Conflict In One Flew Over The Cuckoos Nest Essay - 1744 Words

nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;Jack Nicholson as Randall McMurphy: What do you think nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;you are, for Chrissake, crazy or something? Well youre not! nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;Youre not! Youre no crazier than the average asshole out nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;walking around on the streets and thats it. nbsp;nbsp;nbsp;nbsp;nbsp;This film presents an individual that chooses not to conform to modern society, and the consequences of that choice. The main character†¦show more content†¦nbsp;nbsp;nbsp;nbsp;nbsp;The independently-produced film also swept the Oscars: it was the first film to take all the major awards (Best Picture, Best Director, Best Screenplay, Best Actor, and Best Actress) since Frank Capras It Happened One Night (1934). It was nominated for nine Academy Awards in total. nbsp;nbsp;nbsp;nbsp;nbsp;The films title was derived from a familiar, tongue-twisting Mothers Goose nursery rhyme called Vintery, Mintery, Cutery, Corn: nbsp;nbsp;nbsp;nbsp;nbsp;Vintery, mintery, cutery, corn nbsp;nbsp;nbsp;nbsp;nbsp;Apple seed and apple thorn nbsp;nbsp;nbsp;nbsp;nbsp;Wire, briar, limber lock nbsp;nbsp;nbsp;nbsp;nbsp;Three geese in a flock. nbsp;nbsp;nbsp;nbsp;nbsp; One flew east nbsp;nbsp;nbsp;nbsp;nbsp;And one flew west nbsp;nbsp;nbsp;nbsp;nbsp;And one flew over the cuckoos nest. nbsp;nbsp;nbsp;nbsp;nbsp;The one that flies over the cuckoos nest is the giant, allegedly deaf-mute Chief Bromden. In Ken Keseys original novel, Chief narrates the story, providing evocative images of an all-powerful bureaucratic harvesting machine fostering functionalist social integration: a combine that would process out individuality, thus creating compliant individuals (the exaggerated representation of this in the films ward is a microcosm of society at large). Those who did not conform would be relegated to a correctional facility for repair or removal.Show MoreRelatedOne Flew Over The Cuckoos Nest Speech Act Theory Essay1281 Words   |  6 PagesKen Kesey forms the intricate relationships among the characters in the novel One Flew Over the Cuckoo’s Nest by the unique use of perspective and speech. Throughout the novel, Kesey depicts this connection between the public world and the seemingly closed off society inside the mental institution. This creates two separate spheres separated by a few walls and doors. Kesey goes on to form a unique perspective in the novel, told by a paranoid schizophrenic, with the narrator’s caricature-likeRead MoreGeorge Orwell s One Flew Over The Cuckoo s Nest2635 Words   |  11 PagesGrace Wang Period 3 Humanities V 4/17/2015 Defending Controversial Novels Essay Draft Kesey Flew East, His Critics Fly West: They’ve All Missed the Merit in the Cuckoo’s Nest â€Å"There s something about taking a plow and breaking new ground. It gives you energy† (Kesey qtd. in Sova 244). This energy, however, comes with a cost, as demonstrated by Kesey’s revolutionary novel One Flew over the Cuckoo’s Nest. In the process of writing the book, Kesey embarked with ambitious goal of ultimately reshapingRead MoreGender Inequality Of A Streetcar Named Desire By Tennessee Williams And One Flew Over The Cuckoo s Nest921 Words   |  4 Pagesfaced many conflicts and contradictions that created simmering discontent, conflict and unhappiness escalated amongst Americans. Though the roaring 50’s seemed as if the traditional ideals of the United States such as equality , democracy, and prosperity, has finally been fulfilled, but beneath all of the happiness and innocence is simmering discontent. Considering that there is an innumerable amounts of simmering discontent, gender inequality designates higher than most other conflicts that was presentRead More A Tale of Four Novels1596 Words   |  7 Pagesbourgeoisie in order to gain freedom and get revenge at the same time. The central theme of man’s search for power is present in A Tale of Two Cities and is recurring in many works of literature including Hamlet, One Flew Over the Cuckoo’s Nest and 1984. In A Tale of Two Cities the primary conflict is the revolution in which the proletariat aim to overthrow the bourgeoisie in an effort to gain freedom as they are oppressed and in a state of poverty. Dickens has previously stated numerous times that heRead Moreâ€Å"One Flew over the Cuckoo’s Nest†: an Allegory of Communism2301 Words   |  10 Pagesâ€Å"One Flew Over the Cuckoo’s Nest†: an allegory of Communism Have you ever heard anything about the lives of people who live in a Communist country? I am personally one of those whose family struggled 18 years without individual rights and freedom under the Communist rule. I am familiar with the lives of those people. These experiences are not found in any Communist books. Before 1975, Vietnam was a republic. On April 30th, 1975, Communists took over the country. They claimed that our countryRead MoreSexuality in One Flew Over the Cuckoos Nest and A Street Car Named Desire2393 Words   |  10 PagesIn What ways is Sexuality portrayed as central to the conflicts of the individual-v-society in Ken Keseys One flew over the cuckoos nest and Tennessee Williams A street car named desire? In What ways is Sexuality portrayed as central to the conflicts of the individual-v-society in Ken Keseys One flew over the cuckoos nest and Tennessee Williams A street car named desire? The capacity of sexual feelings within the individual is central to both the development and fundamental basisRead MoreRebellion in Fight Club and One Flew over the Cuckoos Nest1861 Words   |  8 PagesRebellion in Fight Club and One Flew Over the Cuckoo’s Nest All societies have a basic structure, and in order to function well with others, a person must conform to the laws and regulations of said society. In the novels Fight Club by Chuck Palahniuk and One Flew Over the Cuckoo’s Nest by Ken Kesey, a variety of themes are discussed, with the major theme being rebellion. The main characters of both these novels struggle with the established structure they are living in and are unwilling to conformRead MoreOne Flew over the Cuckoos Nest Essay2656 Words   |  11 PagesOne Flew Over The Cuckoo#8217;s Nest The significance of the title can be interpreted in this quote. The story is about a struggle in a psychiatric ward, where many #8220;cuckoos#8221; reside, #8220;Ting. Tingle, tingle, tremble toes, she#8217;s a good fisherman, catches hens, puts #8216;em in pens#8230; wire blier, limber lock, three geese inna flock#8230; one flew east, one flew west, one flew over the cuckoo#8217;s nest#8230; O-U-T spells out#8230; goose swoops down and plucksRead More One Flew Over The Cuckoos Nest Essay2464 Words   |  10 Pages One Flew Over The Cuckooamp;#8217;s Nest The significance of the title can be interpreted in this quote. The story is about a struggle in a psychiatric ward, where many amp;#8220;cuckoos; reside, amp;#8220;Ting. Tingle, tingle, tremble toes, sheamp;#8217;s a good fisherman, catches hens, puts amp;#8216;em in pensamp;#8230; wire blier, limber lock, three geese inna flockamp;#8230; one flew east, one flew west, one flew over the cuckooamp;#8217;s nestamp;#8230; O-U-T spells outamp;#8230;Read MoreOne Flew over the Cuckoos Nest1207 Words   |  5 PagesThere are three major conflicts in the novel, One Flew Over The Cuckoo s Nest, by Ken Kesey. Both internal and external in nature their causes, effects, and resolutions are explored in great detail. The cause of the conflict between Mac and Ratched begins immediately. As soon as McMurphy enters the ward he shows his individuality. He s loud, brassy and the chief says, He sounds big. McMurphy publicly introduces himself and stands out from the rest of the men. He shows that he wont be controlled

Taking a Look at Some Teaching Models and Theories

Education has always played a vital role in our society, in order to provide the best education to the children educators have to know which teaching models will work better in the school system. Each children have different way of learning, schools are not different they have to way to teach children. There are many models and theories of teaching, some of them are different than others and many others have similarities. A great educator will spent uncounted hours researching the best way to pass the knowledge to others and the High Scope educators have been being just that. The High Scope curriculum is the reason why it is so recognized and used by many institutions around the globe it emphasizes active learning, students are involved in the process, and they have hands-on experiences with their classmates, teachers, objects, events and anything that have to do with the task. Many different reasons have contributed to the success of the program, their teachers are well trained and very professionals, the classrooms are very appealing and well organized. Active learning; positive adult/child interaction; learning environment; daily routine and lastly the assessment of the children, these are the key factors to the High Scope Approach success (Durak, 2009). The High Scope has intensive teaching requirements in order for a teacher to be fully certified to teach in the program, the teacher’s s has to go to vigorous trainings. The certification process which is being conductedShow MoreRelatedThe Theory Of Evolution Of Creationism977 Words   |  4 PagesThe theory of evolution is at odds with the views of many religions, and many people want to allow a religious view of creationism to be taught in the public school system. The foundation of evolution is based upon the belief that the origin of all ordered complex systems, including living creatures, can be explained by natural laws without the initiation or intervention of God. A person who believes in the biblical model of creation is viewed by some non- believers as a naive, narrow-minded religiousRead MoreThe Philosophical And Sociocultural Influences On Educational Theory And Practice958 Words   |  4 PagesThis history of education is robust in the number of philosophical and sociocultural influences on educational theory and practice. According to the Taking Sides text for ED833, â€Å"Historically, organized education has been initiated and instated to serve many purposes – spiritual salvation, political socialization, moral uplift, societal stability, social mobility, mental discipline, vocational efficiency, and social reform, among others.† The changes that take place in education are a directlyRead MorePhilosophical And Sociocultural Influences On Educational Theory And Practice954 Words   |  4 PagesThis history or education is robust in the number of philosophical and sociocultural influences on educational theory and practice. According to the Taking Sides text for ED833, â€Å"Historically, organi zed education has been initiated and instated to serve many purposes – spiritual salvation, political socialization, moral uplift, societal stability, social mobility, mental discipline, vocational efficiency, and social reform, among others.† The changes that result in education stem from the everRead MoreReflection Of The Confucius A Chinese Philosopher s Saying Essay1604 Words   |  7 Pagesfirst, by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest. Confucius (551 BC - 479 BC) Chinese Philosopher Definition of Reflective Practice: This practice is one of the oldest theory that experienced by ancient Greeks over 2500 years ago as a concept of intention in exploration of truth, and this old concept meaning of reflection features in many modern definitions. Donald Schon introduced the term of reflective practice in 1987Read MoreThe Basic Assumptions Of Dissonance Theory1374 Words   |  6 PagesSECTION II 1. Discuss the basic assumptions of dissonance theory including factors influencing the magnitude of dissonance and two ways to reduce dissonance. Dissonance is described as being the discomfort one feels when presented with two conflicting beliefs, or acting in a way that goes against a held cognition. Individuals have their own set of beliefs, and the level of dissonance felt when performing an oppositional behavior depends upon how central or important the belief is to the individualRead MoreSkinner Vs Cognitivism1126 Words   |  5 PagesIntro B.F. Skinner and Jean Piaget were two influential theorists that have made a huge contribution to the field of education. Skinner’s theory is referred to as the behaviorist theory, and Piaget’s is cognitive theory. Both theories of learning are based on the development from two completely different perspectives while making an impact on educators around the world. Behaviorism is based off the belief that behavior is shaped through positive and negative reinforcement. Cognitivism is basedRead MoreVisiting Assistant Professor Of Teaching English1296 Words   |  6 Pagesof Visiting Assistant Professor of Teaching English as a Second/Foreign Language in the Language, Literacy, and Leadership Department at Webster University. I hold a doctor of philosophy in Foreign, Second, and Multilingual Language Education (within the TESOL program) with an interdisciplinary specialization in Educational Technology. Moreover, I have experience in teaching EFL and ESL learners English . I am confident that my educational background and teaching experience enable me to make contributionsRead MoreThe Theory Of Instructional Design And Technology1711 Words   |  7 Pagesthe human psychology depending on educational materials to best help and facilitate the learning objectives. Instructional design is intensively linked with psychology in terms of variety of theories that are available to put the designers and learners on the right path to learn. The description of those theories give the designers a chance to see the vision and the outline of how to well create lessons for the learners including the media in ways as a tool for learning. The first thing to keep intoRead MoreBecoming A Teacher With The Kirkwood Intermediate Students Essay1294 Words   |  6 Pagesquality teaching† (p. 57). Quality teaching is established by a teacher’s ability to design and instruct lessons that take into considerations a multitude of factors including pupil and curric ulum needs. This is no easy feat, which we discovered when working with the Kirkwood Intermediate students. One particularly challenging aspect of the experience was straying from the direct instructional methods that we had become so familiar with in the previous year. Commencing our second year of teaching studiesRead MoreLev Vygotsky Essay1668 Words   |  7 Pagesclassrooms of the present. There are many theorists that have affected the teaching styles of today and a theorist that has had a major impact is Lev Vygotsky. Vygotsky’s work interests me much because his concepts and ideas encompass many of the ways in which teachers teach in today’s classrooms. The ideas he presented have contoured the strategies of teachers. It is interesting to look into the reasons why teachers have adopted some of the strategies they use and many of those reasons are formed from

Philosophy of Classroom Management free essay sample

A paper which discusses the skill involved in managing a classroom. A paper which discusses how students should be able to learn in an atmosphere of harmony, in suitable facilities according to their needs and each individuals proficiency, and overcome the interpersonal and private conflicts that may arise in a classroom situation. It shows that the teacher is the class facilitator who will help them to find their best performance and achievement in intellectual thinking and psychological maturity. According to this paper, the teacher is the person who should bridge the gaps and find ways to keep the class in the supportive level of environment as stated above. This paper discusses means and methods for providing balanced classroom management. After all what is being discussed here is that the school and classroom are the second home for the students. For example, high school people are on their highest level of enthusiasm and energy, both in chasing after their taste for science and curiosity of whats happening in the world as well as in search for identity and fear of the future. We will write a custom essay sample on Philosophy of Classroom Management or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A lot of them are exposed to unsupportive environment that gives them a drawback in ability and thinking, so that somehow if they are not well-accommodated, they may easily turn to some other places where they think they would get love, protection and respects. They should not miss it on the way as many shelters do not offer the kids the real sweet they want not even what they need.

Soteriology Essay Example

Soteriology Essay Jesus violent death is a part of the mystery of God’s plan where his establishment of the eternal plan of predestination was based on a person’s free response to his grace. God has permitted the acts that flowed from the blindness of man for the sole purpose of accomplishing his plan of salvation. It reflects total obedience even in the midst of suffering and pain to do the will of God for the greater good and salvation of mankind. It is the humble predestination of defeating sin, condemning human nature of self, and beginning to look into the mystery of God’s love by an act of sacrifice nobody would ever understand the need to contain the entire wrath and the consequences of sin by mere defeat of his death out of the Blessed Trinity’s love for mankind. For man has been so proud that human nature does not know how to stoop down in humility to beg for God’s forgiveness that God has sent his only begotten Son to show us the way how to manifest atonement of our sins done by the act of selfless love. Jesus has exhibited everything that a person finds contrary to the strength of human nature which is being subjected to extreme suffering, temptation, hunger, thirst even death. Everything that Jesus has done on the face of the earth is done to perform the will of God in order to appease his wrath and to restore our fellowship or that image of a father and son relationship. This implies that the only way to God’s kingdom and favor is through the cross which seems to please him and make him grant us forgiveness regardless of the severity of the relationship sin has done to us and the hardness of our hearts. We will write a custom essay sample on Soteriology specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Soteriology specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Soteriology specifically for you FOR ONLY $16.38 $13.9/page Hire Writer God loves us so much that he taught us how to return the favor of that selfless love. The subjective cleansing of the sinner is a continuing process as the redemption was purchased by Jesus from the ruler of this world applied by the Holy Spirit to those who lay down his freewill to follow the mystery of salvation and to those who accepted the unfathomed cleansing of the soul by the suffering one gets from what God has sent to restore us to his flock. The pain that strikes us serves to soften our hearts, cleanse our body and soul, and open our doors to wisdom nobody can ever comprehend but only those who had undergone the process of complete surrender and seeking God’s face amidst the chaos of the   mind brought about by the chaos of this world[1]. Where in this process, at the lowest moment of your life, man will come to meet God, know him, and desire to know him more. This reaches out to the supernatural being of God through spirituality, not basic but deep spirituality. The unfolding of God’s nature and the development of the relationship is incomparable. He who reveals himself to the one who seeks him gives him the strength and the capability to live in entire poverty and dire simplicity but still is at peace and comfortable with himself. Nothing can ever substitute the peace and happiness that we feel when the Holy Spirit reveals himself and teach you wisdom in consolation. God just wanted to be your God, for you to seek his face, gain a part of his wisdom from the personal teachings of the Holy Spirit, and maintain the desire to live in constant fellowship with him in humility and complete surrender of freewill. Man will and can only truly understand love and true care from the guidance of the Holy Spirit in the greater understanding of the word. The Holy Spirit’s revelations and teachings enables us how to become pleasing in the eyes of God. The process is personal and is different in every person noted by the change in the person’s heart, facial expression, and the only time that mind and heart comes into agreement molding anew our values and our faith. It is indeed true that the longest journey of man is his travel from his heart to his mind. The realization is evident when we let conscience, wisdom, and goodness shape our hearts and our mind, there is a definite change in views and reflections of maturity in a different kind of spiritual level. Understanding the process requires an openness of the heart, meditation, and prayer where we keep the sphere of seeking God’s face. Knock the doors of heaven as the blood of Jesus has knocked at the doors of his Father to open the way for us. We as sinners has been spared because Jesus took our places and died in our stead.   His death emerges as the central truth in the Christian doctrine of redemption: the atonement, which is the very significance of Jesus death. He was wounded for our transgressions and out of indebtedness we follow his instruction to always remember the passion and offer him in the altar at the holy mass so our prayers and sacrifices will be accepted by the Father in atonement of our sins by making him remember the paschal mystery of the blood of the lamb that has freely merited life for us and by which God has reconciled us to himself and to one another. The very concept of the substitution of the bread and wine to the body and blood of our Lord Jesus Christ offered in the Holy Mass through the sacrament of consecration serves us three things: adoration, thanksgiving, and expiation. Jesus was exhibited here as the only mediator and pleasing sacrifice between God and man. The sacrifice is very easy to see indeed but this serves as the cornerstone of our belief. Man’s response to God in faith professes his witnessing to the existence of God whom we cannot see but is revealed in many ways around us and in the events of our lives. Recognition of the mystery of substitution is only captured through the eyes of faith. The desire for God is already written in the hearts of man waiting for the response of faith to accept and trust him to be our God in all entireties as a person and by complete surrender of freewill. When God allows circumstances to refine us through suffering, it is an opportunity to gain insight to the meaning of life and what and where it has taken us. We believe that everything happens for a reason. In today’s world where modernism has changed a lot of hand me down traditions and practices of the church, pain and suffering is necessary as an invitation to one’s walk of faith. Conversion Conversion is rather recognized as a conversion of the heart rather than a conversion of religion. It is a process of reconciling our person with our creator and our God. It is always done through many forms of human pain and suffering that usually leads us to the doors of repentance, an act of acknowledging one’s sin and admission of one’s transgressions. It is that one moment in our life when we come to know what we lack in ourselves and what we miss in our life that ultimately leads us to seek the face of God and abstain in a lot of worldly matters to be able to see him. We ought to suffer in silence and seek him in silence. Silence is hearing the word of the Holy Spirit, taking his presence and gaining his wisdom leading us to read and know God more through the Holy Scriptures. True to its sense, the word is the bread of life, feeding us, feeding our souls. As the days passed, the Holy Spirit will accompany us to our travels of a holy life. Keeping us stronger by its power to envelope us with his presence and of his love. As the days passed, we come to meet a lot of people and a lot of reality that serves to nourish our understanding of life devoid of the faculties of intelligence but always seeing the person and the environment the way the Holy Spirit wants us to see them. It is with this development, that we come to fulfill the sole requirement of faith which we derived from our own travails of faith experience changing us, refining us. It is at this time that we hunger more of God’s word, thirst for his presence, cry for our sinfulness that we have a lot of flashbacks in the past. A lot of it are the sins that we have to know to realize and understand are keeping us away from him. And so we come to confess and cry during the process of reparation to reach out to him wanting to hold and hug him but there is only faith and that feeling of presence that is left in us to confirm his existence. It is something that we know is not there but we are confident it exist and is guiding us for our goodness sake. Wishing he could be present himself in human form so we can talk to him like we talk to other people. But no, with him it is different, we cry a lot, we suffer, and yet we become stronger and experience a different kind of peace while immersing ourselves in his presence during deep prayers and quite time. We can never meet him if we don’t seek him with all our heart and we don’t empty ourselves before his throne (ECCCE 1994). Our soul is very lonely without him and it is through the challenge of silence that we denounce the world, clean our houses, cast out a lot of worldly attachments and make way for the presence. We can never let the Holy Spirit come into our hearts if we are so full of worldly preoccupation. This is the very rationale of emptiness which means being devoid of worldly attachments and focus our minds, body, hearts to him and him alone. Repentance is more on looking for our faults and how our tongue and our actions have hurt others and feeling gravely sorry for everything that you have done to hurt God and to hurt other people. It is never a means to justify our actions against righteousness. It is always seeing our faults and asking forgiveness for what we have done to restore our relationship with God in every minute of our lives. Genuine conversion lies in the hearts of man and not in the verbal proclamation of plainly believing and being saved. Conversion is closing the doors of sin, the ultimate dying of self and letting the Holy Spirit guide us to become a part of his divine plan leading us to the unknown but yet fulfilling the ultimate part of making us new in all humility. When we humbly seek the face of God and seek for his fellowship, we ask first for his forgiveness and seek to cleanse our hearts through repentance and confession. It is a matter of professing our faith from the very experiences and witnessing God has so kindly affords us to experience through tears and mostly tears. We die first on our sins and come to live again renewed manifesting the typology of the dynamic movement of the fulfillment of the divine plan where we came to live for God and God alone. And such is the force and power of God that has supported the Church all through the ages. Man then is being given the grace of faith by the workings of the Holy Spirit who moves hearts and converts it for God which makes it justifiably easy for the person to wholeheartedly accept the truth and believe and choose God to be God. Without faith it is not possible to see God and attain his fellowship. As we were never coerced to believe in him we are always invited to believe in him where from our acceptance the Holy Spirit can freely work in us to serve him in spirit and in truth. Regeneration then is being felt and known by the converted sinner the moment he is always envelope by peace, freedom, joy and hearing to sensing the guidance of the Holy Spirit. The Holy Spirit does not stop working is us, it is then and only when we are so preoccupied with the pace and attachments of this world that we are unable to hear him. This is why we have to discipline ourselves and commune with God in silence to hear his guidance and feel his presence always inside and beside us the way he wants us to feel and know him. We can never choose, for God alone knows the way our hearts run and in him alone can we find the satisfaction and longing our hearts so desires. He is everything, the way to peace, the way to love, the way to fulfillment in life for we are created for him and him alone but given the freewill to accept or deny his invitation. At times when we are so low and everything else is gone. When we come to know that our world is falling apart and that we are left to master the treachery of this world alone in our failures, we don’t give up and commit suicide. It is a matter of going in circles round your room to analyze why this has happen in your life. Maybe it is but proper for humanity to fail. Sickness and failure in every sense has come to claim your life and it is inevitably making suicide seem to be the only option for all the frustrations and the disappointments felt therein. Come to pause a moment and cry and reach out to heaven, maybe shout to the Lord. You will realize that he always comes to the rescue, because that was his personal invitation to accept his fellowship known as the CUE. When we respond in faith accepting his invitation with our freewill, the process of conversion of the heart will then start to transform us to almost the goodness of his image gaining a part of his wisdom from the workings of the Holy Spirit. This is the real conversion experience one must welcome in tears and joy. The contrary emotional attributes of the failures, frustrations, pain, and hurt in any form but it is now our reality, we feel what we feel maybe a lot of it we don’t understand and just happen to meet during the refinement process. Our spirituality change and the way we deal with people and the world change. Seeing and understanding the complexities of human nature while praying for them is another gift of the converted repentant sinner. We start to see our environment in the light of blessing and pure gratitude of how God has provided for us and come to see people in the light of our spirituality which makes us understand how we lack patience and humility to begin to love the most difficult attitude for the love and sake of our God. With him everything else is new and amazingly different based on the real measures of faith and love that we come to bow and kneel before his throne as a child, never an ad ult, always as a child, the way he wants us to be in his presence: a child of God. Sanctification and perseverance: its context and its meaning Faith needs nurturing. The word of God does it all: strengthening us, molding us like a potter’s clay, transforming our hearts in the process of conversion, refining our souls like gold perfectly refined in fire in the process of purification, and claiming us back to his arms. Sanctification may be seen as a progressive continuing process in us.   The Holy Spirit sanctifies us, guides us and strengthens us on our continuous struggle over sin and being steadfast in our obedience to God. Sanctification focuses on predestined God’s plan where favors predict setting apart a person for a specific divine purpose from those who have not yet received the gospel. The moment we are saved in Jesus we are immediately sanctified and begin the process of conforming to the image of Jesus (Hoekema 1989). Sanctification is actually an inward spiritual process. God brings holiness and change in our hearts by the works of the Holy Spirit. God has given us both opportunity and responsibility to work out our own sanctification seen as a challenge in the aspect of our Christian walk to be a vessel of honor, sanctified and prepared for every good work in the mystery of God’s plan. Our spiritual union with God through prayers comforts us in our hardships making us overly sensitive to the leading of the Holy Spirit from where we gather the strength to overcome sin. Faced with God’s fascinating and mysterious presence, man uncovers his own insignificance called by grace to a covenant with his creator in a matter of position and progression on our response of faith and love. For in the history of creation God has created everything for man where man’s role is to serve and love God alone and offer all creation back to him. Sanctification is every believer’s responsibility to seek righteousness drawn from the changed on his mind’s purpose and intent involving relative quite comparative changed on qualities and disposition. Partaking of God’s grace affects the soul first then progresses to the body as both are capable to manifest total obedience to the will of God. Sanctification represents the idea of position or relationship existing between God and a person consecrated to him based on the concept of the Holy Spirit leadings on moral and spiritual qualities which is the fundamental tool in development of inner values towards holiness. It is the concept of consecration of thought and devotion to the service of God which explains what is set aside from the world for God should also separate himself from the defilement of this world in order to share and obtain God’s purity. It is a never ending process indeed we are being asked to persevere in our watch so we won’t be t aken by the adversary who is more than willing to snatch poor souls from the cradle of love. The converted person’s thread of moralism is solely dependent on his relation with God and of the grace of God. To live a life of virtue, man merits the approval of God by a life of poverty, penance, and good works. Sanctification is a supernatural impartation of a new infused energy of the divine life where the soul is lifted to a new level or higher order of being enabling it to achieve the destiny of divination by knowing, possessing, and enjoying God. This imparts in us the permanent habit of inherent righteousness to carry within ourselves this sanctifying grace to perfection as in the case of the saints who willingly suffers, sacrifices themselves in full consummation of the soul for the glory of God. This procedure is not applicable to a group but is rather individualistic and defines a very personal relationship with God nobody can ever possess or take except for whom it was destined and given. An overwhelming grace of being subjected to the holy presence of God affecting our senses gratifying us to saintly disposition where by its revelation is being transmitted to this world affecting other people like a disease which also attempts to influence their own conversion of hearts. It is a kind of a contagious inner happiness and holiness radiating to the other person affecting him and his state of being through constant exposure of the rays of holiness invading his senses affecting his stands in this world for the greater good. Of course this is very different from the definition of sex appeal but the idea of radiating is more like it but intensely contagious. Sanctification takes place at the crisis of death and resurrection of the dead which was thoroughly described in our discussion on death to sin and renewal of life in faith and by the grace of the Holy Spirit. We must realize that in the conversion one undergoes death and afterwards resurrection by response of faith to God’s invitation. The soul’s death and the soul’s resurrection are partly the work of God and partly the work of man as believers cooperate. The instrumentality of man as a rational being requires free cooperation of all his faculties much more on his intelligence. Sanctification is absolutely requesting diligence and perseverance in the employment of the means which at times faith may seem to falter because of the soul’s weariness and the human body’s limitation to absorb pain and hurt from the other inhabitants of this world. Communion with God in deep prayer is the only thing that gives us consolation by the inexplicable joy felt when granted of his presence by the merits of grace and tears. One may consider the strength of the grace to be able to make the shift from this world to the domains of the supernatural world. And it will take a lot of effort on man’s part to come back to continue to live on this world if one has already experienced being in the supernatural world of God. This entirely different world sometimes frustrates the sanctified soul for he never would want to come back to this world again but rather choose to remain in the domains of the supernatural where God does not allow extensions on feeling the presence of his grace. It happens only in a matter of seconds or even minutes where the soul has no concern of time merely satiating the longings of his soul. We have to come back to this world because each of the sanctified soul has a role to play and their lives are a part of Godâ €™s plan of salvation. The soul then makes the body persevere in a lot of ways or by which God has sent to us to make us able to bear difficulties and hardships in silence, calmly, and without complaints always offering every drop of tear for the mortification and salvation of our own souls and of the souls of others. The amazing grace leaves us lasting impressions on selfless love. Our role as Christians is to support each other for the love of Christ and of the salvation of other men to build up the body of Christ and the church. Considering ourselves as the temple of the Holy Spirit, we are then to commit ourselves to help rebuild the body by the help of the gifts and fruits of the Holy Spirit always teaching us to pray through the heart and not by the mind. When prayers shift from the mind to the heart then and only then we will be able to obtain the tools to endure the means. A believer may persevere until the end always enduring or lose his salvation in a blink of an eye by getting back to the sins he once denounced. It has been always easy to step backwards than forward on to holiness. The jump could be so fatal to the soul and to the body. Holiness needs deep prayer and daily communion with God. We must allow ourselves to be silent to be able to listen to the leading of the Holy Spirit. We must allow the Holy Spirit to teach us the real meaning of the scriptures and apply it in our respective reality. Man must understand that without the guidance of the Holy Spirit, interpretation may vary and may lead us astray. Prayer, silence, meditation and continuous praise and adoration are very important in maintaining our relationship with God acting as our strength to be able to endure and persevere until the end of our time. The solution to prevent our fall is always annotated from our basic responses of faith. The biblical teachings of the assurance of salva tion always rotate on faith and perseverance of the soul. Predestination and election Arminianism is a teaching on predestination as a pathway already mapped out for all the foreknown. It stands on the belief that whatever God has decreed with regards to man has been founded on the foresight of their conduct. The idea of God respecting freewill is not eternal but is made in time. Armenians hold that God foreseeing from all eternity predicts that some people will repent and believe in him and so elects them to everlasting life. Election is the act of choosing the person God wants to bestow his saving grace like the election of Christ and of Israel. Foreseeing others to continue to sin God does no further attempts to save but instead leaves them to perish (Hill Hill 1842). Calvinistic doctrines on election and predestination describe God’s mercy as a mystery offered to a predestined elect group of individuals. God being the alpha and the omega knows how things will run in the past, present and the future. His foreknowledge of events is indeed amazing enough to call for equality in his attempts to save mankind based from man’s freewill and response of faith. God’s grace can never act if man does not respond to accept his offer of redemption. It is that one thing in the context of man that God respects never imposing his will upon man always respecting the power of choice. He loves to be chosen and loved in the foundations of trust and faith and not by the mere imposition of it. Jesus has made the official sacrifice for the salvation of every man without exception. But the idea of conversion always meets halfway: God’s offer and man’s acceptance. God chooses us out because we have special roles to play in his divine plan of salvation and whatever is the motive of the choosing is beyond the understanding and philosophical analysis of man otherwise God won’t be God and man will play God. It is this supernatural high degree of intellectuality that separates God from the structure of his creation. What he decides and wills is always for the greater good of mankind and not just for the glory of a certain group or person. For we do not see only those who have benefited greatly in physical strength out of his saving grace like Israel but rather continue our search on the whys and how on the sufferings of the saints and why they were chosen to suffer. Faith, relationship, and salvation play different roles beyond the comprehension of man. God pr actices equality and has sent the invitation to everyone. It is entirely within our reach, if and only if we believe and accept him in complete surrender of our will that he can freely work in us. Favors therefore lies in our hearts and faith and from those who prayed for us to obtain one. nbsp;

Trade Between the United States and Malaysia

Trade Between the United States and Malaysia Free Online Research Papers The United States and Malaysia trade many products since the 1960s. The US exported to Malaysia 93,000 dollars in soybeans, 108,184 dollars in dairy products and eggs, 525,602 dollars in steelmaking materials, 163,461 dollars in plastic materials, 131,230 dollars in organic chemicals, 245, 501 dollars in generators and accessories, and 111,964 dollars in medicinal equipment. Malaysia imports electronics, machinery, petroleum products, plastics, vehicles, iron and steel and iron and steel products, and chemicals. Malaysia was the United States 21st largest goods export market in 2008. U.S. goods exports to Malaysia in 2008 were $12.9 billion. U.S. goods and services trade with Malaysia totaled $48 billion in 2007. Exports totaled $14 billion. Imports totaled $34 billion. The U.S. goods and services trade deficit with Malaysia was $20 billion in 2007. Malaysia was the United States 15th largest supplier of goods imports in 2008. The U.S. goods trade deficit with Malaysia was $17.8 bil lion in 2008. The U.S. goods trade deficit with Malaysia accounted for 2.2% of the overall U.S. goods trade deficit in 2008. The United States and Malaysia initiated negotiations on a Free Trade Agreement (FTA) in June 2006. The original Trade and Investment Framework Agreement between Malaysia and the United States started in 2004. Several years after the plans were made, there is still no concrete trade agreement governing the business relations of the two parties. With this, several conflicts were encountered and the barriers raised a lot of concerns. Export subsidies, intellectual property rights, pharmaceutical matters and other services were the main issues which also needed to be settled. The reason for not coming up with a concrete Free Trade Agreement is intensified by several speculations on who will really benefit from the trade. Obviously, on the Malaysian side, critics have been intensifying issues saying that the US gains more if not most of the advantages of the FTA. Some of the issues presented were: Competition, since Malaysia is one of the expanding markets in Asia, there is that assumption that US is a bit threatened of its standing in world economy. This was even supported by facts of its rivalry with that of Europe, Japan and China. Some Malays felt that the Americans are doing trade with them to be able to maintain its leadership in the global economy scene. Negotiation, again, Malays think that Americans are favored while the negotiation is being pushed through. They feel that there are more representatives from the US who were working for their own interests in the trading market. They also think that the US community are updated and consulted while the Malays know nothing about what is going on behind the negotiations. While the US-Malaysia FTA and its objectives have not been realized yet, there is nothing that the two governments should be worried about. After all, their government officials are the ones dealing with each other hence they know very well what transpires during their discussions. Pushing through with the FTA is possible without thinking about what critics are saying. More trade opportunities for US in Malaysian markets can be concentrated on. One good thing that Americans should take advantage of is Malaysias hosting of the 2009 Global Outsourcing Conference. This is to be held to provide techniques on how to solve the global economic crisis which had affected a lot if not all of the nations in the world. This is a good way to start picking up the missing pieces of the puzzle. The closure of large financial institutions in the US during the current year (2008) had made its way to hamper businesses in a lot of countries. With Malaysias concern to the existing problem, the 2009 Global Outsourcing Conference will tackle issues that will lead to outsourcing opportunities. The conference opens chances for employment not only for the benefit of the Asian continent but for the entire world as well. Malaysia was chosen to handle the Asian leg because of the success of the Information Technology World Congress held last May 2008. It ranks as one of our top 15 trading partners, with two-way goods trade between us of more than $40 billion. Two-way trade in services adds another $3.3 billion. The accumulated stock of U.S. foreign direct investment in Malaysia is more than $13 billion, much of it in the manufacturing sector. We have a positive trade and investment dialogue on all fronts, and we are eager to continue working with Malaysia to broaden and deepen our economic relationship in the years ahead. Bibliography Malaysia. Web. 4 Feb. 2010. . Trade in Goods (Imports, Exports and Trade Balance) with Malaysia. Web. 4 Feb. 2010. . US-Malaysia Trade Relations: A Diverse and Expanding Partnership. Web. 4 Feb. 2010. . Background Note: Malaysia. Web. 4 Feb. 2010. . WTO Trade Policy Review of Malaysia. Web. 4 Feb. 2010. . Research Papers on Trade Between the United States and MalaysiaDefinition of Export QuotasTwilight of the UAWThe Effects of Illegal ImmigrationPETSTEL analysis of IndiaNever Been Kicked Out of a Place This NiceAnalysis of Ebay Expanding into AsiaHip-Hop is ArtAppeasement Policy Towards the Outbreak of World War 2The Project Managment Office SystemOpen Architechture a white paper

The 14 College Interview Questions You Must Prepare For

The 14 College Interview Questions You Must Prepare For SAT / ACT Prep Online Guides and Tips The college interview process can be nerve-racking. This interview gives the college you're applying to another opportunity to evaluate you and help determine whether or not to offer you admission. However, your college interviews won't be nearly as scary if you know what to expect. In this article, I give you the 14 college interview questions you absolutely must prepare for. I explain why you're being asked these questions and how to provide greatanswers. Furthermore, I offer advice onhow to prepare for your interviews so that when the time comes, you'll be ready to ace them. A Short Introduction to College Interviews A college interview provides a college with an opportunity to give you more information about the school and answer any questions. In addition, the interview gives the college a chanceto learn more about you, your interests, and how you’ll be able to contribute to the school. Very few colleges require interviews, although a fair number offer optional or recommended ones. These are typically highly selective or small private colleges, such asColumbia, Occidental, and Bates.Most large public universities don’t even offer interviews because there are simply too many applicants. Check a college’s website or contact its admissions office to determine whether interviews are offered and how to schedule one.Interviews can be on-campus, usually with an admissions representative, or off-campus near where you live, usually with an alumnus of the college. If you have the option of getting interviewed, do it.It’s to your benefit to take advantage of an opportunity to interview because it shows the school that you’re genuinely interested in attending. And demonstrating interest can greatly help your chances of admission. Finally, the interview gives the school another chance to get to know you outside of what’s in your application. Try not to stress about the interview too much, though. As long as you’re polite, attentive, and prepared, it should only help your chances of getting accepted. The interview will also give you an opportunity to learn more about the school,and help you decidewhether or not it might be a good fit for you. souvenirsofcanada/Flickr Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. The 14 Most Common College Interview Questions The questions I’m listing and explaining were either referenced inmultiple admissions websites andinterview advice guides, or are general enough that you’ll be able to answer a number of similarquestions by preparing for them. Below, I provide you with eachquestion. I then explain why colleges are asking it, what they're looking for in a response, and how you can prepare for the question ahead of time. Question 1: Tell Me About Yourself This isn’t even actually a question, but it’s something you might be asked to do in an interview. Because it’s so general, you might have trouble figuring out where to begin. Why they're asking this: Colleges are asking you to do this because they really do want to know more about you. That's one of the primary purposes of the interview, after all! What they're looking for:You need to paint a unique portrait of who you are to separate yourself from other applicants. Avoidclichà ©sor descriptions that would be too common. For example, don’t just say you’re hardworking- explain what has driven you to become as diligent as you are and why you feel it is important. How to prepare:Rehearse answering this question. Try talking about your passions, hobbies, and interests. You can discuss what inspires you or what your friends like about you. Be specific. Again, you want to make yourself memorable. Question 2:Why Are You Interested In This College? Why they're asking this:This is an important question and one you should definitely prepare for, since colleges want to see that you’re taking the application process seriously and have a legitimate interest in attending the school. What they're looking for:Talk about your interest in a major or academic program, the cultural values of the school, or extracurricular activities that drew you to the college. Again, be thorough and specific.Don’t talk about prestige or rankings, and don't say you just want to go there because it’s close to home; none of this shows genuine interest in this specific college! How to prepare:To answer this question well, you'll need toconduct extensive college research before the interview.You should be able to cite specifics when answering this question. Follow the same advice as if you were writing the answer to this question for your application essay. Bart Everson/Flickr Question 3:Why Do You Want to Major in _____? If you've indicated that you want to major in a certain subject, you might be asked why you’re interested in that particular field. Why they're asking this:Colleges are interested in your academic goals and want to see that you’re academically inclined. What they're looking for:Talk about why a certain subject inspires you or why you're passionate about it. Don’t say that you’re pursuing a certain major to make a lot of money or have job security.That doesn’t demonstrate genuine academic interest; it just makes you seem shallow. How to prepare: Think deeply about why you want to pursue a specific major.Why do you find it fascinating? What experiences provoked your interest in the subject? How will the major enable you to reach your future professional goals? Question 4: What Are YourAcademic Strengths? Why they're asking this:In an effort to get to know you as a student, colleges are interested in getting your perspective on where you excel academically. What they're looking for:Don’t make this answer too short. Don’t just say, "I’m good at science." When discussing your academic strengths, explain how you’ve capitalized on your strengths.If you’re an excellent writer, for example, how have you used your writing skills to excel in school? How do you plan on continuing to use your strengths? How to prepare:Make sure you know your academic strengths. You should be able to explain how you recognized your strengths, how you're currently using them, and how you plan to use them in the future. Question 5:What Are Your Academic Weaknesses? How Have You Addressed Them? Whythey're asking this:Colleges want to admit good students, but they’re aware everyone has strengths and weaknesses. Colleges want to see that you have the persistence and work ethic to succeed despite your challenges. What they're looking for: Schools want students who can demonstrate theirability to confront and overcome challenges.Try revealing strategies or specific approaches you’ve taken to improve your academic weaknesses. You could also tell a specific story about how you managed to do well in a subject that was especially difficult for you. How to prepare: Be aware of your academic weaknesses and how you've addressed them. It's not good to say that you don't have any weaknesses. That's not very believable, and you'll come off as arrogant. Question 6:What Do You Plan to Contribute to This School? Why they're asking this:Colleges want to admit students who will make positive contributions to campus and academic life. Essentially, they’re looking for students who will make the school better. What they're looking for: In short, specifics.Don’t limit your answer to vaguepositive traits. Don’t just say you’ll contribute a good work ethic and a regard for others.Is there specific research you wish to pursue? Do you want to have a leadership position in an extracurricular activity? Are there specific community service projects you want to do?How will your presence on campus and in the classroom make a difference? How to prepare: Know the specific contributions you want to make to the school. Identify your college goals as well as the activities you want to pursue while you're in college. Question 7:What Do You Expect to Be Doing 10 Years From Now? Why they're asking this: Just to set the record straight, you don’t need to have your entire future figured out. Colleges understand that you probably won’t have everything decided and your plans are likely to change. What they do want isstudents with direction. What they're looking for: Collegeswant students who are motivated to achieve their goals.The bad, general answer is to only say you expect to have a fulfilling career and be making a positive impact on the world.What are some specific activities you’d like to do? How do you plan on impacting the world?You don’t have to limit your plans to professional goals. Do you want to take your mom on a vacation? Or have weekly gatherings with your best friends from high school? How to prepare: You can write down some detailed notes answering this question.Paint a picture of the life you want to have in 10 years. That picture should reveal your uniqueness. Question 8:What Would You Change About Your High School? Why they're asking this:With this question, colleges are looking for your ability to identify problems and get a better understanding of what you’re looking for in a school. By learning what you’d change, they get a chance to learn more about what matters to you. What they're looking for: Colleges want a thoughtful response. Be specific and respectful. Don’t say, "I’d get better teachers." Say that you’d allocate more resources to the music department so that more students can have the opportunity to learn how to play new instruments. Discuss how learning an instrument helped you, and describe the current state of the music department.Try to make it clear that you want to improve your school to benefit the personal and academic growth of allof its students. How to prepare: Think about the strengths and weaknesses of your high school. What are some specific problems it has? What are the consequences of those problems? What steps would you take to make improvements? Shouldn't other kids have the opportunity to rock out like this? (Joe Lewis/Flickr) Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Question 9:Whom Do You Most Admire? Why they're asking this:From this question, colleges can get a sense of your values.If the person you most admire is Justin Bieber, for example, colleges might wonder about your priorities. What they're looking for:Don’t limit your answer just to naming the person. Why do you admire that person?For instance, many people say that the person they most admire is a parent. But what specifically has that parent done that you admire so much? In short, don’t forget the details. How to prepare: Think deeply about your response to this question. If the person you admire is somebody you know, practice by giving your answer to that person. You'll know you've answered the question well if you're rewarded with a hug or even a few tears from your audience. Question 10:What Is Your Favorite Book? Why they're asking this:This question is designed to help schools learn more about your interests. Colleges also probably want to make surethat you actually read books. What they're looking for:Don't limityour answer to the name of abook; think about why you like the book so much. How did it inspire you? Did a particular character resonate with you? Did you learn something from this book that influenced your opinions or behavior? Did this book help shape your perspective or values? How to prepare:Really think about books you've read that you connected with and why. I've also seen similar questions asking about a news article you recently read, so try to stay up to date with the news, too! Question 11:Why Do You Want to Go to College? Why they're asking this:For this question, schools are trying to understand why you’re motivated to pursue higher education. What they're looking for: Collegeswant to see you have clear goals you’re trying to accomplish by attending college.Obviously, they don’t want to hear that you want to go to college because your parents are making you or so you can attend wild parties. In your answer, emphasize how college will allow you to pursue your passions, aid in your personal development, and enable you to fulfill your future goals.Be specific. What are your passions and goals? How will college give you an opportunity to pursue these passions? What college activities will increase your awareness and facilitate your intellectual and emotional growth? How to prepare:For ideas, check out the pros in my article aboutif you should go to college. Steven Depolo/Flickr Question 12:What Do You Like to Do for Fun? Why they're asking this:This question is designed to get a better sense of your general interests and overall personality. What they're looking for:Your answer doesn’t only have to include activities that are academic. After all, you probably wouldn’t be believed if you said all you do for fun is read science textbooks and do math problems. If some of what you do for fun is intellectual, though, explain why you find these activities fun. Finally,try to avoid general answers such as "hang out with friends." How to prepare:You shouldn't have to prepare much for this question since I assume you already know what you like to do for fun. However, spend some time thinking about why you enjoy these activities. Question 13:What Is an Obstacle You've Faced and How Did You Get Through It? Why they're asking this:Colleges want to know if you've faced (and overcome) any significant challenges in your life. They also want to see that you’re persistent and willing to work hard in order to overcome these obstacles. What they're looking for:It’s fine if you haven’t had some awful, incredibly difficult obstacle in your life. Think of a time when you faced a problem that challenged you, and you put ina lot of effort to solve it.Your obstacle could be related to your home life, school, or an extracurricular activity. In your response, explain how the obstacle challenged you and emphasize what exactly you did to overcome it. How to prepare: Think of a significant challenge you've had in your life and how you dealt with it. What did you learn from the problem? How did you solve it? Did it change or influence the way you address similar problems? Question 14:What Makes You Unique? Why they're asking this:This question is essentially what all the other questions above are meant to determine. It's another general question that's often difficult to answer. We are all unique, but it can be hard to put into words exactly what separates you from other people. What they're looking for: Schools ask this question because theywant to get to know you better. You can discuss a trait or multiple traits you possess. Give examples and stories that demonstrate these qualities.Do you have any uncommon interests or goals? Is your background very unique? How to prepare:I recommend doing some serious brainstorming to address this question. Write out specific attributes and anecdotes you can share that demonstrate your uniqueness. When do you feel most comfortable? What makes you the proudest? What makes you special? How to Prepare for College InterviewQuestions For each of these questions, I recommend jotting down some notes so that you can remember key points or details.Don’t try to completely write out your answers and memorize them. The way you speak in an interview is supposed to appear conversational and not rehearsed. Also, if you try to memorize your answers and forget your script during the interview, you’ll end up looking confused and unsure of yourself. Practice your responses by having somebody ask you these questions and then answering them as if you were actually in the interview.Remember that you want to be as specific and detailed as possible.Learn to separate yourself from all the other applicants being interviewed. For some of these questions, it'll be helpful to review your personal statement.Your personal statement likely has some details or stories you can incorporate intosome of your answers. How Do You Answer Questions You Didn't Prepare For? Undoubtedly, the questions abovearen’t the only possible interview questions. Regardless of how much you prepare, you’ll almost definitely be asked a question you weren’t expecting. There’s no need to be too nervous, though. Just try to give honest, detailed answers. As long as you’re thoughtful and professional, you shouldn't worry too much about surprise questions. Also, you might be able to incorporate some details from the other questions you prepared for in your responses.For example, for any question related to academics, you could probably include details from your response to the question, "What are your academic strengths?" If you want to get more comfortable with the interview process, have a friend or parent ask you questions about yourself, and respond as if you were in the interview. This is an excellent way to prepare you for the real deal and will give you more confidence. What's Next? Still feeling nervous? Check out our guide tothe best tools to help you prepare for your interview, so you can feel confident going in. College interviews also giveyouthe opportunity to ask questions. Make sure you ask the right questions during your interview. If your goal is to get into one of the most selective colleges, check out our popular post on how to get into Harvard and the Ivy League. As you navigate the college selection process, it's important to knowhow to choose a college. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Debate Essay Example | Topics and Well Written Essays - 250 words - 9

Debate - Essay Example The trend continued with the establishment of the sensitive security information category. Such information is deemed secretive and authorized individuals are required to access it. In case, any common person accesses it, the individual is deemed to be a felony (Ginsberg et al., 2015). Although, such moves are contradictory to the freedom of information Act; they are deemed to be an exemption from the provisions because of the volatile situation in the security area. According to Kean (2005), the government mercenaries are always working behind the scenes, hence compromising even privacy rights of its citizenry. This trend is a wrong ad must be condemned because it indicates a lack of professionalism of the federal bureau of investigation and related agencies. According to Ginsberg et al. (2015), government secrecy is also subject to bureaucracy on the part of the government. The practice has led to various forms of harassment on account of security screening and vigilance. The sharing of information between the public and the government is also compromised due to the limitation of information publicly (Ginsberg et al., 2015). The trend is also manifest in the number of officers employed on an annual basis to classify information as sensitive and otherwise. This situation notwithstanding, the public is usually notified of an exemption to the freedom of information access to avoid public uproar and litigations (Ginsberg et al.,

Human Resource Management and Building Employee Loyalty Case Study

Human Resource Management and Building Employee Loyalty - Case Study Example Human resource management of Xeleco is a matter of recognizing people as perhaps the most important asset of Xeleco and to manage these people the best way possible. Xeleco's competitiveness in its market refers to their capability to uphold and expand market share. Competitiveness is related to Xeleco's effectiveness, which is determined by how much Xeleco satisfies the requirements of its stakeholders. The significant stakeholders comprise stockholders, customers as well as employees. Therefore, retention of employees becomes an important factor of Xeleco competitiveness. Xeleco's core employees are those that are essential to the service(s) Xeleco provides. These employees work year round, typically full time, and drive the business. Retention of core employees is vital to the business. To retain employees it is no longer enough to be competitive concerning pay. Employees of today relate their jobs to their private lives far more than they did in the earlier days. In earlier days employees would go to work, do their job, get their pay, and go home to a life often totally separated from work. Today the types of work have changed, and people's conceptions of work have changed in a way that makes retention of employees something much more complex than adding more pay. A dangerous myth existing from earlier days is that people only work for money. And yes, people do work for money, but they work even more for meaning in their lives, for fun, for jobs that will contribute something to their lives, and their family's life. Pay cannot substitute for a working environment high on trust, fun, and meaningful work. Companies that pay no attention to this fact are fundamentally bribing their employees and will pay the cost in lack of loyalty as well as obligation, and difficulty in retaining important employees. Today, employee benefits are a major force in determining employee retention, or employee happiness. One could argue that content employees make content customers, and that content customers make content stockholders. In this view, employee benefits become crucial to Xeleco's success. Incorporating retention strategies into the HR and succession plan plays a major role in the changing and increasingly mobile workforce. This has been linked with the move towards the Protean career where a person's career is frequently changing. Hence organisations must be ready to adapt to this change by benefiting them with career development programs thereby enhancing reputation and achieving greater retention of valued employees. In order to retain employees the organization must When considering succession planning, employee development is an integral strategic process which enables knowledge, skills and behaviour to be acquired to meet job changes and client requirements in the future as opposed to training which is immediate current job

Equipment and Books Essay Example for Free

Equipment and Books Essay Use of persons name Specific dedication for person to know why he being recognized Public display of all awards Follow-ups Timely Manner If motivation is properly handled, employees will always be happy and the organization will retain their staff for longer time periods. Educational workplaces require books and equipment such as computers, laboratory equipments, and agricultural equipments for all staff and students. If equipment is not adequate, the staff may be strained and this may cause unnecessary delays in lectures and work. Some workplaces may lack current books because of proper funding and this may pose a major challenge to the staff. Cultural Differences Educational workplaces often are filled with people from different cultures. Cultural beliefs influence human behaviors to a great extent and as cultures differ it often makes it difficult to design an environment that is conducive to performance and satisfaction. An example would be a colleague who believes that women should not expose their faces. This cultural diversity will often make it difficult for women to associate with individuals who may find difficulty in relating to them. Cultural differences influences the following in educational workplaces Mode of dressing Food served; some people eat snakes and frogs while to others don’t Associations in the institution Language used Team work In any workplace, teamwork poses challenges to many people. This is because of attitudes, values beliefs and behavior. Some individuals may have bad attitude which may affect the goal being sought after by the team, thus affecting other group members. Others may exhibit behaviors that one may not wish to associate with. In order to find compatibility, educational workplaces should have working teamwork members who encourage all individuals to associate with others without consideration of their culture. Team work may result in positive consequences for competing teams and these instances may follow: Team members becoming more close and displaying greater loyalty from its members and some members who are close in rank may bury some of their internal differences. Team climate changes from informal, casual, playful and work and task oriented members as well, while concerns for member’s psychological needs decline while concern for task accomplishment is increased. Leadership patterns tend to change from more democratic toward more autocratic while the team becomes more willing to tolerate autocratic leadership Each team becomes more structured and organized Each team demands more loyalty and conformity from its members in order to be able to present a â€Å"solid front† What happens between competing team? Each team begins to see the other teams as the enemy, rather than merely a neutral object. Each team begins to experience distortions of perception and tends to perceive only the best outcomes while denying weakness and allows competing teams to perceive only negative assumptions of the other team members while denying their strengths, as each team is likely to develop a negative stereotype of the other such as saying, â€Å"They don’t play fair like we do. † Hostility toward the other team increases while interaction and communication with the other team decreases, thus it becomes easier to maintain negative stereotypes and more difficult to correct perceptual distortions. If the teams are forced into interaction, for example, or if they are forced to listen to representatives pleading their own and the other’s causes, in reference to some task that each team, they are likely to listen more closely to their own representative and not to listen to the representative of the another’s team member, except to find fault with his presentation, in other words, team members tend to listen only for that which supports their own position and stereotype. What happens to the winner? Winners retains their confidence and may become even more cohesive Winner tends to release more tension and become more casual and playful. Winner lean towards higher intra-groups and display more cooperation and concern for other member’s needs. Winners can become complacent and feel that winning has confirmed a positive stereotype and as the negative stereotypes of the â€Å"enemy† team, there is little basis for reevaluating perceptions or reexamining team operations, in order to learn how to improve them. What happens to the loser? If the situation permits some ambiguity in the decision (if judges have rendered it as a close game), there is a strong tendency for the loser to deny or distort the reality of losing and instead, the loser will find psychological escapes such as (the judges were biased) or (the judges did not really explain the rules of the game, clearly) or possibly they may think (if luck had not been against us at the one key point, we would have won,† and so on. If loss is accepted, the losing team tends to splinter and as unresolved conflicts come to surface, fights may breaks out. A losing team member is more tense and may be ready to work harder and may be desperate to find someone or something to blame their loss on. They may blame the team leader, the judges who decided against them or even the rules or the game. (The â€Å"lean and hungry† state). A losing member may look for inter-group cooperation, have little concern for other team member’s needs or huge concern for recouping, by working harder. A losing team member often learn a lot about themselves while working as a team, because positive and negative stereotypes of the other team are upset by their own loss, forcing a reevaluation of perceptions as a consequence and a losing member is more likely to reorganize their ideas and accept their loss more realistically. J. FUNDS In a workplace, funding a project that is viewed as personal is not easy. For example, funding research by one lecturer may be very difficult, although the outcome may benefit the institution and again, some projects may be very expensive and even the institution may not have the capacity to fund the project, therefore they may need external funding. Workplace funds may also be misused by staff members.

Shakespeares Othello - Why did Othello Marry? :: GCSE English Literature Coursework

Why did Othello Marry? Why did Othello marry is a complex question, the obvious answer would be that he loves Desdemona, but why does he love her and why does his love turn to hate so quickly in Act III scene 3 requires much thought and consideration. Othello likes people to be plain and open because that is what he himself is, he has grown to become his image, he is only on the surface, he hides nothing because that is his image, to only have one side, the military side. Thus Desdemona also seems to him very open, he likes her because he thinks she is like him however when he finds that she might be hiding something from him then he stops loving her. At the same time Othello needs a wife to complete his image, she is the proof that he is a successful general and Christian and he can show her off as such. Othello loves or thinks he loves Desdemona for many reasons, not least because he thinks she is like him. He thinks it will be a good relationship because she seems to be in his eyes just like a soldier thus like him so that he attracted her while telling her tales of his battles as seen in Act I scene 3: "She loved me for the dangers I has passed". He talks to her as he talks to a soldier using images of war and might: "May the winds blow till they have wakened death, And let the labouring bark climb hills of seas". Because she comes with him to the wars, she becomes even more in his mind one of his soldiers so that after he comes back to Cyprus he greets her with: "O, my fair warrior". Othello can not cope with anybody who is different from him, who he cannot understand so that because he sees so much of himself in Desdemona he loves her. She is his "hard bright surface" because she reflects his image when he looks at her. She is commanding, smart and self-confident which he sees as his own best qualities. She shows how commanding and smart she is when she first answers her father in Act I scene 3: To you I am bound for life and education; My life and education both do learn me How to respect you.

Multiculturalism in Counseling Essay

ABSTRACT Stemming from the uprising in the 1960s, multiculturalism has presented serious challenges to the society, especially to the academic sector. Criticized by social groups, schools were inclined to adopt programs in recognition of the multicultural population, and later structured their systems to cater to the needs of the growing population. Today, multiculturalism has become an important consideration in designing school programs, facilities, and hiring policies. Particularly, school counseling was one area that went through a notable change. The introduction of this paper gives a brief historical background of multiculturalism in school counseling. It discusses how multiculturalism was incorporated into the school curriculum, and was adopted in school counseling. The main part of this paper discusses the competencies every school counselor must possess to address the needs of multicultural students. Anchoring on the three core competencies set by the AMCD, this paper presents ways on how one can be knowledgeable of clients’ worldviews in order to serve them best. In addition, it suggests other devices or strategies counselors may consider when dealing with multicultural students.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The conclusion of the paper summarizes the ideal characteristics of a counselor, and presents further considerations school administrators and counselors can make to ensure effective counseling strategies which adhere to the demands of multiculturalism. Introduction Multiculturalism as Rosado (1997) defines, is a system of values and behaviors which recognizes and respects the presence of all diverse groups in society—their identities, values and socio-cultural differences. In addition, multiculturalism supports continued contribution of the culture in the society. Based on this definition, we can view multiculturalism as the harmonious coexistence of different cultures in the society. In the author’s view, culture is not limited to bases of origin. Culture may arise from similar beliefs, attitudes, or feelings of a certain group of people. Thus, it also encompasses those who have the same subcultures based on values, economic status, socio-political status, or gender. Particularly, those who have the same subculture based on gender include women, gays, lesbians and transgender individuals. In the same manner, people belonging to the same economic status or religion share a similar subculture that establishes their diversity from others. In this study, we refer to multicultural people as those who embody a different set of cultures and subcultures, other than the native culture or the majority. As such, we may define multiculturalism as an approach that recognizes diversity in culture among different ethnic, gender, economic, socio-political, and religious backgrounds. Multiculturalism has also become a prevalent topic in school counseling. It has prompted psychologists and educators around the world to review school practices that hamper culturally diverse students from performing well in school. Now that the growing population of multiculturally diverse students seems to be taking over the White population, the challenges that go with implementing multiculturalism in counseling would probably be more relevant in the next decades.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Multiculturalism in Counseling In the field of education, authors claim that multiculturalism rooted out from the social action of African Americans and other â€Å"people of color† back in the 1960s (Banks, Davidson & Davidson, as cited in Gorski, 1999). The common feeling that schools had the most hostile and oppressive treatment of other cultures aroused them to protest and fight for reforms. In those days, African Americans and other cultures suffered from racism and discrimination from the White population who occupied professorship or management statuses. Colored people were treated as second class citizens, if not as outcasts. However, through the efforts of African American activists, schools were compelled to review their policies and hiring process in consideration of the non-Whites. In the 1970s, other groups such as the elderly, gays, lesbians, and people with disabilities also contested that institutions should pay equal respect to all peoples on matters of employment, educational opportunities, and work pay. Following this, a number of programs and policies emerged, including additional courses on prominent women or famous people of color. Despite this effort, social activists were not satisfied, for schools only celebrated women of greatness, and not women in general. For instance, James Banks (1981;1989), one of the pioneers of multicultural education argued that to adhere to the idea of â€Å"multicultural environment,† all aspects of the school had to be reviewed. According to him, policies, teacher’s attitude, assessment programs, and counseling should be transformed accordingly. This concept of multicultural education coincided with the idea of social equality among diverse cultures. By 1980s, following the path of Banks, K-12 teachers, namely, Carl Grant, Christine Sleeter, Geneva Gay, and Sonia Nieto exposed and criticized oppressive teaching approaches, standardized tests, classroom climate, and discriminatory hiring practices. Relevantly, this created in every academic professional the challenge to recognize diversity or as later coined, multiculturalism, and make it their mission to â€Å"manage† and â€Å"live diversity† (Rosado, 1997 ). Being multicultural does not only mean having a student population composed of various cultures, though this is often the contention of many schools. Rosado points out that for a school to claim they are multicultural, they must at least adhere to four standards. These include reflecting heterogeneity, demonstrating sensitivity, realigning the school’s mission, and creating an ambiance that empowers all groups in the school. With clear and careful intention, Rosado argues that schools should adopt change geared towards multiculturalism on individual as well as institutional levels. On the one hand, by saying individual level, we mean that schools should aim at urging administration, teachers and students to transcend beyond their own racial, gender, cultural and socio-political identity to recognize other identities. On the other hand, as Rosado contends, institutional level means focusing on empowering diversity. This goes beyond merely admitting people of color, but also taking into consideration in the school’s mission, vision, values, and structure how it can empower each individual. Although motivated by good intention, empowering people of diversity, as pointed out by Rosado may sometimes lead to a utilitarian view of giving a person his needs in exchange of what he can offer his society. We say that this is very utilitarian in that it sees the individual as a utility, more than an entity with values, attitudes, and affection. In contrast, we should be inclined to think that it is the school’s responsibility to provide the different needs of individuals in recognition of their diversity and nothing else. No conditions should apply as to whether the society can profit from his acts or not. Relevantly, whether the person is worthy of rewards of multiculturalism should not be an issue. Four intentions have motivated the adoption of multiculturalism in education. These include the â€Å"need to remedy ethnocentrism, rebuild understanding and appreciation of different cultures, defuse tension and conflicts among ethnic groups, and make the school curricula relevant to experiences and traditions† (Webb, 1990). In the next part, we will discuss how well these motivations relate to school counseling.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Many research works confirm the positive effects of multicultural education on students. For example, Hale (1986) shows that children in a preschool program achieved higher cognitive levels upon integrating African American culture in the curriculum.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the same way, Zaslavsky (1988) demonstrates how elements of other cultures can help in teaching complex math concepts to students of an inner-city school. Fulton-Scott (1983) confirms benefits of integrating multicultural education in elementary programs for Hispanic students. The study reveals that students’ scores in Math, Reading, and Language were significantly superior over those of students enrolled in programs without multicultural integration.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Benefits of multiculturalism are likewise recognized in the field of Psychology, particularly in school counseling. However, research in this area has focused more on counselors’ multicultural competence rather than on the effect of counseling founded on multiculturalism.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In 1991, the Association for Multicultural Counseling and Development (AMCD) identified the need and rationale for multicultural counseling. This led to the approval of 31 multicultural counseling competencies as proposed by Sue et al. (1992) in 1991. Following this, in 2002, the APA Council of Representatives approved the Guidelines on Multicultural Education, Training, Research, Practice and Organization Change, which was, in fact, based on the work of Sue et al.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The need to adopt multiculturalism in counseling, especially in schools, is truly urgent and necessary for ethical reasons. In relation to this, AMCD identifies three characteristics counselors must possess. First is counselor awareness of own assumptions, values, and biases. Second is understanding the worldview of the culturally different client; and third, developing appropriate intervention strategies and techniques   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Primarily, culturally skilled counselors can be identified as those who have awareness of other people’s culture other than their own. They are aware of how their cultural background, experience, attitude, biases, and values influence the counseling process of a client. Moreover, these counselors recognize their limits when it comes to tolerating other values, behaviors, or norms. To add, culturally skilled counselors are also comfortable with differences between them and the clients in terms of race, gender identity, ethnicity, culture, and beliefs. To illustrate, the first measure of competency requires a counselor to mirror whether his own values and beliefs would personally or professionally affect the process of counseling. For example, a Christian counselor may have biases towards a Muslim student, for they have truly different belief systems. In this situation, if the counselor has no knowledge of ethical limitations, he might insist that his beliefs are better or are morally upright, and those of the student’s are the opposite. However, such case may be prevented if the counselor is fully aware of conflicting values he has with the student. In our own view, a school counselor should be open to all values of every student. This is different from the counselor in the private sector. In school counseling, the counselor who cannot accept views of some students is not fit for school counseling. A school counselor should have readiness to counsel every student, and there should be no instance when he would not accept a student for counseling.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To ensure that the counselor meets the first requirement mentioned above, he should reflect on his values and find out if he has beliefs against any culture, including students with different gender identities, cultural or religious practices, and other moral practices that their culture has taught them. For instance, taking into consideration the case of students with gender identity problem, the counselor must be careful not to insist that the student sticks to his biological gender. Rather, he should exercise care in handling this case. After all, the whole life of the student may depend on the decision he makes at the time of counseling. Culturally skilled counselors possess knowledge and understanding about how gender stereotyping affects them personally and professionally. Considering the sensitivity of the issue of gender identity disorder, the school counselor must be careful not to affect the decision and values of the individual, for he is going to suffer later on should he take the wrong decision.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moreover, as Sue et al. contend, culturally skilled counselors possess knowledge about their social impact on others. These include one’s awareness of own communication style, and how this style may hinder or facilitate the counseling process. Recognizing limits of their competencies, school counselors may confer with their colleagues how to overcome these weaknesses. Aside from this, they should seek further training or education on other cultures as a way to do away with biases. The process of balancing one’s view of other cultures may take a lifetime as new concepts may arise everyday. For example, the term transgender individuality appeared only in our modern times, but the concept of transforming from one gender to another has been known as early as the time of Sophocles or even earlier. In this regard, counselors should not grow tired of finding ways for self-actualization. Also, on the second characteristic, it is the responsibility of the culturally skilled counselor to gather resources to learn about the identity of other cultures. In the case of homosexuality among students, the counselor should know the different sides of the coin in being a homosexual. In particular, counselors who deal with this issue should have a good understanding of the process of being a homosexual (Adams, Boatwright, Gilbert, Forrest & Ketzenberger, Cass, Chung & Katayama, Croghan, Driscoll, Kelley & Fassinger, Dunkle, and Pope, as cited in Sanabria, 2004). With this knowledge, he must let the student decide on his own whether to retain his gender identity or move to the phase of ‘coming out†. Coming out or in other words, admitting to the society that one belongs to a specific gender type is in itself a dilemma among teenagers with identity confusion. The specific role of the counselor in this situation is to help the youth consider advantages and disadvantages of coming out (Adams, Belz, Brown, Croteau & Hedstrom, Elliott, Hetherington, Morgan & Brown, Morrow, Pope, Rodriguez & Chang, Pope & Schecter, Savin-Williams, as cited in Sanabria, 2004). Additionally, the counselor should guide the student in the stage of coming-out by training him/her how to deal with people’s inquiry about his identity. For example, the counselor could give real-life scenarios, and ask the student to react on them in order to ensure that he would be prepared for particular instances when he would experience doubt. If the counselor feels affirmative or senses tolerance toward gays and lesbians but lacks the knowledge to handle cases of these individuals, he could improve his familiarity with them through a lot of ways. One source of invaluable information is reading literatures regarding gay/lesbian culture. At present, explorations on gender-specific cases are improving in terms of number and depth. These readings can guide a counselor to discover gay/lesbian cultural identity. Likewise, attending conferences or symposia, gathering insights from past clients and friends who belong to the same gender type will also contribute a lot (Sanabria, 2004). Also, as Sanabria expresses, if the counselor feels that he is not qualified to handle the case, it is only ethical to refer the student to someone who could offer him the right counseling. Furthermore, counselors who cannot be affirmative of gay and lesbian culture are probably misinformed and should look into themselves again if they are fit for being a school counselor. The issue regarding sexual minorities is only one of the issues a school counselor must be able to handle. If the counselor cannot help sexual minorities, he should reconsider if he should continue practicing in the academic setting. Suffice to mention, the National Career Development Association, American Counseling Association, and American Psychological Association have well-defined ethical codes that offer guidance for individuals who work with sexual orientation issues. Included in these ethical codes is the knowledge about students’ behavioral identity. Importantly, culturally skilled counselors should be aware of life experiences, cultural heritage, and historical background of their multicultural students. For instance, an Asian American student has different historical and cultural background from a Latino counterpart, or an African American. When counseling an Asian American, for example, a Chinese girl who cannot relate well with her classmates, a counselor must be informed of the conservative values Chinese families have. Actually, the attitude of keeping one’s silence may be in conformity with Confucian values. In this regard, the counselor cannot expect the girl to be as outgoing as he r classmates are, for the behavior she presents embodies a cultural heritage among the Chinese. Furthermore, culturally skilled counselors understand the consequences arising from one’s exercise of cultural traditions and rites. In some parts of Asia, for instance, there is still the custom of prearranged marriage. Thus, a counselor who encounters a high school student in this situation should suspend judgment of the custom, but rather honor it, and perhaps counsel the child to make her own choice, after laying down the consequences of abiding by the culture. In considering choices, the counselor may enumerate possible circumstances the child would face if she relents to her parents’ decision, or vice versa. Under no circumstances should the counselor dictate to the child what she should do as this may result in confusion or family conflict. Likewise, the counselor may also opt to explain the issue to the parents, but before doing so, the counselor must take precautions so as not to offend them. At all times, respect should form part of every counseling situation. Aside from obtaining a rich background of their students, a competent counselor, according to Sue et al. should also be kept updated with the latest trends and occurrences that concern his clients. In the case of a school counselor, it would be of great help if he engages in research and other activities to keep him updated with the students’ lingo, hobbies, behavioral patterns, etc. They should actively seek out opportunities—personal and professional experiences that enrich their knowledge, understanding, and cross-cultural skills. Moreover, as some schools implement nowadays, counselors can engage in outside school activities such as outreach programs, educational trips, camps, and other activities which would help gain a more vivid profile of the counselees. They should also be actively involved with minority individuals outside the school setting. Community events, celebrations, and other gatherings may help provide a wider perspective of minorities which relate with the academic scenario. Considering the dynamic role that the school counselor plays in society, the responsibility of ensuring that they possess the relevant qualities expected of a counselor should be borne by colleges offering the course or training. Based on the literature gathered, schools have positively become fully concerned about the issue of multiculturalism. Many schools and universities nowadays adhere to the demands of the culturally diverse society. However, the way to attaining competency of some school counselors may still be too far. In one study Holcom-McCo y (2000) conducted, the author identified five underlying factors influencing school counselors’ perception of themselves as competent professionals. These factors included understanding of racial identity development, ability to comprehend multicultural terminology, multicultural awareness, knowledge, and skills. Among which, counselors perceived lack of knowledge of racial identity development as the problem that hindered them from being fully competent in multiculturalism. To address this problem, Schwallie-Giddis et al. (as cited in Sanabria, 2004) suggest that future school counselors should undergo multicultural training on racial identity development, and multicultural knowledge development. In a study conducted, school counselors assessed the effectiveness of a nine-month multicultural professional development program. The study involved 13 school counselors in a multicultural professional development program held from school year 2001-2002. Applying three dimensions of multicultural competencies, the participants assessed their own competencies. Resources included a videotape of a case study to which participants reacted, in order to discover assumptions, values and biases. To assess understanding of the clients’ worldviews, the study made use of case studies of linguistically and culturally diverse (LCD) students. The participants were asked to apply a framework to the cases to examine aspects school counselors should consider when handling diverse students. The participants had a lengthy discussion on the provided cases, and at the end of the session, they expressed the advantage of having discussions with peers. Another session comprised of a panel interview with three mothers of different cultures. Each of the women talked about her child’s experiences in school, all of which related to the inefficiency of the school officials to handle multicultural students. In all the issues raised, lack of communication surfaced as the most recurrent problem. In relation to this, participants commented that had there been proper communication between parents and school officials, issues would have been resolved more easily. Moreover, the study also included a session that dealt with developing appropriate interventions to cases of LCD students. Through this, participants were able to exchange views and experiences which could help build up a resource for interventions to cases of LCD students. Based on this session, counselors noted that most of them found it difficult to deal with LCD student mainly because of the language barrier. Furthermore, insecurities due to lack of knowledge of other cultures affected the competencies of the participants. In sum, the school counselors agreed that having enough facility to understand the student and overcoming language barriers is one major key to providing adequate help to students. Similarly, Chandras et al. (2006) suggest counseling strategies and techniques in handling multicultural students. One skill they emphasized to be critical in every counseling situation is effective listening. Effective listening, as Neuknug (2002) defines, includes allowing students to talk, concentrating on what is being said, giving minimal advice, empathizing, asking for clarifications, and limiting questions. When handling multicultural students, it is important for the counselor to be fully sensitive to verbal cues that relate to culture. For instance, a student who is often bullied in class may not admit why he is being bullied due to his insecurity. There are some students who would rather keep the truth to themselves or resolve their own conflicts instead of asking help from school officials. Despite this attitude, a good school counselor could still unlock verbal cues that could make the student open up. For example, a child who claims he is not interested in making friends with his classmates could likewise mean that his classmates are cruel to him and not totally uninteresting. As such, clarifying responses and not directly giving advice may help the child reflect on his own situation. To maintain effective counseling strategy, a constructive and emphatic relationship is very important (Chandras et al., 2006). In this respect, the counselor’s role is first to build up trust and optimism. On the one hand, gaining trust of a student is paramount to establishing a good relationship. Without trust, there can be no revelations, no life experiences told. On the other hand, developing optimism facilitates finding a solution to the problem. Also, when a student perceives that there is a solution to the dilemma, he becomes more willing to cooperate in the counseling process. Secondary to the abovementioned is discussing stages of the counseling process. It is important to inform the counselee how the counseling would go, what can be achieved during counseling stages, and how long they will take. Together with this, the counselor should set guidelines both he and the student will follow, such as time schedule, behavior rules, and limitations. Chakras et al. determine other responsibilities of a counselor. These include preparing the student for counseling session. As a counselor, one has to establish the reason why the student should undergo counseling. Asking the student what he feels is wrong, or eliciting experiences that seem difficult for him are ways to prepare the student. In addition, the counselor must assert that the problem can be worked out if the counselee cooperates in resolving it. Also, some situations that lead to the attention are considered for school counseling. These include breaking school rules, misbehaving, or underachievement. As such, the class adviser and the school counselor should work hand in hand regarding record of students’ behavior and progress. One of the misconceptions about counseling is that students are referred to it only for disciplinary purposes. Students tend to think that if they are called for counseling, they have been noted to misbehave in school. Thus, some students create a wrong view that counselors are disciplinarians. Importantly, this issue should be addressed during school orientation, letting the students know and feel that counseling is a helping process, and not a disciplinary one. Furthermore, what the counselor can do to avoid this misconception is to call each student one by one, get to know them, and allow a time for them to be acquainted with her and her work, so that fears regarding counseling could be avoided. Importantly, not only those who have reports of misbehavior should be called for counseling, but every student handled by each counselor. During counseling session, one good characteristic the counselor should exhibit is to remain focused on the specific problem. If the student’s problem concerns only his classmates, the counselor should identify ways to resolve it at the said level, and not delve on the students’ family background, as such may give the student an impression that his problem is huge. For example, if the student identifies that he is having problems with classmates bullying him, the counselor must call the attention of the said classmates and allow the said parties to explain the issue (i.e., tell them of the situation to find out if they are aware of the problem they cause their classmate). Furthermore, it is the counselor’s role to sustain interest of the counselee during the counseling process. To attain this, the counselor should ask questions relevant to the situation, and involve the counselee in arriving at the best workable solution. Asking irrelevant questions and monopolizing the discussion may distract the concentration of the counselee. In addition, the counselor may give assignments or home work so that the student would feel responsible and be prepared for the next counseling session. As regards developing appropriate intervention strategies and techniques to help multicultural students, counselors should also be effectively involved in non-academic and out-of-school activities. As the core of the student’s personality, the counselor should focus first on building family relationships. Activities involving the students’ family would be an effective strategy to (1) know students well, (2) gain knowledge of family structure of students, whether parents are separated, and where students stay, (3) provide a venue for family bonding, and (4) inform parents of their children’s progress/problems. Parent involvement in counseling is inevitable. Some studies confirm student improvement in â€Å"academic performance, attitudes and behavior, attendance, school adjustment and engagement, and graduation rates† (Barnard, Epstein, Simons-Morton & Crump, as cited in Sanabria). In Jevnes (as cited in Sanabria), a recent meta-analysis of 41 studies shows a significant relationship between parent’s involvement in school and academic achievement of urban students.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Parent involvement in school can include activities designed to inform them of their children’s progress, workshops or conferences to help them cope with the difficulties of parenting, marriage, etc. However, some parents lack the initiative to get involved in their child’s school affairs. As Lareau (as cited in Sanabria, 2004) posits, parents’ perceptions of racism and their own negative school experiences tend to create the distance between them and the schools. One study conducted by McKay, Atkins, Hawkins, Brown (as cited in Sanabria, 2004) found that the racism awareness of low-income African American parents was positively related to at-home parental involvement, and inversely related to at-school involvement. In this case, the counselor should coordinate closely with class advisers and other school officials to help convince these parents to give priority to their children. One source of motivation could be rese arch data establishing correlation between children’s progress and parental involvement. One activity the counselor could organize is a â€Å"Day with Parents.† This could be a panel discussion involving model parents (probably of outstanding students) to act as the panel, and discuss relevant issues with students and co-parents. In this activity, the panel discusses ways on how they get involved with the affairs of their children, and how these measures create positive output to them. After the pane interview/discussion, the parents may exchange ideas in a forum to discuss proper ways to bring up children. Specifically, student problems, whether academic or personal, may also be brought up. Another activity the counselor could organize is a family day in which the whole family will come to the school to enjoy rides, games, or dining together. This event may be school-wide and would need the participation of every school personnel and students. Aside from organizing events for the family, the school counselor could also incorporate in the program field trips, camping, games, and other fun activities for the students. This will help students, especially with multicultural background, to get to know their classmates well. This way, they would also find time to have more friends. Aside from this, fun activities would also make them realize that school is not just for learning academics but also for having fun.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moreover, other activities school counselors could provide include workshops or performing arts activities. These activities are very ideal to cultivate the talents of students. Examples of which include art, theater arts, dance, and singing workshops. After the workshops, counselors could also have a culminating activity in which students show what they have learned from the workshop. For arts, students will have an art exhibit, for dance, theater arts, and singing, the counselor could propose to school administration to allow a concert or show, in which students will be the performers. This particular activity could also serve as a fund raising campaign aside from showcasing the talent of students.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Other activities to make students realize their potentials include sports activities/intramurals. This would allow sports-minded students to show their capabilities in their field. Also, this could serve as the school’s campaign against drug use among students.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Further to the given interventions, counselors could also conduct career orientation, especially for graduating students. In this activity, the counselor would invite some professionals to talk about their career to inspire students to follow a similar path. At the end of the session, the counselor would elicit from students, which career aroused their interest, and what made them interested to it. Importantly, students should be given many options to choose from, and career professionals to be invited should likewise have multicultural identity, so that students can easily relate with them. Evaluation sessions should also follow to allow room for improvement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Counselors also have a part in the school’s community outreach. By giving orientation to students regarding the activity and motivating them to help other people, students will realize that the helping profession is not limited within the four corners of the school. The participation of the counselor is very important as this will strengthen the role of the counseling profession and the school’s mission of helping other people.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Other interventions the counselor could incorporate in the counseling program include achievement tests, personality tests, and other assessments to gauge the students’ academic and personal progress. These could help identify the needs of the students or their inclinations to serve as guide in choosing their future career. There are a lot of ways a school counselor can adopt to help in the holistic development of students. In adopting each intervention, what is important is to bear in mind its applicability to the multicultural students. As each student comes from a different background, it is imperative to learn about them individually, and not just by names or culture affiliation. As long been practiced by other counseling professionals, one strategy the counselor could employ is to do home visits. By visiting students in their home, the counselor will gain a clear and accurate picture of the students’ background. Similarly, this would also create for him a first-hand experience of the students’ cultural background.   Conclusion As we continue to live in the Information Age, we are driven to realize the many impacts of multiculturalism on people, educational institutions, and society in general. In particular, we see how it changed history in the 1960s with the civil protest of Black Americans, and how it restructured school policies on employment of faculty, and treatment of students. Similarly, we see how it inspired minority groups to express their views and contribute to the rich and modern culture. Moreover, we see the important role of multiculturalism in the counseling programs of schools and the community, not to mention the challenges it continues to bring counselors in providing care and assistance. Although discrimination based on race, ethnic origin, gender, religion, disability, socio-political, and economic status are still evident in our society, the progress attained by forerunners and supporters of multiculturalism make us look forward to a better nation in the next decades. As time unfolds, we may take pride as we watch Americans embrace Africans, Asians, and other people of color. This view will continue to unveil as school administrators continue to uphold and cultivate the gifts of diversity in their orientation of students and communities. Much to the efforts made by school activists, we may look forward to more reforms in the counseling scene, either in schools or communities. The standards set by the AMCD or APA would continue to lead counselors to realize the importance of their roles in the society. The role played by counselors is not an easy task. However, by being conscious of their own tendency toward biases, counselors would avoid disserving their clients, and in the long run, the attitude of people especially schoolchildren toward counseling would further be affirmative. Moreover, adhering to the second characteristic, counselors would maintain a sensitive attitude toward cultures of other people. As such, they will feel the importance of bridging gaps among multicultural individuals, thus becoming proponents of unity and peace in the long run. Also part of the competency requirements of counselors is to devise or organize strategies to provide relevant counseling and helping services to the people. In this respect, their role is not limited to the school setting they serve, but it is likewise relevant to the community they work with. By fulfilling their part as community helpers, counselors would have a richer cultural experience which could help in their field. Recognizing the difficult task expected of counselors, we may develop the doubt regarding the capability of school counselors of today in taking on the said challenges. In this regard, counselors would need all the assistance it could get from school officials such as teachers, principal, and other staff. Through the collaboration between counselors and school officials, multicultural students will realize the important contribution they can make in the society, not only in their group but also in the lives of other people, in the fields of technology, manpower, innovation, and care for the environment. The nature of helping students does not end in counseling them or providing moral support. Rather, it extends to making them feel their importance as people, providing them choices in life, and cultivating their talents. The counseling program of every school should be the most active program among all, as it involves not only the students and counselors, but also other school officials, including the teachers, librarian, and support staff. If every one in the school system shares in the goal of achieving multicultural counseling, we can hope for the success of multicultural students. As such, everyone should his/her own part and responsibilities in promoting the welfare of the students—that is, giving respect to people of other cultures, helping them realize their life goals, and making them co-creators of society. Despite all the efforts exerted by counselors and other individuals to make up a better society, we can still note some people, even students who would resist multiculturalism. The harsh picture of some students exhibiting exclusivist attitude toward their peers should not be overlooked. Rather, it should be the concern of everyone in the school, especially its officials. In line with this, more studies should be conducted on how to incorporate multicultural views into the counseling program of every school, beginning from pre-schools to post-graduate schools. It would also help if psychological groups or associations would set standards particularly for multicultural school counseling. These rules would serve as guide for school administrators in choosing the right school counselor. While it is the role of school counselors to provide counseling to multicultural students, it would also help if schools would implement a procedure to evaluate if other aspects of the school adhere to promoting cultural diversity. Particularly, school administrators should realize that the issue of multiculturalism should not be addressed by the counseling program alone, but also by all aspects of the school, including the physical structure of the school. 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