Clients Experiences on a Government Higher Education Institution Frontline Services

The study present the clients’ experiences on the different frontline services provided by one government run higher education institution (HEI) in Ilocos Sur, Philippines. It employed a descriptive survey research design utilizing qualitative approach with a self-structured survey instrument. The participants of the study were graduates of the HEI under study. The participants were selected thru purposive sampling. Findings of the study reveals that the Higher Education Institution In Ilocos Sur under study is efficient in the delivery of services and provides satisfactory service to its clientele. However attitudinal problem on some frontline service personnel and poor records handling of some frontline service offices of the HEI needs re-assessment to take necessary measure to address the issues. It is recommended that the management should consider the problems observed and should take necessary mechanisms to improve the satisfaction to its clientele, particularly on for the personnel, reorientation and reflection for development in their attitudes, skills and total personality focusing on clients delight and satisfaction may be undertaken; and systematic records keeping and updating of documents must be undertaken by the frontline service offices.

CHARACTER EDUCATIONAL VALUE OF STEPHEN HAWKING IN THE THEORY OF EVERYTHING MOVIE DIRECTED BY JAMES MARSH

The purpose of the research is to analyze educational values from the Theory of Everything movie directed by James Marsh. It discusses about educational values that are shown in and depicted by Stephen Hawking. Educational values are never give up, self-confidence, love, friendly and polite, optimism, help each other, responsible and hard working. Theory of Everything is a perfect movie for analyzing educational values, as it tells about the life of Stephen hawking who tries keeping himself in fire even though there are so many inside and outside obstacles. Some scenes in this movie show in Educational values. After doing some processes of observation from many opinions of experts, journals, books, social media, Education value is education in the concerned with the development of the total personality of the individual intellectual, social, emotional, aesthetic, moral and spiritual. It involves developing sensitivity to the good, the right and the ability to choose the right values in accordance with the thought and action. So educational values that are shown by Stephen hawking can make us know how to be succeeded to reach our ambition.

The Squiggle Game

In this amalgamation of two papers in the same area of the Squiggle Game (the process by which Winnicott engages with a child in a consultation through random drawings done by each), Winnicott argues that the specialist does not need to be clever but be able to provide a natural and dynamic human relationship in a professional setting while the patient gradually surprises himself by the production of ideas and feelings that have not been previously integrated into the total personality.

Client demand, policy research and lobbying

This paper reports policy research into how the administrative policies in the NSW state secondary system affected the delivery of Languages education in the period 1980 to 1986. It traces how schools were timetabled and led in the post-Wyndham era and how this increasingly marginalised Languages, often on the grounds that the subject area was ‘elitist’. It is shown, however, that, by the mid 1980s, three forces were able to challenge the trend; demand by clients, the findings of policy research, and lobbying at the national level concerned with multiculturalism. The learning of a second language must be regarded as a necessary part of total personality formation in the modern world ... Somehow, therefore, a second language must become part of the total educational process, not something reserved for the gifted, but a normal educational experience for the ordinary child. (Dutton 1972)

The Waiter and the Philosopher

Like Professor Manser (January 1983) I felt moved to comment on D. Z. Phillips's article on Sartre (‘Bad Faith and Sartre's Waiter’ (January 1981)); and the editor thoughtfully suggested that we should exchange our comments. We both agree, I think, that Phillips's concern over Sartre's alleged unfairness to waiters has led him to be unfair to Sartre, but whereas Manser is concerned to pursue in general terms the questions of sincerity and commitment I am more concerned to see the example, and the implications that Sartre draws from it, as showing the kind of writer he was and the view of the world that he held. It is this context that seems to me to be lacking in Phillips's article. He thinks that Sartre is unfair to waiters by over-simplifying their attitudes to their jobs, the ways in which they behave when doing them, and the satisfaction that they derive from them. He draws out of these specific comments some more general criticisms of the way in which Sartre over-simplifies the problems of choice: how much of our total personality we express in any particular choice that we make; and the degree of commitment that individual choices involve. All this is very reasonable, but he does not really get to grips with Sartre's concern.

Behavioral Treatment of Obsessive-Compulsive Disorders: Current Status

Behavioral treatment of obsessive-compulsive disorders ranks among the most widely used and widely studied approaches to these problems. Next to sociopathy these disorders have traditionally been regarded as constituting one of the most difficult classes of psychological problems to treat; certainly they present an exceptionally low rate of success. By contrast with the usual insight psychotherapy, behavior therapy usually focuses on the symptoms alone, with little attention to any underlying intrapsychic or environmental conditions that presumably maintain the symptom. Behavior therapy ignores, in short, the total personality or lifestyle. This symptom specificity of treatment has rendered behavioral approaches subject to criticism from practitioners of more traditional approaches. In more recent years, newer techniques and strategies of behavior therapy have rendered some of those criticisms obsolete. A trend toward consideration of other symptoms and the individual's environment has also been noted.

Possible Sequelae of Trauma and Somatic Disorder in Early Life

All children experience trauma. The age, state of development and constitutional factors will determine whether some children will have a traumatic effect. Trauma occurring before the age of three, at a time when the ego has not developed its synthetic and integrative functions, may be reproduced in later life as an isolated symptom, by selected sensations involved in a sensory imprint or screen sensation of the trauma as a simple recording. After the age of three, under the influence of a more mature ego, excessive traumatic stimuli will be integrated and elaborated in symptom formations as phobias or other conditions and extended as part of the total personality. Recurrence in later life is triggered by events related not only to the original experience, but also to the content of its elaboration. The earlier in life the trauma occurs, the more likely that somatic imprints of primitive physiological symptoms would result as an archaic, biological defense or screen sensations. Recurrent sensory imprints or screens may appear as organic illness or functional somatic symptoms. Diagnostically, a detailed early life history is necessary to uncover the presence of a sensory screen memory of a trauma and so avoid diagnostic medical search for organic causation. Case material illustrating the two groups are presented. Indications for psychoanalysis and for supportive psychotherapy are discussed from our theoretical framework as well as from the literature.