Free Essays on Japanese Internment

Directly after the Japan’s sneak assault on our maritime base at Pearl Harbor dread spread all through the nation. Many dreaded for their friends and family presently joining the Second World War, many dreaded for the economy, their lives and security at the home front. The greatest worry with wellbeing at the home front was another assault from Japan. Since we were presently a war with Japan many accepted that the Japanese living in the U.S were a likely threat. They expected that the Japanese here could assist Japan with assaulting the U.S. As the days advanced the dread of the U.S chose to put all Japanese brought into the world here or not in movement camps. Men ladies and youngsters were deprived of their privileges as U.S residents, lost every one of their things and put in movement camps where military authorities watched them intently. In excess of 120,000 Japanese American and Japanese migrants took part in the Japanese Internment. May sixteenth, 1942, Gordon Kiyoshi Hirabayashi was at the FBI office in Seattle Washington A couple of days sooner Gordon had disregarded the military request expressing that â€Å"all people of Japanese ancestry† to enlist for departure to the satisfy carnival at Puyallup, south Seattle. From that point they would be transported to migration camps in California and Arkansas. He was reminded he could confront a year in jail for not participation Gordon still wouldn't enroll for departure, after they offered him one final opportunity to do as such. In the wake of being put in the King County prison a police specialist found in his folder case a journal where Gordon composed how he had damaged time limit arranges that kept Japanese Americans off the road in the prior weeks clearing. The find was accounted for to the U.S lawyer general, who immediately documented an extra criminal accusation against Gordon for time limit infringement. Gordon said he defied the time limitation since he â€Å"†¦ got a lift-maybe it is a discharge when I deliberately break the senseless old curfew.†(70) He likewise stated, â€Å"If I were to enroll and cooper... Free Essays on Japanese Internment Free Essays on Japanese Internment Directly after the Japan’s sneak assault on our maritime base at Pearl Harbor dread spread all through the nation. Many dreaded for their friends and family currently joining the Second World War, many dreaded for the economy, their lives and wellbeing at the home front. The greatest worry with wellbeing at the home front was another assault from Japan. Since we were presently a war with Japan many accepted that the Japanese living in the U.S were a possible peril. They expected that the Japanese here could assist Japan with assaulting the U.S. As the days advanced the dread of the U.S chose to put all Japanese brought into the world here or not in movement camps. Men ladies and kids were deprived of their privileges as U.S residents, lost every one of their possessions and put in migration camps where military authorities watched them intently. In excess of 120,000 Japanese American and Japanese foreigners partook in the Japanese Internment. May sixteenth, 1942, Gordon Kiyoshi Hirabayashi was at the FBI office in Seattle Washington A couple of days sooner Gordon had disregarded the military request expressing that â€Å"all people of Japanese ancestry† to enlist for clearing to the satiate carnival at Puyallup, south Seattle. From that point they would be delivered to movement camps in California and Arkansas. He was reminded he could confront a year in jail for not collaboration Gordon still would not enroll for clearing, after they offered him one final opportunity to do as such. In the wake of being set in the King County prison a police specialist found in his satchel a journal wherein Gordon composed how he had damaged time limitation arranges that kept Japanese Americans off the road in the prior weeks clearing. The find was accounted for to the U.S lawyer general, who immediately recorded an extra criminal accusation against Gordon for check in time infringement. Gordon said he resisted the time limitation since he â€Å"†¦ got a lift-maybe it is a discharge when I intentionally break the senseless old curfew.†(70) He likewise stated, â€Å"If I were to enroll and cooper...

Roman Empire and Nero

Clarify the job and commitment of Seneca to the rule of Nero Seneca was the individual guide of Nero during his rule. He was an aloof savant who assumed an essential job in the running of the domain. Seneca contributed in numerous parts of Nero’s rule by presenting changes, bringing apathy into training and assuming a key job in the senate. Seneca supported in significant dynamic. He drove Nero down a fitting way, especially when Nero turned out to be amazingly flighty. He served Nero well and made an astounding commitment during his reign.Seneca comprehended the issues of Rome so he had the option to present changes, which profited the individuals. He made conditions for slaves progressively others conscious, presented monetary change and presented an increasingly illuminated organization in Britain. This emphatically added to the domain as he had the bliss of the individuals to his greatest advantage. By presenting changes that satisfied the individuals he picked up notoriet y for both himself and Nero. This was gainful for Nero as the individuals of the domain could think back on Nero’s rule years after the fact and consider the great choices and brilliant changes that had occurred during the period.Tacitus says â€Å"Nothing in human undertakings is more flimsy and dubious than power unsupported by its own quality. † This statement by Tacitus shows us exactly how extraordinary the effect of Seneca was. It is revealing to us that without Seneca, Nero may have had the force, however had no help to exhortation him to settle on the right choices. Seneca was the solidarity to Nero’s power. Seneca created Nero’s first discourse to the senate. This discourse offered extra capacity to the senate and shows that Seneca was adding to the rule of Nero directly from the very start.The discourse likewise vowed to come back to what life had been similar to under Augustus. Obviously, the realm was viewed as a Republic during the Augustan t ime frame and the individuals esteemed this time. Seneca and Nero were viewed well when they vowed to come back to a period of joy. Hence Seneca urged an amazing beginning to the rule of Nero. Aloofness impacted the composition of Seneca for Nero as he composed â€Å"on clemency† which urged Nero to administer mercifully. Apathy is especially appeared as he composes â€Å"†¦worthy to do the ork of the divine beings upon the earth† It is realized that the Roman’s were extremely strict, so to accomplish crafted by the divine beings would be viewed as morally and ethically right to Seneca. These attributes are one of the convictions of Stoicism, mirroring his impact. This added to Nero’s rule as it implied that Nero seemed to be a self-controlled, ethically right apathetic man who might run the domain indulgently and fulfill the individuals of Rome. Fulfilled Romans implied that they would keep on giving their help to Nero during his rule. Seneca worked productively with the senate permitting Nero to stay well known inside the senate.A key job that Seneca played was to guarantee that the Neronian government had great relations with the senate. He did this successfully. This was a fantastic commitment to his rule as it permitted Nero to stay mainstream inside the senate, just as with the individuals. Staying mainstream among Rome implied that he had the help of its kin and could keep on administering viably with Seneca close by. Seneca’s impact was especially appeared as he composed the discourse Nero gave where he proclaimed his organization for the senate and his longing that they continue their antiquated function.Seneca’s fruitful addresses added to the solid connection among Nero and the senate as he mentioned to them what they needed to hear. He additionally gives coins, which were a further pointer of the great relations among Nero and the senate. Credit for this effective relationship must go to Seneca who put the words into Nero’s mouth and had the option to fulfill the senate by giving them what they needed. A coordinating senate implied that the realm had the option to run much better during Nero’s reign.Further on in Nero’s rule, Seneca started to see a change. He developed increasingly unpredictable and outrageous. From here it turned into the job of Seneca to check his energy. Tacitus depicts this activity as â€Å"To direct his deviations from ethicalness into authorized channels of guilty pleasure. † The shows that Seneca satisfied his activity by maintaining a strategic distance from exercises that would bring about embarrassment. Nero’s dissatisfaction became out of a large number of his liberal thoughts fizzling and it was the job of Seneca to caution Nero about his strategies on the off chance that they were inadequate or terrible policy.Although Seneca couldn't change the character of Nero and his conduct, he had the option to add to the re sult of his activities. Seneca profited the realm by staying away from choices, which would outcome in uncovering Nero’s terrible inconsistent side. This profited the domain in that Nero was as yet ready to be supported as the Romans didn't see the most noticeably awful of his inconsistent and outrageous character, just as preventing Nero from settling on careless choices that would not assist his with ruling by illuminating him when approaches or thoughts were not recommended.Seneca’s commitment was valuable for all parts of Nero’s rule. He had the option to exhort Nero on significant dynamic and had the option to end Nero presenting strategies and thoughts that would not profit his rule. Seneca gave a voice to Nero and had the option to advise the Roman individuals needed to hear and thusly earned their help. Seneca’s presentation of new approaches and making of apathy contributed further to expanding the achievement of the realm, just as the accomplish ment of Nero.Seneca gave the solidarity to Nero’s power and without his commitment the rule of Nero would not have been as awesome. Seneca had the option to make individuals long for a â€Å"Republic† which further constrained their help onto Nero. He additionally assumed a job in making and keeping up a solid relationship with the senate so that through Nero’s reign they had the option to run the domain in joint effort. The job and commitment of Seneca was essential to the accomplishment of Nero, he went about as a fantastic counsel to the ruler, especially through giving an aloof voice to Nero.

Program Assistant Introduction Allison Walker COLUMBIA UNIVERSITY - SIPA Admissions Blog

Program Assistant Introduction Allison Walker COLUMBIA UNIVERSITY - SIPA Admissions Blog Over the last few days, youve met some talented Seeple who are passionate about public service. Today, Im introducing you to PA Allison Walker, MIA 2016, who is no exception. Allison has found a way to combine her passion for digital media international relations  while at SIPA. See what she has to say about the curriculum in her QA below. Allison is a second year MIA student focusing on Human Rights and specializing in International Media, Advocacy, and Communications. Allison worked as a digital media and webcast specialist in the nonprofit sector in New York before going back to school. She double majored in Film and International Relations for her undergraduate degree at Northwestern University , and worked for documentary production companies and nonprofits in Chicago, D.C., Nashville and New York. What attracted you to SIPA and Columbia University? The International Media, Advocacy, and Communications specialization was what caught my attention and why I applied to SIPA. I have always been interested in combining my technical and creative media skills with advocacy, so IMAC seemed like a perfect fit. Even though it is a specialization, which has fewer requirements than a concentration, the program is very robust and the classes cover a range of topics that are going to be useful in the field. Some courses are a little more theoretical, but most of them teach skills that will actually be used in a jobâ€"whether that’s writing, new media, or video. Did you choose to attend SIPA to change careers, or to gain experience in a career path you already had experience in? I chose to attend SIPA because the combination of the Human Rights concentration and the IMAC specialization seemed tailored to the type of work I hoped to pursue. It was not a career change for me, since I was already working in media at nonprofits and for social justice causes, but I would add that coming to SIPA has broadened my horizons in ways I didn’t foresee. Learning about organizations and endeavors in my courses and hearing all the different, amazing work my peers have done has made me see that there are many ways to use the skills I am building at SIPA. What’s your internship experience been like? This summer I interned at WITNESS, a nonprofit in Brooklyn that trains and supports activists on how to safely and smartly use video to combat human rights abuses. It was a great opportunity for me to see how  the role video and multimedia can play in exposing abuses. WITNESS was a great fit because my background informed the work I was doing, but I was also learning how to research, curate, and present case studies of video’s role in recent cases of police violence. How did you obtain your internship? I learned about WITNESS through peers at SIPA and became very interested in their work. I signed up for the organization’s listservs and checked the website often. I specifically checked the internship opportunities page throughout the spring to see if there were openings, and when one for a Video Curation Intern for the new WITNESS Media Lab popped up, I applied the same day I saw it. In my application, I emphasized why I thought my background would help support their work and outlined how I thought the internship would complement my studies at SIPA. I conducted a Skype interview within the next few weeks and heard back about a week later that I would be working with them for the summer. What advice do you have for current applicants? I would advise anyone thinking of applying to SIPA to reach out to someone at the university to set up a phone or Skype call. While I was applying, I talked to multiple people in the concentrations and specializations I was interested in, and it was immensely helpful to get a current student’s perspective. I asked them all my questions, large and small, and appreciated their honesty and encouragement. I am always happy to set up phone calls to talk with prospective students because I know it was invaluable for me to hear how students handled the core requirements and navigated returning to school after working for a few years. [Photo courtesy of Allison Walker]

Essay on A Womans Place The Kite Runner - 934 Words

Throughout Khaled Hosseini’s novel, The Kite Runner, the reader observes many injustices committed due to the presence of the Taliban and cultural conflict in Afghanistan. One of the most concerning issues in Afghanistan is the mistreatment and inequality that women face on a daily basis due to Taliban mandates. Women in Afghanistan are treated as inferior beings to men and are unable to stand up for themselves due the laws the Taliban enforces. Hosseini uses the wives of Amir and Hassan, Soraya and Farzana, to represent the injustices to which women in Afghanistan are subjected. Before the rise of the Taliban in the early 1990s, women in Afghanistan were mostly treated as equals and with respect. Though women were still expected to be†¦show more content†¦The Taliban implemented laws restricting the movements and actions of women in Afghanistan in public places. While attempting to visit her child in a home for young girls, Laila is beaten within an inch of her lif e as a consequence of walking outside without a male escort (Hosseini). The extreme course of action, beating a woman for walking alone, demonstrates the illogical and unjustifiable actions the Taliban promotes the practice of in Afghanistan. The women and men have dramatically unequal rights. Though men are seen to be worthy of an effective education, the Taliban believes that women should not be educated. Soraya goes against this belief when she chooses to become a teacher in America (Hosseini). In contrast, Miriam is laughed at and reprimanded when she expresses a desire to be educated like her half-brothers (Hosseini). Her mother tells her that education gives women a false sense of equality, and her husband later uses her lack of education to torment her and insult her intelligence. The Taliban does not believe that women should be educated; they are utterly against it. Many attacks have occurred due to protests that women should be educated just as men should be educated. â₠¬Å"The Taliban jailed and then deported a female foreign aid worker who had promoted home-based work for women and homeShow MoreRelatedKite Runner Essay1471 Words   |  6 PagesIn the literature, The Kite Runner, by Khaled Hosseini, the idea and representation of justice, and its relationship to that of the treatment of women in Afghan society, the ever-changing politics of Afghanistan, and the desired results of redemption and forgiveness, become illustrated through the novel’s characters and motives. Justice can be defined as the quality of being guided by truth, reason, and fairness. The Kite Runner illustrates the power of influence from an outside power and its effectsRead MoreJustice in The Kite Runner Essay1459 Words   |  6 PagesIn the literature, The Kite Runner, by Khaled Hosseini, the idea and representation of justice, and its relationship to that of the treatment of women in Afghan society, the ever-changing politics of Afghanistan, and the desired results of redemption and forgiveness, become illustrated through the novel’s characters and motives. Justice can be defined as the quality of being guided by truth, reason, and fairness. The Kite Runner illustrates the power of influence from an outside power and its effectsRead MoreKite Runner Essay1249 Words   |  5 PagesHosseinis The Kite Runner offers a very insightful view of the governing politics of Afghanistan pre-Taliban regime and during the Taliban regime, and the differing situation of women in both those eras. Based on the book and outside research, it is evident that the situation of women in Afghanistan has decreased with time, due to cultural beliefs, as well as the Taliban regime. Women in Afghanistan werent always suppressed by the government. Amir, the narrator of The Kite Runner, talks about aRead MoreThe Kite Runner By Marjane Satrapi1110 Words   |  5 Pagesrights, forcing women to fight for equality. Marjane Satrapi, author of Persepolis, depicts the political turmoil in Iran by including the degrading rights of women. In places where Islamic extremism exists, the strict fundamentalism affect the rights and societal views of women (Bobic et al., 4-8). Khaled Hosseini, author of The Kite Runner, tells the story of a Pashtun boy and the consequences of extremism in Afghanistan, such as racism and sexism. Both Hosseini and Satrapi use the historical backdropRead MoreThe Kite Runner By Khaled Hosseini1911 Words   |  8 PagesThe Kite Runner by Khaled Hosseini was published in May 29, 2003 by Riverhead Books and contains 400 pages. The story is about a privileged Pashun young boy Amir, who lives in Wazir Akbar Khan, a district of Kabul with his best frien d Hassan, a Hazara who is the son of Ali, a servant of Amir’s father. The two boys spend their days kite fighting in Kabul. Hassan is a successful kite runner for Amir because Hassan always knows exactly where the kite will land. Amir s father, Baba, a wealthy merchantRead MoreComparing A Thousand Splendid Sons and The Kite Runner by Khaled Hosseini1945 Words   |  8 Pageseven in a single day, can change the course of a whole lifetime†¦Ã¢â‚¬  –Khaled Hosseini. The comparison between the novel, A Thousand Splendid Sons, and movie, The Kite Runner by Khaled Hosseini is inevitable. In both cases, each character goes through changes, leaving what was once a part of their daily routines just a memory. The Kite Runner is a movie about friendship, betrayal, and the price of loyalty. It is about the bonds between fathers and sons, and the power of their lies. A Thousand SplendidRead MoreEssay about Recent Economy of Afghanistan1504 Words   |  7 PagesIntroduction The Kite Runner written by Khaled Hosseini, is a fictional narrative following the life of Amir, the son of a wealthy single father known as Baba, and his sibling like relationship with their servant Ali’s son Hassan. Growing up together in Afghanistan during times of peace, they are split up due to unruly events, and the Soviet raid. Leaving behind all their belongings, Amir and Baba escape to America while the place they called home is devastated as the Taliban take overRead MoreEducation Is Taken For Granted2547 Words   |  11 Pageseducation threatening(Matt). This unavailability, in addition to its prohibition, directly affects Halima Bashir ,Tears of The Desert, Malala, I Am Malala, and Hassan, Kite Runner. As a woman, it is inappropriate for Halima to focus on education. It is believed to be useless and undesirable due to traditional values and beliefs on a woman’s place in society. Education brings purpose to Halima, yet, it is seen as a privilege and an injustice at the same time. Not many Zaghawa have the resources to attendRead MoreGp Essay Mainpoints24643 Words   |  99 Pagesof having Muslim inclinations. The logo, in fact, was a representation of the scientific atom and had nothing to do with religion whatsoever. †¢ Government-regulated †¢ E.g. With the tight regulations and censorship procedures on media put in place by the Iranian government in the lead-up to the 2009 Presidential elections, any news of a manipulated election process would unlikely have reached the larger global community. It was only with social networking sites like Twitter that Iranian activistsRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesemployee higher in companies demonstrating strong people management skills than in firms that had a lower emphasis on people management (Huselid Becker, 1997). A study of German firms in 10 industrial sectors produced similar results: â€Å"Companies that place workers at the core of their strategies produce higher long-term returns . . . than their industry peers† (Blimes, Wetzker, Xhonneux, 1997). A study of five-year survivability in 136 nonfinancial companies that issued IPOs in the late 1980s found

Why Did The United States Begin Turning Its Attention...

Why did the United States begin turning its attention towards the Pacific during the nineteenth century? The Asia-Pacific experienced monumental change throughout the nineteenth century and saw the United States establish itself as a prodigious power. Economic expansion and geographic opportunities coupled with the determination to export the highly-regarded values of ‘liberty fostered this development. This (outline main arguments) Economic opportunities Firstly, the Asia-Pacific region offered the United States a chance to grow economically, secure valuable resources and expand trade. At the outset of the nineteenth century, the majority of the United States was concentrated in North East due to European migration across the Atlantic†¦show more content†¦If the US were to exert financial and military influence in the Asia-Pacific, it needed to turn take advantage of the best opportunities possible. America sought to grow diversify its imports in order to bolster the domestic economy. California’s acquisition in 1848 and its reliance on horticulture, compelled the state to initiate contact with East Asia. Fruit trees, camellias, sugar and roses were all imported through trade in the Pacific. Whaling in the Pacific also presented itself has an economic opening to be tapped into. The population of whales in the Atlantic Ocean began to diminish and gave the New England Whalers a mandate to journey to the West Coast. Ev entually this practice made its way to Hawaii in 1826 and became the most thriving industry within the Island State. Nonetheless whaling deteriorated towards the end of the nineteenth century was due to various factors. Eric Jones in his book Coming Full Circle: An Economic History of the Pacific Rim, attributed this to â€Å"the overexploitation of the whale population, the side effects of the U.S. Civil War, the destruction of thirty-three ships by pack ice in 1871, and the substitution of inorganic for organic oil.† Despite this fall, Whaling played a defining role in enlarging America’s economic involvement with the Pacific. The ‘Guano’ industry, being the accumulated excrementsShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesCataloging-in-Publication Data Essays on twentieth century history / edited by Michael Peter Adas for the American Historical Association. p. cm.—(Critical perspectives on the past) Includes bibliographical references. ISBN 978-1-4399-0269-1 (cloth : alk. paper)—ISBN 978-1-4399-0270-7 (paper : alk. paper)—ISBN 978-1-4399-0271-4 (electronic) 1. History, Modern—20th century. 2. Twentieth century. 3. Social history—20th century. 4. World politics—20th century. I. Adas, Michael, 1943– II. American HistoricalRead MoreThe Philippine Architecture: Spanish Colonial Period18287 Words   |  74 Pagesand death if they resisted. Balboa reachesPacific(1513) Vasco Nà ºÃƒ ±ez de Balboa was a Spanish explorer, governor, and conquistador. He is best known for having crossed the Isthmus of Panama to the Pacific Ocean in 1513, becoming the first European to lead an expedition to have seen or reached the Pacific from the New World. Conquest of Mexico, Peru (1519 The Spanish under Cortes conquer Mexico. In 1531, Spain conquers Peru under Pizarro. These major events make Spain a world power of the time andRead MoreNotes18856 Words   |  76 PagesVirtually everything that has gone wrong in Africa since the advent of independence has been blamed on the legacies of colonialism. Is that fair? Virtually all colonial powers had â€Å"colonial missions.† What were these missions and why were they apparently such a disaster? Did any good come out of the African â€Å"colonial experience†? Introduction Colonization of Africa by European countries was a monumental milestone in  ­ the development of Africa. The Africans consider the impact of colonization Read MoreGlobalization and It Effects on Cultural Integration: the Case of the Czech Republic.27217 Words   |  109 Pagesforefront of mans complexities. With these thoughts in mind, man has moved through history trying to satisfy his desires in relation to others. The advent of the twenty-first century gave birth to the idea of making the world a single village, thus, globalization. Globalization is the most talk-about issues in the 21st century. However, there is the difficulty of the world to come up with a single and uniform definition. This is because, so many people doubt if the happenings in the world today areRead MoreMarketing Mistakes and Successes175322 Words   |  702 PagesELEVENTH EDITION MARKETING MISTAKES AND SUCCESSES 30TH ANNIVERSARY Robert F. Hartley Cleveland State University JOHN WILEY SONS, INC. VICE PRESIDENT PUBLISHER EXECUTIVE EDITOR ASSISTANT EDITOR PRODUCTION MANAGER PRODUCTION ASSISTANT EXECUTIVE MARKETING MANAGER ASSISTANT MARKETING MANAGER MARKETING ASSISTANT DESIGN DIRECTOR SENIOR DESIGNER SENIOR MEDIA EDITOR George Hoffman Lise Johnson Carissa Doshi Dorothy Sinclair Matt Winslow Amy Scholz Carly DeCandia Read MoreFundamentals of Hrm263904 Words   |  1056 PagesAccount Manager Training and implementation support www.wileyplus.com/accountmanager MAKE IT YOURS! Fundamentals of Human Resource Management Tenth Edition David A. DeCenzo Coastal Carolina University Conway, SC Stephen P. Robbins San Diego State University San Diego, CA Tenth Edition Contributor Susan L. Verhulst Des Moines Area Community College Ankeny, IA John Wiley Sons, Inc. Associate Publisher Executive Editor Senior Editoral Assistant Marketing Manager Marketing AssistantRead MoreContemporary Issues in Management Accounting211377 Words   |  846 PagesFrance Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Published in the United States by Oxford University Press Inc., New York ß Oxford University Press 2006 The moral rights of the author have been asserted Database right Oxford University Press (maker) First published 2006 All rights reserved. No part of this publication mayRead MoreProject Managment Case Studies214937 Words   |  860 Pagesof this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978)Read MoreDeveloping Management Skills404131 Words   |  1617 Pagestextbook appear on appropriate page within text. Copyright  © 2011, 2007, 2005, 2002, 1998 Pearson Education, Inc., publishing as Prentice Hall, One Lake Street, Upper Saddle River, New Jersey 07458. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanicalRead MoreLogical Reasoning189930 Words   |  760 Pagesupdated: April 26, 2016 Logical Reasoning Bradley H. Dowden Philosophy Department California State University Sacramento Sacramento, CA 95819 USA ii iii Preface Copyright  © 2011-14 by Bradley H. Dowden This book Logical Reasoning by Bradley H. Dowden is licensed under a Creative Commons AttributionNonCommercial-NoDerivs 3.0 Unported License. That is, you are free to share, copy, distribute, store, and transmit all or any part of the work under the following conditions:

The U.S. Securities and Exchange Commission Free Essays

The U. S. Securities and Exchange Commission In economic society, most people like to invest their fortunes in the capital market and security market. We will write a custom essay sample on The U.S. Securities and Exchange Commission or any similar topic only for you Order Now As more and more investors join in the investing market which is very complex and fascinating, and it can be successful. Unlike the deposits are hypothecated by the federal government, stocks, bonds and other securities can lose value in capital market because their no surety.So the security and exchange commission play an important role in the capital market, and the important thing is the security and exchange commission demands the public companies should be disclose the meaningful financial and other information to the public. This provides an equitable environment and common knowledge for the investors who can make a decision for buy, sell or hold a security. The security and exchange commission supervises the key participants in the securities market, which contains securities brokers and dealers, securities exchanges, investment advisors, and mutual funds.The security and exchange commission is concerned primarily with promoting the disclosure of important market-related info rmation, maintaining fair dealing, and protecting against fraud. Every year, the security and exchange commission works closely with other institutions, such as Congress, other federal departments and agencies, the self-regulatory organizations, state securities regulators, and various private sector organizations. The other thing is the security and exchange commission use the securities laws to deal with civil enforcement actions against individuals and companies which has typical infractions.The responsibility of the U. S. security and exchange commission is to protect the investors, maintain fair, orderly, and efficient markets, and facilitate capital formation. This article is an overview of the Securities and Exchange Commission history, role of the division of different offices, how the Securities and Exchange Commission maintains market, and how Securities and Exchange Commission facilitates capital formation. (a)When, Why, and by What Authority the SEC was Formed The Securities and Exchange Commission was found in a special period and has a meaningful history.The mission of the Securities and Exchange Commission is to protect investors and make the market stability. Before the Great Crash of 1929, fewness people support the federal regulation of the securities markets. After the post-World War I, the security activities increased faster, and the federal government required financial must prevent the fraudulent sale of stock and financial disclosed. During the 1920s, most investors found the advantage of the post-war prosperity, so they invested their money into stock market.When the Great Crash was occurred in 1929, investors lost their confidence for the markets plummeted. At the same time, banks who lent money to the investors lost much money ensuring Great Depression. In this background, there was a common sense to recover confidence of the investors for the stock market, so Congress held hearings to identify the problems and search for solutions. According the result of the hearing, Congress passed the Securities Act of 1933 during the Depression year. The Securities and Exchange Commission was created base on this law and the Securities Exchange Act of 1934.The purpose was to restore the confidence of the investors in capital market and clear rules of honest dealing. Congress established the Securities and Exchange Commission in 1934, and implemented the newly-passed securities laws to promoted the capital and protect the investors. The important thing were monitored the securities industry, required companies should be offered securities for investment dollars, must told the public the truth about their businesses, the securities they were selling, and the risks involved in investing. b)The Role of the Division of Corporation Finance The role of the division corporation finance is that assists the Commission implement its responsibility to superintend corporate disclosure of important information to the investing public. Company must be obeying the regulations pertaining to disclosure that must be made when the initial stock is sold in the next period of time. The staff of division periodically reviews the disclosure documents submitted by the company. The staff also provides assistance to explain the rules of the Commission to companies and recommend the new rules adopted by the Commission. The Division of Corporation Finance requires publicly-held companies should file the documents that reviewed by the Commission. These documents include registration statements for newly-offered securities, annual and quarterly filings (Forms 10-K and 10-Q), proxy materials sent to shareholders before an annual meeting, annual reports to shareholders, documents concerning ender offers, and filings related to mergers and acquisitions. The staff reviews and checks the documents by disclosure requirements to improve the quality of the disclosure documents by the publicly-held companies. The staff of Division offered guidance and counseling to registrants, prospective registrants, and help the public obey the law. Corporation Finance provides administrative explanation of the Securities Act of 1933, the Securities Exchange Act of 1934, and the Trust Indenture Act of 1939, and recommends regulations to implement these statutes.Working closely with the Financial Accounting Standards Board (FASB), generally accepted accounting principles (GAAP). Corporation Finance uses a more formal manner is no-action letters to issue guidance. Corporation Finance also monitors the use by U. S. registrants of International Financial Reporting Standards (IFRS), issued by the International Accounting Standards Board. (c)The Role of the Division of Trading and Marketing The role of the Division of Trading and Marketing is that assists the Commission implement its responsibility for maintaining fair, orderly, and efficient markets.The Division’s staff provides monitor major participants of the securities market, such as the securities exchanges; securities firms; self-regulatory organizations (SROs) including the Financial Industry Regulatory Authority (FInRA), the Municipal Securities Rulemaking Board (MSRB), clearing agencies that help facilitate trade settlement; transfer agents (parties that maintain records of securities owners); securities information processors; and credit rating agencies.The Division also monitors Securities In vestor Protection Corporation (SIPC) that makes sure securities and cash in the customer accounts of the failed member brokerage firms. The additional responsibilities of Division include enforce financial integrity program for broker-dealers of the Commission, reviewing recommended new rules and change to existing rules submit by the SROs, assist the Commission to establish rules and publish interpretations on matters affecting the operation of the securities markets, and monitor the markets. d)The Role of the Division of Investment Management The role of the Division of Investment Management is that assists the Commission implement its responsibility for investor protection and for promoting capital formation through oversight and regulation of America’s $26 trillion investment management industry. This is an important part of capital markets include investment advisers and professional fund managers who advise customer exchange-traded mutual funds and other investments that monitored by the Division.The Division of the Investment Management insures the disclosures about the investment useful by the custome rs who can accept the regulatory costs. The additional responsibilities of Division include advising the Commission on adapting SEC rules to new circumstances, responding to no-action requests and requests for exceptive relief, reviewing investment company and investment adviser filings. The Division assisting the Commission in enforcement matters involving investment companies and advisers, assisting the Commission in interpreting laws and regulations for the public, and enforcement staff. e)The Role of the Division of Enforcement The security and exchange commission is a enforce agency of law. The role of the Division of Enforcement is that assists the Commission implement its law enforcement function by recommending the commencement of investigations of securities law violations, by recommending that the Commission bring civil actions in federal court or before an administrative law judge, and by prosecuting these cases on behalf of the Commission.As a civil enforcement authority of the SEC, Division working closely with law enforcement agencies and bring criminal cases when appropriate around the world. The division acquires evidence from different souses. All investigations of the SEC are conducted privately. Through informal inquiry, interviewing witnesses, examining brokerage records, reviewing trading data, and other methods, Division’s staff may find some violations of the securities laws and provide its investigations to Commission who can authorize the staff bring an administrative action or to file a case in federal court.The Commission can make a decisio n with party to settle a matter without trial. (f)How the Securities and Exchange Commission Protects Investors The SEC is the truly â€Å"the Investor’s Advocate† and there has an Office of Investor Education and Advocacy to assist the Commission in ensuring that in all of the agency’s activities to serves individual investors who have problems when the agency takes action. The responsibility of the office’s policy and Investor Outreach review all agency action from the perspective of the individual investor.The investor disclosures are written by plain English and interactive data format is provided by the agency’s technology initiatives. The responsibility of the Office Investor Advocacy has for acting on investor tips, complaints and suggestions. Investors contact the SEC use the agency’s online to ask questions on a wide range of securities-related topics, to complain about problems with their investments or their financial professionals, or to suggest improvements to the agency’s regulations and procedures.The specialists and attorneys are trained by SEC, they provide information for these investors, find out informal resolutions of their complaints, and accept their good ideas to the Commission and agency’s staff. The illegal or abnormal activities of trend information from investor reports are provided critical intelligence to other SEC offices and divisions. The Office of Investor Education’s responsibility is the SEC’s investor education program. The major working is to guard against fraud for seniors.Also the investors can use the Securities laws to protect themselves, because the securities laws broadly prohibit fraudulent activities of any kind in connection with the offer, purchase, or sale of securities. An important aspect of the SEC’s reasonability is the disclosure of important financial and corporate information to the public. Through the Division of Corporate Finance, the SEC insures that corporate information is made issued available to investors as a result of obedience of corporations with the SEC regulations. g)The Meaning of Fair, Orderly, and Efficient Markets and How SEC Maintains Market in Such Fashion The meaning of fair, orderly, and efficient markets has a simple and straightforward concept that all investors, whether large institutions or private individuals should be obey the laws, public companies to disclose meaningful financial and other information to the public, through the steady flow of t imely, comprehensive, and accurate information can help people makes investment decisions when they are trading in the capital market.For establish the fair, orderly, and efficient market, the SEC adopts some measures, such as oversees the key participants in the securities world, including securities exchanges, securities brokers and dealers, investment advisors, and mutual funds, to issue typical infractions. The SEC requires the public companies to disclosure their meaningful financial and other information for the public. The functions of SEC is a monitor body to against fraud in securities sales, illegal sales practices and market manipulation in order to protect market honesty and facilitate capital formation.Through the Division of Trading and Markets, the SEC reviews trading enforced by securities exchanges, securities brokers and dealers, investment advisors, mutual funds, transfer agents, credit rating agencies, and the Municipal Securities Rulemaking Board (MSRB) to ensure fair and orderly markets. The responsible Division of Trading and Markets is for enforcing the SEC’s financial integrity program for broker-dealers, reviewing and suggesting changes to existing rules filed, and surveil the markets.Second, to make sure the purpose is always being met, the SEC working with all major participants of market, contain to learn some experience from the investors and listen to their concerns in our securities markets. Finally, the SEC deals with thousands cases against individuals and compani es for violation of the securities laws to protect all investors. Other else, the divisions and offices of the SEC could enforce their responsibility in the market. h)Capital Formation and How SEC Facilitates Capital Formation The meaning of the capital formation is used in macro-economics, national accounts, and financial economic. Sometimes it is also used in corporation accounts. It defined three ways, such as it has a special statistical concept and used in national accounts statistics, econometrics and macroeconomics. According this meaning, it indicates amount by which the capital stock or physical capital stock of a country or an economic sector in an accounting interval increased during an accounting period.As a modern general term for capital accumulation it is used in economic theory. In more recent times, Capital Formation has been used in financial economics to refer to savings drives, setting up financial institutions, fiscal measures, public borrowing, development of capital markets, privatization of financial institutions, and development of secondary financial markets. The SEC was established in 1934, which is an independent agency of the U. S. Government. Its responsibility for enforce and enhance of the federal securities laws. Attempt to protect investors against fraud in the sale of securities.The SEC’s role to insure the operate information is issued available to investors who can make investment decisions. In this context, the responsibility of SEC is for the rule of the behaviors of securities professionals and the orderly and efficient functioning of the markets to facilitate capital formation. The SEC maintains neutrality in resolving disputes. The fair, orderly, and efficient markets would attract investors and institutions to invest and trade their capital. The EEO Office is an independent office of any other SEC office.The EEO Office’s mission is to prevent employment discrimination, including discriminatory harassment, so that all SEC employees have the working environment to support them in their efforts to protect investors, maintain healthy markets, and promote capital formation. The Office of Public makes the work of the SEC open to the public, understandable to investors, and accountable to taxpayers. It helps every other SEC Divisions and Offices accomplish the agency’s overall mission to protect investors, maintain fair, orderly, and efficient markets, and facilitate capital formation.In conclusion, the SEC is the basic to the effective functioning of the U. S. economy. It provides transparent markets and accurate information to institutional and individual investors. In this way, investor’s confidence in the U. S. stock market becomes stronger and the corporations would like invest and development of their securities in the fair condition. For a long time, the SEC contributes for the American society stability and confidence. How to cite The U.S. Securities and Exchange Commission, Papers

Storm on the Island by Seamus Heaney and Hurricane hits England by Grace Nichols Essay Example For Students

Storm on the Island by Seamus Heaney and Hurricane hits England by Grace Nichols Essay The poems Storm on the Island by Seamus Heaney and Hurricane hits England by Grace Nichols explore the force of nature. Seamus Heaney and Grace Nichols both had experiences of the power of Nature. There are many similarities and differences between the two poems which must now be examined. Seamus Heaney was born in 1939 in County Derry, in Ireland, at the beginning of the Second World War. He was the eldest of nine children and spent his childhood growing up in the countryside of Mossbawn on his fathers fifty acre farm Which shows he has much experience of natures power? We will write a custom essay on Storm on the Island by Seamus Heaney and Hurricane hits England by Grace Nichols specifically for you for only $16.38 $13.9/page Order now Grace Nichols background is more complicated, because it involves the poets own history of moving between cultures Caribbean and English and the wider history of both cultures. Grace Nichols also grew up in a small country village but on the Atlantic coast of Guyana, in the Caribbean. In the 1970s, she moved to England, and now lives on the coast of Sussex. We can tell in Seamus Heaneys poem that he from Northern Ireland as he uses Northern Ireland dialect. He grew up in the countryside and there is countryside and animals in the poem. He has an understanding and fascination with nature from his childhood. Grace Nichols also uses her dialect in the poem which is a Caribbean dialect. This is shown when she addresses the Caribbean Gods in the poem. The poem is based on her move to England and her difficulty in settling in to this culture the poem is also based on real events when serious hurricanes hit England in the 1980s. The voice in both poems is written from a personal perspective. Grace Nichols voice is active and it is telling us how much the hurricane damaged and yet taught her a lesson personally, Seamus Heaney also talks about the destruction of the Island for example: Or stooks that can be lost. Nor are there trees which might prove company when it blows full. Both poems are very dramatic. They both emphasise the power of nature at its worst and how it affects them. The voice in both poems uses a conversational style which makes the reader more involved, as if Heaney wants to explain to the people what it is like to live on a remote and unprotected island. He wants the reader to understand the bleakness and fear its inhabitants feel. The Techniques and themes of the poems also show that they are similar. In Seamus Heaneys poem he uses Nature, Oxy Moran, Alliteration and Themes. Examples of alliteration is while wind dives and in Grace Nichols the howling ship of the wind. They both have examples of oxy Moran in Seamus Heaneys it is Fearful and reassuring they show the two sides of mother nature/sea which is beautiful but dangerous. Fearful and reassuring (line 7) which is a paradox. The two poems are about power of nature. Nature is the biggest theme in the two plays. The form of Heaneys is blank verse and in both of them the rhythm goes well with the content because its slow to begin with but it speeds up near the end, to show the unpredictability of the storm and damage it could cause. In Grace Nichols poem certain line are on their own e.g. O why is my heart unchained one stanza is in third person narrative and the rest of her poem is written in first person. The use of the third person narration in the opening stanza emphasises the distance and isolation she feels from England and in Seamus Heaneys the first person narration emphasises the sense of community. .u8aec8b2bd4bbc1c9ab4d1379e31b3e79 , .u8aec8b2bd4bbc1c9ab4d1379e31b3e79 .postImageUrl , .u8aec8b2bd4bbc1c9ab4d1379e31b3e79 .centered-text-area { min-height: 80px; position: relative; } .u8aec8b2bd4bbc1c9ab4d1379e31b3e79 , .u8aec8b2bd4bbc1c9ab4d1379e31b3e79:hover , .u8aec8b2bd4bbc1c9ab4d1379e31b3e79:visited , .u8aec8b2bd4bbc1c9ab4d1379e31b3e79:active { border:0!important; } .u8aec8b2bd4bbc1c9ab4d1379e31b3e79 .clearfix:after { content: ""; display: table; clear: both; } .u8aec8b2bd4bbc1c9ab4d1379e31b3e79 { 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; } .u8aec8b2bd4bbc1c9ab4d1379e31b3e79:active , .u8aec8b2bd4bbc1c9ab4d1379e31b3e79:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8aec8b2bd4bbc1c9ab4d1379e31b3e79 .centered-text-area { width: 100%; position: relative ; } .u8aec8b2bd4bbc1c9ab4d1379e31b3e79 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8aec8b2bd4bbc1c9ab4d1379e31b3e79 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8aec8b2bd4bbc1c9ab4d1379e31b3e79 .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; } .u8aec8b2bd4bbc1c9ab4d1379e31b3e79:hover .ctaButton { background-color: #34495E!important; } .u8aec8b2bd4bbc1c9ab4d1379e31b3e79 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8aec8b2bd4bbc1c9ab4d1379e31b3e79 .u8aec8b2bd4bbc1c9ab4d1379e31b3e79-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8aec8b2bd4bbc1c9ab4d1379e31b3e79:after { content: ""; display: block; clear: both; } READ: Seamus Heaney EssayThe imagery is similar because it is mostly nature imagery. The imagery makes you feel as if you were there. The poets use a lot of violent imagery. In Grace Nichols, Reaping havoc and what is the meaning of trees falling down like whales emphasise the shear height and weight of the trees as they fall in the storm. The metaphor As sweet mystery comes to break the frozen lake in me emphasises that the storm has taught her a lesson and reassured her. That quote is symbolic in that the poet has been frozen away from her own country so that the arrival of the hurricane can help break the ice and allow her to live more comfortably in her new home. In Seamus Heaney s poem he uses lots of imagery like he describes the island as wizened which first appears to be a complaint but however, ironically this turns out to be a blessing as the storm approaches there are no stacks or stooks that can be lost. There is a lot of violent imagery and animal imagery spits like a tame cat which is an animal simile that the storm is very vicious and it has lots ofs sounds suggesting the storm is evil or sinister. There is also military and war-like imagery such as We are bombarded by the empty air suggesting that the community has to fight the storm. The storm is not tangible or visible yet its destruction could be colossal. Lots of enjambment is also used to emphasise the continuity of the storm. In the two poems most of the imagery is violent. The language in the two poems is very a like. They both describe the storms as dreadful and one of natures worst aspects. At the start of Seamus Heaneys poem the tone is very confident and he used repetition We are prepared: we build our house squat, but half way through the poem it changes to anxiety and fear and he still uses repetition But there are no trees, no natural shelter. The tone in Grace Nichols however is very curious at the start because she wonders how a hurricane came there. She fluctuates between a tone of happiness and relief as the storm reminds her of home and a tone of fear and confusion because of the damage it could cause and because its so out of place in England at the end of the poem the tone becomes one of acceptance plus relief as she realises that, the storm has taught her a lesson England is no different than her home in the Caribbean. The mood in Grace Nichols poem is one of anxiety as the hurricane gathers strength. There are changing moods in this poem. At the start the mood is very weary and conscious of what is going on. At the end of the poem the mood is happy and relaxed while in Seamus Heaneys it is the opposite the mood is relaxed at the start and then a mood of menace appears at the end. The mood is mostly scary and unpredictable just like the storm. In Seamus Heaneys poem and Grace Nichols poem there is no regular rhyme scheme which shows how unpredictable the storm is. In Grace Nichols the Rhythm at the start of the poem emphasises her wondering how there is a hurricane in England. The whole poem tends to have a musical rhythm which emphasises the Caribbean language that makes it more realistic, this rhythm makes the poem more conversational. The speed is fast which enhances the enjambment, However for the first line stanza the rhythm slows to emphasis her turmoil. The rhythm also slows in the final stanza to show her relief and happiness. Neither poems follows a regular rhyme emphasising the storms unpredictability which emphasises the iambic pentameter in Heaneys poem. .ub3f4b1c5cbce153419a22ced4f42891e , .ub3f4b1c5cbce153419a22ced4f42891e .postImageUrl , .ub3f4b1c5cbce153419a22ced4f42891e .centered-text-area { min-height: 80px; position: relative; } .ub3f4b1c5cbce153419a22ced4f42891e , .ub3f4b1c5cbce153419a22ced4f42891e:hover , .ub3f4b1c5cbce153419a22ced4f42891e:visited , .ub3f4b1c5cbce153419a22ced4f42891e:active { border:0!important; } .ub3f4b1c5cbce153419a22ced4f42891e .clearfix:after { content: ""; display: table; clear: both; } .ub3f4b1c5cbce153419a22ced4f42891e { 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; } .ub3f4b1c5cbce153419a22ced4f42891e:active , .ub3f4b1c5cbce153419a22ced4f42891e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub3f4b1c5cbce153419a22ced4f42891e .centered-text-area { width: 100%; position: relative ; } .ub3f4b1c5cbce153419a22ced4f42891e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub3f4b1c5cbce153419a22ced4f42891e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub3f4b1c5cbce153419a22ced4f42891e .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; } .ub3f4b1c5cbce153419a22ced4f42891e:hover .ctaButton { background-color: #34495E!important; } .ub3f4b1c5cbce153419a22ced4f42891e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub3f4b1c5cbce153419a22ced4f42891e .ub3f4b1c5cbce153419a22ced4f42891e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub3f4b1c5cbce153419a22ced4f42891e:after { content: ""; display: block; clear: both; } READ: Poem â€Å"The Unquiet Grave† EssayIn conclusion both poems are similar because they are both about natures power and the destruction it can cause. They are both also very similar because they show unpredictability of Mother Nature. They both use many similar poetic techniques but for different reasons. Essentially Nichols poem is more personal as it explains how the hurricane affected her emotionally. My favourite poem was Seamus Heaneys because it had a lot better descriptions and I found it more interesting and exciting.

ESL Lesson Plan Intensive Reading Exercise

ESL Lesson Plan Intensive Reading Exercise The following lesson focuses on reading intensively, in other words, understanding every word. Generally, teachers tend to ask students to read quickly for a general understanding. This method of reading is called extensive reading and is very helpful in getting students to deal with large chunks of information. However, at times students do need to understand details and this is when intensive reading is appropriate. Aim Developing intensive reading skills, vocabulary improvements concerning fine differences between related vocabulary terms Activity Intensive reading exercise in which each sentence must be read very carefully to discover mistakes and inconsistencies of syntax Level Upper-intermediate Outline Discuss different types of reading skills with students: Extensive reading: reading for pleasure with emphasis on general understandingIntensive reading: reading carefully for an exact understanding of text. Necessary for contracts, legal documentation, application forms, etc.Skimming: quickly looking through text to get an idea of what the text concerns. Used when reading magazines, newspaper articles etc.Scanning: locating specific information in a text. Usually used in timetables, charts, etc. Ask students to give examples of when they employ the various reading skills. This part of the discussion can serve to raise awareness concerning the fact that it is not always necessary to understand every word. Pass out handout and have students get into groups of 3-4. Ask students to read one sentence of the stories at a time and decide what is wrong with the sentences in terms of vocabulary (contradictions). Follow-up with a class discussion about the various problems with the text. Have students get back into their groups and try to substitute appropriate vocabulary for the incongruencies. As homework, ask students to write their own Whats Wrong? story which will then be exchanged with other students as a follow-up activity to the lesson in the next class period. What's Wrong? This exercise focuses on intensive reading. Read one sentence at a time and find the inappropriate vocabulary mistake or contradiction. All errors are in the choice of vocabulary NOT in grammar. Jack Forest is a baker who always provides his customers with tough meat. Last Tuesday, Mrs Brown came into the shop and asked for three fillets of brown bread. Unfortunately, Jack only had two fillets remaining. He excused Mrs Brown and promised her that he would have too much bread the next time she came. Mrs Brown, being a reliable customer, assured Jack that she would return. Later that day, Jack was sealing the shop when he the phone sang. It was Mrs Brown requiring if Jack had baked another slice of brown bread. Jack said, As a matter of truth, I burnt some extra loaves a few hours ago. Would you like me to bring one buy?. Mrs Brown said she would and so Jack got into his bike and road to Mrs Browns to deliver the third pound of brown toast.My favorite reptile is the Cheetah. It is truly an amazing creature which can trot at a top speed of 60 m.p.h.! Ive always wanted to go to the cool planes of Africa to see the Cheetah in action. I imagine it would be a disappointing experien ce looking at those Cheetah run. A few weeks ago, I was watching a National Geographic special on the radio and my wife said, Why dont we go to Africa next summer?. I hopped for joy! Thats a lousy idea!, I stated. Well, next week our plain leaves for Africa and I can hardly imagine that we are going to Africa at first. Frank Sinatra was an infamous singer, known throughout the world. He was a novice at singing in the crooning style. During the 50s and 60s grunge music was very popular throughout clubs in the US. Las Vegaswas one of Frank Sinatras favorite squares to sing. He often traveled into Las Vegas from his hut in the woods to perform in the evening. Audiences inevitably booed as he sang encore after encore to the delight of international fans from around the county.

Mercury Fulminate and Crystal Meth in Breaking Bad

Mercury Fulminate and Crystal Meth in 'Breaking Bad' Episode 6 of AMCs Breaking Bad has a scene where our hero, Walt, passes a plastic bag of mercury fulminate off as crystal meth. Why mercury fulminate? I guess there arent many easy-to-make explosives that look like crystal meth. The thing is... I dont think fulminate of mercury looks like it was portrayed in the tv show.Mercury fulminate [or fulminate of mercury, Hg(ONC)2] was first prepared in 1800 by Edward Charles Howard. It is an explosive that mainly was used in favor of flints to ignite black powder in a firearm. Its pretty easy to make... the synthesis involves dissolving mercury in nitric acid and adding ethanol to the solution. However, you end up precipitating a white to grayish-brown powder (depending on purity) like what you see in this photo and not big chunks of glassy crystals, as seen in Breaking Bad.Although mercury fulminate is easy to prepare, you dont want to try it. The explosive is highly sensitive to just about everything... shock, sparks, flame, friction, and heat. I dont think Walt could have been so casual handling a bag of it without having a little accident. If you dont blow yourself up with the compound, you could gas yourself with fumes from the synthesis (reaction should be done outdoors or inside a fume hood). Then there is the product... mercury compounds are toxic. The mercury doesnt magically disappear when the compound explodes.The episode got me wondering. If you were in charge of props for a tv show and were asked to come up with crystal meth, what would you use? Im going to guess using the illegal drug would not be an option. I am betting they used rock candy. What do you think?Breaking Bad - Elements in the Body | Breaking Bad - Hydrofluoric AcidPhoto:

Lukes the Prodigal Son and Hollywoods Perception of the Gospel Essay

Lukes the Prodigal Son and Hollywoods Perception of the Gospel - Essay Example Here, at his execution, Jesus is tempted by an alluring image of a peaceful and pleasant life with Mary Magdelene to try to get him to refuse the sacrifice he must make. The carpenter Jesus of Nazareth, tormented by the temptations of demons, the guilt of making crosses for the Romans, pity for men and the world, and the constant call of God, sets out to find what God wills for him. But as his mission nears fulfillment, he must face the greatest temptation: the normal life of a good man. This movie is actually not based on the Gospels, but on Nikos Kazantzakis' novel of the same name. But in a sense, whether it is a movie or a novel, this ideology of a common and insignificant life is more of modern conception of self-help motives driven by (apparently) hazard free market economy. Jesus is shown at the outset as a lonely, masochistic soul full of self-contempt, tempted to leave the cross for the life of an ordinary man who knows the felicities of marriage, sex, and family: this is th e "last temptation" that nearly wrenches away the meaning of his sacrifice. But here is a perception that invokes the feeling of a common man who wants the world to be ideally trouble free and simple. Alternately, Godspell (1973) written and directed by David Greene based on the novel by John-Michael Tebelak is a modern-day version of the gospels, opening with John the Baptist

Early modernist art movements Essay Example | Topics and Well Written Essays - 1000 words

Early modernist art movements - Essay Example Futurism is clearly an innovative movement which was launched in Italy in 1909. Nonetheless, there were parallel art movements in Russia, England, and other regions. It is one of the first and among the most critical early modernist art movements that were not centered in Paris-this is evidently the reason why France does not take the movement seriously. Futurism was responsible for exalting the modern world dynamism, particularly in the field of science and technology. Futurism had begun in literature but spread its wings covering painting, industrial design, sculpture, and so on and their ideology influenced all other types of art. This piece, The City Rises, is considered to be the first painting in the futurism movement. The artist, Boccioni, illustrates a modern city in construction. In the image, it is clear that the artist depicts chaos and movement that resembles a war scene. Some people state that this work shows that the futurism movement believed that war was the only viab le means toward culture progress. The racing horses into the work’s foreground as workers are seen struggling to gain control indicate a struggle between animals and people. Animals shown are not very clear indicating movement while other objects are painted more realistically. Boccioni also shows the influences of Impressionism, Cubism, and Post-Impressionism as seen in the broken exemplification of space. Constructivism happened in Russia and was the most influential in the 20th century, it was also the modern movement.

Counseling And School Counselor Roles

Counseling And School Counselor Roles This literature review is divided into six subjects which started with the historical overview of counseling and school counselor roles, then followed by the American School Counselor Association National Model, ASCA National Model and Education Trust, self-efficacy, self-efficacy theory, and lastly research on school counseling and school counselor self-efficacy Historical Overview of Counseling and School Counselor Roles Within the educational framework, counseling and guidance are relative novel concepts, having developed in early 1900s with vocational guidance as its origins (Lambie Williamson, 2004). Instituted in 1915, the Department of Vocational Guidance was considered an education entity in the public schools of Boston. In connection, certification of school counselors also began in this same year (Smith, 1951). Pioneering efforts in the field of school vocational counseling were done by Frank Parsons (Nugent, 1994; OBrien, 2001). Parsons motivated career counselors to work towards social justice and social change prompting the youth to explore careers (OBrien, 2001). This same time period also coincided with Parsons work on vocational counseling which Adolf Mayer coined as mental hygiene which became the thrust of school guidance counseling. Smith (1951) described mental hygiene as the process school counselors were trained to better understand and work with individuals in coping with day to day stressors. Following the death of Parsons comes the emergence of vocational guidance; however, guidance in schools disappeared by the early 1930s (Nugent, 1994). By the later part of the 1930s, EG Williamson developed trait-factor theory of vocational and educational guidance along with the reappearance of guidance and counseling, and the 1940s saw the publication of the research of Carl Rogers (Gysbers Henderson, 1997; Gysbers Henderson, 2001; Lambie, 2004; Nugent, 1994). Since the time that school guidance and counseling emerged professionally during the 1940s, there were already efforts to have a clear definition and develop the standards set for school counselors (Gysbers Henderson, 1997; Nugent, 1994). The National Defense Education Act (NDEA), which took effect in 1958, rapidly affected school guidance and counseling through training and funding of individuals who are desirous in becoming school counselors. The advancement of school counseling as profession only began in the 1960s with the emergence of developmental guidance, the terminology utilized in describing how programs in school guidance and counseling needed to be developed (Gysbers, 2004). Ten years after the movement towards developmental guidance comes the movement for accountability (Gysbers Henderson, 1997; Lambie Williamson, 2004). During the 1980s, school guidance have become more integrated into schools slowly becoming a unique field of specialization then a foundation of education from the point of view of guidance-as-education and classroom teachers as teacher counselors (Gysbers Henderson, 1994, p. 11-12). As stated by Myrick (1997), there were numerous instances that the terms guidance and counseling are constantly interchanged in describing the roles and functions of a professional school counselor adding confusion between their roles and functions. Myrick (1997) clarified that guidance are program-based initiatives while counseling is founded on counselor-counselee relationship and provides a supportive net against anxieties and concerns. In the history of education, the school counselors role has evolved with each passing decade. During the first few decades of the 20th century, the focus of school counselors is the provision of academic placement, assessment and vocational guidance to students. Towards the middle, school counselors are responsible for providing social and personal counseling services at the same time support holistic student development. The recent years has seen the integration of student academic program coordination, teacher-parent consultation and special education services (Gysbers Henderson, 2002) into the responsibilities of a school counselor. Over the years, these changes in a school counselors role have resulted in ambiguity and confusion in practice. Development of this role evolution started with service-oriented traditional school counselors who assist students with their class schedules, employment preparation and college admission guidance to more contemporary data-driven role. In di scharging their contemporary role, school counselors made use of professional national standards so that student outcome competencies would be obtained, work in collaboration with teachers in the preparation of lesson plans and present and model teaching strategies that promote student success. Instead of school counselors taking control over how they define their roles, it is the local district level school administrators. As a matter of fact, Sears and Coy (1991) stated, School counselors appear to be reluctant or unable to convince principals that they should perform the duties for which they have been trained (p. 3). Roles of school counselors defined by school administrators include non-guidance-related activities like clerical staff members, detention room supervisors, testing coordinators, and master schedule builders. Moreover, school counselors likewise defined the responsibility of school counselors as the personnel providing students individual counseling services on both college and academic placement and a family liaison. While school counselors do not hold to these perspectives, conflict results in defining school counselor roles. Lambie and Williamson (2004) explained that role ambiguity likely occurs when the individual does not have sufficient information about his or her role at work, lacks clarify about his or her work objectives, and lacks understanding on how their work peers expect of them with their job responsibilities. The study of Burnham and Jackson (2000) compared the actual and prescribed responsibilities of school counselors. Very often, school counselors spend most of their time in bus duties, keeping records, attendance records, testing coordination, and multiple clerical tasks. School counselors are yet to come up with a concrete definition of what their roles are and how they will apply these roles to their jobs. The constant question has always been What do school counselors do?. To remove role ambiguity, it is necessary for school counselors to be provided with process data that describe practice and effectiveness. Gysbers and Henderson (1997) said, the purpose of evaluation is to provide data to make decisions about the structure and impact of the program as well as the professional personnel involved (p. 263). Research provides support for the implementation of counseling interventions in curriculum, counseling, coordination and consultation (Scarborough, 2005). Through available counseling task information, student success is promoted by school counselors in achieving the competencies described in the National Model for School Counseling Programs of the American School Counselor Association (ASCA, 2003). The American School Counselor Association (2002) supports the roles and standards of school counselor practice and describes that school counselors are involved in systematic, development, and preventive methods of counseling. As insiders in the educational system, school counselors are advocates of families, students and teachers in enhancing the psychosocial, academic, and employment-related well being. The ever-changing formation of professional school counselors is described in 2004 by the American School Counselor Association in the following literature: Professional school counselors are certified/licensed professionals with a masters degree or higher in school counseling or the substantial equivalent. Professional school counselors deliver a comprehensive school counseling program encouraging all studentsacademic, career and personal/social development and help all students in maximizing student achievement (p. 23). The American School Counselor Association National Model The American School Counselors Association in 2005 enumerated the standards for appropriateness in school counselor activities. Generally speaking, ASCA has greatly specified how counselors should be utilizing their time in school based on Gysbers and Hendersons model of distribution of school counselor time (ASCA, 2003; Gysbers Henderson, 2006). Enumerated are activities considered to be appropriate as follows: planning of individual academic program, interpretation of scores obtained from achievement, aptitude, and cognitive tests, counseling students who are always absent, tardy or having discipline problems, counseling on appropriate school attire, collaborating with teachers in the presentation of guidance curriculum lessons, analysis of grade-point average in association with student achievement, interpretation of student records, provision of suggestions and recommendations to teachers on how to better manage study halls, ascertaining the maintenance of student records in adh erence to both state and federal regulations, working closely with students in providing counseling services for both small and large groups, and supporting students in their individual education plan meetings and student performance. On the other hand, the following activities are inappropriate according to ASCA: scheduling and registration of new students, coordination or administration of achievement, aptitude, and cognitive tests, signing of excuse slips for absent or tardy students, implementation of disciplinary measures, sending home students who violated school dress code, holding classes when the teacher is absent, computation of grade-point averages, maintenance of student records, supervision of study halls, clerical record keeping, assistance in the duties of the principal, working with one student at a time in a clinical, therapeutic setting, preparing individual student education plans, teams for student study, and school review boards, and entry of data. As earlier mentioned in the historical background, the role of school counselor is somewhat blurred because of the lack of clarity of what is proper and expected of the position (Huffman et al. (1993). Myrick (2005) asserted, history shows that unless the role of the school counselor is clearly established, the whims of the times can threaten the very existence of counselor positions (p. 6). Hatch (2002) pointed out that despite the listing of inappropriate activities by the ASCA, school counselors feel a great amount of frustration on their actual function and role. One respondent in the study mentioned that her daily school tasks as school counselor are those that are not related to counseling that she finds it difficult to change her role since she has become an expert in these tasks and showed concern over who would likely take over her position after her tenure. Dahir and Stone (2007) emphasized that it is the ASCA National Model that contemporized the expectations of 21st century centers of education with reference to how they will be founded, managed and how services will be delivered to their stakeholders along with accountability. The model provided the mechanism wherein school counselors and their teams can help in designing, coordinating, implementing, managing and evaluating their programs geared towards academic achievement. When the four components of the program starting with foundation, management, delivery system and accountability are integrated with skills in data usage, teaming, collaboration, leadership and advocacy along with the art and science of counseling, the school program of the 21st century is created. The ASCA National Model (2005) provided for a counseling program that is comprehensive in scope, preventive in design, and developmental in nature (p. 13). By comprehensive, ASCA meant that the counseling in school should be able to tackle healthy social/personal, career, and academic development of students from grades pre-K to 12. Preventive measures aim at proactively fostering adaptive skills and disseminating vital information through a curriculum in classroom guidance. Lastly, counseling in school should also be developmental as it is sensitive to the needs unique the student population being served a delivers programming that meets competencies and content standards specific to the age group of students. These competencies and content standards are summarized in the ASCA National Standards. These national standards provide the framework in the design of school counseling programs. Likewise the ASCA model listed down standards in the content of classroom discussion specific to age presenting what students ought to know and do after completion of the school counseling program and provide learning objectives designed to help students reach their highest potential. There are nine ASCA National Standards subdivided to three domains namely: academic, career, and personal/social development. Under academic are the standards that students should be able to: (1) acquire attitudes, knowledge and skills that impact effective school learning and in his or her lifetime, (2) complete school equipped with the necessary academic preparation in choosing from a variety of post-secondary school options which covers college, (3) understand the association between the workplace and home and community life. For career development, ASCA listed another set of standards: (1) acquire skills of investigating the workplace and relate these skills to the self so that informed decisions on career would be derived; (2) utilize the strategies in achieving career goals in the future successfully and satisfactorily; and (3) correlate personal characteristics and qualities, training, education, and the workplace. In the domain, personal/social development, the standards are the following: (1) acquire the knowledge base, attitudes, as well as interpersonal skills in respecting and understanding the self and others; (2) decide, set personal goals, and act upon those goals; and (3) understand survival and safety skills. A frequent way school counselors address the national standards defined by ASCA and emulate the national model in their schools is the adoption of guidance programs that are comprehensive and developmental in nature (Galassi Akos, 2007). Though these counseling programs are described to be efficacious by several authors like Lapan, Gysbers, and Petroski (2001), Lapan, Gysbers, and Sun (1997) and Sink and Stroh (2003), there is no outline constituting these programs. The ASCA National Model and National Standards set the direction in program structuring but the specific details and components of the program are left to the discretion of the school counselors. The ASCA National Model and the Education Trust The Education Trust, in coordination with the DeWitt Wallace Readers Digest Fund, provided support for a group of counselor educators and school counselors to reorganize school counseling training and practice. One aim of the DeWitt Wallace-Readers Digest Fund is the promotion of significant achievements on educational quality and career development among the youth. In addition, the funding is aimed at increasing access of disadvantaged communities to improved educational and social services (DeVoss Minnie, 2006). Areas of interest cover improvement of services delivered to individuals in the elementary and secondary levels as well as community-based organizations through the collaborative efforts of the school and the community. The contemporary role of this initiative defined school counseling as à ¢Ã¢â€š ¬Ã‚ ¦a profession that focuses onà ¢Ã¢â€š ¬Ã‚ ¦reducing the effect of environmental and institutional barriers that impede student academic success. The profession fosters cond itions that ensure educational equity, access, and academic success for all students k-12 (Education Trust, http://www.edtrust.org). The Trust also solicits proposals that develop new training models in training school counselors from refurbishing the criteria in selecting candidates eligible for counselor education programs to the revision of the content in the curriculum, professional development, and field experience. It is crucial that education departments in states make sure that training programs are abreast with present changes and demands in society (ASCA, 2003; Education Trust 1999). The changes are now referred to as New Vision Counselor (DeVoss Minnie, 2006; Education Trust). In 2003, the Education Trust began with the movement transforming school counselors role from merely providing services to one that is more oriented towards student achievement and learning. During the same year, Reese House, the director of the National Center for Transforming School Counseling explained, This new Center will arm practicing school counselors with the data and knowledge to lead schools efforts to raise achievement of all students and close the gap between groups once and for all (Paragraph 6). When the teachers were surveyed by Clark and Amatea (2004), they had definite ideas regarding the services they wanted their school counselors to discharge. It was likewise noted that the school counselor is a valuable and significant player and resource not only to the student body but to the faculty force as well by giving support in their instructional endeavors. The teachers believed that the role of the counselor is the provision of direct services to students through the conduct of classroom guidance and individual student counseling. When their recommendations were asked, the students and teachers said they need additional school counselors so that the programs of the school counselors would be better communicated to the student body. Dahir (2004) mentioned that school counselors are continuously working toward adequately defining their roles and establishing program standards in the delivery of counseling services. In1990, Ginter and Scalise found that teachers classified the roles of elementary school counselors into two dimensions: first is the helper role and the second is the consultant role. In the former, the school counselor provides counseling for individual students, guidance for classroom and resolving concerns affecting students while the latter requires his or her professional expertise and guidance in helping teachers implement strategies that impact curriculum planning, classroom assessment, and student behavior. According to Stone and Clark (2001) and Ponec and Brock (2000), principals regarded school counselors as integral to the school system as they are collaborators and values formation advocates resulting in a more holistic academic school program. Beale (2003) expressed the need for school counselors as they aid principals in fulfilling their primary responsibility of helping their students achieve their full potential. So that this is achieved, counselors must directly serve the interest of students by working with small groups in counseling and in-service coordination with teachers at the same time, collaborating with the school and the community (Beale, 2003; Beman, 2000). Both principals and counselors shared the belief that if there is mutual respect and understanding towards the role of the counselor, the school counselor would be most effective. However, school counselors must continuously educate principals and teachers regarding their role as well as tasks which are appropriate and inappropriate for them (Beale, 2003; Perusse, Goodnough, Donegan, Jones, 2004; Ponec Brock, 2000). Numerous times has the school principals job involve the selection of a guidance counselor and it has also been the principals assignment to define and delineate the level in which the school counselor dictates the type of counseling program that will be implemented (Beale, 1995; Dahir, 2000). Though principals did not include specific administrative tasks in the manner with which they perceive the school counselors role, they have for numerous occasions regarded there is an overlap between the duties of a principal and a school counselor. These included coordination of the master schedule, teaching the class where a teacher was absent and acting as assistant to the principal in some instances (Fullwood, 2004). Myers (2003) described the presence of role confusion among school counselors since its foundation and has been compounded many times by school principals who misunderstood the role and function inherent of a school counselor. As stated by Stone and Clark (2001), school counselors occupy a distinct position of exerting their unique leadership style and take part in the leadership team that work in collaboration with the principal in driving a collective vision of student achievement and success. School counselors and principals can act as powerful allies in school r eform focusing on helping students access and be successful in more rigorous academic standards (Stone Clark, 2001, p. 46). All are in agreement with the observation that how the school counselor perceived his or her role in school is not in sync with his or her actual role; therefore much needed work has to be done for the school counselor to function in consonance with the professions guidelines (Myers, 2003). Feller et al (1992) expressed that although ambiguity is evident in the school counselors role, they stated: While it is unwise to assume that there is one right role for school counselors, it is clear that a stronger relationship between the tasks of the school counselor and the educational priorities of the nation will support the continuing evolution of the profession(p. 46) The American School Counseling Association and Education Trust advocated the enactment of comprehensive and consistent standards for school counselor training and teamwork among stakeholders in education consisting of leaders in the community, parents, school administrators, teachers, school counselors, and the departments of education together with university training programs and professional organizations (Dahir, 2004; Galassi Akos, 2004). For instance, some investigators revealed the need of counselors playing the role as consultants and advisors in leadership (Colbert et al., 2006; Amatea Clark, 2005; Martin et al., 2003). On top of universities the priorities seemed to be promoting professional accountability among school counselors and equip them with the required skills in support of each other while simultaneously encourage academic achievement among students in their school (DeVoss Minnie, 2006). Baker (2000) summarized these priorities of Education Trust and advised that for a university training program to be more viable, experts should trace back to the grass roots emphasizing on the following: (1) development and promotion of models specifically on collaborative training models tailor fitted to school counselors so they can better prepare in their function in the multidisciplinary team; (2) education on the significance of school counseling to the community and school personnel; (3) assessment of specific needs of the school or district; (4) development and implementation of programs addressing these concerns; and (5) conduct of regular and periodic assessments basing on the feedback of community partners, school personnel, students and parents to fine tune services offered. These are lofty yet essential goals. Literature has shown that school counselors should possess leadership skills in the school scenario and follow the standards set by the state and federal goverment . Universities and several boards of education have placed the New Vision school agenda as their first priority (Education Trust, 1999). Conversely, counselor educators should keep in mind that the greatest resources in a school rests in the efforts currently employed by the school counselors (Loesch Ritchie, 2004). Self-Efficacy Self-efficacy denotes to peoples beliefs about their capability to exercise control over their own level of functioning and over events that affect their lives (Bandura, 1991, p. 257). Belief of individuals regarding their self-efficacy is considered to be the result of deliberating, synthesizing and assessing information regarding individual capabilities, and consequently regulate choices and the total effort applied on a specific task (Gist, 1987). A persons judgment on his or her self-efficacy differs across time as he or she is exposed to new experiences and information (Gist, 1992). Therefore, the concept of self-efficacy is dynamic. Beliefs on individual self-efficacy are correlated with the conditions of specific tasks though it will be noticed later that there individual could generate generalizations on these beliefs in related tasks on the basis of the persons sense of efficaciousness in general (Bandura, 1991). Gist (1987) identified the three domains of self-efficacy: generality, strength, and magnitude. Generality is the level in which a self-efficacy belief applies in a variety of tasks; strength is the conviction that a specific task performance level is achievable; and magnitude is the extent of difficulty in a task that a person can accomplish. Of these three, generality is not measurable. Naturally, when an individual is asked what they feel towards the attainability of various task performance levels, he or she can answer it by a yes or no and when inquire about whether he or she is confident in reaching a certain degree of performance by assigning a number to it on a scale of 1 to 100. Thus, determination of magnitude is the aggregated sum of yes responses while strength is aggregated responses on confidence. Wood, Bandura, and Bailey (1990) described the four primary sources of self efficacy judgments and each is particularly significant when applied in work environments in an organization. The first source referred to as enactive mastery experiences implies that self-efficacy judgments become strengthened resulting from the accomplishment of tasks. According to the triadic reciprocal causation model, there is association between enactive mastery experiences and impact of behavior on individual perception of self-efficacy. The implication is that when there is a higher resilience in the persons sense of self-efficacy, it signifies that the person has overcome obstacles by being perseverant. This experience provides assertion of the individuals capabilities allowing the person to tolerate failures and setbacks without losing his or her confidence. Quick successes are the result of expecting short-term results which lead to fast discouragement when failure comes. It will be observed that w hen self-efficacy beliefs are strengthened or weakened by their experiences, it will have a major effect on their work especially with success or the lack of it in a person in his or her present position and conditions in the task which may be modulated and adjusted to facilitate success. Vicarious modeling or experience is the second source of beliefs pertaining to self-efficacy (Gist, 1987) and is mainly influenced by environmental factors. Modeling is the process of observing another person or the model who is performing a specific task. If a model is successful in his or her efforts, he or she is able to effectively convey to the observer plausible task strategies providing the basis for comparing and judging their individual abilities, and encourage the observer in believing on him/herself that with persistent efforts, in spite of setbacks, the task is accomplished successful. The effect of modeling is linked to the likeness of both model and observer in terms of age and capabi lity. Emulating models is a powerful desire. Modeling first started during childhood when the child tries to imitate significant others like parents or older siblings. In an organizational setting, the desire to model immediate supervisors or superior performers is likely strong in some. Definitely, when roles are taken in and previously observed behavior, these illustrate social learning (Vecchio Appelbaum, 1995). The impact of vicarious modeling or experience in an organization has repercussions in both daily uninhibited situations when a person examines another performing a similar task as part of normal routine work and with reference to training activities using modeling as a method of learning. Social or verbal persuasion though less efficacious than enactive modeling or mastery is regarded a significant source of self-efficacy judgments. The aim of verbal persuasion is communicate to the individual confronted with the activity of using his or her capability to succeed in the task at hand and not set high and unrealistic expectations which negatively affect the person if the task is a failure. Social persuasion is used widely on an ad hoc basis as if one is encouraging another; however, utilization of the form of persuasion would be strategic in a skill development context because it promotes higher task-directedness in the effort and this is useful during the initial phases of skill development. Another source is the physiological state perceived by the person. When the individual is in a state of fear, anxiety or tension, he or she may judge him/herself to be less competent in accomplishing a specific task. Pain or fatigue will adversely affect the individuals perception of his or her self-efficacy especially in tasks requiring physical strength (Wood Bandura, 1985). Efforts of improving either the psychological or the physical state of the individual by means of stress reduction interventions can potentially enhance self-efficacy judgments. Self-efficacy Theory The self-efficacy concept lies at the heart of the social cognitive theory of Albert Bandura. His theory highlights the role of reciprocal determinism, social experience, and observational learning in personality development. The theory defined the self-system is an individuals cognitive skills, abilities, and attitudes and it is said that this system plays a significant role in perceiving situations and behaving in response to various situations. An important element in the self-system is self-efficacy. Bandura (1995) defined self-efficacy as the belief in ones capabilities to organize and execute the courses of action required to manage prospective situations (p. 2). This means that self-efficacy is the belief of the individual regarding his or her capability to successfully accomplish a specific task. Bandura believes that self-efficacy determines the thinking, behavior, and feelings of people. Since the publication of Banduras seminal work entitled, Self-Efficacy: Toward a Unifying Theory of Behavioral Change, self-efficacy has ever since the talk of psychologists the world over. Why is self-efficacy considered an important subject matter in education and psychology? Bandura and other investigators have established that self-efficacy affect state of mind to behavior and motivation. School Counseling Research and School Counselor Self-Efficacy Young (2004) described the perceptions of the leadership of school counselors and the practices of a large university in midwestern US. The specific objective of this study is to answer how participation in The Ohio State University Transforming School Counseling Initiative (OSUTSCI) program affected the leadership perceptions of graduates in the said university. Qualitative approaches were employed in the collection and analysis of data. A purposive nonprobability sampling procedure was done where 19 graduates of the program were considered. The sources of data were field notes, structured individual interviews and focus group discussion. The team of researchers who were experts in analyzing qualitative data using the grounded theory gathered the data. There were four major and multiple sub-themes that emerged and indicated that program participation led to leadership practices and perceptions that positively change the servi