The Saudi Arabia General Investment Authority Essay Example for Free

The Saudi Arabia General Investment Authority Essay 1. How would you measure SAGIA’simpacton Saudi Arabia’s competitiveness? Compare the improvement in indicators (number of days to register a business, FDI growth, employments indicators, etc.) between 2005 and 2011by referringto the Global Competitiveness Report, Doing Business Report and other sources. 2. What are the characteristics of effective networked governance? What are the advantages? What are the indications that SAGIA introduced networked governance? 3. What are One-Stop-Shops? How they may improve the business environment? What are the challenges of establishing them? One-Stop-Shops, also called Investor Service Centers (ISCs), inspired by the notion of a single site offering multiple services to investors and was refined further to eliminate passing through many offices around the building of each government agency to get the investor’s paper stamped. The one-stop shop includes a front desk and a back office; front desk has four to five customer relations managers, who professionally take all requirements and hand them to the back office which includes representatives from several government departments as well as international technologies and firms. This work Design helped SAGIA ensure high quality customer service and eliminate the potential for corruption while making procedures simpler and faster which reflected in greater firm satisfaction and savings with more businesses being registered, increased financial resources and job opportunities that utilizes the best available local resources. ISCs served as buffer zones, with the SAGIA customer service staff functioning as intermediaries between customers and government agency representatives. One of the challenges of establishing ISC, that it was staffed by government employees and the concern was that public service employees could not perform as well as their private counterparts, but this challenge was resolved by providing the right incentives to the staff by granting bonuses for incremental increases in the number of passports handled. The volume of passports handled was 100 times more than what was used to be handled with same amount of time. 4. What are the pros and cons of the Saudization Policy? What are its implications on the competitiveness of the Saudi Economy? Pros: * Replacing foreign workers with Saudis, since the Saudi economy is heavily dependent on them. * Lowering the Saudi unemployment rate. * Increase employment for Saudi nationals across all sectors of domestic economy. * Recapture and reinvest income which otherwise would have flowed overseas as remittances to foreign worker home countries. Cons: * Companies started to make fake mergers and acquisitions of its various divisions in order to meet their quota. * Saudis are being hired only because they are Saudi and not due to their qualifications. * Saudization caused Foreign and even Saudi companies to move their operations to UAE or other more business-friendly regional environments. * Thousands of low wage labors were forced to leave, such as shopkeepers and drivers, there are not always even enough Saudis who even want these job to replace them that resulted with replacing the good, skilled and cost effective labor with a national Saudi who lacks the interest, skill or experience in some cases to perform these jobs * Higher wage costs being imposed on organizations that discouraged investment in Saudi Arabia * Since the education system has largely failed to prepare the country’s youth for jobs requiring technical expertise. Compounding this problem is that many graduates refuse to take assignments that are considered commonly as menial. Saudization clearly creates some disturbances, with some sectors like transport anticipating a catastrophe. The ultimate goal of development and hopefully higher growth comes with a cost in the form of short term transitional disruption. There are two main concerns. First, many firms may feel that Saudization will reduce their competitiveness and for that reason may decide to leave the kingdom for a more business friendly environment. These would most likely be firms in the service sectors such as banking. The country’s poor regulatory environment only compounds this problem with a reportedly 2,500 Saudi companies opening up shops in Dubai, rather than in Saudi Arabia kingdom. The second main area of impact from Saudization may be a reduction of foreign direct investment (FDI) in the kingdom. Foreign firms may feel that Saudization not only puts them at a disadvantage compared to their foreign competitors, but that the whole Saudization program itself is unpredictable, with rules and quotas changing randomly. 5. Discuss the concept of Special Economic Zones and how they should be established to have maximum positive impact on the national economy and its competitiveness.

The Overview Experiencing Windows 8 Computer Science Essay

The Overview Experiencing Windows 8 Computer Science Essay Windows 8 is the newest member of the Windows family designed to replace its very successful sibling, Windows 7. If youve used Windows XP, Vista and 7 for the last 10 years, it will definitely take time to get used to keyboard-and-mouse Windows 8 but it will grow on you if you approach it correctly. One of the biggest gripes about Windows 8 is the removal of the all familiar Start Menu. It is true the Start Menu has been replaced with the Start Screen (also referred to as the Metro or Modern UI) making things look and feel quite different on first impression. C:UsersAndrewAppDataLocalTempSNAGHTML27ac075.PNG Just how often do you use the Start Menu in Windows 7 and how do you use it? At the time of writing this I have been using Windows 8 for a few weeks and Ive used the new Start Screen only a handful of times and almost immediately was using Windows 8 fluently despite the absence of the Start Menu, though as a power user I know the shortcuts around Windows to make the transition easier. If you are getting stuck I promise by the end of this program you will wonder what all the fuss was about! There are ways to simply avoid the Start Screen if you wish, nonetheless this wouldnt be a learning experience if we didnt explore it and its features just a little. After which you can decide how you use or dont use it. Chances are if you speak to something who is unhappy with Windows 8 their gripe will be with the Start Screen implementation, we will learn that this is simply a premature reaction since its use is optional. Another complaint may be the user-unfriendly nature of Windows 8 on a desktop computer with keyboard and mouse. This is a somewhat legitimate criticism, it is true Microsoft have Tablets firmly in their sights with the release of Windows 8 and with this in mind Windows 8 naturally feels good on a Tablet and a little foreign on a PC. Its perfectly normal to have misgivings about something that appears to be incredibly different but with further exposure you will find it is actually very similar to Windows 7. It works well on low-powered laptops and tablets, Windows 8 is fundamentally faster and more efficient than Windows 7. On a higher-powered desktop, Windows 8 flies! http://cashback-online-casino.com/wp-content/uploads/2011/10/different-cashback.jpg Why Windows 8? C:UsersAndrewAppDataLocalTempSNAGHTML26aa50c.PNG Windows 8 is faster than 7 First off, Microsoft stripped out a lot of what bloated Windows editions in the past. Things like DVD playback and other extraneous features that can easily be added on via third-party apps were dropped in an effort to slim down the OS. Its not surprising, then, that Windows 8 uses less memory compared to 7. The reduced memory consumption and overall smaller footprint of Windows 8 has corporate significance in that aging corporate desktops can continue ticking that little bit longer. If you were initially planning on replacing more of your PC fleet than you hoped, Windows 8 may save your company some decent cash. Technical jargon: The biggest improvements to Windows 8 are under the hood. The new graphics subsystem, which uses DirectX to render all text and windows, makes the OS more responsive as you move windows or scroll through the Start Screen. Internet Explorer 10 and Microsoft Office 2013 feel faster, too. Faster start times Albeit less significant in the corporate environment, if there is one thing that annoys the home user it is waiting for Windows to boot up. Hurry up darn you! Couple Windows 8 with a decent SSD (Solid State Drive) a PC start-up of just 5-6 seconds is achievable with Windows 8 on a fast computer. A shutdown in three seconds is also possible. Microsoft went back to the drawing board to redesign the boot process for speed and the difference is substantial. Technical jargon: What they came up with was a hybrid of cold brooding and hibernate mode essentially the internal Windows processes use hibernate all the time, but the drivers start up like they would on a cold boot. In English this simply means Windows 8 will boot up faster than any of the previous Windows OSs ever have. In fact some people are complaining that it boots up too fast, more on this can be found in the troubleshooting section. http://www.howtogeek.com/geekers/up/sshot4e69c238a9767.jpg Stay current Windows rollouts take 12-18 months; why fall further behind on your upgrade cycle? Most estimates on a business migration from one Windows version to another are pitted at a 12 to 18 month timespan. Think about this purely from a ROI perspective for a second: if you havent even begun a migration to Windows 7, where will you be time-wise when you finally finish? Keep in mind that Windows 7 came out in mid-2009 which means if you are pondering whether to begin a move to Win 7 just now, you wont be finished until about late 2013 if not well into 2014. Windows 7 will already be an OS that has been on the market for 4-5 years at that point, meaning you will be eyeing your next Windows move in the not-so-distant future. Touch Windows 8 offers true ten-point multi-touch that works well. Sceptical PC users may remember past Microsoft Tablet PC efforts that were clunky and cumbersome to work with, but Windows 8 is a different animal altogether. Touch is an integral part of the experience, not a bolted-on afterthought. A whole new world of apps Windows 8 gives PC users a whole new world of full-screen, touch-friendly, Web-connected apps to explore. And these new apps can even display relevant information on their Windows Start Screen tiles, something impossible in Windows 7 or just about any other operating system around, save Windows Phone. The new Windows Store-analogous to Apples iTunes App Store-makes discovering and installing these new-style apps a breeze. The update process is simple, and you can install purchased apps on multiple Windows 8 devices without paying again, provided youre signed in. Finally, uninstalling the apps is streamlined by the Store, with no Registry complications as in past Windows versions apps. SkyDrive integration (Cloud) Microsofts cloud service has become way, way more than just online storage. Sure, it still lets you save and access files to an online space thats accessible from a Web browser or apps that run on not only Windows, but also Mac OS X, iOS, Android, and Windows Phone. But with Windows 8, SkyDrive is accessible to any app that wants to use it, just as though it were a local drive. It also backs up your PCs settings, letting you replicate your environment should you get a new PC. Better Security, Less-intrusive updates Microsofts focus on security in Windows 8 is readily apparent. If the performance aspects of Windows 8 arent enough to sway you from 7, then perhaps all of the investment in security features will get you over the line. While there are too many to name in here, a few of the most important ones must be mentioned. Technical jargon: Secure Boot is a core feature of Windows 8 security that in essence locks down the OS initialization process to the point where rootkits and other popular malware will no longer have a place to hide. Microsoft couples validated secure firmware to help authenticate the boot process and get rid of the back door that has existed for so long. Windows To Go is a new feature that replicates what we have come to know in the Linux world as Live CDs. How does this fit into a business usage of Windows 8? This enables an IT department to hand out Windows To Go powered flash drives (not all flash drives are compatible though) to contractors and other short-term workers who need access to a standardized instance of Windows 8. In the past, IT had to provide the hardware and software for end users. Not so much anymore. Improved Printer Driver support Sick of managing printer drivers? Corporate and home users can sympathise with this. Windows 8 does away with the mess associated with its older siblings. Anyone who has tried to manage a modern print server, its fairly well known that making end-users lives easier entails a lengthy process of finding proper drivers, testing them, and deploying them centrally hoping nothing screws up in the process. Microsoft realised this and built an entirely new backend for getting Windows 8 and printers to talk. Multi-monitor support finally done right Corporate workers tend to use multiple monitors now to get their work done. Its a simple fact of life. Windows 7, whilst fairly decent was never perfect with how it handled multiple screens. Initial detection was often hit and miss; the taskbar never quite figured out how to span across all screens; and moving applications between screens was sometimes a chore when perfect placement was necessary. Luckily, Microsoft has done a great deal to address the issues with multiple screen usage in Windows 8. Using multiple monitors shouldnt be a chore, and has been simplified in many regards. For example, you can now easily tell Windows 8 to span the common taskbar across all your screens. Customisation of the various desktops is vast, with the ability to span large wallpapers or have separate wallpapers for every monitor. You can even move Modern UI apps over to different screens to your liking. Windows 7 desktop remains You dont have to miss the old Windows Desktop with Windows 8. Simply press the Escape key and your back at the Desktop just the way you liked it on 7. The Windows Desktop will look almost exactly the same as it did under Windows 7, and if youve upgraded to Windows 8, it will contain all your old shortcuts. Whats changed since Windows 7? The list of differences is long but not all of them are noticeable at first. Windows 8 is essentially a slimmed down version of Windows 7 with a new appearance added primarily in the form of the new Start Screen which can appear daunting to some first time users. Windows 8 has been designed to work on a range of different devices from desktops, laptops and tablets and that is why it has been designed to run faster because Windows 7 in its current form would be bloated and slow on a tablet (assuming it could directly run in the first place, which it cant) Windows 8 performance can be pushed even faster by simply running it on a computer with an SSD (Solid-State Drive) installed, it also generally runs faster on newer hardware compared to 7. Windows eight not only supports, but was essentially designed with touch screens in mind. Displays from the size of 10.6 inches to 82 inch screens are supported as well as improved support for multiple displays. A brief rundown of new features can be observed below: A New Login Screen The Login Screen of old is, the simple blank has been replaced with a feature rich lock screen. (shown below). This displays the time and date and can also show additional information such as weather, unopened emails and even your daily agenda if you like. Windows 8 : Lock Screen A New Start Screen (goodbye Start Menu, hello Start Screen!) This is certainly the biggest visual change in Windows 8, despite the new appearance it can still be used in much the same way as the Start Menu has functioned since Windows Vista/7. It also data is quite a bit more such as displaying live data (e.g. latest weather reports, stock market prices, remaining cloud storage and many more). There is no denying this has been designed for tablet/touchscreen operation however it can work perfectly fine with the traditional keyboard and mouse. Windows Store This will be more familiar to those who have owned or used an iPhone or Android device. It is a place where you can install apps and games from a vast and growing collection, the vast majority of which are free. Internet Explorer 10 Internet Explorer has not been left out either with many improvements it is faster, safer and the most compliant version of inert explorer ever made. Online Microsoft Account The end user is now encouraged to use Windows 8 with a Microsoft account that synchronises data and settings across all your Windows 8 devices. If for some reason you lock yourself out of a computer or device help can be requested via email to get you back up and running as quick as possible. A New File Explorer At first glance Windows Explorer looks much the same as it always has however the old drop-down menu boxes have been replaced with a ribbon-based interface just like the one used in Microsoft office 2007, 2010 and 2013. Improvements have also been made in the file copying system with respect to performance and appearance (as shown below). Windows Defender Windows defender has been further improved in Windows 8 to better protect against antivirus and anti-spyware. Task Manager Task Manager has essentially remained much the same since Windows 95/98, operating systems from almost two decades ago. Windows 8 brings in a completely new overhauled Task Manager which can still do all the things the old Task Manager plus a lot more. (shown below) C:UsersAndrewAppDataLocalTempSNAGHTML1198c0c.PNG Multi-Language support You are no longer required to purchase different versions of Windows to display a particular language, Windows 8 allows you to alternate between languages on the fly. Windows Media Center No longer part of Windows 8 out-of-the-box, this has been a victim of the aforementioned slimming down of Windows, it can however still be purchased as an optional extra. File History This is a new feature that provides an easy way to make automated backups of your data. Enhanced Parental Controls The parental controls in Windows 8 offer many improvements from their Windows 7 counterparts. This list is by no means complete. To discover all the new features in Windows 8, read this book and experiment with all the new things Windows 8 has to offer. Which Edition of Windows 8 Should I Buy? The answer depends on how you plan to use Windows 8. If you are a casual user who needs to browse the web, use productivity applications, play games, watch movies, and view pictures, then the basic Windows 8 edition will work just fine. If you are a more knowledgeable user who wants to use more advanced features such as BitLocker encryption or make Remote Desktop connections to your computer, Windows 8 Pro is a good choice. For small businesses that dont need an expensive enterprise version, the Windows 8 Pro edition is a very good choice. The next question worth clarifying is: 32-bit or 64-bit? If you plan to use Windows 8 on an older computer with less than 4 GB of RAM, the 32-bit edition works just fine. However, on newer computers, you should always use the 64-bit edition. You get a bit more performance and security, but most importantly, you get support for large amounts of RAM. The 32-bit version cannot manage more than 4 GB of RAM memory (in actuality its a little bit less). If you plan to use more than that (such as running virtual servers), you should use the 64-bit edition. Windows 8 upgrade path Windows 7 edition Can upgrade to Windows RT? Can upgrade to Windows 8? Can upgrade to Windows 8 Pro? Can upgrade to Windows 8 Enterprise? Enterprise No No No Yes Ultimate Yes No Professional Yes Home Premium Yes No Home Basic Starter Comparison of Windows 8 editionshttp://www.pallareviews.com/wp-content/uploads/2012/compare-windows-8-versions_26D5/compare_windows_8_versions_thumb.jpg Starting Windows 8 You open the lock screen by swiping upwards on the screen with your finger if you have a touch display, or by pressing any key on the computers keyboard. When you first started using your computer, you may have set a password for your user account. If you did, you will be asked for this before you can unlock the computer. You can also create a number password for Windows 8 or use a Picture Password. If all this security is too much for you (as it may be for a home user) then there is a way to remove this screen completely, well look into that later. Finding your way around the new Start Screen The Start Screen (shown below), in Windows 8 is based around square and rectangular coloured blocks called Tiles, each one when clicked or tapped starts an app, which will perform a specific task such as sending and receiving email, viewing web pages, editing photographs, or play a game. The Start Screen pans left to right across your screen. Swipe left and right with your finger to pan across the Start Screen. If you are using a mouse, you will see a scroll bar at the bottom of the screen when you move the mouse. Click/Touch and drag this left and right to look around the Start Screen. You can also use the scroll wheel (up and down) on your mouse to move left and right on the Start Screen. http://www.bleepstatic.com/tutorials/windows-8/introduction-start-screen/windows-8-start-screen.jpg As you look around the Start screen you will see that some Tiles change occasionally to display text or images. These are Live Tiles, which give you information from inside the app or show you what is new or changed, such as giving you a message. These messages can include details of new emails or social network messages, informing you of the number of updates that are available for your apps in the Windows Store or giving you news headlines. You can rearrange Tiles on the Start screen by dragging them around and dropping them into a new location, which can help you organize them to best suit you. Not all the apps and software in Windows 8 will appear on the Start screen. For example, you may have chosen to hide a Tile to keep your Start Screen tidy, or perhaps you dont use it regularly. There is a lot more to the new Start Screen than a pretty page with tiles, it can be manipulated in different ways and accesses other areas of Windows 8. Well look at all of these later. Starting Windows 8 When Windows 8 starts, you will see the lock screen (Figure 1-1). This displays the time and date and can also show extra information including how many emails you have and what your next calendar appointment is. You open the lock screen by swiping upwards on the screen with your finger, if you have a touch display, or by pressing any key on the computers keyboard. When you first started using your computer, you may have set a password for your user account. If you did, you will be asked for this before you can unlock the computer. You can also create a number password for Windows 8 or use a Picture Password. I will show you how to do this in Chapter 12. First, lets deal with the contentious Start Screen. Ill admit that I had some reservations on this score initially. But once you realise the Windows 8 Start Screen simply replaces the old Start Menu your reluctance about moving to Windows 8 will disperse. The Start Screen is flat, rather than hierarchical, as earlier Windows OSs are. Whether you use a touch-enabled screen, a laptop touchpad, or the scroll wheel on a mouse, practically everything you need for launching and managing applications is right there, within reach. And if youre a Start Menu diehard, you can right-click the lower left portion of the Start Screen to bring up a simplified Start Menu.

Foreign Direct Investment in Latin America: An Analysis of its Characteristics and Efficacy :: Essays Papers

Foreign Direct Investment in Latin America: An Analysis of its Characteristics and Efficacy INTRODUCTION Foreign Direct Investment, or FDI, is defined as â€Å"an investment made by a foreign person or organization in a particular country† (http://www.encarta.com). In the 1990s, FDI became integral to the growth of Latin America. Traditionally, flows of FDI have constituted a small percentage of the resources flowing to developing countries (UNESCAP, 162). However, this characteristic changed in the 1990s when the share of FDI to developing nations rose from 12.7% in1990 to 41.5% in 1997. Proponents of FDI, point to its ability to foster technological innovation in the host country as well as its tendency to increase employment. Critics of FDI claim that it has increased lesser-developed nations’ dependence on foreign capital pushing them further into debt. In this paper I plan to explore both sides of this issue as well as the particular characteristics of FDI flows into Latin America. FDI: GOOD? The theory behind attracting FDI in developing countries is quite simple. Supposedly, FDI facilitates technological transfer and encourages more efficient management practices (Fernandez, 12). This assumption is based upon the classical economic theory that with technological transfer and innovation, these advances will filter into other areas of the economy. This is known as â€Å"spillover effects†. Foreign Direct Investment generates employment in the short-term by inundating the market with financial capital that must be maintained through labor. This can counteract the impact of the regular business cycle on the labor market (UNESCAP, 184). FDI can also improve the productivity of the rest of the economy. This has been especially true when FDI has been applied to the privatization of previously state-owned public enterprises. The result is greater efficiency and greater supply of services and products (UNESCAP, 185). During the 1990s, many state-owned enterprises were privatized, resulting in the generation of massive amounts of financial capital. The largest such takeover was that of Aueropuertos Argentina by firms from the United States and Italy worth a total of $5,134 million (USD) (UNESCAP, 175). FDI: BAD? Firms invest in other countries in the interest of gaining a stable long-term role in the management of the enterprise where the funds are invested (UNESCAP, 162). Therefore, FDI can imply long-term foreign ownership and control over domestic firms.

Violence in Youth Sports Essay -- essays papers

Violence in Youth Sports A calm Saturday afternoon at the sports fields, wind blowing, sun shining down, not a cloud in the sky. This is quite possible the perfect day, that is, until they start. The one parent in the back of the crowd or off to the side, the one that argues every call, screams at their own child, and even goes so far as to taunt the other team’s players. This once scarce phenomenon of parents getting out of control has escalated to new levels not only in the number of incidents, but also in the level of severity of these incidents. When children sign up for sports they do it to be with friends, to have fun, and to learn the fundamentals of the game, however this is not what they are getting and this new parental behavior is killing youth sports. It is documented that 14 million of the 20 million kids that play sports starting around age four will quit by age 13, most kids give the same two reasons, negative parents and negative coaches. These adults have turned sports into a n egative, joyless experience. What are these events that are happening, what is causing them to happen, and perhaps most importantly what can be done stop this growing trend in parental violence at youth sporting events? Though some sports are more violent that others as far as play goes, the rising level of violence has not been limited to any particular sport, ranging from non-contact sports like swimming and baseball to contact sports like soccer, football, and hockey. During a girls hockey game in Canada last year a 40 year old man aimed a laser pointer into the eyes of three of his daughter’s opponents, causing them to leave the ice complaining of headaches and flu-like symptoms. The man pleaded guilty in court to mischief and was banned from attending future games. In Pennsylvania a policeman gave a 10-year-old little league pitcher two dollars for hitting an opponent with a fastball, earning him a conviction for the corruption of a minor and solicitation to commit simple assault. In another incident involving a man of the law, a former corrections officer assaulted a 16-year-old referee at a flag football game for six and seven year olds in Nebraska. The tape of the incident shows the 6’3† 250 pound father poking the youth in the chest, when the 160 pound referee tried to defend himself by slapping away the father’s hand, the father punched him t... ...orts fields, pools, and rinks might resemble something out of a Jerry Springer show, if not worse. Parents are ruining the sports that they themselves grew up loving and enjoying, and for what reason, to get one more chance at the greatness that they never achieved? Parents need to understand that kids play sports to have fun, they need to take the perspective of a child and see what their inappropriate behavior is doing, not only to the child, but to the game, and youth sports in general. Most incidents that occur at sporting events do not make the headlines, but that too was true of school violence until the massacre at Columbine High School, let us all hope that this is not the tipping point of American youth sports. As supporters of youth sports we must hope that the incident in Reading, Massachusetts will not be the opening of the floodgates that will let forth the stream of bloodshed on our sports fields. Bibliography: 1. Newsmagazine (Alberta Edition), 10-09-00, Vol.27 Issue 11, p50. 2. Sports Illustrated, 7-24-00, Vol.93 Issue 4, p86. 3. U.S. News and World Report, 7-24-00, vol.129 Issue 4, p28. 4. Varsity Blues, Music Television Productions, 1998.

Dramatic Dialogue Analysis Essay

Language is a natural process of living. It plays a great part in our lives. Its effects are remarkable, and include much of what distinguishes man from animals. We use it to interact with one another, to construct and maintain our interpersonal relations and order. In doing so, we interpret and represent the world for one another and for ourselves. Language is used to store the experiences built up, both personal and collective. It is a tool for constructing knowledge and for constructing meaning. The study of language is an inquiry into the nature of mind and thought on the assumption that languages are the best mirror of the human mind (Stainton, 1999). Analysis of everyday language use affirms that it is in the realm of art that their challenges are most evident and tangible (Gerbig and Muller-Wood, 2006). Linguistics shares a common tradition with literary study. Not so long ago, language and literature were studied together by philologists, who saw the study of both areas as mutually beneficial. Later development and the advent of specialization in both fields have oven produced scholars whose work does not cross over form one field to another (Oaks, 1998). Even so, scholars in either discipline regularly voice the truism that there is natural conjunction between literature and linguistics. After all, both fields deal with the raw material of human communication and expression – language. There is a need for interdisciplinary cooperation between the disciplinary identity of linguistics as empirical and descriptive while literary study being interpretative and analytical (Gerbig and Muller-Wood, 2006). Linguistics helps us to â€Å"trust the text† (Gerbig and Muller-Wood, 2006), to interpret the text, rather than impose interpretations upon on it. Application of linguistic empirical tools to literature may not lead to ultimate truths. It can nevertheless bring precision to otherwise often impressionistic treatment of text. There is a need to treat text as interchangeable products of a discursive system. Mogliola (1981) posed the question: â€Å"what are the structural conditions for the valid reading of a text, in so far as these conditions are revealed by a phenomenology of interpretative experience? † Heideggerian hermeneutics takes as its origin the pre-objective oneness of interpreter and phenomenon (be the literary text) – sees in interpretation a reading that is faithful to this oneness. Interpreter is never neutral, but always approaches a text with an explicit or implicit question. Interpretative activity manifests three functions: the interpretative question, the textual aspect, and the interpretation which is the meaning. Any given interpretative question should select and illuminate its affiliated â€Å"textual aspect†, an aspect which is there is the text. Linguistics can place literature more firmly and credibly in its context for other aspects of meaning depend more on the context and the communicative intention of the speakers. Communication clearly depends not only on recognizing the meaning of words in an utterance, but recognizing what speakers mean by their utterances. The principles and rules of grammar are the means by which the forms of language are made to correspond with the universal form of thought. The study of generative grammar represented a significant shift of focus in the approach to problems of language. The shift focus was from behavior or the products of behavior to states of mind/brain that enter into behavior, the central concern becomes knowledge of language: its nature, origins, and use. The three basic questions arise: ‘What constitute knowledge of language? ’, ‘How is knowledge of language acquired? ’, and ‘How is knowledge of language put to use? ’. The answer to the third question would be a theory how the knowledge of language attained enters into the expression of thought and the understanding of presented specimen of language, and derivatively, into communication, an other special uses of language (Stainton, 1999). The third question takes an important part in this study, particularly in the performance of the language which main purpose is communication. Communication is conceived as a relation that binds together the three elements: sender, receptionist, and topic. Corresponding to the three elements are three distinct functions: expression, appeal, and representation. These functions consist communicative function depending on what takes the center-stage. The function does exclusively what is represented or depicted in the communicative act. The three functions become the explicit focus of conversation (Medina, 2005). Alongside communication is conversation. Smith (2001) describes conversation as a process of two people understanding each other. Thus it is a characteristic of every true conversation that each opens himself to the other person, truly accepts his point of view as worthy of consideration and gets inside the other to such an extent that he understands not a particular individual, but what he says. The thing that has to be grasped is the objective rightness or otherwise of his opinion, so that they can agree with each other as a subject. Furthermore, in conversation, knowledge is not fixed thing or commodity to be grasped. It is an aspect of process. It arises out of interaction. In conversation, there is a to-and-fro play of dialogue. Dialogue is the encounter between men, mediated by the world, in order to name the world. It is culturally and historically specific way of conceiving certain verbal transactions and as such has considerable rhetorical force (Maranhao, 1990). The root sense of dialogue is that of talk (logos) that goes across or back and forth (dia). In contemporary English, dialogue is a conversation of two persons. At formal level, it is an economics of verbal exchange. In the functional usage of dialogue, a text or social interaction is treated as a social field across which multiple voices and multiple cultural logics contend with each other (Tedlock and Mannheim, 1995). What makes something as dialogue? The spirit of its participants of the form its utterances take? In Plato’s inception, dialogue has always been and continues to be programmatically liminal: interstructural, between two states or conditions, essentially unstructured rather than structured by contradictions; because of its deliberate avoidance of closure and finality. It serves perpetually as a vehicle for reformulating old elements into new patterns. Dialogue provides a meeting ground, community, and manifests itself in a variety of spontaneous and ritual modes of discourse in which nature and structure meet. Understood as a conceptualization of a kind of discourse and also a way of viewing and interpreting discourse, dialogue shares with narrative the characteristic of being atemporal, existing in many times and places. As discourse phenomena, it is internally atemporal. It does not talk about events in time; instead it spans in ‘dialectic event (i. e, discourse event) and meaning’; it presents utterances, ideas, and undertakings in nonlinear, recursive, diaeretical, and synthesizing sequences (Maranhao, 1990). Treating dialogue as an ideal evidently has an ethical implication. Furthermore, when a particular mode of communication is chosen as a model of dialogue, it becomes identified with the sense of goodness or rightness adhering in the ideal to the exclusion of other modes of communication. (Maranhao,1990). Spoken and written languages are what Maranhao (1990) termed as modes of communication. Although written and spoken languages are very different, they are not easy to separate. In fact, they are closely intertwined, and in daily life people participate in literacy events where reading and writing are mixed with spoken language and with other means of communication. Writing is based on speech in some very real ways; spoken language is the basis for the most people’s learning of written language, for instance, and the very form of written language gets inspiration form spoken language. However, other aspects of communication come into play with written language. Most significantly, it is visual: laid out in some way and displayed. The importance of the role design, layout and other aspect of the physical context should be evident and they form part of what is meant by writing. Writing enables us to go much further than spoken language: its ability to fix things in space and time. Writing results in text. It extends the functions of language, and enables to do different things (Barton, 2006). It is in the realm of art where study of language is evident and tangible. Dramatic dialogue, the interplay between written and spoken language, fits for the study. It is therefore desirous to investigate the workings of dramatic dialogue. Dramatic dialogues usually serve a number of purposes such as developing the plot, and presenting the characters and providing information about them. Playwrights attempt to achieve balance between some features of actual speech and the employment of dialogue by putting not too much closeness to actual speech so as not to make dialogues dull and uninteresting (Al-Rubai’i and Al-ani, 2004). Dramatic dialogues (plays) exist in two ways – on the page and on the stage. It is therefore necessary to adhere to the argument that sensitive understanding of plays (explicitly contains dramatic dialogue) can be arrived at through â€Å"mere reading† through linguistic analyses that dramatic text contains very rich indications as to how they should be performed. Dramatic dialogue takes into account that one crucial aspect in which drama differs from poetry and fiction is in its emphasis on verbal interaction, and the very relationship between people are constructed and negotiated through what they say. It is where linguistics takes into its own. Linguistics, and the techniques of discourse analyses in particular, can help analyze the exchanges between characters, in order to: help us understand the text, help us understand how conversation works, and allow us to appreciate better the skill demonstrated by the playwright (Thornborrow and Wareing, 1998). Chapter 2 Dialogue as discourse is characterized by a fundamental structural principle: it is interactive and interactional. It is a mode of speech exchange among participants, speech in relation to another speech not merely the verbal expression of one character or actors’ part. In the study of dialogue as interaction, the dramatic text as written text, addresses a context of performance which requires a change in mode of discourse – the transformation and transmutation of the written lines into dynamics of speech, which involve more than recitation of the lines by the actors (Herman, 1995). In the study of dramatic dialogue, understanding the workings of the dialogue as interaction and conversational speech versus dramatic speech are taken into account. It is also important to note that dramatic dialogue, taking part in the speech exchange system, must be safeguarded from conversation in order to preserve the formers’ ‘literary’ quality (Herman, 1995). In the construction of conversational practices and actions, participants use co-occurring structures and devices from different levels of linguistic organization as well as the employment of linguistic features in conversation. In the linguistic analyses of dramatic dialogue, Gricean semantics and analyses on the linguistic features: turns, pauses or silences, adjacency pairs, chaining, and back channel support, will be employed. According to Gricean Semantics, in ordinary conversation exchanges, there is much more to the meaning of an utterance than what appears on the grammatical and logical surface: utterances often convey things other than what they literally mean and they often imply things other than what they strictly entail. The adequate understanding of meaning requires the processing of what has been termed as ‘an invited inference’. Grice formulated the maxims as follows: ‘Make your contribution to the conversation as informative as possible, but not more informative or less informative that is required (Maxims of Quantity); ‘Do not say what you believe to be false’ and ‘Do not say that which for you lack adequate evidence (Maxims of Quality); ‘Avoid obscurity’, ‘Avoid ambiguity’, ‘Be brief’, Be orderly’ (Maxims of Manner), and ‘Be relevant’ (Maxims of Relevance). According to Grice, all these different maxims are corollaries of the most fundamental principle of communication that governs all conversation. This is what he called as Cooperative Principle which read as follows: ‘Make your conversational contribution such as is required, at the stage at which it occurs by the accepted purpose or direction of the talk-exchange in which you all engaged. ’ (Medina, 2005). The central premise of the Gricean approach is that the communicative intention of a normal speaker under normal circumstances conforms to the cooperative principle and the conversational maxims that derive from it. For Gricean semantics, the speakers’ conversational contributions are governed first and foremost by these general rules of cooperative communication, rather than by the semantic conventions that fix word-meanings and sentence-meanings. It is also important to note that intended meanings of speakers can depart sometimes even wildly like that of ironic utterances. Grice’s analyses of intended meanings put a lot of weight in the speaker’s communicative intentions undermining the traditional emphasis on linguistic conventions, which on his view become mere tools to be used and bent in all kinds of ways (Medina, 2005). One of the linguistic features in conversation which tends to be modified in dramatic dialogue is the way turns are taken, the way people having a conversation organize who is going to speak next. Schegloff (1995) had the idea that syntax of spoken language in interaction should be looked upon as resource that is deployed and exploited for the organization of turns and sequence in conversation. Turn-taking is one important communication skill emerging during preverbal routines. It is a mechanism use to reorganize conversation so that interactants smoothly exchange speaking consequences. Through turn-taking, participants coordinate their conversational contributions to each other. Turn-taking works as the onset of dialogue and is a prerequisite for latter emergence of communicative rule (Haslett and Samter, 1997). In general, for the construction of conversational practices and actions, participants use co-occurring structures and devices from different levels of linguistic organization, not only from prosodic, phonetic-phenological, but also form morpho-syntactic and lexico-semantic structures in turns-at-talk in their sequential context. The possible types for turn constructional units (TCU), for English, are sentential, clausal, phrasal, and lexical. Syntactic units are important resources for the construction of TCU and turns. TCU is a linguistic unit in talk constructed in the interplay of syntax and prosody in its sequential context. For spoken language in interaction, syntactic entities like sentences are not to be conceived as static or fixed, but flexible. That is why when talking about transmission relevance placed as the relevant loci for the negotiation of turn-taking; ends of sentences, clauses or phrases etc. are not talked about but the ‘possible completion points’ of sentences, clauses, phrases, and one-word construction. It is the flexibility of the possible syntactic unit that enables them to be used for the organization of turn-taking in conversation (Hakulinen and Selting, 2005). In the construction of conversation, participants are not concerned with the construction of units as such, but the construction of units is contingent upon practices or activities such as holding, organizing, and yielding the turn. TCUs are not themselves relevant for participants, but for the practices and activities of turn-taking and activity constitution (Haslett and Samter, 1997).

Overpopulation of Animals

Millions of companion animals are being euthanized by animal shelters each year nationwide. One might ask why this is. Is there any one person or persons that is responsible for the over population of animals going to our local shelters? These are all questions that need to be answered. If we as the general public want to start tackling these problems, we need to gain further understanding of how and why these problems are created in the first place. As with every topic there are always two sides to every story. This topic is no different. The different voices and opinions vary as much as the different types of breeds of animals. First you have the authority group, like that of your local animal shelters and humane societies. These groups agree primarily on the idea that yes, animal over population is a huge problem, and that spaying and neutering is the number one way to stop domesticated animals from creating more and more offspring. The second solution that many of the authority groups share is the fact that pet owners are not always as informed as they should be about the amount of time, attention, and money it actually takes to properly care for an animal. While speaking with Dr. Joseph Hoelzle, a local veterinarian of 32 years in Cave Junction, OR, he definitely agrees that animal over population is a HUGE problem. He is presented daily with animals that have been lost or abandoned. Dr. Joe and his staff only have a small facility, so when they do receive dogs and cats at their door step, they are very limited in the options they have. If an animal is very sick or injured they have the legal right to euthanize. Otherwise if the animal in question is a dog they have to call the local animal shelter, as they do not have the facilities to facilitate dogs. Cats on the other hand, they can do more with. Dr. Joe and his staff can house them longer and try and find homes for them. When asked his opinion on whether or not he thought the public is lacking in education on the actual amount of responsibility it takes to take care of animals, his response was yes, definitely. Take horses for example, people see horses and how pretty they are and decided to bring one home. If you have never owned a horse before, or have never even been exposed to horses and how to take care of them, then you have no clue how much work it actually takes to maintain one. † Dr. Joe went on to say that the average size dog that is in good health takes approximately $10,000 a year to properly care for them. The first step when making any decis ions on obtaining an animal, no matter what type or breed, is always research. Research how big they will be, what types of health problems are prone to those specific animals, do they require a lot of maintenance, are they high in energy, and so forth. Another interview that was conducted was with Marci, from the Josephine County Animal Shelter in Grants Pass, OR. Not knowing how far out the animal shelter was from my location, I made sure to leave with plenty of time to find the shelter as well as be early for the actual interview its self. As I was sitting out front of the animal shelter waiting for my interview to be had, I can hear all the barking and howling of all the dogs. Through their sad cries you can hear the yearning in their voices to just be loved. This is just one of the many reasons I absolutely love dogs. Although they are locked in â€Å"jail† not know what their final destination might be, they still greet everyone with a smile, and a wagging tail, faithful to the end. The first question to break the ice that I asked Marci was, do you like your job. Marci says she absolutely loves her job and would not change anything she does daily that she is somewhat of an adrenalin junkie. This job is a very rewarding job, frustrating at times but very rewarding. You get the chance to make a difference, a difference with not only the animals that you receive or rescue, but also with the community. † Life as an officer of the animal shelter can be very challenging at times. Some of the challenges they face on a regular basis is a lack of support, a huge lack in funding, lack of man power, and a lack of the proper equipment. They do not have all the fancy equipment that is seen in magazines, or on the popular TV. show on Animal Planet, Animal Police. Marci goes on to state, â€Å"We do not even have the proper funding right now to obtain something as simple as ramps for our trucks. † According to Brad Tally, the animal control supervisor for the Josephine County Animal Shelter, there Annual budget is $400,000. The shelter only receives a total of $75,000 from general funding. The shelter themselves are responsible for raising the remaining balance of $325,000 themselves. They do this through fundraising, donations and the funds they receive from pet owners licensing their pets. Marci explains that it is an Oregon state law that a dog is licensed. Oregon does not recognize cats. If an animal control officer is called out to a residence for something like a disturbance call, and they realize that the dog is not licensed, the owner can be fined for the cost of the original license plus an added thirty dollar penalty fee. If the owner is still not compliant within 30 days of the citation, they can be fined again with a $360 dollar citation. â€Å"We would rather not issue citations; we would rather try and cut the owners a break by giving them a verbal warning. Marci’s thoughts on animal overpopulation and a productive method of reducing the number of animals producing offspring’s that potentially have no homes to go to, are similar to those of Dr. Joe. She says that the overpopulation of domesticated animals can be stopped by spaying and neutering. That there are a lot of programs out there that can and will help with the cost of the procedures. â€Å"If every pet owner decided to get their animals spayed or neutered, the number of animals being picked up and dropped off would decrease significantly. One incentive that is already in place statewide is that, if a pet owner does get there dogs fixed the cost of the licensing is also reduced. The cost goes from thirty five dollars down to eighteen dollars. Another issue Marci raised that contributes to the overpopulation problem was the fact that there are â€Å"back yard† breeders that breed dogs for money. â€Å"They are not breeding their pure bred with another type of pure bred to better the breed; they are breeding these dogs just to gain money. They have no actual intention on ever doing anything with these dogs; they merely do this out of pure greed. An opposing view point to this statement taken from CQ Researcher: America’s Pampered Pets, By Mary H. Cooper Volume 6, issue 48, Para. 29 states that: AKC breeders argue that because their dogs are healthy a nd properly groomed, their rights to bred animals should not be taken away. When Marci was asked about the disturbing fact that millions of animals are being euthanized each year in American shelters and whether or not this was true, her response was actually rather positive. She was able to leave a since of hope, in my now saddened realities. Marci stated that their rates of euthanasia have dropped considerably. That the shelter has started looking for other means of dealing with their animals other than turning directly to euthanizing. Each year animal shelters nationwide receive what is known as â€Å"throw away pets†. What exactly are throw away pets? Picture this; you’re out one day driving around with the family, and all of a sudden you see one of those handmade signs that read â€Å"Free Puppies†. So you decided to pull over†¦ you walk up to see all the adorable puppies, wagging their tails and looking at you with those big innocent eyes. You and the family take one home, not really knowing much about the puppy, let alone its breed. And before you know it, this cute little adorable puppy has turned out to be way more work than you or your family had initially anticipated. So with not wanting to continue to keep up with the daily responsibilities of owning the dog, you decided to take it to the local animal shelter in hopes that it will find a â€Å"better home†. This is where the term â€Å"throw away† dogs comes from. Sadly enough, this is what Marci and the others at the Animal shelter see on a daily basis. The general procedure that is followed when a new animal is received differs from cats to dogs. The first step is the initial paperwork that is involved, getting them â€Å"logged into jail†. After they have done the paper work one of the first things they do is scan the animal in hopes to find a microchip. (Microchips are tiny chips surgically implanted into a dog or cats skin that contains all of the owners contact information. ) If there is not a microchip present and the dog does not have any type of licensing information on them, then the dog is held for seventy two hours. During the holding period the dog is kept in the back kennels away from potential adoptees. A lost and found book is gone through to make sure that the dog in question has not already been called in as lost. If in the seventy two hour period the dog is still not claimed, they perform a temperament test. If the dog passes the temperament test, then they are eligible for adoption. The other means of handling stray dogs other than euthanasia, mentioned earlier in the paper, that the shelter turns to are working with other programs as well as other counties. Some of the programs they work with are PAWS and Dogs for the Deaf. The other county they work with to place dogs into forever homes is Jackson County. PAWS is a non-profit animal shelter located in West Linn, Oregon. According to their website located at www. pawsanimalshelter. org, Since we opened our doors on June 6, 1999, we have found homes for over 1,000 cats, 45 dogs, 1 rabbit, 2 turtles, 1 pigeon, and a miniature horse. According to the website www. dogsforthedeaf. org, Dogs for the Deaf rescue dogs from animal shelters throughout Oregon, Washington, Idaho, and California. We choose dogs that are people friendly, confident, and motivated by toys, treats, and affection. We rescue, train, and place 30-40 dogs annually. The dogs are trained with positive reinforcement and lots of love. When asked Marci’s opinion on the lack of public information, and whether or not this could be one of the factors that is contributing to the overpopulation of animals in animal shelters, her response was, â€Å"As far as public information, that is something we do, but with the lack of man power and time we have, this is something that we cannot do enough of. There are only two actual officers working out of the Josephine County Animal Shelter, Marci and her partner Bill. Between the two of them they are expected to answer to every single call placed out of Josephine County. This area is roughly from the California border, to the Glendale off ramp, out to the Applegate area. This is where the lack of man power comes into play. An article in the Journal of Applied Animal Welfare Science, (Beyond Overpopulation: A comment on Zawistowski et al. and Salman et al. By: Fehell, Lee Anne, 1999 Vol. , Issue 3. Para. 24) Brings up yet another reason as to why animals start to stack up in animal shelters. â€Å"The general public more times than not are detoured away from their local animal shelters due to the common knowledge that pets is killed at the site. They do not want to be made feel guilty or responsible for that animal’s life if they do not pick that certain one to bring home. † Getting a new animal is and welcoming that animal into your home is supposed to be an exciting joyous event, not something that is associated with death or defeat. Although there is a majority of people who would rather obtain a dog or cat from someone they know rather than going to a shelter and possibly taking home an animal that they were not a hundred percent set on, there is also a large majority of people who feel the complete opposite. They would rather go to the local animal shelter and possibly save that cat or dogs life. This in my opinion gives these individuals a sense of accomplishment. Here is a poem about just that.

The Carl Roger Concept

PP 8203 Practicum III Fall 2007 INSTRUCTOR: |Marjorie Witty | PHONE: |(312) 777-7702 | EMAIL: |[email  protected] edu | FAX: | | ALT PHONE: |(773) 327-1046 | REQUIRED TEXTS: |Title |Client-centered therapy:   Its current practice, implications and theory | |Author(s) |Rogers, Carl R. |Copyright |1951/ 2003 | |Publisher |Houghton Mifflin/ Constable & Robinson, Ltd. | |ISBN |1841198404   | |Edition |   | Title |Embracing nondirectivity | |Author(s) |Levitt, B. (Ed. ) | |Copyright |2005 | |Publisher |Ross-on-Wye, UK:   PCCS Books www. pccs-books. co. k | |ISBN | 898059683 | |Edition |2005 | This Course Requires the Purchase of a Course Packet: YES NO RECOMMENDED READINGS |Title |Person-centered therapy: A revolutionary paradigm | |Author(s) |Bozarth, J.D. | |Copyright | | |Publisher |Ross-on-Wye, UK:   PCCS Books www. pccs-books. co. uk | |ISBN |1898059225 | |Edition |1998 | Title |The tribes of the person-centred nation: An introduction to the schools of therapy related to the person-centered approach. | |Author(s) |Sanders, P. (Ed. ), | |Copyright | | |Publisher |Ross-on-Wye, UK:   PCCS Books www. pccs-books. co. k | |ISBN |1898059608 | |Edition | | Argosy University Illinois School of Professional Psychology Doctoral Practicum III PP 8203 Fall 2007 Syllabus Instructor: Marjorie Witty, Ph. D. Phone: (312) 777-7702 E-mail: [email  protected] eduOffice: 1325 Office hours: Tuesday 1:00 – 3:00; Thursday 10:00 – 12:00 Class meetings: Mondays, 3:30 – 4:45 Required readings Levitt, B. E. (2005). Embracing Nondirectivity. Ross on Rye, UK: PCCS Books. ISBN: 1 898059 68 3. Available from: www. pccs-books. co. uk (On reserve) (EN) Rogers, Carl R. (1951) Client-centered therapy: Its current practice, implications and theory. Boston: Houghton Mifflin. Newer edition: Constable & Robinson, Ltd. (2003). ISBN 1841198404. (On reserve) Wampold, B. E. (2001) The great psychotherapy debate: Models, methods, and findings.Mahwah, NJ : Lawrence Erlbaum Associates. Articles as assigned will be forwarded to you through e-mail. This course does not require the purchase of a course packet. (O) in the syllabus denotes available online or through e-mail, EN refers to Levitt text. CRR refers to Kirschenbaum & Henderson's The Carl Rogers Reader available in Library. Recommended Books (see attached bibliography at end of syllabus. Learning Objectives 1. Achievement of competence in empathic following response process, as assessed by performance in taped therapy sessions. 2.Expanding self-awareness of personal reactions and feelings during the therapy sessions measured by class discussion and students’ self-reports in the comments submitted with each of their therapy tapes. 3. Mastery of basic theory of client-centered therapy (or other orientation) through completion of all assigned readings; assessed by students’ transcript commentaries, participation in discussion. 4. Increased ability to evaluate oneâ₠¬â„¢s own work as a novice therapist, assessed by final self-evaluation and submission of CEC in Spring 2008. Required Assignments:Each term you will be required to present your taped session with a client from your site. Bring an audible tape. Inaudible or hard-to-hear tapes are not acceptable. Check your tape before presenting! Provide a transcript of 20 minutes of the session (any 20 minute segment is fine, but cue up your tape to coincide with the transcript before class. Bring a case conceptualization of 2 – 3 pages. Format will be covered in class. Be sure to obtain a good tape recorder from the library or bring your own on the day you are assigned to present. Schedule of presentations will be determined on the first day of class.Grading and evaluation policy Therapy practicum seminars are graded â€Å"credit/no credit. † In order to successfully complete your practicum, you must receive credit from your site supervisor, from your seminar instructor and pass your Clinical Evaluation Competency (CEC) in Spring 08. The main method of evaluation will be the comments you and I make about your tape assignments and my assessment of success in implementing the necessary and sufficient attitudinal conditions set forth by Carl Rogers. If you are having problems with the assignments, please see me to discuss the difficulty. Attendance at all classes is required.Course Outline, Readings, and Assignments September 10 Introduction to Seminar. Assignments for tape presentations. Required readings for September 10th to be read before the first class: Rogers, C. R. (1951) The attitude and orientation of the counselor. Chapter 2 of Client-centered therapy. (On reserve) Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. (CRR, pp. 219-235). September 17 Tape Presentation 1: Defining practice; goals of therapy. Evaluating progress. Required readings: Brodley, B. T. Client-centered therapy: An expressive therapy. (O ) Brodley, B.T. Empathic understanding: Observations of a CC practice (O) Brodley, B. T. Instructions for the clinical interview. (O) (http://adpca. org/articles. html) September 24 Discussion: Ethics Confidentiality and its limits; taping/transcribing and disposition of records. Therapeutic boundaries. Required reading: Brodley, B. T. Ethics in psychotherapy. (handout) October 1 Tape Presentation 2: October 8 Discussion: Empathy, unconditional positive regard Required readings: Witty, M. , Raskin, N. J. , Rogers, C. R.. (in press). Client-Centered Therapy. In Corsini & Wedding (Eds. ), Current Psychotherapies.Excerpt of session by Brodley w/ commentary by Witty (O) October 15 Tape Presentation 3: October 22 Discussion: Congruence: A frequently misunderstood condition Required readings: Brodley, B. T. (1998/2001). Congruence and its relation to communication in client-centered therapy. The Person-Centered Journal, 5(2), 83-116. (In the library) October 29 Tape Presentation 4 Novembe r 5 Multiculturalism & Diversity Issues Required readings: Glauser & Bozarth, J. D. (2001). Person-centered counseling: The culture within. Journal of Counseling & Development, 07489633, Spring2001, Vol. 79, Issue 2 Database: Academic Search EliteMier, S. & Witty, M. Considerations of race and culture in the practice of non-directive client-centered therapy. In Carl Rogers Counsels a Black Client. (O) (on reserve) Knopf, N. Working with gay couples. Witty, M. (2005). Nondirectiveness and the problem of influence. (EN) November 12 Tape Presentation 5 November 19 Chronic Mental Illness and the significantly impaired Required readings: Sommerbeck, L. (2005). Nondirective therapy with clients diagnosed with a mental illness. (EN) Wilders, S. (2005) An exploration of nondirective work with drug and alcohol users. (EN) Recommended: Prouty, G. 1994) Theoretical evolutions in person-centered/experiential therapy: Applications to schizophrenic and retarded psychoses. Westport, CN: Praeger. ( On reserve) Prouty, G. , Van Werde, D. & Portner, M. (2002). Pre-therapy: Reaching contact-impaired clients. Ross on Wye, UK: PCCS Books. (On reserve) Shlien, J. M. (1961/2003). A client-centered approach to schizophrenia: First approximation. In A. Burton (Ed. ), The Psychotherapy of the Psychoses (pp. 285- 317). New York: Basic Books. Also in To Lead an Honorable Life: Invitations to think about Client-Centered Therapy and the Person-Centered Approach. Edited by P. Sanders.Ross-on-Wye: PCCS Books. (On reserve) November 26 Tape Presentation 6 December 3 How clients make therapy work. Required readings: Brodley, B. T. (in press). Non-directivity in client-centered therapy. (O) Bohart, A. C. Chapters from How Clients Make Therapy Work. Recommended: Bohart, A. C. & Tallman, K. (1999) How clients make therapy work. Washington, D. C. : APA. December 10 CCT case conceptualization and prep for CEC. Required reading: Rogers, C. R. (1961) Ellen West—and Loneliness. (in CRR, pp. 157-1 68) Shlien, John M. (1987/2003) A Countertheory of Transference. Person-Centered Review, 2 (1), 15-49. Reprinted in Shlien, J.M. (2003). To Lead an Honorable Life: Invitations to think about Client-Centered Therapy and the Person-Centered Approach. Edited by P. Sanders. Ross-on-Wye: PCCS Books. (O)(also on reserve) Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University, Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of heory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following: †¢ Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients. OBJECTIVE 1A: ACCURATELY AND ETHICALLY ADMINISTER AND SCORE VARIOUS PSYCHODIAGNOSTIC INSTRUMENTS. o Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally. o Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the ass essment. Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients. o Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications. Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients. o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision. Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeuti c relationships. †¢ Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and emonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services. †¢ Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning. †¢ Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice. Disability StatementIt is the policy of the Argosy University/Chicago to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations to c omplete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodation will be provided to students upon request. Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form.It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors. Instructor’s Note: If you choose not to disclose that you have a disability which affects your academic or clinical performance, then you are taking full responsibility for any related consequences which may occur.I cannot accommodate what I don’t know about. You need not disclose the diagnosis or the nature of the disability itself, you need only bring me your accommodation letter. Disclosing a disability after an assignment is due is too late to be helpful for that assignment although accommodations can be made from that point forward. Academic dishonesty/plagiarism statement The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student.Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or pro ject and what sources may be used.Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University. Technology Statement The University encourages the use of technology throughout the curriculum. This course uses methods such as email communication, videotapes and online syllabus and assignments. Save this syllabus Retain a copy of the syllabus as documentation of coursework that might be needed for licensure. This page is to be turned in to your instructor. It will be held by your instructor until after the grade appeal time allotment.PP8203 Practicum Seminar III Fall 2007 I, ____________________________________, have read this syllabus and understand the course requirements. Date: _____________________________________ Note: many of these readings can be found online or will be on reserve in the library. You are only required to obtain the books listed at the top of the syllabus. Recommended Reading s: Asay T. P. , & Lambert M. J. (1999). The empirical case for the common factors in therapy: Quantitative findings. In M. A. Hubble, B. L. Duncan, & S. D. Miller (Eds. ), The heart and soul of change: What works in therapy (pp. 3-55). Washington, DC: American Psychological Association. Bohart, A. C. (2004). How do clients make empathy work? Person-Centered and Experiential Psychotherapies, 3(2), 102-116. Bozarth, J. D. (1998). Person-centered therapy: A revolutionary paradigm. Ross on Wye, UK: PCCS Books. (On reserve) Brodley, B. T. (1999b). A client-centered demonstration in Hungary. In I. Fairhurst, Women Writing in the Person-Centered Approach, (pp. 85-92). Ross-on-Wye, UK: PCCS Books. Brodley, B. T. (1997). The nondirective attitude in client-centered therapy. Person-Centered Journal, 4(1), 18-30. Brodley, B. T. 1999a). Reasons for responses expressing the therapist’s frame of reference in client-centered therapy. Person-Centered Journal, 6(1), 4–27. Brodley, B. T . (2000). Client-centered: An expressive therapy. In J. Marques-Teixeira & S. Antunes (Eds. ), Client centered and experiential psychotherapy (pp. 133-147). Linda a Velha, Portugal: Vale & Vale. Brodley, B. T. (2001). Congruence and its relation to communication in client-centered therapy. In G. Wyatt (Ed. ) Rogers’ Therapeutic Conditions: Evolution, Theory and Practice, Volume I Congruence. (pp. 55-78) Ross-on-Wye, UK: PCCS Books. Eells, T. D. 2007) Handbook of psychotherapy case formulation. New York: Guilford. Elliott, R. (2002). The effectiveness of humanistic therapies: A meta-analysis. In D. J. Cain & J. Seeman (Eds. ). Humanistic Psychotherapies: Handbook of Research and Practice (pp. 57-81). Washington, D. C. : American Psychological Association. Kirschenbaum, H. , & Henderson, V. L. (Eds. ) (1989). The Carl Rogers Reader. Boston: Houghton Mifflin. Kirschenbaum, H. , & Jourdan, A. (2005). The current status of Carl Rogers and the Person-Centered Approach. Psychotherap y: Theory, Research, Practice, Training, 42 (1), pp. 37-51. Lambert, M. J. Ed. ). (2004). Bergin and Garfield’s handbook of psychotherapy and behavior change (5th Ed. ). New York: Wiley. Lietaer, G. , Rombauts, J. , & Van Balen, R. (1990). Client centered and experiential psychotherapy in the nineties. Leuven, Belgium: Leuven University Press. Luborsky, L. , Singer, B. & Luborsky, L. (1975). Comparative studies of psychotherapies: Is it true that â€Å"everyone has won and all must have prizes†? Archives of General Psychiatry, 32, 995-1008. Mearns, D. (2003). Problem-centered is not person-centered. Person-Centered and Experiential Psychotherapies, 3(2), 88-101. Mier, S. & Witty, M. (2004).Considerations of race and culture in the practice of non-directive client-centered therapy. In R. Moodley, C. Lago, & A. Talahite (Eds. ), Carl Rogers counsels a Black client (pp. 85-104). Ross-on-Wye, UK: PCCS Books. Miller, R. B. (2004). Facing human suffering: Psychology and psyc hotherapy as moral engagement. Washington, D. C. : APA. Moon, K. (2002). Nondirective client-centered work with children. In J. C. Watson, R. N. Goldman & M. S. Warner (Eds. ), Client-centered and experiential psychotherapy in the 21st century: Advances in theory, research and practice (pp. 485-492), Ross-on-Wye, UK: PCCS Books.Moon, K. (in press). A client-centered review of Rogers with Gloria. Journal of Counseling & Development. Muran, C. (2007). Dialogues on difference: Studies of diversity in the therapeutic relationship. Washington, D. C. : APA. Patterson, J. , Albala, A. A. , McCahill, M. E. , & Edwards, T. M. (2006). The therapist’s guide to psychopharmacology: Working with patients, families, and physicians to optimize care. New York: Guilford. Rogers, C. R. (1951). Client-centered therapy. Boston: Houghton Mifflin. Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change.Journal of Consulting Psychology, 21, 95–103. Roge rs, C. R. (1959a). The essence of psychotherapy: A client-centered view. Annals of Psychotherapy, 1, 51–57. Rogers, C. R. (1959b). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In S. Koch (Ed. ), Psychology: A study of science, Vol. 3. Formulations of the person and the social context (pp. 184 –256). New York: McGraw-Hill. Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.American Psychologist, 55 (1), 68 – 78. Sanders, P. (Ed. ), The tribes of the person-centred nation: An introduction to the schools of therapy related to the person-centered approach. ISBN: 1898059608 Available from: www. pccs-books. co. uk (On reserve) Sanders, P. (Ed. ) (2003). To lead an honorable life: A collection of the work of John M. Shlien. Ross-on-Wye, UK: PCCS Books. Schmid, P. F. (2003). The characteristics of a person-centered approach to therapy and counseling: Criteria for identity and coherence. Person-Centered and Experiential Psychotherapies, 2(2), 104-120. Sommerbeck, L. (2003).The client-centered therapist in psychiatric contexts: A therapist’s guide to the psychiatric landscape and its inhabitants. Ross-on-Wye, UK: PCCS Books. Wampold, B. E. (2006). Not a scintilla of evidence to support empirically supported treatments as more effective than other treatments. In J. C. Norcross, L. E. Beutler & R. F. Levant (Eds. ) Evidence-Based Practices in Mental Health: Debate and Dialogue on the Fundamental Questions (pp. 299-307). Washington, D. C. : American Psychological Association. Watson, N. (1984). The empirical status of Rogers’s hypotheses of the necessary and sufficient conditions for effective psychotherapy.In R. F. Levant, & J. M. Shlien (Eds), Client-centered therapy and the person-centered approach: New directions in theory, research, and practice (pp. 17-40). New York: Praeger. We sten, D. , Novotny, C. M. & Thompson-Brenner, H. (2004). The empirical status of empirically supported psychotherapies: Assumptions, findings, and reporting in controlled clinical trials. Psychological Bulletin, 130(4), 631-663. Wilkens, P. & Bozarth, J. (2001), Unconditional positive regard: Rogers’ therapeutic conditions: Evolution, theory and practice. Ross-on-Wye, England: PCCS books. On reserve) Witty, M. C. (2004). The difference directiveness makes: The ethics and consequences of guidance in psychotherapy. The Person-Centered Journal, 11, 22-32. Zimring, F. M. (2000). Empathic understanding grows the person†¦.. Person-Centered Journal, 7(2), 101-113. Zimring, F. M. (1995). A new explanation for the beneficial results of client centered therapy: The possibility of a new paradigm. Person-Centered Journal, 2(2), 36-48. Zur, O. (2007). Boundaries in psychotherapy: Ethical and clinical explorations. Washington, D. C. : APA.