The Mantle of the Prophet Essay -- Islamic History, Mothhahedeh

Roy Mottahedeh is a professor of Islamic business relationship at Harvard University. He has written widely in the history of Islam and religion. The Mantle of the Prophet is one of the books that Mottahedeh wrote. In this book, Mottahedeh covers different aspects that include Islamic faith, Iranian city of Qom, traditions derived from the history of Iran, political change in Iran and secular Islamic learning among other issues. Ali Hashemi and Parviz studied in concert in the same elementary school courtyard. However, each of them took different turns. This paper is a review of The Mantle of the Prophet by Roy Mottahedeh. It leave alone discuss the similarities and differences of the ideologies of Hashemi and Parviz and their oppositions to the Shah. It will also discuss their social backgrounds and cultural influences on their outlook of the world.The book begins with a detailed description of Qom, an Iranian city where Ali Hashemi, the main point of reference, in the book was bo rn. Mottahedeh also describes the Shiite faction of the Islamic faith that entails learning and tradition, in Iran. Mottahedeh managed to introduce readers to political climate, history and tradition from the middle of the twentieth century. Mottahedeh recounts the life of Ali Hashemi from his childhood through his education into adulthood. Ali Hashemi is the contemporary mullah of Qom. The book portrays Ali Hashemi as an alias of a mullah in the University of Tehran. This presents Ali Hashemi as a scholar just like Parviz. However, Hashemi is still centre in Islamic religion unlike Parviz. Mottahedeh use Hashemi to bring a clear picture of culture and history in Iran, in different fourth dimensions. Mottahedeh used Hashemi to create a scenario that depicts trends and issues that i... ...ries and the 1979 revolution. The author presents Iran through the leadership of mullahs and shah tradition. The book has rich information covering the history of Iran. Mottahedeh managed to dev elop an impressive book that satisfies the curiosity of a reader wanting to understand the history, culture and political atmosphere of Iran through the eighteenth, nineteenth and twentieth century. Roy Parviz Mottahedeh and Ali Hashemi represent two views of Islamic learning and Iranian history and culture. While Ali Hashemi represents a religious view of Islamic learning and history of Iran, Parviz represents a secular view of Islamic learning and ambiguity of culture in Iran. The two views help to bring out the ways in which Islamic religion and culture influenced political atmosphere, in Iran especially at a time when politics in Iran was shaped by religion.

Exposure to Media Violence Essay -- Violence

The relationship between the viewing of violence in such forms as video games and television shows has been widely contested and well researched. Various conclusions can be drawn from multiply sources, though as of yet there has been no one final conclusion as to the constitution of the relationship. Some research has studied how media violence can affect other aspects of behaviour, such as memory (Bushman 1988), or the long-term effects that it can form from early childhood, to adolescence (Huesmann, Eron, Klein, Brice & Fischer (1983). If it was proved that exposure to media violence increased the likelihood of aggressive behaviour, it may force a re-evaluation of what young children are exposed to during early childhood. search done on the topic of media violence is widespread and variable, with many different approaches and theories. One example of such research focuses on the different effect furious video games have on aggressive behaviours in a controlled laboratory enviro nment to those who are exposed to violence in video games in truly life and the effect this has on aggressive traits, such as Ferguson et al. (2008). This experimental design focused on the direct link between viewing impetuous material in an animated game and then the aggressiveness of the response when told to deliver a loud noise to an opponent that has answered a question in a staged test incorrectly. The chosen participants were volunteers studying at an undergraduate level at university, this sample was 45.5% male and may not be case of the population as the participants chose to participate and were not selected at random, thus possibly limiting the application of the findings. To prove the hypothesis that Exposure to video game vi... ...rough a search in Google savant of keywords effect of media violence on aggression and selected specifically because of the inclusion of other emotions such as fear, and anger, and the inclusion of the written word, quite an than visual ly violent stimuli.6. Corinne David-Ferdon, Marci Feldman Hertz, (2007) Electronic Media, Violence, and Adolescents An Emerging Public Health Problem, Journal of Adolescent Health, Volume 41, Issue 6, Pages S1-S5, ISSN 1054-139X, 10.1016/j.jadohealth.2007.08.020.)-This article was located through a Google Scholar search for keywords media violence on aggression. I chose this entry specifically because the research focused on adolescents and how the demographic is being effected not entirely by media violence, but the ease of which technology is aiding in the exposure of violence from the media, and from uploaded home videos.

Linux Versus Windows NT :: essays research papers

Linux versus Windows NTForget the browser wars. This years big nerd battle is the server shootout amidst Linux and Windows NT - and its not honest a bunch of geeks nit-picking. While both offer more affordable platforms for Web service than in the past, Linux and NT are polar opposites on almost every(prenominal) other level. They look different, run differently, support different software, and cost money in different places. So far though, most press c overage of the Linux-NT make do has focused on the competing business models, and theres been little helpful information for deciding which OS to use. At the other end of the coverage spectrum, technical comparisons usually cling to performance tests, churning out reams of numbers from the lab and missing the big picture of owning and operating a Web site. The most obvious difference between NT and Linux is that NT attempts to bring the familiar Windows graphical user interface to a server environment. Ideally, a Webmaster could maintain NT (and its bundled Web server, Microsoft Internet Information Server, aka IIS) primarily by pointing and clicking. NT besides comes bundled with a singular set of Microsoft site development tools.      Linux, on the other hand, builds from the long, varied tradition of Unix command-line culture. It can be harder (or at least more daunting) to describe Unix from scratch than it is to learn a Windows system, but Unix users who get over the hump of the initial learning curve rarely express happiness over exhausting to do the same work in a Windows environment. Thats the "Windows rage" you observe whenever your local sysadmin (System Administrator) has to get up from his Linux workstation to fix your PC. If theres one area where NT stands out over Linux, its the willingness of third-party software vendors to develop versions of their software for it. Ad-serving software, search engines, databases, application servers, and e-commerce shopping car ts are almost certain to come in NT versions, whereas big-name vendors such as Oracle, Sun, and IBM have sightly begun to commit to Linux.     A Windows NT license costs about $300. A Linux license costs nothing. Not much overhead, but the real costs come afterward lost income from downtime or unfixed bugs, high prices for technical employees who make things go, and extra machines and software as the site grows. Theres a notable lack of consensus as to whether Linux or NT delivers a lower total cost of ownership.

An Autobiography: Lee Iacocca Essay -- Book Reviews

1. Title Iacocca, An Autobiography.2. Author Lee Iacocca with William Novak.3. This book is an Autobiography.4. Publisher Bantam Books 5. Copyright July 19866. Pages 3577. diachronic Background His name when he was born was Lido, not really Lee. He changed it when he had to go down South for a sales campaign. He impression that the Southerners would like it die if his name was Lee. It worked fairly well too. Anyway, his fuss was the first person to arrive in America. He arrived in 1902, at the age of 12. His father went back to his birthplace, Italy, and married Antoinette. They came back across the Atlantic. Except this time, his father, Nicola, was an American citizen. They moved to Allentown, Pennsylvania, also where Lee was born and raised. Lee (Lido, Ill use Lee from promptly on though.) was born on October 15, 1924. Lees father was a sort of philosophical type of person. He always had an important lesson to tell his son. It usually was great advice that just about anyon e and everyone could use. His father once said that When generation are tough, be in the food business. No matter how tough times get, people still have to eat. He was right. He had a hot dog food stand that stayed afloat during all of the depression. Lee was in the Allentown existence schools, as a kid. He was an Italian kid in a place full of Pennsylvania Dutch. So he was harassed by a lot of kids. He never let it get him down though. His father was always pushing him to be the best. His father was a hard worker and came from a foreign family. Back then, most parents that came from a foreign country always seemed to push their kids to do their best so they can have a better life style than their parents. Lee ended up going to Lehigh for college. He did very well for himself. Before he went to college though, he enlisted in the regular army. It was around realness War II when he did so, of course. But because he had Rheumatic fever when he was a kid , he couldnt go and fight. Th e doctors said it was gone. The army said it could come back though. So they rejected his application. He went to Lehigh instead. Ford always took the top student out of the top fifty colleges back then, for a study at Ford. They would get to work at Ford doing just about every intimacy you could do. Lee was one of them invited. He enrolled at Princeton after that. He gradatory with a degree in engi... ...no matter what. He thought that spending time with family was far more important than anything else. Its a good thing to have values like that. Hes an honest hard working man that deserved all the good things he got. He didnt fold when it looked hopeless at Chrysler, he did everything he could to keep the company alive, and now its having more success than it ever has in its account statement of existence. This is a very good book, and I recommend that everyone read this one. Its got a lot of interesting stuff and advice in it. It also gives great sixth sense into the auto manu facturing business. There are a lot of stereotypes out there that say a car company tried to exhaust them. But really, all of the guys that make the cars are driving them themselves. They hold outt purposely make bad cars, they drive them and so do their kids, and I dont think all of them are suicidal maniacs either. I think most of them are sane people. I say one thing we carry less of in America is blood sucking lawyers. Theyre just greedy people that we could do without some of them. I learned that in give to succeed, you must not give up easily. You cant give up on your dreams until you have put your all into it.

George Sugarman a sculpture :: Essays Papers

George Sugarman a sculptureBest known today for his public art, George Sugarman began his career with formally eccentric painted-wood sculptures. In a implicative overbold York exhibition, early pieces were shown alongside the 86-year-old artists more recent aluminum work. In the course of 1998, there were a number of important sculpture exhibitions in New York galleries and museums, including the Museum of Modern Arts Tony Smith retrospective, Dias presentation of Richard Serras Torqued Ellipses, and a group of David Smiths late painted-steel works at Gagosian Gallery. For me, however, the most impressive and thought-provoking sculpture show of the year was a concise survey of George Sugarmans work presented by Hunter College at the galleries in its Fine Arts Building on Manhattans West 41st Street. Bringing unitedly 16 sculptures made between 1958 and 1995, the exhibition allowed viewers to trace Sugarmans career from his carved-wood works of the late 1950s to his polychrome, la minated-wood pieces of the 1960s to the painted-aluminum work that has occupied him since the early 1970s. musical composition the show did not cover Sugarmans extensive activity in the public-art realm--over the last 30 years he has created large-scale public sculptures throughout the U.S. as wellspring as in Europe and Asia--it was an effective presentation of his indoor work. (Sugarman has drawn a useful distinction between what he calls the indoor eye, a museum- and gallery-oriented aesthetical vision which perceives the work of art in isolation from its surroundings, and the outdoor eye,which allows us to view public art as part of a wider environment.) Thanks to the aim of major, rarely seen works such as Two in One (1966) and Ten (1968), the show was a welcome reminder of Sugarmans unique and indispensable character to postwar sculpture. One of the earliest works on view was Six Forms in Pine (1959), a carved-wood sculpture which brought Sugarman his first major recognit ion when it win a prize at the 1961 Carnegie International. Among the last of his unpainted works, its a nearly 12-footlong, smoothly flowing concatenation of horizontal abstract forms that rests on two pedestals mess several feet apart. Rippling patterns of chisel marks are visible across every surface as are the strata of the laminated wood. The forms, which range from gently swelling, landscape-like shapes to more astutely defined volumes that evoke architecture or hand tools, are clearly differentiated within the continuous overall structure. While the carving technique and biomorphism worry Six Forms in Pine to established sculptural styles of the 1950s, the sculpture also possesses properties which presage Sugarmans innovative work of the next decade.

George Sugarman a sculpture :: Essays Papers

George Sugarman a sculptureBest known today for his public art, George Sugarman began his career with formally eccentric painted-wood sculptures. In a suggestive in the alin concert York exhibition, early pieces were shown alongside the 86-year-old artists more recent aluminum work. In the course of 1998, there were a number of important sculpture exhibitions in New York galleries and museums, including the Museum of Modern Arts Tony Smith retrospective, Dias presentation of Richard Serras Torqued Ellipses, and a group of David Smiths late painted-steel works at Gagosian Gallery. For me, however, the most impressive and thought-provoking sculpture show of the year was a concise survey of George Sugarmans work presented by Hunter College at the galleries in its Fine Arts Building on Manhattans West 41st Street. Bringing together 16 sculptures made between 1958 and 1995, the exhibition allowed viewers to trace Sugarmans career from his carved-wood works of the late 1950s to his polyc hrome, laminated-wood pieces of the 1960s to the painted-aluminum work that has occupied him since the early 1970s. art object the show did not cover Sugarmans extensive activity in the public-art realm--over the last 30 years he has created large-scale public sculptures throughout the U.S. as well up as in Europe and Asia--it was an effective presentation of his indoor work. (Sugarman has drawn a useful distinction between what he calls the indoor eye, a museum- and gallery-oriented chaste vision which perceives the work of art in isolation from its surroundings, and the outdoor eye,which allows us to view public art as part of a wider environment.) Thanks to the nominal head of major, rarely seen works such as Two in One (1966) and Ten (1968), the show was a welcome reminder of Sugarmans unique and indispensable constituent to postwar sculpture. One of the earliest works on view was Six Forms in Pine (1959), a carved-wood sculpture which brought Sugarman his first major recog nition when it win a prize at the 1961 Carnegie International. Among the last of his unpainted works, its a nearly 12-footlong, smoothly flowing concatenation of horizontal abstract forms that rests on two pedestals sort out several feet apart. Rippling patterns of chisel marks are visible across every surface as are the strata of the laminated wood. The forms, which range from gently swelling, landscape-like shapes to more crisply defined volumes that evoke architecture or hand tools, are clearly differentiated within the continuous overall structure. While the carving technique and biomorphism stir Six Forms in Pine to established sculptural styles of the 1950s, the sculpture also possesses properties which presage Sugarmans innovative work of the next decade.

Crisis Counseling: an Overview

psychology in the Schools, Vol. 46(3), 2009 Published online in Wiley InterScience (www. interscience. wiley. com) C 2009 Wiley Periodicals, Inc. inside 10. 1002/pits. 20370 CRISIS COUNSELING AN OVERVIEW JONATHAN SANDOVAL, AMY NICOLE SCOTT, AND IRENE PADILLA University of the Paci? c Psychologists working in tames atomic scrap 18 a lot the ? rst cont answers for barbarianren experiencing a latently traumatizing suit or change in status. This article reviews basic concepts in crisis counseling and describes the components of psychological ? rst embolden.This form of counseling mustiness(prenominal) be developmentally and ethnicly appropriate as well as somebodyized. Effective hindrance shag prevent post-traumatic pains syndrome and facilitate normal plaint processes associated with any losses projectd. These prevention activities be also discussed. Some kidren whitethorn need resources beyond those that the school notify provide, and appropriate referrals can link barbarianren and adults to a variety of treatments such(prenominal) as psych early(a)apy and medication, also brie? y outlined. C 2009 Wiley Periodicals, Inc.Most tykeren and adults ar resilient and fork out ways of get by with evinceful events. In fact, harmonise to the National Institute of Mental Health (NIMH 2001), rec everywherey from crisis depiction is the norm. Children usually need minimal assistance from family members, t to each oneers, clergy, or another(prenominal)(a) caring adults. Others, particularly those with a couple of(prenominal) fond persists, enter into a crisis state (Barenbaum, Ruchkin, & Schwab-Stone, 2004 Caffo & Belaise, 2003 Litz, Gray, Bryant, & Adler, 2002 Ozer, Best, Lipsey, & Weiss, 2003). People in crisis are in what Caplan (1964) terms a state of psychological disequilibrium.This disequilibrium occurs when a hazardous event challenges normal psychological adaptation and coping. Individuals often behave irrationally and withdraw from normal social contacts. They cannot be helped using usual counseling or teaching method techniques. Nevertheless, children in crisis are usually also in school. School psychologists and other management somebodynel must be able to support teachers, parents, and the children themselves during periods of crisis. The primary inclination in service of process an individual who is undergoing a crisis is to intervene in such a way as to restore the individual to a previous throw aim of functioning.For children, this means returning to the status of learner. Although it may be possible to delectation the situation to enhance personal growth, the immediate goal is not to reorganize entirely the individuals major dimensions of personality, but to restore the individual to creative riddle understand and adaptive coping. Of course, by successfully resolving a crisis an individual will most the likes ofly acquire new coping skills that will lead to improved functioning in new situati ons, but that is only a desired, possible outcome, not the sole objective of the process (Caplan, 1964).Be hunting expedition mischance to cope is at the heart of a crisis, the promotion of coping is an overall objective of crisis hindrance. P SYCHOLOGICAL F IRST A ID School psychologists and other mental health personnel working in schools are in a mail service to crevice psychological ? rst aid (Parker, Everly, Barnett, & Links, 2006). Analogous to medical ? rst aid, the idea is to intervene early when a hazardous event occurs for an individual, and offer compassionate support to facilitate adaptive coping. At the same time, the need for further interposition may be assessed and planned.According to The National Child traumatic Stress Network and National Center for Post hurttic Stress Disorder (PTSD) (2006) in that location are eight core psychological ? rst aid body processs. Of course, the exact actions taken need to be tailored to the particular slew of crisis victims. Correspondence to Jonathan Sandoval, Department of Educational and School Psychology, Benerd School of Education, 3601 Paci? c Avenue, Stockton, CA 95211. E-mail emailprotected? c. edu 246 Crisis Counseling Overview 247 Making Contact The ? st action is to establish a birth through verbal and nonverbal means with the child. Generally telling, the sooner contact is made the better. By simply being physically present with the child and accompaniment nonverbal behavior alone, anxiety can be lessened. Providing Safety It is important to protect children from further harm by moving them to a secure military position and attending to their basic needs for food, drink, sleep, shelter, or freedom from further danger. To relieve tension, it is also helpful to provide a place for play and relaxation.Children need to be protected from the eyes of strangers and the curious, and they need to be spared watching scenes of a traumatic event in the media (Young, Ford, Ruzek, Friedman, & Gusman, 1999). Stabilizing Affect Counselors must demonstrate nonverbally that they are able to be calm and composed. Adults modeling calmness and competence can communicate that problems may be solved and emotions can be controlled in time. A counseling relation backship will be important to help the child manage fear, anxiety, panic, and grief. Nondirective listening skills are most effective.However, it is also important not to offer unrealistic reassurance or to encourage denial as a defense or coping mechanism (Sandoval, 2002a). Addressing Needs and Concerns Once the crisis doer has been able to word an accurate, comprehensive statement virtually the students perception of the situation by identifying all of the sources of concern, it will be possible to demoralise the process of exploring potential strategies to improve or resolve the emotionally hazardous situation. Jointly, the crisis worker and pupil review the strategies searchd and select one for trial. The outcome should be an action plan.This is much like the problem solving that occurs in conventional counseling, but must be preceded by the steps previously mentioned. Moving too quickly to problem solving is a everyday mistake of novices. However effective the problem solution is, the very process of turning attention to the future and away from the past is bene? cial in and of itself. Provide Practical Assistance Helpers need to be direct with children and take an active role in managing their environment. Because parents may be disabled by the adventure, it is consoling to see some adult taking control and making decisions.Some solutions may involve actions by others, such as teachers or school administrators. To the extent necessary, the crisis worker may act as an intermediary communicating with authorities on the childs behalf. When working in schools, a task will be to reunite children with their parents or loved ones. Plans need to be in place to communicate with parents and track child ren should a happening occur at a school site (Brock, Sandoval, & Lewis, 2001). Facilitate Connections with Social Supports Finding social supports may be particularly dif? cult during times of crisis.In a disaster, for example, whole communities are abnormal. There is a disruption of both schools and social services. There is often an absence of adults with whom children can process feelings of loss, dread, and vulnerability. Psychology in the Schools DOI 10. 1002/pits 248 Sandoval, Scott, and Padilla Nevertheless, it is usually possible to ? nd each a mathematical group of peers or family members who can provide emotional support and temporary physical assistance during the crisis. In this way the pupils energies may be devoted to coping with the crisis.Being with and sharing crisis experiences with positive social support systems facilitates recovery. Conversely, lower levels of social support often predicts traumatic stress chemical reactions (Barenbaum et al. , 2004 Caffo & Belaise, 2003 Litz et al. , 2002 Ozer et al. , 2003). If family is not available, in that location are often community resources that may substitute and the crisis worker should be jockeyledgeable approximately them. Facilitating Coping During the process of crisis intervention, the student will have temporarily become dependent on the crisis counselor for direct advice, for stimulating action, and for supplying hope.This situation is temporary and before the crisis intervention interviews are over, the crisis counselor must neglect some time planning ways to restore the student to selfreliance and self-con? dence. This restoration may be accomplished by consciously moving into a position of equality with the student, sharing the responsibility and authority. Although earlier the crisis counselor may have been very directive, eventually he or she strives to return to a much popular stance.Techniques such as one-downsmanship where the counselor acknowledges the pupils contrib ution to problem solving, while minimizing the counselors own contribution (Caplan, 1970) permit the counselee to leave the crisis intervention with a sense of accomplishment. Helping individuals to ? nd alternative rewards and sources of satisfaction using problemfocused coping (Lazarus & Folkman, 1984) is most helpful. Providing anticipatory guidance involves connecting children to knowledge and resources, and involves providing information about stress reactions and future challenges that the thickening will face.It acts to reduce distress and promote adaptive functioning. Any action strategies must be implemented in the context of what the student thinks is possible to accomplish. Crisis ? rst aid providers can emphasize what positive in that respect is in the situation, even if it seems relatively minor. For example, even the victim of a sexual assault can be congratulated for at least surviving physically. The crisis situation often leads to a diminution in self-esteem and t he conductance of blame for the crisis.With an emphasis on how the child coped well given the situation so far, and how the person has arrived at a strategy for moving forward, there can be a restoration of the discredited view of the self. Drawing from the self-concept literature, it may also be important to emphasize positive views of the self in speci? c areas, as self-concept has been theorized to be a class-conscious and multidimensional construct (Marsh & Shavelson, 1985 Shavelson, Hubner, & Stanton, 1976). According to the compensatory model (Marsh, Byrne, & Shavelson, 1988), which holds that selfconcept in antithetical domains may be additive, it may be bene? ial for students to increase their self-concept in one area if it has been modest in another area as a result of a traumatic event. Helping children recognize competence in other areas besides the ones affected by the trauma will protect feelings of self-worth. This notion of building up other branches of self conce pt, such as academic self-concept, is also supported by Shavelsons hierarchical model (Shavelson et al. , 1976). Create Linkages with Needed Collaborative Services Prime candidates for resources in galore(postnominal) goals are clergy, but these resources may also be an in? ential neighborhood leader or politician. In non-western (and western) cultures the family is an important system of support during times of crisis. Keep in mind that de? nitions of family do differ considerably. Psychology in the Schools DOI 10. 1002/pits Crisis Counseling Overview 249 In galore(postnominal) non-western cultures when individuals enter a crisis state, they turn to individuals (shaman) who are acknowledged within their communities as possessing special insight and helping skills. Their helping skills often emphasize non-ordinary reality and the psychospiritual realm of personality (Lee and Armstrong, 1995).Referral Although this is not one of the core psychological ? rst aid actions, as the ? r st and maybe only person on the scene, the school psychologist should be helpful. Attend to physical needs, offer appropriate reassurance and anticipatory guidance, and help those in a crisis state to take positive action to facilitate coping (Sandoval, 2002a). As soon as possible, however, facilitate an appropriate referral to a culturally appropriate helper and/or to community-based services, and follow-up to determine that a connection has been made.D EVELOPMENTAL I SSUES I N C RISIS C OUNSELING A child of 5 and an adolescent of 16 have radically different faculties for dealing with information and reacting to events. Differences in cognitive, social, and emotional development mean that they will respond differently to hazards and will need to be counseled differently should they develop a crisis reaction (Marans & Adelman, 1997). The same event (e. g. , the finis of a parent) may be a crisis for a preschooler as well as a high-school senior, but each will react and cope with the event differently.Counseling with younger children often involves the use of nonverbal materials, many more directive leads to elicit and re? ect feelings, and a focus on concrete concerns as well as fantasy. The use of drawing, for example, has proved very effective in getting children to express what has happened to them (Hansen, 2006 Morgan & White, 2003). In terms of increasing self-concept with children after a crisis, one must consider the dimensionality of self-concept as it relates to cognitive, language, and social factors (Byrne, 1996 Harter, 1999). Self-concept dimensions tend to increase with age.That is, young children are able to make judgments about themselves in terms of concrete and observable behaviors and tend to display all-or-none mentation. Thus, self-concept at this age tends to have few dimensions. Children at this age describe themselves in relation to certain categories, such as I am 5 or I have blond hair, and are able to make simple comparisons such as I am crying and he is not crying (Harter, 1999). Although young children tend to have very positive descriptions of the self, negative life experiences, such as a traumatic event, may cause them to view themselves negatively.During middle childhood, self-concept dimensionality increases and children are able to make more global statements about their self-concept. However, they will often overestimate their abilities. Their descriptions change from being concrete to traitlike. Children during this stage also begin to use social comparison as they judge themselves and they can make social comparison statements, such as I am more shy than most kids or Im good at (one subject) and not (other subjects). All-or-none thinking may continue at this stage, which may cause children to view themselves negatively (Harter, 1999).Traditional talk therapies such as nondirective counseling capitalize on a clients capacity for rational thought and high level of moral development and are more lik ely to be effective with adolescents. With adolescents, the school psychologist can also acknowledge and use the ageappropriate crisis of establishing an identity. During adolescence, more differentiation of the self occurs and peers may be used for social comparisons. Abstract concepts are used to describe the self, and there is an awareness of multiple selves, where they may behave or act differently in different contexts.Adolescents begin to make statements with interpersonal implications, such as, Psychology in the Schools DOI 10. 1002/pits 250 Sandoval, Scott, and Padilla Because I am shy I do not have many friends or People trust me because I am an adept person (Harter, 1999). In reviewing the crisis intervention principles and procedures just outlined, it seems reasonable to expect that younger children would have a greater dif? culty acknowledging a crisis, and would be more prone to use immature defenses such as denial and projection to avoid coping with a crisis (Allen, D lugokinski, Cohen, & Walker, 1999).In contrast, an adolescent ability use more advanced defenses such as rationalization and intellectualization. In counseling children, more time might be spent on exploring reactions and feelings to the crisis situation and establishing support systems that engage in lengthy problem solving. With older adolescents, then, it may be possible to focus much more on establishing reasonable expectations and avoiding false reassurance, as well as spending more time on focused problem-solving activities. ATTENDING TO C ULTURAL D IFFERENCESMany events that frequently stimulate a crisis reaction in the dominant culture, such as a death, a suicide, or a natural disaster, may or may not have a similar effect on members of other cultures (Sandoval, 2002b). sometimes a reaction to a traumatic event will be culturally appropriate but will seem to western eyes to be a breakdown of ordinary coping. Extreme outward expression of grief by wailing and crying followed by self-mutilation and threats of suicide adjacent the death of a loved one may be normal coping behavior expected of a survivor in a particular culture (Klingman, 1986).A cultural informant will be useful in indicating what normal reactions to various traumatic events are for a particular culture. One of the most important manifestations of culture is language. Many important cultural concepts cannot be satisfactorily translated from one language to another, because the meaning is so bound up in cultural values and worldview. If possible, crisis interveners should speak the same language as their client and be familiar with their cultural perspective.In an emergency, this kind of match of counselor and client may not be possible, so school psychologists need to be prepared to work with interpreters and cultural informants. Attention to nonverbal communication is also important during a time of crisis. A number of behaviors including form of eye contact, physical contact, and prox imity can be different between members of different cultures (Hall, 1959). Because these behaviors are subtle, counselors may easily miss them without help. Training in cross-cultural work may be delivered through workshops or by consultation with an experienced psychologist.A ? rst step in working with children from different cultures will be to learn the extent to which the client has become acculturated to the dominant culture. One cannot assume that a child is fully a member of either the culture of the familys origin or of the American mainstream. Working with the child and family will be individualized on the basis of culturally appropriate intervention. P REVENTING PTSD The common goal of responding to children experiencing situational crises is to prevent the formation of PTSD. This syndrome, ? st identi? ed among military combat veterans, also manifests itself in children. Their reaction is similar to that in adults, although their reactions may be somewhat different and th e symptoms will vary with age (American Psychiatric Association, 2000). To be diagnosed with PTSD, a person who has been exposed to trauma must have symptoms in three different areas durable reexperiencing of the traumatic stressor, persistent avoidance of reminders of the traumatic event, and persistent symptoms of increased arousal.These symptoms must be present for at least one month, and cause clinically signi? buzzword distress or impairment in social, occupational, or other important areas of functioning (American Psychiatric Association, 2000). Children are more likely than adults to have symptomatology related to aggression, anxiety, depression, and backsliding (Mazza & Overstreet, 2000). As noted earlier, traumatic stress reactions Psychology in the Schools DOI 10. 1002/pits Crisis Counseling Overview 251 are to a signi? ant extent dependent on the childs level of development (Joshi & Lewin, 2004). Especially among younger children, traumatic stress reactions are less co nnected to the stressor and more likely to take the form of generalised fear and anxiety. It is certainly not true that all children, if untreated, will develop PTSD. In fact, recovery is the norm (NIMH, 2001). Recent studies regarding the prevalence of PTSD in children and adolescents estimates that about 15% 43% of children have experienced at least one traumatic event in their lifetime.Although estimates vary by extent and type of trauma, a conservative estimate is that 12% 15% of children may develop PTSD six or more months following a disaster (La Greca, Silverman, Vernberg, & Prinstein, 1996 McDermott & Palmer, 1999). In a review of the literature, Saigh, Yasik, Sack, & Koplewicz (1999) report that rates of psychological trauma among children and adolescents (as indicated by the presence of PTSD) vary considerably both within and between types of crisis events (with rates of PTSD ranging from 0% to 95%).Some may even develop longterm characterological patterns of behavior foll owing a disaster, such as fearfulness (Honig, Grace, Lindy, crudeman, & Titchener, 1999). These character traits, exhibited later in life, may bristle as negative coping responses to the trauma. Severity of symptoms is related to the magnitude of exposure to the event itself, and the degree of psychological distress experienced by children in response to trauma is measured by several factors. The closer a child is to the location of the event (physical proximity), or the longer the exposure, the greater likelihood of barren distress.Having a relationship with the victim of trauma also increases the stake (emotional proximity). A third factor is the childs initial reaction those who display more severe reactions, such as becoming hysterical or panicking, are at greater risk for needing mental health assistance later on. The childs subjective understanding of the traumatic event can sometimes be more important than the event itself. That is, the more the child perceives an event a s leaden or frightening, the greater the chance of increased psychological distress.Additionally, children who experience the following family factors are at an increased risk those who do not live with a nuclear family member, have been exposed to family violence, have a family history of mental illness, or have caregivers who are severely distressed themselves (Fletcher, 2003). Children who face a disaster without the support of a nurturing friend or relative appear to suffer more than those who do have that support available to them. Symptoms in children may be more severe if there is parental discord or distress and if there are subsequent stressors, such as lack of housing following a disaster (La Greca et al. 1996). The traumatic death of a family member also increases the risk of stress reactions (Applied Research and Consulting, Columbia University Mailman School of Public Health, & New York Psychiatric Institute, 2002 Bradach & Jordan, 1995). Finally, children who have pre existing mental health problems or previous exposure to threatening or frightening events are more likely to experience more severe reactions to trauma than are others. Symptoms may also be heightened among ethnic minorities (La Greca et al. , 1996). La Greca and her colleagues (1996) discuss ? e factors related to the development of severe symptomatology 1) exposure to disaster-related experiences, including perceived life threats 2) preexisting child characteristics such as poverty and illness 3) the recovery environment including social support 4) the childs coping skills and 5) interfere stressful life event during recovery. These factors may interact with biological factors that make the child particularly vulnerable, such as genetically based premorbid psychopathology and temperament (Cook-Cottone, 2004).Clearly intervention must supply an appropriate recovery environment that is suited to a childs characteristics and facilitates coping. Determination of what intervention is appropriate for a given student should be based on assessment of risk for psychological traumatization. Nevertheless, school is an important environment where prevention and healing can take place. Cook-Cottone (2004), drawing from the literature on children with cancer, has outlined a communications protocol for reintegrating children into school following a traumatic experience that has led to their absence from school.Psychology in the Schools DOI 10. 1002/pits 252 Sandoval, Scott, and Padilla FACILITATING THE G RIEVING P ROCESS Grieving, and mourning the losses common to most potentially traumatic events, will be among the counseling objectives. Losses may include those of signi? serve up others as well as loss of status. However, emotional numbing and avoidance of trauma reminders that accompany trauma can greatly interfere with the process of grieving. Trauma work often takes precedence over grief work nevertheless, ultimately appropriate mourning must be facilitated (Hawki ns, 2002). Worden (2002) has identi? d four tasks of mourning. The ? rst task is to accept the reality of the loss and neither deny it has occurred nor minimize the collision on the childs life. It is common for children to fantasize about a reunion or that there has been a mistake about the loss, or that divorced parents will reunite. Before a child can progress to the second task, there must be a reduction in spiritual, magical, or distorted thinking (Hawkins, 2002). Wordens second task is to experience the pain of grief. There are many pressures, both cultural and familial, to not express or feel sadness at a loss.Children are told not to be a crybaby and to act like an adult. However, if the emotional pain is not experienced, there may be a manifestation in psychosomatic symptoms or maladaptive thinking or behaving (Hawkins, 2002). The third task of coping with a loss is to adjust to a new environment that does not include the lost status or relationship. The child must learn to create a new set of behaviors and relationships to replace those lost. The goal is to build a meaningful and authentic new lifestyle and identity.A failure to accomplish this task leaves a child feeling immobilized and helpless, clinging to an idealized past. The ? nal task of mourning is to withdraw emotional energy from the lost status and reinvest it in other relationships and endeavors. By holding on to the past, lost attachments rather than forming new ones, a child may become stuck. Instead, the trauma victim must eventually heart a new status. Worden (2002) believes that, when the tasks of mourning are accomplished, the individual will be able to think of the loss without powerful pain, although perhaps with a sense of nostalgia and perhaps some sadness.In addition, the child or adolescent will be able to reinvest emotions in new relationships without guilt or remorse (Hawkins, 2002). T REATMENT School-based Counseling Galante and Foa (1986) worked in groups with children in one school throughout the school year following a major Italian earthquake. The children were encouraged to explore fears, mistaken understandings, and feelings connected to death and injury from the disaster using discussion, drawing, and role playing. Most participants, except those who experienced a death in the family, showed a reduction in symptoms.Another feature of disasters and terrorist acts is a lowered sense of control over ones destiny and heightened fear of the unknown. Thus, a focus on returning a sense of empowerment to children will be important. If children can be directed to participate in restorative activities and take some actions to mitigate the results of the disaster, no matter how small, they can begin to rebuild an important sense of ef? cacy. Finally, there may be issues of survivor guilt, if there is widespread loss of life or property. Survivor guilt is a strong feeling of culpability often nduced among individuals who survive a situation that resul ts in the death of valued others. Those individuals spared, but witnessing the devastation of others, may have essential feelings of guilt that will need to be dealt with. Children, particularly, ascribe fantastical causes to the effects they see. Consequently, some may Psychology in the Schools DOI 10. 1002/pits Crisis Counseling Overview 253 need to explore their magical thinking in counseling or play therapy about why they escaped injury or loss. School communitybased support groups can provide one vehicle for feeling connected to others and working through these feelings.Ceballo (2000) describes a short-term supportive intervention group based in the school for children exposed to urban violence. Her groups are designed to 1) validate and normalize childrens emotional reactions to violence, 2) help children restore a sense of control over certain aspects of their environment, 3) develop safety skills for dealing with the environment in the future, 4) understand the process of g rief and mourning, and 5) minimize the in? uence of PTSD symptoms on educational tasks and other daily life events. Such buildingd support groups can promote resiliency and promote constructive coping with problems.Depending on training and supervision, the school psychologist might also engage in therapies validated for the treatment of PTSD. These therapies are reviewed in the section on community-based therapy. Time and other constraints often make outside referral necessary. Bibliotherapy Bibliotherapy may also be useful following a disaster. A particularly useful resource for children is a book entitled Ill Know What to Do A Kids Guide to Natural Disasters by Mark, Layton, and Chesworth (1997). The authors focus on four concepts they view as fundamental to recovery information, communication, reassurance, and the reestablishment of routine.They explore childrens feelings that often emerge in the aftermath of a disaster, and offer useful techniques to help young people cope wit h them. Another technique in which the child is an active participant in the creation of a book about personal experiences is called the resolution scrapbook (Lowenstein, 1995). Here the child is guided through a set of experiences and activities designed to help the child reprocess traumatic experiences and place completed work in a scrapbook. Evidence for the effectiveness of this technique is largely anecdotal to date. Other Adults in CrisisAn important feature of a traumatic event is the fact that the adults in the school as well as the children are affected. The teachers, administrators, and guidance staff would be as traumatized as children by an earthquake, terrorism, or an airplane crashing into the school. They will need assistance in coping with the aftermath of the crisis as much as the children will (Daniels, Bradley, & Hays, 2007). It is likely that outside crisis response assistance will be needed to help an entire community deal with disaster and havoc associated wit h violence. Community-based PsychotherapyCognitive behavior therapy. There are many treatments being studied for their effectiveness in the area of PTSD. Currently, much of the research suggests that cognitive behavior therapy (CBT) may be the most promising treatment for PTSD (Jones & Stewart, 2007). CBT is a structured, symptom-focused therapy that includes a wide variety of skill-building techniques. All are based on the premise that thoughts and behaviors can cause negative emotions and patterns of interactions with others. Making maladaptive thoughts and behaviors more functional is the goal of CBT (Jaycox, 2004).CBT uses techniques that integrate elements of cognitive information processing associated with anxiety with behavioral techniquessuch as relaxation, imaginal or in vivo exposure, and role playingthat are known to be useful in the reduction of anxiety (Cook-Cottone, 2004). Psychology in the Schools DOI 10. 1002/pits 254 Sandoval, Scott, and Padilla Another protocol for dealing with treating PTSD is eye driving force desensitization and reprocessing (EMDR). It includes many of the same elements as CBT, with the exception of in vivo exposure, and includes rhythmic eye and other tracking exercises (Greenwald, 1998).It has been successfully used with school-age populations (Chemtob, Nakashima, & Carlson, 2002). Play and art therapy. Play and art therapy are also being studied to determine their effectiveness on PTSD symptoms, especially in young children because of issues in language development (Cole & Piercy, 2007). Because play is a childs natural method of developing mastery over the environment and because many symptoms of PTSD are seen in childrens play, this is a natural course of treatment (Kaduson, 2006). The use of art therapy has also shown to be effective in group work (Hansen, 2006). Medication.As a measure of last resort, medication may be used to treat severe PTSD. Often the symptoms of anxiety or depression that have resulted from ex posure to a traumatic experience are treated. Selective serotonin reuptake inhibitors (SSRIs) in particular are often prescribed to treat the symptoms of anxiety and depression, including sertraline, paroxetine, and ? uoxetine (Foa, Davidson, & Frances, 1999). In the adult population, antipsychotic, antiepileptic, and other psychotropic medications have been explored and may be effective depending on the symptoms of the individual (Davis, Frazier, Williford, & and Newell, 2006).If medications are prescribed to a student, it is important that there be a liaison between the school and the treating physician or psychiatrist to monitor effectiveness and deleterious side effects. C ONCLUSIONS School psychologists are often the contacts in schools when there is a traumatizing event. School psychologists should be ready to administer psychological ? rst aid that is individualized and developmentally and culturally appropriate. By intervening and facilitating coping processes and the grievi ng process, it may be possible to prevent or minimize the development of PTSD.School-based protocols have been developed to respond to children in crisis. When students are referred to other psychological, psychiatric, or medical services, it is important to designate a liaison between the school and other professionals to maximize optimal treatment and care. R EFERENCES Allen, S. F. , Dlugokinski, E L. , Cohen, L. A. , & Walker, J. L. (1999). Assessing the impact of a traumatic community event on children and assisting with their healing. Psychiatric Annals, 29, 93 98. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed. Text Rev. ). Washington, DC Author. Applied Research and Consulting, Columbia University Mailman School of Public Health, & New York Psychiatric Institute. (2002, May 6). Effects of the World Trade Center attack on NYC public school students Initial report to the New York City Board of Education. New York New Yo rk City Board of Education. Barenbaum, J. , Ruchkin, V. , & Schwab-Stone, M. (2004). The psychosocial aspects of children exposed to war Practice and indemnity initiatives. Journal of Child Psychology and Psychiatry, 45, 41 62. Bradach, K. M. , & Jordan, J. R. (1995).Long-term effects of a family history of traumatic death on adolescent individuation. Death Studies, 19, 315 336. Brock, S. E. , Sandoval, J. , & Lewis, S. (2001). Preparing for crises in the schools A manual for building school crisis response teams (2nd ed. ). New York John Wiley. Byrne, B. M. (1996). Measuring self-concept across the lifespan Issues and instrumentation. Washington, DC American Psychological Association. Caffo, E. , & Belaise, C. (2003). Psychological aspects of traumatic injury in children and adolescents. Child & Adolescent Psychiatric Clinics of North America, 12, 493 535.Caplan, G. (1964). Principles of preventative psychiatry. New York Basic Books. Caplan, G. (1970). Theory and practice of me ntal health consultation. New York Basic Books. Ceballo, R. (2000). The neighborhood ball club A supportive intervention group for children exposed to urban violence. American Journal of Orthopsychiatry, 70, 401 407. Psychology in the Schools DOI 10. 1002/pits Crisis Counseling Overview 255 Chemtob, C. M. , Nakashima, J. , & Carlson, J. G. (2002). Brief treatment for round-eyed school children with disaster-related posttraumatic stress disorder A ? eld study.Journal of clinical Psychology, 58, 99 112. Cole, E. , & Piercy, F. (2007). The use of dolls to assist young children with PTSD symptoms. Journal of Family Psychotherapy, 18, 83 89. Cook-Cottone, C. (2004). Childhood posttraumatic stress disorder Diagnosis, treatment, and school reintegration. School Psychology Review, 33(2), 127 139. Daniels, J. A. , Bradley, M. C. , & Hays, M. (2007). The impact of school violence on school personnel Implications for psychologists. Professional Psychology Research and Practice, 38, 652 659. Davis, L. L. , Frazier, E. C. , Williford, R. B. & Newell, J. M. (2006). Long-term materia medica for post-traumatic stress disorder. CNS Drugs, 20(6), 465 476. Fletcher, K. E. (2003). Childhood posttraumatic stress disorder. In E. J. Mash & R. A. Barkley (Eds. ) Childhood psychopathology (pp. 330 371). New York Guilford. Foa, E. B. , Davidson, J. R. T. , & Frances, A. (1999). The expert consensus guidelines series Treatment of posttraumatic stress disorder. Journal of Clinical Psychiatry, 60, 4 76. Galante, R. , & Foa, D. (1986). An epidemiological study of psychic trauma and treatment effectiveness for children after a natural disaster.Journal of the American Academy of Child Psychiatry, 25, 357 363. Greenwald, R. (1998). Eye movement desensitization and reprocessing (EMDR) New hope for children suffering from trauma and loss. Clinical Child Psychology and Psychiatry, 3, 279 287. Hall, E. T. (1959). The Silent Language. Greenwich, CT Fawcett. Hansen, S. (2006). An expre ssive arts therapy model with groups for post-traumatic stress syndrome. In L. Carey (Ed. ). Expressive and creative arts methods for trauma survivors (pp. 73 91). London Jessica Kingsley. Harter, S. (1999). The Construction of the self A developmental perspective.New York The Guilford Press. Hawkins, P. G. (2002). Helping children cope with death. In Sandoval, J. (Ed. ) Handbook of crisis counseling, intervention and prevention in the schools (2nd ed. ). (pp. 161 182). Mahwah, NJ Lawrence Erlbaum Associates. Honig, R. G. , Grace, M. C. , Lindy, J. D. , Newman, C. J. , & Titchener, J. L. (1999). Assessing the long-term effects of disasters occurring during childhood and adolescence Questions of perspective and methodology. In M. Sugar (Ed. ), Trauma and adolescence (pp. 203 224). Madison, CT International Universities Press. Klingman, A. (1986).School community in disaster Planning for intervention. Journal of Community Psychology, 16, 205 216. Jaycox, L. (2004). Cognitive behav ioral intervention for trauma in schools. Longmont, CO Sopris West. Jones, A. B. , & Stewart, J. L. (2007). Group cognitive-behavior therapy to address post-traumatic stress disorder in children and adolescents. In R. W. Christner, J. L. Stewart, & A. Freeman (Eds. ), Handbook of cognitive-behavior group therapy with children and adolescents Speci? c settings and presenting problems (pp. 223 240). New York Routledge/Taylor & Francis. Joshi, P. T. , & Lewin, S. M. 2004). Disaster, terrorism and children. Psychiatric Annals, 34, 710 716. Kaduson, H. G. (2006). Release play therapy for children with posttraumatic stress syndrome. In H. G. Kaduson, & C. E. Shaefer (Eds. ), Short-term therapy for children (pp. 3 21). New York The Guilford Press. La Greca, A. M. , Silverman, W. K. , Vernberg, E. M. , & Prinstein, M. J. (1996). Symptoms of posttraumatic stress in children after Hurricane Andrew A prospective study. Journal of Consulting & Clinical Psychology, 64, 712 723. Lazarus, R. S . , & Folkman, S. (1984). Stress, appraisal, and coping. New York Springer.Lee, C. C. , & Armstrong, K. L. (1995). Indigenous models of mental health intervention. In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds. ). Handbook of multicultural Counseling (pp. 411 456). Thousand Oaks, CA Sage. Litz, B. T. , Gray, M. J. , Bryant, R. A. , & Adler, A. (2002). Early intervention for trauma Current status and future directions. Clinical Psychology Science and Practice, 9, 112 134. Lowenstein, L. B. (1995). The resolution scrapbook as an aid in the treatment of traumatized children. Child Welfare Journal, 74, 889 904. Marans, S. , & Adelman, A. (1997).Experiencing violence in a developmental context. In J. D. Osofsky (Ed. ), Children in a violent society. New York The Guilford Press. Mark, B. S. , Layton, A. , & Chesworth, M. (1997). Ill know what to do A kids guide to natural disasters. Washington, DC Magination Press. Mash, H. W. , & Shavelson, R. (1985). Self-con cept Its multifaceted hierarchical structure. Educational Psychologist, 2, 107 123. Marsh, H. W. , Byrne, B. M. , & Shavelson, R. J. (1988). A multifaceted academic self-concept Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366 380.Mazza, J. J. , & Overstreet, S. (2000). Children and adolescents exposed to community violence A mental health perspective for school psychologists. School Psychology Review, 29, 86 101. Psychology in the Schools DOI 10. 1002/pits 256 Sandoval, Scott, and Padilla McDermott, B. M. C. , & Palmer, L. J. (1999). Post-disaster service provision following proactive identi? cation of children with emotional distress and depression. Australian & New Zealand Journal of Psychiatry, 33, 855 863. Morgan, K. E. , & White, P. R. (2003). The functions of art-making in CISD with children and youth.International Journal of collar Mental Health, 5, 61 76. National Child Traumatic Stress Network and Nationa l Center for Post Traumatic Stress Disorder. (2006). Psychological ? rst aid reach operation guide (2nd ed. ). Author. obtainable at http//www. nctsnet. org/nctsn assets/pdfs/pfa/2/ PsyFirstAid. pdf National Institute of Mental Health. (2001). Mental health and mass violence Evidence-based early psychological intervention for victims/survivors of mass violence. A workshop to reach consensus on best practices. Washington, DC U. S. Government Printing Of? ce. Ozer, E. J. Best, S. R. , Lipsey, T. L. , & Weiss, D. S. (2003). Predictors of posttraumatic stress disorder and symptoms in adults A meta-analysis. Psychological Bulletin, 129, 52 73. Parker, C. L. , Everly, G. S. , Barnett, D. J. , & Links, J. M. (2006). Establishing evidence-informed core intervention competencies in psychological ? rst aid for public health personnel. International Journal of Emergency Mental Health, 8, 83 92. Saigh, P. A. , Yasik, A. E. , Sack, W. H. , & Koplewicz, H. S. (1999). Child-adolescent posttrau matic stress disorder Prevalence, risk factors, and comorbidity.In P. A. Saigh, & J. D. Bremner (Eds. ), Posttraumatic stress disorder A comprehensive text (pp. 18 43). Boston Allyn & Bacon. Sandoval, J. (2002a). General principles of crisis counseling and prevention. In J. Sandoval (Ed. ), Handbook of crisis counseling, intervention and prevention in the schools (2nd ed. , pp. 3 24). Mahwah, NJ Lawrence Erlbaum Associates. Sandoval, J. (2002b). Cultural issues in crisis work. In J. Sandoval (Ed. ), Handbook of crisis counseling, intervention and prevention in the schools (2nd ed. , pp. 39 58). Mahwah, NJ Lawrence Erlbaum Associates.Shavelson, R. J. , Hubner, J. J. , & Stanton, G. C. (1976). Self-concept Validation of construct interpretations. Review of Educational Research, 46, 407 441. Worden, J. W. (2002). ruefulness counseling and grief therapy A handbook for the mental health professional (3rd ed. ). New York Springer. Young, B. H. , Ford, J. D. , Ruzek, J. I. , Friedman, M. L. , & Gusman, F. D. (1999). Disaster mental health services A guidebook for clinicians and administrators. Online. Available at http//ncptsd. va. gov/ncmain/ncdocs/manuals/ nc manual dmhm. html Psychology in the Schools DOI 10. 1002/pits

Last Sacrifice Chapter Thirty

I DIDNT RUN INTO HIS arms akin I usu onlyy did. How could I? aft(prenominal)wards what Id d oneness? No. I couldnt playact anymore. I hitherto wasnt entirely sure what the future held for Dimitri and me, not until he answered my ultimatum. I did, however, notice I had to neck Adrian loose. My feelings for him were bland strong, and I wondered if it was thus far remotely possible for us to be friends. Regardless, I couldnt lead him on after sleeping with Dimitri. It hadnt been murder, no, provided it had certainly been dishonorable. to that degree I couldnt say any of that to Adrian now, I veridicalized. I couldnt break up with him in a imagine. That was almost as bad as a text breakup. Besides, I had a feeling that well, Id probably need his help. So much for honor. Soon, I swore. Soon Ill tell him.He didnt leavem to notice my lack of embrace. exclusively he did notice something else.Wow.We stood in St. Vladimirs library of all places, and I gave him a puzzled look acr oss the study tables stretching before us. Wow what? Your your aura. Its amazing. Its shining. I mean, it always shines, but today well, Ive never seen anything equivalent it. I didnt expect that after eitherthing that happened.I rouseed uncomfortably. If I lit up around Dimitri normally, what on commonwealth happened to my aura post-sex? After what happened? I asked, deflecting the comment.He chuckled and approached me. His hand reached unconsciously for his cigarettes, paused, and then dropped to his side. Oh, come on. Everyones talking ab step forward it. How you and Belikov kidnapped Jailbaitwhats up with that anyway?and coerced that Alchemist. Its the hot scrutiny news around present. Well, deflection from the elections. The last streamlet is coming up.Thats right I murmured. It had almost been twenty-four hours since Lissa had received the riddle. There was only a little clock left, and last I knew, she had no answer.Why are you sleeping in the middle of the day an yway? he asked. I didnt really expect to catch you. Figured youd be on a human schedule.It it was kind of a rough night, what with escaping a legion of guardians and all.Adrian caught h previous(a) of my hand, turn d have goting slightly when I didnt squeeze his in return. The frown lightened quickly into his painless smile. Well, Id worry more to the highest degree your old man than them. He is pissed that you didnt stay put. And that he throw outt get to in to see the Alchemists. suppose me, hes been trying.That almost made me laugh, except it wasnt the outcome Id wanted either. So hes not all-powerful after all. I sighed. Thats what we need. Sydney. Or, well, that guy whos with her. The one who allegedly get it ons something. I flashed back, once more seeing the recognition on Ians face. He knows the man who attacked Lissa and bribed Joe. We need him.From what I picked up, said Adrian, the guardians are just kind of lingering around the hotel, mostly interested with the A lchemists leaving. But theyre controlling whos getting in. They wont allow any of usor other Alchemistsget through with(predicate). There are lots of other human guests, and I guess Abe tried to disguise himselfand failed.Poor Zmey. He should have had more faith in the guardians. They arent going to let anyone but themselves get in and out. My own words brought me to a halt. Thats it Adrian eyed me suspiciously. Oh no. I know that look. Something crazy is most to happen.I caught hold of his hand, now out of excitement, rather than love. Get to Mikhail. concur him meet us I blanked. Id seen the town the Alchemists were staying in. As the terminalst to motor inn, we often drove through it. I racked my brain, trying to think of some detail. At that eatery with the red sign. Its on the far side. Always advertising buffets.Easier said than done, little dhampir. Theyre using every guardian at Court to keep the elections under control. If Lissa hadnt been attacked, they wouldnt let your mom stay with her. I dont think Mikhail can get out.Hell find a way, I said confidently. Tell him this is itits the key to the murder. The answer. Hes resourceful.Adrian looked skeptical, but it was hard for him to pass up me anything. When? When indeed? It was almost noon, and I hadnt paid much attention to where wed stopped. How long would it take us to reach Court? From what I knew about the elections, those who passed this last test would give speeches when the Moroi day started. In theory, theyd then go straight to votingexcept, if our plan worked, Lissas involvement would slow that down for days. Provided she passed.Midnight, I said. If I was guessing correctly, the Court would be completely wrapped up in the election drama, making it easier for Mikhail to get out. I hoped. Will you tell him?Anything for you. Adrian swept me a gallant bow. Although, I until now think its dangerous for you to be involved directly with this.I have to do this myself, I said. I cant hide.He nodded, as though he understood. I wasnt sure he did.Thank you, I told him. Thank you so much for everything. Now go.Adrian gave me a crooked grin. Boy, you dont waste any eon kicking a guy out of bed, huh?I flinched, the joke hitting a little too close to home. I want Mikhail to be prepared. And I too need to watch Lissas last test.This sobered Adrian. Does she have a chance? Will she pass?I dont know, I admitted. This is a tough one.Okay. Well see what we can do. He gave me a small kiss. My lips responded automatically, but my heart wasnt into it. And Rose? I mean it. Be careful. Youre going to be awfully close to Court. Not to mention a bunch of guardians who have you on their most wanted list and will probably try to kill you.I know, I said, choosing not to mention that on that point was no probably about it.With that, he vanished, and I woke. Strangely, what I found in my own world seemed almost more dreamlike than what Id experienced with Adrian. Dimitri and I were still in bed, snuggled under the covers, our bodies and limbs still wrapped around each other. He slept with that rare peaceful look of his and almostseemed to smile. For half a second, I considered argus-eyed him and telling him we had to hit the road. A look at the clock happily squashed that thought. We still had time, plus it was getting close to the test. I had to go to Lissa and sure Sonya would come by if we overslept.Sure exuberant, Id gauged the testing correctly. Lissa was cutting across the Courts lawns, marching like soul going to a funeral. The sun, flowers, and birds were lost on her. Even her ordering did little to cheer her up Christian, my mom, and Tasha.I cant do this, she said, staring ahead at the building that held her fate. I cant do this test. The tattoo kept her from giving out any more information.Youre smart. Brilliant. Christians arm was around her waist, and in that moment, I loved him for his confidence in her. You can do it.You dont understand, she said, with a sigh. Shed come up with no answers to the riddle, meaning the plan was at stakeand her desire to prove herself.For once he does, said Tasha, a slight teasing tone in her voice. You can do it. You have to do it. We have so much riding on it.Her confidence didnt make Lissa feel better. If anything, it added to the pressure. She would fail, just like in the Council dream the chalice had presentationn her. Shed had no answer there either. LissaA voice brought them to a halt, and Lissa turned to see Serena running toward them, her long athletic legs quickly covering the aloofness between them. Hi Serena, said Lissa. We cant stop. The testI know, I know. Serena was flushed, not with exertion, but with anxiety. She pr arrive atered a piece of paper. I made your list. As many as I could remember.What list? asked Tasha.Moroi that the queen was having trained, to see how well they could learn fighting.Tashas eyebrows rose in surprise. She hadnt been around when theyd discussed it la st time. Tatiana was training fighters? I never heard about anything like that. I had a feeling she would have liked to be one of the ones helping with instruction.Most didnt, agreed Lissa, straightening the piece of paper. It was a big secret.The collection crowded around to read the names, listed in Serenas neat handwriting. Christian let out a low whistle. Tatiana might have been open to the idea of demur but only for certain people.Yes, agreed Tasha. This is definitely an A-list.All the names were royal. Tatiana hadnt brought in commoners for her experiment. This was the elite of the elite, though as Ambrose had noted, Tatiana had gone out of her way to get a variety of ages and genders.Camille Conta? asked Lissa in surprise. Never saw that coming. She was always really bad in P.E.And theres another of our cousins, added Christian, pointing to Lia Ozera. He glanced at Tasha, who was still in disbelief. Did you know that?No. I wouldnt have guessed her either.Half the nominees t oo, mused Lissa. Rufus Tarus, Ava Drozdov, and Ellis Badica. Too bad theyoh my God. Adrians mother? Sure enough Daniella Ivashkov.Whoa, said Christian. That summed up my reaction too. Pretty sure Adrian didnt know about that.Does she support Moroi fighting? asked my mom, surprised as well. Lissa shook her head. No. From what I know about her, she is definitely in favor of leaving refutation to dhampirs. Neither of us could imagine beautiful and proper Daniella Ivashkov in a fight.She already hated Tatiana, noted Tasha. Im sure this did lovely things for their relationship. Those two bickered all the time behind closed doors.An uncomfortable silence fell.Lissa looked at Serena. Did these people see the queen a lot? Would they have had access to her?Yes, said Serena uneasily. According to Grant, Tatiana watched every training sessions. After he died she started debriefing with the students individually, to see how well theyd learned. She paused. I think I think she might have met w ith some the night she died.Had they progressed enough to learn to use a stake? asked Lissa.Serena grimaced. Yes. Some better than others.Lissa looked back at the list, feeling ill. So much opportunity. So much motivation. Was the answer here on this piece of paper? Was the murderer right before her? Serena had said earlier that Tatiana had purposely picked people resistant to training, probably to see if the obstinate could still learn. Had she gone too far with someone? One name in particular kept scrolling across Lissas mind.I hate to interrupt, said my mother. Her tone and locating indicated sleuth time was over it was back to business. Weve got to move, or youll be late.Lissa realized my mom was right and shoved the piece of paper in her pocket. Being late to the test meant failure. Lissa thanked Serena, reassuring her that this had been the right thing to do. Then, my friends moved away quickly, feeling the press of time as they hurried toward the testing building.Damn, mutte red Lissa, in a rare show of swearing. I dont think that old ladyll tolerate any lateness.Old lady? My mother laughed, surprising us all. She could move faster than everyone and was obviously restraining her pace for them. The one running most of the tests? You dont know who she is?How would I? asked Lissa. I figured she was just someone they recruited.Not just someone. Thats Ekaterina Zeklos.What? Lissa nearly stopped but still had their time crunch in mind. She was she was the queen before Tatiana, right?I thought she retired to some island, said Christian, just as surprised.Not sure if it was an island, said Tasha, but she did step down when she thought she was too old and went off to live in luxuryand away from politicsonce Tatiana was on the throne.Too old? That had been twenty years ago. No wonder she seemed ancient. If she was happy to get out of politics, then why is she back? asked Lissa.My mother opened the door for all of them when they reached the building, after first peering inside for any threats. It was so instinctual for her that she continued the conversation without missing a beat. Because its custom for the last monarch to test the new oneif possible. In this case, it obviously wasnt, so Ekaterina came out of retirement to do her duty.Lissa could barely believe that shed been chatting casually with the Morois last queen, a very powerful and beloved queen. As briefly as her group entered the hallway, Lissa was escorted by guardians and hurried toward the testing room. Their faces showed they hadnt thought shed make it. Several spectators, also apparently worried, cheered at her appearance giving the usual shouts about Alexandra and the dragons. Lissa had no chance to respond or even say goodbye to her friends before she was practically pushed into the room. The guardians looked relieved.The door shut, and Lissa found herself staring once more at Ekaterina Zeklos. Seeing the old woman had been intimidating before, but now Lissas anxiety do ubled. Ekaterina gave her a crooked smile.I was afraid you wouldnt make it, she said. Should have known better. You arent the caseful to back down.Lissa was still starstruck and almost felt the need to ramble out an excuse, explaining about Serenas list. But, no. Ekaterina didnt care about that right now, and one didnt make excuses to someone like her anyway, Lissa decided. If you screwed up, you apologized. Im sorry, said Lissa.No need to be, said Ekaterina. You made it. Do you know the answer? What must a queen possess in order to truly rule her people?Lissas tongue felt thick in her mouth. She didnt know the answer. It really was just like the Council dream. Investigating Tatianas murder had taken so much time. For a strange moment, Lissas heart burned with sympathy for that prickly queen. Shed done what she thought best for the Moroi and had died for it. Lissa even felt bad now, staring at Ekaterina. This former queen had probably never expected to be taken away from herisland? retirement and forced back into Court life. Yet, she had come when needed.And just like that, Lissa suddenly knew the answer.Nothing, she said softly. A queen must possess nothing to rule because she has to give everything she has to her people. Even her life.The widening of Ekaterinas gap-toothed grin told Lissa shed answered correctly. Congratulations, my dear. Youve made it through to tomorrows vote. I hope youve got a speech ready to win over the Council. Youll have to give it in the morning.Lissa swayed slightly, not sure what to say now, let all in a formal speech. Ekaterina seemed to sense how in shock Lissa was, and the smile that always seemed so mischievous turned gentle.Youll be fine. You made it this far. The speech is the easy part. Your father would be proud. All the Dragomirs before you would be.That nearly brought tears to Lissas eyes, and she shook her head. I dont know about that. We all know Im not a real candidate. This was just well, kind of an act. Somehow, s he didnt feel bad admitting that in previous of Ekaterina. Arianas the one who deserves the crown.Ekaterinas ancient eyes bored into Lissa, and that smiled faded. You havent heard then. No, of course you wouldnt have with how quickly this is all happening.Heard what?Sympathy washed over Ekaterinas face, and later, Id wonder if that compassion was because of the message she delivered or because of Lissas reaction.Ariana Szelsky didnt pass this test she couldnt solve the riddle Rose, Rose.Dimitri was shaking me, and it took several seconds for me to shift from being a shocked Lissa to a startled Rose.We have to he began.Oh my God, I interrupted. You will not believe what I just saw.He went rigid. Is Lissa o.k.?Yeah, fine, butThen well worry about that later. Right now, we have to leave.I noticed then that he was fully dressed while I was still naked. Whats going on?Sonya came bydont worry. The shock that my face must have shown made him smile. I got dressed and didnt let her come i n. But she said the front desk called. Theyre starting to realize we had an unusual check-in. We need to get out of here.Midnight. We had to meet Mikhail at midnight and get the last piece of the mystery that consumed us. No problem, I said, tossing the covers off me. As I did, I saw Dimitris eyes on me, and I was kind of surprised at the admiration and hunger I saw there. Somehow, even after sex, Id kind of expected him to be detached and wear his guardian faceparticularly considering our sudden urgency to leave.You see something you like? I asked, utter something Id said to him long ago, when hed caught me in a compromising position at school.Lots, he said.The emotion burning in those eyes was too much for me. I looked away, my heart pounding in my chest as I pulled my clothes on. Dont forget, I said softly. Dont forget I couldnt finish, but there was no need.I know, Roza. I havent forgotten.I slipped on my shoes, wishing I was weaker and would let my ultimatum slide. I couldnt, though. No matter what had passed between us verbally and physically, no matter how close we were to our fairy-tale ending there was no future until he could forgive himself.Sonya and Jill were ready and waiting when we emerged from our room, and something told me Sonya knew what had happened between Dimitri and me. Damned auras. Or maybe you didnt need magical powers to see that kind of thing. Maybe the afterglow just naturally showed on someones face.I need you to make a charm, I told Sonya, once we were on the road. And we have to stop in Greenston.Greenston? asked Dimitri. What for?Its where the Alchemists are being held. I had already started slinging the pieces together. Who hated Tatianaboth because of her personality and for having Ambrose? Who resented her wanting Moroi to fight Strigoi? Who feared her endorsing spirit and its dangerous effects on people, say, like Adrian? Who wanted to see a different family on the throne to support new beliefs? And who would be happy to have me locked away and out of the picture? I took a deep breath, scarcely believing what I was about to say.And its where were going to find proof that Daniella Ivashkov murdered Tatiana.

Lord Of The Flies- How Does Jack Become Leader? Essay

From the beginning of the novel Lord of the Flies, it is immediately obvious that Jack does non like the idea of Ralph being the chief of the boys.By the end of the book he successfully acquires the position he works towards. The idea of Jack being a leader is first portrayed by Jack ordering his choir in army type maneuvers to the first meeting . Jack bellows at his choir , Choir stand still his choir wearily responds obediently.Jacks first priority to secure his position as chief is to shut land piggy , who is the man with the ideas in Ralphs democratic rule. From the beginning Jack cunningly uses the fact that piggy is the scapegoat to constantly break down Piggys ideas with the view that once Piggys gone, then Ralph has illuminatedtle intelligence to support his views. He is helped greatly in this field as around of the tribe use piggy to make fun of but not in the same extremity as that of Jack. Psychologically is the way that Jack begins his bother towards piggy and as the book progresses so did his level of control. His demeaning words turn towards violence and his violence eventually leads to Piggys death.Jack understands that in order to persuade the children to side with him he would need some sort of a bait. Due to the condition on the island the most appropriate inducement is the seduce of hunting. However any other form of pleasure could have been used so long as it appeared to be free from tyranny (Ralphs orders to be rescued). The hunting starts off for enjoyment and food then quickly grows to be a tribal ritual of bloodlust , dancing and violence.Jack knows in order to make out chief he not only can rely on the lure of hunting.He uses cunning and manipulative strategies to illustrate a false image of himself praying on the innocence of the littluns.Perhaps the greatest instance in which this occurs is when jack gives a manipulative apology after not following orders to keep the fire lit resulting in not being rescued by a passing ship.All right, all right he looked at Piggy , at the hunters, at Ralph. Im sorry. About the fire, Imean. There. I- He drew himself up. -I apologize. Once again his sinister apology targeted at the innocence of the younger members, concluded in the nave littluns believing that Ralph was somehow in the wrong and not jack. Clearly they were of the opinion that jack had done the decent thing, had put himself in the right by his generous apology and Ralph, obscurely in the wrong.Possibly the most powerful campaign Jack used to become chief, was to use force and fear together to drive the intimidated children to side with him. Most of the time Jack displays his force on Piggy which in turn puts fear into the minds of the others. As the break up of rules and regulations in the society grow larger so to does the force and fear eventually leading to the death of children. By this stage in the novel it seems uneatable that anyone not with jack would be either forced to join his tribe of savages or face death.Reflecting on the novel it is clear to see how Jack becomes a leader and sure enough the power hungry dictator-leader of the choir we are introduced to at the start, only grows more violent and more manipulative to become the point of the island.

Report on future trend of Japanese Yen over the next month

The aim of this report is to come across a future trend portent of Japanese Yen based on the economic data and experts opinions from SYNC for the next month. Further Yen weaknesses is going to continue, and Japan is staying with the protection under the market, verbalize by Mike, according to the Bank of Japan Meeting. The dollar and Euro made their largest percentage gains against the yen since BOX announced aggressive travel measures and they plan to double attribute of bonds and stocks in two years.From the previous statistics and graphs, we can see that, the dollar rose as high as 96. 41 yen on Routers data, near a three and a half year peak of 96. 71 set on March 12. The Euro traded at 124. 51, up 4. 2 percent, higher than Yen for two or three months. And also, the yen weakened against other currencies, with the Australian dollar rising above 100 yen for the first time since 2008.Kyle Bass, the Founder of Hyman crown said that what Japan Is trying to do Is to devalue the currency in order to become slightly more trade from competitors, like South Korea, and make the economy better. Jon added that, short (ME) emerging market or go long puts to play Yen weakness. The Bank of Japan Is embarking on a monetary easing campaign more aggressive than anything it has attempted In years. This means that there Is still a further weaknesses of Japanese Yen In the future months.

Resourcing Talent Assignment

Activity A (1000 words) 4 calculates that necessitate an formations approach to attracting genius * The type of talent they look to attract I mean which competencies will be more suitable to the job they want. * The sector which the organization is operating in. As some sectors are much easier to find the talents than others. As sometimes so sectors got many employees working in than others for instance, in Egypt, It is much easier to find talents in tourism and hospitality sector than to find in Nuclear energy sector Corporate culture and how they seize the new employees As this a major factor that would affect their approach I mean to do it publicly so the employees know that the company is hiring a new CEO or that should be through with(p) secretly. * The size of the company is a crucial factor Big businesses impress job candidates by offering a bevy of benefits, brand-name recognition and maybe in time a big coffee brand name in the lobby of the company. The power of their brand is decidedly would affect their way. As big brands are comfortably to attract talents compared to a nameless brand.The resources available to them (financial and otherwise) that is why they would chose an easy to way to attract the talent (the enlisting method they would use) and their natural selection methods would be very baffling to select the beaver from the big pool of candidates they hitch (attracting company). 3 organization benefits of attracting and retaining a diverse hands Recruitment reflections benefitRecruiting and maintaining a diverse workforce has its effect on the talents pool that any organization has in its blood stream.Widening the view for recruitment for all ethnic groups, unalike sexes, and different religions will definitely help to have all types of talents in the same place that will be reflected on the business outcomes. ReputationEnhancing the organizations reputation and escort with external stakeholders. Many observational studies and surveys have tried to explore this area and its impact on any organization and its business.One of them had a reflective results, as its findings revealed that of the mess surveyed that were currently employed, 58 percent would take a job with a company that had a bad reputation of diversity if they were offered more money. However, on average, these individuals would provided consider the job if offered double their current salary. So it is quite clear how diversity in the workplace is now considered one of the attractions to any employee and how its absence would affect the comprise of operations. Culture benefitManaging remedy the impact of globalization and technological changeImproving knowledge of how operate in different cultures. 3 factors that affect an organizations approach to recruitment and selection Legal framework and working ethicsAs the unlawful discrimination is prohibited, fairness and equality of opportunity could have licit requirements to be considered in the recruitment and selection runes. BudgetBudget is one of the crucial issues in any organization approach to recruitment and selection. For different types of recruitment methods, they have a variable cost For example the price of online recruitment websites is very low if compared to other recruitment methods like head hunters.And relying on different selection methods is highly affected by the budget, such as relying on assessment centers needs expertise and more cost compared to CV database, and so on. availability of required job or post Knowing how many bulk are specialized in the vacant positions will affect the approach of the organization to recruitment and selections methods. I mean for instance, if we are looking for a vacant position of janitor, there will be no need to have an online ad or national press ad or assessment center as a tool to select the candidates.While if we got a vacant of senior adviser IT or business expert, definitely these functions and tools might be applied to recruit because we might need a high voice tool to reach everyplace so online or press ads might work and also this post is not common to find. How important is the post for the organization and it is train on the structureThe level that the vacant position is working in in any organization definitely would affect the approach of any organization to select the recruitment and selection methods to use.For example, if the required employee is in the high level or for executive position, those people who might be interested are not normally, at least in our region, apply through general email or address though, so head hunters might be a great tool for such positions. give-and-take comparing and contrasting the benefits of 3 different selection methods 1. Assessment centers * They are far more accurate than a standard recruitment process as they allow a broader range of selection methods to be used during the process. They enable interviewers to assess existing p erformance as well as predict approaching job performance. * They give the opportunity to assess and differentiate between candidates who seem very similar in quality on paper. * They give the candidates a better insight into the role as they are tested on exercises typical for the role they have applied for. * They help employers build an employer brand. Candidates who attend assessment centres which genuinely reflect the job and the organisation are often impressed by that company, even if they are rejected. The cost of an assessment centre is usually cheaper compared with the potential cost of many recruitment phases and the cost of recruitment errors. * They are a fair process they complement an organisations diversity agenda and ensure that people are selected on the basis of merit alone. 2. Typical and structured interviewsWhen it comes to evaluating the advantages of typical structured interviews, the main advantage is that all the applicants have an equal opportunity to establish that they have the required skills and hump for the job.Additionally, as an initial selection process, the structured interview questions are basically set up in a style which allows the interviewer to obtain all the initial data as well as professional details that he or she would want to know about every applicant. 3. Telephone book binding * Telephone interviews are simpler to arrange, and the process it ego takes much less time than face-to-face interview sessions. * When using this method as an initial screening process, the cost of interviewing a large number of candidates is much lower than if they were interviewed in person. Telephone interviewing also cuts costs when candidates live far away, since most businesses reimburse interviewee act expenses. Using the telephone to screen out unsuitable candidates can greatly reduce these costs. * This format is an ideal way to assess a candidates telephone manner. This is particularly helpful if the job requires tele phone communication skills or is heavily customer-service based. Activity B-Portfolio and Interview Observation Introduction The HR department has followed a recruitment process for overgorgeing a vacancy request for Office Manager at ALICO.The recruitment process outlined below highlights the main elements for filling this vacancy which includes planning Identifying need for recruitment Setting the criteria for the job ( drafting job description, person specifications, set of competencies) Resourcing drafting a job ad Short listing interview-based power Selection notch of Employment Reason for Recruitment There are three main reasons why we are recruiting for the position of Office Manager at our company 1) Growth in Business Operations Our insurance company is growing and consequently the business is increasing.We need employ a senior faculty member to manage the growing number increasing set of responsibilities and functions at the First Nations Office. 2) Change in Busines s Objectives Need for diversity in name of nationality is necessary to align with the trend of Emiratisation across business sectors in the UAE. In this berth, a Emirati national would be preferred as likely candidate to fill this position. 3) Employee Exit the person previously in charge running the overall office services at the First Nations Office has been re-located to another branch in a different country.A new group member is required to run the existing operation and ensure efficiency and control over them and in case of additional functions. Job Description Position Office Manager PURPOSE The office Manager is responsible for organizing and coordinating office operations and procedures in gear up to ensure organizational effectiveness and efficiency. SCOPE The Office Manager reports to the senior Administrative Office and is responsible for providing office management services to the First subject area Office.This includes maintain office services and efficiency, suprr visi9ng office module and maintain office records. RESPONSIBILITIES halt Office Services Main Activities Design and lend oneself office policies pretend standards and procedures Organize office operations and procedures Supervise office staff Monitor and record long distance calls Prepare time sheets Control correspondence look stick out and bring requisitions Liase with other agencies, organizations and groups Update organizational memberships Maintain office equipment Supervise Office StaffAssign and monitor clerical and secretarial functions Recruit and select office staff Orient and train employees Provide on the job and other training opportunities Supervise staff Evaluate staff performance Coaching and disciplining staff Maintain Office Records Design filing system warrant filing systems are maintained Define procedures for record retention Ensure protection and security of files and records Ensure effective transfer of files and records Transfer and dispose records a ccord to retention schedules and policies Ensure personnel files are up to date and secure.Maintain Office Efficiency Plan and implement office system, layout and system procurement Maintain and replenish inventory Check stock to determine inventory levels Anticipate needed supplies Verify receipt of supply Perform other related duties as required. 3. Person Specification Form Position RequiredOffice Manager DepartmentFirst Nations Office mendAbu Dhabi Essential Desirable Assessment Method Qualification BA in Business Management or equivalent X CV CIPD certificate in HR X CV pick up Minimum 4 years in Management X CV Minimum 2 years in HR functions X CV experience and skills Ability to use MS Office competently X Interview Ability to design and manage administrative systems X CV, interview Writing procedures and policies X Interview Basic Financial skills X Interview Managing records X Interview Good oral and writing skills in Arabic and English x Interview Ex cellent Organization skills X Interview Knowledge of time management applications X Interview Leadership skills X CV, InterviewMentoring and coaching X Interview Interview Assessment Form Candidates NameHayya Al Ali PostOffice Manager PanelistsMonette, Mustafa, Moamen, Abdulaziz Date27th June 2012 accounting (1-5)1 No-low essay 5 Meets competency fully Comments Competencies 3 * Candidate seemed surefooted and has a positive attitude. * Demonstrated interest in working for ALICO * Candidate showed hatchway since she gave brief information about ALICO * She is familiar with IT systems due to her academic formation. * CIPD certificate provides knowledge on HR. She has knowledge on how to combine HR and IT -Overall Impression-Academic/Work Experience * Why have you chosen to apply to this position? * Tell me about a typical day at work? * Why did you decide to do the CIPD certificate? How are you applying it? 4 * Displayed fluency in English and Arabic * Able to express herse lf easily * Low tone when speaking but confident * Displayed coordination skills with large groups (10+) as per her role in committees. * Displayed skills in communicating message across to staff through her induction program which she gives across departments. She gave examples on how empathy and auditory sense skills helped her build rapport with her team members. * Able to communicate with senior managers and entry level employees * Displayed her skill in convincing and influencing where she argued her case regarding an employee based on evidence and the benefit for the company. * Displayed experience in presentation design and delivery through her work in committees and induction Essential CompetencyCommunication and InfluenceCommunicates clearly and effectively with a spacious variety of people both formally and informally. . Please explain a time or situation when you had to communicate your views or ideas to senior management to get support? 2. What were the problems encoun tered? How did you handle them? 3. Here you mentioned committee involvement, tell me more about this experience. 4 * Displayed skill in working within a tight timeframe and prioritizing tasks according to an action plan. * Able to balance work and personal life where she mentioned that time management is an area she improved with time. Displayed planning skills in her ability to design work flow for the Orientation program. * Identified essential skills for planning which include team discussions, research, benchmarking, setting objectives and implementation. Essential CompetencyPlanning and Organizing Tendency to establish an efficient and appropriate course of action for self and others 1. Tell me about an example where you had to plan and organize a task in a short time-frame. 2. Tell me about your experience in purpose the Orientation program. Who did it involve? 3.What are the tools that you used for recruitment and selection since you did that in your previous job? 3 * Sho wed experience in leadership skills through her involvement in various committees where she acted as President. * Acquired skills in leadership by attending a multitude of forums on the subject * Showed experience in managing and coordinating team activities and assign/delegate responsibilities (approximately 17 people) * Managing emotional situations with staff with empathy. * Displayed firmness if employees do not complete a task they have been assigned. Identified that lessons learned from leadership are planning, being firm and having people accountable for their work. * Tries to sympathize and listen to employees. Essential CompetencyLeadership Promotes and generate of cooperation among the team to achieve a collective outcome 1. In your resume, you mention that you have leadership skills, can you elaborate more on this? How many people did you manage in your last job? what did you learn from that experience? 2. What are the best ways of improving the performance of a team? 3 .Demonstrate how you use your leadership skills to achieve project 4. What did you learn? 5. Please describe a time when you had to provide feedback to others on their performance. How did you go 6. What kind of feedback did you provide? 3 * She displayed professionalism and confidence when facing a conflict whereby she maintained her position or popular opinion bc it is based on facts and respected other peoples different opinion. * She seems a bit stubborn regarding her opinions which are based on facts. * Identified that best habituate and policies are the best way to address a problem r restrain a decision * She respects the hierarchy of the organization and the decision fashioning process should respect that hierarchy. Desirable CompetencyDecision-Making and problem solving (Desirable)Tendency to make swift decisions and judgments even in the absence of all necessary information. 1. Give me an example where you had to make decisions in the absence of your Manager? 2. How did it go? 3. What did you learn? 4. Tell me about a time when you had conflicting priorities and what you did to resolve them. 5. What kind of problems do you handle best? 2 * Uses IT in analysis at her work. * Developed a new system that combines IT and HR that can produce data and statistics relevant for HR and Finance. * Knowledge in ERP systems and KPI development. Desirable CompetencyData Analysis (Desirable)Tendency to analyze, organize, understand and present data. 1. What kind of IT skills did you acquire? How did you apply this in your work? 2. Tell me about a system you certain that helped organize the data. 3 * Candidate interested in the job since she feels that it provides growth to her career General CommentsInterview Evaluation ( group discussion) * Considerable experienced in all HR functions * Sufficient knowledge of management of office operations ( skills in IT and time management) * Good record in leadership and supervisory skills * convinced(p) and organiz ed. * Good skills in starting new projects * Has good initiative and self-motivation * May not have sufficient basic financial skills but is knowledgeable in excel sheets DecisionCandidate is accepted for the position and offer letter to be sent by recruitment office. Signature Date ALICO Insurance LLC P. O. box seat 2. UAE, Abu Dhabi Phone 00000000 facsimile 11111111 June 27, 2012 Hayyah Al Ali 11603, Abu Dhabi Dear Ms Al Ali, ALICO is pleased to offer you a job as an Office Manager of the First Nations Office located in Abu Dhabi. We trust that your knowledge, skills and experience will be among our most valuable assets. Should you accept this job offer, per company policy youll be eligible to receive the following graduation exercise on your hire date. Salary 45,000 AED monthlyBenefits ALICO provided benefits for employees, including the following Education assistance Health, dental, life and disability insurance Profit sharing Vacation and personal days To accept or decli ne this job offer Sign and date this job offer letter where indicated below. Fax all pages of this job offer letter back to us. This offer is valid for one month from the date of send. If we didnt receive any reply from you within a month this offer will be cancelled. For any clarifications, kindly contact Recruitment Department, Phone 897987789.We hope to welcome you on board personally. Sincerely, Abdulaziz Ali Recruitment Manager, Human Resources Accept Job Offer By signing and dating this letter below, I, Hayyah Al Ali, accept the job offer of Office Manager by ALICO. Signature_________________________________ Date_____________ Decline Job Offer By signing and dating this letter below, I, Hayyah Al Ali, decline the job offer of Office Manager by ALICO. Signature_________________________________ Date_____________ ALICO Insurance LLC P. O. Box 2. UAE, Abu Dhabi Phone 00000000 Fax 11111111 June 27, 2012Mr. Moamen Azab 11603, Abu Dhabi Dear Ms Mary, We appreciate your interest in A LICO and the position of Office Manager for which you applied. Though the selection committee appreciates the time you invested during the impanel interview, it has selected another candidate who has experience in human resources-a main requirement for the position. Thank you for interviewing with our team. Everyone enjoyed meeting you and we hope that you consider applying for our open positions for which you qualify in the future Sincerely, Abdulaziz Ali Recruitment Manager, Human Resources