Issue of "health & food " Essay Example | Topics and Well Written Essays - 750 words

Issue of "health & food " - Essay Example The world health organization defined health it stated as a form of complete mental, physical and social well-being, .this does not focus on the absence of a disease. The statement means that, for one to be healthy, they must be stable in all aspects of human life. On the other hand, diet, needs to be balanced and focus on all classifications of carbohydrates, vitamins, proteins and mineral salts. The fact that people living in the United States have acquired an expensive lifestyle("â€Å"The Globalization of Eating Disorders, 2015). It becomes hard for them to purchase a balanced diet food and thus go for fast foods that lack proper prescriptions on the right amounts of calories they contain. These leave them predisposed to diabetes and other heart conditions ("Food For Thought.2015). In support of these diseases, the government has been in the forefront because it imposes such policies that promote unhealthy lifestyles. As a start, restaurants sell foods that tend to bypass investigations on the amounts of calories eaten daily by individuals. The government has not taken it upon its responsibility to enact policies that look into such matters. The Food and Drug Administration policies, on the other hand, have gotten solaced on the issue of healthy eating habits, and the systems are weak to authorize and cut out such patterns from the society. In support of these, the government is the overall lawmaker. It has made health become a social issue instead of allowing people deal with it in personal ways. The fact that the proposal wishes to conduct a cross-sectional study to find out if the fast food companies do label their food packages, the research will also target the consumers of fast food, to find out what is their personal responsibility in ensuring that they choose the foods wisely. Through this, they avoid eating more or fewer calories that may pose a hazard to their health. This research will be relevant since the findings will help to inform

Income statement Coursework Example | Topics and Well Written Essays - 1000 words

Income statement - Coursework Example The revenue of a business also reflects the performance of its management. Thus, revenue is quite significant in assessing the present and future value of the business as a whole. Due to such importance of revenue in the business environment, steps have been taken by all the accounting bodies to ensure that revenues are not overstated in order to depict the financial performance better than it is in reality. Thus, it is established that revenues arising from sale of goods should be recognized only when the entity has transferred the significant risks and rewards associated with the goods to the buyer. The revenue in respect of rendering of services shall be recognized only when the outcome of the transaction through which services are rendered can be measured reliably. Product Expense: The expense incurred by a company in manufacturing a product is a product expense. These include direct materials, direct labour and factory overheads. These expenses become the part of the total cost of the product being produced. Period Expense: The expense incurred by a company during a financial period is a period expense. These expenses are shown in the Income statement in the period in which these are incurred. Examples of such costs are administrative costs, distribution costs, selling costs, rent of head office etc. The matching principle states that the costs incurred for earning revenue should be reported in the same accounting period in which the revenue has been recognized. Thus, where a company is engaged in the business of production and sale of a product, its revenue will be the sale proceeds derived from sale of its produce. However, when sales are recognized in financial statements as revenue, the inventory used in the production of finished goods sold shall also be recognized as cost of sales in the same period in order to comply with matching concept. Comparing the

War Poetry Essay Example for Free

War Poetry Essay Read Owens Dulce et Decorum est. the Kings speech before Agincourt in Shakespeares Henry v. Compare how and why the two Writers manipulate their audiences feelings about war. Dulce et Decorum est was written by Wilfred Owen during the time of world war one. The poem is known for its horrifying imagery and its condemnation of war. The difference between Dulce et Decorum est to Henry v, is that first of all it is written as a personal experience of war where as Henry v is written as a poem in a history play, so its themes and imagery is portrayed from a more personal perspective of war. William Shakespeare the famous playwright, is the author of the poem taken from the history play Henry V. The poem taken is a dramatic monologue by Henry v responding from a comment his cousin Westmoreland. The idea or theme of war is portrayed in both Owens D. E. D and William Shakespeares Henry v. , but they are put across in two very different ways. First of all in Henry v poem is more of a speech from a king ho is trying to install faith among his soldiers and most importantly his cousin Westmoreland. Where as Owens D. E. D is more of a physical and traumatizing account of a war that has already taken place. In Owens D. E. D we can see that the images that are given out are those of struggle not only physical suffering but also those of also mental suffering. With use of similes the physical suffering is shown to us. Coughing like hags is a simile used to relate to something we know and to give us not just to give us an image but a sound of the suffering. As hags is a word used to describe old witch like people. Whereas in HenryV the image created is that of honour and triumph. Images such as st crispians day a day created to remember the soldiers that fought for their country and king.

Sweat By Zora Neale Hurston :: essays research papers

Delia, a flower in a rough of weeds. That is what I got from this story in one sentence, although knowing my grammar possibly not. Hurston’s tale of a shattered woman, gives us a glimpse into what was possibly the life of women at that time. There were many convictions against men in the story, although it may have been unintentional, not to say she was a hard-core feminist there were episodes of male remorse. Narrator, this was a third person account, thus leaving much to the imagination. The conversation’s language was left as if truly taken from an African American speaker in the south in such a time. The way Hurston made the scenery appear before me was like a white sheet gets stained with red wine, unable to wash out of my mind. The narration was very brut in a grammatical manner, giving a wash bucket effect of never being settled. Many of the story’s aspects were dominated by setting a slow rise and crashing climax. There were many such climaxes, Pg. 2, Pg. 7, and Pg. 9, give this such evidence. The flow kept me interested, and would grasp my attention as a TV show would. Although is context was far from a TV show. There was much talk about civil lifestyles by the town folk, which were a particularly an odd selection of people to intervene in such a story. Although the reaction witnessed by this allowed us to get another insight, from a second person perspective. Hurston was very clear about here point of irony, especially by the ending. Hurston kept constant the folk lore style of story telling, by keeping a moral to the story. Many of the stories aspects in moral were shown indistinctively. There were not many hidden messages, Hurston made the story clear to let us easily grasp the moral. There were fore-telling of the end through out the story, such as in the 1st paragraph Pg.

Angels in America Essay -- Tony Kushner Literature Plays Essays

Angels in America The play Angels in America: A Gay Fantasia on National Themes, by Tony Kushner, contained situations in which characters’ personalities underwent great changes from the beginning of the play to the end. One of the most significant and noticeable changes was that of Harper. She was married to the character named Joe, who she knew was gay and the way she dealt with this came to relate directly to her own sanity. In part one, Harper spent a lot of time with her imaginary friend and travel agent Mr. Lies. He was her escape mechanism from the horrible reality she could not deal with that was her life. In part two, Harper came to grips with her husband’s homosexuality and the fact that she was not going to change him. As Harper learned to deal with her husband’s sexuality she became more in touch with her own sanity. In part one Millenium Approaches, everything is falling apart in Harper’s life. She is well aware that her husband is gay. Despite not being told from his mouth, Harper knows and it bothers her that she is in a marriage where her husband secretly desires a partner of the opposite sex from her. Nothing seems to be going right and instead of dealing with reality, Harper takes Valium to escape from reality. Her imaginary friend and confidante Mr. Lies becomes her only companion. She can not function in real life anymore. She takes trips all over the world (imaginary world) just to get away. In Act Mr. Lies explains â€Å"We mobilized the globe, we sent people adrift, we stir the populace and send nomads eddying across the planet. We are adept of motion acolytes of the flux. Cash, check or credit card. Name your destination.† This quote illustrates the freedom that Mr. Lies allows Harper to experience. With the help of Mr. Lies, Harper could go anywhere in the w orld and have any experience without the burdens of real life travel. In Harper’s mind, she gained all of the real life advantages of getting away such as the feelings of escapism and relaxation, but did not have to deal with life’s hassles to obtain them. An example of the above is when Harper had Mr. Lies take her to Antarctica. Her reason for going there was to find people and the trip would ultimately numb her feelings and freeze her tears. â€Å"This is a retreat, a vacuum, its virtue is that it lacks everything; deep-freeze for feelings.. You can be... ... of the play she is taking the initiative to deal with her problems and more importantly take steps towards making things better in her real life. Towards the end of the play when Harper starts working out the situation with Joe’s homosexuality, Mr. Lies is around less and less. She did not need him anymore. He was simply an escape from having to deal with her real life. After Harper learned to handle what was thrown at her by life, she did not need Mr. Lies to take her away anymore. The interactions that Harper had with Mr. Lies represented her ability to deal with the truth. In Part One when he took her away all of the time and she went to him for advice, it was apparent that she could not handle her marriage and her life. Taking Valium and confiding in Mr. Lies was the only way that Harper knew out of her reality. In part II, Harper confronted her problems and was prepared to change what was wrong, she did not need an escape mechanism because she could now face the problems of her life that she could not admit and take care of when she would run to Mr. Lies. Harper grew from part I to part I, and the more she grew was the less she needed Mr. Lies to take her away.

Tomco-Hll Merger

Mumbai: Tata Chemicals, a Tata group company, and Hindustan Lever’s (HLL) Hind Lever Chemicals (HLCL) are merging together to form what would be the second-largest fertiliser company in India. This is the third time that the Tatas and HLL are coming together and this time it is in the fertilisers and chemicals businesses. Previously the two came together in the Hindustan Lever-Tomco deal in 1993 and Lakme-Lever in 1998. The Tatas hold 30 per cent and financial institutions hold 26 per cent stakes in Tata Chemicals.HLL holds 50-per cent stake in HLCL and the institutional holding is at over 9 per cent as on 31 December 2002. The boards of the two companies are meeting separately on 24 January 2003 to ratify the merger and the share-swap ratio. Sources close to the deal reveal that the valuation of Tata Chemicals is much higher than HLCL’s, hence the latter’s shareholders will be issued shares of the Tata group company. Analysts estimate the share-swap ratio will b e in the range of 2. 5 to 3:1 — that is, 2. 5 to three shares of Tata Chemicals for every share of HLCL held.The analysts say the merger between the two companies makes good business sense given its complementary qualities. The Rs 1,516-crore Tata Chemicals manufactures soda ash, salt and fertiliser. Its fertiliser production primarily comprises urea. The Rs 1,285-crore HLCL’s fertiliser business covers di-ammonium phosphate (DAP) complex NPK fertilisers and single super phosphate (SSP). With this merger Tata Chemicals will be present in all fertiliser product categories such as urea-ammonia, NPK and DAP and will also assume a leadership position in soda ash, salt and fine chemicals.Post-merger, Tata Chemicals will have an estimated turnover of about Rs 2,750 crore, profits of over Rs 170 crore and reserves of over Rs 1,600 crore. Sources say HLL, which holds a 50-per cent stake in HLCL, will see its holding dip to under 10 per cent while that of the Tatas in Tata Chem icals may go down to around 20 per cent from their present holding of around 30 per cent. HLL is also likely to keep some representation on the Tata Chemicals board to ensure a continued arrangement for sourcing the chemical STTP, a key ingredient for its detergents business.HLCL produces 80 per cent of India’s STTP output, of which HLL consumes 90 per cent. At present in India there are only two players in STPP, which makes it likely that the business of manufacture of the bulk chemical can turn into a cartel. Therefore, outsourcing the ingredient is not advisable. Moreover, the Haldia facility of HLCL is well integrated with STPP, DAP and sulphuric acid, among others. STPP also goes into DAP, fertiliser and soda ash, which will fit well into Tata Chemical’s business plan.HLL’s move in moving out of the chemicals and fertiliser business is in line with its corporate strategy to exit from its non-core activities, and in the past few years the company has been lo oking for a buyer for this business. Also HLL will move out of a non-core business at a time when its power-brand strategy is at a critical trajectory of growth. Some analysts feel that its important for HLL to retain a presence in the fertiliser business as HLCL’s fertiliser network provides a good backbone for its large-scale operations in the rural areas. HLL gets about 50 per cent of its revenues from the rural markets.Others say that in the long run it does not make good business sense for HLL to continue with its fertiliser business, which has achieved 100-per cent capacity expansion, and for which there is need for consolidation. In the era of size and scale, it makes sense to merge HLCL with a company that can provide the needed focus and thrust. Financially, both HLCL and Tata Chemicals are cash-rich. However, an unclear government policy on fertilisers, over-capacity in the soda-ash market and increasing competition in the branded salt market has led Tata Chemicals to look at future avenues of growth.This merger will give Tata Chemicals a borrowing power of Rs 300-400 crore at a crucial time when National Fertilisers (NFL) is coming up for divestment. Tata Chemicals, understood to have put in an expression of interest for two state-owned fertiliser companies, NFL and Madras Fertilisers, was said to be in talks with a number of fertiliser companies for a suitable ally. Talks of a possible merger with Tata group company Rallis India was put off after the latter severed the marketing arrangement with Tata Chemicals. There were also talks of a possible tie-up with an AV Birla group company, Indo Gulf Fertiliser, to jointly bid for NFL.Reacting to the merger announcement, the Tata Chemicals scrip jumped 9. 81 per cent to close at Rs 66. 60 on the Bombay Stock Exchange on 22 January 2003, while the HLCL scrip closed at Rs 187, up Rs 17 over its previous day’s close. The Rs 1,433-crore Tata Chemicals posted profits of Rs 126 crore last year an d had reserves of Rs 1,370 crore. The debt-free HLCL, on the other hand, posted a profit of Rs 47 crore on a turnover of Rs 1,284 crore the previous year. Moreover, Tata Chemicals reported an increase of 8. 3 per cent in net profit to Rs 47 crore n the second quarter ended September 2002, and a 13-per cent increase in sales to Rs 439 crore. Urea, which contributes 45. 9 per cent to the company’s total revenues, is under government control and a lack of clarity in the fertiliser policy has been a contributing factor to the ambiguity. HLCL reported a 47-per cent rise in net profit to Rs 7. 40 crore in the second quarter ended September 2002, mainly due to higher topline growth and a sharp reduction in interest expenses. Total sales during the quarter rose by 11 per cent to Rs 300. 59 crore

The Carl Roger Concept

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