Blue Jeans, the Ultimate American Icon Essay example -- History

grungy Jeans, the Ultimate American IconGold was discovered in California in 1849. This resulted in to a greater extent than eighty chiliad Americans rushing to California. The pioneering spirit spread and by 1890, the Wests population reached nearly 17 million. The west became the most raci totallyy assorted p contrivance of the country. All were in search of a better life for themselves and their families, seeking what would become known as the American Dream. During this time innovation and entry were prompting remarkable growth in industry. New products that made life more tolerable were spreading to all classes of people. One popular item of wear that can trace its roots to the Gold have is risque jeans. profane jeans grew out of necessity but they now represent the spirit of the west and the ideals of America. Blue jeans be seen all across the world as an American symbol, perhaps the ultimate American icon.The best way to understand why blue jeans are revered is to fi rst learn about their history. The history of blue jeans began with Levi Strauss. In 1847 Levi Strauss emigrated from Bavaria, now part of southern Germany, to New York. Once news of the Gold Rush reached New York, Levi Strauss packed up his belongings and headed west. In 1853, Levi Strauss reached San Francisco California, where he officially became an American citizen. Strauss was not there to search for gold. He moved west to plainspoken a branch of the familys dry good business. He did business with many miners and began to understand their needs. A miners foremost need was for stronger clothing, in particular pants. Levi Strauss began making pants, known then as waist overalls. Levi Strauss contacted his family in New York and told them of his new venture. He asked them to order as much canvas as possible. Strauss experimented with all aspects of pant making. He tested different materials and found denim to be the strongest. He tried many different dyes. He decided on a deep- blue indigo-blue, since it was easy to replicate the shade. With the indigo-blue color and denim fabric combination blue jeans were born.The new pants took on a new name, denim blue jeans. They were tough, middling priced, and lasted longer than any pant before. Blue jeans accommodated the lifestyle of the hard-workers such as miners, rancher, farmers, railroad workers, and teachers. Life out west was tough, work was hard, and da... ... a denim art contest in 1973. The winning pants were shown off to the public on an 18-month tour of American museums. In the 70s, more styles of jeans were emerging. Bell-bottoms first appeared in 1970. Until 1970, blue jeans were designed to fit men. That changed in the early 70s when the first jeans made to fit women were introduced. The popularity of blue jeans allowed Levi Strauss and Company to become the largest clothing maker in the world during 1977.Blue jeans continued to be a popular item through the 1980s, which is often considered the de cade of designer jeans. Since an increasing number of companies were creating jeans, labels became an important element of the pants. Jeans were fashionable, and worn more for look than for durability. Blue jeans remained a popular item of clothing through out the remainder of the 20th century, and into the 21st. Levi Strauss and Companys sales for 2001 were 4.3 billion dollars. The styles are constantly changing to accommodate the needs and desires of the consumers. Blue jeans were originally created as a uniform for the lower class worker, but they have become a symbol of American ingenuity, ambition, individuality, and success.

Stress And Its Influence On The Mortality Rate in Eastern Europe :: Society Eastern Europe Death Rate Essays Papers

Stress And Its Influence On The Mortality Rate in easterly europiumDeath rates are associated with many complex, multifaceted issues in every society. The world is rapidly changing politically, socially and environwork forcetally. With the fall of communism and the subsequent, prominent social and political changes no other share in the world exemplifies global change like Eastern Europe. Specifically, the death rates of Eastern Europe countries have been increasingly fluctuating away from the norm. This has been caused by a wide array of interesting, sometimes obscure factors. Stress is a major factor, however, it is not the uncomplicated cause, as has been argued, of the increased mortality rates in Eastern Europe.Globally, death rates have been drastically decreasing. People are living much overnight with the advent of better health care and improved nutrition. The lowest morality rates are all in well-developed, industrialized countries. The Soviet Union was formally one of the most powerful and industrialized countries. It held vast resources and enormous political power. Health care and nutrition in the Soviet Union was very right-hand(a) as is typical of a developed, industrial nation. Further, The Soviet Union possessed so much power and influence it supported many Communist, Eastern European countries. With the fall of the Soviet Union the region underwent an extremely dramatic change. Surprisingly, the birth rate in the Eastern Europe began to fall and the death rate began to steadily increase. Stone statesSoon after the former Eastern Block nations tossed off communist rule in the late 1980s and the Soviet Union imploded, flock throughout Eastern Europe began dying in droves. Life expectancy plummeted. By 1994, for example, reaching the age of 57 was enough to put Russian men on the right side of the Bell curve (2001, 1). This is truly an alarming figure. There are many explanations for these changes. By understanding the multiple explanation s and factors one crapper begin to better comprehend the problems affecting mortality.Stress, and its subsequent effects, has been found to be one of the most lethal killers of Eastern European men. Obviously, in a region where conditions are generally poor, stress is very high. After the Soviet Union collapsed most industry and leadership in subsequent Eastern European countries collapsed, take to these poor conditions. On one level, the main culprit is clear coronary heart disease Stone 2001, 1). Many societies exhibit high degrees of stress, so wherefore are the effects in Eastern Europe so morbid?Many people believe that Eastern European citizens feel dejected and condemned to a poor life.

Law of Nature - Wordsworth Essay -- William Wordsworth

Nature is immunity, it knows no boundaries. Bronislaw Malinowski wrote, Freedom is a symbol which stands for a sublime and powerful ideal. The domain of nature is a term in political philosophy that describes a circumstance prior to the state and societys establishment. John Locke, whose work influenced the American Declaration of Independence, believes that the state of nature is the state where are individuals are completely equal, natural law regulates, and every human being has the executive power of the natural law. Nature is the very essence of freedom, and freedom is the essence of singularity. An Infinite and Unbound Singularity would require infinite and unbound degrees of freedom. Each individual mind represents an infinite degree of freedom separated by Nothing but its own Perspective. Just as there is Nothing that separates one spatial dimension from the other but the perspective view. The height, weight, and depth of our spatial dimensions are interchangeable, and are only defined by our current point of view. Rotate them by 90 or 180 degrees in any way and one be...

Brown v. Board of Education: A Step Towards Equality Essay -- Brown ve

Brown v. jury of Education A Slow Yet Significant stair Towards EqualityOn May 17, 1954, in the landmark court case of Brown v. mature of Education, the U.S. positive judiciary unanimously outlawed racial requisition in public schools. The court decision, in light of the continual endeavor of African Americans to ban racial segregation, came hardly surprising. Still, the prohibition of school segregation aroused up hot debates throughout the country and was met with strong opposition, violence, and inertia in the South, where the law mandated school segregation. James Baldwin, an African American writer noted for his power of weaving narrative and argument and intermixing public and privates jazzs, also joined the army of critics. In his essay Down at the Cross, he cites the Supreme Court ruling as an example to help manifest his view that white Americans ar reluctant to give sincerely anything to their black counterparts and that concessions made to African Americans are du e to Cold War politics. While without doubt Baldwin has more authority than most outsiders today in any discussion of the African American experience in the 50s and 60s, he, as a product of this tumultuous era of intense racial hatred, can hardly be considered objective. Indeed, Baldwin is over-cynical in his analysis of Brown v. Board of Education, and his vision of civil rights struggle is too idealistic.A New York generation article published on May 18, 1954, reported in detail the Supreme Court ruling in Brown v. Board of Education and its aftermath. In regards to the High Courts 9-0 decision, Chief Justice Earl Warren said that racial segregation of children in public schoolseven though physical facilities and other tangible factors may be e... ...1995. James Baldwin Collected Essays. Ed. Toni Morrison. New York Library of America, 1998. 296-347. dilemma in Dixie. Time 20 February 1956 76.Editorial Excerpts From the Nations Press on Segregation Ruling New York Times 18 May 19 54 19.Historians exalt Courts Decision New York Times 18 May 1954 17.Huston, Luther. High Court Bans School Segregation 9-to-0 Decision Grants Time to Comply. New York Times 18 May 1954 1+Ruling Tempers Reaction of South. New York Times 18 May 1954 20.The Slow March of Integration After 7 Years, 7 Per Cent. U.S. News & World Report 28 Aug 196146.What Negroes Want Now. U.S. News & World Report 28 May 1954 54-59.Zirkel, Sabrina, and Nancy Cantor. 50 Years After Brown v. Board of Education The Promise and Challenge of Multicultural Education. Journal of Social Issues 60.1 (2004) 1-15.

C-span, The Cable Tv Channel :: essays research papers

C-SPAN, the Cable TV channel     C-SPAN, the Cable-Satellite Public Affairs Network is a medium thattruly brings the government to the people. By presenting live and uncut footageof our government in action, the citizens of the United States fanny get a bitcloser to what the establish fathers had in mind when they created our government.C-SPAN is truly a unique channel amongst the mass of todays viewing options.C-SPAN was launched March 19, 1979, "to provide live, gavel to gavel coverage ofthe United States House of Representatives."1, but the endeavor has beenexpanded beyond the original one channel and now utilizes several mediums tor for each one its goal. The originator of this idea of bringing government intopeoples homes was Brian Lamb, who in addition to beingness the chairman and CEO ofC-SPAN, is also a host on many of C-SPANs programs. Brians primary belief isthat people should be able to see government in action without soundbites,computer ma ps, models, images, music, and news anchor commentary. Brian feelsthat if people can see government in action without the normal clutter, thenthey can more soft make decisions for themselves about politics and theworkings of their government. In addition to C-SPAN, a second channel, C-SPAN2has also been created. C-SPAN2 is committed to providing live and uncutcoverage of the U.S. Senate when it is in session. C-SPAN2 continues the tradition of the original channel by giving an even wider unfiltered andunplugged view of our government in action. In addition to video, C-SPAN alsohas 2 different audio networks that broadcast international and Americanpolitical content, unfiltered and uncut. Also, C-SPAN has moved into thecomputer world and has established a homepage to provide information to peopleabout its services, as well as receive feedback from viewers via email. One ofthe most unique aspects of C-SPAN is that all of its services are offeredtotally commercial free. C-SPAN is pai d for by cable and satellite operatorswho each pay a per-subscriber fee to C-SPAN when the channels are carried ontheir cable systems. C-SPAN does sell merchandise bearing its logo, such ascoffee mugs, T-shirts, and hats, however these are certainly intended asadvertising for the network itself rather than a direct source of income.     As of July 1995, C-SPAN is received by over 64.3 million or 71 percentof U.S. households, and C-SPAN2 is received by over 41.1 million or 46 percentof U.S. households. C-SPAN is distributed primarily through cable TV systems,however it can also received by both analog and digital satellite receivers.

C-span, The Cable Tv Channel :: essays research papers

C-SPAN, the Cable TV assembly line     C-SPAN, the Cable-Satellite Public Affairs Network is a medium that sincerely brings the government to the people. By presenting live and uncut footageof our government in action, the citizens of the United States can get a bitcloser to what the founding fathers had in disposition when they created our government.C-SPAN is truly a unique channel amongst the mass of todays viewing options.C-SPAN was launched March 19, 1979, "to provide live, gavel to gavel coverage ofthe United States House of Representatives."1, but the enterprise has beenexpanded beyond the original one channel and now utilizes several mediums toreach its goal. The originator of this idea of bringing government intopeoples homes was Brian Lamb, who in addition to being the chairman and chief operating officer ofC-SPAN, is also a host on many of C-SPANs programs. Brians primary belief isthat people should be able to see government in action without soundbites, computing device maps, models, images, music, and news anchor commentary. Brian feelsthat if people can see government in action without the normal clutter, thenthey can more easily make decisions for themselves some politics and theworkings of their government. In addition to C-SPAN, a second channel, C-SPAN2has also been created. C-SPAN2 is committed to providing live and uncutcoverage of the U.S. Senate when it is in session. C-SPAN2 continues thetradition of the original channel by giving an even wider unfiltered andunplugged view of our government in action. In addition to video, C-SPAN alsohas 2 different audio networks that broadcast international and Americanpolitical content, unfiltered and uncut. Also, C-SPAN has moved into thecomputer world and has established a homepage to provide information to peopleabout its services, as well as receive feedback from viewing audience via email. One ofthe most unique aspects of C-SPAN is that all of its services are offe redtotally commercial free. C-SPAN is paid for by cable and satellite operatorswho each pay a per-subscriber fee to C-SPAN when the channels are carried ontheir cable systems. C-SPAN does sell merchandise bearing its logo, such ascoffee mugs, T-shirts, and hats, however these are certainly intend asadvertising for the network itself rather than a direct source of income.     As of July 1995, C-SPAN is original by over 64.3 million or 71 portionof U.S. households, and C-SPAN2 is received by over 41.1 million or 46 percentof U.S. households. C-SPAN is distributed primarily through cable TV systems,however it can also received by both analog and digital satellite receivers.

What Is the Distinction Between Equal Opportunities and Managing Diversity? How Is It Possible to Justify Either in an Organisation?

What is the distinction surrounded by equal opportunities and managing sort? How is it possible to justify either in an musical arrangement? What ar the distinctions between equal opportunities and managing multifariousness? catch opportunity checkers that all personnel decisions that relate to recruitment, pay and promotion argon only based on an one-on-ones capability to do their melodic phrase well.Equal Opportunities The term use to describe policies and practices that tackle inequalities, aiming to date that all staff be hard-boiled fairly, and that military service users do not experience discriminationEqual opportunity is concerned with keeping within the justice all organisations are required by justness not to discriminate an idiosyncratic by reasons of their colour, marital status, disability, gender, race, nationality or ethnic or national origins. At the very least organisations should abide by the Equal Pay Act 1970, Sex Discrimination Act 1975, Race Relat ions Act 1976 and the Disability Discrimination Act 1995.Diversity however is a much wide-ranging approach to equal opportunity. Diversity focuses on valuing the varying of qualities that employees bring to their job and organisation. Managing diversity therefore is when a manager creates an environment where the employees feel cute for their individual talents and where the employees skills and competencies are fully utilised. Taking advantage of all employees full potential will benefit the organisation in many ways such as it will encourage employees to work to the best of their ability and a wide range of experience, creativity and ideas will be brought to the organisation.Managing diversity croupe be defined as a proposalned, systematic and comprehensive managerial process for creating an organisational environment in which all employees can contri ande to the strategic and agonistic advantage of the organisation, and where no one is excluded on the basis of factors unre lated to production. Equal opportunities within the work force have many advantages everyone is wielded fairly and without prejudice, removing barriers which impact more harshly on individuals of reasons such as gender, disability, and race, focusing on an individuals abilities rather then who they are.Furthermore the concept of equal opportunities also has its disadvantages positions such as confines are mostly seen as a womens job therefore a patient might not be comfortable with having a male nurse and a job that requires heavy lifting is seen as a male position therefore a male is more likely to be recruited. If two candidates both have the qualifications needed for the job description, managers may feel that they should recruit the candidate who fits the equal opportunity policies rather then the candidate who they feel is more equal to cope better with the dedication that the job requires.Diversity within the workforce has many advantages. These advantages include a greate r access to a wider range of individual strengths, experiences and perspectives, a greater understanding of the diverse groups of potential and existing customers represented within the workforce, better communication with these diverse groups of potential and existing customers and an improved legitimacy and organisational image across a wider audience. Diversity within the workforce also has disadvantages as well as advantages.Some of the disadvantages include an join on in remainder among the workforce as differences in opinion makes it more difficult to agree on solutions, poorer internal communication because levels of noesis and comprehension differ between employees, an increase in the management costs that arise from dealing with potential conflict and communication problems. Valuing diversity convey that organisations recognise that all individuals have complex identities do up of many strands.These can include, but are not limited to, gender, ethnicity, age, sexual o rientation physical and mental aptitudes, nationality, socio-economic status, and religious, political or other beliefs. This means we embrace and celebrate our differences in a confident(p) environment, and are committed to engage with the needs of our diverse staff and users to enable us, both individually and corporately, to accomplish our aims. From 1971 to 2001 the rate of female participation in the workplace had increased from 56. % to 72%. This increase is due to equal opportunities all organisations are required by law not to discriminate an individual by their gender, both men and women are equal. The Sex Discrimination Act meant that both men and women are to be treated equally in the recruitment and selection process therefore resulting to an increase of female participation in the workplace which then resulted to a decrease in male participation rate, now at 84% (Equal Opportunities Review).However equal opportunity is not yet completely equal for instance pay differ entials between men and women have only narrowed down a little since initial improvement after implementation of Equal Pay Act 1970, women tranquillise earn 18% less. Racial and ethnic groups rate of unemployment is still more compared to white population. Also disabled hatfuls rate of employment is 53% compared to 84% for non disabled. climb on discrimination often occurs both being too young and being too old is discriminated against.Coded language in a job description is used to identify the age range in which they managers are looking for. Managers tend to see young applicants as less worthy and less capable of fulfilling the job position. Managers also see old applicants as unreliable and they are not regarded as long term proles so they are less likely to fill an older applicant. Not all discrimination however is direct discrimination. Indirect discrimination can occur this is when a requirement is applied equally but it affects one group more negatively then the others.M anagers are faced with a number of problems when it comes to equal opportunities and diversity. Firstly they are faced with the problem of how to ensure fairness it is not always possible to comply with the rules, for instance where a job requires heavy lifting it is more practical to seek a male worker as they are known to be the psychically stronger sex however this is not always the case. Another question managers need to face is should they ignore the differences and treat people equally or acknowledge differences and treat people differently?Everyone is an individual and therefore their differences should be taken into account when a manager makes a decision for instance an employer has to make reasonable adjustments in respect of a disabled employee. Equality and diversity is vital for both the employees and the success of the organisation. Managers have a moral obligation to treat all individual with the same fairness and equality. It is important for managers to make their d ecisions without prejudice and stereotype. However it could be argued that a managers aim is increase profit not morality.Equality and diversity is also important to the success of a business. Equality and diversity would lead to a positive company image therefore attracting customers and creating customer loyalty. However it is difficult to find a meaningful measure of equality and diversity. How is it possible to justify equal opportunities and managing diversity in an organisation? Tesco is an example of an organisation that tries to provide diversity for all individuals, no matter their differences.For example Tesco has devoted itself to providing more employment opportunities to disabled people by signing agreements with disability employment providers Remploy and the Shaw Trust. This has lead to 400 disabled people getting recruited. The local community is very important to Tesco and these vital agreements ensure we help local disabled people to find employment announced Clair e Peters, head of resources. Another example is that Tesco tries to extend its workforces working knowledge of religions operating in the UK.Tesco issues employees with religious toolkits to improve their knowledge and understanding of all religions and their corresponding festivals, daily routines and eating habits. Tesco also provide mangers with a support summer camp at Ramadan which help them understand how to support staff and customers better during this time of fasting for Muslims. Everyone is welcome is the name given to Tescos diversity work and it is goaded by the value look after our staff so they can look after our customers. Everyone is welcome trains managers so that they will feel more confident in encouraging talent from more under represented groups. Tesco takes part in national benchmarking surveys, giving them an independent assessment of how they perform under apiece area of diversity. This year they were awarded Gold standard in the Opportunity Now benchmarkin g survey and they were also recognised as an Age Positive Employer Champion by the Department of Work and Pensions. They have recently completed the Employers Forum on Disability Survey and the Stonewall Diversity Champions Index.In addition another organisation that aims to provide diversity within the workforce is Toys R Us. Toys R Us is a major retailer of toys and childrens merchandise and has stores spread across the world. To ensure the employees are comfortable with discussing differences, Toys R Us chose to begin their workforce diversity with one day of LIFO training. LIFO training has gone beyond the successful, turnover-reducing diversity weapons platform to take an important part in the management development curriculum and in training line managers to facilitate performance improvement with store personnel.The workforce diversity program aims to encourage employees to discuss their differences and to ensure they feel comfortable and to provide a great source of insight . It is aimed to enable their participants to open up and dowery with each other their own styles and how their styles had helped or hindered them in the business setting. Including LIFO training in the diversity workforce program has enabled Toys R Us to deliver the goods a number of key program goals and it has helped participants identify behaviours they want to change and what will motivate them to change.In conclusion the distinction between equal opportunities and managing diversity is equal opportunities are policies that tackle inequality such as race and gender whereas managing diversity focuses on the varying of qualities whereby managers create an environment where the employees feel determine for their individual talents. The equity and diversity policies are designed to develop equal opportunities policies, provide training, review recruitment, selection, promotion and training procedures, consider the organisations image, set an action plan and draw up a clear and r easonable job criteria.References Managing diversity (Online) uncommitted at http//www. ncvo-vol. org. uk/askncvo/index. asp? id=178 Accessed on 23/4/08 Tesco diversity (Online) Available at http//www. tescocorporate. com/page. aspx? pointerid=7CA5D7226B6E40808B3FFC797B2443D7 Accessed on 24/4/08 Diversity and equal opportunities (Online) Available at http//www. nationalarchives. gov. uk/jobs/equalopportunities. htm Accessed on 25/4/08 Toys R Us (Online) Available at http//www. bcon-lifo. com/doc_library/ToysRUs_turnover. htm Accessed on 25/4/08

Summary of the Stanford Prison Experiment

Summary of the Stanford Prison Experiment Nicole Bennett University of Winnipeg The Stanford Prison Experiment involved 24 male college students from North America who volunteered locally through advertisements in newspapers. The volunteers had to be living or staying in the Stanford area, totally healthy psychologically, mentally, emotionally and physically as well as willing to participate in the study for around 1-2 weeks. For their participation, volunteers would receive a $15 per day compensation.The Stanford Prison research team relied on outside consultants to help them construct a believable prison in the basement of Stanfords Psychology Department. Their prison contained prison cells, a bathroom, an eating and exercise yard, a solitary confinement room and an intercom system to make announcements to the prisoners. Researchers could observe the guards and also the prisoners using a secretly placed system of video cameras and microphones.Researchers shared the 24 volunteers into two random groups. One group was assigned to be the prison guards while the other group became the prisoners. The volunteers assigned as prisoners learned of their social function and role through being arrested by real police officers in their homes on campus. What followed was an investigation into human nature. Prisoners experienced extreme degradation, punishment, despair, oppression and depression as they began to wholly believe they were prisoners.The guards took their role quite seriously as they strictly enforced the law and asserted their given power and authority. The Stanford Prison Experiment, which was supposed to snuff it for two weeks, ended after six days when researchers realized that guards were becoming incredibly abusive and that the prisoners were beginning to forget that they were not actual prisoners. What this experiment shows is that we lodge and conform to social roles more easily than thought.

Multiculturalism in Counseling Essay

ABSTRACTStemming from the uprising in the mid-sixties, multiculturalism has presented serious ch all in allenges to the society, in particular to the academic sector. Criticized by social concourses, rails were inclined to adopt programs in recognition of the multicultural existence, and later structured their systems to cater to the needs of the growing population. Today, multiculturalism has become an important consideration in designing aim programs, facilities, and hiring policies. Particularly, give instruction focussing was matchless atomic number 18a that went done a notable change. The introduction of this paper fades a brief historical background of multiculturalism in instill direction. It discusses how multiculturalism was incorporated into the school curriculum, and was adopted in school management.The main part of this paper discusses the competencies every school counsel must domiciliate to address the needs of multicultural students. Anchoring on the three core competencies set by the AMCD, this paper presents ways on how one squeeze out be versed of clients worldviews in order to attend them best. In addition, it suggests new(prenominal) devices or strategies advocates may consider when dealing with multicultural students. The conclusion of the paper summarizes the ideal characteristics of a guidance-at-law, and presents merely considerations school administrators and advocate-at-laws dismiss agree to ensure effective advise strategies which flummox to the demands of multiculturalism.IntroductionMulticulturalism as Rosado (1997) defines, is a system of values and behaviors which recognizes and values the presence of all diverse groups in societytheir 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 symmetrical coexistence of several(predicate) cultures in t he society. In the authors view, culture is not limited to bases of origin. Culture may arise from similar beliefs, attitudes, or feelings of a definite group of hoi polloi. Thus, it as well as encompasses those who have the alike(p) subcultures based on values, economic placement, socio-political status, or gender. Particularly, those who have the same subculture based on gender take on women, sunnys, lesbians and transgender individuals.In the same manner, mint belonging to the same economic status or religion sh atomic number 18 a similar subculture that establishes their diversity from another(prenominal)s. 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(prenominal), we may define multiculturalism as an climb up that recognizes diversity in culture among different ethnic, gender, economic, socio-political, and religious backgrounds.Multiculturalism h as also become a prevalent topic in school counseling. It has prompted psychologists and educators around the world to follow school practices that hamper culturally diverse students from performing well in school. Now that the growing population of multiculturally diverse students foregatherms to be taking over the sporty population, the challenges that go with seeing multiculturalism in counseling would probably be more relevant in the next decades. Multiculturalism in CounselingIn the field of education, authors claim that multiculturalism grow out from the social action of African Americans and other people of color back in the 1960s (Banks, Davidson & Davidson, as cited in Gorski, 1999). The common feeling that schools had the near hostile and oppressive treatment of other cultures aro habituated 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 occupy professor ship 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 freshen up their policies and hiring physical 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 still celebrated women of greatness, and not women in frequent. For instance, James Banks (19811989), one of the pioneers of multicultural education argued that to adhere to the idea of multicultural environment, all aspects of the school had to be reviewed. According to him, p olicies, instructors 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 data track of Banks, K-12 t each(prenominal)ers, 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 manage and active diversity (Rosado, 1997 ).Being multicultural does not only mean having a student population composed of various cultures, though this is very much 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 complicate reflecting heterogeneity , demonstrating sensitivity, realigning the schools 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 profess 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 schools 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 some cartridge clips lead to a utilitarian view of talent a person his needs in supplant of w hat 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 imagine that it is the schools 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 pro add up from his acts or not. Relevantly, whether the person is worthy of rewards of multiculturalism should not be an bailiwick.Four intentions have motivated the adoption of multiculturalism in education. These include the need to remedy ethnocentrism, retrace 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 think to school counseling. Many research works confirm the positive effects of multicultural education on students. For example, Hale (1986) shows that tykeren in a preschool program achieved senior high cognitive levels upon integrating African American culture in the curriculum. In the same way, Zaslavsky (1988) demonstrate how elements of other cultures can attend in teaching complex maths 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. 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. In 1991, the Association for Multicultural Cou nseling 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, put on and Organization Change, which was, in fact, based on the work of Sue et al. The need to adopt multiculturalism in counseling, especially in schools, is truly urgent and necessary for estimable reasons. In relation to this, AMCD identifies three characteristics counselors must possess. First is counselor awareness of cause assumptions, values, and biases. Second is understanding the worldview of the culturally different client and third, developing enchant discussion strategies and techniques Primarily, culturally ingenious counselors can be identified as those who have awareness of other peoples culture other than their get. They are aw are 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 gentle with differences between them and the clients in harm of race, gender identity, ethnicity, culture, and beliefs.To illustrate, the initial measure of susceptibility 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 billet, if the counselor has no knowledge of honest limitations, he might insist that his beliefs are better or are goodly upright, and those of the students are the opposite.However, such case may be pr levelted 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 stick out 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. To ensure that the counselor meets the first requirement mentioned above, he should reflect on his values and meet 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 line of work, 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 liveliness of the student may depend on the decision he makes at the time of counseling.Culturally skilled counselors possess knowledge and understanding just roughly 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. Moreover, as Sue et al. contend, culturally skilled counselors possess knowledge about their social impact on others. These include ones awareness of own communicationstyle, and how this style may hinder or facilitate the counseling process. Recognizing limits of their competencies, school counselors may discuss with their colleagues how to overcome these weaknesses. Aside from this, they should seek further tuition or education on other cultures as a way to do away with biases. The process of balancing ones 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 descend 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 social function of the counselor in this situation is to champion 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 peoples 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 lesb ians 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 behavioural 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 hav e. Actually, the attitude of keeping ones silence may be in accord with Confucian values. In this regard, the counselor cannot expect the girl to be as outgoing as her classmates are, for the behavior she presents embodies a cultural heritage among the Chinese.Furthermore, culturally skilled counselors understand the consequences arising from ones 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, later 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. on a lower floor 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 unbroken 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 opportunitiespersonal and professional experiences that enrich their knowledge, understanding, and cross-cultural skills.Moreover, as some schools implement nowadays, counselors can engage in away(p) 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 mingled 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 inc luded understanding of racial identity ontogeny, 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 discov er 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 backchat 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 childs 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 to the highest degree recurrent problem. In relation to this, participants commented that had there been proper communication between parents and school officials, issues would have been resolved mo re easily.Moreover, the study also included a session that dealt with developing appropriate interventions to cases of LCD students. by dint of 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 agree 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 allow ing 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 vocal 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 justice 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 const ructive and emphatic relationship is very important (Chandras et al., 2006). In this respect, the counselors 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 prepar ing 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 ad dressed during school orientation, letting the students know and feel that counseling is a luck 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 students 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 counselors 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 students 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 childrens progress/problems. Parent involvement in counseling is inevitable. Some studies confirm student improvement in 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 parents involvement in school and academic achievement of urban students. Parent involvement in school can include activities designed to inform them of their childrens progress, workshops or conferences to help them cope with the difficulties of parenting, marriage, etc. However, some pare nts lack the initiative to get involved in their childs 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 bring over these parents to give priority to their children. One source of motivation could be research data establishing correlation between childrens progress and parental involvement.One occupation the counselor could organize is a Day with Parents. This could be a panel discussion involving model parents (probably of outstanding students) to act as the panel, and discuss re levant issues with students and co-parents. In this application, 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 sport 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 h ave 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. 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 versed 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. Other activities to make students realize their potentials include sports activities/intramurals. This would allow sports-minded student s to show their capabilities in their field. Also, this could serve as the schools campaign against drug use among students. Further to the given interventions, counselors could also conduct calling 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. Counselors also have a part in the schools community outreach. By giving orientation to students regarding the activity and motivating them to help other people, students will realize that the service of process profession is not limited at heart 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 schools mission of helping other people. 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.ConclusionAs 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 discrimi nation 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 foregoing 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 reveal 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, thereof 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, co unselors 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 multic ultural students. As such, everyone should his/her own part and responsibilities in promoting the welfare of the studentsthat 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 stretch out 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. In this regard, future research in psychology could include ways on how the schools physical structure could support counseling programs for multicultural students.ReferencesChandras, Kan, David DeLambo, & Sunil Chandras. (2006). Counseling strategies and techniques to sensitize school counselors to the life experiences of culturally different students. Retrieved January 28, 2008, from http//www.counselingoutfitters.com/Chandras.htmConstantine, Madonna. (2001). Universal-diver se orientation and general expectations about counseling Their relation to college students multicultural counseling expectations. Journal of college student development. Retrieved January 28, 2008, from http//findarticles.com/p/articles/mi_qa3752/is_200111/ai_n8993131Freedman, Kenneth. (1999). Multicultural counseling. Retrieved January 23, 2008, from http//www.alaska.net/fken/Multiculture.htmGorski, Paul. (1999). A Brief History of Multicultural Education. Retrieved January 25, 2008, from http//www.edchange.org/multicultural/written document/edchange_history.htmlHanna, Fred. (2000). Asian shades of spirituality implications for multicultural school counseling. Professional school counseling. Retrieved January 29, 2008, from http//findarticles.com/p/articles/mi_m0KOC/is_5_7/ai_n6121238Harris, Anthony. (2007). Philosophy and techniques of multicultural education. Journal of multidisciplinary research. Vol. 1 Issue 1. Retrieved January 22, 2008, from http//www.scientificjournals.org/ journals2007/articles/1080.htmLesbian, gay, bisexual, and transgender students. (n.d.). Retrieved January 29, 2008, from http//www.getthetoolkit.com/publications/transgender%20students.pdfPatterson, C.H. (1996). Multicultural counseling from diversity to universality. Journal of counseling and development. Retrieved January 25, 2008, from http//www.sageofasheville.com/pub_downloads/MULTICULTURAL_COUNSELING_FROM_DIVERSITY_TO_UNIVERSALITY.pdfRosado, Caleb. (1997). Toward a definition of multiculturalism. Retrieved January 30, 2008, from http//www.rosado.net/pdf/Def_of_Multiculturalism.pdfRosado, Caleb. (n.d.). What makes a school multicultural? January 24, 2008, from http//www.edchange.org/multicultural/papers/caleb/multicultural.htmlSanabria, Samuel. (2004). Culturally appropriate career counseling with gay and lesbian clients. Career development quarterly. Retrieved January 29, 2008, from http//www.thefreelibrary.com/Culturally+appropriate+career+counseling+with+gay+and+lesbian+clie nts.-a0127052322Sue, Derald Wing, Patricia Arredondo, and Roderick McDavis. (1992). Multicultural counseling competencies and standards A call to the profession. Retrieved January 25, 2008, from www.counseling.org/Files/FD.ashx?guid=e14f8c36-41e7-4af8-830d-69f6057986d7 Van Velsor, Patricia & Graciela Orozco. (2007). Involving low-income parents in the schools Communitycentric strategies for school counselors. Professional school counseling. Retrieved January 29, 2008, from http//www.thefreelibrary.com/Involving+low-income+parents+in+the+schools%3a+communitycentric-a0171018638Webb, Michael. (1990). Multicultural education in elementary and secondary schools. Eric digest number 67.Retrieved January 24, 2008, from http//www.ericdigests.org/pre-9218/secondary.htm

Compare Egypt and Mesopotamia

Jenny Di Bowler 5th Period AP World History Comparative Essay 07 September 2010 The geography of Egypt and Mesopotamia helped shaped their economies, social structures, and religions. In these 2 societies, the rivers they depended upon played central roles in altogether parts of society. The Tigris and Euphrates Rivers surrounding Mesopotamia and the Nile River, in the middle of the desert, produced two polytheistic, ancient civilizations.Although Egypt and Mesopotamia both have confusable economies which center on agriculture and include heavy trading, they differ in their religions and social structures because the geographical features in each region altered the peoples beliefs and views. The two civilizations views on religion were as well as affected by the geography of the area, more specifically the flooding of the two rivers. The Mesopotamians believed in a dark and cruel afterwardslife where everyone was sentenced to after death, while Egyptians thought that they would be judged by the god of the underworld, Osiris.He would determine if they could pass on to the good afterlife or not. The Mesopotamians view of gods as uncaring was nigh likely due to capricious nature of their rivers. The direct result of the gods capriciousness was said to have lead to the unpredictable flooding. The rulers of Mesopotamia could not claim to be gods or have divine powers because they could not predict or check up on the floods, while the Egyptian kings were unquestionably divine.The Egyptians had a very fond view of their gods and tried to have their cycles of life continuing, including the continuation of divine kings, while Mesopotamians feared their gods and did everything possible to gratify them. The consistent cycle of floods in the Nile brought bountiful harvests. Rebirth occurred all around them and the Egyptians trusted in this cycle. They put a lot of effort in order to ensure rebirth and went through many rituals, such as mummification, in order to c arry through their bodies for the afterlife.They also trusted and provided for their gods so that the floods would continue to bring them with bountiful crops and wealth. The Mesopotamians did not trust their gods, but relied on meeting all of their needs so as to not anger them and cause ruin to their landscape. Egypts location was quite isolated and guarded due to its surrounding deserts, while Mesopotamia was open to invaders due to its flavorless plains. Warriors were important and therefore high on the social ladder due to Mesopotamias vulnerable location. On top of the warriors in the social structure were the non-Christian priest and kings, while underneath was everybody else.The priests stayed in control of the population and on top by threatening death. The fear of death was prevalent because the religious belief of the clipping concerned a dark, dreary, underworld that people went for eternity once they were dead. Mesopotamias rulers were not gods, whereas Egypts society was led by pharaohs claimed to be gods on earth, in fact the sons of the sun god Re and incarnations of Horus. They were the centers of the Egyptian state and could determine whether or not the people of Egypt would go to the good afterlife or the bad.The pharaoh also ensured the fortune and well-being of the state by predicting when the floods would come. Therefore the lower classes of peasants and artisans all looked to please and obey their rulers. Both h The economies of the two different civilizations were very similar because they both depended heavily on agriculture. Both were centered on rivers. Theses rivers would flood and provide fertile silt for the crops to grow on, however each region did not always have all the resources necessary. Because of that, trade was also very vital and played an important role in the economy.In Mesopotamia, the land surrounding the urban centers would all be irrigated and taken care of by farmers. They would plant crops (wheat and barley flo urished here) and all the surplus would go to those inside the cities who were artisans, officials, etc. In Egypt, most people were farmers. They ingrained things like lettuce, wheat, barley, dates, grapes, melons and cucumbers. The two societies also relied on trade. Mesopotamia did not have many natural metals. They traded barley, vegetable oils and textiles in return for metals, timber and stone. Egypt did much trading with its southern counterparts.Egypt traded with Nubia for gold and precious stones, but was more interested in conquering lands in order to gain access to resources. In the second millennium BCE Egyptians invaded Nubia and took control over its gold fields. If these two civilizations had been in any other region in the world, their religion, social structure and economy would differ from what they were. The behavior of the rivers and land features of Mesopotamia and Egypt caused the differences in religion and social structure, while the presence of the rivers t hat brought fertile silt to the croplands and lack of certain resources are what made the economies so similar.

Organization Learning and Development Essay

Organizational performance depends upon human resources, experience and skills of employees. Organization learning and developing throttle overall success of organisational performance and market position of a company or firm. Changes occurred in technology, marketing, and numerous management techniques, some of which atomic number 18 concerned with human problems. most(prenominal) of the changes are made in a rather disjointed or piecemeal manner. Following Revans (1980) learning in an organization essential be greater than or equal to the rate of change in the environs.The surface emerging today is to use the growing body of ideas and systematic plan to consider innovatory ideas on organization and to adopt a more systematic comprehensive look at problems, so that we look at the whole instead of feeling at separate parts. In modern purlieu, individuals have a lot of freedom, apart from certain laws of society, except when they join an organization their freedom is r estricted and their causa must be joined with those of others to achieve organizational goals through learning and study practices.Change can non occur if employees do not have sufficient noesis and skills necessary for new organizational milieu. Following Argyris (1977) organizational learning as the turn of detection and correction of errors In his view organizations learn through individuals performing as agents for them (cited Malhotra 1996). In this case, organizational learning becomes a change agent for the organization. Following Polanyi, Nonaka and Takeuchi (1995) identify two types of knowledge, tacit knowledge and explicit knowledge, which function organizational learning and organic evolution.Employees affect to acquire tacit knowledge and explicit knowledge in order to meet individual and business goals. Some administrative tool is needed through which managerial authority is exercised. Therefore a hierarchy is formed which issues policy statements to ensure an y discretion that individuals may have in their work is exercised in the spirit or attitude of the organization. Without tacit and explicit knowledge, an organization is not able-bodied to meet rapidly changing environment. This requirement is somewhat, although not exclusively, dependent upon the first.The level of involvement of employees in the learning process will be necessarily substantial. For the innovation of new ideas to be successful a mettlesome degree of integration is needed between all concerned (e. g. engineering, production management and marketing). Organizations that are too rigidly structured may find integration of all necessary activities very difficult (Armstrong 2001). Nick Bontis et al (2002) states that stock and flow of knowledge affect three level in organizations personal, team and organizational. say business demand, which have been identified from the study of the organizational situation might best be met in part by some form of upbringing which c ascades down the organization. Selection in such cases is likely to be on a broad basis, because the judgment has already been made that most spate need this training. Although there might be discussion with line managers, particularly on who should attend first, selection ultimately should be a central decision, and should be despotic (Senior, 2001).Following Flood (1999) knowledge and learning offer employees to be better positioned in organization and give them a chance to survive and prosper in variant environments. Revans (1980) is right stating that learning in an organization must be greater than the rate of change because learning and development open new opportunities for organizations and allow the staff to meet the criteria set down persistence and great personal desire to master this knowledge. On the other hand, knowledge develops such important skills as the ability to analyze and synthesize information about the clanging environment.In this situation, employees ta ke into account universal concepts and experience of other people trying to brighten his/her life problems or trying to find solution to these troubles (Schuler 1998). Without new knowledge, employees depend upon their own life experience and are limited by prejudices and life scope. teaching cultivates human creativity and helps it to flourish. Organizational learning and development help to create new practical knowledge on the basis of the existing one qualification employees free from old technologies and views of their peers. Following Weick (1991) organizations are not built to learn.Instead, they are patterns of means-ends relations deliberately designed to make the same routine response to different stimuli, a pattern which is antithetical to learning in the traditional sense (cited Malhotra 1996). Without organizational learning and development, organizations could not benefit from outside valet de chambres depending on their limited world perception. Freedom of choice is the main priority given by education and knowledge. They can choose without knowledge but their choice would be accidental and cannot imprimatur the best solution to the problem you are faced with.Organizational learning and development help organizations to get in touch with the society and others which also a key to freedom (Mayo 1998). In the book The Fifth Discipline, Senge (1995) explains organizational development and performance through system theory. Organizations are affected by environment and have a structure which has both formal and informal elements. The analysis of structure will cover how activities are grouped together, the number of levels in the hierarchy, the completion to which authority is decentralized to divisions and units, and the relationships that exist between different units and functions.Senge states that systems thinking method helps organizations to transform their activities and become a learning organization (Organizational Learning and Inform ation Systems 2007). 5 disciplines include building shared vision, mental models, team learning, personal mastery, systems thinking (Senge 1995, p. 56). These principles are crucial because these factors allow organizations adapt to changing environments. So, without active learning and development organizations will not be able to compete on the market and adapt changes.Learning process should be prier to change. Bearing in mind the need to take an empirical and contingent approach to organizing, as suggested above, the aim of learning could be defined as being to optimize the arrangements for conducting the affairs. A systems orientation is certify through common language producing thinking that encourages greater interdependency thus allowing for cross-functional thinking and abilities to be drawn into a productive whole (Barker, Camarata, 1998, p. 4).To do this, it is necessary, as far as circumstances allow, to clarify the overall purposes of learning the strategic thrusts t hat govern what it does and how it functions define as precisely as possible the key activities take to achieve that purpose group these activities logically together to avoid unnecessary overlap or duplication. Following Goh (1998) Learning organizations not unaccompanied encourage these practices but also have mechanisms or systems that allow them to happen. Part of this knowledge transfer involves learning successful practices from other organizations and competitors as salutary (p. 5). As Katz and Kahn (1964) wrote Systems theory is basically concerned with problems of relationship, of structure and of interdependence. As a result, there is a considerable emphasis on the concept of transactions across boundaries between the system and its environment and between the different parts of the system (Katz and Kahn, 1964, p. 48). According to this theory, all organizations have some learning and development which influence market position and innovative approach to performance.S tructures incorporate a network of roles and relationships and are there to help in the process of ensuring that collective effort is explicitly organized to achieve specified ends (Mayo 1998). Most employees require much practice to create professional skills and knowledge. Organizations are continually dependent upon and influenced by their environments. The basic characteristic of organizational learning is that it transforms inputs into outputs within its environment. The components of organizational learning include the importation of energy, the throughput, and the systems as cycle aspects of organizations (McNamara 2007).Organizational learning and development include key organizational processes an organizations task environment includes suppliers, markets and competitors the wider environment includes factors such as public attitudes, economic and political systems, laws etc employees and other tangible assets people, plant, and equipment formal organizational requirement s systems designed to regulate the actions of employees (and machines) the social system enculturation (values and norms) and relationships between employees in terms of power, affiliation and trust technology the major techniques people use while engaged in organizational processes and that are programmed into machines the paramount coalition the objectives, strategies, personal characteristics and internal relationships of those who oversee the organization as a whole and control its basic policy making (Reed 2001). If organizations are unable to modernize their staff to a coming change, they will be inevitably left behind.Revans is right stating that learning in an organization must be greater than or equal to the rate of change in the environment because organizations depend upon the learning and development as a part of change. Following as the relationship changes and becomes more complex, the need increases for a relation-based learning organization using communication at all levels and through its various forms (Barker, Camarata 1998, p. 4). The overall purpose of organizational learning and development is to ensure that the staff is able to achieve success in changing environments. In this case, organizational learning and development can be the source of the organizational capabilities that allow it to learn and capitalize on new opportunities. Ensure that the staff obtains and retains the skilled, committed and well-motivated workforce it needs.This means taking steps to assess and satisfy prospective people needs and to enhance and develop the inherent capacities of people their contributions, potential and employability by providing learning and continuous development opportunities (Nonaka, Takeuchi 1995). It can also involve the development of high performance work systems which enhance flexibility and include rigorous recruitment and selection procedures, performance-contingent incentive compensation systems, and management development and training activities linked to the needs of the organization (Mayo 1998, p. 49). An understanding of organizational processes and skills in the analysis and diagnosis of patterns of organizational behavior are therefore important.Organizations need to be able to understand the patterns of behavior that are observed to predict in what direction behavior will move (particularly in the light of managerial action), and to use this knowledge to control behavior over the course of time. Effective managerial action requires that the manager be able to diagnose the system he or she is working in. According to Goh (1998) Skill and knowledge acquisition are obviously useless unless they can be transferred to the immediate job by the employee. It is even better if this knowledge can also be transferred to other parts of the organization to solve problems and energize creative new ideas.Part of this knowledge transfer involves learning successful practices from other organizations and compe titors as well (15). Barker and Camarata (1998) underlines that personal mastery is the continual process of growth and development needed for creative work for both the individual and organization. Learning in organizations occurs only through the learning that individuals acquire (4). The organization must do all it can to explain why change is essential and how it will affect everyone. Moreover, every effort must be made to protect the interests of those affected by change. Resistance to change is unavoidable if the individuals concerned feel that they are going to be worse off implicitly or explicitly. Management of change will produce that reaction.In an age of global competition, technological innovation, turbulence, disconti-nuity, even chaos, change is inevitable and necessary (Senior, 2001). In sum, learning in an organization must be greater than the rate of change in the environment, because only in this case organizations able to compete on the market and create skille d workforce. Organizational learning and development can be seen as a part of change process which allows organizations to foreshadow coming changes and possible problems. Learning should be greater than the rate of change, because organizations welcome the challenges and opportunities if they have strong human resources and skilled workforce. They are the ones to be chosen as change agents.Referencehttp//www.brint.com/papers/orglrng.htm

Two Personalities, One Stripper

For the past two and a half years I maintain been living with my best friend, Bailey, who is like a sister to me in a weed of bureaus. This is especially true in regards to the direction in which we be able to openly confide in each other about everything and anything, just like some sisters do. In accompaniment, our relationship is so strong Bailey stock-still feels safe enough to trust me with the intimate, detailed stories she brings home with her every weekend after working at Shot Gun Willies.If you havent guessed by now, my roommate moonlights as a stripper, and has been working as such(prenominal) for the past year. I chose to write about Bailey because of the various ways in which I have witnessed her having to mentally, and physically transform herself in golf- floorshow to cope with the trials and tribulations that come from working at a strip club. As well as the damaging repercussions this face of occupation has had on her overall perceptions of self, the world, and her relation to/in the world.It is also because of Baileys repeated exposure to the lustful, perverted, and greedy sides of people that the need to have a wholly new and separate persona arose, and Baileys alter ego Kimber was created. Throughout this semester, we have learned about many different theorists and their philosophies on the different, complex environments and experiences that cooperate to contribute to the development of the human personality. For this paper I chose to use the concepts and ideas of Sigmund Freud, Carl Jung, Melanie Klein, and Donald Winnicott.Soon after learning about the diverse beliefs each of these theorists attributed to the invention, enhancement, and hindrance of an individuals personality, I started to watch out a correlation between them and the weekly conversations/stories my roommate and I had about her experiences working at Willies, and the psychological effects that were beginning to develop from constantly being in this type of e nvironment. When looking at Baileys situation from a few of Freuds perspectives we can see the development of defenses beginning to get under ones skin root.By this I mean that Bailey begins to unconsciously employ a number of psychological means to help keep anxiety-provoking material out of her sense in order to reduce or reduce anxiety (Beneath the Mask, pg. 43). One of the ways in which Bailey does this is by dint of what Freud conceptualized as being a type of neuroses he referred to as Defense Neuroses. To Freud, this type of defense originally arose from the egos attempt to protect our consciousness against threatening sexual thoughts.To e, this kind of neuroses is depicted in the formation of Baileys new belief that all men be lying, scummy perverts as a way of protecting herself against the idea that she is somehow yucky and perverted herself for being a stripper, and secretly liking to dance naked in front of strangers. This form of defense neuroses can also be seen through the way in which Bailey tries to keep her stripper life completely separate, and hidden from the rest of her life and the world by denying and suppressing any involvement in it, because of the fact that she feels guilty about finding some enjoyment in taking her clothes off for capital.Bailey also uses a nonher one of Freuds neuroses techniques in order to avoid experiencing anxiety, called Obsessional Neuroses, which is a disorder that involves individuals engaging in ritualistic acts to help keep them from feeling anxiety. This can be seen through the way in which Bailey routinely comes home from work, and before doing anything else (i. e. taking off her makeup, wig, or stripper clothes) she must immediately sit down, and smoke one to two bowls of mass in order to forget, as well as dull the experiences of that nights events.While still being a little high, Bailey must take two showers so that she can thoroughly clean her entire body with exfoliating soap and a scrub br ush before going to bed. She referrers to these showers as her way of escaping from the people, mindset, and feelings work puts her in by watching all her problems being washed away and sucked down the drain. If Bailey does not perform one or both of these rituals she is otiose to unwind from work, which in turn makes her start out highly agitated, and overwhelmed with a sense of anxiety about being a bad person because of how she chooses to financially persist herself.Baileys urge to incessantly scrub her body multiple times, represents her unconscious need to compulsively clean the out-of-door of her body in order to no longer feel emotionally dirty or unclean on the inside. Another way in which Bailey uses obsessional neuroses to cope with being a stripper, and avoid the emotional anxieties that come with this occupation, is through her ritualistic preparation for work.As in, the way in which she routinely transforms herself from Bailey into the completely separate Kimber. Th e metamorphosis from Bailey to Kimber begins with a head to toe makeover so extreme Bailey becomes nearly unrecognizable. This detailed process involves such things as, the application of face makeup that is a few shades too dark for Baileys natural complexion, in turn making her look like she is tanner than she really is, followed by thick amounts of pink blush, heavy fondness makeup, and fake eye lashes.Bailey then organizes an outfit for Kimber that contains such essential items as vibrantly colored fishnet stockings, eight inch silver platform stiletto high-heels, two G-strings, and last but not least a top and bottom set that barely leave anything to the imagination. The ritualistic transmutation into Kimber is finally complete when Bailey puts on her long platinum light-haired wig, and modifies her voice to sound higher for the rest of the night until she removes the wig.Bailey routinely performs these practices in order to try and repress all the anxieties that arise from working in such an atmosphere, as well as maintain a level of disconnect from the kind of anxiety-provoking experiences that take place in the stripper world. If for some reason Bailey does not have the opportunity to change into her Kimber self, then she is almost instantaneously plagued with a sense of worry about not being able to make money because she is too much like herself, as well as the fear that someone will recognize her as Bailey, which to her signifies the end of her life and her world as she knows it.Through Freuds perspective, both of these types of compulsive behaviors can be seen as a form of avoidance by means of distraction, as well as a type of self-imposed penance for having engaged in behaviors that were pleasurable but deemed as being bad (Beneath the Mask, pg. 43). To me Baileys creation of Kimber represents a lot of different components to Carl Jungs theories on personality, and its development.The first is Jungs concept of the Persona Archetype, which is the front we present to others, because social living makes demands for certain kinds of behavior (Beneath the Mask, pg. 65). Society does this by establishing certain expectations and certain roles around which we must hide our private selves (Beneath the Mask, pg. 165). It is in this way that Kimber has become one of Baileys more predominant personas, in that Kimber is the conceal Bailey wears in order to hide her private self from the people she encounters while working in the strip club. At first, the construction of the Kimber persona seemed like a good buffer between the people at the club and Baileys private self, however this persona soon began to envelope Bailys psyche.This happened because the Kimber persona was assumption the opportunity to take over the psyche through becoming too attached to certain aspects of the created persona, which was due to the need for its continual and constant use. It is in this way that Kimbers experiences have altered Baileys views on life and the world. As a result of this, Bailey now perceives all of her interactions and experiences in the real world outside of the strip club too narrowly in relation to men, and their specific social role and function in the world.For example, Bailey cannot help but only see men in one of two ways. To her they are either a form of testosterone driven, easily accessible capitol, that takes little to no effort to manipulate and acquire, or they are cheap, dirt-bag assholes just looking to score with anything that walks. This type of black and white thinking is directly connected to the way in which Kimber categorizes, and views men at the club in order to make her nights there as lucrative as possible.This alteration to Baileys opinions of men represents just how strong and successful the persona of Kimber has become in taking over Baileys psyche. These changes in Baileys way of thinking have also coincidently led to a break in her Continuity of Self, which is the way she has perceiv ed herself as being throughout her life up until this point. Meaning that because of the modifications to Baileys psyche that have developed out of the creation of her Kimber persona, Bailey now perceives her role within the world and society differently, due to repetitive personal and situational experiences in the club.For instance, Bailey now sees herself as having more personal power over men and people in general, because of the ways in which she has learned to use her sexuality as a manipulative tool. Conversely she now also has a lower sense of her overall self-worth, due to the fact that because she makes money solely off of her looks and nothing else, Bailey has begun to believe that this is all that she is with nothing more to offer the world.In turn this type of mindset has helped to create many diverse types of complexes ranging from the formation of different archetypal related complexes, as well as other antheral related issues. hen can also be seen in the reverse way Bailey has begun to see the role of women within the world, which is that they are either judgmental prudes or excepting sexual beings, in that they are either secure or not with their own sexuality enough to except or reject the fact that strippers are real people too, and that they shouldnt be judged simply on the basis of occupational choices. terms of what her specific social role, and purpose is within society in relation to men, and their use in the world.