Reflection on self awareness and personal growth

Reflection on self awareness and personal growth The purpose of this essay is for the trainee Counsellor to critically reflect upon, and evaluate, a recorded counselling session which took place on Thursday 2nd April 2009. Within this essay, the trainee Counsellor will evaluate their use of advanced counselling skills and assess the value and usefulness of these skills. In particular, the trainee Counsellor will critically evaluate their own way of being by closely examining their application of the six conditions which are essential to therapeutic change and will focus on: the three attitudes or conditions that a person-centred therapist needs to provide for the client are congruence, empathy, and unconditional positive regard. These attitudes are not presented as a hierarchy. Indeed they are viewed best as a trinity inseparable, essential and mutually independent. An evaluation and reflection of the trainee Counsellors performance will be enhanced by use of the person-centred rating scales. Mearns Thorne (2007) when writing about the rating scales posit that: Discussing these ratings, and the other possible responses the trainee counsellor might have made, could help to expand the trainees repertoire of ways of communicating [her] empathy. (Mearns Thorne, 2007, p.71) Another way in which the trainee Counsellor has evaluated the way they worked in this session is by closely examining the DVD with the observer who was present during the session and who asked the trainee Counsellor pertinent questions regarding the session. This procedure is known as Interpersonal Process Recall (IPR) (Merry, 2006, p.146). Finally, the trainee Counsellor will refer to feedback notes from the observer order to critically evaluate their way of working with the client. The client in this session is a 36 year old married woman who has two children. This session is the trainee Counsellors second session with this client, although the trainee Counsellor is aware that the client has seen another therapist previously, nothing of these other sessions has been divulged by the client. In the first session prior to the client talking about her reasons for wanting to see a therapist, the trainee Counsellor and client worked collaboratively through the contract. This was done with sensitivity as the trainee Counsellor was very aware that he was the first male Counsellor seen by the client and she had already disclosed her anxiety and nervousness about this fact. During the first session, the client talked about a number of different issues, but continually returned to focus on her feelings about a man who had been harassing her both physically and sexually. The client also expressed doubts about her own lack of self-belief and her compulsive organisational an d controlling nature which she felt dominated her life. The trainee Counsellor considered how the client was moving along the Seven Stages Model (Merry, 2006, p.59) and that the client was positioned somewhere between stages 3 and 4, although possibly closer to stage 4 as during the first session the client demonstrated some internal confusion about her feelings and there was a tendency for her to express things in terms of black white, she was however, also able to convey some profound and more meaningful feelings. Merry (2006) describes stages 3 4 as: Clients who first seek therapy are often at this stage and need to be fully accepted as they present themselves before moving deeper into Stage 4. Stage 4 In this stage, clients begin to describe deeper feelings, usually those that happened in the past. (Merry, 2002, p60) At the beginning of the second session the trainee Counsellor checked, by working collaboratively with the client [C1, C3, C5], about the contract in order to confirm with the client that she was happy with and understood everything discussed in the first session. The client confirmed [CL6] that she was fine to continue. The trainee Counsellor then proceeded to set the boundaries [C1, C7] for the counselling session. Boundaries are an extremely important element of the therapeutic process as they make the client aware of what the trainee Counsellor is offering them. The trainee Counsellor, by being open about the type of counselling they offer, by setting time limitations and by reassuring the client, clearly sets the scene for a healthy, professional and mutually beneficial relationship. Mearns Thorne (2007) when discussing boundaries suggest that: It is important both at this early stage and as counselling proceeds that the counsellor monitors continually what [she] is prepared to offer to the client, and what lies outside the boundaries of [her] commitment. (Mearns Thorne, 2007, p.53) The trainee Counsellor, when discussing the boundaries and when checking with the client about the previous session and the clients understanding displayed a deep level of Unconditional Positive Regard (UPR) [rating 4.0] [C1, C7]. At [CL8] the client begins to talk about a man who is heavily impacting on her life at the moment. The trainee Counsellor [C9] reflects the clients words back to her, but paraphrased and in a manner which questions the clients feelings. At [CL10] the client is interrupted by a loud noise from an adjoining room and the trainee Counsellor, because of the psychological connection with the client and his level of congruence [rating 5.0] responds with a degree of immediacy [C11] which is positively acknowledged by the client. At [CL12] the client expresses anger and frustration at herself. The trainee Counsellor [C13] is at this point offering the client UPR [rating 4.0] and a deep level of empathy [rating 4.5 5.0] and acknowledges the clients anger by reflecting and challenging the clients feelings about being trapped [C15] and angry. The client [CL14] agrees with the reflection and at [CL16] questions herself about what it is that she is actually angry and frustrated about. The trainee Counsellor remembers key details about the client which were disclosed in the first session and following the clients comments at [CL16] makes some gentle and refined queries [C19, C23, C25]. These challenges are accepted by the client, positively and with real emotion. The strength of the response identifies the level of relational depth that the trainee Counsellor and client have formed. At this point [C25, C27, C29] the Counsellors empathy [rating 5.0], congruence [rating 5.0] and UPR [rating 5.0] are clearly visible to the client and such a deep level of mutuality is present that previously unrecognised feelings which were just outside of the clients consciousness become visible and the client achieves a moment of comprehension and awareness [CL30]. Rogers (2004) describes this as: the letting of material come into awareness, without any attempt to own it as part of the self, or to relate it to other material held in consciousness. (Rogers, 2004, p.78) There is a visible shift in the client at this point and the trainee Counsellor, because of the level of his empathy [rating 4.5] is aware of the internal confusion and struggle that the client is undergoing. [C29, C31] At [C33] by expressing his confusion to the client, the trainee Counsellor displayed a deep level of congruence [rating 5.0] and this openness and genuine attitude assisted the client who moved on to explore her own feelings and reactions to what she had said at [CL30, CL32]. The trainee Counsellor [C35, C37, C39] reflects some of the clients thoughts back to her. During this period of interaction, the trainee Counsellor takes the opportunity to make some gentle challenges which cause the client to question her thought process. At [CL50] the client questions the trainee Counsellor, and it appears as if she is looking for some kind of affirmation that what she is saying makes sense. The trainee Counsellor [C51] makes it clear to the client that what she has said makes perfect sense to him, and this could easily be construed as some form of collusion, however in this case it is more of a corroboration to demonstrate the trainee Counsellors empathic understanding [rating 4.5 5.0] and a s a form of encouragement to the client to continue. The interactions at [CL50, C51] clearly display the trainee Counsellor and the client sharing the same frame of reference, being in the same place at the same time. Worsley (2002) suggests that: The greater the spontaneous-type content of the frame of reference, the more proper it is to call any therapist response process-orientated, because the therapist will be engaging empathically with the whole organism who is the client, and not just the reflexive, conscious elements. (Worsley, 2002, p.40) The trainee Counsellor, at interactions [C53, C81, C92] makes use of challenges which could be construed as directive questions, however, with the use of IPR and a deeper analysis of the recorded session, it is apparent that the trainee Counsellor was not directing the client, but was using thought-provoking words to stimulate the clients process. The trainee Counsellor used his UPR [rating 5.0] and empathy [rating 4.5 5.0] to identify with the clients goals whilst at the same time valuing and respecting the client at the deepest level and at the same time being his own person, being congruent [rating 4.0 5.0] and honest with his own feelings so that the client is aware that she is valued and prized and that the trainee Counsellor is not hiding anything of himself from her. At interactions [C81, C98] the trainee Counsellor takes the opportunity to query the clients incongruence and the clients responses [CL82, CL83, CL85, CL99] clearly suggest that she was not being truly honest with herself. Rogers hypothesises that if the client: becomes more self-aware, more self-acceptant, less defensive and more open, [he] finds that [he] is at last free to change and grow in the directions natural to the human organism. (Rogers, 2004, p.64) There is a point in the counselling session [CL109] where the trainee Counsellor senses a shift and a visible change in the client. The client starts to question her own behaviour and self, and in doing so realises how important some of the issues discussed in the session are to her. Rogers (1980) suggests that: To perceive a new aspect of oneself is the first step toward changing the concept of oneself. The new element is, in an understanding atmosphere, owned and assimilated into a now altered self-concept. (Rogers, 1980, p.155) The trainee Counsellor, through several interactions [C112 to C134] briefly sums up the session so far, recapping the salient points of the session. This is done collaboratively with the client, continually checking that the client is in agreement with what the trainee Counsellor is reviewing. By working in this manner, the trainee Counsellor is adhering to the ethical principles recommended by the BACP and is ensuring that he is working in an anti-oppressive way. Within this review of the counselling session, the trainee Counsellor considered different parts of the clients self. Mearns Thorne (2007) refer to these different parts as configurations of self and suggest that: a configuration is a developed self-within-a-self that can contain a wide array of elements a set of thoughts, feelings and behaviours that together represent an important dimension of the persons existence. (Mearns Thorne, 2007, p.34) An analysis of the clients various dimensions gave the trainee Counsellor the opportunity [C124, C126, C134, C136] to sensitively challenge those different parts which in turn triggered a reflective process in the client. The relational depth between the trainee Counsellor and client at this point was extremely good with both client and trainee Counsellor aware of their own feelings and expressing the genuine and authentic person to each other. Nothing was hidden and there was a real connectedness between both people in the counselling session. If both the trainee Counsellor and the client can be genuine in the relationship, the more helpful it will be. (Rogers, 2004, p.33) The trainee Counsellor is a student member of the British Association for Counselling Psychotherapy (BACP), and as such is fully aware of the importance of adhering to the elements within the BACPs Ethical Framework for Good Practice in Counselling Psychotherapy (BACP, 2007) which discuss the provision of maintaining a good standard of practice and care (BACP, 2007, p.5). The trainee Counsellor fully believes that: Regularly monitoring and reviewing ones work is essential to maintaining good practice. It is important to be open to, and conscientious in considering, feedback from colleagues, appraisals and assessments. (BACP, 2007, p.5) IPR of the session reinforced the trainee Counsellors original observations and feelings about the client as the session drew to a close. It was apparent that from interactions [CL150 CL156] that the client was in a deep state of process. The trainee Counsellors level of empathy [rating 5.0] and the relationship which had developed between client and trainee Counsellor was such that at interaction [C157] the trainee Counsellor made the decision to end the counselling session a couple of minutes early. This was checked with the client to ensure that she was happy to do this, and the expression on her face confirmed that the trainee Counsellors choice was the correct one. The client had, at this point, moved on and was clearly trying to figure out what was going on in her head. Rogers (2004) outlines a clients process by suggesting that: Clients seem to move toward more openly being a process, a fluidity, a changing. They are not disturbed to find that they are not the same from day to day, that they do not always hold the same feelings toward a given experience or person, that they are not always consistent. (Rogers, 2004, p.171) The clients progress in this session was, for the trainee Counsellor, quite a revelation. The trainee Counsellor by focusing, using a felt sense (Mearns Thorne, 2007, p.79) [C29] touches on the clients unknown feelings and attends with deep empathy [rating 4.5 5.0] congruence [rating 4.5] and UPR [rating 4.5 5.0] to the client. It was the trainee Counsellors first real experience of witnessing a clients self-realisation [CL30] to something that was at the edge of their awareness but which they had previously ignored or dismissed. A change came over the client [CL30] and their honesty and openness became much more expressive. At this moment the relationship between the trainee Counsellor and client became much closer. Feedback from this session was received from a third party observer, who took notes to assist the trainee Counsellor in their evaluation of this session. The comments suggested that the trainee Counsellors congruence, empathy and use of UPR were obvious and perceived by the observer to be at a deep level. The observer suggested that on occasion, in her opinion, the client / trainee Counsellor relationship seemed almost friendly. From a learning and professional perspective and having reviewed the recording several times, the trainee Counsellor can see how some of the session might have been experienced from an observational point of view, but within the counselling relationship the two participants were experiencing each other and absorbed deeply in the counselling relationship. This is characterised by their ability to share a moment of levity [CL36, C37], followed by the client moving flawlessly back into her train of thought and process. From the trainee Counsellors perspective, several key points were noticed. Firstly, there were a couple of areas [C19, C39] where the session could have gone in different directions. As a trainee, the choice of language, the correct use of handle-words and the on-the-spot decision making is difficult to practice as every client is unique and individual, and every client will bring a different range of issues to the session. Secondly, the trainee Counsellor considered their use of questions in the session. There is no doubt that there will be some criticism of the way in which the trainee Counsellor phrased some interactions to the client, but there is a firm belief that none of the questions were deliberately directive and the session flowed well, with the relationship between client and trainee Counsellor relaxed, natural and open. Finally, the trainee Counsellor was real and authentic and it is clear that the client experienced this realness in the relationship. A major learning experience taken from this session is that of experience. There were three significant moments in the session, the first at interaction [CL30] where the client achieved self-realisation about the way she had been behaving, the second was at interactions [C61, CL62] where the client acknowledges her participation in what she refers to as a game in which she chooses whether or not to play, and the third is at interaction [CL91] where the client starts to question the relationship she has with her husband with regards to her issue of control. As a learning outcome, these moments were invaluable as they provided the trainee Counsellor with experiences not previously encountered. The trainee Counsellor, in evaluating this counselling session, has already discussed and evaluated three of the conditions from the six necessary for therapeutic change: the trainee counsellors empathic understanding of the clients world; congruence on the part of the trainee Counsellor and the trainee Counsellors UPR towards the client. The remaining three conditions, although not mentioned specifically have also been present during this session. The first, that two people are in psychological contact, is demonstrated throughout the session by the dialogue that the client and trainee Counsellor maintained, thus forming a meaningful relationship. The second condition is that the client is in an anxious or vulnerable state, in other words is in a state of incongruence and this condition is openly displayed by the client throughout the session and no more so that at interaction [CL8] where the client admits to being stuck and confused. The third and final of the remaining six conditio ns is: The communication to the client of the counsellors empathic understanding and unconditional positive regard is to a minimal degree achieved. (Merry, 2006, p.49) The trainee Counsellor, in evaluating this session, has visibly exhibited his UPR [rating 4.5 5.0] and empathic understanding [rating 4.5] of the clients inner world [C61, C86] and in doing so helped to facilitate a safe and constructive environment for the client. This was a significant session for the client as the trainee Counsellor believes there has been a major movement along the seven stages of process and that the client at times during the session made the transition into stage 5. There was obviously some vacillation between stage four and five and the trainee Counsellor, although identifying the shift in the client [CL30, CL109] made no attempt to move them onto stage five, but rather left the client to find their own path, knowing that she would move forward when it was right for her to do so. The trainee Counsellor was himself, the client was herself. There were no facades, no hidden agendas, just two people experiencing a deep understanding of each other. Rogers (2004), when talking about this kind of relationship, posits: acceptance of each fluctuating aspect of this other person makes it for [him] a relationship of warmth and safety, and the safety of being liked and prized as a person seems a highly important element in a helping relationship. (Rogers, 2004, p.34) The relational depth achieved by the client and trainee Counsellor is clearly evident throughout many parts of the session. A particularly powerful moment is at interaction [CL109] where the client questions her own values and the clients body language and the timbre of her voice expose her feelings. Mearns Thorne (2007) suggest that: At times such as these, understanding between client and counsellor exists at many levels, as does acceptance. The outcome is a profound sense of sharing. (Mearns Thorne, 2007, p.191)

Napoleon :: essays research papers

Mastering Luck Explain Quote ?I had been nourished by reflecting on liberty, but I thrust it out of my way when it obstructed me path.? I believe this quote means that Napoleon was a believer in liberty and that he attempted to use it to rule his people justly. The rest of the quote means that liberty and justice can only be used to the point at which it doesn?t challenge his laws and governing power. Napoleon had the aspiration of total domination, and he had no intentions of letting peoples natural freedoms interrupt those dreams. I also believe that the people of those times were fed up with anarchy and lack of control and were willing to give up some of their personal freedoms for the sake of control and a better country. Question 2 Napoleon actually crossed the Alps on a mule. Why did David paint him riding on a horse? What adjectives best describe David?s portrayal of Napoleon? Why? The reason Napoleon was painted on a horse was probably to make him look very courageous. Napoleon was a very vain man and we cannot be sure if he had anything to do with the change from the actual event. A mule usually brings to mind pictures of slow advancement and a very weak attacker, but in reality, they were probably better for going over mountains, which I believe is the reason Napoleon didn?t just use a horse. To describe Napoleon crossing the St. Bernard pass, I think there are many adjectives that could be used. Napoleon looked very daring, because he was pointing onward toward the soon to be conquered lands that he had his mind set on taking for his empire. Napoleon also looked very fierce by the stern face the painter portrayed, and the position the horse was in, which looked like it was about to jump and crush an enemy. The Summit of Greatness Question 1 The above engraving was part of a propaganda campaign directed at both English and French audiences. What was the drawing intended to show the French? Why would they be prepared to believe some of the picture?s more fanciful aspects? The French people had come out of time of oppression by tyrannical monarchs and uncaring, corrupt government officials. They were ready for a new birth as a new nation, which was able to stand on its own and even be an overlord to its neighbors.

Of Mice And Men: Symbolism Essay

In the novel, of mice and men, theer was symbolizm throughout the story. In the beginning of the novel the stting was perfect, like â€Å"The Garden of Eden†. LIke in â€Å"The Garden of Eden† there was a snake, and in this novel it slipped across the water sggestin possible evil to come. The rabbits on the other hand symoloized Lenny’s joy and goodness, and formed the bases of his dreams. In the beginning Of Mice and Men, the story began looking like a perfect world. The author describes the setting as a wonderful place where â€Å"willows fresh and green with every spring: .(p.1) the perfect world resembles : The garden of Eden†, how everything was in place and the surroundin was in paradise.† ON the sandy bank under the trees the leaves lie †¦.among them†.(p.1) It was a wonderful place to be, because the setting is peaceful and no evil or wrond doing is happening. The snimals do not live in fear because the setting is perfect and it sounds accomadating to everyone and everything. All thought the setting was perfect in the beginning, there must be evil to come. As the snake was in â€Å"The garden of Eden† as a form of evil, there should be a form of evil to come further in the story. Teh form of evin that appars in the setting is a snake. The snake also appeared in â€Å"The garden of Eden†, and if so tehre must be some sort of evil to come. When the snake slipped across the pool, it examined the scene like a submarine would when hunting down itz prey. The snake must of picked it’s target, like a submarine would. â€Å"a water snake alipped along on the pool, it’s head held up like a little periscope†.(p.7) And that someone that the snake targeted must have been Lenny, because he dies at the end of the story. As the snake slipped across the pool â€Å"the reeds jerked slightly in the current†. (p.7)When the snake moved across the pool and the reeds started to jerk, symbolizing the peaceful world being disrupted by an evil form. Moreover, the snake symbolizes evil and the negative energy in the story, but the dreams of rabbits and the farm, they symbolize good and bring positive energy to the story and Lenny’s mind. Teh rabbits in the story symbolize Lenny’s innocent side. They also are a positive enery in the story. When the setting was described in the  beginning, the rabbit appeared showing that they are a positive energy. â€Å"Rabbits comout of the brush to sit on the sand in the evening†.(p.1)Also the rabbits are a symbol of Lenny’s innocent side, because the rabbits do not mean to harm anyone but only are there to comfort Lenny’s caring side. The rabbits were also in Lenny’s dream of teh farm. All he wanted to do was to tend to the rabbits on the fam. â€Å"And I get to tend the rabbits†.(p.105)The dream of having a farm and rabbits was what drove Lenny in life. And when George would describe the farm again and again Lenny would become happy inside, and would picture the farm in his head. Nevertheless, Lenny’s dreams did not come true/was he dead at the end, of the story. In conclusion, symbolism is used throughout the whole story, And â€Å"The garden of Eden† was a perfect world and so was the setting until the snake appeared. The snake was a form of evil and he disrpted the setting with his presence. The dream of the farm and tending to the rabbits was a wonderful dream, where Lenny’s imagination would go to when George told him of the farm.

President Obama s State Of The Union Address - 944 Words

One of the most highly debated proposals from President Barack Obama’s State of the Union address is a new government program that would cover the cost of community college. The â€Å"American College Promise† would provide free tuition to students who enroll in a community college for at least half-time, maintain a 2.5 Grade Point Average (GPA), make steady progress towards completing an associate’s degree and cannot have an adjusted gross income of above two hundred thousand dollars. Obama has stated that the new proposal will benefit roughly nine million students each year by earning them an associate’s degree at no cost. Although the new proposal can be seen as a panacea for all incoming college students, the opposition is true due to the fact that community college is affordable, exclusive, and will hurt the economy by causing the current United States debt to increase. Many critiques against community college being tuition free state that our economy will improve. This is being proven by Wyner who states that it is necessary to close the percentage gap of jobs that will require a college education. Yes, it is true that a college education will be required for 60% of jobs, it doesn’t mean that community college should be free. If anything, making college free, will affect the economy . The White House stated that the cost of implementing a tuition free community college program will be over sixty billion dollars over ten years. The money will come from taxpayer dollars.Show MoreRelatedPresident Obama s Last State Of The Union Address912 Words   |  4 Pages President Obama gave his last State of the Union address on January 12th of this year. Like so many of his previous speeches, it was filled with soaring rhetoric and stressed values all Americans hold dear, not just Democrats, while also focusing on values that Democrats hold more de ar than Republicans. Governor Nikki Haley of South Carolina gave the Republican response and that speech, although critical of the President’s approach, echoed many of his values, while still emphasizing values thatRead MoreBarack Obama s President Obama935 Words   |  4 PagesAs stated in the Constitution of the United States, the President shall from time to time give to the Congress information of the State of the Union, and recommend to their consideration such measures as he shall judge necessary and expedient. Since 1947, this constitutionally mandated address has become known as the State of the Union Address. President Barack Obama continued this tradition in his final State of the Union Address to Congress and the American citizens on January 12, 2016. In hisRead MorePresident Obama s Final State Of The Union Speech1013 Words   |  5 PagesTravon Felton In January 12, 2016, President Obama has given his final State of the Union Speech. 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In Lincoln’ s 200th birthday, Obama said, â€Å"It s a humbling task, marking the bicentennial of our 16th President s birth-humbling fo r me in particular, because it s fair to say that we presidency of this singular figure who weRead MorePresident Obamas Final State Of The Union1320 Words   |  6 PagesCHANGE IN THE STATE OF THE UNION There are 7.3 billion people on Earth (United States Census Bureau, 2016). More specifically, there are 7.3 billion people who depend on Earth for food, water, and shelter. If there is one thing that every living organism has in common, it’s our dependence on the planet to survive. Unfortunately, since the Industrial Revolution, humans have been systematically degrading the Earth and its resources. President Obama’s final State of the Union address was structuredRead MoreBarack Obama s State Of The Union Speech1207 Words   |  5 Pagesare a lot of significant Economic issues that were addressed in President Obama’s State of the Union Speech. 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William Wordsworth Essay - 1402 Words

William Wordsworths â€Å"The World is Too Much With Us† is a Romantic Sonnet that can be broken into two parts. The speaker tells us in the first part that we have lost our connection with nature, and that that connection was one of our most important relationships. The speaker the goes on to tell us that that he is willing to sacrifice everything to recover this relationship, and begins on line 9. In romantic poems, the speaker tries to convince us of our flaws, in this case our skewed relationship with nature, and convince us to change our ways. The speaker in Wordsworths poem is no different in this respect, and utilizes shock to grab our attention and really get us to notice just how serious he believes this problem is. Although he uses†¦show more content†¦Wordsworth, however, shows both sides of nature. He does show nature as gentle when he talks about â€Å"sleeping flowers† (7) and when he talks about the â€Å"Sea that bares her bosom to the moonâ₠¬  (5). He talks about nature as frightening and dangerous when he says that â€Å"The winds that will be howling at all hours† (6). This shows not only the fury of nature, but when contrasted with more gentle images, the speaker shows the versatility and inclemency that comes with nature. This helps the audience to trust the speaker more, because he is being honest about nature, and adds to the future shock of his embracing it. Another way involves the structure of the poem. Being an Italian sonnet, the poem is supposed to break into two different sections, the first being eight lines and the second being six. While Wordsworth does break his poem into two parts, he does it midway through the ninth line. Although this may not mean much too us, but scholars and other well read people of his day would notice this immediately. He does this because a main theme of this poem is to break away from the rules governing society, and he is clearly doing that with the structure of the poem. The other two uses deal with the language and content of the poem. The other also occurs on line 9 where the speaker curses in the middle of the line proclaiming â€Å"Great God!† Cursing like this was seldom heard in public back then, and was certainly not common in poetry. This is done again to try to get theShow MoreRelatedWilliam Wordsworth1477 Words   |  6 PagesWordsworth’s Use of Literary Devices Related to Nature William Wordsworth’s frequent references to nature in his poetry shows that he paid close attention to the details of the physical environment around him. His poetry relates to nature by focusing primarily on the relationship between inner life with the outer world. William Wordsworth uses literary devices such as personification, similes, and the impressions nature makes on him to show the importance of the relationship that man should haveRead MoreDaffodils by William Wordsworth1871 Words   |  8 PagesWilliam Wordsmiths I Wandered Lonely as a Cloud or Daffodils: Analysis A BESTWORD ANALYSIS As far as there is to mention, there is little of weight or consequence to speak of in the direct analysis of William Wordsworth’s â€Å"I Wandered Lonely as a Cloud†, or â€Å"Daffodils† as it is popularly referred to today.   From introduction to conclusion, William Wordsworth cleanly describes the act of watching a patch of country daffodils swaying in the breeze and the lasting effect this pleasant image hasRead More William Wordsworth Essay3686 Words   |  15 PagesWilliam Wordsworth William Wordsworth is considered to be the greatest among all of the English Romantic poets. 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His mom died when he was eight years old and then his father die d when he was thirteen years oldRead MoreThe Prelude, By William Wordsworth1031 Words   |  5 Pages Mind and Imagination An elevated concentration to the way the mind works is without a doubt one of the most significant attributes of Romantic poetry. In William Wordsworth’s poem, The Prelude, the poet allows several memories from his youth to be brought up again in his adulthood and looks to grasp onto these certain influences that have assisted in establishing his mind and could potentially help him become the best poet possible. John Keats described his idea of imagination to a friend in anRead MoreWilliam Wordsworth s The Prelude1008 Words   |  5 PagesIn William Wordsworth’s poem, The Prelude, he describes how he imagines London to be. He is very descriptive when he touches on what he expects upon arrival to the city, and then realizes London was not the paradise he alluded to earlier in his poem. 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Analysis of Hamlet Essay - 1302 Words

Hamlet is a suspenseful play that introduces the topic of tragedy. Throughout the play, Hamlet displays anger, uncertainty, and obsession with death. Although Hamlet is unaware of it, these emotions cause the mishaps that occur throughout the play. These emotions combined with his unawareness are the leading basis for the tragic hero’s flaws. These flaws lead Hamlet not to be a bad man, but a regular form of imperfection that comes along with being human. When Hamlet is first encountered with the ghost that resembles his father, it is revealed that his uncle Claudius might have been the cause of his father’s death. Hamlet is then confused about what he should believe and how he†¦show more content†¦When he does act, he prefers to do it recklessly and violently. This is a flaw that Hamlet cannot deny. He knows that it is unjust, but only cares about avenging his father’s death. Hamlet is not only ang ered with the fact of his father’s death, but also with his mother’s decision to marry Claudius. Devastated by his mother’s decision to marry so soon after her husband’s death, Hamlet becomes skeptical about women in general. He shows a particular obsession with what he perceives to be a connection with female sexuality and moral corruption. He almost develops hatred towards women because of his mother’s decision. This hatred occurs and is shown with his relationship with Ophelia. He urges Ophelia to go to a nunnery rather than experience the dishonesty of sexuality. This hinders Hamlet from experiencing a love that is really needed at this time of his loss. One can say that this is another flaw, which Hamlet is unaware of. Throughout the course of the play, Hamlet is also obsessed with the mystery of death. In the beginning of the play, he states that he is unsure where one ends up after they die. Later into the play, he makes a reference to the afterlife contradicting his first approach. When he attempts to killShow MoreRelatedHamlet Analysis : Hamlet 1149 Words   |  5 PagesEnglish December 7, 2015 Hamlet Analysis Prince Hamlet is a man who enjoys contemplating difficult philosophical questions. When his father the king of Denmark, was killed by his uncle. when Hamlet returns he sees his ghost after he returns home to find evidence of his father’s death. The Ghost of Hamlet tells Prince Hamlet that his uncle Claudius his uncle was the one who killed his father with poison of the ear. Throughout the rest of the story with him, Hamlet seeks to prove his uncle ClaudiusRead MoreHamlet Analysis Essay On Hamlet954 Words   |  4 PagesShakespeares play, Hamlet, is an intriguing and intricate drama about an individual who wants to avenge the death of his father. Prince Hamlet’s father, King Hamlet, was once king and the throne was inherited by his evil brother, King Claudius. In addition to inheriting the throne, Claudius has married Prince Hamlet’s mother, Gertrude, which is perceived as weird and unlawful. Interestingly, Prince Hamlet has cohesive evidence that King Claudiu s is responsible for the death of his father. As aRead MoreAnalysis of Shakespeares Hamlet720 Words   |  3 PagesCharacter analysis of Hamlet, Ghost, Horatio: Act 1, Scenes 1-5 The story of Hamlet is so famous, it is easy to forget that at the beginning of the play, Hamlet is unaware of the fact that his father was murdered by his uncle. Hamlet begins the play a depressed, angry young man who is barely able to conceal the fact that he despises his new stepfather for marrying his mother so soon after his beloved fathers demise. However, he has no proof that his uncle did anything wrong at first. In fact, theRead MoreAnalysis Of Hamlet s Hamlet 1265 Words   |  6 PagesHow far would a man, who is a still a child at heart, go to avenge the death of his father? Hamlet, who is the son of the recently deceased King, engages in a quest to avenge his father, who was murder by the man who is now in his place, and married to the queen. Hamlet tries to develop a plan to kill King Claudius, but only time is stopping him. Time inevitably leads toward expiration of a human life. Hamlet shows a great concern for time and its effects, which was brought upon a death that contributedRead MoreLiterary Analysis Of Hamlet 1366 Words   |  6 PagesDeven Sect. 4 Professor Roberts April 21, 2015 Literary Analysis Psychological State of the Characters in Hamlet The English Play writer, William Shakespeare had written many well-known pieces of work including Hamlet. Hamlet is known to be one of his most popular works. Hamlet was written in the late 16th Century about the Prince of Denmark. The original title of the work was The Tragedy of Hamlet, now it is referred to as just Hamlet. 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Plan for Recruitment and Selection

Questions: Discuss about the Plan for Recruitment and Selection. Answers: Introduction Recruitment is one of the basic exercises in every organization done following a specific procedure. It is a process that aims at getting the right labor to handle a given task in an organization. It is usually done to fill the labor gap. Therefore, it is critical for every organization to handle the process carefully following the right established procedure for the exercise. Regarding this case, CoffeVille is a caf located in Melbourne owned by a given family from the region. At the moment, there is a labor gap for a floor manager following its growth in size and increased responsibility. The recruitment schedule, job description, an advert and the interview guide questions for this position are prepared and shown as below: Recruitment Schedule The consistent and growing demand for our services and products at the caf is the main reason for the creation of the managerial position. The caf needs to extent its operation to six days per week. Because of this reasons, the management of the caf has agreed to hire a determined manager to enhance operations are always conducted smoothly for the achievement of the organization purpose. The recruitment process will thus follow the following schedule. The milestone, objective or action to take The required period Responsible person. The amount of money allocated The evaluation of the need and identification of the vacancy Six days Rufus Belcastran, Emma Belcastran and Joe Belfone The identification process will not cost the owners money. It is because everyone has identified the need for the firm to hire the store manager to work for the time described in this assignment. Development of the job description One week Rufus Belcastran, Emma Belcastran and Joe Belfone Nil Advertise the vacancy for application Two weeks The management will design posters and give them to employees to stick at various points. It will cost the Cafe $50 to prepare the posters and $100 for transport allowance. Review the applications Two weeks Rufus Balcastran, Emma Belcastran and Joe Belfone $ 20 will be used to buy special lunch for these three individuals responsible for reviewing the applications to select those meeting the requisites and prepare for an interview. Conduct the interviews Meanwhile, the process is expected to take one week. The interviews will be conducted by Joe Belfone and Emma Belcastran $50 will be used to buy special lunch and allowance for Joe Belfone and Emma Balcastran during this period. Check on the referees Between two to three days Joe Belfone and Emma Belcastran $ 10 for credit. Collection of appointment letters Between two to three days Emma Belcastran Nil New staff reporting and induction One day Joe Belfone $10 for lunch The description about the position Position: Floor manager Salary: To work for 38 hours in a week and be paid $24.50 for every hour. Hours: Full time job working 38 hours in a week (working TuesdaySaturday or WednesdaySaturday). Location: Melbourne, Australia Reporting relationships: Joe Belfone Since the absence of Joe Belfone on Fridays affects smooth operations of activities at the caf. Joe Belfone is a manager and owner. The new manager will be responsible for giving a summary on how the activities were conducted on the especially on Fridays and Saturdays where none of the managers was present. The manager will be in charge of the caf operations and ensure that owners projections are realized through the provision of satisfactory services to the customers. The manager will, therefore, oversee the others just to ensure everyone is committed to meeting cafes objectives and the growing number of customers is adequately served. About Coffeeville: The caf is an upcoming business and is located in Melbourne. Its customers are increasing every year due to excellent services offered. The caf has been operating for 5 days a week but due to increased customer demands, some changes are to be effected soon. Therefore, the caf has realized the need for increasing the number of working days to six days per week. Our commitment to meeting customers needs has necessitated for extending our operations to Saturdays. Also, the caf is committed in ensuring customers receive quality products and services. Because of efficient management, the operations in the caf have been smooth since its incorporation. Purpose of position: The management decided to establish this post to for the new applicant to assistant in coordinating our dedicated staff in meeting the caf objectives. It is further created to enhance the smoothness of operations on the dates the former bosses are unavailable. The manager will thus ensure viable goals are in place, daily operations are executed smoothly, and quality of our meals and drinks is maintained. Duties and Responsibilities To coordinate activities in the caf by ensuring that the operation schedule is adhered to and employees execute their roles as assigned. To ensure the responsible staffs professionally welcomes customers at the caf and fed with the required information where appropriate. In charge of making official communications about daily expectations and cafes objectives and culture. He/she shall be responsible for ensuring the caf environment is always clean through coordinating washing program. The manager will also be required to order for inputs. The educational requirements compulsory An added advantage A holder of Diploma in the relevant field in operating or managing small business An understanding of fair trade principles A strong understanding of coffee products Social media savvy especially with Face book and Twitter An understanding of food and beverage operations Degree in hospitality and management or catering. Job experience and additional skills Must have The applicant should have at least five years working experience in barista training, leading and managing and developing staff, knowledgeable about performance appraisal and can motivate staff. Should strongly posses customer handling skills Should have experience in how to sustain and build a community Must poses skills to formulate and implement viable policies regarding cafe operations. Should know how to manage supplies of inputs. Must poses skills to plan and chair meetings. Must speak and understand at least 2 languages specifically, Geek and Italian. Personal attributes Mandatory Added advantage Good interpersonal and communication skills. Good organisational skills Must be highly motivated ? Excellent interpersonal and communication skills. Job Advertisement Position: Caf manager Package: To work for 38 hours in a week and get paid $24.50 every hour. Place: In Melbourne, Australia Closing date (exactly 14 days from now) An excellent job opportunity CoffeeVille is looking for a qualified person to fill the vacant position of a caf manager and lead our dedicated team in providing excellent services to the growing market demands. The caf CofeeVille is located in Melbourne where it serves quality food to the growing number of customers in the city. Currently, the caf has been opening from 7am to 5pm and form Monday to Friday. However, the cafe is going operate from Monday to Saturday which has created the need for a manger. Duties and Responsibilities To coordinate activities in the caf by ensuring that the operation schedule is adhered to and employees execute their roles as assigned. To ensure the responsible staffs professionally welcomes customers at the caf and fed with the required information where appropriate. In charge of making official communications about daily expectations and cafes objectives and culture. Will be responsible for ensuring the caf environment is always clean through coordinating washing program. The manager will also be required to order for inputs. The educational requirements A holder of Diploma in the relevant field in operating or managing small business An understanding of fair trade principles A strong understanding of coffee products Social media savvy especially with Face book and Twitter An understanding of food and beverage operations Job experience and additional skills The applicant should have at least five years working experience in barista training, leading and managing and developing staff, knowledgeable about performance appraisal and can motivate staff. Should strongly posses customer handling skills Should have experience in how to sustain and build a community Must poses skills to formulate and implement viable policies regarding cafe operations. Should know how to manage supplies of inputs. Must poses skills to plan and chair meetings. Must speak and understand at least 2 languages specifically, Geek and Italian. Personal Qualities Good interpersonal and communication skills. Good organizational skills Must be highly motivated