Ruthless Mba Essay Examples Strategies Exploited

Ruthless Mba Essay Examples Strategies Exploited The One Thing to Do for Mba Essay Examples Most importantly its the learning which must be emphasized. Also don't forget that your future can consist of different facets of life, not just your career. Students basically should write the method by which they implement their theoretical knowledge in practical life to be able to attain success. Practice tests are offered on the world wide web. To have the best chance at winning scholarships, you must know how to start your essay off perfect. Students will need to adopt a distinctive approach to address the theme. They need to mention their goals. They need to focus on their strengths. Writing an MBA essay is a difficult task because you have to cover many things and you will need to make certain that you compose the very best. There are a lot of categories of MBA essays. When you make an application for an MBA, you must make sure your EMBA essays stick out from the remaining p art of the applicants. Essay Writing Tips for your MBA Application INSEAD may be one of the most difficult facets of the MBA application. Thesis statement has become the most vital portion of an essay. Research will need to be performed. Example papers are frequently a brilliant idea for everybody who doesn't understand how to proceed when working on their MBA paper. The school offers minimal guidance for applicants seeking to earn an impression. So purchasing a specialist paper is the best decision. Additionally, you may download our free guide for more advice on how best to locate scholarships to study abroad. What's more, you might download our completely free guide for more advice on the best method to discover scholarships to study abroad. Failure essays mean to study the applicant's capacity to comprehend and acknowledge setbacks. In order in order to submit an application for a number of scholarships, you want to conduct adequate research to identify all the opportunities that are related to your applicant profile. A scholarship essayis part of ascholarship application. Do check out to see whether the application was received and preserve copies of all paperwork if you want to need to rush in an application that wasn't acquired. As a consequence, their scholarship applications become rejected. While applying, you can experience that the application procedure can be taxing. Nevertheless, such documentation is necessary. Starting graduate school may be a huge adjustment for everyone, and that comes with a student's spouse, partner, or children particularly when moving to a different city. Attempting to pretend somebody else is, in actuality, among the biggest mistakes that candidates usually do. You ought to make sure that you're ready to find some of the best example papers to work with, and your librarian might actually point you in the correct direction, and also help save you lots of time. A sample is offered below for the better comprehension of students. Many applicants will apply to more than 1 school and that is completely fine. All MBA candidates are ultimately trying to find a degree that will improve their career. New Questions About Mba Essay Examples The video essay is a chance for those admissions committee to find the individual behind the accomplishments you will describe. Examine the author's credentials to make certain you are not wasting your money. Having mentors who can provide you objective advice is fantastic. Bear in mind, it's far better to use correct formatting from the phase of writing drafts. Top Choices of Mba Essay Examples Meanwhile, the samples found online might be flawed as they don't undergo any type of check. With a great source, you'll have very little work to take care of. Once you locate an on-line source you've got to assess its trustworthiness. Once you've discovered a fantastic on-line source you should stick with this. A Secret Weapon for Mba Essay Examples Without understanding the significance of the crucial themes, it is not possible to compose an impeccable e ssay. Evaluators mainly assess an essay based on the way the theme was taken care of. Writing an expert essay wants a set of skills that have technical and qualitative expertise, in-depth understanding of the given subject, and other aspects too. Your customized paper writer can offer you expert services which you need to acquire the ideal essay. You've got to understand what you're composing about. Writing an essay about your future goals are able to help you receive a very clear vision of what you want to attain. The Importance of Mba Essay Examples In the past paragraph, do not give new info, but what you have to do is to sum up what you've discussed. A good example is offered below. After you have the prompt, you want to make certain every word in your essay provides the response to the question. More to the point, the essays that follow are most likely to supply comfort, that there's no formula or singular approach to craft a prosperous answer.

Essay on Rain At Auvers by Vincent Van Gogh - 482 Words

Artist: Vincent Van Gogh Name of Piece: Rain At Auvers Description - Verbal From the piece of artwork â€Å"Rain at the Auvers†. I can see roofs of houses that are tucked into a valley, trees hiding the town, black birds, clouds upon the horizon, hills, vegetation, a dark stormy sky and rain. The artistic style is brush stroke? Aesthetic is the function or purpose of the work. The subject genre is still life. The image is impressionism. Oil and Crayon Watercolour paint was used with a variety of different style brushes. It is a natural piece The Rain of Auvers can be found at the National Museum of Wales Analysis The colours used in the artwork are earthy tones with various browns, greens, yellows, blues and some†¦show more content†¦The colour used is important to the artwork because together they create a place of tranquillity meeting on coming havoc. The lines that are used do not outline individual objects in the painting but define the shapes of each. They show the direction that the artist took when painting this particular art piece. They are delicate and sensitive lines in the sense that they are not always visible but they still define the object. The painting has been painted to a deep 2D form. This form creates an illusion of a large amount of space. As if to create the illusion that you were looking out past the village towards the horizon. This was important so to capture the full effect of havoc reaching the harmony. The shape of the artwork is soft and flowing into each section. By using this format the artist has created a piece of volume and depth. Interpretation A peaceful village in a sense of harmony with an on coming storm, darkness and gloom. The black birds are flying out of the impending doom to shelter. My interpretation of what is happening is the village is peaceful sort of like the soul and then the storm comes and suddenly everything is in havoc. As if the painter had some form of inner turmoil when painting. The painter is trying to say that nothing is ever peaceful forever and eventually darkness will come. He was looking out over the village and saw the oncoming storm on the horizon and the black birds fleeing and it reflected his inner

Structural and Functional Brain Abnormalities

Question: Discuss about the Structural and Functional Brain Abnormalities. Answer: Introduction: The autism spectrum disorder mostly affects the neurons in the brain and causes developmental syndromes which last for the rest of the individuals life. The cellular as well as structural abnormalities that ensure occur in three domains: language, social aspects and the way in which the victims carry out their activities. Some of the affected portions of the brain are the hippocampus, cerebellum, entorhinal cortex and posterior cingulated cortex. An example is the cerebellum which is thought to be the error correction site in order to control movement, balance and the coordination of all activities of the body (Lainhart, 2015). Since the cerebellum has been linked to most functions that are lost in autism spectrum disorder, there is every need to look at the effects of this disorder in the cerebellum. For instance, postmortem studies indicate that there are abnormalities in terms of cellular and physiological roles. Most of the pathological alterations in the brain are known to sprea d from the cerebellum to other brain parts. Examination of abnormalities like trauma, stroke and other brain injuries suggest that lesions found in the cerebellum cause effects throughout the connections in the brain and hence the loss of these functions. Neuroanatomical changes In the initial stages and age, the growth of the brain is normal, but as the age advances, there is an overgrowth of the brain. This overgrowth does not affect the whole brain but rather it has specific regions that its effects are felt and observed (DeRamus et al., 2015). For instance, there is a high preference for overgrowth of the frontal and temporal lobes and amygdale in autism spectrum disorder patients. Moreover, the spectrum disorder causes the thinning of the cortex as well as reduced volume of the frontal lobe. In other case, the gray matter is described to enlarge when this problem reaches advanced stages. The impairment of the basal ganglions in autism spectrum disorder is associated with impairment in the impairment in the motor functions as well as the stereotype behavior observed in these patients. Since most of the neuroanatomical changes occur during the puberty and adolescent stages of autism spectrum disorder, this causes the alteration in the maturation of the br ain. Psychological deficits The autism spectrum disorder is associated with lack of sleep which in turn affects their behaviors. For instance, children with autism who are not able to sleep, socialize and communicate well have their day time behavior negatively affected (Cohen et al., 2014). There are difficulties in following the given instruction especially in an ongoing conversation. Moreover, these patients cannot be able to understand things that have not been explained, that is, they cannot make inferences. In terms of communication, the verbal and non-verbal communication may result into severe impairments in terms of functions. In other cases, the victims are unable to initiate any form of social interactions and they cannot respond to social communication from other people. When there is the lack of flexibility in terms of behaviors, the functioning inn several aspects are interfered with (Carlisi et al., 2016). Moreover, when the autism spectrum disorder patients fail to have proper planning and organ ization of their activities, independence is finally hampered. References Carlisi, C. O., Norman, L. J., Lukito, S. S., Radua, J., Mataix-Cols, D., Rubia, K. (2016). Comparative Multimodal Meta-analysis of Structural and Functional Brain Abnormalities in Autism Spectrum Disorder and Obsessive-Compulsive Disorder. Biological Psychiatry. Cohen, S., Conduit, R., Lockley, S. W., Rajaratnam, S. M., Cornish, K. M. (2014). The relationship between sleep and behavior in autism spectrum disorder (ASD): a review. Journal of neurodevelopmental disorders, 6(1), 44. DeRamus, T. P., Kana, R. K. (2015). Anatomical likelihood estimation meta-analysis of grey and white matter anomalies in autism spectrum disorders. NeuroImage: Clinical, 7, 525-536. Lainhart, J. E. (2015). Brain imaging research in autism spectrum disorders: in search of neuropathology and health across the lifespan. Current opinion in psychiatry, 28(2), 76.

Peter Mitchell (1920 - 1992) Chemiosmotic Hypothesis Essays

Peter Mitchell (1920 - 1992) : Chemiosmotic Hypothesis Peter Mitchell's 1961 paper introducing the chemiosmotic hypothesis started a revolution which has echoed beyond bioenergetics to all biology, and shaped our understanding of the fundamental mechanisms of biological energy conservation, ion and metabolite transport, bacterial motility, organelle structure and biosynthesis, membrane structure and function, homeostasis, the evolution of the eukaryote cell, and indeed every aspect of life in which these processes play a role. The Nobel Prize for Chemistry in 1978, awarded to Peter Mitchell as the sole recipient, recognized his predominant contribution towards establishing the validity of the chemiosmotic hypothesis, and ipso facto, the long struggle to convince an initially hostile establishment. The seeds of the chemiosmotic hypothesis, which lay in Peter's attempts to understand bacterial transport and homeostasis, were pollinated by the earlier ideas of H. Lundergard, Robert Robertson, and Robert Davies and A.G. Ogston, on the coupling of electron transport and ATP synthesis to proton gradients. Mitchell's 1961 paper outlined the hypothesis in the form of several postulates which could be subjected to test. In retrospect, it was a great strength of this first paper that Peter did not go into too much detail; the ideas were new and strange, and were introduced to a field dominated by a few major laboratories with their own different ideas about how the coupling between electron transport and phosphorylation occurred. It is interesting to look back and remember how sparse the clues were on which the hypothesis was based. At the time, the chemical hypothesis, based on analogy with Ephraim Racker's mechanism of substrate level phosphorylation linked to triose phosphate oxidati on, seemed secure. A few niggling difficulties were apparent. Why did so many different reagents act as uncouplers? Why were the enzymes of oxidative phosphorylation associated with the mitochondrial membrane? Why did coupling seem so dependent on the maintenance of structure? How did mitochondria maintain their osmotic balance? How did substrates get in and out? But these must have seemed second-order problems to the main protagonists. It was these niggles that Mitchell's hypothesis addressed. I first met Peter in 1962 when he visited Brian Chappell in Cambridge to talk mitochondriology. I was in my second year of Ph.D. research, and becoming familiar with the field. Brian had, at the start of my apprenticeship, set me to work in the library, with Peter's 1961 paper as a starting point. I must confess that I had little idea at the time of the importance of the paper; I didn't know enough, either of the background bioenergetics or the physical chemistry, to understand what the issues were. But by the time of Peter's visit, I had become involved in the work on mitochondrial ion transport initiated by Brian in collaboration with Guy Greville, and Brian had become interested in mechanisms. Peter arrived in an elegant if ancient Bentley convertible, and wrapped us in a corduroy enthusiasm. He was in trouble with his hypothesis, because three labs claimed to have disproved it by isolating the intermediates expected from the chemical hypothesis. Peter was undaunted, and engaged i n a mischievous discussion of the data and its validity. The challenge of the upstart chemiosmotic hypothesis to the prevailing chemical view of mechanism was to become a running battle, in which Peter engaged the establishment single-handed for several years before the first of a growing band of brothers (and sisters) joined him in the fray. The early work from Andr? Jagendorf's lab on H+-uptake and pH-jump driven ATP synthesis by chloroplasts, the parallel work on ion and metabolite transport in mitochondria from Chappell's lab, the work on ionophores and uncouplers by Bert Pressman, and by Brian Chappell and myself, the development of artificial membrane systems by Alec Bangham and by Paul Mueller, and Mitchell's own work with Jennifer Moyle on proton measurements following O2 pulses, had demonstrated before 1965 the activities expected from the hypothesis, but it was to be ten years before the established leaders in the field were coaxed into a grudging acceptance of the hypothe sis. The bones of the chemiosmotic hypothesis were fleshed out by Mitchell in subsequent publications, most notably the two slim volumes published by Glynn Research Ltd. in 1966 and 1968, known affectionately in the laboratory as

Free Essays on Homelessness

When many people think of homelessness they think that the homeless are a group of crazy bums, drunks and people that are too lazy to work, as did one of our presidents Ronald Reagan. Yet if we think about it, not all homeless people fall into these categories. There are many reasons people become homeless. People become homeless due to job loss, generally without hope for future employment, inability to recover from low paying jobs, natural disasters and/or illness. Other reasons people become homeless are of mental illness, drug and alcohol addiction. Even though one-third of the homeless population is mentally ill, and this is a great number, it doesn’t mean that all homeless are mentally ill. â€Å"Did you know that† here are a few facts about homelessness: 1. The typical homeless person in America is a child. 2. Children and families make up the fastest growing segment of the homeless population. 3. There are 6,000 families living in the New York City shelter system. Ten times that number are one step away from homelessness. 4. Over half of all homeless children have never lived in their own home. Over forty percent have been homeless more than once. 5. Over one-third of homeless families have an open case for child abuse or neglect; one out of five have lost at least one child to foster care. 6. Nearly half of homeless children either have witnessed or have been subjected to violence in their home. 7. The typical homeless family is a single, 20-year-old mother with two children under the age of six. Now think about the facts and put yourself in this situation, the typical homeless family consists of an unmarried 20-year-old mother with one or two children under the age of 6, probably fathered by different men. It is found common that this young mother never completed high school and never worked to support her family. There is a one in five chance that she was in foster care as a child; if so, she ... Free Essays on Homelessness Free Essays on Homelessness When many people think of homelessness they think that the homeless are a group of crazy bums, drunks and people that are too lazy to work, as did one of our presidents Ronald Reagan. Yet if we think about it, not all homeless people fall into these categories. There are many reasons people become homeless. People become homeless due to job loss, generally without hope for future employment, inability to recover from low paying jobs, natural disasters and/or illness. Other reasons people become homeless are of mental illness, drug and alcohol addiction. Even though one-third of the homeless population is mentally ill, and this is a great number, it doesn’t mean that all homeless are mentally ill. â€Å"Did you know that† here are a few facts about homelessness: 1. The typical homeless person in America is a child. 2. Children and families make up the fastest growing segment of the homeless population. 3. There are 6,000 families living in the New York City shelter system. Ten times that number are one step away from homelessness. 4. Over half of all homeless children have never lived in their own home. Over forty percent have been homeless more than once. 5. Over one-third of homeless families have an open case for child abuse or neglect; one out of five have lost at least one child to foster care. 6. Nearly half of homeless children either have witnessed or have been subjected to violence in their home. 7. The typical homeless family is a single, 20-year-old mother with two children under the age of six. Now think about the facts and put yourself in this situation, the typical homeless family consists of an unmarried 20-year-old mother with one or two children under the age of 6, probably fathered by different men. It is found common that this young mother never completed high school and never worked to support her family. There is a one in five chance that she was in foster care as a child; if so, she ... Free Essays on Homelessness â€Å"Over the past year, over two million men, women, and children were homeless† in America. (NLCHP) Homeless people face an intense struggle just to stay alive despite the fact that society turns its head from the problem. The government makes laws that discriminate against homeless people, which make it, illegal for them to survive. The mistreatment of homeless people is an issue that is often ignored in our community (Homelessness in America). When you see a homeless person on the streets how do you react? Do you turn your head and ignore them? Do you become angry that they are living on the streets? Do you feel frightened and avoid the situation all together? Or do you see these people as human beings and treat them in that way? Homeless people are â€Å"subjected to alienation and discrimination by mainstream society†. (NLCHP) Most alienation and discrimination comes from the lack of education about homeless people. There are numerous untrue myths about homeless people. Many people believe that homeless people â€Å"commit more violent crimes than housed people.† (NLCHP) The reality is that homeless people actually commit less violent crimes than people with homes do. Brestow Hardin, of Home less in America, studied arrest records and discovered that even though homeless people were more likely to commit non-violent and non-destructive crimes, they were less likely to commit violent crimes against people. (Homelessness in America) The crimes that these people are committing are necessary to keep them alive. These crimes include sleeping, eating, and panhandling. Making it illegal to perform necessary daily activities in public when homeless people have no where else to go makes it impossible for homeless people to avoid violating the law. (NLCHP) Another myth about homeless people is that they do not work and that they get their money from public assistance programs. A study done in Chicago discovered that â€Å"39% of homeless peopl... Free Essays on Homelessness The need for emergency shelters has shown a dramatic incline in the past years. The demand for emergency shelters has rose 500% since 1988 (â€Å"Not Gone, but Forgotten?† 1). Many of people every night are stranded outside with not even a blanket for the night because all the shelters are full and sometimes the shelters will not except certain people. In some places, the waiting list to get board on a full time shelter will range from 18 to 20 months for families. The need for emergency shelters has been high do to the amount of the loss in volunteer work as well. The shelter availability in larger cities for shelter has become unreal. In Minnesota’s the nightly shelter population quadrupled between 1985 and 1997 (â€Å"Not Gone, but Forgotten?† 1). San Francisco’s Coalition for the homeless estimates that 16,000 people are there each night without a shelter, twice as many as 10 years ago (â€Å"Not Gone, but Forgotten?† 1). The homeless population continues to grow rapidly and the shelters are not growing fast enough to help keep them off the streets. Because of the extreme growth of the homeless it may be hard to provide shelter in larger cities. Housing expenses have rose so high in the 1990’s that it is hard for an average person to make house payments now. About half of the nation’s poorest households spend 70% or more of their monthly income on housing (Wright 2). In the median state a minimum-wage worker would need to work 87 hours a week to afford a two bedroom apartment at 30% of his or her income (â€Å"Why are People Homeless?† 2). In the last 10 years housing prices have almost doubled in there value in most smaller homes. Many people can not aford their homes anymore due to the increase in housing expenses. The employment field is becoming very competitive and it is becoming difficult for the homeless to find jobs. A survey in California determined that 56% of businesses require a home addres s and telephone number befo...

Comparative Words Lesson Plan

Comparative Words Lesson Plan Use these guidelines to prepare a lesson plan to teach students of any age how to use comparative words and comparative clauses to express the concepts of more or less and greater or lesser. Objectives and Goals Instruct/review adjectives as a part of speechIntroduce students to words that end in -er and/or -estOffer students the chance to practice finding similar items and comparing them through the proper use of language Anticipatory Set​ Ask students what they know about -er and -est words, as well as the word than. Explain that -er adjectives are for comparing two things, while -est words are used to compare three or more things. For older students, introduce and use the terms comparative and superlative repeatedly and hold students accountable for knowing these terms. Direct Instruction Model turning common root adjectives into comparative and superlative adjectives (examples: funny, hot, happy, big, good, etc.)Brainstorm additional adjectives and practice (as a group) putting them into sentences (example: The sun is hotter than the moon. A baby is smaller than a teenager.) Guided Practice Depending on the age and abilities of your students, you can ask the students to write their own comparative and superlative sentences from scratch. Or, for younger students, you can design and copy a worksheet with cloze sentences and they can fill in the blanks or circle the correct suffix. For example: Fill in the Blanks: The ___________ is bigger than the ___________.Circle one: The big (er or est) animal in the zoo is an elephant. Another option is to have students look through the pages of their independent reading books and search for comparative and superlative adjectives. ​ Closure Offer sharing time for the students to read aloud the sentences they completed or composed. Reinforce the core concepts with discussion and question/answer time. ​ Independent Practice For homework, have students write a given number of comparative and/or superlative sentences based on things they find in their homes, books, neighborhood, or imaginations. ​ Required Materials and Equipment Worksheets if needed, paper, pencils, student reading books if needed. ​ Assessment and Follow-Up Check completed homework assignments for correct sentence structure and grammar. Re-teach as needed. Point our comparative and superlative words as they come up in class discussion and whole group reading.

Last Hope Essay Example | Topics and Well Written Essays - 1250 words

Last Hope - Essay Example The poem also displays the importance of a mother in one’s life and how the loss of such an important figure can lead to a lot of grief and sorrow. Aracelis Girmay writes the poem The Dream  to express her feelings about death and the contradictions that exist within it. It is a poem which shows the irony of living as a human being, some being happy with their lot in life while others remain sad due to their the tragic events, such as death, that happen in their lives. Girmay uses this poem to display the true nature of human life, that nothing is ever permanent and death is ever present to take away the people that we value the most, and leaving behind individuals who are full of grief, sorrow, and mourning. The use of imagery is very extensive in this poem especially when making contrasts between the beauty of life and the abruptness through which it comes to an end. Girmay states that â€Å"below the window, my mother/young, playing with me/at a rock, in some sunlight/falling over us†. This statement can be employed to show what the persona in the poem thought of their mother. That the mother was alive, she was a jovial person who played with her children and was happy with them. However, it seems that death came abruptly since the tone from the poem is one of sadness. The image of night or darkness is used to refer to death as well as the feelings of grief and sorrow that are experienced by the children who are bereaved after the loss of their mother. It can be said that the image of darkness, when contrasted to the beauty of the world before the mother’s death may be Girmay’s way of stating that the world is beautiful just the way it is but it is death which mak es it not to be a pleasant place to live in due to its corrupting influence over it. This image may also be used to show the price which individuals have to pay when they lose their loved ones to death because nothing

European Law assessment Essay Example | Topics and Well Written Essays - 2000 words

European Law assessment - Essay Example Essentially, if the national court has â€Å"any real doubts†¦it should ordinarily refer†.1 Sir Bingham’s interpretation is far too close to the duty imposed on the courts of final appeal. As determined by the ECJ in Srl CILFIT and Lanificio di Garvardo SpA v Ministry under Article 234 (now Article 267), a court of final appeal is required to refer to the ECJ unless the issue of Community law arising at the trial is irrelevant or had already been determined by the ECJ or the resolution is obvious.2 In other words, the court of final appeal is required to make a reference to the ECJ where there is a real doubt pertaining to an issue of Community law. The use of the word â€Å"may† in Article 267 is hardly coincidental. It could only mean that under Article 267, national courts do not have a mandatory obligation to refer questions of Community law to the ECJ.4 The duty to refer preliminary questions on the interpretation and application of Community law is only mandatory when a court of final appeal is hearing the relevant case and remedies at the national level have been exhausted.5 However, when Sir Bingham’s ruling is considered together with the wider objectives of Article 267, his interpretation of Article 267 is entirely compatible with Article 267. The provision of preliminary references under Article 267 of TFEU is often characterized as the main â€Å"procedural† nexus for linking national courts with the ECJ within the Community’s legal framework.6 It makes the procedural link between national courts and the ECJ by providing a method by which member states integrate their legal systems in that national courts can ensure that Community law are enforced throughout the Community.7 There are essentially two primary goals enshrined in Article 267 of TFEU. Firstly, the preliminary reference procedure within the ambit of Article 267 is aimed at preserving national courts’ independence. Secondly, it is aimed at facilitating consistency,

Morality Essay Essay Example for Free

Morality Essay Essay In 1994 Kevin Carter won the Pulitzer Prize for Photography thanks to a photograph that he took in the village of Ayod in Sudan of a child crawling towards a feeding center. Whether it was morally right for him to have captured that moment instead of helping the child is a debate with many people. Some people believe that it was right because it helped stop the famine in Africa, others believe it was wrong because he did not aid the child after taking the picture. It is understood that there was thousands of refugees walking and crawling towards the food center, so was he suppose to help everyone or just that child? In philosophy class we have been talking about Morality in Kant’s point of view which is the Categorical Imperative and also about the Morality point of view based on Consequentialism. I believe that it was not morally permissible for Kevin Carter to leave the child because of Kant’s point of view on Morality, and that he should have not won the Pulitzer Prize for Photography based on this photo and I will explain why in this essay. According to Kant we should base morality on the Universal Law which means we should universalize our actions. This law is the same as the Golden Rule; Treat others the way you want to be treated. What Kant established basically was that we should respect all persons morally equal. The Consequentialism point of view on morality on the other hand is that we should base it on the principle of utilitarianism which means that for an action to be moral it must produce â€Å"The Greatest amount of Good for the Greatest amount of people†. Even though I agree with the consquentialism point of view on morality I do not agree with it this time. Why? Because I believe that at all times we should treat others the way we want to be treated and that all humans are equal. This is why when answering our question I based my answer on Kant’s point of view based on morality. I believe that it was not morally permissible for Kevin Carter to leave the child after he took the picture. First of all I believe that Kevin should have not taken the picture period, he should have right away went to aid the child. Like Kant said we should treat others the way we want to be treated, if Carter was in a position like that he would have not liked to be left there to his own luck. I understand that Carter had a professional obligation where he is only an observer not a participant, which means he was only there to observe and take pictures of the whole situation. I also understand that he was there illegally and that he did not want to get caught yet he had a personal responsibility to help the child. In passage given to us by Professor Jordan it is said that Carter was with a group of photojournalist called â€Å"the Bang-Bang Club† by a Johannesburg magazine. These people wanted to make the world aware of all the issues of injustice. There is where I believe that Carter’s personal responsibility plays role. Carter wanted the world do be aware of all the issues going around the world and for them to help. They were there because they wanted other countries all around the world to stop the famine, yet he did not help a child when it was in his hands to help that child and just left. Carter here was contradicting his believes to start with. Carter did not only just take the picture but waited several minutes for the vulture to spread his wings so he could get a more dramatic shot. Carter did not only use the child to get a picture but waited patiently to get a better picture instead of scaring the vulture right away from the child and helping him or her. There were more pictures that could have impacted us, and I am sure that if he looked around he would have found this is why I do not believe he should have taken the picture. I do not believe that he should have won the Pulitzer Prize for Photography based on that photo. I think that it was wrong to win a prize by using other people. Carter used the child and did not even aid the child. Considering that I believe that it was wrong for Carter to have even taken that picture I strongly do not believe that he should have won that prize. Carter could have used any other photograph to get his point across yet he decided to use that one and take his sweet time to take it anyways, he used the child and did not help her. I honestly do no believe that he should have one that prize. In Conclusion I believe that Carter should have not used the child to take that picture, and he shouldn’t have won the prize. I believe that Carter had the responsibility to help the child because he saw the child suffering and in danger of getting attacked by the vulture. Given the fact that he was the only one there he had the responsibility to help the child. We should do unto others what we would like to be done to us. If I was in that child’s position I would have liked to be helped like I am sure Carter would have too. I think that if Carter would have helped the child he would have not been depressed and committer suicide because he would have known he did something good by helping the child. Like I said before I am pretty sure he could have chosen another photograph to get his point across to have people help stop the famine. Besides he wanted people to help yet it was in his reach to help this child and he did not? He was going against his own believes in my opinion. I believe that it was morally wrong for Carter to not help the child get to the food bank or at least a safer place, closer to were that child could get the help needed.

The Turning Point in John Updikes A & P Essay -- A&P Essays

The Turning Point in John Updike's A & P John Updike's short story "A & P" reveals nineteen-year old Sammy, the central character, as a complex person. Although Sammy appears, on the surface, as carefree and driven by male hormones, he has a lengthy agenda to settle. Through depersonalization, Sammy reveals his ideas about sexuality, social class, stereotypes, responsibility, and authority. Updike's technique, his motif, is repeated again and again through the active teenage mind of the narrator Sammy. Sammy is, like most young men, object-minded. The object of his mind is the female body. Although his upbringing and the fact that he is at work do not allow him to voice his admiration for the girls in bikinis at the A & P, he lets the reader know, in no uncertain terms, what he is thinking. He gives each girl a name--Plaid, Big Tall Goony Goony, and Queenie--based on his evaluation of their physical body parts. The game is one that teenagers play the world over, with countless hours spent seeing and being seen. The primary object to view, in Sammy's eyes, is the queen. He describes how "she must have felt in the corner of her eye me and over my shoulder Stokesie in the second slot watching, but she didn't tip. Not this queen" (28). Sammy goes on to tell how "she [...] turned so slow it made [his] stomach rub the inside of [his] apron" (28). The irony of the setting is that the girls, dressed in nothing but swimsuits, have turned the neighborhood grocery store into a human meat mark et, with themselves as the commodity of choice for the male consumer. In Sammy's mind's eye, the queen was of such regal bearing that she commanded his worship. He envisioned his well-bred idol as being of a higher social class than his own. ... ...iphany that afternoon in the A & P. Sammy's immaturity and lack of experience were largely to blame for his wrestling with conflicting roles in his transition from child to adult. Updike's protagonist was at the same time an imaginative, observant young man who stood by his convictions, defending the girls to the end. Sammy was perhaps more intelligent and more gutsy than one would like to give him credit for, however. He knew what he did not want out of life. On that Thursday afternoon in the A & P, his name game caught up with him. Quitting his job was to be a turning point for him, a time for him to confront his own issues of sexuality, social class, stereotyping, responsibility, and, on a deeper leve, authority. Work Cited Updike, John. "A & P." Literature: Fiction, Poetry, Drama, and the Essay. Ed. Robert DiYanni. 5th ed. New York: McGraw, 1998. 27-31.

Art of Living Essay

I remember when I was young, I’ve been wondering why people are living? Why we exist? Why do all these stuffs are here on earth? There are lots of questions filled up my mind yet I found no answer. I can’t think enough for these, I need answers; I have to know what is really the reason of one’s existence. I am very much sure that in millions or billions of people who are living, it’s not only me who became curious on this matter. Many of us are wondering but only few have really the intention to know. Knowledge on self exists; but sincere seekers are rare. We people are used to the concept of ‘routine’ that we do daily activities systematically and so we better not bother ourselves asking and just do what we have to do. But in the end of the day, you’ll still ask who am I? We all know that life is subjected to four laws: birth, disease, old age and death but letting go, and paying attention to what is always present naturally allows this divine life to overtake your existence. Existence of something does not only ends with the point that it exists but to what purpose and position it stands for. We people came from the Superior Soul, our God who has given us the life. We have a superior therefore we are the inferior. We are dominated and controlled as our position here. And our natural function is to render loving service to God as we serve in this world. Somebody told me there are two kinds of world: the material world which is made up of matter and subjected to perish, a world where nothing is permanent; and secondly the spiritual world or the â€Å"Kingdom of God† where there’s no night or day and full of bliss. Now, we are already living in the first kind of world, the question is how can we be in the second world? And that’s simply by being conscious or aware, the things being portrayed by Sat-Chit-Ananda and doing our real purpose which is to follow him and his instructions. Being a Christian we are told of two major instructions. The first and foremost is â€Å"Love God with all your heart, mind and entire being† and the next is â€Å"Love your neighbors even your enemies† Loving your enemies is something near impossible but not doing it is what we call ‘false Christianity’. For us to follow Him and do His instructions there must be selflessness or God-consciousness within us, and  one of the best things that shows selflessness is something portrayed in art works. Some would say, art is a way of expressing oneself but it’s not mostly like that. We would be selfish not selfless if we will make an art just to express our views, yet an artwork would be something great if it would be a catalyst of peace and other environmental issues. An artwork is beautiful because of its purpose that must connive with the natural function of the artist as a man-to serve God. We don’t just live here, we exist for a purpose and that is the art of living.

A;P: Short Story 2

A & P â€Å"A&P† written by John Updike is a short story about a young boy named Sammy. He was 19 years old and he was working at A&P mini market. One day, there were three girls shopping at the store wearing bikinis, and Sammy was surprised yet adore these three girls, until one day he quitted his job because he wanted to be their hero, but unfortunately, the girls didn’t even see him. John Updike was trying to describe Sammy as a typical youth who is trying to get some attention. At the beginning of the story, Updike didn’t really describe Sammy.Otherwise, he described more of the girls whom Sammy was looking at. But, along his writing, readers could conclude about Sammy’s physical look. Another thing is that Sammy had his job as a cash register in A&P store, and from the way Updike had written, readers could conclude that Sammy doesn’t really like his job. He calls one of his customers a â€Å"witch† and says the other customers are  "houseslaves† and â€Å"sheep. † But what makes him more hate his job is the cash-register-watcher: â€Å"She gives me a little snort in passing, if she’d been born at the right time they would have burned her over in Salem† (303).This shows how much Sammy hates her. In addition, Sammy is sexist. He gives long, loving descriptions of the girls who cause all the trouble. 1 Moreover, Sammy does experience growth through the course of the story. In fact, Updike clearly described it, as when Sammy decided to quit his job: â€Å"So I say â€Å"I Quit† to Lengel quick enough for them to hear† (308). The reader won’t expect this to be happened, but Sammy made a shocking decision by quitting his job just for the girls he’d just knew.But maybe, the reason was not just because of the girls, but also because he had enough of Lengel, and he felt he had enough for all the things he never wanted to but, but he had to. Yes, Sammy was doing his job because his parents were the friends of the store manager, Lengel: â€Å"He’s been a friend of my parents for years† (309). He learned about life, and prepared for the rough road that lies ahead. The most important part of Updike’s story is when Sammy quitted his job. Even Sammy finally knew that the girls were not heard what he said, but he continue to do what he had spilled.Updike is trying to insert some moral value here through Sammy. When Sammy said: â€Å"But it seems to me that once you begin a gesture it is fatal not to go through with it† (309). In addition, by this event, Updike is also wants to reveal that these days, boys will do anything for the girls they like, just like Sammy. Moreover, Sammy knew that when he made that decision, everything will be much harder for him: â€Å"And my stomach kind of fell as I felt how hard the world was going to be to me hereafter† (310). But he realizes that he had done the right thing and what w as done had to be done.Moreover, Sammy also indicated that he didn't want to end up like Stokesie, who was married with two kids, and will probably work in the store for the rest of his life in order to support his family. Stokesie suggests what Sammy 2 might become if he were to continue to work at the A;P. For this, Sammy is adapted to a change in his life by resigning as a cashier at A ; P. Towards the end of the story when he announces that he is quitting, he goes on to say: â€Å"a couple customers that had been heading for my slot begin to knock against each other, like scared pigs in a chute† (309).Readers may have sympathetic feelings of Sammy, because he dare to take actions even that he knew that everything will be much harder for him. It never even crossed his mind that he would quit his job because of girls. In the other hand, readers may not realize that Sammy would go far beyond. But what he had done was realistic, because people always do something that they re alize will ruin their life ahead, in other words, people sometimes do craps in their life.Thus, Sammy, the first person narrator, plays an essential role in portraying an in depth viewpoint of the story. His portrayal of a typical teen working in a dead-end job, his thoughts and feelings are very obvious in the story â€Å"A & P. † He develop through out the story, he did some outstanding decision that the reader would not expect. 3 Work Cited Updike, John. â€Å"A;P†. A Pocketful of Prose: Vintage Short Fiction Volume 1. Madden, David. Boston: Thomson Higher Education, 2006. 4

5 Steps to Writing a Spine-Tingling Story

5 Steps to Writing a Spine-Tingling Story Its that time of year again. The temperature is getting a little colder, and people are gearing up for Halloween. When people gather on moonlit nights, they love to share tales of ghosts and ghouls. Here are five important tips for writing the perfect ghost story. If you follow these suggestions, you are sure to frighten your friends and loved ones.Every effective ghost story contains certain elements that will chill the bones of the reader: The story should be based on your worst fears or situations that are scary for the average reader. Pick a frightening setting that will provide the perfect location for your story. Be sure to create well: A shadow began to grow in height, moving slowly towards Karen. Its features slowly began to come into focus, revealing a scowling face and glowing eyes. This description allows the reader to fill in some of the details, hinting at the general description of the ghost.As you write your sentences use the active voice rather than the passive voice. The active voice is a more direct way of writing that shows a subject performing a direct action such as: Mary lit the candle to see what shape was beside her in the dark. The passive voice shows the subject being acted on by the verb or action such as: The candle was lit by Mary so that she could see what shape was beside her in the dark.Once you are done writing your first draft, you should read each sentence. Check to make sure that there arent any grammatical or spelling errors. Also, check to make sure that there are no inconsistencies. For example, if an event happens at a specific time in your story, make sure that you dont use a different time when you refer to it in another place. Allow friends and family members to read your story. Fresh eyes might spot mistakes that you didnt notice.Re-write your story as needed. You should correct grammatical/spelling errors. Also, correct any inconsistencies. Now you are ready to show people your final draft.Writing ghost stories is fr ightful fun if you follow a few guidelines. Try to base your story on your own fears or someone elses. Pick a setting that is creepy and central to the action that will take place. Create well-developed characters that the reader can relate to. Use the eight-point story arc model to create an outline. Write your rough draft using the active voice, building the fear and suspense slowly. Re-read your story and correct any errors or inconsistencies. Write your final draft once you have made your corrections. Soon you will have your friends and family shaking in their shoes over your scary Halloween story.

How to Make Aspirin From Willow

How to Make Aspirin From Willow Willow bark contains a chemical active ingredient called salicin, which the body converts into salicylic acid (C7H6O3)Â  - a pain reliever and anti-inflammatory agent that is the precursor to aspirin. In the 1920s, chemists learned how to extract salicylic acid from willow bark to reduce pain and fever. Later, the chemical was modified into the present form of aspirin, which is acetylsalicylic acid. While you can prepare acetylsalicylic acid, its also nice to know how to get the plant-derived chemical directly from willow bark. The process is extremely simple: Finding Willow Bark The first step is to correctly identify the tree that produces the compound. Any of a number of species of willow contain salicin. While nearly all species of willow (Salix) contain salicin, some do not contain enough of the compound to use for a medicinal preparation. White willow (Salix alba) and black or pussy willow (Salix nigra) are most often used to obtain the aspirin precursor. Other species, such as crack willow (Salix fragilis), purple willow (Salix purpurea), and weeping willow (Salix babylonica), also may be used. Since some trees are toxic or else do not contain the active compound, its important to correctly identify willow. The bark of the tree has a distinctive appearance. Trees that are one or two years old are most effective. Harvesting bark in the spring results in higher potency than extracting the compound in other growing seasons. One study found salicin levels varied from 0.08% in fall to 12.6% in spring. How to Get Salicin From Willow Bark Cut through both the inner and outer bark of the tree. Most people advise cutting a square into the trunk. Dont cut a ring around the trunk of the tree, as this can damage or kill the plant. Dont take bark from the same tree more than once a year.Pry the bark from the tree.Shred the pink section of the bark and wrap it in a coffee filter. The filter will help keep dirt and debris from getting into your preparation.Boil 1-2 teaspoons of fresh or dried bark per 8 ounces of water for 10-15 minutes.Remove the mixture from heat and allow it to steep for 30 minutes. A typical maximum dose is 3-4 cups per day. Willow bark may also be made into a tincture (1:5 ratio in 30% alcohol) and is available in powdered form containing a standardized quantity of salicin. Comparison To Aspirin Salicin in willow bark is related to acetylsalicylic acid (aspirin), but it is not chemically identical. Also, there are additional biologically active molecules in willow bark which may have therapeutic effects. Willow contains polyphenols or flavonoids that have anti-inflammatory effects. Willow also contains tannins. Willow acts more slowly as a pain-reliever than aspirin, but its effects last longer. Since it is a salicylate, salicin in willow bark should be avoided by persons with a sensitivity to other salicylates and may carry a similar risk of causing Reye syndrome as aspirin. Willow may not be safe for persons with clotting disorders, kidney disease, or ulcers. It interacts with several medications and should only be used as approved by a healthcare provider. Uses of Willow Bark Willow is used to relieve: headache painmuscle crampsmenstrual painosteoarthritis symptomsfeverback pain References WedMD, Willow Bark (retrieved 07/12/2015)University of Maryland Medical Center, Willow Bark (retrieved 07/12/2015)

The persuaders review Movie Example | Topics and Well Written Essays - 1000 words

The persuaders - Movie Review Example Conflict Theory asserts that people with economic power control the formation of culture through media and other basic social institutions (Andersen and Taylor 73). Symbolic Interaction Theory believes in the power of human agency in shaping culture and media products (Andersen and Taylor 73). The media is actively shaping culture through its code of norms and morals that have become increasingly insistent in consuming the visual and auditory landscapes, although consumers continue to struggle in controlling their cultural development through selective media consumption. The media uses its economic resources to send messages about cultural norms and behaviors that benefit the economic elites, according to Conflict Theory. This theory asserts that culture rests on and supports social inequalities (Toland, and Barbara Mueller 92). The Persuaders show that the media does not definitely always or openly show the support for these inequalities, and yet these media messages contain values that divide people from one another. A good example is the relationship between mainstream media and the sexualization of women. Globalization is a phenomenon that has made it imperative for the media to find themes that transect cultural differences (Albarran 299). The media then bombards people with messages of sex and violence, which are universal themes. In the essay â€Å"Two Ways a Woman Can Get Hurt,† Kilbourne contends that countless advertisements perceive women as sexual objects and this message results to sexual harassment and violence against women. She explains the dangers of sexualizing women. She stresses that media promotes a culture that sexualizes women and children, thereby diminishing their value to society. Kilbourne offers numerous examples of print ads that show women either naked or in sexually provocative positions (Kilbourne 473). The main purpose of these ads is to entice people into consuming these media images, as if they are the norm. Some people then act according to these norms; thereby supporting the idea that media creates destructive cultures that support existing power structures. Naomi Klein, author of the book No Logo, warns audiences of becoming too intimately involved with brands that they forget its impact on their value systems (The Persuaders 3). Conflict Theory opposes global media messages that homogenize cultures and create cult-like obsession of brands. In the end, these messages only serve big multinational companies. Media’s power seeks to further influence identity and culture. The media wants to control more visual and auditory space to shape how people see themselves and the world they live in. Modern consumers are a paradox. On the one hand, they want to exert control over advertisements and prefer to screen out ads that annoy them. On the other hand, scores of consumers have become vulnerable to the emotional appeals of the brands that they love. Columnist for Advertising Age, Bob Garfield, ta lks about being bombarded with advertising messages in every nook and cranny of the American metropolis. Correspondent Douglass Rushkoff examines the evolving nature of marketers in what he calls â€Å"The Persuasion Industry† (The Persuaders 1). He notes the difficulty in finding advertising space in a congested landscape. Rushkoff stresses that because THE media needs to reach more and to affect people more, it increases the number of ads, which results to a vicious image of

Two articles summary ( one page for each) Article

Two articles summary ( one page for each) - Article Example He gives the example of the episode, â€Å"A Streetcar Named Marge.† The episode uses allusions to A Streetcar Named Desire, Ayn Rand, The Great Escape, and Hitchcock’s The Birds. Matheson argues that these allusions are not for satire, but to capture deep meanings and to connect them to the story and the characters. These allusions are successful in keeping the humor tight and meaningful in The Simpsons. Apart from quotationalism, hyper-ironism shows the bleak humor of the show. Matheson asserts that modern society has â€Å"a pervasive crisis of authority,† which the show also describes through its undercutting of moral positions, including its own cynicism. He says that hyper-ironism is present in how The Simpsons attacks itself for its lack of strong and clear moral values and direction. Matheson argues that The Simpsons is funny because of its combination of quotationalism and hyper-ironism that see the society as it is, filled with cold and lost people tryi ng to hang on to traditional values while adapting new ones. Walter Benjamin provides a general history of the evolution of art. He asserts that changes in the economic structure have created changes in art. Like the economic structure, art is losing its essence, or â€Å"aura,† the inner force that comes from art’s uniqueness. He argues that mechanical reproduction has destroyed art by reinforcing oppressive socioeconomic systems. Benjamin explores the loss of art in the modern mechanical age. His first main point is that technology removes the purity of art. Technology makes art reproducible or mass-produced, which destroys art’s aura. Aura is lost in mass production because authenticity cannot be reproduced as it leads to the lost authority of the original maker. His second point is that art is as oppressive as the economic structure. Art is oppressive because it puts the masses in their controlled position, as they consume symbols and images that protect

Critical thinking among nursing students Essay Example | Topics and Well Written Essays - 750 words

Critical thinking among nursing students - Essay Example The clinical issue is required for change for the advanced practice of the nursing students to enable them to develop their critical thinking ability. The critical thinking ability can be evaluated by the increase in the perceived value in patient acuity. Patient acuity is the measure of the health care of the patient from the minimal care to the intensive care by the nurses depending on their thinking ability. The issue that needs a change is to decrease the length of stay (LOS) in the acute care facility and increase the LOS in the homecare and community. Discharging the patient before they are fully stabilised is the issue which needs change. Consequently, there should be an increase in the long-term care as even once the patients are discharged they might require additional care. The issue needs change to increase the homecare and escalate the activities of the management of heath care. A concise focus on bringing in positive reinforcements can enable to develop the critical thin king ability of the entry level nurses (New Mexico Board of Nursing, 2013). Relevance As a nurse educator, the clinical issue demarcated is of relevance for the development of the critical thinking ability to facilitate competent entry level nurses. To develop the ability to think critically and solve the issues with regard to the patients, the educator needs to make the nurses well informed about the various situations. There is also a requirement to make the nurses trustful and open-minded while dealing with the patients of the old age. The educator’s role would be to make the nurses fair minded, flexible and honest. The nurses must be prudent while making any judgement, must be clear about the issue of the patients and have a clear understanding before seeking any decision regarding the patient. The educator must be able to make the nurses efficient in diagnosing the issues and understanding the need of the care required by the patients on the basis of their complex issues . They should enable the nurses to keep up with the pace of the changing environment and have the ability to make a sound clinical judgement (Yildirim & Ozkahraman, 2011). Impacts/Influences on the Outcome The outcome of this education and the change in the passing standard would make the environment stringent for the nurses where they will be required to treat and judge the complexity of the patients through their clear understanding and well groomed attitude. The critical thinking of the nurses would enable them to include their reflection of thoughts and facilitate them to recognise the solutions to the issues. The outcome would be that the nurses would opt for the scientific method for solving the issues by recognising the problem, planning and then implementing the evaluative methods for the proper health care of the patient. The critical thinking ability would make them open minded and they would take measures which will not be limited to the predefined standards. The cognitiv e thinking process of the nurses would increase and they would become more reflective while taking essential decisions. The â€Å"traits of the mind†, critical thinking competencies and nursing based knowledge are desired to be enhanced by the educator of the nurses. Thus, all these positive outcome of the nurses would make them skilled with a positive attitude towards judging, diagnosing and problem solving of the issues related to the patient. This would to make the entry level nurses more effective and efficient in treating the increasing number of

Definition And The Pros And Cons Of Globalization Management Essay

Definition And The Pros And Cons Of Globalization Management Essay Globalisation describes the process by which regional economies, societies, and cultures have become integrated through a global network of political ideas through communication, transportation, trade and the rapid increase in the share of economic activity taking place across national boundaries. The term is most closely associated with the term economic globalization: the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, the spread of technology, and military presence. The term can also refer to the transnational circulation of ideas, languages, or popular culture through acculturation- cultural exchange. Singapore has evolved today as one of the flourishing nations of the world and it is regarded to be a global business nation as it is the home to about 7,000 multi- national companies. Singapores strategic location in South East Asia and infrastructure arrested the attention and encouraged many industrial companies and foreign investors to set-up businesses in Singapore, which started Singapores journey of globalisation. Singapore is a corruption free nation with high international standard machinery, well trained workers, a good world culture and an environment aptly suited for trading or business purpose. Singapore, despite once being an island country, has managed to progress rapidly. In the last ten years of the twentieth-century, Singapore has transformed into a recognisable global city through the process of nation-state building. This led to an increase in the migration of people at all levels of the economy which enabled Singapore to sustain a competitive economy. Although Singapores economy managed to prosper, its people were weighed down with numerous issues like structural unemployment and the increasing income inequality. Hence, the Singapore government came up with ways of maintaining and managing a sustainable economic growth in response to the issues. Social Effects of Globalisation in Singapore The phenomenon of Globalization is comparable to a double-edged sword. In society, globalization has the power to aggravate or alleviate existing social issues. Globalisation in Singapore has caused a lot of social problems. There is an increase in gamblers and the setting up of the two casinos in the past year has caused an increase in the number of problem gamblers. There is also an increase lost of national identity in youths as they are introduced to the outside world and start to move out of the country. It has also affected Singapores culture as foreigners bring in different cultures and people in Singapore, especially the youth have become more inclined towards the Western culture and may not appreciate the Asian culture as much anymore. As more people immigrate to other countries, there will be fewer Singaporeans to defend the country. When more foreigners immigrate to Singapore, it will further worsen the problem of ageing population in Singapore as well. Globalisation has also caused an increased gap in the income of the well off and not so well off people. However, globalisation has also helped Singapore in many other different ways. Globalisation encourages Singaporeans to increase their knowledge and upgrade their skills to keep up with the ever changing world and the advancements of technology. The casinos have also improved Singapores economy as it attracts a lot of tourists. Foreigners bring in talents that can also improve the standard of the workforce in Singapore. Therefore, globalisation can bring both positive and negative effects to the society in Singapore. Foreign Workforce in Singapore Foreign workforce in Singapore refers to the non-cititzen workforce in Singapore. As Singapore globalizes, more and more foreigners are coming into Singapore as there is a need for foreign workforce in Singapore so as to sustain the economy of Singapore and also for the benefits of improving our workforce as Singapore globalizes and becomes a global trading hub, there is a need to improve and sustain our workforce by having a foreign workforce. Foreign workforce in Singapore is divided into two parts: the skilled workforce and the unskilled labour. Unskilled labour refers to unskilled workers who mainly work in the manufacturing, construction, and domestic services sectors. The majority of them come from countries such as India, Bangladesh, Sri Lanka, the Philippines, and Thailand, as part of bilateral agreements between Singapore and these countries. Skilled workforce refers to foreigners with professional qualifications or acceptable degrees working at the higher end of Singapores economy (Yeoh, 2007). According to statistics from the Financial Times in 2010, it states that the foreign workforce make up about 34% of Singapores population, thus, proving that Singapore has a big foreign workforce. Skilled workers and professionals accounted for 13.4% of Singapores total foreign workforce, while unskilled labourers accounted for 86.6% of Singapores total foreign workforce. Research Methodology We did our research using the internet, newspapers and several books that were found in the reference section of the National Library. We did our research and found information from online journal articles and forums through the web. We also found information from other sources like magazine reports as well. Analysis of Research Skilled Foreign Talent Workforce Foreign talents in Singapore come to Singapore with their knowledge from their country and take up jobs that require special training for its satisfactory performance.   They usually have high qualifications and expertise in their job field. Their monthly income has already a minimum threshold of S$2500. Engineers, accountants, scientists and people from the research and development fields are examples of the skilled workforce foreign talents make up in Singapore. They mainly come from more developed countries like China, Hong Kong, Macau, South Korea and Taiwan. Specialized occupations that include neurosurgeons and doctors make up for the job expertise Singaporeans lack. Unskilled Labour Workforce Immigrants from countries like Bangladesh, Sri Lanka, Malaysia, India, Indonesia, Thailand, Myanmar, Philippines and Pakistan come to Singapore and fill up lowly skilled jobs that require practically no training or experience for its adequate performance. Singaporeans are unwilling to take up these lowly skilled jobs as they do not sound attractive, have low wages, long working hours and require large amounts of manual work. Such jobs include manufacturing, shipyard and shipbuilding, construction and services, as well as in private households as live in domestic workers. Foreigners constitute 45% of the manufacturing workforce, and 61% of the construction workforce. Unskilled labourers with recognized skills and qualifications earned about S$1800 monthly. Unskilled workers make up the majority of Singapores foreign workforce. Comparison between Skilled and Unskilled Workforce 1. Safety Skilled Skilled immigrants are highly valued as they are important for the countrys growth. They are treated with great respect and are taken care of when they come to Singapore. However, be it skilled or unskilled labor in Singapore, everyone is taken care of properly and the government keeps the place as safe as possible, keeping the crime rate as low as possible. The government maintains a stable and peaceful society and cares for the peoples safety, be it locals, skilled or unskilled immigrants. Unskilled Majority of the unskilled workforce in Singapore is not invited by the Singaporean government to work in Singapore. Rather, they come to Singapore on their own in search of jobs to support their families back in their homelands. Upon arriving in Singapore, they usually acquire jobs that do not require much skills or knowledge. Since these foreign workers do not specialize in any key areas, they hold less importance to Singapores economic growth, hence they are not as protected by the government as compared to the skilled workforce in Singapore. The population of unskilled workforce in Singapore, though, still lead generally safe lives in Singapore as a whole. Although there are still various risks involved in the type of work that these unskilled foreign workers do like construction works. Therefore, they are not as protected by the Singaporean government as the skilled foreign talents are. 2. Housing Skilled Skilled immigrants are given privileges unskilled immigrants do not have. Skilled immigrants with university degrees, professional enough to hold high ranks in the company, high qualifications, are able to bring in their family into the country as long as their family members are eligible for a dependant pass and they do not have to pay levies (Yeoh, 2007). The government also has policies for such foreigners to gain citizenship more easily as well. Unskilled In terms of housing, the unskilled workforce in Singapore do not get to live in comfortable houses, as do the skilled workforce in Singapore. In most cases, these unskilled foreign workers live in simple rooms, with not much in them. There is no need for luxurious accommodations, as most of them only stay for a short period of time to work in Singapore, and do not stay in Singapore permanently. However, in some extreme cases, a number of these unskilled foreign workers are crammed into a small apartment with poor living conditions. These workers have much to put up with in terms of their living conditions; hence not all of these workers get to live comfortably. Therefore, as compared to the population of skilled foreign workforce in Singapore, the population of unskilled foreign workforce does not live as comfortably, instead, they are subjected to worse living conditions. 3. Types of Jobs Skilled Foreign talents in Singapore possess professional skills in their respective fields. Due to Singapores limited resources and low birth rates, there is a need for foreign talents to help the country keep up with the economy growth and its hopes for reaching out to the global economy. They fill up jobs that require skills which locals lack. With the lack of skills, Singapore will not be able develop and improve, which explains the need for foreign talent in Singapores society. In 2006, close to 13.4% of foreign workers are skilled. They take up high ranking jobs in marine industries, research and development, manufacturing and many more which require specific skills or knowledge. Unskilled The unskilled or semi-skilled foreign workforce in Singapore usually takes up jobs such as construction workers, maids, garbage men. This is because these jobs do not require prior or extra knowledge to complete, and these workers can be easily taught to do these jobs. 4. Healthcare Skilled Healthcare in Singapore is generally well taken care of, be it for the skilled or unskilled workforce. Germs are able to spread and it would not be pleasant when diseases are spread around the country. Healthcare services are easily available in Singapore. However, there are no healthcare subsidies for foreign immigrants. This is due to the fact that the government wants to influence the locals to support and encourage the immigration policy. Unskilled In general, foreign workers that fall under the category of being unskilled or semi-skilled have health checks conducted by the Singaporean government every now and then, to ensure that these workers are not carrying any dangerous diseases that could potentially spread to other Singaporeans and cause a pandemic (Yeoh, 2007). By ensuring that these foreign workers are relatively healthy, the Singaporean government is also keeping Singaporeans safe, hence the state of health of the unskilled or semi-skilled workforce in Singapore is important to the government. 5. Country of Origin Skilled Foreign talents in Singapore come from countries like United States of America, Britain, France, Japan, South Korea and Australia (Yeoh, 2007). Skilled foreigners can come to Singapore for various reasons. They come to Singapore and treat her as a stepping stone to advance towards better developing and more successful companies in other countries like the United States of America. However, there are also some skilled immigrants who come to Singapore because of the better living conditions. They are able to bring their family members to Singapore, where there is good education and healthcare. They are not as valued in their country as compared to in Singapore due to the fact that there are people who are better than them, so they come to Singapore to advance, where they will be valued greatly for their knowledge and skills. Unskilled Unskilled or semi-skilled foreign workers in Singapore usually come from countries such as China, Bangladesh, India, Philippines, and Indonesia. This is because the cost of labour from these countries is cheap, as compared to the cost of hiring skilled foreign talent. These workers are willing to work irregular hours under tough conditions to provide for their families back in their homelands. Workers that come from Bangladesh and India work as construction workers most of the time, and workers that come from Philippines and Indonesia work as maids most of the time. 6. Salaries Skilled Skilled immigrants in Singapore monthly salary starts from about $2500 and can be more than $7000 (Yeoh, 2007). This is because they have valuable skills that are able to help companies in gaining profits. They have professional skills locals do not have and hence, they are able to be successful when they come to Singapore. Unskilled In comparison with the population of skilled foreign workforce in Singapore, the population of unskilled foreign workforce in Singapore has generally lower salaries, usually below $2500 (Yeoh, 2007). This is because these foreign workers do not bring to Singapore new skills or new knowledge that can help Singapore to grow economically, hence their labour is not as valuable as the skills and knowledge that foreign talents bring to Singapore. Also, these workers receive low pay because they are willing to accept these low pays, hence their pays often do not increase. Therefore, unskilled foreign workers have lower salaries than skilled foreign talents. Advantages and Disadvantages of Foreign Workforce in Singapore: Advantages of the Foreign Workforce in Singapore: The foreign workforce is vital for Singapores economic growth and development. The foreign workforce in Singapore is divided into two segments, foreign talent and foreign workers. The Singaporean government has always stressed the importance of immigrant workers to Singapores economy and development. With the presence of the foreign workforce in Singapore, there is exposure to external influences like cultural exchange. It is a unique feature of Singapore, and allows local Singaporeans to interact with the foreigners that come into Singapore from different parts of the world, with different backgrounds and cultures. This hence allows local Singaporeans to understand these foreigners more, which leads to an understanding of different cultures and backgrounds. With better relations between both sides, this will lead to more opportunities for business deals between foreigners and Singaporeans, as there will be respect of each sides cultures and differences, hence leading to Singapores economic growth and development. The interaction between the locals and foreigners also helps increase the awareness of locals of the different cultures. This allows the locals to practice racial tolerance in their daily lives which promotes racial harmony is Singapores multi-racial society. Singapore aims to be a vibrant multi-cultural global trading hub working with people from a diversity of cultures and backgrounds. This factor will attract more foreigners to set up companies and businesses and invest in Singapore, which will provide more job opportunities for local Singaporeans. Singapores main resource has always been its people. However, as Singapore has a low birth rate and Singapores main resource of people has been depleting in the recent years, there is a need for more highly-skilled foreign workers to fill up the highly-skilled jobs. This will also help develop Singapore into the talent capital of the global economy. Advantages of the Skilled Workforce in Singapore The skilled workforce in Singapore, also known as foreign talents, refers to highly-skilled foreigners with professional qualifications or acceptable degrees working at the higher end of Singapores economy. With so many foreign talents coming in to take up highly-skilled jobs with high wages, this is a source of competition for locals. Many locals feel that these foreign talents, who are more successful in their jobs, are snatching their jobs and source of income from them. With the highly-skilled foreign talents, there will hence be less job opportunities for local Singaporeans. Based on research conducted by the Nanyang Technological University (NTU), three out of four jobs in the past five years went to foreigners. This will motivate local Singaporeans to perform better in their jobs, and pushes them to seek self-improvement, to match up to the standards of the highly-skilled foreign talents. This is caused by the sense of competition for jobs between them and the foreign talents, making them want to put in more hard work, so that their jobs will be secured. Local Singaporeans feel challenged by these highly-skilled workers, and this will lead to improvement and higher efficiency of jobs as they will strive harder to do better than the foreigners, thus leading to an improvement in Singapores economic growth and development too. With Singapores economy prospering and growing, this will in turn attract more foreign branches and companies to invest in Singapore, as Singapore has a growing position as a regional and local global trading hub. Therefore, foreign talents, also known as the highly skilled workers, will lead to Singapores economic growth and development, as it actually pushes local Singaporeans to seek self-improvement. With more of these foreign talents coming to Singapore and taking up highly-skilled jobs, it helps in Singapores economic growth and development. Given Singapores aspirations to become a major player in a globalized world, Singapores main economic strategy is based on being home to a highly-skilled workforce, which will be consisted of the highly-educated local Singaporeans, together with the foreign talents in Singapore. Therefore, the highly-skilled foreign workforce is vital to Singapore for economic growth and development. The presence of foreign talents will lead to Singapores economic growth and development, as they bring new expertise and knowledge to Singapore, and help increase the productivity and efficiency of local Singaporeans by providing such new knowledge. This leads to Singaporeans learning and developing new skills, so that Singapore can improve and become more competitive in the global market, hence resulting in Singapores economic growth and development. Advantages of the Unskilled Workforce in Singapore The unskilled workforce in Singapore, also known as foreign workers, refer to semi-skilled or unskilled workers who mainly work in the manufacturing, construction, and domestic services sectors. In Singapore, foreign workers are needed to take up jobs that local Singaporeans refuse to take up, due to the fact that these jobs are low-skilled jobs with low wages and irregular working hours, for example, construction workers, toilet cleaners and road sweepers. However, these jobs are required to maintain Singapore in its clean and orderly state, and to ensure that Singapore will continue to prosper, grow and develop. Therefore, it is important that there are people to fill up such job positions. As locals refuse to take up these jobs, foreign workers are needed to take them up. Only if Singapore is in its clean and orderly state, and has new buildings and developments, with a strong workforce, it can be seen as a potential market to invest in, and attract foreign companies to set up businesses in Singapore. Furthermore, if foreign workers are available in handful here, more companies will be inclined to set up their factory bases in Singapore, as they can hire these foreign workers to work for them, with lower wages and longer working hours. This hence leads to Singapores economic growth. Therefore, the foreign workforce is vital for Singapores economic growth and development. Disadvantages of the Foreign Workforce in Singapore A large majority of Singaporeans feel that foreigners are putting up stiff competition for jobs in Singapore, hence threatening the livelihoods of Singaporeans. Local Singaporeans feel that the foreign workforce in Singapore is snatching away jobs and their source of income from them. Based on research conducted by the Nanyang Technological University (NTU), three out of four jobs in the past five years were taken up by the foreign workforce. With an increasing number of jobs being taken up by the foreign workforce in Singapore, the unemployed, especially sole breadwinners, will be unable to support their families, leading to more families being in a state of poverty without jobs. This leads to Singaporeans becoming increasingly worried and concerned over the issue of the foreign workforce taking over the available high-skilled jobs in Singapore, leaving them with only low-skilled jobs. Additionally, due to a lack of social integration between local Singaporeans and foreigners, this will lead to discrimination of the foreign workforce by locals, with increasing dislikes between the two parties. Many Singaporeans already have preconceptions of foreign workers, as they do not have enough interaction and understanding of the foreign workers in Singapore, which stems from a lack of social integration, which might lead to future conflict. A lack of social integration leads to negative generalisations made towards foreign workers, without a clear understanding of them. Such negative generalisations will lead to the debate between Singaporeans over the issue of the need of foreign workers in Singapore, as they bring in both advantages and disadvantages to Singapore, and such debates will make foreign workers unhappy too. It might cause tension between parties if such negative generalisations are continuously believed in, and this might lead to future conflicts as well. Disadvantages of the Skilled Workforce in Singapore With the skilled workforce, also known as foreign talents, in Singapore, local Singaporeans feel threatened that their source of livelihood is being taken away by people who are not even Singaporeans. This causes Singaporeans to have less jobs to choose from, leading to Singaporeans discontent towards the foreign highly skilled workers. This in turn causes a lack of social integration between the foreigners and local Singaporeans, and they will not be able to bond together as one Singapore. Hence, both parties will be unhappy with each other and the foreigners will not be able to integrate into Singapores society despite working in Singapore for many years. This might lead to future conflict and disagreement with Singaporeans about the influx of the foreign workforce in Singapore. Therefore, foreign workforce will lead to disadvantages in Singapore too. Locals views towards foreign workforce Now, in Singapore, 34% of Singapores 4 million strong population are actually foreigners. Despite having been around in Singapore for decades, working hard to earn a living for their families back home, some locals are uncomfortable with them, some are prejudiced against them, while some have nothing against them. However, despite some local Singaporeans not approving of having foreign workforce in Singapore, and being prejudiced against the foreign workforce in Singapore, and not treating foreign workforce as equals, there are still people who approve of it and think that the foreign workforce is essential and vital to Singapore as be it skilled or unskilled, they contribute to Singapore economically and socially. Singaporeans are aware of the increase of foreign workforce in Singapore. There are both positive and negative views of these foreigners. Singaporeans are aware that they are able to learn a lot of news things culturally as they communicate with these foreigners. This enables them to learn things they otherwise would not have learnt and lets them learn new things while working which will promote racial harmony in Singapore as the people become more culturally sensitive towards one another. Singaporeans are also aware that foreign workers help create jobs for them as they come to Singapore with international companies which will be able to create more job opportunities for locals. Foreign workers also come up with more effective methods of working so productivity can be increased. This will help Singapore to not only advance, but also to advance even faster and keep up with the rest of this ever changing world. This enables the Singapore companies to learn from them and get valuable information from their expertise, thus being able to help Singapore to press forward and change when there is a need to. In some cases, having a skilled workforce also helps the locals to work better. This is because everyone has a natural tendency to want to do better than others, therefore, the presence of foreigners will spur the Singaporeans to want to work better than their foreign counterparts and so improving the productivity of that company and Singapore as a whole. Singaporeans are also glad that there are unskilled foreign workers to help to fill up jobs which are avoided by many Singaporeans, especially the youths, as they are picky about jobs and if the job does not provide an income they perceive as acceptable, then they will not take up the job. These jobs mostly do not require any prior training, and as such, have low salaries and odd working hours, resulting in these jobs being shunned by those finding a job and in the end, these jobs are left to the unskilled foreign workers to take up. However, there is still disapproval of having foreigners in Singapore. Some Singaporeans are also unhappy about foreign workforce in Singapore as they see them as competition for jobs. They lose their jobs when they are not competent enough and when the company values foreign talent. When a certain industry consists of mostly foreign workers, locals also feel discouraged from taking up jobs in the sector as they are afraid of being the minority. They also start to think that foreign talents are full of themselves. However, even then, lowly-educated locals are unhappy as foreigners also take away their jobs and more uneducated locals become unemployed. Locals also start to worry that they soon have to also compete with the foreigners for jobs, housing, medical care and other needs. They see the increase in foreign immigrants and the reason for increasing property prices. To make things worse, foreigners are getting similar benefits as locals as well. Having unskilled foreign workers commonly in a certain neighborhood may also cause people who stay in that area to feel uncomfortable and insecure as there is the common perception that these foreign workers may be a criminal or may turn into one. This has caused many Singaporeans to feel unhappy when there is a dormitory for foreign workers set up in their area as they find them a nuisance as they hang around the residential areas. Gradually, it has caused some people being prejudiced and discriminating against the foreign workforce in Singapore. Foreign workforces views on locals Foreign immigrants come to Singapore in search for better jobs and living conditions. However, some are welcomed while some are not treated well. Singaporeans have stereotypes for foreigners and they are prejudices against foreigners as most locals see them as bringing more problems into Singapore. As a result, social integration of these foreigners into Singapore has not been very good and the foreign workforce here in Singapore do not have the chance to integrate into Singapores society and mix around due to these views that Singaporeans have of them. They have difficulty integrating into the society due to the language barrier, the difference in culture and lifestyles. Despite their efforts to integrate, they face cold and unfair treatment by Singaporeans. Despite all of this, they have to cope with surviving in a new foreign place and their work. However, despite all of that, there are still people in Singapore who approve and think that the influx of foreign workforce into Singapore is essential and important for Singapores survival and economic growth if Singapore wants to become a regional and global trading hub. The unskilled labour will also take up the jobs that Singaporeans dont want but are vital to keep Singapore in its clean and orderly state. Only with these jobs done will Singapore be progressing and maintaining its orderly state and this will all contribute to Singapores economic growth.   Thus, some Singaporeans welcome foreigners and treat them nicely. Therefore, there are mixed views towards the foreign workforce in Singapore. Conclusion The many opportunities and resources being easily available has always been a strong advantage of globalization. However, the rapid speed at which globalization is occurring and its unintended consequences have proven to be detrimental to society to a certain extent and caused problems which requires government intervention to be resolved. In Singapore, Globalisation has resulted in issues like the significant influx of a huge number of foreign workforces in Singapore, which has both advantages and disadvantages towards Singapore. It is also evident that Singaporeans have discerning views towards this issue. Some feel they aid our economy nut others think they introduce competition and cause social problems. Globalisation aids in building up a competitive and knowledgeable population. However, its dire consequences bring about a host of problems which, if spirals out of control, can outweigh this. The pressure is hence on the Singaporean government to strike a fine balance between achieving the full advantages of globalization and countering the unavoidable side-effects. Limitations of Research Not all sources are reliable and accurate and while we were doing our research, there were many biased reports found on the foreign

Old man and the sea Essay -- essays research papers

The epic journey of â€Å"The Old Man and the Sea† describes struggle, discipline and manhood. The main characters relationships exemplify how faith and skill overcome man’s adversity during life on the sea. Santiago’s growing relationship with the boy idealizes his statute as a father figure and develops his integrity and values towards the boy. Hemmingway shows us how an old fisherman’s will to overcome the sea’s obstacles proves his manhood to himself and the young boy. His skills and knowledge of the sea provide a positive influence for the young boy to become a great fisherman someday. Throughout the constant struggle between Santiago and the fish, he is forced to prove his skills as a fisherman and conduct his discipline to retain his manhood. Santiago’s moral dilemma he faces to converse with the sea regards a large mysterious marlin. From the time the old man hooks the great fish to when he finally captures him; Santiago faces the hardest of adversity that reflects his age and discipline with his stamina to push his own limits. His entire journey amasses conflicts that lead to his own suffering. These unavoidable events leave scars upon scars to his hands and threaten the brink of consciousness for Santiago. He constantly remembers his discipline in order to keep the fish. He wishes the fish would begin to fight back so he can capture him faster. In the prolonged struggle between the fish and the old man his conscience questioned his justifications for battling such a great creature. Always in the back of his mind was the young boy who he valued for frien dship and companionship. These ideals helped Santiago remember his discipline for fishing and his integrity for his own manhood. The pain and suffering the old man must endure to overcome the sea’s adversity help to justify Santiago’s rebirth of manhood. His legendary journey provides mental and physical altercations Santiago must survive in order to prove to himself that he is still a man capable of catching fish. Society labels Santiago as an unlucky fisherman for not catching any fish for 85 days, and yet ignore his skills as a wise, witty fisherman. â€Å"It is better to be lucky. But I would rather be exact. Then when luck comes you are ready.†(32) Santiago coordinates good luck with offerings from the sea. He also said, in order to catch the big fish I must go out far enough where the great one will ... ...as a man once again. I think there are many occasions in a person’s life where manhood is questioned and a rebirth of ideas is abroad. We might be able to call these our phases of life everyone seems to undergo. As Santiago’s life slows down it is harder to prove to himself his own worth, but through the boy he is allowed a chance to reflect his own aspirations and honor for the sea on to the boy.   Ã‚  Ã‚  Ã‚  Ã‚  Often times in a persons life comes a test to overcome in order to prove something integral to the rest of ones life. Hemmingway’s amazing journey of an old man, a fish, and a boy, show us the simplicity of life rather than the complex emotions of irrational thought. The situations, style and examples of manhood in this story help to illustrate the importance of proving ones manhood in order to find closure in your life. Santiago’s ideals as a fisherman reflected upon by the boy show the respect of friendship between characters as well as describing admiration within his abilities and hardships throughout the story. Silently the message of manhood obtained by overcoming personal sacrifice shows how Santiago can remember his gift for life, being a fisherman.

Ethical Standards for School Counselors

Ethical Standards for School Counselors were adopted by the ASCA Delegate Assembly, March 19,1984, revised March 27, 1992, June 25, 1998, and June 26, 2004. Preamble The American School Counselor Association (ASCA) is a professional organization whose members are certified/licensed in school counseling with unique qualifications and skills to address the academic, personal/social and career development needs of all students.Professional school counselors are advocates, leaders, collaborators and consultants who create opportunities for equity in access and success in educational opportunities by connecting their programs to the mission of schools and subscribing to the following tenets of professional responsibility: * Each person has the right to be respected, be treated with dignity and have access to a comprehensive school counseling program that advocates for and affirms all students from diverse populations regardless of ethnic/racial status, age, economic status, special needs, English as a second language or other language group, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance.* Each person has the right to receive the information and support needed to move toward self-direction and self-development and affirmation within one’s group identities, with special care being given to students who have historically not received adequate educational services: students of color, low socio-economic students, students with disabilities and students with * Each person has the right to understand the full magnitude and meaning of his/her educational choices and how those choices will affect future opportunities. Each person has the right to privacy and thereby the right to expect the counselor-student relationship to comply with all laws, policies and ethical standards pertaining to confidentiality in the school setting. In this document, ASCA specifies the principles of ethic al behavior necessary to maintain the high standards of integrity, leadership and professionalism among its members.The Ethical Standards for School Counselors were developed to clarify the nature of ethical responsibilities held in common by school counseling professionals. The purposes of this document are to: * Serve as a guide for the ethical practices of all professional school counselors regardless of level, area, opulation served or membership in this professional association; * Provide self-appraisal and peer evaluations regarding counselor responsibilities to students, parents/guardians, colleagues and professional associates, schools, communities and the counseling profession; and * Inform those served by the school counselor of acceptable counselor practices and expected professional behavior.A. Responsibilities to Students A. 1. Responsibilities to Students The professional school counselor: a. Has a primary obligation to the student, who is to be treated with respect as a unique individual. b. Is concerned with the educational, academic, career, personal and social needs and encourages the maximum development of every student. c. Respects the student’s values and beliefs and does not impose the counselor’s personal values. d. Is knowledgeable of laws, regulations and policies relating to students and strives to protect and inform students regarding their rights. A. 2. Confidentiality The professional school counselor: a.Informs students of the purposes, goals, techniques and rules of procedure under which they may receive counseling at or before the time when the counseling relationship is entered. Disclosure notice includes the limits of confidentiality such as the possible necessity for consulting with other professionals, privileged communication, and legal or authoritative restraints. The meaning and limits of confidentiality are defined in developmentally appropriate terms to students. b. Keeps information confidential unless di sclosure is required to prevent clear and imminent danger to the student or others or when legal requirements demand that confidential information be revealed. Counselors will consult with appropriate professionals when in doubt as to the validity of an exception. c.In absence of state legislation expressly forbidding disclosure, considers the ethical responsibility to provide information to an identified third party who, by his/her relationship with the student, is at a high risk of contracting a disease that is commonly known to be communicable and fatal. Disclosure requires satisfaction of all of the following conditions: * Student identifies partner or the partner is highly identifiable * Counselor recommends the student notify partner and refrain from further high-risk behavior * Student refuses * Counselor informs the student of the intent to notify the partner * Counselor seeks legal consultation as to the legalities of informing the partner d.Requests of the court that discl osure not be required when the release of confidential information may potentially harm a student or the counseling relationship. e. Protects the confidentiality of students’ records and releases personal data in accordance with prescribed laws and school policies. Student information stored and transmitted electronically is treated with the same care as traditional student records. f. Protects the confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies and applicable ethical standards. Such information is only to be revealed to others with the informed consent of the student, consistent with the counselor’s ethical obligation. g.Recognizes his/her primary obligation for confidentiality is to the student but balances that obligation with an understanding of the legal and inherent rights of parents/guardians to be the guiding voice in their children’s lives. A. 3. Counseling Plans The profess ional school counselor: a. Provides students with a comprehensive school counseling program that includes a strong emphasis on working jointly with all students to develop academic and career goals. b. Advocates for counseling plans supporting students right to choose from the wide array of options when they leave secondary education. Such plans will be regularly reviewed to update students regarding critical information they need to make informed decisions. A. 4. Dual Relationships The professional school counselor: a.Avoids dual relationships that might impair his/her objectivity and increase the risk of harm to the student (e. g. , counseling one’s family members, close friends or associates). If a dual relationship is unavoidable, the counselor is responsible for taking action to eliminate or reduce the potential for harm. Such safeguards might include informed consent, consultation, supervision and documentation. b. Avoids dual relationships with school personnel that mi ght infringe on the integrity of the counselor/student relationship. A. 5. Appropriate Referrals The professional school counselor: Makes referrals when necessary or appropriate to outside resources.Appropriate referrals may necessitate informing both parents/guardians and students of applicable resources and making proper plans for transitions with minimal interruption of services. Students retain the right to discontinue the counseling relationship at any time. A. 6. Group Work The professional school counselor: a. Screens prospective group members and maintains an awareness of participants’ needs and goals in relation to the goals of the group. The counselor takes reasonable precautions to protect members from physical and psychological harm resulting from interaction within the group. b. Notifies parents/guardians and staff of group participation if the counselor deems it appropriate and if consistent with school board policy or practice. c.Establishes clear expectations in the group setting and clearly states that confidentiality in group counseling cannot be guaranteed. Given the developmental and chronological ages of minors in schools, the counselor recognizes the tenuous nature of confidentiality for minors renders some topics inappropriate for group work in a school setting. d. Follows up with group members and documents proceedings as appropriate. A. 7. Danger to Self or Others The professional school counselor: a. Informs parents/guardians or appropriate authorities when the student’s condition indicates a clear and imminent danger to the student or others. This is to be done after careful deliberation and, where possible, after consultation with other counseling professionals. . Will attempt to minimize threat to a student and may choose to 1) inform the student of actions to be taken, 2) involve the student in a three-way communication with parents/guardians when breaching confidentiality or 3) allow the student to have input as to how and to whom the breach will be made. A. 8. Student Records The professional school counselor: a. Maintains and secures records necessary for rendering professional services to the student as required by laws, regulations, institutional procedures and confidentiality guidelines. b. Keeps sole-possession records separate from students’ educational records in keeping with state laws. c.Recognizes the limits of sole-possession records and understands these records are a memory aid for the creator and in absence of privilege communication may be subpoenaed and may become educational records when they 1) are shared with others in verbal or written form, 2) include information other than professional opinion or personal observations and/or 3) are made accessible to others. d. Establishes a reasonable timeline for purging sole-possession records or case notes. Suggested guidelines include shredding sole possession records when the student transitions to the next level, transfers to another school or graduates. Careful discretion and deliberation should be applied before destroying sole-possession records that may be needed by a court of law such as notes on child abuse, suicide, sexual harassment or violence. A. 9. Evaluation, Assessment, and Interpretation The professional school counselor: a.Adheres to all professional standards regarding selecting, administering and interpreting assessment measures and only utilizes assessment measures that are within the scope of practice for school counselors. b. Seeks specialized training regarding the use of electronically based testing programs in administering, scoring and interpreting that may differ from that required in more traditional assessments. c. Considers confidentiality issues when utilizing evaluative or assessment instruments and electronically based programs. d. Provides interpretation of the nature, purposes, results and potential impact of assessment/evaluation measures in language the student(s) ca n understand. e.Monitors the use of assessment results and interpretations, and takes reasonable steps to prevent others from misusing the information. f. Uses caution when utilizing assessment techniques, making evaluations and interpreting the performance of populations not represented in the norm group on which an instrument is standardized. g. Assesses the effectiveness of his/her program in having an impact on students’ academic, career and personal/social development through accountability measures especially examining efforts to close achievement, opportunity and attainment gaps. A. 10. Technology The professional school counselor: a. Promotes the benefits of and clarifies the limitations of various appropriate technological applications.The counselor promotes technological applications (1) that are appropriate for the student’s individual needs, (2) that the student understands how to use and (3) for which follow-up counseling assistance is provided. b. Advocat es for equal access to technology for all students, especially those historically underserved. c. Takes appropriate and reasonable measures for maintaining confidentiality of student information and educational records stored or transmitted over electronic media including although not limited to fax, electronic mail and instant messaging. d. While working with students on a computer or similar technology, takes reasonable and appropriate measures to protect students from objectionable and/or harmful online material. e.Who is engaged in the delivery of services involving technologies such as the telephone, videoconferencing and the Internet takes responsible steps to protect students and others from harm. A. 11. Student Peer Support Program The professional school counselor: Has unique responsibilities when working with student-assistance programs. The school counselor is responsible for the welfare of students participating in peer-to-peer programs under his/her direction. B. Respon sibilities to Parents/Guardians B. 1. Parent Rights and Responsibilities The professional school counselor: a. Respects the rights and responsibilities of parents/guardians for their children and endeavors to establish, as appropriate, a collaborative elationship with parents/guardians to facilitate the student’s maximum development. b. Adheres to laws, local guidelines and ethical standards of practice when assisting parents/guardians experiencing family difficulties that interfere with the student’s effectiveness and welfare. c. Respects the confidentiality of parents/guardians. d. Is sensitive to diversity among families and recognizes that all parents/guardians, custodial and non-custodial, are vested with certain rights and responsibilities for the welfare of their children by virtue of their role and according to law. B. 2. Parents/Guardians and Confidentiality The professional school counselor: a.Informs parents/guardians of the counselor’s role with emph asis on the confidential nature of the counseling relationship between the counselor and student. b. Recognizes that working with minors in a school setting may require counselors to collaborate with students’ parents/guardians. c. Provides parents/guardians with accurate, comprehensive and relevant information in an objective and caring manner, as is appropriate and consistent with ethical responsibilities to the student. d. Makes reasonable efforts to honor the wishes of parents/guardians concerning information regarding the student, and in cases of divorce or separation exercises a good-faith effort to keep both parents informed with regard to critical information with the exception of a court order. C.Responsibilities to Colleagues and Professional Associates C. 1. Professional Relationships The professional school counselor: a. Establishes and maintains professional relationships with faculty, staff and administration to facilitate an optimum counseling program. b. Treat s colleagues with professional respect, courtesy, and fairness. The qualifications, views and findings of colleagues are represented to accurately reflect the image of competent professionals. c. Is aware of and utilizes related professionals, organizations, and other resources to whom the student may be referred. C. 2. Sharing Information with Other Professionals The professional school counselor: a.Promotes awareness and adherence to appropriate guidelines regarding confidentiality, the distinction between public and private information and staff consultation. b. Provides professional personnel with accurate, objective, concise, and meaningful data necessary to adequately evaluate, counsel, and assist the student. c. If a student is receiving services from another counselor or other mental health professional, the counselor, with student and/or parent/guardian consent, will inform the other professional and develop clear agreements to avoid confusion and conflict for the student. d. Is knowledgeable about release of information and parental rights in sharing information. D. Responsibilities to the School and Community D. 1. Responsibilities to the School The professional school counselor: a.Supports and protects the educational program against any infringement not in students’ best interest. b. Informs appropriate officials in accordance with school policy of conditions that may be potentially disruptive or damaging to the school’s mission, personnel and property while honoring the confidentiality between the student and counselor. c. Is knowledgeable and supportive of the school’s mission and connects his/her program to the school’s mission. d. Delineates and promotes the counselor’s role and function in meeting the needs of those served. Counselors will notify appropriate officials of conditions that may limit or curtail their effectiveness in providing programs and services. e.Accepts employment only for positions for wh ich he/she is qualified by education, training, supervised experience, state and national professional credentials and appropriate professional experience. f. Advocates that administrators hire only qualified and competent individuals for professional counseling positions. g. Assists in developing: (1) curricular and environmental conditions appropriate for the school and community, (2) educational procedures and programs to meet students’ developmental needs, and (3) a systematic evaluation process for comprehensive, developmental, standards-based school counseling programs, services, and personnel. The counselor is guided by the findings of the evaluation data in planning programs and services. D. 2. Responsibility to the Community The professional school counselor: a.Collaborates with agencies, organizations, and individuals in the community in the best interest of students and without regard to personal reward or remuneration. b. Extends his/her influence and opportunity to deliver a comprehensive school counseling program to all students by collaborating with community resources for student success. E. Responsibilities to Self E. 1. Professional Competence The professional school counselor: a. Functions within the boundaries of individual professional competence and accepts responsibility for the consequences of his/her actions. b. Monitors personal well-being and effectiveness and does not participate in any activity that may lead to inadequate professional services or harm to a student. . Strives through personal initiative to maintain professional competence including technological literacy and to keep abreast of professional information. Professional and personal growth are ongoing throughout the counselor’s career. E. 2. Diversity The professional school counselor: a. Affirms the diversity of students, staff and families. b. Expands and develops awareness of his/her own attitudes and beliefs affecting cultural values and biases and stri ves to attain cultural competence. c. Possesses knowledge and understanding about how oppression, racism, discrimination, and stereotyping affects her/him personally and professionally. d.Acquires educational, consultation, and training experiences to improve awareness, knowledge, skills, and effectiveness in working with diverse populations: ethnic/racial status, age, economic status, special needs, ESL or ELL, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity, and appearance. F. Responsibilities to the Profession F. 1. Professionalism The professional school counselor: a. Accepts the policies and procedures for handling ethical violations as a result of maintaining membership in the American School Counselor Association. b. Conducts herself/himself in such a manner as to advance individual ethical practice and the profession. c. Conducts appropriate research and report findings in a manner consistent with acceptab le educational and psychological research practices. The counselor advocates for the protection of the individual student’s identity when using data for research or program planning. d.Adheres to ethical standards of the profession, other official policy statements, such as ASCA’s position statements, role statement, and the ASCA National Model, and relevant statutes established by federal, state, and local governments, and when these are in conflict works responsibly for change. e. Clearly distinguishes between statements and actions made as a private individual and those made as a representative of the school counseling profession. f. Does not use his/her professional position to recruit or gain clients, consultees for his/her private practice, or to seek and receive unjustified personal gains, unfair advantage, inappropriate relationships, or unearned goods or services. F. 2. Contribution to the Profession The professional school counselor: a. Actively participates in local, state, and national associations fostering the development and improvement of school counseling. b.Contributes to the development of the profession through the sharing of skills, ideas, and expertise with colleagues. c. Provides support and mentoring to novice professionals. G. Maintenance of Standards Ethical behavior among professional school counselors, association members, and nonmembers, is expected at all times. When there exists serious doubt as to the ethical behavior of colleagues or if counselors are forced to work in situations or abide by policies that do not reflect the standards as outlined in these Ethical Standards for School Counselors, the counselor is obligated to take appropriate action to rectify the condition. The following procedure may serve as a guide: 1.The counselor should consult confidentially with a professional colleague to discuss the nature of a complaint to see if the professional colleague views the situation as an ethical violation. 2. W hen feasible, the counselor should directly approach the colleague whose behavior is in question to discuss the complaint and seek resolution. 3. If resolution is not forthcoming at the personal level, the counselor shall utilize the channels established within the school, school district, the state school counseling association, and ASCA’s Ethics Committee. 4. If the matter still remains unresolved, referral for review and appropriate action should be made to the Ethics Committees in the following sequence: * state school counselor association American School Counselor Association 5. The ASCA Ethics Committee is responsible for: * educating and consulting with the membership regarding ethical standards * periodically reviewing and recommending changes in code * receiving and processing questions to clarify the application of such standards; questions must be submitted in writing to the ASCA Ethics chair.