Chapter 7. 7.1 What Is Deviance. Deviance †Behavior That

Chapter 7 7.1 What is Deviance? Deviance – behavior that departs from societal or group norms Crime – an action or omission that constitutes an offense that may be prosecuted by the state and is punishable by law Social Control – consists of the forces and processes that encourage conformity, including: self control, informal and formal control Criminal Justice System – the organizations - police, courts, and prison officials - that respond to alleged violations of the law The Biological Context †¢ Genetic research seeks possible links between biology and crime. †¢ No physical traits distinguish criminals from noncriminals. †¢ Current research puts greater emphasis on social influences. Personality Factors †¢ Some personality traits are†¦show more content†¦Strain Theory – Modes of Adaptation – how individuals adapt to the strain of not having access to scarce resources such as money, education, talent, ability, etc. Merton says we don’t all have the same opportunities in life The table on page 203 combines a person’s view of cultural goals and the conventional means to obtain them. It allowed Robert Merton to identify various types of deviance. Conformity – accept the means and the goal Innovation – Accepts culturally approved goals and achieves them through a disapproved way Ritualism – Abandon s society’s goals but lives by society’s ways Retreatism – Abandon s approved goals and the means to achieve them Rebellion – deviant adaptive behavior that is a result of rejecting the goal and the means but substituting new goals and means Deviant Subcultures- Deviance or conformity arises from the relative opportunity structure that frames a person’s life. Subcultures are characterized by: 1. Trouble 2. Toughness 3. Smartness 4. A Need for Excitement 5. A Belief in Fate 6. A desire for freedom 7.3 Defining Deviance: Symbolic-Interaction Theories Labeling Theory – is concerned with the process by which labels, such as deviant, come to be attached to specific people with specific behaviors Primary deviance – impulsive act SecondaryShow MoreRelatedSociology2087 Words   |  9 Pages1 Midterm 3/11/11 Chapter 01 #005 If a problem is defined as personal, _______ are employed to cope with the problem. Student Response Value Correct Answer Feedback A. Individual strategies 100% B. Collective strategies C. Societal strategies D. Professional strategies Score: 2/2 2. Chapter 01 #004 What famous sociologist referred to social problems as the public issues of social structure? Student Response Value Correct Answer Feedback A. 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The Bay Of Pigs And The Cuban Missile Crisis - 1516 Words

The Bay of Pigs invasion has come to be known as the perfect failure in American history. The invasion only lasted two days but the effects of the invasion lasted for decades. One of the most significant consequences of the Bay of Pigs was the thirteen day standoff between the Soviet Union and the United States over the installation of nuclear armed Soviet missiles on Cuba a year after the Bay of Pigs. The standoff, known as the Cuban Missile Crisis, is the closest the world has come to nuclear war. The causes and the responsibility for the Cuban Missile Crisis are many. Was the Bay of Pigs just another event in a timeline that was destined for the Cuban Missile Crisis or did the Bay of Pigs cause the Cuban Missile Crisis? A historical analysis of the events leading up to the Bay of Pigs as well as the aftermath of the Bay of Pigs will substantiate the fact that the Bay of Pigs was a substantial critical event causing the Cuban Missile Crisis. The planning for the Bay of Pigs began under President Eisenhower’s administration. President Eisenhower approved the CIA’s Bay of Pigs plan to oust Fidel Castro and overthrow Cuba’s communist government on March 17, 1960. The planning and preparation continued throughout the rest of the year. On January 20, 1961, John F Kennedy became the President of the United States. He had learned of the Bay of Pigs plan months earlier, and now as President, after consulting with his advisors, also approved the CIA planned Bay of PigsShow MoreRelatedThe Cuban Missile Crisis : The Bay Of Pigs Invasion1272 Words   |  6 PagesProceeding to the Cuban Missile Crisis, American relationships with Castro were previously tense by the Bay of Pigs invasion (1961) where the United States made an unorthodox action towards Cuba by financing and sending insurgent Cubans to help aid in overthrowing and attacking Castro’s supporters and Castro himself0000000. The Bay of Pigs wa s unsuccessful. This eventual lead to Castro’s joining with communist Soviet Union and leaving Castro cautious of American plans for Cuba. Castro’s suspicionsRead MoreHow Did The Bay Of Pigs Invasion And The Cuban Missile Crisis Affect The Cold War3334 Words   |  14 Pagesother countries empower today in their militaries. For this research paper the focus will primarily be on the United States, the Soviet Union, and Cuba. The aim of this paper is to answer the research question of â€Å"How did the Bay of Pigs Invasion and the Cuban Missile Crisis affect the Cold War and the 3 major countries that participated in the war†? Both positive and negative effects of the war will be discussed and researched and at the end, there will be a final understanding of what truly occurredRead MoreJohn F. Kennedy s Decision Making Process1186 Words   |  5 Pagesdue to his infallible leadership and decision making skills. For this reason, I would like to investigate the extent to which John F. 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This prominent line was uttered after the Poltava (Soviet ship conveying IRBM missiles to Cuba) turned away from its intended destination, which marked the end of the sinister Cuban Missile Crisis (â€Å"Bos†, pgh. 2). The Cold War was a perpetual state of political animosity entailing the employment of propaganda, ultimatums, and other nonviolent means, which existed between the two universalRead MorePresident John F. Kennedy: Hero or Villain Essay1295 Words   |  6 Pagesas the Cuban Missile Crisis. Briefly this crisis can be explained as a confrontation between two of the world’s greatest superpowers, the United States and the Soviet Union, which nearly instigated a nuclear calamity that could have destroyed both nations. The two nations had been at odds for years over their differing political ideologies; while the Soviet Union favored communism, the United States was a republic founded on democratic ideals. 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Code of Ethics in Counselling

Question - Describe, identify and apply ethical practice skills and comply with legal responsibilities. Identify safety issues for client and others such as self harm suicide ? Answer - Introduction PACFA is an organization standing for Psychotherapy and Counselling Federation in Australia to foster development of professional practice by the means of training, supervision, research and some other clinical practices (Brett, 2011). The code of ethics giving fundamental values to be used in embracing key principles and setting up framework for ethics. However, there can be issues challenging the legal and ethical standpoints (Council). The professional values are becoming more and more significant in a way to express the ethical commitment towards values and beliefs. The analysis will lay stress upon some of the chosen principles for code of conduct in ethical and legal background by specially focusing over practical adoption of these principles in the real life companies or business organizations. The analysis also lays stress upon the upcoming challenges or barriers in the path of application or execution of those values in the ethical code of conduct. Values of counselling and psychotherapy There are primarily nine principles of ethical code of conduct as defined by PACFA (Brett) with each one of them holding special relevance in the practical scenario of business applications and ethical practices. It includes a commitment towards respecting human rights and dignity. It includes commitment to increase personal effectiveness. It includes appreciating the variety of human experience and culture. It includes enhancing the quality of relationships between people. Respecting Human Rights and Dignity This value and ethical standard complies with the fact that every counselling sessions must respect human rights and dignity of all the participants and the stakeholders connected with the session. Every participant and personnel of management must respect the rights of every other co member by upholding their work dignity (Crowden, 2008). The counsellors of professional ethics and rules teach to respect the essentiality of worth, humanity and dignity to promote value of work (Schofield, 2008) for all the potential participants in the work field. The professionals and counsellors for developing a professional identity recognize the need to protect the rights of the participants including the right to have an informed consent (Mahoney, 2006). All the practitioners and the counsellors have to abide by the laws pertaining to human rights and the society in which they practice and live. Counsellors of psychotherapy consider the social context of the participants and the stakeholders alon g with the connections they have with the laws and rules. Supervisors and counsellors are also responsible for protecting the rights of confidentiality of the clients (Anderson, 1999) in the context of information sharing. For a practical example that can be taught in the counselling process it can be seen that an organization having 70% of men and 30% of female population, it is utterly important to save the human rights in the context of safety, rules, respect, dignity, appropriateness of behavior and other factors. Tata Consultancy Services have a formularized a code of conduct in which they have explicitly mentioned that every employee shall be treated with dignity and to maintain an environment which is free of sexual harassment (physical, verbal, psychological) to help in providing merit based decisions. For a practical application of human rights and respect for dignity in the counselling process, there can be special sessions for exchanging information and communication to be able to observe the inherent respect for rights of every individual and thereby come on an analysis for every participant in the process of counselling There are some of the principles covered in protection and respect of human rights and dignity like right to life to protect the life of the participants. However, there must be counselling provided for suicidal attempts caused which may prove to a barrier to respecting this human rights. There must be respect of human rights to prohibit torture and inhuman treatment (Donnelly, 2013) and to protect the people from slavery of acts of forced labor. Counsellors must teach the participants, the right to liberty and freedom including some personal rights that the place of their practice must respect and uphold. The workplaces do protect the freedom of thought, belief and religion (Rorty, 1993) within the work environment so as to make the participants express the views freely. Human rights pertaining to discrimination are protected and respected. Social barriers are prominent in this scenario where the social stature, income group, cultural background and other factors varies resulting in to situations of discrimination and violation of human rights to each and every one. Therefore, the code of ethics state that for every institution or organization in every field of work, the human rights of people must be protected and their work dignity including the sense of diversity must be upheld within the workplace. Commitment to increase personal effectiveness Personal effectiveness is realized by the amount of work or the effort that an individual person puts into the task required. Personal effectiveness should increase with time so as to give better output to the workplace as well as it is essential for personal development. Counsellors must take necessary steps and arrange sessions so as to develop and maintain a competent environment within the organization so as to make the professionals perform well in their work culture and prove to be mutually advantageous (Council, 1985) for all. Improvement in the work and the organizational environment is the key catalyst for growth and this improvement is the sole result of the personal efficiency. It is defined in code of ethics of any workplace that participants must comply with rule to refine their professional skills by learning new skills and polishing the acquired skills (Australia, 1982) with due experience and professional domain knowledge. Some places for work also give some recommend ations and solutions to increase the personal effectiveness. Some of the key recommendations are to develop a better sense of self concept required for achieving self effectiveness and self excellence (Anderson, 1993). Workplaces lay stress over realizing crisp and clear goals for oneself so as to direct the resources and capabilities in a single direction. Organization of work (Argyris, 1974) and ethical practices is itself a focused and important task which leads to enhancement in the principles of personal effectiveness. It is also required to develop people and HR skills (Tziner, 1991) so as to learn and develop personal effectiveness and management along with developing team leadership and association skills. Various organizations are laying stress over self development techniques, principles and strategies to refine personal skills and effectiveness. Companies specifically mention this in their code of ethics to motivate the participants and to keep them self sufficient (DiMat tia, 1990) to learn and progress in the work environment. In the process of counselling there must be customized sessions for group f participants sharing common level of intellect and self learning capabilities. There must be sessions given over personal enhancement and its use in the future of any work. Counsellors must maintain an open communication to foster the development of personal effectiveness and must have a learning environment to promote self learning techniques. However, there are some of the barriers in developing this code of ethics in counselling process such as personal prejudices on development and the sources of personal effectiveness development. There may be participants who are resistant to learn new things and develop personal skills out of jealousy, competition and objective behavior. People who are susceptible to age are unable to learn in a better way and lack ethical responsibilities of self learning. Appreciating variety of human experience and culture This value under the code of ethics includes appreciating and rewarding the experience and performance of the participants in the counselling sessions to boost their personal confidence. It is essential for every counsellor to pay due respect to the past experiences and culture of every participant and to modulate and structure the sessions and strategies that are special for each of the participant. It is important to understand the uniqueness (Kleinman, 1999) that every person holds in and then formulate the strategies accordingly. Multicultural studies (Rogof, 2003) play a vital role for the counselling sessions to dwell deeper into the cultural background of the participants and seek out for solutions for upcoming ethical or legal issues pertaining to personal experience. Various counsellors seek out procedures and policies so as to appreciate the individuality and uniqueness of each and every participant. There is a respect for diversity. The opposition behavior pertaining to di verse cultured participants is checked and noticed and there is a respect for diversity within the institution. There must be reorganization of diversity within the institution so as to customize the groups within it. Top management must keep a constant check over the functioning of the sessions to monitor the behavior of participants towards diversity and cultural differences. There must be appraisals, rewards or appreciations given in some or the other form to the participants who are genuinely respecting the diversity in culture and giving due regard to the past experiences of the participants (Brown, 2006). Appreciating individual experience and background culture of the participants, will motivate every individual to create an overall safe, humble and respectable environment for everybody. There must be groups made on a dynamic basis in the counselling sessions having people from diverse backgrounds and having different work experiences in terms of age, intellect and skills. This will encourage a sense of mutual respect of culture and experience. Barriers in implementation of this code of ethics is disrespect for diversity at various work places. There have been consistent news about harassment, exploitation and mishandling with participants coming from diverse backgrounds. They are ethically and morally harassed because of their background or culture as other participants make them feel different and unwanted in the official environment. Instead of appreciating their work culture, sometimes participants with different background are judged or marked on the basis of their culture which marks the presence of discrimination in diversity. Social barriers must be overcome in the process and hence, there must be special provisions in the counselling sessions to eradicate the sense of discrimination and respect every culture. Enhancing quality of relationships between people To enhance the quality of relationship between the people, incorporates establishing and maintaining the relationship between all the stakeholders both internal and external to the counselling institution so as to uphold the integrity of the staff members (Wilson, 2000) and their cooperative support extended in business projects. Counsellors must pay special attention to build positive and beneficial relationships between the participants and the outer world giving services for a successful business venture. Mentors must also pay focus over building positive relations within the whole supply chain (Ledingham, 2000) to be able to integrate all the efforts and to produce the required end product or service. Various companies specially specify the code of conduct to be followed by the participants when they would deal with the end customers or the officials of top management. Coaches must make the participants study these code of conduct and take practical case studies for research purp oses. In the process of counselling, it is a highlighted topic of concern to teach the participants to show due regard to every other employee and establish long term and mutually beneficial relationships (Gremler, 2001) with all the stakeholders. The key role of counsellors comes into picture when they have to guide the participants to maintain a good relationship with the top management as well as junior participants or peer workers to make the system of work environment and culture healthy, positive and vibrant. The challenges in adoption of this value under ethical code of conduct is the strains and hardships that may occur due to activities of misbehavior, misunderstanding, unethical procedures in work and such other factors. On a whole, there might be classifications done on the basis of socio cultural position of an employee which might lead to strained relationships causing harm to the productivity of work. Conclusion It can be summarized that code of ethics in a counselling process should be based over ethics and mentors must be proficient with the structure of the management, culture of the participants and the values and principles abided by within the institution. This will help in making the process of counselling enriched and refined. The principles followed by the code of ethics statements in the counselling institution more or less revolves around human rights, respect for diversity, quality of professionalism, integrity of the participants, self growth opportunities and appreciation for quality work. References Brett, M. (2011). PACFA response to consultation: Draft Public Health (Code of Conduct for Certain Health Practitioners) Regulation 2011. Council, A. H. M. A. PACFA response to consultation: Options for regulation of unregistered health practitioners. Brett, M., CEO, P. eNewsletter. Crowden, A. (2008). Professional boundaries and the ethics of dual and multiple overlapping relationships in psychotherapy.Monash bioethics review,27(4), 10-27. Schofield, M. (2008). Best Practice Self-Regulation Model for Psychotherapy and Counselling in Australia. Mahoney, J. (2006). Respecting Human Rights.Law Just.-Christian L. Rev.,156, 53. Anderson, J. C. (1999). Respecting human rights: Multinational corporations strike out. Pa. J. Lab. Emp. L.,2, 463. Donnelly, J. (2013).Universal human rights in theory and practice. Cornell University Press. Rorty, R. (1993). Human rights, rationality, and sentimentality. Council, M. A. (1995).Code of ethics. Manitoba Arts Council. Australia, S. (1982).Code of ethics. Education Department of South Australia. Anderson, R. E., Johnson, D. G., Gotterbarn, D., Perrolle, J. (1993). Using the new ACM code of ethics in decision making.Communications of the ACM,36(2), 98-107. Argyris, C., Schon, D. A. (1974). Theory in practice: Increasing personal effectiveness.SanFrancisco, CA: Jossey Bass. Argyris, C. and Schn, D.(1976), Theoryin Practice: Increasing Professional Effectiveness, SanFrancisco, CA: Jossey Education,15(1), 18-33. Tziner, A., Haccoun, R. R., Kadish, A. (1991). Personal and situational characteristics influencing the effectiveness of transfer of training improvement strategies.Journal of Occupational Psychology,64(2), 167-177. DiMattia, D. J., Mennen, S. (1990).Rational Effectiveness Training: Increasing Personal Productivity at Work. Institute for Rational-Emotive Therapy. Kleinman, A. (1999). Experience and its moral modes: Culture, human conditions, and disorder.Tanner lectures on human values,20, 355-420. Rogof, B. (2003).THE Cultural NATURE~ OF Human Development. New York: Oxford University Press. Brown, E. L. (2006). Knowing, Valuing, and Shaping One's Culture: A Precursor to Acknowledging, Accepting, and Respecting the Culture of Others. Multicultural education,14(1), 15-19. Wilson, L. J. (2000). Building employee and community relationships through volunteerism: A case study.Public relations as relationship management: A relational approach to the study and practice of public relations, 137-44. Ledingham, J. A., Bruning, S. D., Ki, E. J., Kim, J. N. (Eds.). (2000).Public relations as relationship management: A relational approach to the study and practice of public relations. Routledge. Gremler, D. D., Gwinner, K. P., Brown, S. W. (2001). Generating positive word-of-mouth communication through customer-employee relationships. International Journal of Service Industry Management,12(1), 44-59.

Decribe the key issue Abu Ghraib free essay sample

Outline a key issue for obedience, discuss by using theories/studies from obedience for what happened in Abu Ghraib The Abu Ghraib prison is a notorious prison in Iraq, located in Abu Ghraib, near Baghdad. US soldiers were told to abuse and humiliate the prisoners by their leaders; this included chaining them up, treating them like dogs, and sometimes sexually harassing them. In April 2004 the abuses at Abu Ghraib were exposed with photos and videos showing US soldiers abusing naked Iraqis. On the 22nd October 2004, a US solider – Staff sergeant Ivan Chip Frederick, aged 38 was sentenced to 8 years imprisonment for sexually and physically assaulting detainees which included performing a mock electrocution on an individual. Chief Warrant Officer Kevin Kramer, a military intelligence officer referred to an email sent by US command in Baghdad telling him to order his interrogators to be tough on prisoners. The email said that they â€Å"wanted the detainees to be broken†. This theory could be used because the soldiers are trained to be agents of authority and believe they have a duty to protect America as agents of society thus as soldiers, they would be agents obeying the orders rather than autonomous individuals making their own decisions. The soldiers would not have been in an autonomous state, and would have therefore been more able to carry out the orders given to them by an authority figure. This may have been because the soldiers were under the impressions that they would not be held responsible for their actions hence they thought it was acceptable to torture the Iraqi detainees as well as degrading them in the process. The agency theory can be used for what happened at Abu Ghraib. The US soldiers were in an agentic state; they were an agent for the authority, in the soldier’s case the authority was the higher up in command officers. When they were given a job to do for example, to sexually harass a prisoner they did it because they saw it as their duty not their own choice. The soldiers took no responsibility for their actions because they were told to do them. When the abuse at Abu Ghraib was exposed to the public, all the soldiers said were that â€Å"they were only following orders†. In the soldier’s eyes and mind they were only doing their duty they were not committing any wrong. The authority had complete control over them and could tell them to do anything and they would do it. But once this abuse was exposed the soldiers agentic state broke down and they started to realise they had done wrong and got into an autonomous state and then took  responsibility for their actions, as they realised they didn’t have to follow them but at the time they believed they had to because they were not in charge. Joe Darby was the one who took the photos and reported them; he was a ‘whistleblower’. A whistleblower is someone who reports something to someone which is engaged in illicit activity. Zimbardo’s prison experiment can also be used as a study to explain what happened in Abu Ghraib. In 1971, psychologist Philip Zimbardo and his colleagues set out to create an experiment that looked at the impact of becoming a prisoner or prison guard. Zimbardo, a former classmate of Stanley Milgram, was interested in expanding upon Milgrams research. He wanted to further investigate the impact of situational variables on human behaviour. The researchers set up a mock prison in the basement of Standford Universitys psychology building, and then selected 24 undergraduate students to play the roles of both prisoners and guards. The participants were selected from a larger group of 70 volunteers because they had no criminal background, lacked psychological issues and had no major medical conditions. While the Stanford Prison Experiment was originally slated to last 14 days, it had to be stopped after just six days due to what was happening to the student participants. The guards became abusive and the prisoners began to show signs of extreme stress and anxiety. While the prisoners and guards were allowed to interact in any way they wanted, the interactions were generally hostile or even dehumanizing. The guards began to behave in ways that were aggressive and abusive toward the prisoners, while the prisoners became passive and depressed. Five of the prisoners began to experience such severe negative emotions, including crying and acute anxiety that they had to be released from the study early. According to Zimbardo and his colleagues, the Stanford Prison Experiment demonstrates the powerful role that the situation can play in human behaviour, Because the guards were placed in a position of power, they began to behave in ways they would not normally act in their everyday lives or in other situations. The prisoners, placed in a situation where they had no real control, became passive and depressed. This study is much like the Abu Ghraib, even though the participants of Zimbardo weren’t told to be aggressive, they took the authority power, just like the US command did in Abu Ghraib. Conformity is also another study that can be used to explain Abu Ghraib. Conformity suggests some degree of conflict between what the group demands of the individual and what the individual would otherwise do. If one participant that was chose to be a prison guard started acting aggressive towards the participants being prisoners, conformity would say that the rest of the prison guards would begin to follow that prison guard and become aggressive towards the prisoners themselves. Conformity is changing your belief or behaviour due to real or imagined group pressure and in Abu Ghraib there was real group pressure because the other prison guards were being aggressive so the rest of them though that’s what the experiment wanted them to do. Hofling’s 1966 experiment can also be a study to support what happened at Abu Ghraib. Hofling’s experiment was when Hofling chose 22 nurses from different wards and hospitals including both private and public hospitals. The aim of the experiment was to see if nurses would obey an order they thought came from a doctor, even though by obeying, nurses would be going against their training. Nurses were called by a ‘Doctor Smith’ telling them to give a patient a dose of 20mg of Astroten, even though the label on the bottle said ‘10mg daily limit’. Because the order came from a higher authority (the doctor), 21/22 nurses obeyed the order and went to give the patient double the daily amount even though 11/22 read the label. Power and perceive status may have caused high obedience, just like in Abu Ghraib when the US command sent the email to US soldiers to be aggressive towards them; the soldiers obeyed it because they were being ordered to.

Only for the Tutu free essay sample

I only did it for the tutu. One day I was asking my mom for a ballet costume and the next day I found myself stumbling around a mirrored room next to my ever-so-graceful twin sister. For the next six weeks I struggled through the ballet class, and I ultimately hung up my tutu for good. It took many situations like this- where I tried and stuck with it no matter how humiliating- to find my niche. Whether it was ballet or a challenging AP class, my Mom encouraged me to dedicate all of myself to meet the challenge. The simple fact that my mom allowed me to try as long as I never gave up inspired my decision to pursue a teaching career, and encouraged my passion for theatre. My mom let me join clubs and run for offices because she raised me to always have the attitude of â€Å"at least I tried. We will write a custom essay sample on Only for the Tutu or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † Because my mom grew up in a broken family she didn’t get to do much of anything that required stability and dedication, so the idea that I should do everything my mom couldn’t do influenced my hard work as a Link Crew (a freshman mentoring program) commissioner, Yearbook editor-in-chief, theatre technician, and co-teacher. The years I spent in yearbook were when I learned how to start from the bottom and work upward. I started as a writer, then an assistant editor, until I became editor-in-chief. Yearbook is about working hard to satisfy people other than you, which is what my adviser calls servant leadership. My love of yearbook and servant leadership helped reinforce my faith that I can lead a group and someday lead a classroom. The same year that I applied for yearbook, I happened to fill in for someone as a sound board operator for the fall play. With my mom’s permission, I joined the group officially and went on to work on over 10 shows. I started of f for a year and a half as a volunteer, and in my senior year I became one of two â€Å"head techies† for the department. My participation in technical theatre has continued me on the path of servant leadership (as I lead my tech class in assisting the actors), and it shaped my current and future hobby: to always be involved in theatre. Most recently, my mom persuaded me to take a full schedule of classes, so I signed on to co-teach a sophomore level Honors English class. There I have solidified my decision to become a teacher, and there I have cast away all of my self-doubt. There is nothing more satisfying to me than seeing fellow students improve knowing I’ve had some hand in it. Because my mom raised me to be dedicated, I am confident that I will never let a future student down. The world I come from is the world where trying will always be worth it, especially if trying benefits someone else too. It is one where if I have made mama proud I have achieved greatness. Because that value of dedication was instilled in me I am sure that I will become a teacher and a part of the theatre community. And this time, I won’t only be doing it for the tutu.

Class Essay-Type Questions and Responses Essays

Class Essay-Type Questions and Responses Essays Class Essay-Type Questions and Responses Essay Class Essay-Type Questions and Responses Essay Essay Topic: Questions The story â€Å"Journey by Night† by Norah Burke, as suggested by the title, talks about the journey of a young boy called Sher Singh in order to save his little brother. It shows the courage and determination shown by him in spite of the darkness and unknown dangers that may have existed in the forest. Sher Singh was a boy of nearly twelve years of age living in Laldwani village. He showed immense courage in absence of his father to carry his younger brother to the hospital fifty miles away from his village crossing dense forest and two rivers. He was heroic in his successful attempt to save his brother’s life. Life offers many challenges and it is only the brave ones who face those challenges with extreme dexterity and courage and emerge victorious. Sher Singh was one of them who did not care about his own pains, his tiredness, his fears and agonies and walked with the weight of his brother on his shoulders to take him to the hospital. He did not waste even a second to decide to take the journey by night through the dark jungle with two rivers in the midway out of which one was flooded. One by one he crossed all the barriers and headed towards his destination. He had no option but to keep on striving so that his brother may be able to survive, and he made that remarkable choice. He cared a lot for his brother. He did not lose hope and kept moving forward. His character is a source of inspiration for many who limit themselves and suffer from hidden fears and are unable to conquer it. He was focussed and dedicated which made him live and reach his destination, which can be followed by anyone. Therefore, at the end when he is referred to as â€Å"Sher Singh Bahadur†, a title conferred to his father, the readers feel is as if not more courageous than his father, because his father’s courage was all a part of his profession and passion but Sher Singh’s courage was shown to save his brother’s life. The story â€Å"India’s Heroes† f

Utilitarianism Essay Example | Topics and Well Written Essays - 250 words

Utilitarianism - Essay Example When people are accorded this right, they are able to earn money to purchase food, clothing and other basic human goods necessary to make them comfortable hence reducing their suffering through these benefits. If there was no utilitarian ethics here, then people would continue suffering for lack of comfort and benefits. Fairness and justice are also related to utilitarianism in that utilitarianism tries to ensure that actions are not only practical but morally acceptable and will not cause suffering. This is basically what fairness and justice is all about, ensuring that people are comfortable and do not suffer as a result of impracticality of the situation. If utilitarian ethics are upheld and utilized by the society, then unfairness and injustice in issues such as work, school and other important areas of society will be eliminated. People will be ensuring that their actions towards others do not cause any form of suffering and are practical

WPA Essay Example | Topics and Well Written Essays - 750 words

WPA - Essay Example A good case in point is the misunderstanding on high fructose corn syrup (HFCS) ( Peeke, 2011). In this case, the author advocates for proper analysis of information available to the consumers to avoid consumer confusion. So as to prove her point, the writer uses various strategies in the quest. First, the author uses valid statistics from various sources to validate her arguments. For instance, Peeke (2011) indicates that fifty million US citizens use the diet system to lose weight, yet only a small fraction of these individuals actually lose weight. The percentage of the individuals who successfully lost weight stand at 5% ( Peeke, 2011). Additionally, Peeke (2011) uses the statistics from American Medical Association  to explain that HFCS is not a causative agent of obesity. With these statistics in mind, the author easily convinces its readers on the validity of her research. The author also uses symbolism to explain her findings. A good example is how she refers sweeteners to as â€Å"the devil’s candy† ( Peeke, 2011). This strategy easily brings out the effects of these sweeteners to its consumers. These strategies create a more effective argument as the author explains the inte nsity of the problem at hand, as well as convinces the reader to analyze the information presented to them on the various forms of media. The article commences with a report on the digital world and how news is readily available to its readers throughout the day. The information disseminated involves a variety of themes, health news amongst them. The beginning of the article is actually desirable as it emphasizes how individuals today are seeking information from sources available to them even without proper contemplation. The article has an introduction which introduces the themes to be discussed, the body of the essay which explains the extent to which individuals acquire information without

The movie the eternal jew Essay Example | Topics and Well Written Essays - 1250 words

The movie the eternal jew - Essay Example The Jews of Poland are said to be aliens, living in a foreign land, yet having managed to control the people in the social, political and economic dimensions (Haggith 2005). These Jews people have effective managed to create the industries of commerce and the lager banking sector in Poland, yet they are still living like animals. They do not show any proper plan of managing their lives in a manner that is pleasing, something that makes the natives wonder their way of life and actual mission in their foreign land. In as much as these people can sometimes be unquestionably vicious, many can acknowledge that by far, in reference to the standards of the contemporary world, it is actually transparent and crude in all angles. The director of the movie effectively illustrates the ratlike behavior and actions of the Jews of Poland, while at the same time, he openly shows that footage of actual rats squirming and moving from sewers and dirt to the front of the camera. This is done intentionally in order to make a comparison of the actions of these Jews, and link it directly to the lives of the rats, which is not any different from these people. In the movie, many things are happening that makes the natives to wonder the motives that the Jews of Poland seem to be operating under. One of the scenes that is most shocking involves the slaughtering of a cow, which is illustrated in a very bloody and horrific detail. This is done by one of the Rabbis, who is seen grinning (Schwartz 2012). This event if subsequently succeeded by among many things three innocent lands, presumably of German origin nuzzling each other. These scenes are not the only ones that indicate the perverse nature of the Jews people. Many scenes still exist, indicating the actual propagandists apart from the Jews. In essence, the Movie is about a people that cannot be effectively understood as to why they seem to live dilapidated lives yet they

Are Muslim Communities Affected By Counter Terrorism Legislation Criminology Essay

Are Muslim Communities Affected By Counter Terrorism Legislation Criminology Essay This paper looks to critically evaluate whether Muslim communities have been affected by counter-terrorism legislation in the UK as part of a literature review in serving to prepare for a much larger piece of work. This work consists of considering whether these community members have been effectively radicalised leading to extremism either within the local community or in the UK at large. It is also necessary to evaluate the way in which views in this regard that have been put forward by academics have developed as a result of the laws that have been implemented to date in the UK. Muslim; Counter-Terrorism; Legislation Critically evaluate whether Muslin Communities have been affected by counter-terrorism legislation In seeking to critically evaluate whether Muslim communities have been affected by counter-terrorism legislation in the United Kingdom (UK), it is necessary for this literature review to consider whether these community members have been effectively radicalised leading to extremism either within the local community or in the society at large. Moreover, there is also a need to examine as to how security agencies approaches are implemented and applied and consider new methods that will serve to impact upon professional practice in relation to the legislation that has been enacted both in the UK and at the international level. In addition, it will also be recognised as to how this has led to claims from within Muslim communities that the tactics currently used by the police are heavy handed and, as a result, counter-productive. Finally, this literature review will conclude with a summary of the key points derived from this discussion in relation to as to whether and how Muslim communiti es have been affected by counter-terrorism legislation enacted both in the UK and internationally. With a view to assessing whether Muslim Communities have been affected by the introduction of counter-terrorism legislation, in the aftermath of the terrorist attacks of 7/7 in the UK and 9/11 in the US New Terror discourse, the prevention of violent extremism has become one of the most significant issues for policy makers throughout the western world and, for the purposes of this discussion, the UK. In what is clearly a significantly heightened security context, Muslim communities have become an enhanced focal point for the UK with a multi-layered, multi-agency approach (Home Office, 2008). Currently there are at least 2 million Muslims resident in the UK making the Islamic faith the largest outside of Christians with almost half actually having been born in the UK (Bunglawala, Halstead, Malik Spalek, 2004), but the community is becoming more diverse with over 50 nationalities represented and 70 languages spoken (Khan, 2004). However, Muslim communities constitute some of the most deprived in the UK with almost a third of those able to work having no qualifications so that, as a result, many children experience high levels of risk associated with child poverty (Bunglawala, Halstead, Malik Spalek, 2004) because adults are three times more likely to be unemployed than Christians (Yunas Samad Sen, 2007). Nevertheless, such policy developments are illustrative of the apparent need to develop and support strategies based upon the maxim of counter-terrorism that communities defeat terrorism (Briggs, Fieschi Lownsbrough, 2006). But although counter-terrorism policies have been dominated by hard-sided strategies involving surveillance, the gathering of intelligence, the use of informants and the implementation of anti-terror laws under the Pursue strand of the governments CONTEST (and CONTEST Two) counter-terrorism strategy (Her Majestys Government, 2006), the ascendancy of a community centred notion of counter-terrorism has seen greater prominence given to an agenda based upon being able to Prevent terrorism (Home Office, 2008). In view of this shift towards interaction and engagement with citizens, policy makers within the UK government have placed the police and other enforcement authorities at the forefront of this work regarding the need to look to follow a strategy based on the nee d to Pursue terrorists along with the need to Prevent terrorism whereby the police are working with Muslim communities in order to help prevent violent extremism (Lowe Innes, 2008). The implementation of New Terror discourses in the UK are founded upon the recognition and construction of Muslim minorities as being comprised of communities at risk from violent extremism. In particular young Muslim men constitute a problem group and are recognised as being the predominant targets of anti-terrorist legislation and counter-terrorism surveillance policing in countries including the UK (Poynting Mason, 2006). With this in mind, the following issues were raised by participants in an effort to more effectively explain the negative impact of discourse and practice (a) Hard policing including increased stop and search, high profile raids, and the perception of an increase in aggressive attempts at recruiting informers to then lead to a greater sense of grievance amongst Muslims so they are perceived as suspect communities; (b) suspicion is detrimental to both an individual and their familys life since they may suffer job losses, family and community breakdowns, as well as mental health issues; (c) individuals have argue their experience of anti-terror laws has reduced their motivation to look to engage with state authorities with a view to improving relations; and (d) individuals feel pressurised to explain their Muslim identities in relation to the concept of Britishness (University of Birmingham/Arts Humanities Research Council, 2008). Under sections 62 and 63 of the Terrorism Act 2000 (along with section 17 of the Terrorism Act 2006) the UK appears to have asserted universal jurisdiction over a whole array of terrorist offences meaning anyone who commits any of these offences anywhere in the world so as to impact in some way upon the UK will fall within UK authorities jurisdiction (Sibbel, 2006-2007). In addition, under the Anti Terrorism, Crime Security Act 2001, a religiously aggravated element to crime has been introduced, which involves imposing higher penalties upon offenders who are motivated by religious hatred. On this basis, Islamophobia has become a significant issue for individuals and even whole communities living in the UK with instances including (a) being verbally and physically abused; (b) being threatened; (c) being physically assaulted; and (d) having homes or cars firebombed or attacked with acid. The problem is the reporting of actions that may be considered tantamount to Islamophobia is rare since it is considered the norm rather than the exception for both individuals and whole communities because they do not want to create a fuss around their experiences (University of Birmingham/Arts Humanities Research Council, 2008). A survey by several Muslim groups found that since 9/11, 80% of Muslim respondents reported being subjected to some form of Islamophobia, whilst 68% felt they had been perceived and treated differently and 32% reported being subjected to discrimination (Forum Against Islam phobia Racism, Al-Khoei Foundation the Muslim College, 2004). Some have also argued young Muslim men suffer disproportionately as the new folk devils of popular and media imagination (Alexander, 2000). More generally, however, it is also to be appreciated that a whole succession of opinion polls have shown many Muslims are uncomfortable with life in the UK (Pew Global Attitudes Project, 2006). In addition, there is an ongoing and concerted campaign against Islamism by a coalition of both left and right that have criticised the UK government for what they call a policy of appeasement. Martin Bright of the New Statesman claimed these organisations were engaged in a sophisticated strategy of implanting Islamist ideo logy among young Muslims in Western Europe (Bright, 2007). But, although the reality is that Islamism is not inherently violent, these nuances are rarely acknowledged and casual links are made between these groups and more specific concerns about violent extremism. Further concerns have then arisen from the fact there are some substantial concerns the definition of terrorism under the terms of the Terrorism Act 2000 (now Terrorism Act 2006) is too vague and excessively broad. The main reason for this is that the Terrorism Act 2000 served to criminalise not only those activities that are generally accepted to be terrorist in nature, but also lawful gatherings and demonstrations amongst other matters along with other forms of behaviour that, although unlawful, could not be considered terrorism (Submission to International Court of Justice Panel of Eminent Jurists on Terrorism, Counter-Terrorism Human Rights, 2006). Section 1(1) of the Act served to define terrorism as being based on the use or threat of action where (a) the action falls within subsection (2); (b) the use or threat is designed to influence the government, an international organisation or to intimidate the public; and (c) the use or threat is made to advancing a political, religi ous or ideological agenda. Under section 1(2) of the Terrorism Act 2000 it has then been recognised that action under this subsection involves (a) serious violence; (b) serious property damage; (c) the endangerment of anothers life; (d) creates a serious risk to the health or safety of the public; or (e) is designed seriously to interfere with or seriously disrupt an electronic system. The problem with the overly broad nature of the anti-terror laws put in place is they serve to trigger executive powers that are very restrictive regarding the recognition of both individuals and communities human rights under the European Convention on Human Rights 1950 (enacted domestically under the Human Rights Act 1998) often with reduced judicial oversight. Therefore, the use of such executive powers should be confined to those circumstances when such severe restrictions can truly be deemed necessary so there is a need for the laws to be narrowly drafted and proportionate to the legitimate aim pursued protecting national security rather than ostracising whole communities (Submission to International Court of Justice Panel of Eminent Jurists on Terrorism, Counter-Terrorism Human Rights, 2006). As has already been alluded to within the remit of international human rights law, any legal measures that serve to restrict the exercising of individual and community rights need to be both narrowly drafted and proportionate to what is being pursued. With this in mind, the United Nations Human Rights Committee now regularly criticises the remit of individual States efforts in this regard in view of the the broad scope of their anti-terror laws particularly those that have been enhanced since 2001 (Submission to International Court of Justice Panel of Eminent Jurists on Terrorism, Counter-Terrorism Human Rights, 2006). By way of illustration, in 2005 the United Nations Human Rights Committee criticised what was understood by terrorism under Canadian law that includes very similar elements to the UK definition under section 1 of the Terrorism Act 2000 for being unnecessarily broad. As a result, the United Nations Human Rights Committee recommended The State party should adopt a more precise definition of terrorist offences, so as to ensure that individuals will not be targeted on political, religious or ideological grounds, in connection with measures of prevention, investigation and detention (Concluding observations of the Human Rights Committee Canada, 2005, at paragraph 12). In addition, the United Nations Human Rights Committee has also made some significant similar criticisms of what is understood by the concept of terrorism under Norwegian (Concluding observations of the Human Rights Committee Norway, 2006, at paragraph 9), Icelandic (Concluding observations of the Human Rights Committee Iceland, 2005, at paragraph 10), and Bahraini law (Conclusions recommendations of the Committee against Torture Bahrain, 2005, at paragraph 6(i)) amongst others so there is clearly a need for a more precise definition in the UK to avoid similar problems. To conclude, it is clear that there has been a significant impact upon Muslim communities as a result of the implementation of counter-terrorism legislation in the UK. Such a view is largely founded upon the way in which Muslims are perceived within our society leading to instances of Islamophobia so that suspicion falls on a broad range of groups and individuals whose behaviour may on the surface appear dangerous or subversive. Clearly, there can be little doubt that it is incumbent upon government policy makers to look to act to maintain national security and prevent instances of terrorism. However, there is also a significant need to prevent the alienation of the Muslim community so that it is clearly important to engage in greater depth with these groups, understand the complexities of community politics, and come to a more nuanced understanding of political mobilisation now flourishing across large parts of Muslim communities in the UK. Therefore, it is arguable increased awaren ess of the rights of individual citizens and communities will, with some notable exceptions, offer the solution to radicalisation by providing vehicles for solving the deeply entrenched problems associated with deprivation suffered by many Muslims and challenge extremist rhetoric and build community resilience along with political integration.

Impact of Cartoons on Childrens Behavior Essay -- Argumentative Persu

Impact of Cartoons on Children's Behavior      Ã‚     Television programs that are targeted towards children, such as cartoons, can affect children in both positive and negative ways. I examined a variety of cartoons on both commercial and public television to observe the content of children's programming and determine the effects, both positive and negative, that programs have on children. The cartoons contain a wide variety of subject matters that can influence children in many different ways. I found that the majority of cartoons choose to use violence and inappropriate subject matter to entertain children. These images and stories can have a tremendous negative impact on children because the violence is rewarded without consequences, is glorified, and idealized. Children look up to the characters that have a negative impact by distorting their views on conflict resolution. There are, however, cartoons that contain little or no violence and often try to incorporate educational lessons that concern values and morals that are important for children to learn, thus having a positive impact. "Dragon Ball Z" is an example of a cartoon that has a negative affect on children because of the use of violence. This particular episode was aired on Thursday, October 18, 2001 on a public broadcast station in High Point, NC. The show introduced a group of terrifying monsters that were considered to be the bad guys. Their bodies were many different sizes and colors and they were shown in a big, dark dungeon surrounded by lightning. The good guys were a group of 5 humans who were the main characters. They were seen as heroic and strong and their main goal was to find and defeat the bad monsters. Both sides plotted against each other and trie... ...aracter as a hero or winner with no consequences for violent actions and also make violence seem humorous and fun. There are also cartoons that contain no inappropriate conflict. These cartoons influence children in a positive way by dealing with issues of friendship, sharing, and creativity. Cartoons contain a wide variety of subject matter and deal with issues of harmful violence and constructive values and therefore, can affect children in both positive and negative ways.    Works Cited Teperman, Jean. "Toxic Lessons What Do Children Learn from Media Violence?" Children's Advocate newsmagazine. Online. www.4chilren.org/news/1-97toxl.htm. Accessed October 23, 2001. American Psychological Association. "Violence on Television. What Do Children Learn? What Can Parents Do?" APA Online. www.apa.org/publicinfo/violence.html. Accessed October 23, 2001.

Upon reflection of my conversation Essay

I recently had a conversation with a friend of mine regarding his out of control gambling habits as well as the level of debt he is quickly finding himself in. My friend hasn’t approached anyone else about this issue and thought because of my current study that I could help. I explained to my friend that I am not qualified to deal with issues such as these as I am not counsellor yet and only a student but would hear what he had to say as a friend. I listened to what he had to say with empathy and understanding while he told me his problems. After he had explained his situation to me I assessed what was going on and uncovered that he is suffering from depression, loneliness, helplessness and has thoughts of suicide. I told my friend that I think that he should talk to a counsellor about his problems and he told me that he didn’t want to and wanted me to tell him what he should do. Knowing that he wouldn’t seek professional help worried me greatly and I was finding myself trying to find solutions. Reflecting Upon reflection of my conversation with my friend I realized numerous things I shouldn’t have done such as: Find solutions for his problems Give advice as to what actions he should take Telling him the consequences of his actions Going through the Possibilities of his future without professional help Pushing my own point of view across The things I thought I do right in this situation were: Advice professional help Give support Showing empathy and understanding Explore possibilities Conceptualising After my friend had told me that he would not seek professional help and I knew there was no way I could persuade him to I started to give advice which felt like a lecture. After sometime I saw that he was losing interest in the discussion which made me feel helpless in helping him and was not the way I wanted the conversation to go. Planning In the future as a counsellor faced with this situation I think it would be much different given the client has already taken the first step in seeking help. In addition to dealing with this similar situation as a counsellor I feel I would be better equipped being fully qualified as a professional counsellor in a counselling environment, felling more confident in my ability’s in using a variety of skills and techniques. Given the same situation again with my current level of counselling I feel that I would still be understanding and caring but maybe less pushy in trying to help when all other options fail. I think what brought out this pushing of my own point of view across was my friend talking of suicide then refusing help so it felt like a matter of life and death to me.

Post 5 Reply Example

Post 5 Reply Example Post 5 Reply – Coursework Example The respiratory system The respiratory system is one of the major systems of the human body. Any malfunction in the system leads to a wide range of disarray in the normal functioning of other body organs. In case of an infection or asthmatic attack that impairs the normal flow of oxygen in and waste product out of the system, there is likelihood of somebody developing hypoxemia and respiratory acidosis which affects a number of body systems. At the same time the heart is overworked in the bid to compensate for the oxygen demands in other parts of the body as a result. Normal metabolism of the cells is affected owing to the fact they are deprived of oxygen, which remains vital in maintaining the basal metabolic rate.Moreover, through the respiratory system one can inhale aerosols that are harmful to the human cells and other systems at large. Some of the chemical gases can cause in ulceration to the mucosal membrane of the respiratory system while others affect organs like the kidney which cleanings the human blood. At the same time, respiratory system acts as a passage through which a number of microorganisms enter into the body, hence causing a number of infections to the system. Some of the infections affecting the respiratory system sometimes might spread further into other organs for instance tuberculosis (Cohn and Reinero, 850). Infection to the lungs too can affect a whole range of the respiratory function. The lungs are necessary for the exchange of gases by exchanging carbon dioxide form deoxygenated blood with oxygen from the atmosphere. Thus the respiratory system plays a vital role in the existence of the human beings which has to be maintained functional at the optimal possible standards.Works cited Cohn, Leah A., and Carol R. Reinero. â€Å"Respiratory Defenses in Health and Disease.† Veterinary Clinics of North America - Small Animal Practice 2007: 845–860. Web.

The most important aim of education is to prepare Essays

The most important aim of education is to prepare Essays The most important aim of education is to prepare Essay The most important aim of education is to prepare Essay The Ministry of Education publishes the results of the key employment indicators of the survey to provide prospective students with timely and comparable data to assist them in making informed course decisions. 4,067 graduates from the here publicly-funded universities were surveyed and the overall response rate obtained was 73%. Since majority of the students were able to find jobs within 6 months of their graduation, this means that they have the skills required for the Job, which means that schools have equipped their students well for the Job. I personally believe that the most Important aim of education is to prepare one for a career. For Singapore, a large part of education Is devoted to ensuring that students have a general foundation of content knowledge and education also provides one with pacific and social skills. Firstly, a large part of education Is devoted to ensuring that students have a general foundation of content knowledge. An average student In Singapore spends 6 years in Primary School, where she has to grasp a foundation of English, Mother Tongue, Science and Mathematics. She then spends four or five years in Secondary School building upon this foundation of knowledge by branching out into more specific areas of study such as Science and Mathematics. Why? The answer can be found by looking at the industries needed for the country to function. In Singapore, we have industries such as Medicine, Accounting, Banking and Finance, Sales, Engineering so on so forth. As many industries require workers skilled in Mathematics and or Science, it is necessary to focus on these subjects in the education system In order to produce workers who are capable of filling In these industries. Furthermore, education provides one with specific skills and social skills. When a student enters the tertiary stage of education. She Is then made to choose an area of telephone to major In. E can pursue dullnesss such as Dentistry, Medicine, Electrical Engineering, Medical Engineering, Accounting, Psychology, Economics and many others. The disciplines offered in polytechnics and universities are very strongly connected with specific jobs available in the market. For example, if a student wishes to become a doctor, a degree in Medicine is a pre-requisite. A student cannot study Accounting and use that degree to become a doctor. Social skills are the ski lls we use to communicate and interact with each other, both verbally and non- urbanely, through gestures, body language and our personal appearance. The types of social skills imparted to students are co-operation, communication, empathy, adaptability, conflict-resolution skills, building and maintaining friendships, listening, and many more. In this labor-tight economy, employers can be choosy about who they want to work with. Conversely, outstanding social skills can help an average performer climb the corporate ladder with great speed. In conclusion, the most the content knowledge and provides one specific skills and social skills.

EU Law problem scenario Essay Example | Topics and Well Written Essays - 2500 words

EU Law problem scenario - Essay Example In this similar context, Bekka feels that such acts are irrelevant. Moreover, it has been viewed that she has been also engaged in sale of tinted film which is also restricted for sale in State Y as these products leads to decrease visibility and thereby causing accidents. On the contrary, she admits that such law in State X is indeed not applicable and being a Member State of European Union (EU), laws in both the State i.e. in State X and State Y must be similar. On the other hand Klaus who is married to Haruka, a Japanese national is struggling regarding residence permit. It has been observed that the residential permit of Haruka for State Y was ending and her permit would not be renewed as told by the local immigration office and thus she had to leave the country. In this regard, Klaus strongly realized that being lived in State Y for whole life, it is not justifiable to restrict his wife from living with him in his own country. At the same time, he has been confronted with anothe r problem related with the permission given by Minister for Environmental Affairs about establishment of waste disposal centre adjacent to his property. He firmly believed that such establishment would have radical impact on the flora and fauna of the surrounding area. Moreover, the bad odor released from the waste disposal centre would create significant problem in his hostel business. People are now reluctant to stay in his hostel and further he feels that waste disposal centre should be closed or shifted to another area. Contextually, the paper closely evaluates certain issues of law related with the case of Bekka and Klaus and advise them relating to their concerned matter. Issues Related with EU Law (Bekka) The open movement of goods is one of the critical factors leading towards the success of the EU Member States. The internal business market within the European Union makes easy to buy and sell goods in different Member States. A single European marketplace provides a strong platform in an open and competitive environment1. From lawful standpoint, it can be stated that the principle of free trade of goods is a main element in developing internal business market in the EU. It is viewed to be one of the economic autonomies that frame by the Member States of the EU. The EU defines the scope and content of the principle by prohibiting unjustified restrictions on intra-EU trade. Many of the vital restrictions on free movement of goods have been removed over the years to facilitate smooth functioning of EU trade. The prohibition of any products needs to be justified on the grounds of public ethics, public protection and protection of health as well as life of human, animals and plants. Contextually, member states may possess the right to ban any product on the basis of morality grounds. Therefore, EU law prescribed that goods brought from one state must comply with the national provisions concerning morality factor of the state where the product is being sold . Another important ground for restraint of free movement of goods can be acceptable on the basis of life as well as health of humans. EU law states that any Member States can impose barriers on any kind of products that affects national health and life of human, animal and plants. EU law also ensures safety of customers against deceptive advertisements. EU law also proclaimed that the authorities in one state cannot curtail customers from buying goods of

Comprehensive Developmental School Counseling Essay

Comprehensive Developmental School Counseling - Essay Example By taking this approach, I would be in a better position to take proactive and preventative measures in the development of a counseling program. A comprehensive counseling program responding to the drop-out rate would be designed to identify students where at least one of the factors found to contribute to drop-out rates and to engage those students in counseling. Drawing on national longitudinal studies the baseline for the program would target students with specific family backgrounds, demographics, members of minority and ethnic groups, lower academic performance, low self-esteem and students with disability or health problems (Lamb 2011, 369). National longitudinal studies demonstrate that each of these factors are significant contributing factors in the national school drop-out cohort. It is expected that my local school is no different (Lamb 2011, 369). Essentially, national longitudinal studies show that family background such as the family’s structure and parentsâ€⠄¢ level of education contribute to a student’s propensity to drop-out of school (Lamb 2011, p. 370). Demographic factors like, race, ethnicity, gender and location are also contributing factors. ... Ultimately the program will have as its goals identifying these factors among the student population and reaching out to those students by virtue of counseling and education to encourage retention. An example of the data would be statistics grouping the cohorts into different groups so as to establish priority groups. The statistical grouping would reflect the percentage of students from specific groups that have dropped out of school. A list reflecting the percentage of drop-out students from a shared background or a shared demographic, or a shared individual trait or a shared academic performance will be prepared. This list is necessary for substantiating how students at risk among the current student population should be identified and targeted for the counseling program. It is therefore necessary to establish a list of students who are at risk of dropping out and ensuring that they are targeted by the counseling program. In order to justify this approach, it will be necessary to demonstrate how the counseling program has intervened and prevented students who were at risk in the past dropping out of school. Therefore a list of students who exhibited the factors that contribute to the drop-out rate, who received counseling and did in fact complete school will also be prepared. The collection of data is a necessary prerequisite for a comprehensive school counseling program. As reported by the American School Counselor Association (ASCA): The use of data to effect change within the school system is integral to ensuring that every student receives the benefits of the school program (ASCA National Model, n.d.). This means not only collecting data reflecting the drop-out cohort, but also data demonstrating

What is opera (with reference to Moses and Aron by Schoenberg) Essay

What is opera (with reference to Moses and Aron by Schoenberg) - Essay Example Snowman defines it in passing as â€Å"an art form that aspires to combine all the others†1 and goes on to chart the history of opera as a pastime of the elite which started in the Renaissance, reached its peak in the nineteenth century and began to decline in the twentieth century. This paper looks at the nature and purpose of opera in the twentieth century with specific reference to the unfinished masterpiece Moses and Aron which was written by classical composer Arnold Schoenberg (1874-1951) between 1930 and 1932. In the mediaeval period most people encountered formal music principally in religious settings but after the great turbulence of the Reformation, there came a time of gradual extension of musical performance into the salons of high society. Wealthy patrons of the Renaissance commissioned music to be written for special occasions such as weddings and coronations. In France the ballet form emerged, and in Italy genres such as the pastorale became popular: â€Å"The attraction of the pastorale consisted therefore, not in the plot but in the scenes and moods, the sensuous charm of the language, and the delicately voluptuous imagery, at which the Italian Renaissance poets excelled.†... tieth century new genres, and notably also technology such as gramophones and radio, extended the range of genres for musical production available and brought musical performances to still further sectors of the population. Schoenberg’s compositions were, however, unreservedly directed at the music-loving elites, and his choice of theme for his own modern opera harks back to the religious heritage of the Old Testament. Snowdon describes the changes that opera had undergone in the intervening centuries as a negative process: â€Å"opera has become at best a museum of art, a kind of old-fashioned religion re-enacted inside great temples before a dwindling audience of the devout.† 3 This description fits the more intellectual style of opera and it can be contrasted with what Snowman calls the â€Å"dumbing down of a once great art form to the point where any appeal it has beyond the narrow world of the cognoscenti is necessarily derived from the imposition of hype, shock and bogus sex appeal.†4 Schoenberg’s Moses and Aron is musically difficult, both to perform and to listen to, and it deals with ancient themes using heavy moral and religious overtones. It hardly seems likely to attract a wide audience, but for Schoenberg, the composition of both text and musical score seem to have meaning beyond the immediate context, serving to some extent as a life’s work, or a summing up of the most important elements in his own view of the world that he wants to leave for posterity. Schoenberg had a complex religious background, being born a Jew in Roman Catholic Austria, and then converting to Protestant Christianity before returning to his Jewish roots in later life.5 This return was provoked by the rising anti-Semitism that was gaining ground in central Europe in the early

Troy Historical Accuracy Essay Example for Free

Troy Historical Accuracy Essay The epic poem the â€Å"Iliad† is arguably one of mans most well known novel or book behind the Bible and the Odyssey (sequel to Iliad). The Iliad, and Odyssey for this matter where ancient texts written by Homer. The Iliad is a story set approximately 1194-1184 BC about the Trojan War and the ten year siege of Troy. This battle has many famous mythical figures such as Achilles the leader of the Myrmidons, Helen the princess that ran off with Paris which sparked the battle. Helen was the wife of King Menelaus ruler of the Spartans. Paris is a prince of Troy and brother to Hector the air to the throne. The movie adaptation is focused less on the adventures the Spartans had while sailing to Troy and more on the short stint of pre battle and end battle. The movie suggests the battle of Troy was over the course of a few weeks when per the Iliad it latest ten years. Now this battle has never been proven for accuracy and may have never happened. However the movie has a very direct sense of what and how the war was. It shows the layout of the city of Troy, the characters mentality and fondness or lack there of, of the characters. The way battles started seems quite accurate. Before a battle the opposing armies would taunt each other. After this the major warriors, or best of the army would duel each other. Depending on the outcome of this the battle would ensue. This is shown a few times in the movie. Once between Paris and Menelaus, which started the war. Paris surrendered and went to his brothers ankles. Hector protected Paris from being slaughtered. It shows the ships, blood, and garb the persons would wear in this time frame. Or does it? The dates this war happened of approximately 1194-1185 (10 years) is during the bronze age. This plays a key role in the historical accuracy of it. The weapons, shields, and clothing for battle is all wrong. These items shown are closer to the dark ages. The uniforms or garb of the ancient Greeks and Trojans where slightly less than what is shown in the movie. The movie depicted a very if not identical uniform for every soldier. In reality only the middle and upper class soldiers would have these. Even at that, the uniforms were not identical like in the movie. They where typically handed down from generation to generation due to cost. The armor and shields where made of Bronze breastplates in a muscled style, a helmet that covered most of their head and shin protection made of bronze. This is the uniform of the very well off soldiers. The common man would have even less. They would use a linen reinforced with bronze plating or animal skin, this was called â€Å"Linothorax armor† which was priced much lower then the fully bronze uniforms for the wealthy. The Greeks also found range weapons to be cowardly and would avoid use of them. In the movie both the Trojans and Spartans (Greeks, who thinks range weapons are cowardly) had many bows and used them often. The weapons other than long range used by both armies where typically Doru, which were long spears. These Doru like in the movie were 7-9 feet in length and where the primary weapon. In the movie the swords were primary, which in reality these where secondary weapons. These swords, or Xiphos where for use after the Doru were snapped or lost in combat. The xiphos were 2 feet for the Trojans and a bit shorter for the Spartans. The Spartans blades were typically 1-1. 5 feet long. This was more advantageous for the Spartans when the lines got much closer. The movie depicts both blades to be equal size on either side of the war. The ships where also dated much later in time. The ships of the bronze age would not have the very large and ornate front (Stem, Bow, or Head) and the stern would be higher. In the movie it seems to be the opposite. Most of the ships had much larger and obvious heads than sterns. The bow and stern would also be more angled and arched up. The movie depicts the ships bow to be flat on many ships. The movie Troy is a great story about the war between Troy and the Spartans. It depicts Achilles as a great warrior and in a strange way kind man. It has the beauty of Helen and the Anger of Menelaus. Much of this movie has been done historically correct however there are major flaws in its accuracy. I highly suggest one to watch this movie as it is quite enjoyable and the epic it is based on should be read as that is quite great itself.

The Reflections Of Gore Vidal :: essays research papers fc

The Reflections of Gore Vidal   Ã‚  Ã‚  Ã‚  Ã‚  There are many people in today's society that would love to have their views published for the whole world to view, but few can match the wit and originality of Gore Vidal. Vidal is the author of many short stories, novels, playwrights, and movie scripts. Gore Vidal has been and continues to be an influential figure in American literature. One of Vidal's most effective strategies as a writer has been to make the public aware of his opinions through his very popular and controversial works. Gore Vidal is an opinionated man with strong beliefs on many aspects of modern American culture.   Ã‚  Ã‚  Ã‚  Ã‚  Gore Vidal is a man who likes to provoke controversy. The works of Gore Vidal revolves around three main themes: human behavior, politics, and homosexuality. These are Vidal's favorite subjects to write about because they are all something he deals with every day of his life.   Ã‚  Ã‚  Ã‚  Ã‚  Readers of Gore Vidal should realize that he is out to shock the public with his beliefs, and he accomplishes this task quite well by being in favor of homosexuality. Gore Vidal sees nothing but positive outcomes should homosexuality become an accepted practice. According to American Writers 'The consequences of publishing a gay novel in 1948 were severe, and Vidal's literary career nearly ground to a premature halt'; (681). With the publication of The City and the Pillar, Vidal became ostracized by his fellow writers and the public as well. Homosexuality is not an accepted practice today by many, and since it was less common in 1948, some became enraged and refused to buy any of his work (681). For years Vidal could not sell anything because he had already been labeled as an advocate of homosexuality. In an interview with Salon, Vidal said that he thought that within the next century the government would encourage homosexuality to decrease the population (3). Gore Vidal believes that children are no longer needed and that they are only taking up valuable space in today's world (3). Mr. Vidal believes that by promoting Dunst 2 homosexuality the over crowding will cease to be a problem (3).He refuses to have children because he thinks he will only be adding to the world's population problem. ('Vidal, Gore'; 683) Vidal also sees the practice of homosexuality as a cure for sexually transmitted diseases such as AIDS. Vidal thinks that by eliminating all male and female intercourse the sexually tranmitted diseases will eventually cease to be passed on as he believes this is the safest form of sexual intercorse. (684)   Ã‚  Ã‚  Ã‚  Ã‚  One of Gore Vidal's more popular beliefs is that women should never be abused.

Gary Nash Essay -- essays research papers

In the essay written by Gary Nash, he argues that the reason for the American Revolution was not caused by the defense of constitutional rights and liberties, but that of â€Å"material conditions of life in America† were not very favorable and that social and economic factors should be considered as the driving factor that pushed many colonists to revolt. The popular ideology which can be defined as resonating â€Å"most strongly within the middle and lower strata of society and went far beyond constitutional rights to a discussion of the proper distribution of wealth and power in the social system† had a dynamic role in the decisions of many people to revolt. The masses ideas were not of constitutional rights, but the equal distribution of wealth in the colonies that many felt that the wealth was concentrated in a small percentage of the population in the colonies. The Whig ideology that was long established in English society had a main appeal towards the upper clas s citizens and â€Å"had little to say about changing social and economic conditions in America or the need for change in the future.† The popular ideologies consisted of new ways of changing the distribution of wealth. Nash in his essay continued to give good evidence to prove his point that the American Revolution was not caused by the defense of constitutional rights and liberties, but by improper distribution of wealth. During the pre-American Revolutionary times, the â€Å"top five percent of Boston’s taxpayers controlled 49 ...

Branch of government Essay

The executive branch is the most important government branch. The executive branch is the 3rd branch of government and with out it, the entire system would be backwards and out of order. The executive is the branch of a government charged with implementing, or executing, the law and running the day-to-day affairs of the government or state. The de facto most senior figure in an executive is referred to as the head of government. The executive may be referred to as the administration, in presidential systems, or simply as the government, in parliamentary systems. The Executive branch provides national security and without national security there would definetley be no order and protection in the nation. The executive branch makes the President the commander in chief, the executive branch also makes the president the economic leader. The president appoints cabinet members, the cabinet contains the Secretary of State, the Secretary of the Treasury, the Secretary of Defense, the Attorney General (Justice Department), the Secretary of the Interior, The Secretary of Agriculture, the Secretary of Commerce, The, Secretary of Labor, The Secretary of Health and Human Services ,the Secretary of Homeland Security, the Secretary of Housing and Urban Development, the Secretary of Transportation, the Secretary of Education, the Secretary of Energy and, the Secretary of Veterans’ Affairs. The executive branch is the most important branch of government because without the cabinet and all the departments, the country would be in turmoil. If there were no laws to execute then the whole country would be out of order. If there was no executive branch there would be no running the functions of the state, managing the bureaucracy, and deciding how to enforce the law. The organizational structure of the executive branch will determine the relationship between the heads of state and government respectively. The Executive Branch also carries out the laws. In a presidential system the leader of the executive branch is at once the head of state and head of government. In a parliamentary system, a cabinet minister with the title of prime minister is head of government, while the head of state is a largely ceremonial monarch or president.

What Is a Trade School How Can You Apply

What Is a Trade School How Can You Apply SAT / ACT Prep Online Guides and Tips If you want to advance your skills and education but are unsure if a traditional four-year college is for you, you may want to consider a trade school. Attending a vocational school can be an excellent option for those who want to get the necessary training to secure a good job quickly. In this article, I'll explain the benefits and potential disadvantages of trade schools. Also, I'll thoroughly describe the differences between trade schools, community colleges, and four-year colleges. What Is a Trade School? A trade school, sometimes referred to as a vocational school, technical school, or vocational college, is a posts of trade schools include UEI, American Career College, and Chamberlain University. Trade schools can be public or private, but many are for-profit businesses. At a trade school, you can get a degree in fields like information technology, nursing and health sciences, automotive technician training, and medical assisting. Program lengths vary, but typically, they can range from anywhere from eight months to two years. Unlike a four-year college, you don’t graduate from a trade school with a bachelor’s degree. Usually, upon completion of the program, you'll receive a diploma or trade certificate acknowledging you successfully finished. For some programs you can earn an associate degree, which is the degree you get from a two-year college. What Can You Do With a Degree From a Trade School? After completing a trade school program, you can get a job directly related to the field you studied in your vocational school program. For example, once you complete a dental assisting program, you can get a job as a dental assistant. If you complete a program in plumbing, you can get a position as a plumber. Again, these schools are designed to prepare you for a job in a specific field. Here are some of the jobs you can do with a degree from a trade school: Electrician Dental hygienist Plumber Paralegal Nurse Graphic Designer Welder Computer technician Aircraft mechanic Cosmetologist Chef Marine mechanic Construction manager Massage therapist Pharmacy technician The Differences Between Vocational Schools, Community Colleges, and Universities When you're deciding your path, it's important that you know the major differences between trade schools, community colleges, and four-year colleges. I'll outline the biggest differences between each type of school for you here. Trade Schools Trade school programs are the shortest; they run from less than a year to up to two years. As opposed to community colleges and four-year colleges, many vocational schools are for-profit businesses. The focus of trade schools is on giving students hands-on experience directly related to a specific job. At the end of a program, you can get a diploma or certificate, prepare for a licensing exam, or become an apprentice or journeyman in a skilled trade. Admission is mostly open enrollment. There's really no extracurricular involvement or on-campus culture at trade schools. Students just attend their classes and get their professional training. Community Colleges Community colleges award associate degrees at the end of two years. Most community colleges are public, but there are private ones, which are usually referred to as junior colleges. Like trade schools, some community colleges give diplomas or certificates to students who complete a program to practice in a specific field like cosmetology or nursing. Admission is mostly open enrollment: high school graduates or students 18 or older can attend. Community colleges tend to be the cheapest of all the college options. The average tuition and fees for a year at a public two-year college for in-district students is $3,570, and the average at a public four-year college for in-state students is $9,970. The average cost to complete a trade school degree (1-2 years) is $34,740. Socially, there are more options for students at community colleges than there are for students at trade schools. However, there are fewer options compared to students at four-year colleges. Community colleges often have sports teams, clubs, and on-campus residents, but many community college students commute and are only at school for their classes. Also, you have the option of transferring from a two-year community college to a four-year college. Many students start at a community college and then transfer to get a four-year college degree. If you take this option, make sure the courses you take are transferable and that you're doing the necessary work to make yourself eligible to transfer. Bronx Community College Four-Year Colleges Four-year colleges can be public or private, and the vast majority are non-profit. After successfully finishing a program at a four-year college, you get a bachelor's degree. This is the most versatile and highest degree you can get compared to degrees at trade schools and community colleges. On average, those with bachelor's degrees make more money than those with associate degrees or trade school diplomas. Furthermore, bachelor's degrees are required to go on to graduate school or professional schools like law school, medical school, or dental school. Even though four-year colleges do have pre-professional majors and programs, the focus is more on acquiring academic knowledge. Socially, four-year colleges offer the most opportunities for students. There are varsity sports, intramural sports, campus clubs, fraternities, sororities, guest speakers, campus traditions, and a greater percentage of students who live on or near campus. Benefits of Attending a Trade School Over a Four-Year College Going to a vocational school does offer some undeniable benefits. The most obvious benefit of going to a trade school is that trade schools require less time to complete. Almost all trade school programs can be finished in less than two years. Meanwhile, getting a degree from a community college normally takes two years, and getting a traditional four-year college degree usually takes at least four years to complete, and many students need a fifth or sixth year to get their degrees. Less time in school allows you to get more job experience and progress faster in your career. Furthermore, if you're not in school, you won't have to pay for those additional years of college tuition and may have to take out fewer student loans. Another advantage of trade schools is the hands-on preparation you’ll receive for a specific job. Many four-year colleges and programs at four-year colleges focus more on scholarly learning than on job preparation. For example, if you graduate with a degree in philosophy or theater, you may have difficulty finding a job that’s directly related to your major. At a trade school, the focus is on learning the skills that you’ll be using in your job when you graduate. Similarly, because the goal at a vocational school is to acquire the skills for a certain job, it may be easier to initially find a job in that field. Also, many trade school programs are geared toward fields in which there is high demand for workers. Additionally, there are lucrative jobs you can get with a trade school degree. According to the Bureau of Labor Statistics, the median pay for dental hygienists was $74,070 in 2017. Meanwhile, the median starting salary for four-year college graduates was $50,516 for students from the class of 2016. Finally, if you go to a trade school, you don’t have to stress about the traditional college application process. Because the application requirements are much less strict at a trade school, if you decide to go to one, you won’t have to spend the time or money associated with four-year college applications. You won't have to take the SAT/ACT. You won’t have to stress about your grades. You won’t have to worry about joining clubs just to enhance your college applications. A trade school may be a good idea for you. Disadvantages of Attending a Trade School While vocational schools do offer some benefits, there are significant drawbacks, especially when compared to traditional 4-year colleges. Even though there are financial benefits to going to a trade school, college graduates, on average, make more money than trade school grads. According to College Scorecard, the salary after attending, which is the median income for students receiving federal financial aid 10 years after graduating, for American Career College in Los Angeles is $31,800. Comparatively, the salary after attending for UCLA is $60,700. Even after accounting for the additional time spent in school, the average UCLA graduate is going to come out well ahead financially in the long run. Also, four-year colleges tend to offer more generous financial aid. After financial aid, the average cost for West Coast University in Anaheim, California is $47,939. Meanwhile, the average cost for an in-state student at CSU Long Beach, a California State University, is $9,733. Furthermore, if you go to a vocational school, you’ll miss out on the traditional college experience. At trade schools, there’s no real on-campus culture, and there's limited social interaction. At a four-year college, you can join clubs, attend campus parties, go to sporting events, join Greek life, and live in dorms with your peers. For many people, the college experience gives them wonderful memories and helps them form long-lasting friendships. Much of the learning you do at a traditional college takes place outside of the classroom. You can attend lectures by famous politicians and prominent academics, and you're able to socially interact with students from all over the world. At a trade school, the focus is on the job preparation you receive inside the classroom, and that's basically the extent of your education. Additionally, traditional colleges offer a more broad, well-rounded education. Again, at a trade school, the education you receive is almost exclusively focused on preparing you for a specific job. At a traditional college, you’ll have general education requirements that will expose you to a variety of different subjects, and even in many majors, you’ll learn about a wide variety of topics. In college, I was an American Studies major, which is an interdisciplinary major that focuses on the United States. I was able to take classes in sociology, education, religion, history, psychology, and political science that counted towards my degree. Outside of my major, I was able to take classes in numerous subjects like human biology, anthropology, statistics, and Spanish. Traditional colleges pride themselves on not just preparing you for a specific job, but also teaching you critical thinking skills and making you an informed citizen who will be able to have a positive impact on society outside of your profession. Finally, there's more job flexibility with a traditional college degree. Trade schools prepare you for very specific jobs, but there are a wide variety of jobs you can get with a bachelor's degree, regardless of your major. If you study medical assisting at a trade school, your program will only prepare you to be a medical assistant. If you end up deciding that you want to do something else or can't find a job as a medical assistant, your vocational school degree won't be of much value. On the other hand, a degree from a four-year college offers you many more job opportunities. There are sales, education, and consulting jobs that are open to four-year college graduates from a wide variety of majors. Furthermore, you can pursue graduate school and professional schools like medical school and law school with a four-year college degree. On average, with more education and advanced degrees, you'll make more money and have more job security. Know about your options to make a wise decision. Should You Go to a Trade School or a Four-Year College? There are a few factors to consider when deciding whether to go to a trade school or a four-year college. Generally, I encourage all students who are capable to go to a four-year college. You’ll give yourself the most opportunities by graduating from a four-year school, and you’ll likely have a more fun, enriching experience at a traditional four-year college. Also, by going to a four-year school, you’ll have more earning potential and job flexibility. A trade school is a good option if you can’t spend the time to get a four-year degree or you’re very sure that you want to do a job that you can prepare for at a vocational school. Sometimes, family or financial situations make it too challenging for students to spend four years in school, so they opt to complete a much shorter program at a trade school. Also, some students just don't like traditional schooling. They struggle to do well in school because they detest reading and writing papers. They prefer doing something more active and don't want to spend at least four years in college to end up with a desk job. If you know you want to be an automotive technician, you may benefit more from completing a trade school program than going to a four-year college. You’ll get hands-on experience and be able to start your career in a short period of time. Keep in mind that if you don’t have the grades or test scores to go to a four-year college, you have options other than a vocational school. If you want to go to a four-year college, but you’re worried that you don’t have the qualifications to get admitted, check out the colleges with the highest acceptance rates. You still may be able to get in with sub-par grades and test scores. Also, you can go to a community college and then transfer to a four-year college. Most community colleges are open enrollment, so you don’t have to worry about being admitted. If you want to fix cars, maybe you should go to a trade school. How to Find the Right Vocational School for You Once you've decided to attend a trade school, your next step is deciding which school is best for you. There are three main steps to doing this: #1: Make Sure the Trade School Offers the Program You Want Nothing else about the school matters if it doesn't have the program you want, so this is your first step. If you're interested in a specific program/certificate, make sure the school offers exactly what you're looking for so there are no surprises once you graduate. You can also ask admissions counselors at the school which jobs the program will qualify you for. #2: Make Sure the Trade School Has a Good Reputation It's imperative the school you attend have a good reputation so people who hire you will have confidence in the program you completed. Your school might have specific accreditation which you should research, and you should also read online reviews and speak to current and former students to see if they would recommend the school and program. Unfortunately, there are many vocational schools that exist mostly as diploma mills and will take a lot of your money without giving you a good education in return. Doing your research early on will help you avoid this. #3: Make Sure You Can Manage the Costs and Schedule Finally, you also need to make sure you can afford tuition costs (or be able to take out the necessary financial aid), and that the times the classes are offered works with your schedule. The school should also be able to estimate how many hours a week you should be devoting to the program, and you should make sure you're able to manage that workload or look into part-time options. How to Apply to a Trade School For the majority of trade schools, the application process is relatively simple. Most schools have a basic online application on their websites, or you can contact the school for admissions information. Also, there tend to be no application deadlines. You can apply at any time, but you may need to wait for the beginning of your program of interest before you can enroll. Additionally, after you fill out the application, you may have to interview or speak with an admissions representative. These conversations are meant to be informational and help guide you to the program that would be best for you. Trade schools aren’t considered selective, and most are open enrollment. For the majority of schools and programs, you don’t have to take the SAT/ACT, and you don’t need to write an essay. Furthermore, trade schools won’t require recommendations or consider your extracurricular activities when determining admission. What's Next? Now that you're familiar with trade schools and the differences between trade schools and other types of colleges, there are a few articles you may want to check out. If you're considering going to a four-year college, learn more about the college application timeline and if it matters where you go to college. If you're interested in community colleges, find out how to apply. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: