Dress for Success - 873 Words

Dress For Success Felicia Jones English T/R 2:00 Mike Wilson Ivy Tech Community College June 29th 2010 Finding a job is probably one of the hardest and most time consuming tasks in life. The second hardest is being a female and trying to find a suit to wear to the interview you just landed and your low on cash. Thats where Dress For Success comes in. Dress For Success is an International non-profit organization dedicated to improving the lives of women and is located in 85 cities across the U.S., Canada, the U.K., the Netherlands and New Zealand. Dress For Success basically†¦show more content†¦If a client is looking for a job or seeking a new or different career, they can come to the Career Center and use the internet-accesible computer lab with job placement software. They can also get help with job search assistance; resume and cover-letter-writing lessons; and both interview preparation and mock interviews. What I like the most about this orginization is not just the friendly and supportive staff or the euphoric atmosphere you feel when you enter the building but the exst ensive outreach they provide. In the Professional Womens Group(PWG),clients network with other women who have recently made the same transition into the workforce. The PWG monthly meetings cover a variety of subjects and activities that promote professional development. Each regulary scheduled meeting consists of two key elements: an expert expert speaker leading a discussion and a networking period. Finanacial literacy workshops are also a component of PWG. They teach low-income women how to become economically independent by creating fiscal goals, constructing budgets and investing in their futures. PWG members also have access to product discounts and professional resources to help them futher their proffesisonal growth and strengths. I had the chance to sit down with Andrea Cowley, Dress For Sucesses associate director, to get some input on why she enjoys the job she does and her reasons for why Dress For Success has become soShow MoreRelatedDress for success1693 Words   |   7 Pagesï » ¿Dress for success By Kira Gusak Mrs. Cathy Bauer Western Literature and Humanities 11 April 2014 ii Dress for success Thesis: A person who wears nice cloths is more successful and self-confident Outline I. Introduction (You are a turtle with your shell) II. How dressing affects your attitude III. â€Å"You look fantastic† is the best compliment that can be said. IV. Knowledge of knowing how to combine clothes will help withRead MoreDress for Success2268 Words   |  10 PagesDress for Success As much as we all wish to deny it, the way we dress has a big impact on our success in life. One way to acknowledge this idea is through the use of school uniforms. Over time, schools have become aware of the importance of uniforms: In 2007–08, about 18 percent of public school principals reported that their school required students to wear uniforms. In 1999–2000, the percentage of principals who reported that their school required students to wear uniforms was 12 percent (â€Å"FastRead MoreDress For Success : School Uniforms899 Words   |  4 Pages Dress for Success? School Uniforms Tureicka McClendon Louisiana College Educational Leadership ED 600 Dr. Amy Craig Dr. Marion Skiles September 19, 2015 Dress for Success? School Uniforms Purpose of the Study School Uniforms has an everlasting effect on some students. Weather it is in the classroom or out in public. This study debates the diverse effect that school uniform has on student achievement, attendance, and behavior (Gentile Imberman, 2012 pg. 1). Often students and parents areRead MoreSchool Uniform Policies Around The World905 Words   |  4 PagesApproximately one in five schools enforce a dress code, becoming common in America in the mid-1990s (â€Å"School Uniforms.†). Regulating what is acceptable for students to wear is a growing issue, because of the new society based on body image we live in today. Other countries such as Japan and Britain have enforced school uniforms for over a century and proudly reflect their culture (â€Å"School Uniform Policies Around the World.†). Schools should support a dress code and uniforms, because it will prepareRead MoreTime Frame And This Will Test The Hypotheses Across Time1239 Words   |  5 Pagesthat employees are re cognized as individuals? Dress codes are conceptualized as a factor that creates a safe, and fair environment for employees to do their jobs. To measure this independent variable, a composite measure will be used to ensure content validity. A new five-item Likert scale will be used with the response options being: strongly agree (4), agree (3), disagree (2), and strongly disagree (1). There is no existing measure survey for dress codes as it has been conceptualized. ThereforeRead MorePersuasive Essay On School Uniforms1422 Words   |  6 Pageswhen wearing the same clothes as everyone else. Today, tiny southern towns even to the nations largest cities, public school uniforms have become so common this year that in many areas, they are no longer the exception, but the rule (Lewin â€Å"Dress for Success: Public School Uniforms†). Imagine a parent’s comfort in knowing their child was being treated as an equal at school each and every day. No judgment or hassle on picking out an outfit to impress anyone. With the implementation of school uniformsRead MoreHigh School Should Not Dress Codes1426 Words   |  6 PagesHigh School should not have dress codes. Dress codes are going to be broken no matter what. Kids like to express their feelings through music, their rooms and you guessed it their clothing. Yes some kids go over the top with their clothing but if your going to punish anybody then punish them. But with that I think high school should have dress codes. With great freedom comes great responsibility. If you want to be the center of attention then go somewhere else and do that. School is for learningRead MoreManagerial Communication Report Essay1481 Words   |  6 Pagesall times to uphold their professional business image because their image projects the image and success of the companies they work for. Equipping first-time work force entrants and existing business men and women with knowledge of this topic is important, as they will be provided with the dos and do nts of constructing and maintaining a professional business image to ensure their individual success in the job market. Preview This report will explain the importance of being professional in theRead MoreAlexandra White. March 20, 2017. Mr.Allen. F Period. Dress1279 Words   |  6 PagesAlexandra White March 20, 2017 Mr.Allen F Period Dress for success? Or dress for Controversy? Is it better to have students expressing themselves through clothing, or instituting a dress code, hoping they will focus on studies? Many studies have had evidence for both ideas. School dress codes have been controversial ever since teenagers have been interested in fashion. Some people agree with the strict dress codes, and others disagree. School dress codes date all the way back to the 1920’s. AccordingRead MoreDress Me Up Business Plan1268 Words   |  6 PagesDress Me Up Shop Business Plan Executive Summary Dress Me Up shop is a website that sells specialized clothes. Dress Me Up Boutique has been conceptualized year 2012. Dress Me Up aims to eliminate middleman and offers creative fashion clothes that is both functional and beautiful. Because our shop manufactures all the clothes we are selling, we can say that we can save in the cost in producing our very own product. The savings are passed on to our customers who will be paying a fraction

Anxiety And Depression Among Cancer And Non Cancer...

ANXIETY AND DEPRESSION AMONG CANCER AND NON CANCER PATIENTS Aijaz Ahmad Bhuroo1, Showket Ahmad Wani1, Mohammad Amin Wani2 1Ph.D Research Scholar Barkatullah University Bhopal 2Ph.D Research Scholar Annamalai University Tamil Nadu ABSTRACT Background: Cancer is one among the life threatening diseases in present days it has biological, psychological and sociological impact on individual’s life. People living with this deadly disease have numerous psychological abnormalities like stress, depression and anxiety. The present study aimed to investigate the levels of anxiety and depression among cancer and non cancer patients. Methods: 80 patients were randomly selected among them 40 were cancer patients and 40 were non cancer patients. The Sinha’s Anxiety scale and Depression scale constructed by Karim Tiwari was used to measure the anxiety and Depression among patients. For statistical analysis independent sample t-Test was applied. Findings: The results show significant differences between the mean scores of cancer and non cancer patients in respect to anxiety and depression. Conclusion: On the basis of our results we may concluded that cancer patients have higher levels of anxiety and depression than non c ancerous patients. Key Words: Cancer, Anxiety, Depression, Delirium, Chemotherapy BACKGROUND Cancer is a disease of an uncontrolled growth and spread of abnormal cells in the body, which produces tumours known as neoplasms. It is the second most leading cause of deathShow MoreRelatedThe Body s Cell Regeneration System Breakdown1344 Words   |  6 PagesCancer is an abnormal growth of body cells, which can starts anywhere in the body. When the cancer develops, the body’s cell regeneration system breakdown. The cells become more abnormal and form the tumor. Cancerous tumors are malignant which means they can spread into the surrounding tissues and travel to the distant places in the body through the blood and lymphatic system (National Cancer Institute, 2015). There are more than 100 types of cancers such as lung cancer, breast cancer, brain tumorRead MoreEssay about The Approach to the Care of Cancer1384 Words   |  6 PagesCare of Cancer Kia Nordenskiold September 30, 2012 The Approach to Care of Cancer Cancer refers to a group of diseases that involve uncontrolled cell growth (Corner Bailey, 2008). The unregulated cell division and growth leads to the formation of malignant tumors that invade bordering body parts. Cancer may also spread to distant areas of the body through the bloodstream or lymphatic system. Determining the causes of cancer is a complexRead MoreWhat Is 22 Random Control Trials For Patients With Chemotherapy And Treatment?1000 Words   |  4 PagesFor example, the ACSM set up 22 random control trials for patients undergoing chemotherapy or radiation from a sample size ranging from 20 to 450 participants. Within the aerobic fitness pool, aerobic capacity improved significantly. These trials were reported from walking programs to supervised sessions including aerobic, resistance, and flexibility activities. In terms of a psychological approach, the trials also used anxiety levels as a factor in their exercise plans. Out of five trials, threeRead MorePrimary Central Nervous System Lymphoma1037 Words   |  4 PagesRunning Head: CURE AND CONSEQUENCES Primary Central Nervous System Lymphoma Name of Student School Overview and Medical Treatments Primary central nervous system lymphoma or PCNSL is now considered a form of extra-nodal or high-grade non-Hodgkin B-cell neoplasm (Ramachandran et al, 2012). It typically starts in the central nervous system, thus a stage-2 disease. It accounts for less than 2% of all cases of cerebral neoplasms and reported in 6-20% of persons with HIV. Incidence is expectedRead MoreReducing the Aches and Pains of Life with Music Therapy1286 Words   |  5 Pagesamount of today’s population also experiences depression in some shape way or form and music therapy has been proven to be one of the most successful ways to help patients cope with depression. â€Å"Individual music therapy combined with standard care is extremely effective for lowering [depression] among working age people,† says Professor Christian Gold at the University of British Columbia (Paddock). â€Å"Music therapy is so effective because it allows patients to express their feelings in a safe way,†Read More Nursing Care Plan: Terminal Illness and End-of-Life1639 Words   |  7 Pagesfor a patient with a terminal or lingering illness must be cognitive of his/her own feelings regarding end-of-life choices to effectively care for the patient and the family. Nurses are taught to provide care to patients in a non-judgmental way without regard to their own opinions and feelings. It is essential for the nurse to provide care in all situations in a non-judgmental fashion and most importantly with the utmost empathy for the patient and family. According to an article in Cancer PracticeRead MoreThe Psychology Of Cancer And Cancer2391 Words   |  10 Pagespsychology of cancer. More than 270,000 people are diagnosed with cancer each year in the UK. Cancer is the cause of a quarter of all UK deaths, and well over a third of all deaths in adults under 65 (Cancer Research UK, 2004). It is a deadly illness, in 2012, an estimated 14.1 million new cases of cancer occurred worldwide and an estimate d 8.2 million people died from cancer. Around 12,500 cancers in the UK each year are linked to alcohol with smoking causing nearly a fifth of all cancers (includingRead MoreThe Effects Of Cosmopolitanism On Environmental Psychology906 Words   |  4 Pagesmindfulness meditation for the self-regulation of chronic pain†, author states that â€Å"many patients who were feeling excessive pain, were trained in mindfulness meditation in a 10-week stress reduction program† (Kabat-Zinn, J., Lipworth, L., Burney, R. 1985). The patients who were being examined had present pain, mood disturbance, depression and etc. Furthermore, after the stress reduction program many patients found it very helpful and continued meditation practice as part of their daily lives. ThisRead MoreThe Ethics of Reductionism in the Medical Sciences1558 Words   |  7 Pagesmeans that if a society’s income gradient is steep (the poor are severely more poor than the rich), the worse off everyone is – rich and poor. This phenomenon can be seen in a wide range of diseases, including allergies, asthma, accelerated aging, cancer, epilepsy, Grave’s disease, multiple sclerosis, myocardial infarction, PTSD, rheumatoid arthritis, just to name a few. Because both the rich and the poor are affected by this trend, material deprivation (i.e. unhealthier food, lack of regular doctorRead MoreMarijuana As A Medicine And Medicine1571 Words   |  7 Pageshave properties that could show its usefulness in the medical field. For example, it has been used in the treatment of nausea, glaucoma, and migraines among other things. On the other hand, many of its effects are accompanied with side effects such as disorientation and hallucinations. Very little studies have been done concerning the beneficial and non beneficial effects of marijuana despite its nature in American society. This paper combines many of the tested treatments of marijuana with reported

Cognitive Learning free essay sample

Not all cases of learning can easily be captured by classical conditioning and operant conditioning. Learning would be extremely inefficient if we had to rely completely on conditioning for all our learning. Human beings can learn efficiently by observation, taking instruction, and imitating the behavior of others. Cognitive learning is a powerful mechanism that provides the means of knowledge, and goes well beyond simple imitation of others. Conditioning can never explain what you are learning from reading our web-site. This learning illustrates the importance of cognitive learning. Cognitive learning is defined as the acquisition of knowledge and skill by mental or cognitive processes — ;the procedures we have for manipulating information in our heads. Cognitive processes include creating mental representations of physical objects and events, and other forms of information processing. How do we learn cognitive? In cognitive learning, the individual learns by listening, watching, touching, reading, or experiencing and then processing and remembering the information. Cognitive learning might seem to be passive learning, because there is no motor movement. However, the learner is quite active, in a cognitive way, in processing and remembering newly incoming information. Cognitive learning enables us to create and transmit a complex culture that includes symbols, values, beliefs and norms. Because cognitive activity is involved in many aspects of human behavior, it might seem that cognitive learning only takes place in human beings. However, many different species of animals are capable of observational learning. For example, a monkey in the zoo, sometimes imitates human visitors or other monkeys. Nevertheless, most information about cognitive learning is obtained from studies on human beings. Cognitive skills: Cognitive skills refer to the abilities to gain meaning and knowledge from experience and information. Cognition is more then just learning information, its the ability to think about new information, process and speak about it and apply it to other, previously acquired information. As children mature, they develop the ability to think on higher levels, processing information more skillfully and making connections to other information more easily. What are cognitive skills? The following describes key cognitive skills that are critical for learning. Attention Skills: A students ability to attend to incoming information can be observed, broken down into a variety of sub-skills, and improved through properly coordinated training. We train and strengthen the three primary types of attention: Sustained Attention: The ability to remain focused and on task, and the amount of time we can focus. Selective Attention: The ability to remain focused and on task while being subjected to related and unrelated sensory input (distractions). Divided Attention: The ability to remember information while performing a mental operation and attending to two things at once (multi-tasking). Memory: The ability to store and recall information: Long-Term Memory: The ability to recall information that was stored in the past. Long-term memory is critical for spelling, recalling facts on tests, and comprehension. Weak long-term memory skills create symptoms like forgetting names and phone numbers, and doing poorly on unit tests. Short-Term / Working Memory: The ability to apprehend and hold information in immediate awareness while simultaneously performing a mental operation. Students with short-term memory problems may need to look several times at something before copying, have problems following multi-step instructions, or need to have information repeated often. Logic and Reasoning: The ability to reason, form concepts, and solve problems using unfamiliar information or novel procedures. Deductive reasoning extends this problem-solving ability to draw conclusions and come up with solutions by analyzing the relationships between given conditions. Students with underdeveloped logic and reasoning skills will generally struggle with word math problems and other abstract learning challenges. Symptoms of skill weaknesses in this area show up as questions like, I dont get this, I need help this is so hard, or What should I do first? Auditory Processing: The ability to analyze, blend, and segment sounds. Auditory processing is a crucial underlying skill for reading and spelling success, and is the number one skill needed for learning to read. Weakness in any of the auditory processing skills will greatly hinder learning to read, reading fluency, and comprehension. Students with auditory processing weakness also typically lose motivation to read. Visual Processing: The ability to perceive, analyze, and think in visual images. This includes visualization, which is the ability to create a picture in your mind of words or concepts. Students who have problems with visual processing may have difficulty following instructions, reading maps, doing word math problems, and comprehending. Processing Speed: The ability to perform simple or complex cognitive tasks quickly. This skill also measures the ability of the brain to work quickly and accurately while ignoring distracting stimuli. Slow processing speed makes every task more difficult. Very often, slow processing is one root of ADHD-type behaviors. Symptoms of weaknesses here include homework taking a long time, always being the last one to get his or her shoes on, or being slow at completing even simple tasks. Cognitive/learning styles. Cognitive styles and learning styles refer to the preferred way an individual processes information or the different ways in which children and adults think and learn. Each of us develops a preferred and consistent set of behaviors or approaches to learning. Unlike theories of individual differences in abilities (e. g. , Gardner), which describe peak performance, learning styles describe a person’s typical mode of thinking, remembering or problem solving. Furthermore, styles are usually considered to be bipolar dimensions, whereas abilities are unipolar (i. e. , ranging from zero to a maximum value). Having more of an ability is usually considered beneficial, while having a particular cognitive style simply denotes a tendency to behave in a certain manner. Cognitive style is usually referred to as a personality dimension that influences attitudes, values and social interaction. To further our understanding of the learning process, Litzinger and Osif (1993) broke it down into several processes: Cognition – How one acquires knowledge. Conceptualization – How one processes information. There are those who are always looking for connections among unrelated events. For others, each event triggers a multitude of new ideas. Affective – People’s motivation, decision-making styles, values and emotional preferences will also help to define their learning styles. Learning Style Importance: Low satisfaction or poor performance in a course or particular activity may be misinterpreted as lack of knowledge or ability, when it is actually difficulty with a particular style of learning. Individual learning preferences, although clearly not related to aptitude, are significantly related to personal motivation and performance. Educators with an understanding of their students’ learning styles are better able to appropriately adapt their teaching methods. Educators who introduce a variety of appropriate teaching methods into their classes are more likely to motivate and engage students in learning. Students who learn about their own style become better learners, achieve higher grades, become more motivated and have more positive attitudes about their studies, have greater self-confidence and have more skill in applying their knowledge in courses. Information about learning styles can help educators become more sensitive to the diversity of students. Information about learning styles can serve as a guide to the design of learning experiences that either match, or mismatch, students’ styles, depending upon whether the educator’s purpose is efficiency of students’ learning or the development of skills with a style of learning in which students can improve. Information about learning styles can assist in working with at risk students, since they have a greater chance of dropping out of school or engaging in self-destructive behavior. Kinds of Learning Styles: Field Independence VS. Field Dependence A number of cognitive styles have been identified and studied over the years. Field independence versus field dependence is one of the most widely known styles. It refers to a tendency to approach the environment in a particular, as opposed to a global manner. At a perceptual level, field independent personalities are able to distinguish figures as discrete from their backgrounds. Field dependent individuals experience events in an undifferentiated way, and have a greater social orientation relative to field independent personalities. Several studies have identified a number of major connections between this cognitive style and learning. For example, field independent individuals are likely to learn more effectively under conditions of intrinsic motivation (e. g. , self-study) and are less influenced by social reinforcement. Scanning This cognitive style focuses on differences in the extent and intensity of attention resulting in variations in the vividness of experience and the span of awareness. Leveling VS. Sharpening These cognitive styles emphasize individual variations in remembering that pertain to the distinctiveness of memories (i. e. , sharpening) and the tendency to merge similar events (i. e. , leveling). Reflection VS. Impulsivity This style has to do with individual consistencies in the speed and adequacy with which alternative hypotheses are formed and responses made. Conceptual Differentiation This style focuses on differences in the tendency to categorize perceived similarities among stimuli, in terms of separate concepts or dimensions. David Kolb’s Theory of Learning Styles Kolb proposes a theory of experiential learning that involves the following four principle stages that can be seen as a continuum running from concrete experience (CE), reflective observation (RO), abstract conceptualization (AC) and active experimentation (AE). Under Kolb’s theory, the CE/AC and AE/RO dimensions are polar opposites, as far as learning styles are concerned. Kolb’s theory is based on the view that learning is a series of experiences with cognitive additions, rather than as a series of pure cognitive processes. Kolb’s theory sets forth that learning is a circular process in which concrete experience (CE) is followed by reflection and observation (RO), which in turn leads to the formulation of abstract concepts and generalization (AC), the implications of which are tested in new situations through active experimentation (AE). A description of Kolb’s learning styles are provided below, as well as suggested instructional strategies for teaching to each style: While Kolb’s theory describes an integrated process in which all stages of the continuum have to be completed over time, it also contends that people are rarely fully effective in all stages. Usually people come to prefer, and rely on, one style above the others. IRS teams should be familiar with and able to apply information on student’s learning styles when creating instructional materials, strategies and techniques for identified problems. Kolb produced variants of his main stages, and by combining different parts of the four stages identified four main styles of learners: divergers, assimilators, convergers and accommodators, depending upon their position on the two opposite dimensions (i. e. , CE/AE, AE/RO). For example, an accommodator prefers concrete experiences and active experimentation (AE, CE). Learning Styles and the 4MAT System: A Cycle of Learning The 4MAT system for creating lesson plans for teaching to learning styles with right/left mode techniques, developed by Bernice McCarthy, is based on a number of premises: First, different individuals perceive and process experience in different and preferred ways, which comprise individuals’ unique learning styles. Essential to quality learning is an awareness in learners of their own preferred mode, becoming comfortable with their own ways of learning, and being helped to develop a learning repertoire, which is developed through experience with alternative modes. The fact that students may have preferred and most comfortable modes does not mean they can not function effectively in others. In fact, students who have the flexibility to move easily from one mode to another to accommodate the requirements of a situation are at a definite advantage over those who limit themselves to only one style of thinking and learning. Descriptions of the four learning styles identified by McCarthy follow: McCarthy argues that all styles should be addressed within the curriculum, so that more than one type of student may be permitted to both â€Å"shine† and â€Å"stretch. † That is, every lesson should contain something for everyone, so each student not only finds their mode of greatest comfort, but also is challenged to adapt less comfortable, but equally valuable modes. The instructional sequence suggested by McCarthy teaches to the four styles using both right- and left-brain processing techniques. This integration of styles and processing modes ensures that we are educating the â€Å"whole brain† (i. e. , engaging both hemispheres of the brain). Neurolinguistics/Psycholinguistics Consideration of one aspect of neurolinguistics can also assist in assessing students’ and educators’ learning styles. Specifically, our tendencies toward the use of visual, auditory or kinesthetic/tactile dimensions in language and thought are strong indicators of predominant learning style. The chart below, adapted from Accelerated Learning, by Colin Rose, provides an example of how language and other cognitive processes can illuminate ones’ primary leaning style. By reading the text in the left column, and answering the questions in the successive three columns on how you respond to each situation, you can determine your learning style. Your answers may fall into all three columns, but one column will likely contain the most answers, which indicates your main learning style. Myers-Briggs Type Indicator Another construct that can be useful in determining one’s learning style is the Myers-Briggs Type Indicator (MBTI), developed by Katharine C. Briggs and Isabel Briggs Myers, which sets forth four style dimensions. The MBTI instrument provides data on four sets of preferences, resulting in sixteen learning styles, or types. A type is the combination of an individual’s four preferences (e. g. , ESTJ or extraverted-sensing-thinkingjudger). The four dimensions are described below, along with ideas for teaching to each polarity of the four dimensions. The Myers-Briggs inventory can be a very useful tool for helping IRS team members understand each other’s styles of learning and working. The use of personal awareness instruments, such as Myers-Briggs, are excellent resources to use for the maintenance of even fully-functioning teams, as discussed in the section of this manual titled â€Å"Team Wellness/Maintenance. †