Pro Bono And Legal Services Committee - 1190 Words

 » Alison King, Kaye Scholer’s Pro Bono Counsel and Co-Chair of the firm’s Pro Bono Committee, discusses the firm s pro bono initiative and her new role as Chair of the City Bar’s Pro Bono and Legal Services Committee. Alison King, Kaye Scholer’s Pro Bono Counsel and Co-Chair of the firm’s Pro Bono Committee, has been appointed the new Chair of the City Bar’s Pro Bono and Legal Services Committee. Alison recently spoke with us about the Committee, her new responsibilities and the path toward making pro bono her career. Tell us about New York City Bar’s Pro Bono and Legal Services Committee. The Pro Bono and Legal Services Committee’s mission is to address issues surrounding pro bono work by attorneys and to advocate for efforts to†¦show more content†¦The Committee is also responsible for providing support for the City Bar’s activities, including their advocacy this past year around the Right to Counsel in Housing Court. Members of the Committee drafted a substantial report detailing legislative recommendations. What responsibilities will you take on in your new role as Chair of the Committee? Under my leadership, the Committee will continue many of its initiatives, including: †¢Best Practices in Pro Bono conversations, †¢Corporate In-House Pro Bono program, †¢Ã¢â‚¬Å"Encouraging Pro Bono for Small Firms and Solo Practitioners† sessions, †¢Monitoring and coordinating the responses by the Law School to the Chief Judge’s pro bono requirements and bar admissions processes, †¢Legislative Affairs subcommittee advocacy work (including the Right to Counsel in Housing Court work), †¢Coordinating the City’s pro bono response to Immigration matters in state and federal court, †¢Promoting pro bono work for those attorneys who are transitioning away from a paying client practice (with an initial focus on large law firm partners and counsel), and †¢Disaster preparedness with the promotion of a volunteer software management system for the legal services organizations in the City that can be expanded for use by a coalition of organizations during a disaster. What sparked your interest in pro bono work? I graduated from a law school

Psychology 103 - 942 Words

Question 1 of 10 1.0 Points How is the diversity of psychology limited, even today? A. There are very few psychologists that are members of racial minorities. B. The majority of psychologists are male. Incorrect C. Psychologists in the United States far outnumber those in all other countries combined. D. Both A and B. Answer Key: A Feedback: Remember that only approximately 5% of psychologists in the United States are members of a minority group. Question 2 of 10 1.0 Points According to your textbook, Psychology is defined as A. the study of mental processes. B. the study of mental disorders and their treatment. C. the science of behavior. Correct D.†¦show more content†¦forgetting is due to ineffective encoding Correct B. people forget information because of competition from other material C. the principal cause of forgetting should be the passage of time D. the events that occur during the retention interval do not affect forgetting Answer Key: B Question 4 of 10 1.0 Points According to the decay theory, forgetting occurs because: A. new information is learned to take its place. B. previous learning gets in the way of the new information coming in. Correct C. the passage of time causes the memory trace to fade away. D. people forget more and more as they grow old. Answer Key: C Question 5 of 10 1.0 Points Your memory of your first day of high school would be an example of which of the following types of memory? A. short-term B. semantic Correct C. episodic D. procedural Answer Key: C Question 6 of 10 1.0 Points When you are examined with multiple choice items, you rely on ____________ to select an answer from the alternatives. A. recall B. relearning C. recollection Correct D. recognition Answer Key: D Question 7 of 10 1.0 Points Elaboration involves: Incorrect A. increasing the complexity of the material to be remembered B. forming two kinds of memory code for each word C. decreasingShow MoreRelatedAlex Vazquez. Prof. Verschneider. General Psychology 103.1761 Words   |  8 Pages Alex Vazquez Prof. VerSchneider General Psychology 103 5 April 2017 Writing Assignment #1 In psychology, there are several different approaches to general psychology. Each psychological perspective focuses on different aspects than the last. These aspects can range from culture, childhood, evolution, and even genetics. All these different factors are studied in the 7 perspectives in order to better understand the human psyche. Without knowing more about how we think and why we are theRead MoreHow Sergeants Major s Can Affect Change1564 Words   |  7 Pagesover the course of their career in the Army. This paper will exam how positive psychology and master resilience training can benefit Soldiers on profile undergoing the rehabilitation process. For example, a Soldier may suffer minor setbacks that cause delays in the rehabilitation process, but through the use of skills such as goal setting, they can get back on track with the help of Sergeants Major. Positive Psychology and Master Resilience Training (MRT) are pertinent tools Sergeants Major can useRead MorePsychopat hy And Social Learning Theory And The Copycat Effect1224 Words   |  5 Pagesto be ill† (Adler, Mueller, and Laufer 2013 pg. 103). I want to do my search on these topics to learn a little more about them. 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Psychology is very important to mankind in that it is important in understanding the world we live in. Psychology helps us and allows us to better understand the emotional and behavioral effects of our surroundings. According to Taylor (1988), many prominent researchers believe a healthy mental outlook on the world and whatRead MoreEssay on Annotated Bibliography: Leadership1362 Words   |  6 Pages, Watts, A. L., Rubenzer, S., Faschingbauer, T. R. (2012). 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Animal Experimentation on Monkeys Essay Example For Students

Animal Experimentation on Monkeys Essay A Voice for the Voiceless Comment: I think the text shows just how cruel humans can be towards animals (chimps), which maybe all people from whom is descended. This is what I would call, no kind of life, I mean, being locked up for medical purposes only. You cannot behave by instinct, like have a natural inborn tendency to hunt for food or any other means of surviving. I can see how this claustrophobic lifestyle can have an affect on chimps or other animals. And with them not being able to verbally communicate just makes it worse. Therefore I am glad that someone puts up a fight for these innocent and defenceless animals. Animals should all be free as birds ( metaphorically speaking ) The title A Voice for the Voiceless gave me a lot of mental images about the matter in question. Starting of with the so-called lab monkeys. Monkeys who are kept in cages for testing of new human fabricated materials, such as, shampoo for instance. Monkeys are also being locked up for medical purposes. I read an article once, surrounding the topic at hand. It was a chimp that had purposely been lethally injected with the deadly virus HIV. The doctors used it as an experiment, to see if a cure for the deadly virus was to be found. Unfortunately that wasnt the case, the monkeys light exterminated some years later. This was just an example of yet another animal being exploited for human purposes. On the contrary, I think that zoos are a great way of presenting the ways of nature to the average man. Because, there are still a lot of people who are unaware of the importance of preserving wildlife. Therefore I think that zoos are excellent places for these people to get familiar with the other inhabitants of planet earth. Some might say that keeping animals in captivity is oppressing their instincts. But in some cases, the animals have been rescued from poaching or extinction, and do now serve the purpose of informing people about endangered wildlife. Poachers make a lot of money from raping the natural world. Killing rhinos and elephants only to get their beautiful and valuable teeth and horns, which can be sold for quite an amount of money on the black marked. I despise poachers; I wouldnt piss on one if he was on fire. It is a terrible way that they take advantage of nature, so that they can fulfil they own selfish needs, which often come in shape of money. Animals and humans can live in harmony. People all around the globe keep pets. This is a situation where both pet and owner are satisfied. A pet can be a faithful companion if treated right. There are various kinds of pets, such as, dogs, cats, birds, iguanas, and so on. I think this has shown that even though people and animal have very different lifestyles. Ways have been found so that both humans and animals can live in peace. Even though danger lurks around the corner. Its a matter of finding a balance between harmony and danger. In short, we are all connected in the great circle of life.

The Affirmation of Death in Emily Dickinsons Work free essay sample

Emily Dickinson’s poem, Because I could not stop for Death-, is a playful allegory in which death is personified as a gentleman. In the first line she writes, Because I could not stop for death-/ He kindly stopped for me-, (1-2) meaning that she is coming to meet death on his own terms. Usually death is presented as being unavoidable with associations of fear, but Dickinson describes her carriage ride as, I had put away/ My labor and my leisure too,/For His Civility, (6-8). She describes death as being civil meaning that death was rather courteous and polite. The next stanza speaks of the many things she passes while riding in the carriage with death. We passed the Fields of Gazing Grain-/ We passed the Setting Sun, (11-12). The carriage ride with death seems to be everlasting as they even pass the setting of the sun, describing the amount of time that is going by as well as specific natural images. We will write a custom essay sample on The Affirmation of Death in Emily Dickinsons Work or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the next stanza she speaks of her dress as, For only Gossamer, my Gown-/ My Tippet-only Tulle-, (15-16). When she talks about her tippet and tulle, it is unsure as to whether she is talking about the thin lacy fabric worn at weddings as a veil, or the black lacy mourning veil that women often wear at funerals. Because of the similarity to both, death becomes an extension of life. The next stanza describes, a House that seemed/ A Swelling of the Ground-/ The Roof was scarcely visible-, (17-19) Dickinson uses the house metaphor when referring to a sort of tombstone, the house barley above the ground. Usually the carriage ride with death would be a one way ride, but in the end of her poem, she speaks of an eternity. She uses a form when explaining her carriage ride with death that leads into the ride last many years, making death another extension of life. Although Dickinson lived both in seclusion and in mourning, she was very passionate in her poetry. As can be seen in her personification of Death and her over-simplification of death in the poem, Because I could not stop for Death-, and the conversation and unification among the dead in the poem, reveals that death is the ultimate truth or reality; it makes clear the true nature of God and the state of the soul. It also proves that Emily Dickinson expressed the pain she endured from loneliness and mourning into her poetry, and it is this sublimation of pain, as well as other powerful emotions, into her poetry that has the power to move readers so profoundly.

Free Essays on Maslow

Abraham Maslow Abraham Harold Maslow was born April 1, 1907 in Brooklyn, New York. He was the eldest of seven children born to his immigrant parents. While growing up, Abraham’s parents pushed their children hard toward academic success. He was very lonely as a boy, and sought refuge in his schoolwork. To please his parents, He went to study at the City College of New York. His father hoped he would study law, but he went to graduate school at the University of Wisconsin to study psychology. While in attendance there, he met and married his cousin Bertha Goodman, and met his cheif mentor Harry Harlow. At Wisconsin, he began a study of primate dominance behavior and sexuality. He went on to further research at Columbia University, continuing similar studies. There he found a new mentor Alfred Adler, who was one of Sigmund Freud’s early followers. From 1937 to 1951, Maslow was an instructor at Brooklyn College. Here he met Ruth Benedict and Max Wertheimer, whom he admired g reatly. These two were so accomplished, and such wonderful human beings in his opinion, that he began taking notes on them and their behavior. This was the beginning of his lifelong research on mental health and human potential. He wrote a great deal about the subject, borrowing from other theorist but adding significantly to them, especially the concepts of a hierarchy of needs, met needs, self-actualizing person’s, and peak experiences. Maslow became the leader of humanistic school o0f psychology that emerged in the 1950’s and 1960’s. He spent his final years in semi-retirement California, until June 8, 1970, he died of a hear attack after years of bad health. During and after his death, Maslow has been very inspirational figure in personality theories. In 1960’s, people were tired of the reductionistic, mechanistic messages of the behaviorists and physiological psychologists. They were looking for meaning and purpose in their lives... Free Essays on Maslow Free Essays on Maslow Abraham Maslow Abraham Harold Maslow was born April 1, 1907 in Brooklyn, New York. He was the eldest of seven children born to his immigrant parents. While growing up, Abraham’s parents pushed their children hard toward academic success. He was very lonely as a boy, and sought refuge in his schoolwork. To please his parents, He went to study at the City College of New York. His father hoped he would study law, but he went to graduate school at the University of Wisconsin to study psychology. While in attendance there, he met and married his cousin Bertha Goodman, and met his cheif mentor Harry Harlow. At Wisconsin, he began a study of primate dominance behavior and sexuality. He went on to further research at Columbia University, continuing similar studies. There he found a new mentor Alfred Adler, who was one of Sigmund Freud’s early followers. From 1937 to 1951, Maslow was an instructor at Brooklyn College. Here he met Ruth Benedict and Max Wertheimer, whom he admired g reatly. These two were so accomplished, and such wonderful human beings in his opinion, that he began taking notes on them and their behavior. This was the beginning of his lifelong research on mental health and human potential. He wrote a great deal about the subject, borrowing from other theorist but adding significantly to them, especially the concepts of a hierarchy of needs, met needs, self-actualizing person’s, and peak experiences. Maslow became the leader of humanistic school o0f psychology that emerged in the 1950’s and 1960’s. He spent his final years in semi-retirement California, until June 8, 1970, he died of a hear attack after years of bad health. During and after his death, Maslow has been very inspirational figure in personality theories. In 1960’s, people were tired of the reductionistic, mechanistic messages of the behaviorists and physiological psychologists. They were looking for meaning and purpose in their lives... Free Essays on Maslow Abraham Harold Maslow Abraham Harold Maslow was born on April 1, 1908 in Brooklyn, New York. He was the oldest of seven children born to his parents, who were uneducated Jewish immigrants from Russia. His parents, wanting the best for their children in the â€Å"new world†, pushed him hard in his academic studies. He was smart but shy, and remembered his childhood as being lonely and rather unhappy. He sought refuge in his books and studies. His father hoped he would study as a lawyer, and Maslow enrolled in the City College of New York. After three semesters at CCNY, he transferred to Cornell and then back to CCNY again. He married his first cousin Bertha, against his parents wishes and moved to Wisconsin, where he would attend the University of Wisconsin for graduate school. Here he met his chief mentor Professor Harry Harlow, and became interested in psychology, and his schoolwork began to improve dramatically. He pursued a new line of research, investigating primate dominance behavior and sexua lity. He recieved his BA in 1930, his MA in 1931, and his PhD in 1934, all in the field of psychology, all from the University of Wisconson. Ayear after he graduated he returned to New York to work with E.L. Thorndike at Colombia, where he studied similar topics. From 1937 to 1951, Maslow worked full-time on staff at Brooklyn College. In NY he found two more mentors, anthropologist Ruth Benedict and Gestalt psychologist Max Wertheimer, whom he he admired both professionally and personally. These two people were so accomplished in what they did and such â€Å"wonderful human beings†, that Maslow began taking notes about them and their behavior. This would be the foundation for his lifelong research and thinking about mental health and human potential. He wrote extensively on the subject, taking ideas from other psychologists and adding significantly to them, especially the concepts of a hierarchy of human needs, metaneeds, self-actualizing per...

Bill Peet, Author and Illustrator of Childrens Books

Bill Peet, Author and Illustrator of Childrens Books As well known as Bill Peet became for his childrens books, Peet was even more well known for his work at Walt Disney Studios as an animator and writer for major Disney movies. Its not often that a person achieves national recognition in two careers but such was the case with Bill Peet who truly was a man of many talents. Early Life of Bill Peet Bill Peet was born William Bartlett Peed (later changing his last name to Peet)  on January 29, 1915, in rural Indiana. He grew up in Indianapolis and from childhood on was always drawing. In fact, Peet often got in trouble for doodling in school, but one teacher encouraged him, and his interest in art continued. He received his art education through an art scholarship to John Herron Art Institute, which is now a part of Indiana University. Career at Disney In 1937, when he was 22 years old, Bill Peet began working for Walt Disney Studios and shortly thereafter married Margaret Brunst. Despite clashes with Walt Disney, Peet stayed at  Walt Disney Studios for 27 years. While he started as an animator, Peet quickly became known for his ability to develop a story, having honed his storytelling abilities telling nightly stories to his two sons. Bill Peet worked on such animated classics as Fantasia, Song of the South, Cinderella, The Jungle Book. 101 Dalmatians, The Sword in the Stone and other Disney movies. While still working at Disney, Peet began writing childrens books. His first book was published in 1959. Unhappy with the way Walt Disney treated his employees, Peet finally left Disney Studios in 1964 to become a full-time writer of childrens books. Childrens Books by Bill Peet Bill Peets illustrations were at the heart of his stories. Even his autobiography for children is illustrated. Peets love for animals and his sense of the ridiculous, coupled with a concern for the environment and for the feelings of others, make his books effective on several levels: as enjoyable stories and as gentle lessons on caring for the earth and getting along with one another. His clever illustrations, in pen and ink and colored pencil, often feature funny looking imaginary animals, like the wumps, the kweeks and the fandangos. Many of Peets 35 books are still available at public libraries and bookstores. A number of his books are award winners. His own story, Bill Peet: An Autobiography, was designated a Caldecott Honor book in 1990 in recognition of the quality of Peets illustrations. While most of Peets books are picture books, Capyboppy is designed for intermediate readers and is 62 pages long. This entertaining book is the true story of the capybara who lived with Bill and Margaret Peet and their children. We discovered the book, which has black and white drawings on every page, just at the time our local zoo acquired a capybarra and that gave it a good deal of extra meaning for us. Other childrens books by Bill Peet include The Wump World, Cyrus the Unsinkable Sea Serpent, The Wingdingdilly, Chester, The Worldly Pig, The Caboose Who Got Loose, How Droofus the Dragon Lost His Head and his last book, Cock-a-Doodle Dudley. Bill Peet died on May 11, 2002, at home in Studio City, California at the age of 87. However, his artistry lives on in his movies and his many childrens books that have sold millions and continue to be enjoyed by children in the United States and many other countries. Sources Homepage for Bill PeetIMDb: Bill PeetNash, Eric P. â€Å"Bill Peet, 87, Disney Artist And Childrens Book Author.†Ã‚  The New York Times, The New York Times, 18 May 2002.

Teaching in the Lifelong Learning Dissertation Example | Topics and Well Written Essays - 3000 words

Teaching in the Lifelong Learning - Dissertation Example With the increasing internet usage, these individuals become left out due to lack of the necessary equipment and sufficient knowledge to engage in social media chats. The assessment requirements for the program include a diagnostic assessment aimed at establishing the students’ requirements, a formative assessment aimed at ensuring skill acquisition, and a summative assessment occurring at the end of the program to establish the achievements of the entire program. The various assessments all occur during the program, and ensure that the necessary corrections are included within the program for improvement. The purpose of the assessment is to collect sufficient information to enable the teacher to understand the requirements of the different students. The mental health challenges facing the individuals I teach present them with special educational requirements to understand the content of the various learning programs. An initial assessment is, therefore, fundamental in enablin g teachers to understand the students’ requirements, and to help them develop teaching programs seeking to satisfy these requirements (McMillan, 2009). A diagnostic assessment performed at the beginning of the program determines where the student shall be placed at beginning of the program. As individuals having impairment in cognitive skills, diagnostic assessment enables teachers to determine the beginning level for the various students. This occurs through providing questionnaires to the students at the beginning of the program to assess their cognitive capacity. The students are then placed according to the different cognitive capacities displayed. Principles of assessment The principles of assessment are inclusive of many elements aimed at providing overall efficiency in establishing the outcome of an educational learning program. These principles consider many elements of the students, and their skills as well (Gravells, 2011). The principles seek to offer sufficient ca pacity and opportunities for students to learn through assessment. By understanding the students’ capability, students are challenged to pursue what they do not understand, consequently, increasing their capability to learn. When I will be designing the assessment, I will have to consider the following principles: I will have to consider the relevance, reliability, Validity, practicability and manageability of the assessment criteria (McMillan, 2009). Validity of the assessments ensures that the tasks and criteria of the assessments measure the ability of the students to attain the learning objectives at a suitable level. For example, I may not use an assessment criterion that has extreme expectations from students. The principles have to be reliable for the students and the teacher too. This means that there ought to be a consistency in achievement of the objectives amongst students. The assessment criteria have to be transparent and clear. For example, the criteria have to be straight to the point without bringing confusion. They also have to be relevant to the objective and manageable (McMillan, 2009). Formative Assessment Formative assessment refers to the assessment conducted throughout the program, with an aim of establishing students’ progress and attainment during learning. This usually involves qualitative feedback for both