Analysis Of The Book Columbus - 1244 Words

According to Howard Zinn, his main purpose for writing A People’s History of the United States was to give a detailed and more accurate account of the history of America. He wanted to give the history from the victim/native’s point of view. Instead of covering up the stories of the different people that weren’t included in our history lessons, he wants them to be able to be recognized as more than just the people that were eliminated by foreigners. Zinn’s thesis for pages 1-11 was that Christopher Columbus was not the storybook hero that many textbooks portray him as. Instead, he is more of a dishonest explorer who wasn’t truthful with those who supported him. Columbus wasn’t correct in his explorations either. He didn’t discover what he†¦show more content†¦But, he still goes on to say that Columbus is a good man despite his flaws. Zinn doesn’t agree that one can be a good man and still commit such vicious crimes on native people. Bartolome de las Casas brings up the issue of how the natives are treated. He discussed how the Spaniards had no problem cutting up the Indians simply to test the sharpness of their blade. Columbus felt the need to oppress indigenous peoples because they were going to ultimately lead him to the wealth. He believed that the natives were the only people that knew where the gold was. The gold was considered a sign of wealth. Columbus also wanted to find a shorter route to India. Much like finding the gold, Columbus assumed that the indigenous people could show him the way. When Columbus found the Arawak Indians, he kept them as prisoners on a ship. He believed that they were going to lead him to gold. The majority of Arawak’s died on the ship because of the cold, but two Indians were stabbed on the ship because they didn’t trade as many swords as Columbus had wanted them to. Many of the Indians were given impossible jobs and later killed when they couldn’t complete them. While others were killed when Columbus promised the king gold and slaves. Eventually the entire population died out. What was significant about Quetzalcoatl was that the Aztecs thought that Cortes may have been Quetzalcoatl

Carmina Burana Free Essays

A work that many have, at least heard a piece, of is Carmina Burana. Carl Orff composed this piece of music in 1936. A German, he was one of few composers that continued work during the Anti-Semitic rule of the country. We will write a custom essay sample on Carmina Burana or any similar topic only for you Order Now Orff based his work off of a collection of poems found at the monastery of Benedikbeuren that dates back to the Twelfth Century! Carmina Burana is a set of twenty-five pieces that concern many of things going in everyone’s life today. Drinking, gambling, love, sex, fate, and fortune are just a few of the topics Orff composed of. 1 In this concert report I will go through the pieces that stood out the most to me. As mentioned, the most famous piece of this work is the opening sequence, â€Å"O Fortuna†. This glamorous piece begins with the full orchestra and chorus playing a loud, brave tone that quickly drops off into, what I hear as a loud whisper, sung by the entire chorus. Orff doesn’t let the listener take a break by coming back with same loud tone that the piece began with. Percussion instruments can be vividly heard throughout this opening piece, seemingly above the rest of the instruments. Early in this work, Orff establishes his theme of a â€Å"Wheel of Fortune†. 2 With the boldness of the opening sounds I feel that Orff is setting the tone for the whole work. Although the work is sung entirely in Latin, the translation of the first movement may surprise most people. The opening words â€Å"O Fortune† gives the listener an idea what the piece is about. As the piece goes, Orff describes fortune as oppressing and poor, in what I believe he was feeling at the time. The last words of this movement, in translation â€Å" everyone weep with me â€Å" were the biggest surprise to me because the orchestra ends the piece in carnival like melody. The second movement of Orff’s work is titled â€Å"Fortune plango vulneraâ€Å". This is personally my favorite piece of the work because of the hit or miss harmony. Different instruments take turns using the high-low rhythms, along with the chorus. The male voice is prominent at the beginning but soon after you can hear the voice of the full orchestra. Before reading the text n translation, this piece gave the idea of a rabbit jumping through to pasture or meadow to a novice listener like myself. This piece picks up from the last movement still pertaining to fortune. In the latter part of this piece Orff actually wrote in his overall theme by mentioning â€Å"the wheel of Fortune turns†. The fourth movement, â€Å"Omnia sol temperat† is sung in a completely different way. It begins w ith a male soloist singing, accompanied softly by violins. The way Orff chose to display this movement shows that there is no defined rhythm he is following. The soloist singing in a profound masculine voice sets the tone for this movement. The next movement discussed stands out as being one of the longest works of the cantata. â€Å"In taberna quando sumus† opens with stringed instruments followed by percussion, and then a variety of other instruments join with the chorus. â€Å"When we are in the tavern†, the title sets this piece up for what I think would have a been a popular movement when it originated. Orff tells of drinking and gambling at the tavern, then goes on to list thirty names such as â€Å"the rich man† and â€Å"the poor man† that all drink. This stood out to me because I didn’t see this coming at all! It is also my least my favorite piece of the work. With the setting what it is, I didn’t particularly like the minor tone heard on and off in this movement. Orff could have been trying to relay a message by this of the tavern as a sometimes dark, bad place. The last movement of the cantata, â€Å"O Fortuna† begins just as the piece began with the same instruments and harmony. The last movement mirrors the first in a way that makes the listener understand the true tone of this work. I compliment Orff for doing this because I feel it is necessary. With a piece as strong and bold as this, I would think most composers would have chose to do this. After going back and re-listening to the first and last piece, there is no difference to my ear. The last movement does not lack any of the strength of the first movement; it’s a repeat that is well deserved. This theme has been used in many American movies, but sadly it is seldom recognized. Carl Orff made his mark in music history with Carmina Burana, namely the first and last movements â€Å"O Fortuna†. There are many more movements in this piece that all have uniqueness and glamour. Even though I am not the most avid Carl Orff fan, this piece surprised me with every movement. The overall performance of this piece was outstanding, with all the different melodies and tones, the use of full orchestra to solo vocalist, and an excellent job of conducting by Jeffery Thomas, I can see how this piece gained as much fame as it did. 1 â€Å" The Enjoyment of Music† Eleventh Edition, Kristine Forney and Joseph Machlis 2 http://classicalmusic. about. com/od/20thcenturymusic/a/carmina_burana. htm How to cite Carmina Burana, Papers

Customer Relationship Management Samples †MyAssignmenthelp.com

Question: Discuss about the Customer Relationship Management. Answer: Introduction The first and most essential step ofcustomer relationship management (CRM) is to understand what it means. It is defined as the strategies, practices, and technologies adopted by a company or an organization in themanagement and analysis of the customer interactions and the relevant data all across the customer life cycle (Tandon, Sharma, Bhulal 2017, p. 59). The goals of CRM in an organization include improving the relationship between the company and the customers since it directly addresses the concerns of the customers. In doing this, it assists in improving the business relationship with the customers of the company. The resulting impact is a driven growth of sales for the company. In most cases, CRM is designed with the aim of compiling information from customers organization channels. In other words, Fogleman (2013) donates that it is a point of contact between the company and the customers through direct emails, social media, websites, live chat, and marketing materials among others. CRM is adopted in three primary systems which include CRM Software, CRM Technology Market, and Cloud Solution. CRM Software- CRM software helps in consolidating the documents and information from the customers into a single database to enable users to access and manage the information. It is essential for the automation of various workflow processes within the organization such as alerts, calendars, and relevant tasks that are essential to customer service. It thus gives themanagement the ability to track performance as well as productivity by the customer information that has been logged into the system Cloud-Solution-It is a cloud-based system that is adopted as a CRM to provide real-time customer or company data or information to sales agents both in the office. It becomes effective as long as the devices used are internet connected i.e. laptops, smartphones, tablets, etc. However, if the company faces off/goes out of business, the access of the information can be compromised. CRM Technology Market- Adopts the use of salesforce.com, SAP, Oracle, and Microsoft as the main vendors preferred by many companies. The technology unites the administration, security, maintenance, and control functions of the database and the company information. However, it resides on the server of the organization and adopts the use of cloud computing hence allowing access to information in a remote place. In the adoption of CRM, there are many challenges experienced by the companies. Some of them include; Difficulty in developing a single view customer when different data sets are organized in a single dashboard. Reduced customer experience as a result of poor handling of technical support and long wait times on phone calls Duplicate or outdated information slows down the data processing. Adopting CRM in the organization has many benefits i.e. enables easymanagement of customer information, improves business relationship with the customers, and enables a company to retain the existing customers. Namhee and McLean (2014) also denote that adopting proper CRM in a company increases sales due to increase in the customers through better services Conclusion Effective and satisfactory customer service requires an organization to adopt proper customer service strategy. CRM enables the company to have a proper management of customer service and provide information in an easy way that can be interpreted and understood by the company workforce and the customers. Studying this topic is hence essential in gaining the relevant skills and knowledge in effective customer service management. References Fogleman, D 2013, 'Customer Service',Training, 50, 2, pp. 44-45, Business Source Premier, EBSCOhost, viewed 14 August 2017. Namhee, K, McLean, G 2014, 'Customer Service Behaviours in Korea and Implications for Training: Lessons from an Exploratory Critical Incidents Study of Customer and Employee Service Encounters',Asia Pacific Business Review, 13, 1, pp. 1-20, Business Source Premier, EBSCOhost, viewed 14 August 2017. Tandon, M, Sharma, N, Bhulal, V 2017, 'The Impact of Customer Relationship Management and its Significant Relationship to Customers' Satisfaction in Cooperative Banking: (A Case Study of Kangra Central Co-operative Bank)',Global Journal Of Enterprise Information System, 9, 2, pp. 59-66, Business Source Premier, EBSCOhost, viewed 14 August 2017.

The Intrusive Author in Milan Kunderas The Unbear Essay Example For Students

The Intrusive Author in Milan Kunderas The Unbear Essay The Intrusive Author in Milan Kunderas The Unbearable Lightness of BeingThe Intrusive Author in Milan Kunderas The Unbearable Lightness of BeingIn an interview he gave after the reprinting of one of his later novels, Milan Kundera said, most eloquently, that the stupidity of the world comes from having an answer for everything the wisdom of the novel comes from having a question for everything (qtd. in OBrien 4). This statement is one most indicative of the unique authorial style found in all of Kunderas works, particularly his most famous novel The Unbearable Lightness of Being. Unlike previous traditional, non-autobiographical novels, Kundera chooses to indirectly reveal himself as the narrator, who, while omniscient in the control of his characters, poses questions of deep philosophical interest that even he cannot answer. This method has become problematic, however, as many critics have wrongly proclaimed this technique to represent the authors hatred for the totalitarian regime under which his novel was written; in doing so, not only have they wrongly labeled Kundera a passionate defender of Western culture (Angyal 4), but they also have ignored the larger, philosophical issues that Kundera attempts to accomplish in the novel. While many of the themes in the novel undoubtedly reveal the totalitarian regime for what it is, it will be argued that the role of the intrusive author serves to create a sense of play and freedom of movement that digs deeper than history or politics to get to the heart of more important philosophical issues. We will write a custom essay on The Intrusive Author in Milan Kunderas The Unbear specifically for you for only $16.38 $13.9/page Order now An analysis of Kunderas structural functions and choices within The Unbearable Lightness of Being will provide a closer view of the openness, or play he strives for. One of the primary functions of Kundera as an intrusive narrator in the novel is to establish his characters as creations of his own mind. Whereas in traditional novels, the fictitious characters are assumed to be real in some imaginary world, Kundera almost immediately admits that it would be senseless for the author to try convince the reader that his characters once actually livedthey were born of a stimulating phrase or two from a basic situation (39). His characters were created in light of the authors contemplations. However, this does not automatically make the characters flat types, as some have argued. To the contrary, the authors admittance of the characters as fictional creations whom he has pondered very deeply lend them more depth and credibility than a character designed simply to serve a purpose. In other words, in this particular novel, the story does not create the characters, but the characters create the story. This enables Kundera a greater sense of structural openness and play, or freedom of movement, in the novel. According to Hana Pichova, a narrators directing function includes the use ofthe repeating prolepsis or advance notice, a narratological technique that fragments the narrative through temporal disorder (217). Kundera utilizes such a technique first and foremost in the relationship between Tomas and Tereza, for example: It may well be those few fortuities which set her love in motion and provided her with a source of energy she had not yet exhausted at the end of her days. Before coming to the end of the book, Kundera has already described Terezas undying love for Tomas as he sees it. According to Pichova, this technique serves to establish the author as omniscient director of the novel, enabling him to create a textual world over which he has power and control. However, as Pichova notes, Kunderas narrator is obviously not interested in the power of regulation on the thematic level. He subverts his potential power by revealing himself to the reader. When considered in the context of t otalitarian regimes, the act of revelation is one most destructive to its very goals. Through his frequent use of I and advanced notice of things to come, Pichova argues, Kundera has disowned the faceless gaze' of totalitarianism. However, as Kundera himself has said, a literary work that can not survive outside of a historical context has completely missed its target. According to John OBrien in his article Milan Kundera: Meaning, Play and the Role of the Author, the intrusive author figure in The Unbearable Lightness of Being is established less in terms as a literary rebellion against totalitarianism than for the purpose of advocating literary play that goes against the kitschy sameness that is characteristic of both East and West:Take out this intrusive dynamic, and the text is far less radical, because it is precisely this I that rips away the facade of verisimilitude, that questions the possibility of meaning, and that carries through a recognizable disgust for any system that refuses free play with codes whether political (Communist or Western), linguistic, or literary. (OBrien 4)Going back to Pichovas argument about advanced notice, then, it is more important to note the function of advanced notice as Kunderas way of eliminating the plot of suspense. By establishing Terezas love for Tomas as one that will not die by novels end, Kundera relinquishes the novel of any kind of suspense. This is also seen later in the novel when the only mention of Tomass and Terezas death comes in the form of a letter Sabina receives, followed by a chapter in which Tomas and Tereza are still alive. The elimination of suspense from the novel allows the reader to step back from the plot and engross him/herself, more importantly, in the overarching meanings and questions the author has posed. .u9f3a49cec75b13936cdfe2e0c8d92299 , .u9f3a49cec75b13936cdfe2e0c8d92299 .postImageUrl , .u9f3a49cec75b13936cdfe2e0c8d92299 .centered-text-area { min-height: 80px; position: relative; } .u9f3a49cec75b13936cdfe2e0c8d92299 , .u9f3a49cec75b13936cdfe2e0c8d92299:hover , .u9f3a49cec75b13936cdfe2e0c8d92299:visited , .u9f3a49cec75b13936cdfe2e0c8d92299:active { border:0!important; } .u9f3a49cec75b13936cdfe2e0c8d92299 .clearfix:after { content: ""; display: table; clear: both; } .u9f3a49cec75b13936cdfe2e0c8d92299 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9f3a49cec75b13936cdfe2e0c8d92299:active , .u9f3a49cec75b13936cdfe2e0c8d92299:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9f3a49cec75b13936cdfe2e0c8d92299 .centered-text-area { width: 100%; position: relative ; } .u9f3a49cec75b13936cdfe2e0c8d92299 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9f3a49cec75b13936cdfe2e0c8d92299 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9f3a49cec75b13936cdfe2e0c8d92299 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9f3a49cec75b13936cdfe2e0c8d92299:hover .ctaButton { background-color: #34495E!important; } .u9f3a49cec75b13936cdfe2e0c8d92299 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9f3a49cec75b13936cdfe2e0c8d92299 .u9f3a49cec75b13936cdfe2e0c8d92299-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9f3a49cec75b13936cdfe2e0c8d92299:after { content: ""; display: block; clear: both; } READ: Photosynthesis EssayKunderas technique for asking questions is central to the books self-titled exploration of meaning, most notably in the question of lightness and weight. While, as Pichova notes, he indeed directs the text insofar as the events and characters are completely of his control, Kunderas posing of questions is never paired with a definite answer. For example, in the Second Chapter of the Part One, Lightness and Weight, Kundera poses many questions:We might find division into positive and negative poles childishly simple except for one difficulty: which one is positive, weight or lightness? Parmenides responded: lightness is positive, weight negative. Was he c orrect or not? That is the question. The only answer that Kundera provides is attributed to a source that is not himself, and furthermore, he questions the answer without showing favor to one side. This establishes the pursuit of meaning as a personal endeavor that the author cannot answer for anyone but himself, and the reader for him/herself alike. According to John OBrien, Kundera exploits this technique repeatedly to assert his aesthetics of ambiguitythey do not contribute to an understanding as much as they are inconclusive in comparably similar ways (7). This makes it notably harder for the reader to find answers. However, this is arguably the very goal for which Kundera has strived. The entire narrative of the novel is devoted to the characters struggles to find (or escape from) meaning in their lives. To make that meaning easily accessible to the reader would be to negate the entire exploration of the themes of lightness and weight. Just as the questions that the novel poses offer either many answers or none in The Unbearable Lightness of Being, so does the very nature of language itself. Kundera uses the intrusive author figure to attack the arbitrary nature of language, and give it meaning that applies to his own characters, particularly in the relationship between Franz and Sabina. Kundera describes Franz and Sabinas inability to understand each other on a deep, emotional level: if people meet when they are older, like Franz and Sabina, the musical compositions of their lives are more or less complete, and every motif, every object, every word means something different to each of them (89). The ironically lengthy Short Dictionary of Misunderstood Words underscores the clash of codes and cliches that is produced beneath the deceivingly smooth surface of language (OBrien 10). Kunderas intrusive voice strips language of any universal meaning and demonstrates the problematic relationship it creates between Franz and Sabina. Similarly, Kundera uses the intrusive author to deconstruct the language of gender roles outside the scope of totalitarian politics. While in the text Tereza (the woman) indeed sees herself as weak and Tomas (the man) as strong, as OBrien notes, pages before the end of the novel, she betrays the inadequacy of the signifiers weak and strong to explain the complexity of the apparently simple roles (12). Furthermore, it is the intrusive author figure who asks the reader to examine the situation more closely:We all have a tendency to consider strength the culprit and weak the innocent victim. But now Tereza realized that in her case, the opposite was true. Even her dreams, as if aware of the single weakness in a man otherwise strong, made a display of her suffering to him, thereby forcing him to retreat. Her weakness was aggressive and kept forcing him to capitulate until eventually he lost his strength and was transformed into the rabbit in her arms (310). The intrusive author deconstructs the meaning of weak and strong for the reader, not to show his control of the text but to discredit the arbitrary nature of language as he had previously done with A Short Dictionary of Misunderstood Words. Kundera reveals the true meaning of the words much in the same way of Sabinas art. The question still remains as to Kunderas overarching goal in writing The Unbearable Lightness of Being. When considering this, one should consider Kunderas spoken feelings on the value of written art: If you cannot view the art that comes to you from Prague, Budapest, or Warsaw in any other way than by means of this wretched political code, you murder it, no less brutally than the worst of the Stalinist dogmatists. And you are quite unable to hear its true voice. The importance of this art does not lie in the fact that it pillories this or that political regime but that, on the strength of social and human experience of a kind people here in the West cannot even im agine, it offers new testimony about mankind (qtd. in OBrien 6). .ub72f02e9575bd0b98e84b86f8226839c , .ub72f02e9575bd0b98e84b86f8226839c .postImageUrl , .ub72f02e9575bd0b98e84b86f8226839c .centered-text-area { min-height: 80px; position: relative; } .ub72f02e9575bd0b98e84b86f8226839c , .ub72f02e9575bd0b98e84b86f8226839c:hover , .ub72f02e9575bd0b98e84b86f8226839c:visited , .ub72f02e9575bd0b98e84b86f8226839c:active { border:0!important; } .ub72f02e9575bd0b98e84b86f8226839c .clearfix:after { content: ""; display: table; clear: both; } .ub72f02e9575bd0b98e84b86f8226839c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub72f02e9575bd0b98e84b86f8226839c:active , .ub72f02e9575bd0b98e84b86f8226839c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub72f02e9575bd0b98e84b86f8226839c .centered-text-area { width: 100%; position: relative ; } .ub72f02e9575bd0b98e84b86f8226839c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub72f02e9575bd0b98e84b86f8226839c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub72f02e9575bd0b98e84b86f8226839c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub72f02e9575bd0b98e84b86f8226839c:hover .ctaButton { background-color: #34495E!important; } .ub72f02e9575bd0b98e84b86f8226839c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub72f02e9575bd0b98e84b86f8226839c .ub72f02e9575bd0b98e84b86f8226839c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub72f02e9575bd0b98e84b86f8226839c:after { content: ""; display: block; clear: both; } READ: Education and Richard Rodriguez EssayWhile certainly thrusting off the techniques of the Social Realist novel, this novel seeks to achieve greater ends than establishing the historical context of Communism and his stance against it. What then, is Kunderas true enemy? It brings to mind Sabinas statement, My enemy is kitsch, not Communism! It is arguable that this mantra embodies Kunderas overriding theme. A greater part of the novel is notably devoted to the discussion of kitsch. Most European credos, religious or political, state that the world is good and human existence positive: Kundera calls this categorical agreement with being. He points out that something like shit, however, has no place in any of these credos. Their aesthetic ideal is instead kitsch, which can be considered the absolute denial of shit.In other words, in order to present a consistent, idealized, and romantic view of the world, all of these credos erase what is uncomfortable to them, and in a sense become cliched to the point of entering collective memory. As Kundera describes,Kitsch causes two tears to flow in quick succession. They first tear says:How nice to see children running on the grass! The second tear says: HowNice to be moved, together with all mankind, by children running on thegrass!(251). Kitsch, then, is the foundation for brotherhood, eventually leading to the destruction of the individual. Just as nothing inappropriate or marring can be allowed in the aesthetic of kitsch, individuals cannot be allowed either. The Grand March, therefore, is based on people marching in step, screaming slogans together with one voice. Sabina points out that this ideal is actually much worse than any violent or imperfect totalitarian reality, and though it exists fundamentally in Communism, its existence is not limited to simply political spheres. As in the rest of the book, the intrusive author figure appears in the discussion of kitsch with the specific pronoun I, particularly, When I say totalitarian, what I mean is that everything that infringes on kitsch must be banished for lifein this light, we can regard the gulag as a septic tank used by totalitarian kitsch to dispose of its refuse (252). Here lies the very indicator of Kunderas overall message. By leaving totalitarian un-capitalized and pairing it with the word kitsch, Kundera has created an entirely different term altogether. Rather than describing some kind of government regime, totalitarian comes to simply embody the idea of kitsch. While kitsch is a characteristic of totalitarianism, more importantly, totalitarianism is a characteristic of kitsch, which, as Kundera points out, exists in the Western world as well as the East. While the setting of Kunderas novel against the backdrop of the Soviet occupation of Prague is not one that can or should be easily ignored, it is important to understand Kunderas purposes outside of this historical context. This is the fundamental purpose of the intrusive author figure in The Unbearable Lightness of Being: to strip the traditional novel of kitschy, political codes and grind beneath the surface to greater, more complicated questions of existence that, while unanswerable by the author, are more fruitful pursuits than historical or political messages. The philosophy can be summed up in Sabinas mantra, On the surface, the intelligible lie; underneath the surface, the unintelligible truth.Works CitedAngyal, Andrew. Review: The Unbearable Lightness of Being. MagillOnLiterature. EBSCOHost Research Databases. Online. Available: http://web22.epnet.com. 1-5. Kundera, Milan. The Unbearable Lightness of Being. New York: Harper and RowPublishers, Inc., 1984OBrien, John. Milan Kundera: Meaning, Play, and the Role of the Author. Studies in Contemporary Fiction. Fall 1992. Vol. 34, Issue 1. 1-20. Pichova, Hana. The Narrator in Milan Kunderas The Unbearable Lightness of Being. Slavic and East European Journal. 1992. Vol. 36, Issue 32. 217-226.

TSA Screening System Draws Criticism

TSA Screening System Draws Criticism Are the airlines getting a free ride on the taxpayers dime thanks to the Transportation Safety Administrations (TSA) new high-tech and high dollar system to detect fake boarding passes?In these days of print-at-home boarding passes and programs like Photoshop, the number of people illegally boarding planes and flying for free by using fake boarding passes and IDs has increased significantly. To the airlines, this is fraud that results in lost income. To honest, paying passengers, its an insult that results in higher ticket prices. To the TSA, its a gaping hole is security that could result in another terrorist attack.To the rescue comes the TSAs high-tech and high-cost CAT/BPSS Credential Authentication Technology and Boarding Pass Scanning System - now being tested at George Bush Intercontinental in Houston, Luis Muà ±oz Marà ­n International in San Juan, and Washington, D.C. Dulles International at an initial combined cost of $3.2 million.In testimony before the House Committee on Homeland Security, Stephen M. Lord, director of homeland security and justice issues at the Government Accountability Office, reported that the estimated 20-year life cycle cost of the CAT/BPSS system is approximately $130 million based on a nationwide deployment of 4,000 units.What CAT/BPSS DoesCosting $100,000 each, and with multiple systems to eventually be installed by the TSA at all U.S. airports serving commercial flights, the CAT/BPSS system automatically compares the passengers ID to an extensive set of security features. Most modern forms of state-issued identification include encoded data, such as barcodes, holograms, magnetic stripes, embedded electrical circuits, and computer-readable text.CAT/BPPS also validates the authenticity of the passengers boarding pass at the first TSA security checkpoint using bar code readers and encryption techniques. The system is compatible with any barcode and can be used with paper boarding passes printed on a home computer, boarding passes printed by the airlines, or a paperless boarding passes that are sent to passengers mobile devices. The system temporarily captures and displays the photograph from the passengers ID for viewing only by TSA agents to help them compare the photo to the person carrying the ID.Finally, CAT/BPPS compares the encoded data on the passengers ID to data on the boarding pass. If they match, they fly.Encountering the CAT/BPSS SystemAccording to the TSA, actually using the CAT/BPSS system will work like this: At the first TSA checkpoint, passengers will hand their ID to the TSA Travel Document Checker (TDC). The TDC will scan the passengers ID, while the passenger scans his or her boarding pass using a built-in scanner. TSA says that testing has shown the CAT/BPSS process takes no longer than the current process in which the TDC visually compares the passengers ID to the boarding pass.In response to concerns about the CAT/BPSS system and personal privacy, the TSA assures that the CAT/BPSS system automatically and permanently deletes all information it has gathered from the ID and the boarding pass. TSA further states that the picture on the passengers ID can be viewed only by TSA agents.Also See: TSA Defends Boarding Gate Drink ChecksIn announcing the development of the CAT/BPSS system, TSA administrator John S. Pistole stated in a press release, This technology will help facilitate risk-based security, while making the process more effective and efficient.What the Critics SayCritics of the CAT/BPSS argue that if the TSA is effective at its primary job - screening for Weapons, Incendiaries, and Explosives - another computer system dedicated only to verifying passenger identity is an unnecessary waste of money. After all, they point out, once passengers have passed the TSA scanning checkpoints, they are allowed to board planes without showing their IDs.Also See: Congressman Takes On Rogue TSA Airport ScreenersWhen the LA Times on June 30, 2011, reported the story of a Nigerian airline stowaway who succeeded in flying from New York to Los Angeles by presenting an expired boardin g pass in another persons name and was found to be in possession of at last 10 similar boarding passes, the TSA issued the following statement:Every passenger that passes through security checkpoints is subject to many layers of security including thorough physical screening at the checkpoint. TSAs review of this matter indicates that the passenger went through screening. It is important to note that this passenger was subject to the same physical screening at the checkpoint as other passengers.While the stowaway succeeded in stealing from the airline by flying free on a clearly fraudulent boarding pass, no evidence was ever found relating the incident to terrorism.In other words, say critics, the CAT/BPSS is another expensive taxpayer-funded solution to something that, if TSA is doing its job properly, should not be a problem in the first place.

MLA Style Parenthetical Citations

MLA Style Parenthetical Citations Many high school teachers  require students to use MLA format  for their papers.  When a teacher requires a certain style, it means they expect you to follow guidelines for formatting  line spacing, margins, and the  title page  in a specific way. Your teacher may provide a style guide. As you write your paper in MLA format, you will be referencing things you found in your research and will need to indicate exactly where you found the information. As an alternative to  using footnotes (which are common in Chicago format),  this can be done with parenthetical citations. These  are brief  notations that explain where you found your facts. Any time you make reference to someone elses idea, either through paraphrasing or quoting them directly, you must provide this notation. It will include  the author’s name and the page number from their work. Here is an example of parenthetical citation: Even today, many children are born outside the safety of hospitals (Kasserman 182). This indicates that you are using information found in a book by somebody named Kasserman (last name) and it was found on page 182. You may also give the same information in another way if you want to name the author in your sentence. You might want to do this to add variety to your paper: According to Laura Kasserman, â€Å"many children today do not benefit from the sanitary conditions which are available in modern facilities† (182). Many children are born outside the safety of hospitals. Be sure to use quotation marks when quoting someone directly.

Attitudes of nursing towards euthanasia Essay Example | Topics and Well Written Essays - 5000 words

Attitudes of nursing towards euthanasia - Essay Example This topic is relevant to many as it addresses the truth that euthanasia is a reality for everyone. The widely publicised case of Terri Shiavo in the U.S. caused many to consider their own end-of-life care, should the time ever come, as well as that of their loved ones. The Shiavo case made discussion even more complex by introducing such concepts as passive versus active euthanasia, omission versus commission, and ordinary versus extraordinary means to prolong a patient's life. Many issues surrounding euthanasia are currently being debated, such as its place in traditional monotheistic religious perspectives, as well as futuristic abuses and discriminatory practises. Ultimately, the position that many nurses will find themselves in may be one of conflict, as many current laws regarding euthanasia and assisted suicide are unclear about the participation of nurses. Furthermore, religious nurses will find themselves in a position of having to choose between supporting the patient and adhering to their religious beliefs. Eventually, all nurses will be forced to determine definitively what their position on euthanasia is and whether they will be able to support it ideologically as well as physically. This could possibly mean administering the lethal drugs themselves, which will force many to consider their philosophical position on euthanasia carefully and thoughtfully. Traditional Perspectives In 1997, the state of Oregon in the U.S. passed the Oregon Death with Dignity Act, which legalised physician-assisted suicide (Miller, et al. 2004). In a study published by Palliative Medicine in 2004, questionnaires were mailed out to all of the hospice nurses and social workers in Oregon in 2001 regarding their responses to patients who request assisted suicide or discuss assisted suicide as a possible option in end-of-life care. The researchers received 573 responses and found 306 to be relevant to their study. The researchers asked the nurses and social workers to rate the importance of religion and spirituality in their lives and professions on a scale of 0 to 10, with 0 being "not at all important," and 10 being "very important." Both groups rated spirituality as being very important (Miller, et al. 2004). But while social workers rated the importance of religion at 5, nurses rated its importance at 6.6 (Miller, et al. 2004). The role of religion thusly acts as an influential factor in the approach that many nurses take towards their profession and, subsequently, towards assisted suicide and potential requests. Of the respondents questioned, two-thirds reported having discussed assisted suicide with a patient within the previous year (Miller, et al. 2004). 22% reported being uncomfortable with discussing assisted suicide (Miller, et al. 2004). The researchers found that the nurses who rated the importance of religion highly had a less supportive view of assisted suicide, while nurses who rated religion's importance lower demonstrated a more positive attitude towards assisted suicide (Miller, et al. 2004). Of the nurses who responded to the questionnaire, 13% were Catholic, 1% were Jewish, 28% were Protestant, 28% were Christian Other, and 9% were Other non-Christian (Miller, et al. 2004). To understand religious perspectives of euthanasia, we must first define euthanasia. There are two basic

Sydney White 2007 Essay Example | Topics and Well Written Essays - 750 words

Sydney White 2007 - Essay Example It is in this condition that she thinks of how she can plead the sorority of her parents. The young girl works exceptionally hard in school until she secures herself a scholarship. The scholarship lands her into a college where she can follow the footsteps of her mother. Her mother was a woman of dignity and hard work since she had education. In college, Sydney has the assurance that she must go back to where her mother comes from and ask to be taken as one of them. The movie triggers different emotions to different viewers. Some argue that the movie is just one of the must-have because of the way it flows (White). This is true because the plot of the movie has flow and one can be able to track what Sydney does after she is faced with these predicaments. The other thing that the viewers like about the movies is the way it takes to explain different times. This is evident in the way Sydney is goes back to her mothers home to claim that she is her daughter . Her going makes her realize just how times have moved since even the sisters of her mother show no concern to her. The movie is again set in a great scene by the way Sydney keeps changing her location. I agree with the reviewers because the movie revolves around home, campus and the neighborhoods. By watching the movie in this location I agree with the writers that one can never get bored. The movie seeks to explain the different ways in which a young girl has to fight for her rights and reach to the finishing line. It is because of this reason that the viewers say that the movie is not only moving but also thrilling. The other thing that makes the viewers appreciate the movie is the way in which the young girl incorporates comedy into the movie. The main character is talented in that she can be able to act serious issues and yet thrill the crowd. I affirm that the movie is the kind that every person would stay tuned to the end. The movie has credit for being not too short or too long for the viewers. The rev iewers insist that the movie is just the right length and covers all the areas without leaving the viewers in suspense. Other viewers though have different views concerning the movie. The movie has been criticized for not incorporating all the aspects in it. This means that the movie is lacking in such areas as suspense and action (White). In my own opinion, the movie is okay because there is absolutely no movie that can trigger all emotions within a viewer. Different people have different views concerning things and people see things in different perspectives. Other people criticize the movie at a personal level by saying that the main actor does not know how to act. However, this is based on personal interests and opinions and I think that the viewers are just malicious. This explains that different people see things differently and that is okay. Others argue that the movie is just a fairy tale and that it is built on fiction only. This is because it shows actions that are controv ersial to the viewers. Such actions include such things as the young girl living in the community of construction of workers . The critiques argue that this is not just obvious and she cannot live with freshmen as a girl. This is because all this are men and her life would not be in safe hands. The movie revolves around the story of the young girl to the end without deviating. The main character again plays her role with a lot of prowess and tact.  

The Problem of the One and Many Essay Example for Free

The Problem of the One and Many Essay Introduction In a quest to inquire into being, metaphysics is confronted by one fundamental question that; is reality constituted by one being or are there many beings? This question establishes the central problem of metaphysics that is known as the problem of the ‘one’ and ‘many’. Parmenides who first dealt with the nature of being and considered ‘being as being’ as the source of unification of all reality, held that â€Å"ultimately there exists a One Being†. It follows that this being is changeless, indivisible and is the source of sameness insofar as it is one; nothing differs from it. Hence, according to Parmenides, the senses deceive us in reporting reality as many. This doctrine of seeing reality as one is called ‘monism’. On the other hand, empirists also hold a pluralistic view of reality when they reject the notion of being and favour the reality of observable or concrete beings existing positively. Many philosophers endeavor to give a philosophical solution to the aforementioned problem that takes into account both doctrines, monism and pluralism. St. Thomas Aquinas is credited with providing such a solution to the problem of the one and many. It is precisely the objective of this paper to discuss the one and many as a metaphysical problem vis-a-vis the solution proposed by Aquinas. To do this, we shall firstly present the nature of the problem in relation to Parmenides’ earliest view of being. Further we shall expose the standpoint of Plato who earlier made strides in a bid to solve the problem. Lastly, we will discuss the solution suggested by Aquinas. Exposition of the problem and Parmenides’ view of being Common sense experience affirms that there are distinct beings existing in reality. Regardless of the differences subsisting among concrete beings, they are similar and related by one common denominator that is ‘actual existence’. Thus, beings are identical by the fact that they exist and distinct simply on grounds that each being ‘is’ insofar as it is not the other. From this observation we can derive two underlying elements that lie beneath the notion of being. These are distinction and similarity. When we analyze and assert the elements separately we are able to discover that each element constructs a concept of its own pertaining the nature of being. For instance, the affirmation of distinction within being implies multiplicity of being or being as ‘many’. Equally, when we approve of similarity in being, the resultant concept affirms being as ‘one’ insofar as nothing negates this sameness of being. Meanwhile, the simultaneous affirmation of the said elements demonstrates that, the sum total of being is both one and the many. The preceding observation poses a great challenge on how to reconcile the affirmation of distinction in being which imply plurality, on one hand, and similarity in the same being which signify oneness of being, on the other hand. The potential danger of affirming either one of the concepts results in a monistic or pluralistic conception of being. As noted earlier, Parmenides who negated diversity within being as this would imply that reality is a composition of distinct beings, fell prey to the former doctrine. Nonetheless, his contention that being cannot differ from being unless by non-being. And that, insofar as non-being is nothing, not real, it cannot differentiate being, thus reality cannot be many, exerts an enormous challenge on the task of philosophers to prove the reality of non-being so as to account for the multiplicity of being. Plato’s standpoint on the problem of the one and many Plato somehow agrees with Parmenides that in order to account for the multiplicity of being, being cannot differ from being by being because it is the same being in question. Rather only by non-being can it differ. In contrast with the aforesaid Parmenides’ argument, Plato argues that â€Å"what is not in some sense also is†. According to Plato non-being is real in the sense that it is an exclusion of other possible beings beyond a certain point. In other words, non-being is that which lacks in a given being, thus making it differ from the other. For instance, the exclusion or lack of rationality in a dog is something real as it differentiates it from a man. Thus, Plato identifies non-being with the principle of limitation in being. This principle of limitation denotes an exclusion of no-more being or a confinement of this being within its nature so that it is distinct from the other. Thus far, we can then infer that the principle of limitation in being according to Plato allows each being to participate in existence in a certain manner as determined by its limitation in it. Consequently, the participation of each being in reality as determined by its principle of limit entails distinction and thus, indicates the plurality of beings. Apparently, we may deduce that Plato has given a preliminary solution to the problem; however his solution remains basic and vague in relation to what really is meant by the principle of limit. ST. Thomas Aquinas solutions Aquinas begins by analysing the structural composition within the dimension of being. This inquiry into the inner nature of being is ignited by Aquinas’s contention that â€Å"every real being compared to every other is both like other being in that it actually ‘is’ [†¦] and unlike it in that it is this being and not that one†. The idea of likeness and unlikeness perceived in real beings correlates precisely with an assumption that within each being there exists a composition of two co- principles that accounts for the likeness and the unlikeness of beings. Aquinas identifies the co- principles as limitation and the act of to be or simply existence. According to Aquinas the principle of limitation is further linked to the principle of passive potentiality that receives a certain degree of the perfections of existence as it permits. In other words, the principle of passive potentiality limits the received act of to be or existence. Thus, each real being has the potency within it to be this kind of being as determined by the principle of passive potentiality in it. Aquinas names the principle of limitation or passive potentiality as essence. He further calls the combination of essence and existence in finite beings as ‘real metaphysical composition’. Accordingly, he argues that the two principles in finite beings, essence and existence have to be distinct so as to denote their potentiality to be and that existence is not proper and intrinsic to their nature. Contrary to this assertion however, the two principles in God are not distinct because God as Aquinas observes â€Å"[†¦] has no admixture of potency but is pure act†. From the forgoing observation we are able according to Aquinas, to deduce that there are many existing beings in reality because in each being, actual existence, which in itself implies no limitation, is received into a distinct principle, essence, which limits the received act of existence. Hence, essence in this sense, becomes that which makes a being what it is and without which, it would not be that being. In a similar vein, the act of existence is a positive principle with unlimited perfections through which real beings as permitted by the essences receive perfections. Furthermore, Aquinas develops a very important principle pertaining the act of essence or passive potency to receive the act to be, in a being. The principle is called participation. He contends that â€Å"each being participate in the perfections of existence, which in itself is unlimited; that is, each being has a share or degree of perfections of existence to the extent the limiting essence will permit. † For instance, the existence and activities of a man are confined within man’s nature or essence. Therefore, owing to the fact that there are inexhaustible number of potentialities for existence, the principle of passive potentiality as passive potency results in a multitude of beings; each distinct by the degree of no-more being as placed by its essence on the act of existing when each being participates in existence. Conclusion It is thus clear that Aquinas has given a true solution to the problem of the one and many. He has demonstrated and justified the harmony of the one and many as inseparably constituting being. However, in as much as the two principles are inseparable, they are also distinct so much so that neither of them can exist without the other. Thus, the union of the act of existing and the principle of passive potentiality or essence forms a composition in which the two principles are mutually the determination of each other and of the whole being. Further, the solution of Aquinas highlighted the principle of participation of each being in the perfections of existence as determined by their essences. Existence possesses unlimited perfections that are received into distinct essences so that the same existence which implies no limitation in itself becomes a limited act upon being accommodated in a particular potentiality to be. We therefore conclude by acknowledging the comprehensive and substantial solution of St. Thomas Aquinas to the problem of the one and many as discussed in this paper. Bibliography CLARKE, N. W. , The One and Many: a Contemporary Thomistic Metaphysics, University of Notre Dame Press, Notre Dame, Indiana 2001. CONFORD, F. M. , trans. Plato and Parmenides: Parmenides’ Way of Truth and Plato’s Parmenides, Bobbs- Merrill Company Inc. Indianapolis, N. Y. 1957. HART, C. A. , Thomistic Metaphysics: An Inquiry into the Act of Existing, Prentice- Hall, Inc. Englewood Cliffs, N. J. 1959. ST. THOMAS AQUINAS, Summa Contra Gentiles, trans. A. C. PEGIS, Doubleday and Company. Inc. , Garden City, N. Y. 1955. Electronic Source PLATO, The Sophist, trans. L. B. VANGHAN, Available at: http://www. schillerinstitute. org/transl/trans_pl_sophist. html Accessed: 18th October 2011. [ 2 ]. F. M. CONFORD, trans. Plato and Parmenides: Parmenides’ Way of Truth and Plato’s Parmenides, Bobbs- Merrill Company Inc. , Indianapolis, N. Y. 1957, 29. [ 3 ]. A. C. HART, Thomistic Metaphysics: An Inquiry into the Act of Existing, Prentice- Hall, Inc. , Englewood Cliffs, N. J. 1959, 80. [ 4 ]. W. N. CLARKE, The One and Many: a Contemporary Thomistic Metaphysics, University of Notre Dame Press, Notre Dame, Indiana 2001, 72. [ 5 ]. PLATO, The Sophist, trans. L. B. VANGHAN, Available at: http://www. schillerinstitute. org/transl/trans pl_sophist. html Accessed: 18th October 2011. [ 6 ]. A. C. HART, Thomistic Metaphysics, 80. [ 7 ]. A. C. HART, Thomistic Metaphysics, 81. [ 8 ]. W. N. CLARKE, The One and Many, 80. [ 9 ]. A. C. HART, Thomistic Metaphysics, 85- 86. [ 10 ]. A. C. HART, Thomistic Metaphysics, 86. [ 11 ]. W. N. CLARKE, The One and Many, 82. [ 12 ]. A. C. HART, Thomistic Metaphysics, 87. [ 13 ]. ST. THOMAS AQUINAS, Summa Contra Gentiles, trans. , A. C. PEGIS, Doubleday and Company. Inc. , Garden City, N. Y. 1955, Bk. 1, 1. [ 14 ]. A. C. HART, Thomistic Metaphysics, 86-87. [ 15 ]. A. C. HART, Thomistic Metaphysics, 86.

Adolf Hitler Essay -- Biography Biographies Bio

Adolf Hitler was born on April 20, 1889 in Braunau-am-Inn, Austria to Alois and Klara. When he was three years old, his family moved to Passau. Then in 1895 they moved to Hafeld. When he was thirteen, his father passed away leaving his mother, Klara, to raise Adolf and his sister Paula on her own. As a youngster, Hitler went to church regularly. He also spent a lot of time playing cowboys and Indians. His best childhood friend, August Kubizek claimed that Adolf was shy but often busted out in anger. The two became inseparable during their early years. In school, however, Hitler's record wasn't very good, he eventually dropped out before his tuition was over. He dropped out with dreams of becoming an artist. On December 21, 1908, Klara dies from breast cancer. In 1909, Hitler moves into flophouses and hostels in Vienna and stays for four years. Finally in 1913, Hitler leaves Vienna to move to Munich, Germany. In an attempt to fulfill his dreams of bring an artist, he moved to Vienna. He wanted to go to the Academy of Fine Arts, but was surprised when he wasn't accepted. About a year later, he found himself living in homeless shelters and eating at soup kitchens. Despite this, he refused to take a regular job; instead he would sell a painting or poster for money. Then he moved back to Munich, Germany around the start of World War I. Hitler then volunteered for service in the German army. He was often labeled as brave by fellow soldiers, but only reached the rank corporal. When World War I was coming to an end, Hitler was put in the hospital for temporary blindness, most likely caused by a poison gas attack. In 1920 Hitler joined the National Socialist German Workers Party or the Nazi party. With his excellent speakin... ...er 3:30 p.m. Hitler and his new wife chose to end their lives by biting into thin glass vials of cyanide, and Hitler also added a gunshot to the head by a 7.65 mm Walther pistol. When the Soviet's Third Army found them, they took the bodies along with them. When they had to stop somewhere, they would bury the bodies, then when it was time to move on, they would dig up the bodies and be on their way. They finally buried Hitler and Braun behind Smersh's East German headquarters in Magdeburg, where they stayed for 25 years where later a garbage disposal firm bought land. Then in 1970, the bodies were dug up and destroyed, which was Hitler's original wish. In conclusion, Hitler was a very driven man. His morals were unjust, but he worked hard for what he wanted, whether it is the annihilation of the Jews or something else, and more times than not he got what he wanted.

The Activity Of Service Learning Education Essay

Service acquisition is an activity in which a voluntary provides his or her clip to function something or person in their community. Besides, in order for it to be considered service larning the voluntary must larn something from their activity whether it is a accomplishment acquired or another signifier of benefit received. ( Moore, Cassie ) Personally, I believe service acquisition should be compulsory in all colleges across the state. Providing community service in college has many positive impacts on a studentaa‚ ¬a„?s hereafter some of which include presenting a strong work ethic, every bit good as doing the pupil more active in their community. Finally, implementing experiential acquisition creates a safer environment around the college for the pupils. The chief ground that most pupils are at college is to derive cognition and advance their hereafter, unluckily there are other pupils whose concluding for go toing college is more of a joyride/partying experience. This is one of the chief grounds why service acquisition should be compulsory for college pupils. The act of embarking out into the community and supplying aid to another individual or organisation will get down to learn pupils about pull offing their clip more efficaciously, and will assist fix them for a occupation. Pull offing clip efficaciously is a major job in college because some pupils procrastinate and this leads towards low classs and skipped categories. However, if experiential acquisition was compulsory in college so pupils would be forced to fix a rigorous agenda around their needed activities, and they would hold to make up one's mind what activities that are more recreational and un-required in their modus operandi. This scheduled system would make more dedic ated pupils and would hence take to increased classs at the college, every bit good as more organized pupils. College pupils do n't recognize how much free clip they have, because most of it is wasted on leisure activities and slumber. College categories are normally non taken on every twenty-four hours of the hebdomad so most pupils do hold clip that they could give towards assisting their community either on or off campus. Besides, acknowledging demands is another accomplishment learned from community engagement as it influences pupils to get down acquiring involved in other activities to be able to separate themselves when seeking for a occupation. Bing able to state that you performed much more community service while in college will hike as pupils opportunities at having a extremely coveted occupation. Harmonizing to the Delaware Valley College of Science and Agriculture ‘s employment plan pupils who volunteer, â€Å" benefit by basking a high degree of station graduatio n success, increased calling satisfaction and consistence, higher wages, and increased success in being accepted to and prosecuting alumnus and professional plans of survey. † The survey subsequently goes onto say that employers can be ensured that they are engaging dedicated, reliable, and skilled workers. ( Ellis, Jr. , Michael ) All of these properties are acquired from the pupil being active in a service larning atmosphere. Along with bring forthing a really strong work moral principle in college pupils, service acquisition besides will do a pupil more involved in their community. By supplying a service the pupil is forced to go active in their community and go a portion of activities which they may hold ne'er been involved with antecedently. Bing involved in a pupils community allows pupils to assist the country around them, but besides personally profit by larning information. This is explained in a survey demoing that wise mans non merely merely learn information but they besides learn from the people that are being taught. ( Banks ) Being active is of import for some pupils because they begin to believe that when they do n't hold category that they can remain at place watching telecasting all twenty-four hours. However, small do pupils cognize that most larning in college is done outside of the schoolroom and that is where service acquisition can come into the image. If colleges enforced service lar ning an copiousness more of information could be acquired by the pupil instead than merely larning what is required to go through a trial. This could include trades/skills that an activity could learn them which would profit them in the hereafter. For illustration, an active pupil versus inactive pupil would distinguish in the mode of the non active pupil cognizing book information while the active pupil may cognize custodies on how to execute a undertaking. This is really helpful for graduating college pupils because the work force is looking for people who know what they ‘re making and are good at it instead than cognize about it. Besides, most colleges are taking this into consideration because they believe that pupils should offer their service in times of convulsion. They believe that college pupils are more willing to offer their clip during a crisis, and that this should be changed towards compulsory experiential acquisition on a regular footing. ( Strout, Erin ) Another benefit of compulsory service larning in college would be a safer environment around the college campus for pupils. By coercing pupils to go involved in activities around their community they learn about their milieus and possible unsafe scenes that may approach their lodging country. All service larning undertakings are different and if a pupil feels uncomfortable they begin to recognize how different their life may be than person else ‘s. This normally causes a pupil to maturate to another degree and do them esteem the environment around them more than they did antecedently. This could run from driving more reserved to restricting litter. For illustration if picking up litter is a undertaking chosen by a pupil they may be influenced to litter less due to the acknowledgment of the work required to clean up the rubbish. In bend, this will make more healthful milieus at college campuses. In decision, I strongly believe that experiential acquisition should be required for all college pupils. There are multiple positive benefits towards doing pupils voluntary in their community, including a safer and more mature environment at the campus. Besides, a pupil will be forced to take part in the community more often every bit good as create a strong work moral principle which will assist pupils happen a womb-to-tomb calling. The benefits of coercing a pupil to take part in service larning greatly outweigh those in resistance, and hence I strongly believe that every college pupil must take part in service acquisition.

Froebel’s Kindergarten Essay

Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 2 fullest extent. Who is Friedrich Froebel? What did he do to become so memorable? He created the Froebel’s Gifts. What are Froebel’s Gifts? How has Froebel influenced today’s children? In the town called Oberweibach located in Germany is where a man named Friedrich Wilhelm August Froebel was born on April 21, 1782 (Manning, J. P. , 2005. p. 371). Nine months after Froebel was born his mother fell ill and passed away (Friedrich Froebel Biography, 1999). His father Johann Jacob Froebel was a Lutheran pastor. He remarried when Froebel was 4 – years – old. Froebel’s stepmother did not care for him and his father was too busy for him. This resulted in Froebel having a terrible childhood. Having a family with a father and stepmother whom did not care or did not have the time is what pushed Froebel to become who he was before he passed. It pushed him to become stronger and more independent. Froebel’s father thought of him as dimwitted. Froebel’s father insisted he goes to a school for all girls (Friedrich Froebel Biography, 1999). Froebel most likely felt very small as if no one listened to him. Froebel had five older brothers. His brothers did not live at home with him, his father, and his  stepmother. One day his eldest brother came to stay at his father’s house for quite some time. Froebel and his eldest brother had a discussion about plants one day. Froebel, â€Å"expressed delight at seeing the purple threads of the hazel buds (Michaelis, E. & Moore, H. 1889. p. 12). † His eldest brother shared with him the knowledge that there was a similar sexual difference in plants. Froebel says, â€Å"From that time humanity and nature, the life of the soul and the life of the flower, were closely knit together in my mind; and I can still see hazel buds, like angels, opening for me the great God’s temple of nature (Michaelis, E. & Moore, H.1889. p. 12). † This is where the first seed was already planted into Froebel’s mind. He had seen a connection with humanity and nature itself. This connection developed all throughout Froebel’s life. In 1793, Froebel moved. Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 3 Froebel moved to Stadt-Ilm to live with his maternal uncle, Herr Hoffman (Friedrich Froebel Biography, 1999). When Froebel moved he was just 10 – years – old. He was allowed to attend the local school. He no longer had to attend the school for girls. Froebel thought the best subjects at the local school in Stadt-Ilm were reading, writings, arithmetic, and religion  (Michaelis, E. & Moore, H. 1889. p. 20). His favorite subject to study was arithmetic. In 1798, his father tried to get Froebel an apprenticeship for farmers, but they wanted to high of a premium. His father came to terms with a forester (Michaelis, E. & Moore, H. 1889. p. 24). By this age, Froebel wanted to be an agriculturist. Ever since he was a child, he loved nature, such as the mountains, fields, forests, and flowers. In order for Froebel to do well at becoming an agriculturist he would have to be acquainted with geometry and land-surveying (Michaelis, E. & Moore, H. 1889. p. 20). The forester had a reputation as land-surveyor and valuer. Froebel started his apprentice for the forester on a Midsummer Day in 1797. Froebel was only 15 and a half. He apprenticed for the forester for two years learning forestry, valuing, geometry and land-surveying (Michael, E. & Moore, H. 1889. p. 20). After two years Froebel left the apprentice job even though the forester wanted him to stay another year. Froebel wanted to learn mathematics and botany. Botany is the study of plants. He received a book on botany where his love of nature flourished even stronger. It was the year 1800 when he left the forester. Froebel had decided to continue his schooling, only problem was he did not have the money. He had a very small piece of property left to him that he inherited from his mother. He did not think it would be sufficient enough. He had to ask his trustee for the consent to realise his property (Michaelis, E. & Moore, H. 1889. p. 28). When he obtained it at the age of 17 and a half he went to Jena as a student in 1799. He later went to Yverdon. Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 4 â€Å"Froebel attended the training institute that was run by Johann Pestalozzi (Mann, H. , 1887). He attended the institute from 1808 to 1810. When Froebel left the institution within the two years, he left with the basic principles that Pestalozzi used for his theory. Those basic principles were, â€Å"permissive school atmosphere, emphasis on nature, and object lesson (Froebel Web, 1998-2008). † Froebel was raised to be very religious and because he was religious his view of education became religious. After the school in Yverdon Froebel went to the University of Gottingen in 1811, but then switched to the school in Berlin to study Mineralogy in 1812 (Froebel Web, 1998-2008). Froebel joined the â€Å"Black Riflemen†. In 1813 to 1814, Froebel joined the â€Å"Black Riflemen†. He was in the Prussian army against Napoleon (Froebel Web, 1998-2008). In the army against Napoleon is where he met two people. Their names were Heinrich Langentha and Wilhelm Middendorf. They ended up becoming friends whom supported Froebel and remained with him throughout his lifetime (Froebel Web, 1998-2008). In 1826, Froebel wrote his first book called The Education of Man. It was one of the most important books that he wrote. In 1885, his book was translated into English. Many say this was his greatest work. In 1837, he opened his first kindergarten. Froebel moved to Bad Blankenburg (near Keilhau), where he opened his first kindergarten (Columbia, 2013). Froebel did not just open his first kindergarten. He was 58 years old when he created the first kindergarten. He became known as Father Kindergarten. In German, kindergarten means â€Å"Children’s Garden (Braun & Edwards, 1972). † Froebel’s kindergarten was created for younger children. He created his kindergarten for children ages three to seven. School back then started at age seven. His kindergarten is where he applied all of the knowledge that he gathered over many years from schooling or his own self-discovery. Froebel believed that children learned through play. According to Froebel, when children played Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 5 it was â€Å"free expression of what is in a child’s soul† giving â€Å"joy, freedom, contentment, inner and outer, rest, [and] peace with the world (Boyd, A. , n. d. ). † Froebel incorporated plants into his school as well. Froebel stated: â€Å"Children are like tiny flowers, they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers (Nichols, R. 2010). † Froebel realized that each child is unique and each child may learn differently than another. â€Å"Froebel’s philosophy revolved around three main ideas: the unity of creation, respect for children as individuals, and the importance of play in children’s education (Braun & Edwards, 1972). † All of Froebel’s ideas are shaped by his inherent belief in the linking of man, and of nature and God. In 1847, Froebel took his idea of women being trained as teachers to an all male conference where the subject and idea was evoked (Hewes, 1990. pp. 7-8). He was laughed at and ridiculed, but that never stopped him. Froebel in 1849 began training women to become kindergarten teachers. He believed that women would make a better teacher because women  were the ones who raised the children in their homes. Froebel’s kindergarten teachers became more of guides rather than lecturers to the children (Nichols, R. 2010). Froebel created gifts that he thought would help children. Froebel created these gifts so that children could continue to learn through play. Froebel built blocks that were 1 inch cubes. He thought that the decorative blocks lacked a realistic view. Froebel believed that building with these blocks would help children progress from the material to the abstract (LeBlanc, M. 2010). He also created gifts called occupations. â€Å"Occupations were  objects in which children would shape and manipulate freely using their own creativity, such as clay, sand, beads, and rope (â€Å"Who Invented Kindergarten? ’, 2010). † His classroom was set for individual development aimed towards each child. He had a garden where children could play and learn more about how plants worked. Froebel believed that children were like plants, such Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 6 as planting a seed and help it grow. They sprout and bloom to become something glorious one day. Froebel is so memorable that even in 2014 people still talk about his accomplishments. In  2010, the University of the Incarnate Word (UIW) celebrated the 238th anniversary of Friedrich Wilhelm August Froebel’s birth. In Texas there were 14 teachers in 2006 that went to Germany. They visited every site and institution were Froebel lived and worked (Campos, D. , 2010. p. 74). Froebel’s philosophy is still alive today. Many schools in the world today still use Froebel’s philosophy. Many kindergartens use his curriculum to a point. He used free play, games, songs, stories, and crafts to stimulate their imagination while developing physical and motor skills (Nichols, R. 2010). He also included mathematics. Schools today even with the change of technology, still have children play with Froebel’s gifts and believe in play with to learn, but many schools no longer allow religion to be taught. Children entering into kindergarten start at age 5-6 years old. From the time Froebel opened his first kindergarten in 1837, until he became ill and passed away at the age of 70 in 1852, more than 90 kindergartens were opened all throughout Germany (New World Encyclopedia, n. d. ). In conclusion, Friedrich Wilhelm August Froebel was born on April 21, 1782. He had a terrible childhood that pushed him to become the person he is today. Froebel had a relationship with plants that flourished over many years. He became an apprentice for a forester in 1797. He went to multiple schools and self-taught himself. He went to multiple classes by Pestalozzi. He joined the â€Å"Black Riflemen† where he met his two lifelong friends named Heinrich Langentha and Wilhelm Middendorf. He moved to Bad Blankenburg where he opened his first kindergarten in 1837. He became known as Father Kindergarten. He created gifts that allowed children to build or even manipulate to all development of physical and motor skills. He is still known Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 7  today for his philosophy and his development of kindergarten. Today teachers still use play as a way for children to learn by. References Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 8 Boyd, A. , (1988). Friedrich Froebel and Kindergarten. Retrieved from Engines of Our Ingenuity Web site: http://www. uh. edu/engines/epi2475. htm Braun, S. J. , & Edwards, E. P. (1972). History and Theory of Early Childhood Education. Belmont, CA: Wadsworth Publishing Company. Friedrich Wilhelm August Froebel. (n. d. ). New World Encyclopedia. Retrieved July 29, 2014, from http://www. newworldencyclopedia. org/entry/Friedrich_Wilhelm_August_Fr%C3%B6bel Friedrich Wilhelm August Froebel. (2013). In Columbia Electronic Encyclopedia (6th Ed. , Vol. 1). Retrieved July 10, 2014, from http://search. ebscohost. com/login. aspx? diect=true&db=a9h&AN=39007863&authtype=cookie,cpid&custid=ns017336&site=ehost-live &scope=site Friedrich Froebel (1782-1852) – Biography, Froebel’s Kindergarten Philosophy, The Kindergarten curriculum, Diffusion of the Kindergarten. (1999). Retrieved July 29, 2014, from http://education. stateuniversity. com/pages/1999/Froebel-Friedrich-1782-1852. html Froebel, F. [1826] 1887. The Education of Man. London: Appleton Froebel Web (1998a). Froebel Timeline. Retrieved July 21, 2014, from http://www. froebelweb. org/webline. html Hewes, D. W. (1990). Historical foundations of early childhood tear training. The evolution of kindergarten teacher preparation. In B. Spodek, & O. N. Saracho (Eds. ), Early childhood teacher preparation (pp. 1-22). New York: Teachers College Press. Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 9 LeBlanc, M. â€Å"Friedrich Froebel: His life and influence on education. † Community Playthings. < http://www. communityplaythings. co. uk/resources/articles/friedrich-froebel. html > 21, Dec. 2010. Manning, J. P. (2005). Rediscovering Froebel: A Call to Re-examine his Life & Gifts. Early Childhood Education Journal, 32(6), 371-376. doi:10. 1007/s10643-005-0004-8 Michaelis, E. & Moore, H. (1889). Autobiography of Friedrich Froebel. (pp. 1-30). Syracuse, n. y. : C. W. Bardeen Nichols, R. â€Å"Friedrich Froebel: Founder of the First Kindergarten. â€Å"HubPages. com. http://hubpages. com/hub/Friedrich-Froebel-Founder-of-the-First-Kindergarten > 21 Dec. 2010. â€Å"Who Invented Kindergarten? † German Culture. com. < http://www. germanculture. com/us/library/weekly/kindergarten. htm > 21 Dec. 2010.

Racism in the Crash

Racism in the Crash Introduction People are all alike despite their slight evident differences. However, their diversity is to a large extend, the root cause of all their conflicts. The fact that people vary in terms of their personalities, race, language, skin color, among others, is a clear implication that their interaction is subject to violence. Paul Haggis’ ‘passion piece’ Crash, set in Los Angeles proves this right. In his works, Haggis depicts an interaction of characters that differ in all senses; race, origin, skin color, just to mention but a few.Advertising We will write a custom essay sample on Racism in the Crash specifically for you for only $16.05 $11/page Learn More This is why statements like, ‘white shooter’, ‘Persian man’, ‘Hispanic locksmith’ stand out in the character’s conversations to mark their differences. It is from these divergences that the film’s title Crash is derived to impl y the violence that results when two or more ‘different’ people interact. It is worthy noting that, all the characters in the film are victims of crashes and none is free of sympathy. Racism stands as the basis of these evident crashes. As a way of developing the theme, Haggis strategically uses characters that fit themselves into the shoes of racists. Virtually, all the film characters portray crashes build on their racial differences. As a result, they end up jumping into conclusions based on race where they gain insights, not only about themselves, but also about the race itself. Analysis Clashes stand out in the 36-hour encounter of the movie’s various characters like Ria. As the movie begins, the results of car crash involving Ria, Kim Lee, and Waters are no more than clashes. Ria and Lee abuse each other depicting their differing racial backgrounds. Lee referring to Ria says, â€Å"Why? Not my fault! Its her fault! She does this†¦Stop in the middle of street! Mexicans! No know how to drive† (Crash). These two portray their differing places of origins and each is in support of hers. Following the accident, none admits to be the cause. They end up arguing of the cause even after the motorcycle cop intervenes. Ria, a race-driven character attempts to fight Lee back since she (Lee) is a Mexican unlike her. Ria says, â€Å"Ill give you a lesson†¦My fathers from Puerto Rico. My mothers from El Salvador. Neither one of those is Mexico† (Crash). This collision is a package, sufficient to pass Ria for a racist. However, following the crash with Graham as a result of the phone call, Ria’s reactions shows that, though people may be different, racial collisions can be avoided, only if people treat each other as brothers and sisters. She tells Graham, â€Å"Thats just where I begin to get pissed. I mean, really, what kind of man speaks to his mother that way, huh?† (Crash) This follows from racial trait that G raham portrays when he refers to her a white woman. As she describes the composition of her family, she pictures the diversity of her parents but despite it, they are at peace with no racial crashes. In fact, she tells Graham that, could she be her father, she would punish him. In other words, racism is an offence and ought to be sternly punishable. Graham is a racist who seems to have learned a lot about racism through his collisions with people around him.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Though racism forms a good portion of peoples’ lives like Graham, they can in turn fight it based on the lessons they learn from the crashes attached therein. Graham is a racist. He knows what it means by racial collisions. He has experienced crashes with quite a number of people. His racist nature stands in his crash with Ria as discussed above. For instance, as he is with Ria , he receives a call and through his response, racism is evident. He says, â€Å"†¦Im having sex with a white woman† (Crash). According to Bell, there are some other instances where the racist characters, after learning the consequences of racism, try to cover them as much as possible (23). Graham is not an exception. Though his racist nature is evident, his collision with Flanagan depicts him as an anti-racist, a situation that, based on insinuations, arises after he learns that racism is bad. For instance, Flanagan in an abusive exchange declares, â€Å"†¦black people, huh†¦more black men are incarcerated than white men† (Crash). These abusive race-rich words are directed to Graham. Does Graham reflect racism in his response? Not at all! Graham is a changed man viewing racism from another angle. He replies, â€Å"What did you just say†¦ all I need to do to make this disappear is to frame a potentially innocent man† (Crash). The ‘disap pearance’ referred to by Graham is that of racism. He believes that racism can be arrested if people change their mind sets about others. Therefore, according to Graham, racism is a real practice carried out by people like him, but based on his personal experience, that is, the experience of racial crashes, racism can be arrested if people like him, purpose to stop it. Rick is another victim of racism as the following paragraph elaborates. Rick, a racist, as the story unfolds, has a story to tell concerning the subject of racism. He has encountered collisions, founded on race, with people like Karen and Jean, to mention but a few. For instance, as he collides with Karen, his racist character stands out. Their interaction, as Robert says, â€Å"†¦ended into quarrel and they disgusted each others race† (12). In their crash, Rick says, â€Å"Fuck! Why do these guys have to be black?† (Crash). In this scenario, Rick pictures his racist nature. However, his vie w of racism changes as he converses with Jean. It is deducible that he has come to realize that all people, whether black or white, are all the same and for them to unite, they need to fight back the enemy that has caused that falling apart of things; racism. He assumes the front line in the campaign against this.Advertising We will write a custom essay sample on Racism in the Crash specifically for you for only $16.05 $11/page Learn More For instance, when Jean is angered by James on the issue of locks, Rick enters to calm the crash. He says, â€Å"Shhh Its ok. Just go to bed, all rightYou lower you voice!† (Crash).These words are heavy laden with symbolism. The lowering of voice is no more than Rick’s efforts to minimize the issue or racism. According to him, racism is bad as it is the root cause of all the crashes he, among others, has gone through. In conclusion, Haggis’ masterwork successfully pictures the subject of racism, as it stands on the ground. He employs characters, who strategically fit themselves into the shoes of racists. He symbolically gathers people who differ in all senses, origin, color, race, among others. Among them are Ria, Graham, and Rick. All these stand as racists, who crash with one another as a result. However, they later come to learn that, with racism in their minds, crashes will never end. Through their personal experience, they begin a campaign against racism and this is evident through their reactions as they encounter race-driven people. As the movie closes, all these characters viz. Rick, Ria and Graham, have not only gained insight about themselves, but also about race. They realize the difference between a black and a white person is only skin deep; beyond that, all people are the same. Haggis successfully drives home his lesson through these characters. According to them, and through their experience, they have learned that racism is a fuel, rather than a solution of crashe s. Bell, Rahel. Racism in the Crash Movie. New York: Mavin Publishers, 2008. Print. Crash. Dir. Paul Haggis. 20th Century Lion Gate Film Productions, 2005. Film. Robert, Keith. Race: The Crash Movie. Mabros: HINN Publications, 2006.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More

Learn More About the Types of Coffee Served in Italy

Learn More About the Types of Coffee Served in Italy Espresso,  caffà ¨ normale,  cappuccino; sometimes it seems that there are as many types of coffee in Italy as there are  kinds of pasta. And just like pasta, Italian coffee is an art form with many customs and traditions. Whether its a  caffà ¨ corretto  thrown back like a shot, acappuccino  and brioche for breakfast or a  granita di caffà ¨ con panna  to cool off from the hot midday sun, in Italy, there is a coffee drink specific for every time and mood. The Perfect  Tazza Want to start a heated discussion in Italy? Ask a group of friends how to make a perfect cup of stove top espresso! There are fully automatic espresso makers, pump-driven espresso machines, lever piston espresso machines, and, of course, the classic  aluminum espresso coffee maker  (also called a moka pot or The Moka Express), which was invented in the 1930s. Italian coffee  tifosi  in search of the perfect cup will also debate various factors such as bean type,  blade vs. burr grinders, tamp pressure, water temperature and humidity. Caffeine junkies not only have their favorite local  torrefazione  (coffee house), but even prefer certain   baristi  because of their ability to deliver a perfect  caffà ¨ espresso. S Marks the Pot (of Coffee) No one expects a first-time visitor to Italy to trill their rs like a native Italian speaker. But if you dont want to be labeled  maleducato  when ordering a coffee in Italy its  espresso, not expresso. Both will quicken your heart rate, but an  expresso  is a fast train and an  espressois a small cup of very strong coffee. And  caffà ¨Ã‚  (with two fs) is both the beverage and the locale that serves it. What kind of coffee should you order in a caffà ¨? The possibilities can be as daunting as a  Starbucks menu. Below is a list of the most popular caffeine-laden drinks. Keep in mind, too, Italians generally dont drink coffee with any meal except breakfast. Coffee is often ordered after a meal and -   che vergogna!  - only the unwitting tourist will order a cappuccino in a restaurant after lunch or dinner. When ordering an after-dinner coffee, do not ask for an espresso, ask for un caffà ¨, per favore. Italian Vocabulary List: Coffee caffà ¨ (espresso)- a small cup of very strong coffee, i.e., espressocaffà ¨ Americano- American-style coffee, but stronger; weaker than espresso and served in a large cupcaffà ¨ corretto- coffee corrected with a shot of grappa, cognac, or another spiritcaffà ¨ doppio- double espressocaffà ¨ freddo- iced coffeecaffà ¨ Hag- decaffeinated coffeecaffà ¨ latte- hot milk mixed with coffee and served in a glass for breakfastcaffà ¨ macchiato- espresso stained with a drop of steamed milk: small version of a cappuccinocaffà ¨ marocchino- espresso with a dash of hot milk and cacao powdercaffà ¨ schiumato- similar to a macchiato, but with milk foam insteadcaffà ¨ stretto- espresso with less water; rocket fuel!cappuccino- espresso infused with steamed milk and drunk in the morning, but never after lunch or dinnergranita di caffà ¨ con panna- frozen, iced beverage (similar to a slush, but ice shavings make it authentic) and topped with whipped creamshakerato- espresso with sugar shak en to a froth over ice and topped with foam

Ethical, Legal, or Sociocultural Issues Assignment

Ethical, Legal, or Sociocultural Issues - Assignment Example In the context of counseling, ethics is referred to as the philosophical discipline concerned with the standards that govern conduct perceived to be acceptable by a culture or society. Ethical considerations for carrying out testing and measurement, in any psychological context, from a participant perspective should include informed consent obtained from all the participants, voluntary participation and adhering to confidentiality of participant information like identity. Legally, all psychometric tests and measurements have to be performed by competent test users according to the regulation. According to the International Test Commission (ITC), â€Å"A competent test user will use tests appropriately, professionally, and in an ethical manner, paying due regard to the needs and rights of those involved in the testing process, the reasons for testing, and the broader context in which the testing takes place† (Dobbie & Fitzgerald, 2003). Abiding by the ethics codes such as confidentiality, right to informed consent, and voluntary participation are also covered under legal boundaries. From a sociocultural perspective, biasness in testing and measurement is the most common possibility. The psychologists involved in testing should have sensitivity, knowledge, and skills to work with individuals and groups with a diverse range of strengths and needs from a variety of racial, cultural, ethnic, experiential, and linguistic backgrounds. With this expertise, the psychologists will be able to reduce and/or eliminate possible biasness caused by these sociocultural norms, thereby helping participants of all backgrounds feel welcomed and appreciated in the group (NASP, 2000). The AMCD multicultural counseling competencies (Toporek et al, 1996) also advocates the counselor to educate their clients on the intention of psychological interventions such as goals, expectations, legal rights and the counselor’s