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.

Salvia Divinorum

Salvia Divinorum is a hallucinogenic Mexican herb known as â€Å"diviner’s mint† in the US and is typically a natural substance that has the ability to cause intense hallucinations â€Å"out of body† experiences, and a short-term memory loss. Although this substance is legal in the United States despite of the herb’s hallucinogenic properties, this stuff is generally not considered as therapeutic despite of the notion that it was also used for curing by the Mazatic, and is more likely to be use as recreational drugs by adolescents because of mind altering properties of this substance. Because of these properties, Salvia Divinorum should be classified as a potential source of restricted drugs along with Marijuana or the Cannabis sativa and products derived from this herb should be considered as restricted drugs. A mysterious plant that is both puzzling and perplexing, this herb was described botanically by Carl Epling and Carlos D. Jativa in 1962 through the help of two Americans, Albert Hofman a chemist, and Gordon Wasson, an ethno mycologist investigating Mazatic rituals (Clebsh & Barner p. 06). Growing only in the territory lived in by the Mazatic Indians of Oaxaca, Mexico; the Maztic Indians use this plant along with other ingredients for their hallucinogenic properties â€Å"in divinatory rituals† (p. 106). According to Clebsch and Barner, It was reported that if this salvia was ingested â€Å"it would produce an illusory experience† (p. 106). Apparently, this stuff when ingested produces strange feelings that could be similar to the effects of p articular drugs such as Marijuana and other prohibited drugs. Daniel J. Siebert pointed out that the effect of taking Salvinorin A(an encapsulated product from salvia divinorum), includes seeing visions of people, objects, and places, and with doses above one mg user will experience out body experiences and may get up or move around with no clear awareness of their actions or behavior (p. 55). Furthermore, during the most intense phase of the experience, Siebert noted that user of this substance speak nonsense and even laugh hysterically. Siebert summarized the feelings experiences that could be had by any taking substance derived from salvia divinorum as follows: User sees objects such as yellow plaid French fries, a drawer and even ferries wheel; a visions of various dimensional objects; body loss and even identity; uncontrollable hysterical laughter; and different feelings of motion, or being twisted or pulled by forces of some kind (p. 55). From this feelings and experiences resulting from the use of salvia divinorum there is a considerable evidence that this substance could produce drugs that with effect similar or might even harmful than the effect of marijuana. The irony is that this drug is not restricted in the United States thus companies promoting drugs derived from this herb are free to promote these types of substances on the internet sites targeting younger adults and adolescents. According to information released by DEA, Drug Diversion Program entitled â€Å"Drugs of Chemical Concern: Salvia Divinorum† this substance is being smoked and its effect are described by users similar to other restricted drugs (WWW. Streetdrugs. org). Based on new pharmacological findings and the description of users of this substance, salvia divinorum should be classified as potential source of restricted drugs and that government authorities should closely monitor and act decisively against the liberal use of this substance. Just like other restricted substance that causes potential harm to the user when taken liberally, this substance are prone to abuse and may also cause potential harm to the users. While, there seems to be no clear physical benefit on the use of this stuff aside from the notion of relaxation, the abnormal behavior of the person when at the peak of experience of this drugs, is a clear indication of the potential harm this substance may cause on the users. Work Cited Clebsch, Betsy & Barner, Carol D. The New Books of Salvias USA: Timber Press, 2003 â€Å"Salvia Divinorum† WWW. Streetdrugs.org http://www.streetdrugs.org/salvia2.htm Siebert, Daniel Salvia divinorum and Salvinorin A: new pharmacological findings Elsevier Science Ireland Ltd., 1994 http://www.sagewisdom.org/siebertjep94.pdf