Research Paper Background of Study Free Essays

string(202) " high school seniors and 68% of college students had used alcohol at least once in the 30 days preceding the survey and 74% of seniors and 83% of college students had used alcohol in the previous year\." CHAPTER I INTRODUCTION A. Background of Study This study covers the determinants of alcohol drinking among OLOPSC students. From the researcher’s observation, alcohol drinking is a big part of college student’s activities nowadays. We will write a custom essay sample on Research Paper Background of Study or any similar topic only for you Order Now Some considered it an essential part of celebrations, sharing problems, escaping boredom, or just discussing business matters. Identifying the influential persons and causes why OLOPSC students drink alcoholic beverages will help us understand and relate to their behavior. B. Statement of the Problem This study examined to identify the determinants of drinking alcoholic beverages among OLOPSC students. Specifically, the study tried to answer the following questions. 1. Why do college students drink alcoholic beverages? 2. Who influences the students to drink alcoholic beverages? C. Significance of the Study This study was conducted to identify the influential persons and causes of alcohol consumption among OLOPSC students and may serve as reference for future researchers and students. The study may help advisers and school administrators to understand today’s students to be able to relate with them and give accurate advices; that they may understand and help students deal with their personal conflicts associated with drinking that may pose threats to their educational goals and health. For parents, this study may help them gain valuable insights on the influences of alcoholic beverages to their teenagers. So they can establish clear standards for teenage behavior in order to provide possible preventive measures or advice of how to become a responsible drinker. D. Scope and Limitations of the Study Only OLOPS college students were involved in the study. In reference to Senate Bill No. 2636 â€Å"Anti-Underage Drinking Act† that sets minimum legal drinking age at 18 years of age, this study was conducted only for college students ages 18 and above. This study was focused mainly on the determinants of drinking alcoholic beverages among OLOPSC students and did not cover any information or details of domestic violence, crime, sexual abuse, murder, drug abuse and suicide that were associated with alcohol consumption. CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES According to Valbuena (1994), in a survey conducted by the University of the Philippines, sixty percent (60%) or 5. 3 million Filipino youths are said to be drinking alcoholic beverages. Regardless of gender that more Filipino youths, or some may be considered as students, are already drinking alcoholic beverages. Valbuena implied in her study that families and friends could be contributory factors why teenagers drink alcohol to wit: â€Å"Teenagers said their family and friends have influenced them to experiment with drinking alcohol. Underscoring the critical role that the family plays in youth behaviors, young people seem to take their cue from their own parents’ attitudes and behavior. Thus, a boy who grows up with an alcoholic father is more likely to become one himself†. 1 According to Newbury-birch (2009), relationships in family also play a role. Whilst good family relations work as protective factor, poor relations often lead to increased probability of early initiation with drinking and higher levels of alcohol abuse. Appropriate level of monitoring and support of the adolescent are also connected with reduced consumption. According to Templin ; Martin (1999) Not only are there differences in the drinking habits of students when race is a factor, but there are also differences among students who are religious compared to those who are not. In a study looking at the relationship between commitment to religion and drinking behavior among Catholic college students, Templin and Martin (1999) reported an inverse correlation between the two, especially in the case of women. While the investigation suggested that students who exhibit eligiosity drank less when compared to students who are not religious, it is difficult to generalize those results to other religions without proper research. Templin and Martin recognized the limitations of their study and claimed that further research would improve understanding of the differences in drinking behavior between religious and non-religious college students. National Institute of Alcohol Abuse and Alcoholism, (2002) Countless studies sought to understand alcohol us e among college students because of the great concern it presents for college campuses. In fact, United States college presidents have identified alcohol use as the number one threat to campus life. In an effort to understand drinking on college campuses, researchers have identified and examined a variety of variables that give insight into student alcohol consumption. Such variables include the amount of alcohol students consume in a single sitting and the frequency at which they drink over an extended period of time. Many researchers have also inspected influences of drinking behaviors such as race, religion, gender, and age. The many studies that have looked at variables related to alcohol consumption in college students give researchers and administrators insight into the overwhelming problem of college student alcohol consumption. According to Presley (1994) College students drinking behavior has been studied extensively. Much of this research illustrates the exact nature and scope of the problems related to student alcohol consumption. Even though college students generally perceive that their peers drink often and heavily, the reality is that college students drinking behaviors span a fairly wide spectrum. For example, men and women drink differently, with men drinking an average of 7. 5 drinks per week and women drinking an average 3. 2 drinks per week. According to Weitzman (2003) the transition from high school to college is a significant milestone in a young person’s life that is marked by entirely new social environments and the adoption of adult roles as students become independent of their parents. Although about half of all college binge drinkers engage in binge drinking before their arrival on campus, an equal number pick up binge drinking behavior in college. Johnston (1997) The Monitoring the Future Study, conducted by researchers at the University of Michigan, is a longitudinal study of alcohol and drug use among high school seniors, with follow-up interviews conducted to determine changes in alcohol and drug use patterns after high school. Among students, 51% of high school seniors and 68% of college students had used alcohol at least once in the 30 days preceding the survey and 74% of seniors and 83% of college students had used alcohol in the previous year. You read "Research Paper Background of Study" in category "Essay examples" Defined as five or more drinks in a row, the study also found that 30% of high school seniors and 39% of college students had binged in the two weeks before taking the survey. According to Schulenberg (2001) some first-year students who live on campus may be at a particular risk for alcohol misuse. During their high school years, those who go on to college tend to drink less than their noncollege-bound peers. But during the first few years following high school, the heavy drinking rates of college students surpass those of their noncollege peers, and this rapid increase in heavy drinking over a relatively short period of time can contribute to difficulties with alcohol and with the college transition in general. Kokkevi (2007) concluded that fifteen year old students with lower levels of parental control were more likely to consume alcohol ten or more times within 30days. Adolescents with parents who strongly disapprove drinking are less likely to have regularly drinking friends and tend to be less influenced by peers to consume alcohol. According to Carpenter ; Dobkin (2009), found evidence that turning the age of twenty-one is associated with immediate increase in alcohol consumption. The study estimates that young adults raise number of drinking days by 21% after turning twenty-one. By contrast, minimum drinking-age law does not seem to play an important role in Europe. First of all, minimum drinking age is usually eighteen or even sixteen years and more importantly, the laws are apparently not enforced that strictly, because the rates of alcohol consumption at the age of fifteen are rather high. There might be a light difference amongst countries, but in general underage drinking is a very common practice. According to Wechsler (2001), just as religiosity and race help to predict the alcohol consumption behaviors of college students, gender does, as well. A significantly higher rate of men than women claimed not only to have consumed alcohol in the past month, but also to have engaged in binge drinking. According to Wechsler (2002), when looking at traditional college students who are the majority of the students involved in higher education, age is correlated with grade-level. For them, there is a relationship between age and drinking habits. Most specifically, research focuses on the differences in the alcohol use patterns of students who are over 21 years of age, the legal age for consuming alcohol, and those who are underage. Of the over 45,000 participants in the Core Institute Survey, (Presley et al, 1996) 32,000 of whom were underage, 82. 2 % of those students younger than 21-years old reported using alcohol in the year prior to completing the survey. About sixty-nine percent of those students claimed that they had consumed alcohol within the month prior to the study. Significantly less claimed having consumed alcohol in the two weeks prior to participating in the study. Those statistics indicate that students who are under the legal age for alcohol consumption drank less frequently than their over-aged peers. Yet, the results also show that students who are underage are more likely to drink to excess, â€Å"binge drink,† when they do consume alcohol. In fact, underage college students partake in heavy drinking so much more than their over-aged peers that they consume approximately half of all the alcohol that college students are report consuming. Shinew and Parry (2005) found that 83. 6% of their sample, of college students, reported they drink alcohol. The average number of days the students reported drinking in one week was 2. 5 and the average number of drinks the students reported drinking during one occasion was 5. 7. CHAPTER III THEORETICAL FRAMEWORK A. Theoretical Framework A theoretical framework map from the researchers’ observation was created to show the determinants of drinking alcoholic beverages among college students: Figure 1. Theoretical Framework of Determinants Of Drinking Alcoholic Beverages among OLOPSC Students FRIENDS INFLUENCE RELATIVES INFLUENCE PARENTS INFLUENCE Peer Pressure Escape from Day-to-Day Life To Feel More Relaxed OLOPSC Students Within the structure of the theoretical framework of Figure 1, the presence of friends, relatives and parents have great drinking influence over the course of student’s development. These influences could be causes for college students to drink and these causes are peer pressure where students are forced to drink because everyone they know are doing it, a chance to escape from day-to-day life and search for relaxation. B. Hypothesis of the Study 1. Friends, relatives and parents influenced the student to drink alcoholic beverages. 2. Students drink alcoholic beverages because of peer pressure. 3. Students drink alcoholic beverages to escape from their day-to-day life. 4. Students drink to feel more relaxed. C. Definition of Terms 1. Convenience Sampling. Student is selected or is drawn on the basis of opportunity from 120 respondents that are easily accessible inside the campus. 2. Population. All potential respondents or students of interest who share their experience on alcohol drinking which would make them eligible for entry into a study. . Descriptive research. This method were used in the study which involves observing and describing the behavior of the students, where the result obtained in the study does not generalized the total population but to obtain only in-depth information. 4. Hypothesis. A scientific guess why college students drink alcohol. CHAPTER IV RESEARCH METHODOLOGY A. Sources of Data This study used a su rvey or a set of questionnaire as source of data were the respondents were college students of OLOPSC Marikina City for the school year 2012-2013 (first semester). The questionnaire consisted of columns that represented reasons why students drink alcohol. The row section represents the influential persons namely friends, parents and relatives. B. Research Design This study used Descriptive Research Design using survey form to collect data from the student. The survey form gathered facts that required interpretation and involved description and analysis of student’s current condition. C. Sampling Procedure This study used convenience sampling approach which is under non-random sample (non-probability) methodology. In this approach there is no formula to determine the size of a non-random sample; it does not guarantee that all eligible college students of the total population have an equal chance of being included in the sample, because the goal of this approach was to obtain more in-depth information rather than to make generalizations of the total population. Sampling procedure: 1) Conducted survey to college students whoever happened to be available or easily accessible. 2) Guided and assisted the respondents on filling-up the survey form. 3) Gathered and secured survey form if completed. D. Respondents of the Study For this study, the respondents were college students of OLOPSC Marikina City, regardless of their physical appearance, gender, subjects enrolled in and cultural differences. However, respondents are Filipino citizens, above 18 years of age and are currently studying for the school year 2012-2013. Using the survey method, 120 students on campus were asked to answer a survey questionnaire customized by the researcher. E. Data Gathering Instruments This study used survey form as instrument to gather data. The survey form consists of two sections: the cause section and the influence section. The cause section has three columns that present the reasons why students drink alcoholic beverages, these three columns are: 1. Peer pressure â€Å"I drink alcohol beverages because of peer pressure; I feel forced to take alcohol beverages because they are all doing it†. 2. Escape from day-to-day life â€Å"I drink alcohol beverages to escape from my day-to-day life† 3. Feel relaxed â€Å"I feel more relaxed or happy if I drink† The influence section has three rows that represent individual who influenced the students to drink alcohol, these three rows are: 1. Friends 2. Parents 3. Relatives If a student is to answer the survey form, he must choose first who influenced him/her to drink alcohol. Next is for the student to choose what really caused him/her to drink alcohol. After choosing the cause and influential person, corner selections such as, agree, strongly agree, disagree, strongly disagree, and not applicable are to be selected or encircled according to their experience. For qualitative analysis, percentage formula was used to determine the percentage of choices from the survey. The formula for percentage: P, percentage f, frequency or number of occurrences N, total number of population F. Data Collection Procedure Below is the procedure used for data collection: 1. Check completeness of survey form. 2. Count the frequency of choices. 3. Qualitative data are analyzed and interpreted CHAPTER V RESULTS AND DISCUSSIONS About one hundred twenty (120) college students were surveyed; six (6) out of one hundred twenty (120) or five percent (5%) surveyed have not yet experienced drinking alcohol. To maintain the integrity of collected data, the six non-drinker students were separated from the study of alcohol drinkers and one hundred fourteen (114) students (respondents) were studied and analyzed. Chart #1, Causes of Drinking Alcoholic Beverages Per survey results (Chart #1), the topmost reason why students drink alcohol is pressure from peers. Fifty (50) students or forty four percent (44%) surveyed respondents experienced the desire to fit in and adopt the values and practices of their fellow friends and students. Although many students do drink alcohol, students habitually overestimate the rates at which their friends or fellow students drink and this sense leads the students to feel that they have to drink to fit in. The second reason why students drink alcohol is to de-stress or they want to keep themselves feel relaxed. Forty nine (49) students or forty three percent (43%) surveyed respondents experienced drinking alcohol has made them to feel relaxed which is a common occurrence. Students recognized that alcohol helps them unwind or de-stress and they drank to relax and are not drinking for social purposes. They understood that alcohol can mask feelings of stress, pressure and anxiety while improving their mood. The least reason why students drink alcohol is escaping their day-to-day lives or just to forget their troubles. Fifteen (15) students or thirteen percent (13%) surveyed respondents experienced that alcohol makes their brain and memories go fuzzy. They believe that alcohol temporary fixes their troubles in life. For Influential person’s results (Chart #2), the topmost reason selected by students were their parents. Fifty five percent (55%) replied to â€Å"agree† and â€Å"strongly agree† choices that students were influenced to drink alcohol because of their parents influence. Chart #2, Influential Persons According to the respondents, as they grew-up in a household where one or both parents drink alcohol, it might seem normal or an acceptable behavior for them to drink. They also have more access to alcohol if their parents are drinking. The second selected by students are their relatives. Fifty four percent (54%) replied to â€Å"agree† and â€Å"strongly agree† choices that student are influenced to drink alcohol because of their relatives’ influence. According to the respondents, relatives actually introduce them to alcohol. Alcohol was most commonly introduced to them at home or at family celebrations. Relatives would introduce alcohol by offering a sip or providing small samples of alcohol mixed with water or juice under controlled or supervised conditions. The intention was to encourage them to drink responsibly in the future. The least the students selected were their friends, fifty two and a half percent (52. 5%) replied to â€Å"agree† and â€Å"strongly agree† choices that student are influenced to drink alcohol because of their friends’ influence. According to the students, their friends heavily influenced their drinking habits. Students are more likely to go along with what their friends are doing or going out most likely involves friends who all enjoy drinking. Because when they are together with their friends, they always want to do the same things, which include drinking routine. ‘Birds of the same feathers, flock together’ so they say. In this study, the results obtained may not generalize or dictate that the same results are true to the total population of OLOPSC students. Charts data presented in this section were all extracted from survey’s Tally Sheet, Appendix A. CHAPTER VI SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Due to the complex variability in drinking among college students, the goal of this study was to examine the psychosocial variables that predict drinking among college student drinkers. This study started with influences from friends, parents and relatives, and followed by causes or reasons why students drink alcohol. The data were reviewed regarding the causes and influences relationship with drinking in college students: drinking causes, and peer, friends and family influences. Demographic variables were not considered in the study to simplify the results and conclusion. Thus, this study assumed that students regardless of their religion and status have the same approach when it comes to drinking alcohol. Overall, this study indicated that causes and influential persons make the student drink alcohol. The first set is drinking causes, was that of the sensation seeking personality type or students who drank to keep them relaxed. The second cause was that of the escape personality type, consisting of students who drank to escape from day-to-day life. The third cause was that of the coping personality type, consisting mainly of students who drank due to peer pressure. During the review of the results, the following hypotheses below are accepted: 1. Friends, relatives and parents were all influential factors to a student to drink alcohol. 2. Students drink alcohol because of peer pressure and to keep them more relaxed. 3. Few students drink alcohol because they want to escape from day-to-day life. The way that the influences impacts student’s drinking in college is likely influenced equally by friends, parents and relatives. It seems that these influences may serve as an explanation for the pathways to student’s drinking. Thus, it seems that control (for alcohol drinker) and prevention (for non-drinker) programs would need to reach college students. Parents may also address this control and prevention by encouraging their son/daughter to find friends that have positive attitudes and a shared contempt for drinking that will keep them away from alcohol. Otherwise, if drinking alcoholic beverages is hard to control on their son/daughter, providing them valuable insights on drinking can establish their clear standards of becoming a responsible drinker. BIBLIOGRAPHY Baer, J. S. , Stacy, A. , ; Larimer, M. (1991). Biases in the perception of drinking norms among college students. Journal of Studies on Alcohol, 52, 580-586. Baer, J. S. (1994). Effects of college residence on perceived norms for alcohol consumption: An examination of the first year in college. Addictive Behaviors, 8, 43-50. Baer, JS. (2002). Student Factors: Understanding Individual Variation in College Drinking. Journal of Studies on Alcohol, 14, 40-53. Deykin, E. Y. , Levy, J. C. , ; Wells, V. (1987). Adolescent depression, alcohol and drug abuse. American Journal of Public Health, 76, 178-182. Engs, Ruth C. and Hanson, David J. (1990) â€Å"Gender Differences in Drinking Patterns and Problems Among College Students. † Journal of Alcohol and Drug Education, 41, 3 8-42. Fondacaro, M. R. , ; Heller, K. (1983). Social support factors and drinking among college student males. Journal of Youth and Adolescence, 12(4), 285-299. Gonzalez, G. M. 1989). Early onset of drinking as a predictor of alcohol consumption and alcohol-related problems in college. Journal of Drug Education, 19, 225-230. Goodwin, L. (1989). Explaining alcohol consumption and related experiences among fraternity and sorority members. Journal of College Student Development, 30, 448-458. McCabe, S. E. (2002). Gender differences in collegiate risk factors for heavy episodic drinking. Journal of Studies on Alcohol, 63, 49-56. McCarty, D. , ; Kaye, M. (1983). Reasons for drinking: Motivational patterns and alcohol use among college students. Addictive Behaviors, 9, 185-188. Presley CA, Meilman PW, Leichliter JS (2002). College factors that influence drinking. Journal of Studies on Alcohol, 82-90. Sencak, M. , Leonard, K. E. , ; Greene, B. W. (1998). Alcohol use among college students as a function of their typical social drinking context. Psychology of Addictive Behaviors, 12, 62-70. Trainor, William J. (2003) â€Å"Factors Affecting College Student Alcohol Consumption. † Journal of Virginia Economic, 8, 23-29. Valbuena, Joyce â€Å"Alcohol and media: The Situation in the Philippines† The Globe 1994. http://www. ias. org. uk/resources/publications/theglobe/globe200103-04/gl200103-04_p12. html How to cite Research Paper Background of Study, Essays

Poetry Analysis On Elliot Essay Example For Students

Poetry Analysis On Elliot Essay It is an examination of the pitiful outcast of a modern man–overeducated, well-spoken, irrational, and emotionally awkward. Prufrock, the poem’s speaker, seems to be addressing a potential lover, with whom he would like to â€Å"force the moment to its crisis† by somehow fixing their relationship. But Prufrock knows too much of life to â€Å"dare† an approach to the woman: In his mind he hears the comments others make about his superiority, and he reminds himself that â€Å"presuming† emotional interaction could be possible. The poem moves from a series of fairly definite physical settings–a cityscape (the famous â€Å"patient etherised upon a table†) and several interiors (women’s arms in the lamplight, coffee spoons, fireplaces)–to a series of hazy ocean images carrying Prufrock’s emotional distance from the world as he comes to recognize that maybe he is not as superior that he once thought. â€Å"Prufrock† is powerful for its range of intellectual reference and also for the loudness of character achieved. In the world Prufrock describes that no sympathetic figure exists, and he must, therefore, be content with silent reflection. In its focus on character and its dramatic delicacy, â€Å"Prufrock† anticipates Eliot’s later dramatic works. The rhyme situated in different stanzas throughout the poem is far from random. While sections of the poem may resemble free verse, in reality, â€Å"Prufrock† is a carefully structured mixture of poetic forms. One of the most prominent formal characteristics of this work is the use of theme. Prufrock’s continual referal to the â€Å"women come and go / Talking of Michelangelo† and his constant questionings (†how should I presume? ) and cynical appraisals (†That is not it, at all. †) these lines help Eliot describe the consciousness of a modern, unstable individual. The kinds of imagery Eliot uses also suggest that something new can be made from the ruins: The series of indefinite encounters at the poem’s center reiterate and are muddled but nevertheless lead to a sort of epiphany (albeit a dark one) rather than just leading nowhere. .† Crabs are scavengers, garbage-eaters who live off refuse that makes its way to the sea floor. Eliot’s discussions of his own poetic technique suggest that making something beautiful out of the waste of modern life, as a crab sustains and nourishes itself on garbage, may, in fact, be the highest form of art. The dry salvages The word â€Å"salvages in a note to the poem says it is pronounced in a particular way so it will rhyme with â€Å"assuages†. The Dry Salvages are a group of small, rocky islands with a lighthouse off the coast of Massachusetts. The first section of â€Å"The Dry Salvages† makes an plain comparison between a river and the sea as models for the mysterious. A river, while it may show prominently in human mythologies, it is something that can eventually be crossed and conquered. In elliots poem, the sea represents an endless reserve of depths and mysteries: Man can live with the ocean but he will never master it. The second section of the poem seems to signify a reconciliation with the human lot. The sea will never be either a blank slate, â€Å"there is no end of it,† and man must always keep working in good faith. The third section of the poem contemplates on words aimed to Krishna, advising humanity not to â€Å"fare well† but to â€Å"fare forward. This is an appeal to give up aspirations–to stop seeking to do â€Å"well†Ã¢â‚¬â€œand to be satisfied with how you are. The fourth section is a prayer to Mary, figured as a statue watching over the sea, asking her to pray for those who travel on the sea and those who wait for them at home. â€Å"The Dry Salvages† at last offers something akin to hope. While man will always strive to do his best,† everyday existence nevertheless contains moments of only half-noticed grace–moments at which â€Å"you are the music keep it going While the music lasts. .u3a4f0a81b06fa8a0c09b5e3215804e74 , .u3a4f0a81b06fa8a0c09b5e3215804e74 .postImageUrl , .u3a4f0a81b06fa8a0c09b5e3215804e74 .centered-text-area { min-height: 80px; position: relative; } .u3a4f0a81b06fa8a0c09b5e3215804e74 , .u3a4f0a81b06fa8a0c09b5e3215804e74:hover , .u3a4f0a81b06fa8a0c09b5e3215804e74:visited , .u3a4f0a81b06fa8a0c09b5e3215804e74:active { border:0!important; } .u3a4f0a81b06fa8a0c09b5e3215804e74 .clearfix:after { content: ""; display: table; clear: both; } .u3a4f0a81b06fa8a0c09b5e3215804e74 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3a4f0a81b06fa8a0c09b5e3215804e74:active , .u3a4f0a81b06fa8a0c09b5e3215804e74:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3a4f0a81b06fa8a0c09b5e3215804e74 .centered-text-area { width: 100%; position: relative ; } .u3a4f0a81b06fa8a0c09b5e3215804e74 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3a4f0a81b06fa8a0c09b5e3215804e74 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3a4f0a81b06fa8a0c09b5e3215804e74 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3a4f0a81b06fa8a0c09b5e3215804e74:hover .ctaButton { background-color: #34495E!important; } .u3a4f0a81b06fa8a0c09b5e3215804e74 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3a4f0a81b06fa8a0c09b5e3215804e74 .u3a4f0a81b06fa8a0c09b5e3215804e74-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3a4f0a81b06fa8a0c09b5e3215804e74:after { content: ""; display: block; clear: both; } READ: Analysis of Robert Frosts Departmental EssayIn this poem T. S. Elliot effectively lightens the tone. The poem also makes use of extended â€Å"landscapes†Ã¢â‚¬â€œthe river and the sea– that allow Eliot to engage in flights of descriptive language. The Dry Salvages† is interrupted at least twice by the ringing of a bell. In both cases it is a bell at sea, either on a ship or on a buoy. The bell is a human interference that is meant to highlight the complexity and enormity of the sea and this symbolizes that ringing a bell will not disrupt the sea, nothing man can do will phase it. Perhaps the most famous part of this poem is its opening, with the description of the river as â€Å"a strong brown god. † Eliot is possibly symbolically representing the river to the status of a false god, by pointing out its inability to compete with the sea. The little gidding The first section describes a sunny winter’s day, where everything is dead yet blazing with the sun’s fire. The second section begins with a lyric on the death of the four elements (air, earth, water, and fire) that have figured so prominently in the previous quartets. The scene then shifts to the poet walking at dawn. He meets the ghost of some former master, whom he does not quite recognize. The two speak, and the ghost gives the poet the burdens of wisdom. The spirit tells him that only if he is â€Å"restored by †¦refining fire† will he escape these curses. In the third section, the poet declares that attachment, detachment, and indifference are all related. The second part of this section declare that, despite this, â€Å"all shall be well. † As the poet thinks on the people who have come to Little Gidding seeking spiritual renewal and peace, he realizes that the dead have left us only â€Å"a symbol,†. The fourth section is a two-stanza piece describing first a dove with a tongue of fire, which purifies and destroys; the second stanza then considers love as the chief torment of man. The final section of the poem brings the spiritual and the elegant together in a final reconciliation. Perfect language results in poetry in which every word and every phrase is â€Å"an end and a beginning. †. All will be well when the fire and the rose become one. Fire and roses are the main images of this poem. Both have a double meaning. Roses, a traditional symbol of English royalty, represent all of England, but they also are made to stand for divine love, mercy, and the garden where the children in â€Å"Burnt Norton† hide (they reappear at the end of this poem). Fire is both the flame of divine harshness and the spiritual ether capable of purifying the human soul and bringing understanding. The series of double images creates a strong sense of paradox: Just as one seemingly they cannot be purified destroyed at the same time. The paradox present in elliots work leads to the creation of an alternative world of spiritual and abnormal figures. The dead, with their words â€Å"tongued with fire,† offer an alternative for the poet seeking to escape the restriction of reality. By going to a place â€Å"where prayer has been valid,† Eliot suggests that imagination and a little faith can conquer the restrictions placed upon man. This poem, finally, celebrates the ability of human vision to rise above the current limitations of human destruction. Burnt norto The first section combines a opinion on time: that the past and the future are always in the present: with a description of a rose garden where children hide, laughing. A bird serves as the poet’s guide, bringing him into the garden, showing him around, and saving him from despair at not being able to reach the laughing children. The second section begins with a sort of song, filled with abstract images of a different technique. The poem shifts midway through the section, where it again assumes a more mellow tone in order to sort out the differences between awareness and living in time. .u289837ebca4de5e60832f27e95bae77a , .u289837ebca4de5e60832f27e95bae77a .postImageUrl , .u289837ebca4de5e60832f27e95bae77a .centered-text-area { min-height: 80px; position: relative; } .u289837ebca4de5e60832f27e95bae77a , .u289837ebca4de5e60832f27e95bae77a:hover , .u289837ebca4de5e60832f27e95bae77a:visited , .u289837ebca4de5e60832f27e95bae77a:active { border:0!important; } .u289837ebca4de5e60832f27e95bae77a .clearfix:after { content: ""; display: table; clear: both; } .u289837ebca4de5e60832f27e95bae77a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u289837ebca4de5e60832f27e95bae77a:active , .u289837ebca4de5e60832f27e95bae77a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u289837ebca4de5e60832f27e95bae77a .centered-text-area { width: 100%; position: relative ; } .u289837ebca4de5e60832f27e95bae77a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u289837ebca4de5e60832f27e95bae77a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u289837ebca4de5e60832f27e95bae77a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u289837ebca4de5e60832f27e95bae77a:hover .ctaButton { background-color: #34495E!important; } .u289837ebca4de5e60832f27e95bae77a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u289837ebca4de5e60832f27e95bae77a .u289837ebca4de5e60832f27e95bae77a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u289837ebca4de5e60832f27e95bae77a:after { content: ""; display: block; clear: both; } READ: 17Th Century Poetry EssayThe third section of â€Å"Burnt Norton† feels like a song, in which the key changes. In this section, Eliot describes a â€Å"place of disaffection† maybe he means the everyday world–which allows neither â€Å"darkness† nor the beauty of the moment (†daylight†). The fourth, very short section returns to a sort of melody with ryme involved. The final section of this poem returns to reality: Despite the apparent spirit of words and music, these must die; the children’s laughter in the garden becomes a mocking laughter, insulting our addiction to time. The garden in which the first section is set is Certainly the garden–†our first world†, the Garden of Eden: A place of peace that no one will ever experience and that is normally forbidden to humans but that exists in memory and in literature. Yet the garden is also a part of the ruined estate from which this poem takes its name; it endures the marks of human presence. The wreck of the garden brings to mind that ruins are a symbol of the hollowness of human goals and particularly of the ill hope of trying to alter the natural order.

Bambaras Lesson essays

Bambara's Lesson essays When Toni Cade Bambara wrote "The Lesson" she had a definite meaning in mind. The author wanted to stress the inappropriate dispersion of wealth in America. The main device Bambara uses to create her point is contrast. Sylvia, the young narrator, talks about how her family could pay for the rent and then some for the same cost as a toy clown. The difference between the incomes of Sylvias family and a person who could afford to buy the toy is vast. Another contrast made by Bambara was the difference in the neighborhoods that the story took place in. The small poor neighborhood in which the story started and finished was the perfect place for the girls to be. They owned their little neighborhood. It was not a surprise when the girls were taken to bustling downtown New York and were awestruck. Even though the city wasnt in some distant land, located far far away, the children were in culture shock. A part of the story that emphasizes this is when the children get out of the cab onto 5th avenue and all they see is "Everybody dressed up in stockings. One lady in a fur coat, hot as it is. White folks crazy" (p.2). These poor children were submerged into the culture of the wealthy without the knowledge or education to understand the Another issue that Bambara stresses is the lack of teaching by the parents. She emphasizes this by having a stranger come into these childrens lives and teach them about the "real world. The parents and not a stranger should do the job of teaching these children the lessons of life. Every child needs to learn the lessons of social classes at a young age, so that they know that they can rise above what they were born into. A line from the end of the story sums this point up nicely: "I think...that this is not much of a democracy of you ask me. An equal chance at happiness means an equal crack at the dough, dont it?" ...

The 30 Best Psychology Masters Programs and How to Pick

The 30 Best Psychology Master's Programs and How to Pick SAT / ACT Prep Online Guides and Tips Regardless of whether youmajored in psychology as an undergrad or are just now realizing you havean invested interestin thefield, a psychology master’s program could be a great fit for you, especially if you're not sure about pursuing a doctorate. In this guide, we look at what kinds of psychology master’s programsare out thereand what the point of these programs is in terms of how they help you build a career. Moreover, we'll present you with a list of the best psychology master's programs forvariouskinds of psychology. What’s the Point of a Master’s in Psychology? What is the overall purpose of entering a psychology master’s program and earning an advanced degree in psychology? For one, many people choose to get a master’s degree in psychology to learn more about a specific subfield or type of psychology.Whereas a bachelor’s degree program in psych mostly provides you with a broad overview of the field, a master’sdegree programlets youconcentrate on the particular area of psychology that interests you most. The area you’re interested in will likely vary depending on what kind of job you’re hoping to getafter you earn your degree (and also whether you want tocontinueon to get a doctorate). Here are some examples of the types of psychology you could study in a graduate program: Clinical psychology Industrial-organizational psychology Child and adolescent development Counseling psychology Educational psychology Experimental psychology Developmental psychology Cognitive psychology Social psychology Health psychology Behavioral psychology General psychology Secondly, a master’s degree in psychology can be useful because many jobs in the field require or strongly prefer people with a master'sdegree.Inshort, a master's degree has the potential to advance your career. Most counseling and therapy jobs, for example, requirea master’s degree in psychology, therapy, counseling, social work, or a related field. Therefore, by getting a master’s degree, you’re not only deepening your knowledge of a particular area of psych but also expanding your job prospects. The chart below shows a variety of psychology-related jobs for master’s degree holders and what kinds of salaries and job growth rates you can expect for them. All jobs listed require at least a bachelor’s degree (typically in psychology), with somerequiring a master’s degree in psychology or a related field. For each job, we give you its 2018 median annual salary and employment growth rate for 2016-2016. Jobs are listed in order of highest salary to lowest. All data is from the US Bureau of Labor Statistics(BLS). According to the BLS, the current average employment growth rate is 7%, so any job with a percentage higher than this means that it’s growingfaster than average. Job Title Minimum Degree Required Median Salary (2018) Job Outlook (2016-2026) Social and Community Service Managers Bachelor’s or master’s degree $65,320 18% Market Research Analysts Bachelor’s or master’s degree $63,120 23% Human Resources Specialists Bachelor’s degree $60,880 7% Training and Development Specialists Bachelor’s degree $60,870 11% School and Career Counselors Master’s degree $56,310 13% Probation Officers and Correctional Treatment Specialists Bachelor’s degree $53,020 6% Marriage and Family Therapists Master’s degree $50,090 23% Social Workers Master’s degree (for clinical social work) $49,470 16% Substance Abuse, Behavioral Disorder, and Mental Health Counselors Varies, but usually a master’s degree $44,630 23% Rehabilitation Counselors Master’s degree $35,630 13% In general, an advanced degree will increase your earning potential. Even for jobs that only require a bachelor’s degree, a master’s degree could help you stand apart from other applicants and give you a better chance of nabbing a higher salary for that position. But what if you want to become an actual psychologist? Can You Become a Psychologist With Just a Master’s Degree? You might have noticed that the chart above doesn’t include the job "psychologist" in it. This isn’t a mistake- the reality is that in order to become a practicing psychologist, you will need toearn either a PhD in Psychology or a Doctor of Psychology (PsyD).In other words, a master’s degree, though impressive, simply won’t cut it if your dream is to work full-time as a licensed psychologist. I should clarify here that a psychologist differs from a therapist.Psychologists hold a doctorate and often work with psychiatrists to diagnose and treat disorders; they can also conduct research or offer therapy. By contrast, therapists can hold either a master's degree or doctorate and solely offer therapy services to support and guide patients. The word "therapist" is a broader term that encompasses not only psychologists who offer therapy services, but also counselors, life coaches, and social workers. According to the BLS, the majority of research, clinical, and counseling psychologists are required to have a doctoral degree. That said, a master’s degree could be sufficient for jobs as a school psychologist or an industrial-organizational psychologist. In addition to a PhD or PsyD, you’ll usually need to have a psychologist license. This applies to most jobs that include the title "psychologist." (Note that although therapists must be licensed as well, their license requirements differ from those required to become a psychologist.) To get licensed as a psychologist, you’ll typically need to have done the following: Earned aPhD in Psychology or a PsyD Passed the Examination for Professional Practice in Psychology Completed an internship Accumulated one to two years of supervised professional experience Exact licensure requirements vary by state, so be sure to check with your own state’s policies and procedures to see what you must do to become a licensed psychologist. Though not typically required by states, certain jobs might require psychologists to obtain board certification in a particular area of psychology, too. Here are some examples of jobs you could get with a doctorate in psychology (ordered from highest median salary to lowest): Job Title Median Salary (2018) Job Outlook (2016-2026) Psychologists, All Other $100,770 14% (all psychologists) Industrial-Organizational Psychologists $97,260 Clinical, Counseling, and School Psychologists $76,990 Psychology Teachers, Postsecondary $76,710 15% (all postsecondary teachers) Best Psychology Master’s Programs: Notes on Rankings Before we take a look at our list of the best psychology master’s programs, it’s important that we are aware of the current state of these types of programs. Because a doctorate is required to become a psychologist- the overarchinggoal of many people studying psychology- there aren’t many terminal psychology master’s programs in the US. Indeed, most psychologists earn a master’s in psychology on the way to their doctorate (students normally get an MA/MS in Psychology along the way to the PhD or PsyD after a couple of years of study). This means that it can be somewhat difficult to find psychology master’s degree programs that are not part of doctoral programs. Therefore, we've looked mostly at master’s degree programs in fields related to psychology, such as social work, counseling, and therapy. These degrees range from a Master of Social Work (MSW), toan MA, to other specialized types of professional master’s degrees. For each category of master’s degree, we’ll be introducing to you our topfour to five choices (unranked),which we have determined based primarily on the following criteria: Prestige of both the program and overall school Ranking of the program by online lists and websites, such as US News Array of concentrations, classes, and online options offered Whether the program has an internship and/or practicum component Quality and reputation of faculty Now then, it’s time to look at our picks for the best psychology master’s programs! The Best Psychology Master’s Programs, by Category Since there aren’t that many terminal psychology master’s programs (programs that don’t require or expect you to continue on to get a doctoral degree), this list will mostly consist of programs that offer master’s degrees in fields strongly tied to psychology. Here are the seven categories we'll be looking at (feel free to click the link to jump straight to that category): Social Work Marriage and Family Therapy Mental Health Counseling School Counseling/Educational Psychology Rehabilitation Counseling Clinical Psychology Industrial-Organizational Psychology Social Work The field of social work is largely connected to psychology, especially counseling and therapy, in that it’s all about improving the lives of people and people within certain communities. Typically, social work master’s degree programs lead to a Master of Social Work (MSW). University of Michigan- Ann Arbor, MI Ranked #1 by US News and many other top social work programs lists, U-M’s MSW program offers many areas of specialization, including aging in families and society, children and youth in families, and community and social systems. Many students attend U-M’s MSW program to jump-start their careers as school social workers, juvenile justice workers, case managers, community organizers, or geriatric specialists. The school offers 550 fieldwork locations so students can gain real-life experience and training. U-M also has made available several scholarships, such as the Geriatric Scholarship Program and the Child Welfare Scholarship. Washington University in St. Louis- St. Louis, MO Another top-ranked social work program based at the Brown School, WUSTL’s MSWoffers the opportunity to performgroundbreaking research with renowned faculty to create sustainable impact. Nine concentrations are available, including mental health; American Indian and Alaska Native; children, youth, and families; health; and violence and injury prevention. WUSTL has connections with more than 500 organizations around the world for students to complete their practicum. University of Chicago- Chicago, IL If you'd prefera more flexible approach to social work, UChicago’s social work master’s degree program might be a good fit for you. Equivalent to an MSW, the MA in Social Service Administration provides students with a broaderfoundation that combines research, theory, practical experience, and policy development. Two concentrations are available: Clinical and Social Administration. In addition, students can take advantage of a handful of study abroad opportunities in India, China, and Hong Kong. Columbia University- New York, NY Home to the first social work school in the US, Columbia has ahighly ranked MSW program. This rigorous program combines theory and practice to help students become leading professionals in the field of social work. Four method concentrations are available across seven fields of practice, which are as follows: Aging/Gerontology Contemporary Social Issues Family, Youth, and Children’s Services Health, Mental Health, and Disabilities International Social Welfare and Services to Immigrants and Refugees School-Based and School-Linked Services World of Work Columbia’s MSW is also available entirely online (for specific fields of practice)- perfect for those who aren’t based in New York or who'd prefer the flexibility of an online program. University of California, Berkeley- Berkeley, CA Established in 1944, UC Berkeley’s Master of Social Welfare (MSW) program is known for producing top-quality social work professionals who are able to work in multiple practice areas and assume a variety of leadership roles. There are three specializations students canchoose from: Strengthening Children, Youth, and Families Strengthening Organizations and Communities Advancing Health and Wellbeing across the Adult Lifespan Although UC Berkeley doesn’t offer an online version of its MSW program, students have the option of earning their MSW degree concurrently with either a Master of Public Health or a Master of Public Policy. Marriage and Family Therapy These next master’s programs specialize in marriage and family therapy, and offer degrees and practical experiences so you canbecome a licensed marriage and family therapist (LMFT) in the state where you earn your degree. Note that although many of these programs are accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE), MFT programs are not required to have this accreditation. Northwestern University- Evanston, IL The MS in Marriage and Family Therapy program at Northwestern is a joint initiative between The Graduate School and the Family Institute at Northwestern- whichboasts an impressive 40-year history of researching and teaching marriage and family therapy. This COAMFTE-accredited program uses a 21st-century approach called Integrative Systemic Therapy. Students study topics such as intimate relations, treatment models, and methods of systems therapy; doan intensive clinical internship; and conduct at least 500 hours of therapy. Brigham Young University- Provo, UT Students can earn an MS in Marriage and Family Therapy in BYU's COAMFTE-accredited program, which aims to prepare students to pass the Association of Marital and Family Therapy Regulatory Boards. Theaim of the program is to help students develop theoretical, research, and clinical competence, as well as the ability to understand cultural diversity. Students have the option to pursue either a research track (mainly for those intending to go on to doctoral study) or a clinical track. The program is quite competitive, with a mere 20% acceptance rate. University of San Diego- San Diego, CA USDoffers a highly regarded MA in Marital and Family Therapy program that is accredited by both COAMFTE and the Board of Behavioral Sciences in California. This two-year program hasa unique "biopsychosocial, systems approach" that focuses on how relationships influence our day-to-day lives. Class topics include human diversity, couples and sex therapy, ethical and legal issues in family therapy, and family violence. Students enroll in apracticum for three semesters wherein they accumulate 500 hours of direct supervised contact with clientsby working for a community agency. Pepperdine University- Malibu, CA At Pepperdine, a top-50 research university, students can get anMA in Clinical Psychology with an emphasis in marriage and family therapy. This program, which offers more than 130 clinical practicum sites, prepares students to become a licensed marriage and family therapist ora licensed professional clinical counselor in the state of California. Classes teach students abouthuman sexuality and intimacy, mental health systems, multicultural counseling, andpreparing for the practicum. Mental Health Counseling The following master’s programs in psychology focus on providing counseling services topeople with psychiatric disabilities and/or problems with substance abuse and addiction (as opposed to rehabilitation counseling or career counseling, for example). Many mental health counseling master’s programs are accredited by the Masters in Psychology and Counseling Accreditation Council (MPCAC) and/or the Council for Accreditation of Counseling and Related Educational Programs (CACREP). New York University- New York, NY NYU, a consistently top-ranked private university, offers an MPCAC-accredited MA in Counseling for Mental Health and Wellness program. In this program, students must complete a 600-hour internship and a 100-hour practicum over a 12-week period. This program is available both on-campus and online,the latter of which letsyou choose from among three start dates (January, June, or September). The online version also gives students the chance to visit NYU for three to four days of networking and hands-on training. University of North Carolina at Chapel Hill- Chapel Hill, NC UNC’s Clinical Rehabilitation and Mental Health Counseling master’s program is a unique, highly regarded program that combines two types of counseling and is also accredited by CACREP. This program specifically aims to prepare students to become Certified Rehabilitation Counselors (CRCs) and Licensed Professional Counselors (LPCs) in North Carolina. Last year, 100% of students completed the program, and 100% passed the CRC exam on their first attempt. Students can choose to concentrate ondevelopmental disabilities, psychiatric disabilities, or both. Columbia University- New York, NY At the famed Columbia Teachers College, students can earn anMEd in Mental Health Counseling. Strengths of the program include its focus on cultural diversity and social justice, its commitment to experiential training, and its emphasis on providing students with adequate opportunities to conduct research. Many graduates of the program go on to work in educational and health settings such as schools, colleges, hospitals, and clinics. University of Wisconsin–Madison- Madison, WI UW Madison's highly rankedMS in Counseling programis available through the Department of Counseling Psychology. Mandatory core courses include Abnormal Behavior and Psychopathology, Social and Cultural Foundations,Counseling Theories, andCrisis and Trauma Counseling.Students must complete a year-long practicum and also have the option to do a master’s thesis. School Counseling/Educational Psychology These next counseling psychology master's programs are all about helping students in school settings. School counselors assist students with personal, social, and career development; they also offer guidance to students with academic problems. Most school counselors work in schools (primary and secondary), though some instead work at community centers or youth centers. Like the mental health counseling programs above, many school counseling programs have been accredited by CACREP. Vanderbilt University- Nashville, TN Ranked #3 by US News in educational psychology programs, Vanderbilt offers a fantastic school counseling master's program: theMEd in Human Development Counseling with an emphasis in School Counseling (the other emphasis available is Clinical Mental Health Counseling). Some of the program’s biggest benefits are its small classesand the option tocomplete the school counseling track entirely online. Both tracks are accredited by CACREP. What's more, 100% of school counseling students secured employment within six months of graduation in 2017. University of Texas at Austin - Austin, TX One of the nation’smost renowned public universities, UT offers top-ranked MEd in Counselor Education and MA in School Psychology programs (the latter of which is geared toward those who ultimately plan to get a doctorate). Two tracks are available for the MEd program: School Counseling (counseling students in K-12), and Higher Education Counseling Student Affairs (which focuses on roles within colleges and universities). This program option emphasizes the importance of diversity training and lets students supplement their studies so they can eventually become an LPC. Meanwhile, the highlycompetitive MA program prepares you to become a Licensed Specialist in School Psychology in Texas. University of Maryland- College Park, MD UMD’s MEd in School Counseling is a high-quality psychology master’s program that is currently ranked #6 by US News on its list of the best educational psychology schools. Here, students learn how to work with diverse student populations, with special emphasis on the importance of social justice and inclusivity. Students must also complete a 100-hour practicum in addition to two 300-hour internships in urban public school systems. Courses cover research methods, school counseling, and special education, among other topics. Ohio State University- Columbus, OH Ranked #1 for school counseling programs and #11 for educational psych programs, OSU offers tworeputable psychology master’s programs: an MA in Educational Psychology and an MA in Counselor Education. In the former, students can studyalongside doctoral students and take advantage of the program’s partnership with the Learning Technologies program to learn more about the intersection between psychology and technology. The latter, which is CACREP-accredited,trains students to become professional counselors and to work at places such as public schools, community agencies, and health-care facilities. Rehabilitation Counseling Rehabilitation counseling is atype of counselingin whichyou work withpeople who have physical, emotional, mental, and/or developmental disabilities to help them achieveand maintain a self-sufficient lifestyle and career. Many of the following master’s programs in rehabilitation counseling are accredited by CACREP. Michigan State University- East Lansing, MI MSU'sMA in Rehabilitation Counseling program is currently ranked #1 by US News. In this CACREP-accredited program, students study disability management, ethical practices, and the social and psychological side of disabilities. Additionally, students must complete a practicum and internship. Evening classes are available to accommodate a range of schedules. Upon completion of this program, graduates may sit for the national CRC exam. University of Wisconsin–Madison- Madison, WI Tied for the #1 spot with MSUfor best rehabilitation counseling graduate programs, UW Madison offers a top-ranked MS in Rehabilitation Counseling program through the school’s Department of Rehabilitation Psychology and Special Education. In thisprogram, which has been accredited by CACREP,students learn how to improve the quality of life for people with psychiatric and physical disabilities, alcohol/substance abuse problems, and learning disabilities. Notably, UW Stout (another branch of the University of Wisconsin system) offers an online MS in Rehabilitation Counseling program that was ranked #4in the countryby US News. This part-time online master’s program lasts three years and is geared toward those with at least two years of related work experience. George Washington University- Washington, DC GW'sMA in Rehabilitation Counseling programisavailable both on-campus and online and is currently ranked #3 by US News on its list of best rehabilitation counseling programs. This CACREP-accredited program consists ofintensive courseworkas well as aninternship and practicum. One of the program’s unique traits is the breadth of counseling theories and practices it covers, from multicultural counseling to the medical aspects of disabilities. Furthermore, GW has a special mentorship program wherein current master's students are paired with graduates. University of Alabama- Tuscaloosa, AL UAoffers a renowned, CACREP-accreditedMA in Rehabilitation Counseling. In this whollyonline program,students get to watch live class lectures and take classes in career development, ethics, research methods, life-span development, and psychopathology. Additionally, both aninternship and practicum are required. Several scholarships are availablethrough UA's College of Continuing Studies. University of Massachusetts Boston- Boston, MA Through UMassOnline, the renowned distance-learning platformcreated by the UMass schools, including UMass Boston, students can earn an MS in Rehabilitation Counseling, which is ranked #15 by US News. This CACREP-accredited, 60-credit program begins in the summertime and uses the cohort model wherein all students take the same program of study.Although all the classes are delivered online, students are required to be on-campus for two weeks in July to complete two mandatory clinical coursesduring their first summer of study. Clinical Psychology Clinical psychology focuses on the science behind mental illness and disability. Although clinical psychology master’s programs are usually far harder to find than doctoral programs, there are some terminal ones available. Be aware that these master’s programs do not lead to licensure as a psychologist (though they could prepare you for licensure as a therapist or counselor), as you’ll generally need a doctorate to become a practicing clinical psychologist. Note: For a list of the best clinical psychology doctoral programs, check out this one by US News. Northwestern University- Evanston, IL Northwestern is known for its doctoral clinical psychology program, for which it’s currently ranked #16 by US News, but it also offers a famed terminal master’s program in clinical psychology. This program is designed mainly for those who aren’t decided about getting a doctorate in clinical psychology and who want to learn more about clinical psychology through an academic lens. As such, the program does not lead to licensurefor clinical practice as a psychologist. Classwork is mostly the same as that completed by the PhD students. Master’s students must also participate in a Research Lab Experience for at least 10 hours a week and finish a capstone project under the guidance of a research mentor. Columbia University- New York, NY Ivy League member Columbia offers an esteemedMA in Psychology in Education program, which is geared mostly toward students interested in clinical psychology and mental health occupations. Although the program doesn't prepare students to become a professionally licensed psychologist, it does serve those who wish to work in the field of mental health and psychology more broadly. Students in the program are mentored by clinical psychology PhD students and can choose from among nine concentrations: Research Methods Child and Family Spirituality and Mind/Body Practices Community Psychology and Integrated Health Services Psychotherapy and Psychoanalysis Global Mental Health and Trauma Sexuality, Women, and Gender Clinical Psychology and Technology Forensic Psychology University of Maryland- College Park, MD Ranked #31 by US News for its doctoral clinical psychology program, UMD also offers aMaster of Professional Studies (MPS) in Clinical Psychological Science. This program primarilytargets those who are interested in clinical psychology but aren’t sure where tobeginor don’t know whether a doctorate is the right path. The MPS emphasizes the study of empirical scientific research in clinical psychology. Classes, which can be taken in the evenings, include Basic Foundations of Clinical Interventions,Research Methods in Clinical Psychology, and Child Psychopathology. Boston University- Boston, MA Tied for the #31 spot on US News with UMD for its doctoral program in clinical psychology, BUhas an MA in Psychology program wherein you can specialize in clinical psychology specifically. This master's program is rigorous, lasting only one year, and offers courses on a multitude of topics, such as behavioral medicine, social oppression, child therapy, and social anxiety. Students have the opportunity to work directly with a faculty member on a Directed Study project as well. Industrial-Organizational Psychology Industrial-organizational psychology- also known as I/O psychology- is an applied discipline in the field of psychology that involves using psychological principles to improve workplace settings, encourage efficiency, and foster teamwork. While most I/O programs are doctoral ones, there's still a number of master's programs available around the country, mostly at state and tech schools. Note: For a list of the best I/O psychologydoctoral programs, check out the rankings by US News. New York University- New York, NY At NYU, students can enroll in the terminal MA in Industrial/Organizational Psychology program to learn about critical topics, such as work motivation, personnel selection, training in organizations, etc. Based in NYU’s eminent Department of Psychology, the I/O psych master’s program offers small class sizes and provides students witha foundation in research, practice, and theory so they can pursue jobs in client interaction and solution development for corporate environments. Students can choose from among six specializations: Management consulting Leading and managing change Executive coaching Conflict and negotiation Quality of work life Diversity and culture Middle Tennessee State University- Murfreesboro, TN Although MTSU isn’t as well known as some of the other collegeson this list, it’s home to the #1 I/O psych master’s program, as ranked in 2018 by the Society for Industrial and Organizational Psychology (SIOP). This makes MTSUan excellent choice for I/O psychology students. This program emphasizes thereal-world application of skills and knowledge through a required internship. Students must also complete several applied projects with local businesses. Many graduates have gone on to work for large companies and corporations, including Walmart, Microsoft, Coca-Cola, and Target. Indiana University-Purdue University Indianapolis- Indianapolis, IN IUPUI’s MS in Industrial/Organizational Psychology program is well liked among students and a solid choice for I/O studies, especially if you’re more interested in the organizational aspect. Cohorts are small- around three students each year- ensuring that all master's students get tons of individualized attention and guidance. Students learn about the core content areas of I/O psychology and are required to write a thesis and conduct research with theassistance of faculty members. The program also offers theoption to take part in a summer internship. Several scholarshipsare available to MS students at IUPUI. Florida Institute of Technology- Melbourne, FL The MS in Industrial Organizational Psychology at Florida Tech is ranked #3 by SIOP and is famed for the strength of its faculty and mentoring. The program utilizes a team-based research approach in small-sized classes, allowing students to conduct critical research with faculty members and their peers. MS students also have the option to participate in a 300-hour practicum in order to gain real-world experience. Moreover, the program offers aconcentration in international I/O psychology for students who hope to work in international business settings. Recap: The Best Psychology Master’s Programs When it comes to psychology master’s programs, at a first glance, it might not seem that there are that many programs available to those not seeking a doctorate. But the truth is that there are a ton of quality, prestigious psychology master’s programs out there- you just have to know what type of psychology youwantto study and what kind of career you’re hoping to get out of your degree. Althoughyou can’t become a licensed, practicing psychologist with just a master’s degree, you can enter related fields and work as a licensed counselor, therapist, or social worker. To recap, here are the best psychology master’s programs for each category above: Social Work University of Michigan WUSTL UChicago Columbia UC Berkeley Marriage and Family Therapy Northwestern BYU University of San Diego Pepperdine Mental Health Counseling NYU UNC Chapel Hill Columbia UW Madison School Counseling/Educational Psychology Vanderbilt UT Austin UMD Ohio State Rehabilitation Counseling MSU UW Madison GWU University of Alabama UMass Boston Clinical Psychology Northwestern Columbia UMD Boston U Industrial-Organizational Psychology NYU Middle Tennessee State IUPUI Florida Tech We hope this list will be useful as you search for the best psychology master's program for you! What’s Next? Are you planning to take the AP Psych exam?Get tips and review what you need to knowwith our ultimate AP Psych study guide. For study materials, check out our picks for thebest AP Psych prep books and get access to free official and unofficial practice tests. Not sureifa master's degree is the right move for you?Then take a look at our in-depth guide on what grad school is and how to determine whether you should go.

2 articles Article Example | Topics and Well Written Essays - 500 words

2 articles - Article Example This paradigm involves a new relationship between instructors and their students. The conventional and traditional form of learning is boring, to say the least. Furthermore, in the case of adult learners instructors should be quick to identify their characteristics early on. The article further illustrates the differences between the two learning methods highlighting the importance of adopting a constructivism approach in teaching adult learners. The idea on adopting constructivism in teaching adult learners is a splendid approach on its own. However, the approach is not effective when the course involves instructional design. This is usually in the case that the adult learners are new to the course topic. As novices in the course topic, the instructor needs to adopt a different learning technique. The key terms in this article are constructivism and the adult learning theory. The latter is also known as Androgogy. These key terms are directed to instructors who teach adult learners in an online setting. Through the implementation of both methods, the instructors are bound to achieve success in the teaching the adult learners. Constructivism refers to a theory that states that humans inherently generate their own knowledge and meaning through the interaction of both their experiences and ideas. The adult learning theory, on the other hand, refers to a learning theory that is addresses the individual needs of adults. The significant learning as adults and children interact is used as the basis of this theory. Constructivism should be adopted in adult learning as it tries integrates several principles such as active learning, real life learning, prior knowledge, social interaction. This approach in collaboration with the adult learning theory assists adult learners in learning quickly and more efficiently. The authors of this paper analyze the reasons why adult learners either

People in Organizations Essay Example | Topics and Well Written Essays - 2500 words

People in Organizations - Essay Example standing of the way people would react to a ‘change’ scenario and as to what their reactions would be in the wake of closing certain offices and more than that putting an end to their jobs. This brings to light the situation at NIC. The key issues which could be had in the wake of Gloria Barker’s initiatives are bringing a sense of change within the attitudes of the people as they must know that this change is for their own betterment, both in the short term scenario as well as in the long run. They must be told that these initiatives will bring in the much needed stability for the operations of the organization as well as provide incentives to the employees in different forms. However this is a totally different matter altogether that the people who are told to leave their jobs, as the offices coming under the direct hold of NIC close, will have a sense of resentment which is quite understandable but within the global contexts of a changing business climate, this is all the more common at the present. The key issues also bring to light the aspect of ‘Building the New NIC’ which is a philosophy that needs strenuous thinking and action to back up the very mindset which has been developed as a result of the same. This asks of the management culture to bring about an environment which is full of positive attitude since this is much needed at the end of the day. People must be motivated enough in their job to adopt the changing regime because if the same is missing, then there is little room for improvement within the changing culture of the organization. (Gellerman, 1968) Also the role of Human Resources Department is of essence since it must cut down on the traditional mindset that it has had of late and give up the same for the contemporary office climate as the latter will bring in employees who are better equipped to handle tasks and more learned than are present within the realms of NIC at the current stage. It will also motivate and encourage the

Human Aspects of Decision Making Essay Example | Topics and Well Written Essays - 2000 words

Human Aspects of Decision Making - Essay Example adership skill is linked to innate abilities within an individual and highlight effective tactics both at internally processing information and outwardly projecting intrinsic personality traits; negating the premise that success in leadership can be learned through instruction. There has recently been a resurgence of interest in the impact of personality in the workplace, including the behaviour of employees and organisational behaviour processes (Leung & Bozionelos, 2004). Effective communication, decision making, and negotiation skills have been heralded as success tools for an organisational leader, however, the idea that these abilities can be learned through instruction is somewhat naà ¯ve. Personality might best be defined as an individuals unique patterns of thoughts, feelings, and behaviours that endure over a period of time and across specific situations. These very much internal patterns of awareness help to shape an individuals perceptions regarding how to best handle conflicts, process information, and how to shape a decision to appropriately fit the situation. Successful leaders use their passion, values, and personal mission to create and maintain influence (Frisina & Steltzer, 2001). With this idea in mind, it is important to recognise that learned theories, without the internal propensity for personality-based judgments, are ineffective theories that lack the substance of intuition and personality-based understandings of the environment. Personality traits are literally encoded in the nervous system as structures that guide consistent behaviour across a wide variety of situations (Morris & Maisto, 2005). Recognising the psychological principal that personality is a genetic attribute allows for the assumption that communication, decision making, and negotiation practices are derived of inborn, natural talents that cannot be properly taught through any contemporary module. This really should not be surprising, because all executives are different,