Essay about The Pell Grant Program A Necessity - 1516 Words

In 1965, the United States legislature passed a historical legislation called the Higher Education Act of 1965. This was an important legislation intended to strengthen the resources of our colleges and universities and to provide financial assistance to students in postsecondary and higher education. Today, this act remains the foundation for most postsecondary education subsidies, including the Federal Pell Grant program. Since its inception, the federal government has continued to provide varying amounts of funding for higher education in hopes of encouraging college enrollment by reducing college costs. Yet, according to the Department of Education, the United States, once ranked a global leader in postsecondary education, has†¦show more content†¦Therefore, students begin dreaming of college; where they will attend and what they will become when they grow up. Unfortunately, the absurd college and university tuition hikes have forced many prospective college bound s tudents to shift gears on their journey to receiving a college degree. One of the modifications made to the dreams of many, is college selection. Thousands of students have opted to start their college careers at a community college. Community colleges are designed to serve as a pathway from high school to college and most offer two-year transfer or university parallel programs that prepare students wishing to earn a bachelor’s degree from a four-year institution. Community Colleges are generally more cost efficient therefore, grant access to many more students desiring a higher education. CNN Money journalist, Kim Clark reports that, â€Å"While community college tuition posted a sharp 8.7% gain, its still a bargain: only about $3,000 a year for full-time tuition† (Clark). Clark also suggests that due to recent increases in federal grants and tax benefits, the average total aid was raised above the average tuition price of community colleges, therefore, â€Å"the typical community college student got the cost of tuition and most textbooks fully covered† (Clark). According to the College Board, â€Å"four out of 10 graduating high school students begin their college careers at community colleges† (Why Community College?). Typically, courses that areShow MoreRelatedPrivate And Private Education943 Words   |  4 Pagespublic section. In view of investigations and discoveries, the chain of command of advanced education envisioned by Winston may have changed after he wrote this article. As the systems for educational cost rebates have been moved from need-based grants to merit-based aids, numerous postsecondary establishments are progressively engaging in exercises to contend and draw in more students with high scholastic capabilities (Heller Nelson, 1999). By deliberately reducing costs and apportioning helpRead MoreIs College Education A Tax Policy Program? Essay1635 Words   |  7 Pagesemployment companies should establish a tax policy program for their employees to reduce their debt. Every year, the consumption of student loans keeps on increasing. Students are put into helpless positions to afford a college education. Since it’s a necessity for almost all students, the problem of the consumption of student loans may not be fixed as a whole. Borrowing loans will always be a necessity. The government does not provide enough grants and support for postsecondary education, even thoughRead MoreEnemy Of Title Ix : The Department Of Health, Education And Welfare918 Words   |  4 Pageswomen to participate in sports was very detrimental to Title IX in a system openly discriminated women from sports and education opportunities. By dropping the term Affirmative Action, women were not assured a place in the system and educational programs and sports team were left to their own devices; many who were against funding women in the first place. Needless to say, complaints to the incompetent HEW piled up accusing schools of not abiding by the new law. In reality, HEW struggled with findingRead MoreShould College Be A Professional Sports Athlete?1478 Words   |  6 Pagesstudents enrolled full time in 2011-12 received grants that reduced the actual price of college. In addition, many states and institutions grant tuition waivers to groups such as veterans, teachers, or dependents of employees.† Also, the government aids families that have lower income through federal grants. This is a way to â€Å"equal the playing field† for all individuals to have an opportunity to go to college. In fact, the US government has doubled Pell Grants between 2008 and 2011 to help water-down theRead MoreIs Education A Tax Policy Program For Reduce Their Debt? Essay2253 Words   |  10 Pagesemployment company should establish a tax policy program for their employees to reduce their debt. Every year, the consumption of student loans keeps on increasing. According to the statistics graph at the bottom, 71% of all students graduating from four-year colleges in 2012 had student loan debt, increasing to $20,000 more since 1993 (Gale Cengage Learning, 2016). Students are put into helpless positions to afford a college education. Since it’s a necessity for almost all students, the problem of theRead MoreCollege Plays An Important Part Of Social Reproduction1707 Words   |  7 Pagescareer, however, the importance of a college education is not finished. Having a college degree often gives employers even more of a reason to provide you with promotions. College makes you a very marketable citizen for employers’ ever increasing necessity for a college degree from their employees (National Association of Colleges and Employers 2). The only issue that lies here is when a person applies for a job that they are overqualified for. A person with a master’s deg ree will more than likelyRead MoreThe Current Social Problem Of Poverty Essay1368 Words   |  6 Pagesin the marketplace. (Hamilton et al., 2014). In society, we have been brought up that consumption is a good consumer and perceived as hard-working. Poverty is not solely focused on economic and material shortage of resources but it is a lack of necessities. (Hamilton et al., 2014). Poverty is more than just one problem; it shows the effects of how lack of education can influence people finding jobs. This has an ongoing effect on our future generations. When people don’t have an education, it is difficultRead MoreEssay On Rising Tuition Prices1241 Words   |  5 Pagesbudgets on superfluous investments such as buildings and extra administrative staff, not on the students or teaching staff. This instantly inflates their budget and makes it extremely difficult for the students. Kevin Carey, the Education Policy Program Director of the New America Foundation, spoke on the matter, saying Colleges and universities compete with one another not to make money, but for status and prestige, so they buy things that increase their status and prestige in relation to theirRead MoreGetting into Debt for a College Education1385 Words   |  6 Pagesalso the economy, and needs to be resolved. With societys stress on the necessity to obtain a college education in order to get a well-paying job, be considered successful, and have a higher quality of life, everyone desires a degree and many try for one. However, the typical middle-class family cannot afford to attend college without taking on moderate amounts of debt, and largely depending on scholarships and grants to send themselves or their children. Lower-class families have an exceedinglyRead MoreRising Cost Of College Tuition2509 Words   |  11 Pagesreceiving federal aid. Institutional grants took second at 37.5 percent (Berkner, p. 53). Although the amount of money given to students in the form of financial aid and grants has increased in the last decade, these numbers seem less impressive in real dollar value. Major federally funded grant programs, the Pell Grant and the Supplemental Educational Opportunity Grant, make up a large portion of the federal student assistance. Though funding for the Pell Grant has increased in the last two decades

Unusual Article Uncovers the Deceptive Practices of Extended Essay Maths Topics

Unusual Article Uncovers the Deceptive Practices of Extended Essay Maths Topics The Foolproof Extended Essay Maths Topics Strategy Do not Push an excessive amount of Double work isn't just waste of time but in addition waste of resources. Water help keep the body temperature and aids to carry away the human body's waste solutions. The outline should offer you a brief guide of what you ought to write where. You've got to give references of all of the information sources you have used. The significance of offering an outline is straightforward. Therefore, ensure you have sufficient material to strengthen your arguments. Want to Know More About Extended Essay Maths Topics? If your school isn't one already, learn to turn into an IB World School as a way to implement the DP. A thesis is a rather important document which you can always use. Popper food in our everyday life results in a lifetime habit toward a healthier extended life. It is normal for students like you to seek out professional aid in writing an elongated essay for International Baccalaureate Diploma Programme. You must be really sure of what you will achieve from your extended essay. For instance, you might find there are 3 sub-topics under the very first principal topic that you want to discuss, and that means you will create sub-headings f or them. Since selecting a topic isn't a kid's play, it is going to be useful if you're likely to look at a number of the subsequent topics you might rather research on. If you're really stuck trying to discover a not too broad or narrow topic, I would advise attempting to brainstorm a topic that employs a comparison. On the opposite side, students expect to add new info and skills and to think about each 1 circumstance. In most cases they are faced with a challenge of landing a topic and they are in dilemma on which topic to write on. At the very beginning, they should find the right topic for their project. Every student is provided an opportunity to do a research in their areas of interest. Therefore, if there's any reason why you cannot have your extended essay written on time yourself, all you have to do is place your order on our site, and leave the rest to us! The first thing which you ought to keep in mind when deciding the elongated essay topics is the length, as it's a lengthy essay then the topic needs to be something that has a wide selection of information on it. Sometimes references are handwritten, and it has happened on occasion I start to suspect all of them are written by exactly the same person. Be that as it could, the topic for your essay is a crucial thing that has to be chosen carefully and with higher precision. The research question has to be explicitly mentioned in the introduction. Data, if unavailable, will require that you acquire them manually time-consuming. Do a little research and produce an acceptable research question. Your supervisor will schedule a meeting with you to speak about how you intend to structure your essay particularly. On the flip side, you may be writing a thesis on computer science. If your instructor or professor would like you to adhere to a particular style and deal with a specific subject in your paper, then you cannot ignore to achieve that. For that reason, it's very important that you speak with your professor to offer you the essential format. Some schools will provide you with a timeline of when you must think of a topic, when you want to meet up with your advisor and when certain drafts are due. Another superior resource may be the class book, read it and receive all the info in the world about your topic for elongated essays. Say, for instance, you're a high school student, and you should compose a 3-page essay. Each grade of the essay is going to be written by means of a writer who's qualified to that level maths for wa two homework book or higher, to make sure you receive the degree of content that is needed.

Social Class and Doolittle free essay sample

The social hierarchy is an unavoidable topic in the play pygmalion by george bernard shaw. Shaw includes members of all social classes from the lowest (Liza) to the servant class (Mrs. Pearce) to the middle class (Doolittle after his inheritance) to the genteel poor (the Eynsford Hills) to the upper class (Pickering and the Higgins). Shaw highlighted the errors in people’s ideas of how the lower classes lived, and highlighted all the social prejudice, including stereotypical views of women and of the poor. Instead of writing a book about the prejudice and stereotyping, Shaw used the characters in his play, Pygmalion, to put forward his opinions. Pygmalion also showed that whatever class you were in, whether you were born rich or poor, you had a chance to succeed, as we can see with Mr Doolittle and Eliza, where Doolittle is given money by Ezra D. Wannafeller and becomes middle class. We will write a custom essay sample on Social Class and Doolittle or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When Doolittle ‘sells’ Eliza to Higgins for ? 5, Higgins offers him ?  10 and Doolittle says, â€Å"Ten pounds is a lot of money: it makes a man feel prudent like; and then goodbye to happiness. † This proves that lower class people felt that if they were to have more money than they needed then they would lose who their personality and become a stereotypical upper class person, having to stay without the higher class’s boundaries and following the rules. The social hierarchy is an unavoidable topic in the play pygmalion by george bernard shaw. Shaw includes members of all social classes from the lowest (Liza) to the servant class (Mrs. Pearce) to the middle class (Doolittle after his inheritance) to the genteel poor (the Eynsford Hills) to the upper class (Pickering and the Higgins). Shaw highlighted the errors in people’s ideas of how the lower classes lived, and highlighted all the social prejudice, including stereotypical views of women and of the poor. Instead of writing a book about the prejudice and stereotyping, Shaw used the characters in his play, Pygmalion, to put forward his opinions. Pygmalion also showed that whatever class you were in, whether you were born rich or poor, you had a chance to succeed, as we can see with Mr Doolittle and Eliza, where Doolittle is given money by Ezra D. Wannafeller and becomes middle class. When Doolittle ‘sells’ Eliza to Higgins for ? 5, Higgins offers him ? 10 and Doolittle says, â€Å"Ten pounds is a lot of money: it makes a man feel prudent like; and then goodbye to happiness. † This proves that lower class people felt that if they were to have more money than they needed then they would lose who their personality  and become a stereotypical upper class person, having to stay without the higher class’s boundaries and following the rules. The social hierarchy is an unavoidable topic in the play pygmalion by george bernard shaw. Shaw includes members of all social classes from the lowest (Liza) to the servant class (Mrs. Pearce) to the middle class (Doolittle after his inheritance) to the genteel poor (the Eynsford Hills) to the upper class (Pickering and the Higgins). Shaw highlighted the errors in people’s ideas of how the lower classes lived, and highlighted all the social prejudice, including stereotypical views of women and of the poor. Instead of writing a book about the prejudice and stereotyping, Shaw used the characters in his play, Pygmalion, to put forward his opinions. Pygmalion also showed that whatever class you were in, whether you were born rich or poor, you had a chance to succeed, as we can see with Mr Doolittle and Eliza, where Doolittle is given money by Ezra D. Wannafeller and becomes middle class. When Doolittle ‘sells’ Eliza to Higgins for ? 5, Higgins offers him ? 10 and Doolittle says, â€Å"Ten pounds is a lot of money: it makes a man feel prudent like; and then goodbye to happiness. † This proves that lower class people felt that if they were to have more money than they needed then they would lose who their personality and become a stereotypical upper class person, having to stay without the higher class’s boundaries and following the rules.

Murder Mystery Essay Example

Murder Mystery Essay The cottage was always quiet; the soft blue walls made it seem bigger than it actually was. Rachel had always lived there ever since her auntie died and left it to her. It was very remote, along a heavy-hedged back country lane, miles away from anyone else. Rachel returned from work one evening late and lay back on her sofa after opening the french windows to let the warm grass scented breeze blow through the stuffy cottage.She lay back; her long brown hair was released from its clip and hung over the arm of the sofa. She kicked off her shoes and lay back picking up the stereo controller from the floor and turning on the CD player which began to play the CD she had put in the night before. A relaxed song started up; it was her Stereophonics album. The song which came on reminded her of the previous night when her new man Steve had cooked for her then by nine the next morning hed performed a magical disappearing act.Rachel had been single for about a year and a half and now she was tw enty-five and shed decided she needed to get out and meet a new man after her and Andrew had split up. She was now working as a family law solicitor after years of training; her job had been the cause of the break up with Andrew. Doing the job she did she got involved with a lot of jealous ex wives whose husbands shed help divorce them. This one woman called Silvia Ripley had attacked her and she had a restraining order put on her and shed never bothered Rachel again. This was about the same time that Andrew got fed up and bailed on Rachel and funnily enough for one of her clients who had just been filing a divorce from her possessive husband and had been spending a lot of time at the cottage when Andrew was also living there. Rachel had never quite recovered from finding out about it because she had been with Andrew for five years and it came as a pretty huge shock.Rachel had met Steve in a pub when she was chatting with Andrews younger brother Rob, Steve was his best mate. Steve w as younger than Rachel by two years, he worked as a chef in a restaurant in the town. He was quite muscular built with short, black, tight curly hair and gorgeous dark eyes. Rachel liked him immediately and the next night when she was at home in the bath the doorbell rang. It was Rob; hed come over for a chat. He knew she was home because all the lights were on and when she didnt answer the door Rob opened the letter box and shouted, Rachel, its Rob, are you okay?She sat up in the bath and shouted back, Rob, Im in the bath, the spare key is under the blue flower pot, let yourself in.Alright.He let himself in and she got out of the bath and put on her night shirt and dressing gown (it was about ten o-clock) and went into the sitting room where Rob was sat grinning.What? said Rachel.Rob looked at her and smiled and said, Oh dear Rach what has happened to you, you used to always be out with all your mates on a Saturday night.She looked up with a sad look on her face; Your brother is wh at happened to me, you should know that Rob.Rob and Rachel had always kept in touch because theyd always got on well as friends. When she broke up with Andrew, Rob had been a shoulder to cry on, which seriously got to Andrew and he got a bit violent with him.Yeah, but you have to move on Rach, hes an idiot to have done what he did to you and its been over a year and him and that woman didnt exactly last, it was all of a three month thing before she got back with her husband.I know Rob, but wed been together for five years it wasnt exactly a little fling we had was it?Very true but hes an idiot as I said and you can do much better and that is why I am here.Rachel looked at him puzzled, tying up her hair in a loose ponytail. Oh god here we go, this better be good.He looked at her and smiled cheekily then said, Well, I think youll like it.Come on then get to the point.Okay, Okay. You know my mate Steve who I was with last night.Yeah.Well he thinks you are quite nice and he wants you to come out with us two next Saturday night with one of your mates.Rachel was intrigued, shed thought Steve was rather nice when she first saw him but hadnt really given it a second thought because he hadnt given her any signals.Really! she saidYeah, do you like him?Like is an understatement, hes gorgeous.Oh good well you wont mind if I bring him here tomorrow to meet you then.She raised her eyebrows. No I have no objections to that, but you know my best mate, the blonde one who laughs a lot calledAlly.Yeah.I know, she came on to me at that party you and Andrew had that Christmas.Oh yeah, that was so funny, shes going to be here tomorrow.Yeah I like her, well well come around at about eight.Yeah okay, youre not going yet are you?Yeah I dont want to interrupt your evening alone.Oh it really isnt as good as it sounds, you dont want to stay here tonight do you, its just it is actually quite scary here alone and we havent had a really good chat for ages.Okay, we can have a chat about Stev e.So Rob stayed the night in the spare room after they had stayed up until three in the morning talking.The next day he left at about one and Rachel started to tidy her house before the others came round that evening. Rob was a good friend to Rachel, he checked up on her most days. He was very like Andrew in his looks; they both had short, light brown hair and bluey green eyes. They were both smooth talkers and could always make people smile. The only difference was Andrews temper sometimes when hed had a bad day or drunk to much he would totally fly off the handle, which always upset Rachel and she was the only person who could calm him down.Sunday night and Ally, Rob and Steve came around. Rachel clicked with Steve right away and Rob just sat their making Ally wet herself laughing all night with his filthy jokes. They all left at about midnight and arranged to meet at a pub on the next Saturday night for a bit of fun.The week passed quickly and it was Saturday night and Ally was a t Rachels and they were both getting dressed to impress. Their taxi arrived at half past eight and took them to Rezzas Bar. They met Rob and Steve outside but as they went through the big silver doors the first person Rachels eyes met with at the bar were Andrews. He didnt look all together too happy and he was sat alone and he looked pretty drunk. She was worried about Steve because she knew what Andrew was like when he was drunk. They went over and sat in the corner of the pub then Ally and Rachel went up to the bar to get the drinks. They ended up right next to Andrew. Ally stood between them but it didnt work and when Rachel was walking back with the drinks he whispered coarsely in Rachels ear, Youll regret this, Rachel. She just ignored him and walked back to the corner and didnt tell the others what he had said to her. It did worry her and that night when she arrived back home alone she was so scared that she had to carry a golf club around with her. It was about four in the m orning when she heard a crash from outside, she woke up with a start and sat up in bed petrified, she tried to move but couldnt, she was like a rabbit in the headlights of a car which was gradually getting closer and closer. Her eyes started into the darkness off the room her breathing became faster and faster and she was finding it hard to hold back the tears of sheer fright. She was sat up, dead still for almost fifteen minutes before she plucked up the courage to turn on the lamp next to her bed. She began to cry with her head gripped firmly in her shaking, pale hands. There was nothing she could do and noone she could call who wouldnt be fast asleep or drunk. She lay back in the bed with the light on; wide awake until it gradually got light outside. That night her and Steve had actually got somewhere, theyd chatted all evening and at the end she got a goodnight kiss and he arranged to come around to cook her a meal the next day. It became light and Rachel couldnt stay in bed any more, she got out of bed at about quarter to seven and checked everything was okay. She sat watching television clutching a cup of tea in her hands. At about half past ten she decided to ring Rob and tell him what had happened and what Andrew had said to her. Rob told her not to worry and that Andrew wouldnt do that to her.During that day Rachel had to work on a case about a man who was trying to sue his wife because she found another womans underwear under their bed and torched his new car and broke his wrist with a tennis racket. It was confusing and she didnt have much information to work with. She spent most of the day working and then at seven the doorbell rang, it was Steve with a bottle of wine and all the ingredients he needed to make Rachel dinner. Rachel had cleaned the kitchen that morning which was lucky because later Steve told her he hated working in a messy kitchen and commented on how clean hers was. Rachel carried on working for another hour or so while Steve contin ued cooking away in the kitchen. At eight Steve came into Rachels study and said, Its all ready.They both ate in the dining room and the both talked, by eleven they were both shattered and slightly drunk. Steve couldnt drive home so he stayed the night and not on the sofa!That evening Rachel returned home from work and dreaded spending the night alone.A week or so had passed and Steve had been around quite a lot, Rachel was still working on her case and it was going really well because she was winning.One Tuesday night Rachel returned from work and picked up the post from the doormat. Most of them were bills but one was had a hand written address which intrigued Rachel. She thought it might have been from her sister Beth who lived in South Africa but then saw an english stamp. She opened it and unfolded a plain piece of paper and typed on it in big black letters was, I KNOW WHERE YOU LIVE AND NOW IM GOING TO RUIN YOUR LIFE LIKE YOU RUINED MINE, RACHEL!Rachel was written in red lette rs, this was just another thing that scared Rachel after the night when she heard the noises outside. She didnt know anyone who would have written something that twisted and deranged as a joke so Rachel rung the police. The police came to her house and looked at the letter. There were two policemen, Inspector Mark Gates and Inspector Peter Fielding. They couldnt do much to help but apart from that she should have someone living with her.Back at the station Gates and Fielding looked at the letter.Its a wind up, noone round her would write something like that. Said Fielding.Mark Gates studied the letter and then said, Nah, I doubt it, its probably a mate trying to scare her. Do you think we should find out a little more from her just in case?Fielding looked up from his newspaper and said, I suppose we ought to really.Back at her cottage Rachel was sat looking at her phone list to see who she could call, she didnt really want to ask Steve because if it was Andrew messing around it woul d make it worse. She decided to ask Ally. Ally was all for it and that evening brought round all her stuff and they watched a film. That night they shared Rachels bed because they were both scared, they talked about memories and Andrew. Rachel had known Ally ever since she was seven and theyd been best friends all the time.Another fortnight passed and Ally was still staying with Rachel it was an early Friday morning at three thirty when the phone rang, Rachel answered it, her voice shaking. From the other end nobody answered but she could hear them breathing. She hung up to see Ally stood in the doorway looking like a ghost. She picked up the handset again and rang one, four, seven, one. From the other end the womans recorded voice said, You were called today at, three thirty Am. The caller withheld their number.Rachel held the phone away from her ear, her whole body was now shaking, who was it Rach. Said Ally in a faint voice.Rachel put the phone back on the hook and said, I dont k now, they didnt say anything and with held their number.Oh Christ Rach. Said Ally, Andrew wouldnt do this to you would he?Rachel looked up now looking quite angry and said, I dont know, I havent spoken to him properly since we broke up so he has no reason to do this. Maybe hes changed I dont know but Im going to his house tomorrow to find out. If it isnt then itll get the picture of it being him out of my head.Are you sure Rach? What if something happens.He wouldnt, not in the house and anyway his little brother Ed will probably be there or his parents.He doesnt come across as the kind of person who would do this to a girl?I know but it was just something he said to me one Saturday when I was out.What?Yeah, he said Id regret something, I didnt say anything because he was drunk and I didnt want to deter Steve.Rachel. Said Ally in shock, Why didnt you tell those police men that.She didnt say anything at first then said quietly, Andrew isnt like that, everyone has got this notion that hes aggressive, he isnt he never laid a finger on me all the time I was with him. Just because he beat Rob up so bad when that woman finished it with him, everyone reckons he used to hit me.So he didnt hit you, but what about at that party when you arrived not speaking and you had a huge bruise on your face just before you split up.It wasnt him, it was that woman who beat me up and had the restraining order put in place on her. We werent speaking because I refused to go to the police about it and he had a go and we didnt speak.Rach has it ever occurred to you it might be her.Rachel went quiet and began to tie up her hair then said, No she had the restraining order put in place and that was ages ago, she hasnt touched me since.Well I havent got a clue but can I sleep in your bed?Yeah.They both went to sleep and the next day they both went off to work. At work Rachel had a message from Peter Fielding that asked her to ring the station because he wanted to make an appointment to see he r the next day. It was all okay and he was coming around at seven the next evening to get some more information. That evening after work Rachel went up to Andrews, she pulled in the drive and saw his sixteen-year-old brother Ed sat in his mums car. Andrews car was parked next to that. Rachel got out and walked up towards the house and as she walked past Ed he said, Oh my god, who is that, is that Rachel. Havent seen you here for a few years.She laughed and said, Yeah tell me about it. She walked on and gave him a cheeky grin then knocked on the door. Andrews mum Marcia answered, Rachel! Hello darling, I havent seen you for ages, since Rob moved out, hows it going?Rachel smiled and said, Im okay, getting a bit snowed under with work but Im going okay, thanks and you.Yeah Im okay, so why do we get the pleasure of your company then?I actually came here to see Andrew, is he in?Marcia raised her eyebrow and said, Yeah, hes upstairs go on up, Ill see you later, Ive got to go shopping.Alri ght then, bye.Rachel walked up the stairs and realised that she was alone in the house with Andrew. She walked across the landing and into the doorway of Andrews room. He looked up and gave a half smile half frown look, Rachel said softly, Andrew, I really need to talk to you.Andrew looked up again from his computer where he was typing something for work and said, What could you possibly need to talk to me about?Andrew, Im serious, I really need to know what you meant when you said I was going to regret something.Why?Just tell me what you meant Andrew. She said in a strained voice.Okay, calm down Rach. Steve is what I meant. Rob obviously didnt fill you in on what he did to his last girlfriend.She looked him worried about what he was going to say next, What did he do?He used to hit her, once he put her in hospital when he pushed her down the stairs. Hes bad news Rachel. Rob says hes changed but some people dont change. Anyway why did you want to know so badly?Rachel was quite stunne d by what Andrew had just told her then with her voice starting to shake and tears starting to trickle from her eyes she said, I got a death threat a few weeks ago and then this morning a half three someone rung up and didnt speak I could just hear them breathing.By now Rachel was crying and she knew it wasnt Andrew because of the shocked look on his face. He said, Rachel, babe I didnt mean to scare you with what I said in that pub. You didnt think I would do that to you did you? She looked at him with her face wet with tears and didnt say anything; You did didnt you? Id never do that to you Rachel or anyone its sick, come here. He put his arms around her and she continued to cry. Andrew held her and said, Im really sorry about everything Ive done to you, I was such an idiot, I dont even know why I cheated on you because I loved you so much.Rachel was quiet and for a moment Andrew thought she was going to run right out of there. She didnt, Look Andrew, I dont want to confuse why Im here, I loved you too but you hurt me so much, do you understand why I have hated you so much over the last year?He looked quite stunned because he was hoping for some kind of reconciliation but instead she was just rubbing the fact that basically she hated his guts into him, Yeah I understand so if youre not here for that reason, why do you think Id do something so petty as to threaten you if I dont love you which I obviously didnt because I wouldnt of run off with Jules.Andrew, Im not here so you can rub the fact that you cheated on me in my face, I went through enough at the time dont you think.Andrews temper was starting to kick in and he said in a annoyed tone of voice like a father, I didnt exactly get off easily, my whole family hated me for doing it to you, I even had a fight with my own brother because of it.Dont expect me to be sympathetic with you, you brought it all on yourself and got everything you deserved.Yeah exactly so why cant you just forget it Rachel, I made a r eally huge mistake and I wish I hadnt now because I came off worse in the end because I lost both her and you.Rachel went quiet, she was perched on the end of his bed and he was sat opposite her on a chair, she couldnt resist and they kissed. After about two minutes Rachel pulled away and said, Wow, well you havent changed I dont know whether thats a good or bad thing. Anyway look Andrew I have to go home because Ally will start to get worried if I dont go back. Im glad were friends.Andrew gave her a really cheeky smile and said, Look if youre worried about staying alone or if you and Ally are scared you know where to find me.Rachel raised her eyebrows as she was walking out of the door on to the landing and said, Lets not go jumping the gun, remember Im still loosely seeing Steve.Andrew rolled his eyes and said as he began to follow her down the stairs into the hall, Yeah I know but just be careful with him Rachel, hes got a weird temper and it doesnt take much for him to get out o f control.They were now at the front door and Rachel was making her way out of it towards her car and Andrew was stood propped up against the doorframe looking happy and Rachel said, Thanks Andrew, for warning me about Steve and if I need anything Ill give you a ring.Okay then see you around.Yeah bye.She got into her car and drove home. She walked in the door of her house smiling to herself, secretly she was really pleased that she hadnt lost her touch with Andrew but she was major worried about what Andrew had told her about Steve. Ally was there and said, Well did you go to Andrews? Rachel smiled, What did you do? said Ally in an expectant tone.Rachel began to giggle then said, Oh not much, we kissed and it isnt him.Allys jaw literally dropped, Rachel, I thought you hated his guts?I did but he apologised for everything and it was a long time ago now, Im willing to forget.Oh well but did you find out what he meant about the regret thing?Oh my god, yeah, he used to beat up his girlf riend big time, he put her in hospital when he pushed her down the stairs.Ally didnt believe her, Yeah right, are you sure that isnt just Andrew trying to scare you off him because he wants you back.Rachel thought for a second, Andrew wouldnt do that Ally, hes not like that.The conversation drifted off in other directions and the girls decided to go out for a meal together. Rachel hadnt seen Steve for a few days now, so she was hoping that maybe hed gone off her. They ended up in a pub and had carvery and sat there talking until kick out time. When they returned home Rachel looked at the front door and in red paint someone had written R.I.P on the white painted wood. The girls looked at each other and were totally freaked out by this, this was getting seriously scary now and a little past a joke and they both knew someone was serious. Rachel opened the door, shed picked up a garden fork, which had been outside the door, and they went in. On the floor, infront of them was an unmarked envelope on the doormat infront of her. They looked at one another with fear shooting through them. They quickly got into the house and shut the door and turned on all the lights. Rachel carefully opened the letter on the kitchen table; out of the envelope she pulled a piece of white paper and unfolded it. It said this time in big, typed, red letters, HOW MUCH LONGER WILL I WAIT?Both of them began to cry with terror and Rachel picked up the phone and rang the police. The two original inspectors soon arrived and came in and saw the letter and the door, even they were getting worried now. This time they sat and took some thorough notes on Rachel and called some more detectives to inspect all around the property. She told them she was a solicitor and she had to tell them all the details about Steve and Andrew. Afterwards Gates said that hed have someone there to watch the house all night and that they should call up someone else to stay with them. It wasnt surprising for Andrew when h is mobile phone started ringing at midnight. He recognised Rachels number and answered sleepily, Hey Rach, whats up?She explained to him and he came around right away with loads of his stuff and a baseball bat. As he drove into her drive the policeman sat outside watching the house saw him and he had to explain to him and call up the house to tell Rachel some weirdo with a baseball bat was coming to stay. Rachel answered the door and as soon as he saw her he hugged her. They went indoors and they all went to bed. The night went quickly but all of them found it hard to sleep with all that was going on. The next day the police had managed to discover where the prank phone call had been from and unfortunately it was from a phone box out in the middle of nowhere. During the day they tapped Rachels phone line so if someone rang again they could trace it straight away and hopefully catch who was tormenting her.In the next week unfortunately for both Andrew and Rachel, Steve discovered tha t Andrew was living with Rachel but he didnt know why because Rachel wasnt allowed to tell anyone what was happening apart for Andrew and Ally of course because if there really was some psycho out there theyd be the most vulnerable and they might scare them off if they went around telling everyone or it might endanger their lives as well. Steve wasnt happy about it and he rang Rachel and had a real stress out on her and got quite aggressive towards her which unfortunately the police were tapped into the phone call and heard and it made him a prime suspect and also the fact that he had been reported to the police by his neighbours when he was with his last girlfriend because they thought they could hear screams but his girlfriend said it was on the television and they couldnt pin anything on him. Rachel didnt have a clue who would do this to her and what with the last letter she didnt know what to do next, even with the police living outside her back door she somehow still didnt feel one hundred per cent safe. That Friday night when Ally, Andrew and Rachel had a quiet night in Rob turned up. The policeman had had to ask him who he was and had to ring the house up to check that Rachel actually knew him. Rob came in and didnt look to pleased with Rachel or Andrew.Hey Rachel. He said, So whats going on, the police played Steve a little visit yesterday, do you want to tell me whats going on here and why Andrew is living here and why there is a policeman outside your drive.Rachel didnt know what to say she couldnt not tell him after all the things hed done to her. Look Rob if I tell you what is happening you have to promise not to tell anyone not even Steve.Yeah, yeah. He said.Just listen Rob. Said AndrewRachel took a deep breath, I keep getting death threats and phone calls, the police questioned Steve because he got quite aggressive down the phone the other day and they were tapped into it. Im not meant to tell anyone but now you know you cant tell a soul.Rob look ed totally stunned by what he had just been told, Christ, Rach you didnt honestly think Steve had done that.No I thought it was Andrew, I honestly havent got a clue who is doing this to me and I dont want to endanger any of your lives but I when youre here I know youre safe.The three carried on talking for most of the night and Rob stayed the night. The next day they all went out which was a bit of a mistake because when the post came there was yet another two death threats and they were numbered one and two. The first one said, HOW LONG? and the second one said, WHERE, WHAT WITH AND WHICH ONE OF YOU? FOUR IS A BIG CHOICE!!!That did it they were all totally freaked out, now they had to tell Rob that he was a target as well. Rob took it quite badly and Andrew was about ready to bail on them because he knew that it was seriously getting bad now. Ally couldnt sleep; the inspectors managed to get her some sleeping pills so she could at least get some sleep. A week or so passed and nothi ng else had happened, they had managed to see the bright side of things using alcohol as an aid but it was only temporary and when reality did hit in, it was ten times more frightening.Another fortnight passed and that is when everything started to go totally wrong. It was a Saturday night and Andrew, Ally, Rachel and Rob had all been out together and they all went back to Rachels for a safety in numbers reason and as the drove towards her house they could see that Rachels bedroom light was on. They didnt think much of it until they were walking up the garden path to see the back door wide open. They couldnt go any further when they saw it and they ran back to Allys car. They then noticed there wasnt a police guard there and they rang the police straight away. Inspector Gates and Fielding turned up again and behind them were another group of detectives who went through the house they went into the house and they saw nothing, they went upstairs and thats when they saw what had happen ed, Rachels room had been ransacked and hanging for the roof by string were pictures of Rachel, Ally, Andrew, Rob and Rachels sister Beth.The police took them to the lab to be fingerprint tested and the four stayed at the police station. They didnt go back the next day but the police had finished inspecting the property by the Sunday morning, Rachel, Ally and Andrew were steering clear and decided that they were going to go back on Monday morning.Monday morning came and they all jumped in Allys car and went back to Rachels house. As they walked to the front door they saw a suitcase outside the front door. It was daylight so they werent so scared about someone being there. Rachel looked at a tag on the suitcase handle. It said in block capitals, PROPERTY OF: MISS BETHANY SARAH BRADBURY, MILL FARM, COOMBE MARTIN, DEVON. EX31 5LH.It was her sisters old suitcase, deep down Rachel knew that Beth was dead it was imminent that what with the photo and her not being in sight that someone wou ld have done something to her.Its Beths, where is she?Rachel couldnt hold back the tears, the door was still locked but the door that led around the side of the cottage to the back garden was open. They walked through the doorway and they knew what was going to greet their eyes. On the white flag stones outside the french windows lay the dead body of Beth lying in a pool of blood. Her lips were purple and her skin was white, Rachel broke down into tears. Within minutes the place was crawling with policemen and the whole place was turned upside down looking for anything that would be a clue to who it was. They found nothing and whoever it was they were good at not leaving clues. Rachel, Andrew, Ally and Rob were now put in new accommodation because there was no way that any of them would spend a night in that house ever again.It took a few weeks before Beths funeral but the day soon came. Rachel and Ally were at the church and at Rachels parents all day and Andrew was coming later fo r the actual funeral because he had to work. He finished work at twelve and realised that he had to go back to his parents house to get his suit. The funeral was going to start at half one and he had to have a shower so he decided to have it back at his old house. His little brother Edward was at school and his parents were both at the church helping Rachels mum and dad. He went in and had something to eat and then had his shower and then put on his suit and was just about ready. As he stepped through the door to go outside something hit him hard on the head and he fell to the ground unconscious.At the church the funeral was beginning. Rachel was quite angry that Andrew hadnt turned up. As they walked down the aisle of the church behind the coffin she noticed Beths husband James, who she was separated from sat in one seat and right infront of him was Steve. Rachel was baffled as to why they were both there but as soon as it was over and all the guests went back to Rachels parents fa rm she soon found out. James was stood alone with a drink in his hand and Rachel was talking to him and he asked her something, Tell me Rachel, who is the bloke in the dark blue shirt?His names Steve Manning.Oh right.Rachel moved on and went to talk to her cousin and as she did so she saw from the corner of her eye James walk up to Steve and hit him full pelt in the face. They were soon split up and thats when she found out why it had all happened from James. Steve and Beth had been having an affair behind James back for a year when they were first married two years ago, then they moved to South Africa. James had been tidying up their bedroom before he was about to decorate it and found Beths diary. A few bits of paper fell out and one had a photo stapled to it. It was a letter from Steve talking about their affair and how stupid it was, and Beth must have stapled the photo of him to it. Thats why Beth had come home because they had split up and she wanted to see Rachel first.It was about half five the same day that Rachels mobile phone started to ring. It was Andrews home number that flashed on the screen at her. Andrewss parents were still at Rachels parents house so it must have been Andrew. She was just about ready to give him a full blown earful when a voice she recognised but not Andrews spoke down the phone to her, Rachel, its Edward here, you have to come here and tell mum and dad. Ive just got home from school and found Andrew unconscious outside the back door. Ive called an ambulance but I cant feel a pulse.Oh no. said Rachel. Ill tell them and come straight away, keep talking to him.Okay.Rachel was as white as a sheet, she went and told Andrews parents and they all rushed to their house, it wasnt very far away so it didnt take long. As they came down the last few metres of their lane they could see the lights of the ambulance flashing from outside the house. They pulled into the drive to see Ed with his head in his hands and Andrew being lifted into the back of the ambulance. The ambulance crew had managed to revive him and were taking him back to the hospital to make sure his head was okay and that there werent any blood clots or severe damage to his skull.After spending a week in hospital they gave him the all clear and sent Andrew home. Rachel was now feeling totally responsible for Beths death and the attack on Andrew it was starting to get to all

Effects of the Ebola Virus essays

Effects of the Ebola Virus essays Throughout history a variety of deadly diseases have threatened mankind. Many diseases have the capability to spread fast and rapidly kill people. But with modern advances in medicine, man had defeated most of these deadly diseases and thought the threat was over. However, a shockingly new and deadly disease caused by the Ebola virus has challenged the medical community. The medical researchers of today cannot find a cure or vaccine to halt the spread of this pathogenic disease. The Ebola virus is a definite threat to mankind, and its symptoms have a devastating effect on the human body. The most recent outbreaks of Ebola were very deadly because the Ebola virus is a new disease. The initial outbreak was of an unknown origin in Zaire, Africa, during the year 1976. The medical community was unsure of how to handle Ebola, since it was the first recorded outbreak. This first outbreak in Zaire was followed by a second outbreak in western Sudan, also during the year 1976. In total, 340 people died from Ebola out of the 550 cases that were identified in these two nations ("Ebola History" N.pag.). Ebola was discovered again in 1995 in Kikwit, Zaire, when a victim infected an entire surgical team. Those infected developed symptoms of viral Hemorrhagic Fever disease. There were approximately 233 deaths out of the 293 cases caused by Ebola in 1995 ("Ebola History" N.pag.). Each of the separate Ebola outbreaks have killed many people. Therefore, it is imperative that all people of the world take great precaution so that another outbreak does not occur. The Ebola virus is a frightening disease. It is called Hemorrhagic Fever, which means it causes uncontrollable bleeding. When an outbreak occurs, it carries a 50% to 90% mortality rate ("Ebola Overview Virus" N.pag.). Ebola is a virus that travels in different organisms or hosts. The virus kills its present host while it tries to jump to a new host. When Ebola i...

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Segmentation targeting positioning (stp) - Essay Example If we talk about positioning, it is the marketing concept, which is related to the creation of product image in target market segments. â€Å"Positioning is what the customer believes about your products value, features, and benefits† (Jackson, 2007). John Williams, who is the author of this article, focuses on the ideas of marketing segmentation along with the concepts of targeting and positioning. He believes that market segmentation means to recognize the diversity of a market and a company can get success in the market if it becomes successful in satisfying the customers by recognizing the needs and demands of each of the target markets. â€Å"The correct way is to segment the market on the basis of the differing desires† (Williams, 2006). He believes segmentation to be the key towards success of the marketing strategy. About targeting, the author believes that it is the process of targeting those market subdivisions where the demand of any specific product or service is high. The author’s stance regarding positioning is that it is the difference between a company’s product and the ongoing competition in the minds of the consumers. The article is a well-written document, which highlights different issues related to market segmentation, targeting, and positioning. Williams, J. (2006). Marketing GNOME Part Two: Segmentation, Targeting and Positioning. Retrieved October 09, 2011 from

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Research Methodology, Design and Process - Essay Example Nursing practice, like other professions, has constantly been enriched and improved by research critical evaluation strategies. As a result, research critical evaluation involves the most effective means of collecting, analyzing, and evaluating information regarding any aspect in (nursing) practice (Stebbins 2006). The critically generated information becomes the basis of making decision in any field with the aim of improving or filling out the deficiencies that other materials demonstrate. Conducting research is a process that follows specific steps, where in most cases, it has been found seven critical steps are followed. The seven steps are: defining research question, asking for help, developing research strategy and locating resources to use in conducting the research, utilizing the most effective search techniques, reading critically, synthesizing and seeking meaning, understanding the scholarly communication process and citing sources, and lastly, evaluating the sources in the most effective critical way (Stebbins 2006). ... In addition, the review will involve establishing whether the author (s) state explicitly the ideas and information contained in the article; what contribution the article has on the topic it presents; and kind materials presented in the work. This is in addition to how the materials have been expressed and argue about the topic being presented; what alternatives exist in terms of arguing on the materials presented; the available and presentation of theoretical issues in the article; and lastly, the impersonal reaction/argument with regard to the article presented. Quantitative and qualitative research works are both utilized in the nursing practice, with the processes of critique evaluating these two types of information differing greatly. In this research project, critical evaluation of two articles will be conducted whereby, the quantitative critique review will be conducted on an article titled, ‘Measuring self-perceived public health nursing’, while qualitative crit ical review will be conducted on an article titled, ‘Barriers to, and facilitators of post-operative pain management in Iran Nursing’. The third article selected to be used in enriching information for the two articles is the article titled, ‘Delineating the role of a cohort of clinical research nurses in a pediatric cooperative clinical trials groups’. It should be known that the basis of article critical review and evaluation would largely be carried out within the precepts of purpose and objectives of the article, design process, and nature of the article, setting framework of the article, sampling procedure and technique, methods of investigations, research variables, findings, and applicability of

My Chosen Ethical Framework Essay Example for Free

My Chosen Ethical Framework Essay In the field of Human Services a worker is faced with ethical dilemmas on a everyday basis. In some cases,a client may want to make choices that may not be in their best interest. As Harry and Mahoney (1999) stated the paramount goal of human service workers is to enable people to live more satisfying,more autonomous,and more productive lives, through utilizing societys knowledge,resources,and technological innovations. However, this is not always an easy task. The NOHS preamble states â€Å"Characterized particularly by an appreciation of human beings in all of their diversity, human services offers assistance to its clients within the context of their community and environment. Human service professionals and educators uphold the integrity and ethics of the profession, partake in constructive criticism of the profession, promote client and community well-being, and enhance their own professional growth. (Ethical standards for, 1996) However, as we look closely at this preamble we can see that it may cause its own ethical dilemmas especially in the field of addiction. What choices does a addictive professional make when the community and environment that the client lives in is filled with drugs,violence, and crime. It is not unlikely, for an addict to seek help,having no support because family has lost all trust, being poor, vulnerable,and depressed. They may not see anyway out of an abusive relationship and may have even contemplated suicide. They may be a single parent or both partners are using with the child in the home. It is in these circumstances that they do not have the self determination to make the right decisions. While the client has the right to self determination, the counselor has a decision to make like suggesting hospitalization or if there is children living in the situation contacting D. S. S, which violates the clients confidentiality. According to W. D. Ross we are faced with conflicting Prima Facie duties, because of the harm one is doing to themselves or others, we now have a legal duty to report it and violate our clients confidentiality, privacy and intervene for their own safety or the child’s. Therefore Locus-Aggregative Utilitarianism theory,under Teleology could be the only solution for me, because I agree with the philosophy of â€Å"maximizing the greater good amongst greater amount of people†. By using this ethical framework I have now protected the client or the child by removing them from a harmful situation, protected myself and I have protected my agency from legalities. In fact, it is this theory in which I try to live by in my everyday life. I have been married for over 16 years and have 3 children. I always teach my children that their actions they take affects not only them but the community as well. The community may be in the house or in society. To always look for the greater good in everything they do. I have been known to take people into my home because it benefited them. Of course, things didnt always work out right but it still didnt stop me from doing the greater good,So I am definitely, Locus-Aggregative in which maximize the greater good amongst greater amount of people and I dont see me changing these values as I enter into the field of addiction. I would also state that I would follow by Act Utilitarianism because I believe it is important to violate my clients confidentiality in order to protect them,their child, the agency, and myself. While I may lose their trust, if they receive the help they need then then I have done the greater good. Therefore, the preamble to follow the teleology would be as follows â€Å" Human Services is to provide the most good with the least harm to the client and all those who have been affected by their disease, offer assistance to its clients within the context of their community and environment (NOSH) when there is the least harm† â€Å"Addiction professionals,licensed/certified treatment providers,recognize that the ability to do well is based on an underlying concern for the well-being of others. This concern emerges from recognition that we are all stakeholders in each others lives the well-being of each is intimately bound to the well-being of all; when the happiness of some is purchased by the unhappiness of others, the stage is set for the misery of all. Addiction professionals must act in such a way that they would have no embarrassment if their behavior became a matter of public knowledge and would have no difficulty defending their actions before any competent authority.

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The Marxist and Functionalist Perspectives on the Family For the purpose of this essay question I will discuss the Marxist and the Functionalist perspectives on the Family. I will compare and contrast them and give a critical analysis of each and place them in historical context as well as modern day. In Britain today there are many different types of families. A social unit living together defines what a family is. The family resembles the core feature of society. Both Marxist and Functionalist perspectives believe the family is what holds society together and helps socialise the future generations. There are three types of family existing in today’s society. The nuclear family resembles a family unit made up of no more than two generations, stereotyped as a mother, father and 2.4 children. The extended family refers to a family unit made of many three generations or more who live with each other or near by. This type is typical of pre-industrial or ‘primitive’ societies. The third type of family is the reconstituted. This type has become more apparent in modern day society. It refers to adults who have married before and have brought their children from the first marriage to the second, creating a new family unit. It is important to note that not every household includes a family – for example student flats. The functionalist perspective believe society is like a machine in that all its institutions sustain continuity and consensus and keep society running smoothly. Functionalists believe the family contributes to society’s basic needs and helps maintain social order. Functionalists have been criticised for placing too much ... ...e into existence with the invention of private property. Both Murdock and Parsons paint a very ‘rosy’ picture of family life. They fail to take in account the darker side of society and family issues such as domestic abuse etc. Parsons views on men and women in relationships are often out dated. A lot of women these days are the breadwinners in the family and therefore the husband and wife roles have been reversed. Functionalist do not recognise that women suffer from the sexual division of labour while Marxists highlight this is their theory. Marxists also come under scrutiny for exaggerating the importance of the family life as being a refuge from the capitalist society. Marxists also underestimate darker issues such as violence within the home etc. Zaretsky overemphasises the fact that family and work are separated.

Issues in Art Therapy with Children Essay

Art therapy is the therapeutic use of making art within a professional relationship, and the process involved in making art is healing and life-enhancing. In the early 1980s, the American Art Therapy Association (Levick, 1983, as cited in Newcomer, 1993) regarded art therapy as an opportunity for nonverbal expression and communication with the belief that the creative process of art is a means of reconciling emotional conflicts and of fostering self-awareness. The association later expanded their definition to read: â€Å"Art Therapy is a human service profession that utilizes art media, images, the creative art process and patient/client responses to the created products as reflections of an individual’s development, abilities, personality, interests, concerns and conflicts. Art experiences can provide an alternative to verbal forms of assessment and treatment† (American Art Therapy Association Newsletter, 1998). Kaplan (2000) reviewed the findings of other neuroscientists who noted that graphic representation is a complex activity, involving areas of the brain associated with language. For example, Restak (1994) reported that more brain neurons are devoted to vision than the other senses. Kaplan suggests that studio art can facilitate problem-solving abilities, stimulate pleasure and self-esteem, and provide opportunities for successful functioning in children and adults with cognitive impairments. Malchiodi (2003) cites studies by scientists who found that drawing involves complex interactions between many parts of the brain, and notes that science will be central to understanding how art therapy works and why it is a powerful therapeutic modality. Riley (2003) observed that offering opportunities to create art to depressed adolescents as a means of communication that can be enjoyed and controlled provides a lens for viewing their perceptions through their own images, as well as a vehicle for treatment and a way to address resistance. In addition, she finds drawingless confrontational, less familiar, and less judgmental than talk, and that adolescent depression is often masked. Teenagers may also be angry or aggressive, as opposed to the lassitude characteristic of depressed adults, and art-making can serve to relieve painful self-deprecation. Wadeson (1980) noted that drawings by patients experiencing depression showed less color, less affect, and less effort than the drawings of nondepressed individuals. In addition, they showed more empty space and more depressive affect, such as drawing about harming others. Silver & Ellison (1995) described the behavior and history of a 16-year-old who had been arrested and incarcerated for stabbing another youth with a pencil. His history included a volatile temper and it was feared that he might harm others. His father had disappeared and his mother had been killed in a gang-related incident. During his stay in the facility, he was placed on suicide watch, and then was disciplined for angry acting-out. Three weeks after his release, he committed suicide. Advantages of Art Therapy vs. Traditional Verbal Therapy for Children Many studies performed by therapist-researchers have been chosen to focus on art therapy in particular because of the expressive arts benefit of allowing children a nonverbal outlet for their feelings. However, because art therapy is a relatively new modality, there is a minimal amount of research that has been conducted to support its efficacy or usefulness. Therefore, traditionally there has been less acceptance of it as a viable treatment option. Due to this belief, it is important to point out the many advantages of conducting art therapy to treat a wide spectrum of mental illnesses, from severe disorders such as schizophrenia to mild behavioral disorders. There are many therapeutic advantages to this particular type of therapy. Pre-adolescent children often have difficulty expressing their thoughts and feelings verbally. Children’s linguistic and cognitive skills are not fully developed, which limits their verbal expression. Because art therapy involves nonverbal communication, it is useful with this age population whose developmental limitations prevent the level of participation often required in verbal therapy (Newcomer, 1993). Instead of words, the image created by the child is the symbolic representation of a feeling, event, wish, etc. This form of preverbal expression and preverbal thinking does not require translation because it is depicted in image form. For children who are not able to make the translation, art is used as a vehicle for expression rather than words (Newcomer, 1993). Another advantage of art therapy is that the image produced can serve as a catalyst for verbal expression. This image then provides the child with structure and a foundation in an attempt to explain or describe the production (Newcomer, 1993). Many children suffer from low self-esteem and low self-confidence. When a child participates in art therapy activities and can master the materials and projects, it provides an opportunity for the child to increase self-esteem and self-confidence. Many of the participants in the present study suffer from a poor self-image and low self-esteem and confidence. Children, particularly in violent neighborhoods, often feel a lack of control over the unpredictable and unstable environment in which they are living. Therefore, it is important to gain mastery of a task, which helps build a feeling of control. Art projects can serve to do this. Art therapy is advantageous to traditional talk therapy in that it helps to provide a socially acceptable opportunity for expression and is relatively nonthreatening, whereas verbal therapy can carry a stigma. Many individuals, both children and adults, suffer from the stigma of being in therapy. Reducing or eliminating this negative stigma can serve to enhance the therapy (Newcomer, 1993). Art therapy provides a forum where children are able to freely express emotion when discussing their artwork without fear of violating social norms. Another benefit of art therapy is the social component that can be worked into the session if providing group art therapy. By working on group projects and sharing materials, it helps develop interpersonal relationships and fosters cooperation (Newcomer, 1993). At the Lake School’s Insight Through Art Program, all children in the groups share materials and at times engage in group projects. Another advantage of art therapy that has been noted is the decrease in energy level that occurs during the creative process (Newcomer, 1993). Individuals in art therapy are still stimulated as in talk therapy, but in a different way that provides greater relaxation. Many of the children at the Lake School are hyperactive, anxious, and overly excited. Working on an art project provides structure, containment, and limit setting that helps to calm children down. Art can also have the reverse effect on depressed, introverted children. Art and art-making can help stimulate these individuals and increase participation in therapy and decrease inhibition. A disadvantage of verbal therapy is that when working verbally, individuals can stop and filter thoughts and feelings (Wadeson, 1980). It is easier to control and tame your words then your art. This editing can slow down the therapeutic process. Harriet Wadeson lists objectification as another advantage. This term is based on the premise that art expression can form a bridge. Objectification is the notion that â€Å"feelings or ideas are at first externalized in an object (picture or sculpture). The art object allows the individual, while separating from the feelings, to recognize their existence† (Wadeson, 1980, p. 10). Hopefully, the individual can then come to own his or her feelings and integrate them into the self. When in art therapy, the individual is left with a tangible object that can be taken with him or her after the therapy has ended (Wadeson, 1980). In verbal therapy, there are no tangible products. The object(s) is symbolic of the work done in treatment and can also serve as a reminder of skills learned. The person then has a reminder of work done, which is especially beneficial for children. The picture or sculpture is not subject to distortions of memory. An additional advantage of having a tangible product is that it is easier to recall and notice emerging patterns. A therapist and the client can derive a sense of ongoing development that occurs in the therapeutic process. The art object provides documentation that is a direct statement by the patient, not filtered by the therapist (Wadeson, 1980). A final noted advantage is that art taps into primary process thinking and allows the child to process the event without the censorship or inhibitions of secondary process thinking. Literature Review of Art Therapy Research Art therapy programs, unlike traditional doctoral programs in psychology, have not emphasized empirical research. Students studying art therapy enter the field because they tend to be more interested in the clinical work rather than in conducting research. Many programs, though this began changing in the 1980s, do not offer the foundational courses in research design. Given this focus, the field of art therapy lacks the research studies that utilize quantifiable data. Therefore, much of the research regarding the efficacy of art therapy has been case studies. Many prolific writers in the field have written about the lack of art therapy research (McNiff, 1998a, Rosal, 1998; Malchiodi, 1995). â€Å"As a relatively new discipline we have yet to ‘advance’ to the stage where professional researchers separate the process of investigation from the ‘the practice of the craft† (McNiff, 1998a, p. 86). Many art therapists struggle with the more traditionally acceptable research procedures. Creative research methods seem to lend themselves better to studying this unique field because in enables the researcher a better opportunity to provide evidence regarding the process of therapeutic change. To show the changes that occur after the course of art therapy, many practitioner-researchers try to let the artistic products speak for themselves, coupled with a description of how the client moved through the process and experience of art therapy. â€Å"The practice of art therapy generates a desire to ‘show’ data on the part of both participants and therapists. The presentation of imagery is a natural extension of the therapeutic process and a primary feature of artistic activity† (McNiff, 1998b, p. 93). To date, it was difficult to find studies that investigated behavioral changes occurring after the introduction of a school-based group art-therapy program. However, there is research that addresses other changes art therapy can bring about. Rosal, McCulloch-Vislisel, and Neece (1997) conducted an art therapy pilot study in an urban high school with ninth-grade students. The program goal was to improve attitudes about school, relationships, and life; decrease the number of failing grades; and keep students from dropping out of school. Results of this study indicated that the art therapy, in conjunction with the English curriculum, had a positive effect on the subjects. The investigators found that the participants stayed in school, failed a very small number of courses, and improved their attitude about school, family, and self. Another study, conducted by Jasenke Roje (1995), utilized art therapy with latency age children who were victims of the 1994 Los Angeles earthquake. Roje found art therapy to be an effective and successful treatment modality in the recovery of earthquake trauma. â€Å"It enabled children to express internal processes which they had no verbal awareness of and it facilitated working through the defenses in order to identify underlying conflicts which hindered recovery† (Roje, 1995, p. 243). Rosal (1993) investigated the use of art therapy to modify the locus of control and adaptive classroom behavior of children with behavior disorders. Subjects were fourth, fifth, and sixth grade students living in a poor urban area in a large city. Most of the children came from unstable families. All subjects were identified as having behavioral difficulties at school and poor peer relationships. Results of this study were not statistically significant, however, Rosal noted change in the subjects. One of the measures Rosal utilized was The Children’s Nowicki-Strickland Internal-External Locus of Control (CNS-D3) measure. She found that although there were no statistically significant results, both experimental groups made greater moves toward the norm of the CNS-IE than the control groups. A second measure used in this study was the Conners Teacher Rating Scale (TRS). Results indicated that the two art therapy treatment conditions showed significant differences in changes of diagnosis on the TRS. Both art therapy treatment conditions were more effective than the control group in helping the behavior disordered students improve. Seventy-five percent of the subjects in one of the treatment conditions showed an improved diagnosis on the TRS and 67% showed improved diagnosis in the other treatment condition. The third and final measure that Rosal used in this study was a personal construct drawing interview (PCDI) that was developed specifically for this study to measure changes in self-perception. The students in both art therapy treatment conditions showed an increase in positive attitudes, whereas no major change was noted in the control group. In conclusion, Rosal’s study suggests that art therapy may be an effective modality in helping children with behavior disorders increase levels of control. Pleasant-Metcalf and Rosal (1997) utilized a single-case study research design in a school setting to study the effectiveness of individual art therapy with a 12-year-old girl whose academic performance declined following the divorce of her parents. Evidence in this pilot study suggests that school-based art therapy was effective in helping increase academic performance. This study adds to the growing body of literature supporting the notion that art therapy is an important school-based service and can positively impact academic performance. Avidar (1995) explored through two case studies how art therapy can address treatment needs of children who experience pervasive trauma. The subjects in Avidar’s study, much like the ones in the current study, reside in a violent inner-city housing project in a major metropolitan city. Avidar found that art therapy proves to address the psychological needs of individuals who experience chronic trauma. â€Å"[Art therapy] provides distance, expression, mastery, control, and above all, safety and trust† (Avidar, 1995, p. 16). Omizo and Omizo (1989) used art activities with minority children aged 8 to 11 to help improve self-esteem. It is well documented that poor self-esteem, feelings of incompetence, worthlessness, hopelessness, powerlessness, and feelings of inadequacy contribute to delinquency, substance abuse, unemployment, unrealized potential, poor achievement, and involvement with crime (Roundtree, 1979 and Shaplen, 1982, as cited in Omizo & Omizo, 1989). As in Omizo and Omizo’s study, the children in the current study face the aforementioned feelings and problems. Children in the Omizo study were assigned to an experimental group or a control group and were pre- and post-tested using The Culture-Free Self-Esteem Inventory for Children (SEI) to measure self-esteem. Results on the post-test indicated a significant difference between the experimental and control group. The minority children who participated in group counseling that utilized art activities had significantly higher social peer-related and academics/school-related self-esteem. Application of Art Therapy in Counseling Children Historically, therapy has been provided in private offices, hospitals, and community clinics. Traditionally, schools have been viewed narrowly as places to educate. Now that we have entered the 21st century, an expanded notion of the function of the school needs to be considered. Schools are not just the place where students learn academic material; schools also shape students’ psychological well-being, especially in poor urban neighborhoods where there are few resources available to families. Schools are the primary institutions where children gather, and as such, they provide an excellent setting in which to deliver effective services to children in need. Individuals and families may not be able to obtain services if they are required to go to an office-based treatment setting. School-based services can provide a solution to the problem of children not being independently mobile and having to rely on a family member, guardian, or some other adult to take them to therapy. Schools are â€Å"where the children are. We have to take the service to them, rather than expect them to come to us† (McNiff, 1997). This is especially the case when working with disadvantaged, at-risk children. There are a multitude of factors that may lead to a lack of participation in treatment. It is often not a lack of desire or motivation for treatment, but rather a confounding situation. Disadvantaged families usually do not have a reliable source of transportation. Therefore, it makes it very difficult to make a scheduled session that possibly is miles away, outside of their community. Another problem with children receiving services outside of the school is that they have to rely on an adult to get them there. Parents in poor urban settings are often disenfranchised by the system and may lack the motivation to get their child to treatment. In addition, there may be crises that arise and other children whose parents or guardians are caring for that make it difficult to get to scheduled appointments. However, with school-based interventions, if the child attends class, he or she is able to receive treatment without relying on an adult to provide transportation. The school is therefore a more effective place to reach children more consistently. The earlier the intervention, the more likely it is that one can eradicate and reshape unhealthy behaviors among children. The longer the behavior continues, the more difficult it is to extinguish. By meeting the needs of children in a school setting, there is a greater chance of targeting and changing negative behaviors at an early stage. There are numerous advantages to school-based treatments when compared to more traditional settings. There is a push for briefer treatments in which the patient takes a more active role in the therapeutic process. In addition, there is no longer the belief that one type of treatment is appropriate for all presenting problems. Art therapy in the public schools is an alternative approach to a variety of problems, one that is both active and brief. The therapy takes place when school is in session; therefore, the school calendar dictates treatment to only be a certain length of time. Another advantage is that the therapist, by being in the school, is part of the school system and climate and has an opportunity to â€Å"gauge the general social climate that is impinging on the child† (Nicol, 1979, p. 83). The therapist can witness the child interacting with peers and teachers and identify problematic social relationships and social skills that are causing difficulties for the child. Providing treatment in a familiar environment is linked to clients remaining in treatment. The school is a very familiar environment for children, thus increasing the chances that the child will remain in treatment. A final advantage of the school-based setting is the collaboration that can occur amongst professionals (Nicol, 1979). Teachers do not receive the necessary training on how to handle children with behavioral problems. The school-based therapist can serve as a resource for the teachers and school staff, providing consultations and in-school workshops. Given the central role that schools play in the lives of children, we need to expand upon this by not only educating children on subjects of reading, writing, and arithmetic, but also help to foster positive self-esteem and emotional and cognitive growth. In addition, schools also should help children build interpersonal relationship skills and help students to develop positive behaviors. By broadening the definition and role the school plays beyond academic success, children will have a greater chance of success and a larger set of skills necessary to make it in the outside world. Most of the literature on art therapy in schools represents work that is taking place in specialized settings, not urban public schools. â€Å"The severity of problems that children bring into school settings is rising dramatically. Violence, sexual abuse, suicide, substance abuse, poverty, and the decay of family and community structures are just some of the numerous issues affecting children today† (Essex, Frostig, & Hertz, 1996, p. 182). Children bring these problems into the classroom and schools are left with the responsibility to handle these grave situations. When a child is in distress, it interferes with the child’s ability to learn. In 1990, a decision by the Supreme Court of New Jersey emphasized the critical need for public school support of these issues. There have been several other legislative initiatives that focus on the benefits of creative art therapies to help individuals who do not respond to more traditional therapies. â€Å"The Senate and House Report (No. 96-712, May 18, 1980) on the Mental Health Systems Act of 1980 gave special attention to the creative arts therapies in the treatment of persons who required mental health services but who did not respond to traditional therapeutic modalities† (Bush, 1997b, p. 10). Janet Bush (1997a) introduced the first comprehensive art therapy program in a public school in Dade County, Florida during the 1979-1980 school year which still exists today. Other art therapy programs have been started in the United States, but they are not as extensive as Dade County and have developed differently. Initially, the goal of the pilot program in Dade County was to provide art therapy for students with physical, emotional, educational, and psychological problems â€Å"to ameliorate a variety of unacceptable behaviors and to help the students learn by improving students’ insights, attitudes, and skills† (Bush, 1997a, p. 9). Eventually, the program narrowed its focus to only include students with emotional problems. While obtaining her graduate degree in art therapy, Bush recognized how students’ problems were directly and indirectly affecting their educational goals. By introducing art therapy in the school, she hoped to assist the children in problem resolution by providing tools to foster self-expression and emotional and cognitive growth. In 1999, the Bade County school district employed 20 Mi-time art therapists to work in 28 public schools. (Minato, 1999, p. 59). As the art therapy program grew and developed, other professionals (psychologists, social workers, family therapists, and teachers) joined the treatment team. At first, the program combined art education along with art therapy. This was due to the fact that the original funding for the program came from the art education department. In 1995, the program shifted away from art education and started focusing entirely on clinical art therapy objectives with severely emotionally disturbed children (Bush, 1997a). The activities the school art therapists provided were very comprehensive. They included: consultation, assessment, intervention, professional training and development, research, program planning, and evaluation (Bush, 1997b). Although the Dade County school-based art therapy program has been a success, its success has been measured by observation and experiences of the therapists. This program, along with most school-based art therapy programs, lacks the documentation to support empirical research. The Dade County program has continued to prosper since its commencement in 1979, but empirical research supporting it is minimal (Bush, 1997b). Art therapy in schools, however, has not taken root. It is time for controlled research and documentation on the application of art therapy in schools. Relevant outcome criteria on the effectiveness of art therapy in treating students and the effects of participation on a school’s team should be reported. (Bush, 1997a, p. 13) The Dade County art therapy program is a model program, which can serve to inspire future development of similar school-based art therapy programs. Art therapy in a school-based setting can provide at-risk children with an outlet to work through obstacles that are hindering their educational, emotional, and social growth. Conclusion Behavioral science research has focused on the psychological, emotional, behavioral, and cognitive problems that children exposed to chronic stress and violence face. Research in this area has become increasingly prolific as the rates of violence and risk of exposure increases. This is especially true in large urban cities where the prevalence rate of urban youth exposed to violence and chronic stress is rapidly increasing. There are many factors in the lives of impoverished African-American children that lead to chronic stress. Rutter (1978) identified six significant familial stressors that increased the probability of behavioral disorders among children. They are: (a) the father having an unskilled/semiskilled job, (b) overcrowding in the home or a large family size, (c) the mother suffering from depression or a neurotic disorder, (d) the child having ever been â€Å"in care,† (e) the father having been convicted of any offense against the law, and (f) marital discord (Rutter, 1978). Other researchers examined multiple stressors on school-aged children’s psychological functioning: parental conflict, maternal depression, overcrowding, and family income. Shaw and Emery found that â€Å"cumulative family stressors predicted clinically-elevated child behavior problems and below-average ratings of children’s IQ and perceived social competence† (1988, p. 204). The research suggests there is a significant relationship between exposure to chronic stress, crime, and violence and behavioral, psychological, and academic problems. It is necessary to then take the next step and focus on ways in which to ameliorate these negative effects. Traditionally, psychological services of art therapy have been provided in hospitals, community mental health centers, and private offices. There are, however, numerous factors that impede the ability of at-risk children from getting these needed services that are often provided outside their community. School-based interventions in art therapy can provide one solution to this problem. School-based therapeutic interventions have been effective in helping children to deal with the emotional repercussions of living with multiple stressors. By addressing common problems in a novel way, school-based art therapy therapy opens the doors to many children who otherwise would not receive the needed therapeutic help. The children are in their schools everyday, so why not bring the service to them. Outcome literature supports the notion that school-based intervention programs in art therapy can yield to positive outcomes in the lives of children. References Art therapy: Definition of profession. (1998, Summer). American Art Therapy Association Newsletter, 31, 3. Avidar, A. (1995). Art therapy and pervasive trauma: Working with children in violent communities. Pratt Institute Creative Arts Therapy Review, 16, 10-16. Bush, J. (1997a). The development of school art therapy in Dade County public schools: Implications for future change. Art Therapy: Journal of the American Art Therapy Association, 14(l 9-14. Bush, J. (1997b). The handbook of school art therapy. Springfield, IL: Charles C Thomas. Essex, M. , Frostig, K. , & Hertz, J. (1996). In the service of children: Art and expressive therapies in public schools. Art Therapy: Journal of the American Art Therapy Association, 73(2), 181-190. Malchiodi, C. A. (1995). Does a lack of art therapy research hold us back? Art Therapy: Journal of the American Art Therapy Association, 12(4), 218-219. Malchiodi, C. A. (2003). Art therapy and the brain. In C. A. Malchiodi (Ed. ), Handbook of art therapy. New York: Guilford Press. pp. 16-24 McNiff, S. (1997). Art therapy: A spectrum of partnerships. The Arts in Psychotherapy, 24, 37-44. McNiff, S. (1998a). Enlarging the vision of art therapy research. Art Therapy: Journal of the American Art Therapy Association, 15(2), 86-92. McNiff, S. (1998b). Art-based research. London: Jessica Kingsley Publishers Ltd. Kaplan, F. F. (2000). Art, science, and art therapy. London: Jessica Kingsley. Minato, Laura. (1999). Book Review. The Arts in Psychotherapy, 26(1), 59-60. Nader, K. , & Pynoos, R. S. (1991). Play and drawing techniques as tools for interviewing traumatized children. In C. E. Schaefer, K. Gitlin, & A. Sandgrund (Eds. ), Play diagnosis and assessment (pp. 375-389). New York: Wiley. Newcomer, P. (1993). Art, Music, and Dance Therapy. In P. Newcomer (Ed. ), Understanding and teaching emotionally disturbed adolescents (pp. 515-553). Austin, TX: Pro-ed. Nicol, AR. (1979). Psychotherapy and the school. Journal of Child Psychology and Psychiatry, 20, 81-86. Omizo, M. M. , & Omizo, S. A. (1989). Art Activities to improve self-esteem among native Hawaiian children. Journal of Humanistic Education and Development, 27(3), 167- 176. Pleasant-Metcalf, A. M. , & Rosal. M. L. (1997). The use of art therapy to improve academic performance. Art Therapy: Journal of the American Art Therapy Association, 14(1), 23-29. Restak, R. M. (1994). The modular brain. New York: Scribner. Riley, S. (2003). Using art therapy to address adolescent depression. In C. Malchiodi (Ed.), Handbook of art therapy. New York: Guilford Press. Roje, J. (1995). LA ’94 earthquake in the eyes of children: Art therapy with elementary school children who were victims of disaster. Art Therapy: Journal of the American Art Therapy Association, 12(4), 237-243. Rosal, M. L. (1998). Research thoughts: Learning from the literature and from experience. Art Therapy: Journal of the American Art Therapy Association, 15(1), 47-50. Rosal, M. L. , McCulloch-Vislisel, S. , & Neece, S. (1997). Keeping students in school: An art therapy program to benefit ninth-grade students. Art Therapy: Journal of the American Art Therapy Association, 14(1), 30-36. Rutter, M. (1978). Family, area, and school influences in the genesis of conduct disorder. In L. A. Hersov & D. Schaffer (Eds. ), Aggression and anti-social behavior in childhood and adolescence (pp. 95-114) Oxford: Pergamon Press. Silver, R. , and Ellison, J. (1995). Identifying and assessing self-images in drawings by delinquent adolescents. The Arts in Psychotherapy, 22, 339-352. Wadeson, H. (1980). Art psychotherapy. New York: John Wiley & Sons.

Being a Teenager

Being a teenager The teenage years are the years were you try to find out who you are. It’s the best period in life. But it’s also one of the hardest. By Frederik Handberg Hello I’m Frederik. I want to discuss the advantages and disadvantages of being a teenager. My opinion is that it’s hard to be a â€Å"normal† teenager in 2011. It can get confusing whit all the different situations you have to deal with. But there are also many great things when it comes to being a teenager.And I think that that is very important to remember when you’re young and sometimes can feel a bit down over things in life. I think that teenager’s opinions are being heard in the public space. But they are sometimes being neglected. Because people just think we are a bunch of confused minors. Many teenagers have an opinion to how the world and life should be. But we don’t get influence on the decisions which is taken. People still treat us like a child. And that can sometimes get quite annoying when we try to grow up.Many teenagers see the school as a place where they are forced to be during the day. But that isn’t my opinion. Of course it can be irritating sometimes to get up a rainy day and go to school. But I mostly see the school as a place where you meet your friends. And meet new people. Another thing that approximately all teenagers have wondered about, I think. Is their popularity among their friends in the class. Sometimes you can feel like a complete idiot. And other times feel like you can take on the whole world.When you grow up you will also see that you get more responsibility and control over your own life. Although you can feel that your parents are being more irritating and over protective. And you don’t always see your parent’s decisions as a good thing. I guess that is a part of being a teenager and grow up. Sometimes you believe that your parents only are there to make life miserable for you . And set limits for your growing expression. You sometimes feel that your parents must have forgotten how it was to be a teenager.But in the end I think that you will see that you’re parents only tried to take care of you. And do the best thing possible for you. I think our parents would show us even more confidence, if we managed to have a good relationship to them. It is also in the teenage years that you try to define who you are as a person. In other words, what your identity is. That’s why many teenagers try many different things in these years. That not always is thought through. But if we don’t try we won’t move us and develop us in life. Frederik Handberg, 488 words.

Trends of labour (economics) essays

Trends of labour (economics) essays Labour is defined in economics for the real world as the factor of production, which includes all kinds of human effort, bot mental and physical The labour market is a critical feature of every economy and in no two countries of the world is it identical. You will recall that labour is one of the inputs into the production process (refer tp the circular flow model) along with land capital and enterprise. Labour is usually defined as the human effort required to produce goods and services. It can be viewed just as any other commodity in the market place. The labour market is a resource market which is subject to the influences of supply and demand. At any point in time there is a certain supply of labour and a level of demand. Both of these factors are dynamic in nature. The supply of labour can be influenced by the age and health of the population, education standards, government legislation and entry restrictions imposed by labour organisations. The demand for labour tends to be influenced by the state of the economy, the need for labour in the production process and expectations of producers for the future. Factors affecting the demand for labour: Factors affecting the supply of labour: in recent decades we have seen significant changes in the labour market. On the supply side, the quantity of available labour has grown with the increase in population. At the same time adjustments have occurred through changes in the school leaving age and educational requirements for entry into occupations. The increase in population in the latter half of the 20th century has brought with it economic ...

Wishing Someone a Happy Birthday in German

Wishing Someone a Happy Birthday in German If youre going to speak the language, its important to learn how to wish someone a happy birthday in German. Before giving birthday greetings, though, you need to know about an important cultural point especially among older Germans: Wishing a German a happy birthday before his special day is considered bad luck, so dont do it. And as for gifts and cards you may want to send, make sure to mark on the package that the recipient should open it only on her birthday or afterward- but never before. There are also a number of ways to say happy birthday in German, but birthday wishes can vary widely whether they are spoken or written, or even depending on where the recipient resides in Germany. Spoken Birthday Expressions The following phrases first show how to say happy birthday in German, followed by the translation in English. Note that the translations are the English equivalents and not literal, word-for-word  translations. Herzlichen Glà ¼ckwunsch zum Geburtstag!   Happy birthday!Alles Gute zum Geburtstag!   Have a good birthday!All das Beste zum Geburtstag!   All the best on your birthday!Viel Glà ¼ck zum Geburtstag!   Best of luck on your birthday!Ich gratuliere Ihnen zu Ihrem 40/50/60 etc.   Congratulations on your 40/50/60th etc. birthday.Herzlichen Glà ¼ckwunsch nachtrglich.   Happy belated birthday. Written Birthday Expressions You can write all of the above-mentioned expressions in a card, but if you want something a little more ausfà ¼hrlicher (detailed), you may want to try some of these expressions. Herzlichen Glà ¼ckwunsch zum Geburtstag und viel Glà ¼ck/Erfolg im neuen Lebensjahr!   Happy birthday and much happiness/success in the new year.Ich wà ¼nsche dir zu deinem Geburtstag alles Liebe und Gute- verbringe einen wunderschà ¶nen Tag im Kreise deiner Lieben.   I wish you all the best on your birthday. May you spend a wonderful day surrounded by those you love.Ich wà ¼nsche dir einen herzlichen Glà ¼ckwunsch zum Geburtstag und alles Liebe und Gute und ganz viel Gesundheit und Spaß. Lass dich schà ¶n feiern.   I wish you a happy birthday and all the best and much health and fun. Have a good time celebrating.Herzlichen Glà ¼ckwunsch und alles Gute zum Geburtstag wà ¼nscht dir (your name).   I wish you happy birthday and all the best on this day.Herzlichen Glà ¼ckwunsch zum (birthday number)sten und alles Gute. Happy Xth birthday and all the best. Happy Birthday From All Over Germany Not every city or town in Germany says happy birthday the same way. You may run into variations in dialect, depending on where you are in the country and where the birthday  Junge oder Mdchen, Mann oder Frau  (boy or girl, man or woman) lives. The city or region is listed on the left, followed by the German happy birthday greeting and then the English translation. Bayern (Bavaria): Ois Guade zu Deim Geburdstog!   Happy birthday!Berlin: Alles Jute ooch zum Jeburtstach!   All the best on your birthday!Friesland: Lokkiche jierdei!   Happy birthday!Hessen (Hesse): Isch gratelier Dir aach zum Geburtstach!   I congratulate you on your birthday.Kà ¶ln (Cologne): Alles Juute zum Jeburtstaach!   All the best  on  your birthday!Norddeutschland (Plattdeutsch - Low German): Ick wà ¼nsch Di alls Gode ton Geburtsdach!   I wish you all the best on your birthday.