...Personal Theory Exploration Sarah Haeck Bowling Green State University Growing Awareness “Knowledge is power.” -Sir Francis Bacon Knowledge is indeed powerful. It allows one to see things in more comprehensive ways. Knowledge doesn’t let one settle. It molds and evolves within someone. Knowledge pushes one to betterment. It can come from outside sources but always is processed and implemented within. As a counselor, knowledge is vital to the wellness and development of the client. Knowing who we are, where we come from, what influences us, and what makes us who we are, these are just some of the questions that help us discover ourselves. I have spent a great deal of time and effort understanding who I am and what goes into that. As well as how the situations and people around me have made impressions on my life. Then beginning to dealing with the issues that have come up because of these things. At the end of the day, I believe a few things to be true: relationships mold our existence, our spiritual lives affect us, and a holistic view and self-awareness are keys to growth. As I have traced the steps of several theories, one sticks out as primary to who I am – Existential-Humanistic Theory. Taking the essence of this theory and combining it with aspects of Developmental Counseling Theory and Family Therapy, I hope to have a comprehensive fit to my personality as a budding counselor. Adaptable and Practical Being highly spiritual makes Existential-Humanistic...
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...Autobiographical Narrative As I look back on my 16 years of life, I’ve been very blessed and can say that no huge event took place that completely shook my reality. With that being said, what I have done until now sets the stage for a future in my own hands, of which I am very excited about...maybe even a little too excited. When I was young, I could be considered a trouble maker. From biting my nanny to stealing from cubbies in 3rd grade to bullying kids at camp, sometimes, I was quite unpleasant to be around. I even remember telling my dad, “I hate the sun...I wish it would just go away.” I loved rainy days, thunderstorms, and scary movies. While those things can be enjoyed by people of all types, looking back they contribute to the bad side of the little girl I used to be. I still don’t know why I ever acted so poorly...maybe I had to live out some karma or it was just part of how I needed to grow up....
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...Recovery Model in MFT Steven W. Place Northcentral University Recovery Model in MFT The Recovery Model Introduction If the famous quote by Heraclitus, “The only thing that is constant is change,” is true, then one must wonder how the mental health field resisted change for so long. In light of the modern age, characterized by scientific methodologies, the mental health field advanced rapidly. Amazingly, the human condition could be put to test, understood and categorized. Sadly, anything falling outside the “norm” became “abnormal.” Once a person was identified as “abnormal,” they were the lucky recipients of a label they carried with them for life, or until they “recovered.” Mental health labels carry with them a certain stigma that communicates to the person they are different, perhaps less of a person and that “normal” may never be a reality with their “illness.” Recovery would be based on becoming symptom-free, or at the very least, a significant reduction in symptoms (Gehart, 2012). The mental health field has experienced tremendous growth in terms of understanding the plethora of conditions people experience, as well as in treatment of those conditions. However, one thing remained unchanged until recently. The idea behind recovery shifted from coercive treatment to person-centered change (Onken, et al, 2007). Gehart states is this way, “instead of using the medical paradigm of disease, the recovery paradigm approached mental “illness” using a social model of disability...
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...Horse Play I was in my house peacefully in bed when my mom came up stairs in my room. My Mom yelled, “ Wake up, it’s time to go to Linda’s house!!“ Linda is my older friend. My Mom, sister, and I go there from 9:00A.M. to 12:00 in the afternoon. We were so excited to get to get to Linda’s. She’s awesome, and we love going to her house. We were ready to go. My mom almost forgot to get her car keys, but don’t worry she got them. My sister and I wanted to hurry to get in the car and go, but my mom had to lock the house doors. Then, she had to get in the car, turn it on, and then we could go. Next, we got out of the car at Linda’s. When we got out of the car at Linda’s we met her and our horse instructor Alisha. We also met the animals. The horses names are Analee, Jay, and Jay’s mother ( I forget her name ). We also met Milo the fuzzy orange cat...
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...The Things They Carried by Tim O’Brien ENG 1300 W5A2 Andrea Carr South University Online The Things They Carried by Tim O’Brien “The Things They Carried” is one of several short stories written by Tim O’Brien that brilliantly portrays a squad of young American soldiers in the Vietnam War. Each of the short stories builds on the last but in The Things They Carried the author places focus on how immature boys cope and their transformation into young men and responsible leaders. O’Brien is not a character in the story but the fact that he is fluent with military lingo and conveys great passion and a working knowledge of the military suggests that he was a soldier. He tells his war story of soldiers’ experiences with obsession, duty, regret, burden, comradely and maturing. He achieves this by describing every facet of the items they carried with great accuracy and detail. The things they carried as they are depicted in the story represent literal things, emotional things, psychological things and symbolic things all weighing in at different levels of importance. There were physical as well as emotional things they carried on their missions, both were equally burdensome. O’Brien states that during missions many of these items were discarded no regardless of their importance to achieve a higher level of comfort. The author further states that the choppers would effortlessly replace the discarded items. In research conducted by Michael Tavel Clarke he implies...
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...STUDIES IN PROFESSIONAL LIFE AND WORK Mike Hayler University of Brighton, UK Autoethnography, Self-Narrative and Teacher Education examines the professional life and work of teacher educators. In adopting an autoethnographic and life-history approach, Mike Hayler develops a theoretically informed discussion of how the professional identity of teacher educators is both formed and represented by narratives of experience. The book draws upon analytic autoethnography and life-history methods to explore the ways in which teacher educators construct and develop their conceptions and practice by engaging with memory through narrative, in order to negotiate some of the ambivalences and uncertainties of their work. The author’s own story of learning, embedded within the text, was shared with other teacher-educators, who following interviews wrote self-narratives around themes which emerged from discussion. The focus for analysis develops from how professional identity and pedagogy are influenced by changing perceptions and self-narratives of life and work experiences, and how this may influence professional culture, content and practice in this area. Autoethnography, Self-Narrative and Teacher Education Autoethnography, Self-Narrative and Teacher Education STUDIES IN PROFESSIONAL LIFE AND WORK The book includes an evaluation of how using this approach has allowed the author to investigate both the subject and method of the research with implications for ...
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...Mothertongue Transforming Spaces Occupied by Women in South Africa through Theatre This paper sets out to explore how processes of theatre making employed by The Mothertongue project, provide spaces for women to remap their personal narratives. Mothertongue works from the premise that the development and subsequent performance of stories in theatrical processes affords women the opportunity to re-write and remap their personal narratives and in so doing insert their voices into the landscape of South African Theatre. In an attempt to redress the gender imbalances and androcentricism prevalent in post-apartheid theatre, this paper speaks to the relationship between theatre, liminality and communitas. I am interested in unpacking how collaborative processes of theatre-making provide spaces for women to remap their personal narratives. Remapping in this instance refers to processes of transforming lived experience through story. I address how, through engaging in ritual activities that are central to the stories performed, actors, audiences and the owners of the source stories are invited to physically participate in remapping and transforming lived experience. Linked to this is the choice of form(s) and how this affects or impacts on the performed stories as well as on the construction of performed rituals and ultimately on the processes of remapping personal narratives. I focus specifically on Mothertongue’s 2004 production, Uhambo: pieces of a dream. The production was an integration...
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...Jesus in the Tanakh May 1, 2009 Professor Name World Religions Introduction The Christ of Christianity made radical claims in regards to his relationship to Judaism. Jesus was no timid Jewish rabbi. He claimed that he was the fulfillment of the entire Jewish Tanakh! Luke quotes the Christ as saying, “all things which are written about Me in the Law of Moses and the Prophets and the Psalms must be fulfilled.” (Luke 24:44) Jesus reinterpreted Jewish symbols and re-applied them to himself. (Wilson, 55) The many followers of Jesus today are still offending Jews by claiming that the Jewish religion is incomplete and no longer salvific without the incorporation of the Christ. Modern Jews reject the application of the prophecies regarding the Messiah in the Tanakh that the Christians typically apply. However, there is strong evidence that Jews in ancient Pre-Rabbinic Judaism interpreted significant amounts of historical portions of the Tanakh to be subtle prophecies (Edersheim, 163). The Christians claim that God left subtle footprints of the Messiah in many non-explicitly Messianic portions of the Tanakh and even in ancient Jewish tradition and society. The more convincing of these claimed prophetic footprints will be presented and evaluated. The Hebrew Deliverer Archetype According to Milton Steinberg in Basic Judaism, modern Jews who anticipate an individual human Messiah believe that when he comes, he will do all of the things expected of him in one event. No ‘second...
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...of Education, specializing in Interdisciplinary Studies. Thesis Examination Committee: . 2 M d Johnson, 111, D.P.A. ,G!krMb. %.&I;-; Patricia A. Stokowski, Ph. D Interim Dean, Graduate College Date: March 4,2009 ABSTRACT The humanities have always been under attack in the higher education of the United States of America. Corporate culture of the university requires the most money distributed towards research and specialization, while making employability of the graduates the main goal of education. With two thirds of all majors being in business and finance, humanities don’t seem to play a big role in higher education overall. This work makes an attempt in defense of liberal arts education to our students, and the importance of teaching the subjects like English, Literature and Philosophy independent of a student’s major concentration. Even in our age of specialized and corporatized education, these courses are of great importance. These subjects can help young people find their way in this confusing web of life weaved out of pressure, expectations, failures, problems, fears. What other fields of study can teach them about history of cultures and languages, people who made history; who made contribution to the world in art, literature and science; what young people can learn from them. But most importantly, how to raise questions about life in...
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...individuals to develop their capacities as I discover and manage resources to support visions of an improved educational system. I conclude by emphasizing the importance of my knowledge-creation in my professional practice as a Superintendent of Schools and by asking and answering the question: Why is there no simple or even complex answer to “what is educational leadership?” In the rhythm of the work, my efforts are often full of risk, sometimes disastrous, at which point I fall back, renew my energy and with my recognized tenacity, try another route. I will reveal as well how I carry that spirit, that life-affirming energy (Bataille, 1962; Whitehead, 1999) embodied in my whole being with a passion and internal power to effect good. Feminist Barbara Du Bois (1983) writes of "passionate scholarship" as being "science-making, which is rooted in, animated by and expressive of our values" (p. 113) (Belenky, et. al., 1986, p. 141). One of the reasons I can accomplish as much as I do is that the work and the relationships appear to be many and complex but because they are inter-related and connected they provide a synergy that produces results in numbers of seemingly different and unrelated focus areas. I find that as I am supporting individuals like Cheryl and Greg[1] and Maria[2] and Kim[3] in dialectical and dialogical processes that I am learning and improving myself and at the same time educating social formations (Bourdieu, 1990). I hold onto a vision of a whole system dedicated...
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...For other uses, see Fiction (disambiguation). An illustration from Lewis Carroll's Alice's Adventures in Wonderland, depicting the fictional protagonist, Alice, playing afantastical game of croquet. Fiction is the form of any narrative or informative work that deals, in part or in whole, with information or events that are not factual, but rather, imaginary—that is, invented by the author. Although fiction describes a major branch of literary work, it may also refer to theatrical, cinematic or musical work. Fiction contrasts with non-fiction, which deals exclusively with factual (or, at least, assumed factual) events, descriptions, observations, etc. (e.g.,biographies, histories). Contents [hide] * 1 Types of fiction * 1.1 Realistic fiction * 1.2 Non-realistic fiction * 1.3 Semi-Fiction * 2 Elements of fiction * 2.1 Plot * 2.2 Exposition * 2.3 Foreshadowing * 2.4 Rising action * 2.5 Climax * 2.6 Falling action * 2.7 Resolution * 2.8 Conflict * 2.8.1 Types of conflict * 2.8.1.1 Person vs. self * 2.8.1.2 Person vs. person * 2.8.1.3 Person vs. society * 2.8.1.4 Person vs. nature * 2.8.1.5 Person vs. supernatural * 2.8.1.6 Person vs. machine/technology * 2.9 Character * 2.10 Methods of developing characters * 2.11 Symbolism * 2.12 Metaphor * 3 Types of plots * 3.1 Chronological order * 3.2 Flashback * 3.3 Setting...
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...Kaiser, Walter C., Jr. Preaching and Teaching from the Old Testament: A Guide for the Church. Grand Rapids: Baker Publishing Group, 2003. 222 pp. Paper. $8.99. Walter C. Kaiser Jr. is an evangelical Old Testament scholar, writer, public speaker, and educator born in 1933. He earned his Bachelor of Arts from Wheaton College, Bachelor of Divinity from Wheaton Graduate School, and both M.A. and Ph.D. in Mediterranean studies from Brandeis University. He was the president of Gordon-Conwell Theological Seminary until 2006. He was the Colman M. Mockler distinguished Professor Emeritus of Old Testament and Old Testament Ethics. Prior to this he was Senior Vice President of Education, Academic Dean, and Senior Vice President of Distance Learning and Ministries, and Professor of Old Testament at Trinity Evangelical Divinity School. In 1977 he was the president of the Evangelical Theological Society. Currently he serves on the boards of several Christian organizations. He is the author of dozens of books and commentaries. Also many of his articles appear in the Journal for the Study of Old Testament, Journal of the Evangelical Theological Society, Christianity Today, Westminster Theological Journal, and the Evangelical Quarterly. His primary purpose in writing this book, Preaching and Teaching from the Old Testament: A Guide for the Church, is to address the lack of preaching and teaching from the Old Testament that is currently going on in the modern church. The general...
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...what make him different from Tetsuo and No-Face. He laughs and cherishes violence if it means he gets his way. He gains capitalism by assimilating others and killing them if they provide no need to him, just like No-Face did. And while he lacks the powers that Tetsuo gained, his power is through his name, aggression and guns. He would rather shoot you and take what you own before he asks you a question and smile while doing it. Both Akira and City of God have prominent police and military opposition in their narratives as well as the local population stepping in to take them down to. Something I did enjoy about City of God was Rocket’s omniscient storytelling. He let the story unfold in an order that never truly fell into place. With flashbacks and foreshadowing to explain how a character came to be like Li’l Di’ce becoming Li’l Ze, Knockout Ned becoming a vigilante and murdered by a heartbroken son and reversing to the beginning from the climax, I enjoyed pieces together how the film carried each step for the audience to analyze and...
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...responsibilities to service users such as The Human Rights Act (1998) and Transforming Your Care (2011). Furthermore the assignment will consider how knowledge, skills, values, anti-oppressive practice and professional codes of conduct such as the Northern Ireland Social Care Council (NISCC) influenced my practice. My (PLO) is a community eldercare team, which provides a service for elderly people over the age of 65. The eldercare team works with service users, their families and professionals within a framework of anti-discriminatory practice to promote each person’s individual value. The aim of the team is to develop personal, social, health and greater independence for service users to enhance their strengths. Referrals are made by a range of professionals, including Gp’s, Hospital Social Workers and Self/Family referral. The eldercare team is situated in large town with a population of 59,607 according to NINIS (2011). Almost 17% (10,133) of this population is aged over 65, which is termed older people. My role within the team involves receiving cases as allocated by the Senior Practitioner, tuning in to the service users, making contact to arrange visits to carry out assessments, using the NISAT proforma. My role also involves advocacy, sourcing funding to facilitate packages of care, working integrally as a team member, and taking duty calls. I am accountable for all...
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...ARTICLE IN PRESS Social Science & Medicine 58 (2004) 1647–1657 Understanding breast cancer stories via Frank’s narrative types Roanne Thomas-MacLean* Dalhousie University Family, Medicine Teaching Unit, Dr. Everett Chalmers Hospital, P.O. Box 9000, Priestman St. Fredericton, NB Canada E3B 5N5 Abstract While breast cancer narratives have become prevalent in Western culture, few researchers have explored the structure of such narratives, relying instead on some form of thematic analysis based upon content. Although such analyses are valuable, Arthur Frank (The Wounded Storyteller, The University of Chicago Press, Chicago, 1995) provides researchers with an additional means of studying stories of illness, through the examination of their structures. In this article, the author applies Frank’s work to a phenomenological study of embodiment after breast cancer. Frank’s three narrative types are used to enhance understanding of the ways in which stories are culturally constructed, using data collected through one focus group discussion and two in-depth interviews with each of 12 women who had experienced breast cancer. The author then conveys the significance of this form of analysis for future research. r 2003 Elsevier Ltd. All rights reserved. Keywords: Breast cancer; Qualitative and narrative Introduction Frank (1995) writes that those who are ill ‘‘need to become storytellers in order to recover the voices that illness and its treatment often take away’’...
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