role of research in counseling profession. Research can be described as the process through which hypotheses are tested and proved or disapproved through data collection and analysis† (Sheperis, Young Daniels, 2010). What this entails is that it is the process in which through new knowledge passes into the counseling profession. Research gives us an avenue to explore new information in the counseling field and the new information is what makes the counselor more adaptable to the client and their needs. Research in all things can provide a firm foundation in which to back up the practices of the counselor. Conclusion No two clients are the same as no two days are similar. They are ever changing, whereas one treatment might work for one client, whereas another client of theirs presents with like issues, this one treatment may not fit the need or the new client. It is always good to learn as learning is a lifelong process. The more you know the more valuable you are to the client as a counselor.

Reflection on Child Observation Study

Reflection on Child Observation Study The purpose of this essay is to discuss an observation I undertook of an 18 month year old boy, whose mother was a friend of a friend who I had no prior knowledge about. Initially I explained the observation to the mother and a contract was soon drawn up and subsequently signed. It ensured that the study was completely confidential and the child’s name would be anonymised. I have used x to refer to the child. Firstly I am going to discuss some of the challenges I faced, how intrusive I felt initially and how I struggled not to interact. I will then discuss the benefits of child observations in helping me to overcome these challenges, for instance, the benefits of seminar groups and how the observation has been beneficial in developing my reflective skills. I will then discuss some factors I felt impacted on my observation and how these will be useful to me in future social work practice. For me one of the most challenging aspects I found with the child observation was feeling intrusive. Initially on my way to the house I felt very nervous and during the observation when x ran off to the kitchen to see his mother I felt very uneasy following him as I felt I was invading their privacy. Having read McMahon Farnfield (1994) I now know that this is a common anxiety for students who undertake child observations as many observers feel uncomfortable about intruding in to the privacy of someone’s home. However, having read Quitak (2004) I know that social workers often have to visit client’s homes and if they are too anxious to invade a client’s privacy they may miss out on information that is vitally important. For example, social workers can feel intimidated by parents and find it difficult focussing on the child (Blom-Cooper et al, 1985). Social work will often involve infringing on a client’s privacy (Trowell and Miles, 1991). Therefore it is vital social workers have the confidence to deal with their uncomfortable feelings of intruding in order for them to be effective in their role (Quitak, 2004). I felt the seminar groups were beneficial in helping me to overcome my fear of intruding because they felt like a safe space in which I could discuss my anxieties. McKinnon commented that the seminar group provides a â€Å"safe container† (2009: 90). The seminar creates a safe environment where students can share and discuss any uncomfortable feelings and experiences that they came across during the observation (Ruch, 2007). The term containment was developed by Bion (1962) who believed that therapeutic relationships, such as groups can act as containers for uncontrollable feelings (Ruch, 2007). In the same way a mother or carer contain the painful feelings of a child and return them in a way the child can understand in an attempt to make the child feel safe (Mckenzie Beecraft, 2004). The seminar also acts as a container, by discussing my feelings and anxieties about intruding on somebody’s home it helped me to overcome the anxiety of feeling intrusive which was distra cting me from observing properly. As I continued to visit the home for following visits, I subsequently developed my confidence in visiting the home and not feel quite so intrusive. In addition, one of the biggest challenges I faced was my desire to intervene. Ruch (2009) believed that attempting to not interact with a child is arguably one of the most challenging elements of the child observation. I always felt cruel because at times I had to completely ignore the child and this felt strange and unnatural for me. Tanner Turney (2000) and Le Riche (2006) commented that not interacting can feel strange and uncomfortable for observers because it is unnatural and goes against traditional customs. However, not interacting can be beneficial because it creates space to reflect on and explore my feelings (Tanner Turney, 2000; Trowell and Miles, 2004). For example, I found myself in disbelief because x refused to eat the peas on his plate and x’s mother although attempting once to make them eat them, gave up quite quickly. This could be because this took me back to when I was a young child when my parents always made me eat my vegetables; otherwise I wasnâ€⠄¢t allowed to leave the table. I was surprised at how strong and how personal my reaction was. Having read Fawcett (1996), however I realised that as children we all grow up with certain rules our parents make us obey and these may still reside with us when we are older and can have a major influence on our attitudes (Fawcett, 1996). In my case I found myself judging x’s mother because she didn’t view eating vegetables as important. Having read McMahnon Farnfield , they argued â€Å"It takes emotional effort for students to see that what is different is not necessarily wrong† (2004: 240). Therefore, I realised that just because x’s mother is doing things in a different way and I view my family’s experience as the ‘correct’ way, this does not mean what she is doing is wrong. Fawcett (1996) and Trowell Miles (2004) argued that it is acceptable for students to have these attitudes and preconceptions provided that students identify these and question them through reflection. Therefore, one of the benefits of the child observation f or me was significantly developing the ability to reflect and develop self-awareness. These are useful skills for me as a student social worker because by allowing time to reflect I can begin to recognise and question how my emotions and preconceptions may be affecting my judgement or an assessment of a family or individual and can incorporate this before deciding the next steps to help them (Turney,2008; Mckinnon, 2009). One of the most significant learning points from the child observation for me was when I first met the family, one of the first things x’s mother did was explain the bruise on x’s face and how he was always falling over. Despite my best efforts to ensure the mother that it was purely an observation, I believed she still felt that she was being judged as a mother and felt anxious about being observed. At the time I did not question this because I was very anxious myself, it was only later when I was writing up my notes that I realised how significant this was. Having experienced this, it made me aware of the power imbalances that existed between the observer and the observed. Turney argues that it could be slightly anxious and uncomfortable for those being observed because they are aware of â€Å"the power of the gaze, the power of the looker in relation to the â€Å"looked at†Ã¢â‚¬  (2008: 124). Therefore because x’s mother knew I was observing her she p erhaps felt vulnerable and anxious because she viewed me as being in a more powerful position than her. This could explain why she defended her son’s bruise so early on in the observation. During a normal assessment between a social worker and a client these feelings are intensified. Therefore, this has taught me the importance of remembering that as a social worker I can be intimidating to the client because I am perceived as the more powerful person. As a next step, I must learn the most effective methods and techniques to try and minimise the imbalance of power between myself and the service user. For me the most meaningful aspect of the child observation was when I attempted to explain to x that he was being observed. Despite him being only 18 months old and although I did not feel he understood me due to his age, for me this demonstrated how powerless children are. Young children in particular are totally dependent on adults for their safety and well-being, by not telling the child they were being observed I felt that this was reinforcing their invisibility and undermining their views and opinions. Ruch (2009) commented that some observers believed it was oppressive by not introducing themselves to their child and this is how I felt because by not asking a child for their consent, arguably we are not valuing what they have to say. For example, reports in to the death of children such as Victoria Climbre and Jasmine Beckford, reveal how children were not effectively â€Å"seen and heard† (Fawcett, 1996:18). In addition, inquiries often revealed that there was limited u nderstanding of the child’s world and everyday activities were inadequately described because adult’s interpretations were valued over children’s (Mckinnon, 2009; King, 2002). Turney (2008) believes that the child observation can help to develop the skills of ensuring excluded groups such as children are completely focussed on and is crucial in evaluating whether a vulnerable child is safe or not. Fawcett (1996) argued that observation allows the chance for a child’s voices, stories and opinions to be taken seriously and valued. Therefore, I believe the child observation has helped me to focus on the child, observe what they do and listen to what they say to ensure that they are not invisible. I feel I have significantly improved my understanding of the powerlessness of children which will help me to improve and adapt my communication skills with children. To conclude, for me one of the biggest challenges of the child observation was initially feeling intrusive, however the seminar acted as a â€Å"safe container†, where I could discuss and overcome my anxieties in a safe environment. Subsequently on following visits I found these anxieties soon disappeared. In addition, I found not interacting very challenging, but soon learnt how valuable this was because it gave me an opportunity to reflect and explore my feelings. Recognising and questioning how our values and attitudes may be affecting my judgement or an assessment of a family is a valuable skill in social work and this can be taken in to account when deciding the best help for a family. The child observation has been an important reminder that as a social worker I can appear more powerful and even intimidating to the client, as well as the powerlessness of children. Therefore developing techniques to try and minimise these power imbalances is a crucial next step.

Curriculum Development

Curriculum Development Unit 6 Curriculum Development for inclusive practice Curriculum is defined as the following; a specific blueprint for learning that is derived from content and performance standards. Curriculum takes content and shapes it into a plan for effective teaching and learning. Thus, curriculum is more than a general framework, it is a specific plan with identified lessons in an appropriate form and sequence for directing teaching (Wiggins and McTighe, 1998). The word ‘curriculum is actually a Latin word for ‘racecourse. Curriculum is the activities that learners will undertake to achieve their learning goals. The planning, learners experience and order in which it occurs are all part of the curriculum. There are a huge and vast amount of elements that help shape a curriculum. There are many different methods and approaches to the design and implementation of curriculum and a lot is dependant on the teachers approach of it. In the world of training, the curriculum can designed around the objectives of the clients specifications. Most of the time curriculum is based on the organisational needs of learning and objectives, for example, their curriculum. Approval from external agencies, for example, awarding bodies give approval for the qualification to be delivered. The awarding bodies supply the syllabus or guidance which gives the teacher the information and framework for delivery and assessment of the subject matter. External agencies may provide funding in some cases and in this instance the course will only be provided once the funding has been attained. Within the training in-house sector of teaching, it is normally the business and individual needs that sets the benchmark for the requirement of bespoke training courses. In house training/teaching cater for the needs of the staff and in the majority a lot of the courses attained by the learners do not lead to formal qualifications. In all of the above instances the organisation will supply the syllabus or course content to shape the curriculum. If the syllabus or course content is not available the teacher will have to develop their own based around the subject that has to be delivered. The aim of the teachers is to identify the learning needs, styles and the potential of the learners, this needs to be achieved at the prior to the start of the students learning. As an example of this a schools curriculum comprises both statutory elements (including the National Curriculum, religious education and careers educations) and non statutory elements (priorities defined by the school). An area where there will be a significance of equality and diversity in the design of the curriculum would be children with multi-sensory impairments. One of the fundamental principles of the code of practice is that all children, including those with special educational needs should be offered full access to a broad, balanced and relevant education. This is what the national curriculum was designed to provide. Some children who are multi-sensory-impaired will follow the National Curriculum, usually with additional support. Others will follow a modified form of it. Still others will follow more specialised developmental curricula which will include teaching a child things that non-disabled children already know by the time they start school. Even children who follow the same curriculum as non-disabled peers, however, will usually need additional elements because of their sensory impairment. These may relate to: * mobility skills, communication, sensory development or other aspects specifically affected by deaf blindness * therapy needs for example, physiotherapy * concepts usually learned incidentally for example, the interpersonal and independence skills used at break or meal times All teachers modify the curriculum in order to meet the range of learning needs in their class. Children who are multi-sensory-impaired are likely to need the curriculum modified on an individual basis, because each childs combination of hearing impairment, visual impairment, other disabilities and learning characteristics will be different. There are many models which affect the delivery of curriculum, way in which a teacher must attain the end result, should and could deliver to the learners. For example, the product model focuses hugely on the outcomes of a course. The product model is also referred to as the behavioural objectives model. An example could be of a first aid course, the teacher has to teach what must be taught in order to facilitate the learners to pass. Training in the workplace is very much honed to the product/behavioural model of curriculum development. The teacher focus predominantly on what must be taught rather than focusing on what should or could be taught The behavioural model of learning concentrates on the measurable outcome of curriculum. The advantages of the behavioural model are that there is normally a general statement of intent and this is hopefully ensuring avoidance of vagueness. The assessment process is actually more precise. The learning should be step by step and it should focus on the previously learned material. Ralph Tyler (1971) stated that there is a guideline for curriculum development that the interacting influences of organized scholarship, the learner, and society should provide the dominant source and influence for curriculum development. Tyler organized his model into four fundamental questions, which he stated should be answered when designing curriculum: 1. What are your curriculum aims and objectives? 2. Which learning experiences meet these aims and objectives 3. How can these learning experiences be organised into a curriculum programme? 4. How can this programme be evaluated? The Tyler theory to date is the most influential model of all in preparation of curriculum, the needs of society at the time of development and the needs of the learner at the time of development should be imperative. The ever evolving social psychology of our society must be accounted for, exactly what are the educational purposes needing to be attained. The focus should be related to previous learning and experiences and after analyse the factors how is the curriculum design going to encompass and attain the objectives that may not have been reached previously. The philosophy of education will profoundly affect a students life. It is providing the foundations, the aspects of knowledge and social experiences are needed to improve learners futures. An example could be of training, the different settings and mutli-cultural workforce will have a variation on the curriculum. The curriculum will need to be designed in partnership with the employers, so a competency framework will be met. Aims and objectives will have to set within in the competency framework which over time changes with legislation and regulations. The learning experiences should organised into the curriculum and depth, complexity of the subject, ensuring that it covers all levels of learners attainment. Then course needs to be evaluated, how will the course be evaluated and the key objectives attained? Simplistically the Tyler theory in practice is the most fool proof design of curriculum. The curriculum can be subjective and open to interpretation. Needs analysis previous to design of curriculum is imperative, the findings should be summarised and should formulate part of the curriculum development documentation, which is practice is fantastic if you have the relevant information prior to course delivery. The world of training can be ad-hoc and trainers are not always privy to this information. However, the behavioural model approach has received criticism. One of the arguments against the behavioural model is that the ‘affective domain cannot be considered adequately in terms of specific behaviours. The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection, thus it cannot be assessed adequately and the behaviour model will discourage ‘creativity on the part of both learner and teacher. In the 1980s behaviourism was superseded by the humanistic approach to curriculum design and implementation. The process model concentrates on course content, relevant knowledge and skills that can be learnt and applied. This model focuses on teachers activities, the conditions in which the learning takes place and the learner activities. An example could include when a person pays for their course of study. The learner would be getting the benefit of what ‘must and ‘should be covered as well as ‘what could be delivered. Stenhouse (1975) quoted the English dictionary when defining curriculum as ‘a course; especially a regular course of study as at school or university. Most of the time the course design/curriculum is what the governing bodies have decided should be taught. The sets what exactly as teachers in advance what learning is going to be planned, achieved and what goals should be produced to the subjected being taught. Stenhouse challenged the view that teachers need to be objective in their view of curriculum, realistic even, to ensure that there is a balance between the ‘intentions and realities that the curriculum design will get the best outcomes for their students. He draws comparisons the process of curriculum as to a recipe in cookery, the recipe is followed and the result would be a dish. In theory this can be a tried and tested, for example, how to you know if the curriculum design has achieved all the education goals until the there is a evaluation at the end of the course? How many pass grades and how many failures. Like making a cake it doesnt always rise the way youd wished it to. Often when baking the ingredients need to be adjusted or the timings. In 2001, DDA (Disability Discrimination Act). was introduced, fortunately this means that teaching must always be inclusive, counting for the needs all of learners The curriculum must encompass best practice principles of equality and diversity in all areas. Equality of opportunity and provision means giving every student the same learning environment, and is an important element of schooling. Equality and diversity means giving students what is necessary to extend them to their full potential. Some may need additional tuition to bring them to the standard of the rest of the group, while others may need additional tuition to take them beyond the group because they are capable of further development and learning. It is imperative to ensure that all students are able to access the curriculum it is important to consider the curriculum content, as well as the teaching and learning practices used within a design. With regards to design of curriculum we have to attain why and what. The educational ideology such as the fundamental values, beliefs and assumptions this is extremely prevalent in the world of care, the format is normally set out by the governing bodies such as the Commission of Social Care Inspection. Normally the needs that the course must met are the needs set out by the governing body to attain the best level of care for Service Users. For the main part with training, cost analysis plays heavy, is the course a requirement under the recommendations that have been implemented by the governing body? Learners in this social care field are normally trying to achieve and meet performance criteria, the learning outcomes are normally behavioural as the learning is skill based. However the curriculum is not considered a complete entity and does not provide every opportunity relevant to qualifying as a health care worker. Ongoing learning will provide opportunities to evidence knowledge, skills, experience, values and ethics. Some of the methods used to deliver the curriculum are essential; others that are not are open to negotiation. A diversity of methods of learning is useful to meet the different learning styles of students. The main objective must be continuity for the learners and teachers alike. Coordinated Curriculum is very much relevant in the Social Care Sector. Coordinated curriculum is the method of linking different subjects/contents together. It establishes the links between the subjects for example in Social Care it would link the psychology, sociology, biology and prac tice together. Coordinated curriculum means that there is a greater emphasis on the total context in which teaching and learning take place. Realistically in Social Sector teachers/trainers will be using both product and process models. The process objective happens when you cant tell in advance will exactly the student will learn advance, health and social can unmanageable in the fact that you are dealing with human beings (patients/service users) and they dont always follow the curriculum recipe. Therefore, evaluation will be invaluable in ascertaining if effective learning has taken place. This should help identify any problems within the curriculum design, reflection on the needs of the organisation, the syllabus and learners. Evaluation is should be the process through which teachers judge the quality of their work, their own work and their students. Formative evaluations, which involve a continual stream of reflection and feedback, and allow the educator or student to continually adjust and improve their work while its ongoing. Traditionally, teachers have emphasized summative evaluations, where feedback is gathered only after instruction has been completed. Both strategies are necessary to provide for effective curriculum assessment and student education. A teachers skill in the classroom assessment is essential to the goal of student success. In evaluating the curriculum can only lead to a teachers continuing professional development in the Life long learning sector. If the evaluation and assessment of curriculum is to be meaningful, teachers must be able to relate their learning to their personal experience and practice. Kolbs Learning Cycle, outlines the four stages involved in any successful learning experience. Learning is defined as a process in which experience is changed into knowledge. In turn, knowledge creates a foundation and opportunity for learning. In Kolbs four-staged cycle, the individual reflects on experience and draws on conclusions, which can be used to influence future action. In this way, practice, reflection, theory and action become essential parts of professional development and therefore assist with the future of improving practice in inclusive curriculum design. After reading and studying the different models of curriculum, one can draw comparisons from the Ralph Tylers Basic Principles of Curriculum Instruction (1949). As a trainer clear definitive learning objectives are set out by the customer, the learning will hopefully be a useful experience to the candidate and will have a cumulative effect. Tylers model applies the importance of evaluating the curriculum and revising any aspects that do not prove to be effective. Thus the importance of continuing professional development, evaluation, assessment and reflection play heavy in the product model of curriculum. The other model used in training would be the process model by Laurence Stenhouse An introduction to Curriculum research and development (1975). Teachers or trainer have to have a high level of professionalism and competence in their specialist subject area. The content is defined in cognitive terms; the process is that the learner needs to go through to learn. As mentioned earlier in the assignment, Stenhouse draws comparison to making a cake and with the social care sector the same methodology can be used. If a candidate/learner has been taught to use a hoist but then drops the patient then this would question the realities and intentions of the curriculum. In conclusion, it is important that the teacher is always involved at all stages of any curriculum development and review. This will ensure that quality assurance happens at all stages of development. The teacher therefore can be positive that all parts of curriculum contains all the relevant information such as the course goal, aims and objectives, rationale, entry requirements, evaluation, assessment etc. Any curricula should ensure that schools/higher education programs must be delivered in the most effective and up to date manner as possible. In reviewing the subject of curriculum it should enable a teacher to reflect on addressing the identified needs of the students within the educational establishments or programmes. Curriculum should also provide a tool for examining the quality and completeness of the curriculums components for, example, instructional principles, functional knowledge, self-perceptions, attitudes, skills, and duration. Through constant analysis it will help t o determine the degree of fidelity between the curriculum and its application in the classroom; and assess the impact of the curriculum on students knowledge, attitudes, and behaviour. As David Ausubel (1969) suggested the learning process should be approached like a mental journey! Geoff Petty quotes ‘ We should seek a win-win curriculum that puts the needs of individuals on equal terms with economic and other factors. The quote really say it all as we are purely developing curriculum with the main objective of imparting knowledge and skills on the learners of the future which will hopefully have a positive effect on the economy in the 21st century. Bibliography Gray D, Griffin C and Nasta T (2005) Training to Teach in Further and Adult Education. Cheltenham, UK. Nelson Thornes Ltd. Armitage, A et al (2007) Teaching and Training in Post-Compulsory Education, Maidenhead, Open University Press Reece, I Walker, S., (2005) Teaching, Training Learning: a practical guide. (5th Edition). Sunderland: Business Education Publishers Walkin, L (1990) Teaching and Learning in Further Education, Cheltenham, Stanley Morris Internet National Curriculum http://curriculum.qca.org.uk/ Accessed on 21st February 2009 Qualifications and Curriculum Authority http://www.qca.org.uk/ Accessed on 25th February 2009

British Poetry Essay -- Poems Poet Poetry Britain British Essays

Knowledge of contemporary British poetry is of great importance when it comes to understanding the reigning trends of England. The 1970s saw a fair amount of polemic concerning the discontinuities of the national "traditions," most of it concerned with poetry, all of it vulnerable to a blunt totalizing which demonstrated the triumphant ability of "nation" to organize literary study and judgment--as it does still, perhaps more than ever. It remains the case twenty years later that there is a strong hint of the majority of the english poets to rediscover their ‘Englishness’ as a poet, and at the same time the presence of the various other cultures ensures that their remains a deep variety in the crative material. The temptation stubbornly to assert the coherence and power of national traditions is strong not only among cultural conservatives dedicated to the perpetuation of poetic practices associated with or promoting "little-englandism" but increasingly in other, less visible communities of readers as well--and here I think especially of the small but vital communities of poets and critics dedicated to exploratory practices, where the pressures to locate indigenous varieties of Modernist and postmodernist practice are increasing. Now at this stage this would be notable that the English poetry of the present day had to come a long way before it achieved its present mould. It includes the evolution of thought process from the likes of Yeats and Eliot and on to Auden, Dylan Thomas, Philip Larkin and finally to the present day poets like Andrew Zawacki, Brian Patten etc. The poetry of the present day England is one that has many voices to it. There are various ethnicities, cultures and nationalities involved in shaping the face of the contemporary British poetry. But a walk down the memory lane and we find that the early poetry of the century acted as a melting pot to shape the face of the present day trend of the poetry scene. Since 1945 British poetry has moved steadily from what many regard as twentieth century parochial to a twenty-first century international. In the space of little more than fifty years the insular, clear verse of mainland English Britain has changed from being a centralist and predominantly male, seemingly academic practice to become a multi-hued, post-modern, cultural entertainment, available to all. Some observers see this as... ...rse and humor is Wendy Cope. Wendy Cope was born in 1945 in the south of England. Both of her parents held management positions with British companies. Cope earned a B.A. from Oxford (1966) and a diploma from the Westminster College of Education (1967). After teaching for several years at various junior schools in London, she became a freelance writer and columnist. Her Making Cocoa for Kingsley Amis (1986) includes a number of literary jokes and parodies in the style of some of the most notable twentieth-century poets. Asked about her work, Cope asserted, "I dislike the term 'light verse' because it is used as a way of dismissing poets who allow humor into their work. I believe that a humorous poem can also be 'serious'; deeply felt and saying something that matters." Twenty-first century British poetry is no longer precisely English as it used to be. In fact it has redefined the word ‘English’ in a new manner and this is because of the fact that there are various different trends in the British poetry scene. Like the world literature with which it is now firmly allied it has as many facets as the eye of a fly. Saying exactly what it is remains the problem of the moment.

The Language Behind Dawkins’ Selfish Gene Theory :: Science Selfish Gene Theory Essays

The Language Behind Dawkins’ Selfish Gene Theory According to Michael Polanyi, our understanding of a concept depends in part on the language we use to describe it. Connie Barlow's book, From Gaia to Selfish Genes, looks at metaphors in science as integral parts of some new biological theories. One example is Richard Dawkins' theory about the selfish gene, where he claims that the most basic unit of humanity, the gene, is a selfish entity unto itself that exists outside the realm of our individual good and serves its own distinct purpose. Dawkins looks at the evolutionary process, how DNA replicates in forming human life, and the possibility that there is a social parallel to genetics, where human traits can be culturally transmitted. Dawkins, in the excerpts that Barlow has chosen, uses heavily metaphoric language to explain these scientific concepts to the general public. However, the language that Dawkins uses, while thought provoking, also carries some negative implications that extend beyond his theory. The selfish gene theory has many positive aspects, but its metaphors detract in certain ways from the scientific message of Richard Dawkins. The metaphor behind Dawkins' theory can best be described by his opening statement: "we are survival machines-robot vehicles blindly programmed to preserve the selfish molecules known as genes" (Barlow 193). Dawkins links the natural behavior of unconscious bunches of nucleic acid (genes) to human behavior and personality by calling them "selfish." His use of this term conjures up the image of a separate individual, capable of making decisions to help its own good and disregarding our needs. By calling human beings "survival machines" and "robots," Dawkins suggests some serious moral implications regarding our existence. If we were just robots, it would seem that we would be no longer responsible for our actions, as people could attribute all evil to the gene programmers who created these robots. Also, if our primary purpose were to serve as a "survival machine" for something else, life would seem insignificant. John Maynard Smith writes that Dawkins' book is just about evolution , and "not about morals . . . or about the human sciences" (195). However, the attempt to disengage the selfish gene theory from its moral implications is seriously undermined by Dawkins' metaphors. The origin of the selfish gene, and of evolution itself, began in something Dawkins calls the "primeval soup," where protein molecules, by pure chance, bonded together to form "replicators," the ancestors of DNA (198).

A Dog’s Death Analysis Essay

The reason why I chose to write about of A Dog’s Death, is because it reminds me of a dog that I had growing up. Whenever the dog got sick my brothers, sisters and I would always think the worst about what happened to him when he got sick. Since we lived in the country on farm land there was always the possibility that he may have gotten hit by a car, bitten by a snake, or poisoned by neighbors that didn’t like him. In John Updike’s poem, â€Å"Dog’s Death†, the dog who dies in the poem and her owner expresses a sense of abandonment which illustrates the mourning of one who loses their dog. I think the approach for analyzing this poem will best fit for reflecting the imagination, tone, image, and similarly designed to reveal the tone I observed in the poem. The theme of â€Å"Dog’s Death† is based on the life and death of a family dog. When the author, John Updike starts at the beginning explaining how the dog might have gotten the fatal injury. This short paper will discuss the dog’s death as a theme for this short story. The beginning talks of the fatal injury that might have brought this family pet to her demise. The family thinks that she must have been kicked unseen or brushed by a car (Updike, Clugston, 2010). Imagination comes into play by speaking of the dog learning to use the potty on the newspaper, and then again it could also be that the paper was put down on the floor because the dog was suffering from diarrhea and didn’t have a chance to go on the newspaper either. It gives the reader a chance to think of a pet they once had and empathize with the writer about his dog dying (Clugston, 2010). The plot of the story is very similar to the theme of the story. The plot discusses the manner in which the dog dies, or the circumstances surrounding the dog’s death. The family continues to play and go on as if nothing is wrong with her. As the children went to school that Monday morning, the dog went under the bed. As the children went off to school in their minds she was ok until they see her underneath the youngest child’s bed lying in a heap. Holding the dog in his lap on the in car, he was stroking and rubbing her warm fur. One can see the image in their mind of the writer touching and looking at his pet using all of his senses of the dog lying in his lap dying (Clugston, 2010 pg. 2. 5). When the wife called out to her husband in tears one can feel the pain in the reading of the poem, especially one that has lost a pet. In an attempt to show a sign of life, the dog attempts to bite the hand of the owner that is caring for and holding the dog on the way to the vet’s office, but instead the dog dies. â€Å"In the poem, a young unnamed dog is just learning to be â€Å"good,† which the Speaker associates in particular with being house-trained: â€Å"She was beginning to learn/ to use the newspapers spread on the kitchen floor and to win, wetting there, the words,† Good dog! Good dog! The â€Å"shy malaise† that the speaker initially attributes to a shot reaction but turns out to be a ruptured liver is characterized as â€Å"her heart learning to lie down forever. † This last command is from nature rather than culture, however, and the poem frames the final moment of the dog’s death as the final contest between these two forces: the dog is ultimately disobedient, showing her untamed side by biting the speaker and by failing to heed the â€Å"imperious,† commanding tone of the speaker’s wife, who tries to call the dog back as she is dying, slipping from the realm of culture into that of nature. † The beginning of this story seems to be telling you about the dog learning to use the newspaper to go to the bathroom, but the actual message is the dog’s death. The very last part of the story talks of the dog not making it to the newspaper when the dog was nearing her death. In my criticism of the poem, this story could have given the reader more background of the story. What we do know is that she could have been kicked or brushed by a car is not enough information to really tell us what really happened to her. Besides the fact she had a ruptured liver. How did this happen? It could have been much more personal if the dog had a name in the story, as the only thing that brings the dog to reality is the fact that we are given the fact that she is a girl, there were children in the home, and the wife comforted her on the way to the vet.

Properties of Gases Essay

The purpose of this lab was to investigate and discover the physical and chemical properties of some gases. Throughout this lab the ability to identify if and when gasses were present was enhanced. During the first step of this lab, when obtaining the hydrogen from the mossy zinc and the hydrochloric acid, it took a lot longer than I thought it would for the water in the pipet to be displaced. I was tempted to remove the stopper and add another piece of zinc and see if that would make it go faster, but I did not want to interrupt the process. It seemed the longer that the mossy zinc was exposed to the hydrochloric acid the faster it dissolved and therefore more gas was produced. When the manganese and the hydrogen peroxide were exposed to each other there was much more fizzing produced than that of the zinc and the hydrochloric acid. I was surprised (although I don’t know why) that the lime water turned cloudy when exposed to breath. It is quite simple when you think about it that when you exhale you release carbon dioxide which as shown in the above data turns the lime water cloudy. Conclusion/Discussion During the course of this lab I learned a lot about the generation of gases. I was somewhat confused in the beginning about how to use some of the equipment for this lab. As the lab went on I figured it out and became much more comfortable with it. I thought some of the experiments were very informative and interesting. I especially liked the portions about reactions with a lit match or the glowing splint as it showed on a small scale if the gas produced was flammable or not. Questions A. Give two reasons why we fill the gas generator test tubes almost to the top with chemicals. 1. The first reason we fill the test tubes almost to the top with chemicals is so that the reaction between the two substances is high enough to the top to go through the rubber stopper and displace the water in the pipet and trap the gas. 2. The second reason is so that observations can be made easily about the reactions. If it was not almost completely filled we may have had to try to pick up the test tube or remove the tissue paper to make observations and this may have altered the results. B. What happens to the zinc in the hydrogen generation experiment? The zinc begins to slowly dissolve when exposed to the hydrochloric acid. The longer the zinc was submerged in the hydrochloric acid the faster it seemed to dissolve. C. What happens to the manganese in the oxygen generation experiment? The manganese produced large amounts of fizzing when exposed to the hydrogen peroxide. It was difficult to tell whether the manganese was actually dissolving or just fizzing. D. Write a balanced equation for the reaction between O2 and H2. 2H2 + O2 2H2O E. What is the function/purpose of the bromothymol blue in the CO2 experiment? The purpose of the bromothymol blue was to show the reaction of the chemicals and the gas that was formed. Since the bromothymol blue changed from blue to yellow, that signified that the gas formed was acidic. F. Bromothymol blue is blue in the presence of basic solutions, and yellow in the presence of acidic solutions. If your solution is a murky green, what might you assume about the solution? I would assume one of two things. There may have possibly been a contamination of the substance. The other possibility might be that the pH of the solution is neutral. If the bromothymol blue turns a murky green color this may indicate that the substance is neither basic or acidic.