Professional Ethical Responsibilities of Career Counsellor

Professional Ethical Responsibilities of Career Counsellor Goh Peng Hng Assessments are an integral part in Career Counseling. As responsible and trained counselor, what are the professional and ethical responsibilities in conducting an assessment for career counseling throughout the process of intervention? Assessment, as quoted in the American Counseling Association states it is â€Å"the process of collecting in-depth information about a person in order to develop a comprehensive plan that will guide the collaborative counseling and service provision process† ( â€Å"Code of Ethics, † 2014. p20). It is known that assessment is an essential component in the process of counseling. If a proper assessment is not carried out, it could prove detrimental to the counseling process. But what purposes does the assessment strive to achieve that makes it so important? First and foremost, assessment serves the purpose of gathering background information for taking further action. According to the American Counseling Association, assessment is primarily utilized for the purpose of attaining information for other purposes such as client decision making or treatment planning ( â€Å"Code of Ethics, † 2014. p11). Secondly, the information gathered from assessment helps the counsel or gain a greater understanding of the client, which in turn benefits the client. For example, during counseling sessions, counselors carry out their duty while considering the clients personal and cultural circumstances ( â€Å"Code of Ethics, † 2014. p11). This ensures the counseling provided is more effective for the client. Lastly, the well-being of individual is promoted through the usage of appropriate educational, mental health, psychological and career assessment carried out by competent and qualified counselors ( â€Å"Code of Ethics, † 2014. p11). In general, what this means is that assessment provides clarity and aid in the client in understanding themselves and figuring out the steps for the future. When assessing a client, there are various professional responsibilities involved. These responsibilities which are written in the code of ethics and are the general standards of any organization consisting of counselors and other healthcare professionals who administer assessments. One example of such a responsibility includes addressing to the clients about the assessment which is being administered, including the function, usage and results of the assessment. Additionally, the client also has the rights to information such as the people who will be able to acquire the results, how the results will be kept and distributed ( â€Å"Code of Professional Responsibilities, † 1995. p6). Security is also a professional responsibility of great importance for counselors. Counselors are required to take applicable and necessary steps prior to, throughout, and following the assessment ( â€Å"Code of Professional Responsibilities, † 1995. p6). The results of the assessment are t o be strictly kept under a watchful eye and safe in a secure environment. This is to ensure that there is no breach of sensitive information as the client is promised privacy and confidentiality. It is also a responsibility of a counselor to use standardized assessments, strictly following the rules and regulations and alert the client if there are any abnormal conditions that arise ( â€Å"Code of Professional Responsibilities, † 1995. p6 ).This guarantees that the results are valid and reliable and the success of the assessing procedure. Besides professional responsibilities, ethical responsibilities are also taken into consideration when assessing a client. According to the National Career Development Association (NCDA), there are a multitude of ethical responsibilities. One of the many that are shown is the respect of the clients confidentiality, or honoring the trust placed in the counselor. It is the counselors responsibility to gather solely information that pertains to the professional relationship between counselor and client during an assessment ( â€Å"Code of Ethics, † 2007. p10). This is the respect for the clients privacy, as asking any more could be due to the counselors curiosity. Which, however, would be unrelated to the assessment and thus, unethical. Another responsibility closely related to privacy is confidentiality. Although the two terms are similar, it is worth noting that they are not the same and have a great difference in the context of ethics. Respect for confidentiality is responsibi lity which means that counselors are strictly prohibited from sharing the results of their assessment or any other classified information without the informed consent of their client. The only exception is that if the counselor has any logical and appropriate legal or ethical reasons to justify the distribution of the information ( â€Å"Code of Ethics, † 2007. p10). Being fair is also a ethical responsibility of a counselor. What this means is that counselors have to be unbiased and neutral when treating all clients. Clients must be given standardized assessments and treated as unique individuals with human rights. This responsibility expects the counselor to have the capacity to be non-judgemental and recognize the exclusive identities of each and every individual ( â€Å"Ethical Framework, † 2010. p3). The British Association for Counseling and Psychotherapy (BACP) suggests that counselors have the ethical responsibility of assessing the client without meaning any s ort of harm to the client. Any harm to the client must be prevented be it sexual, financial, emotional or any other form of client exploitation. Included in this responsibility is also to be competent and all times and not providing services when the counselor is unfit to ensure that assessments are done correctly ( â€Å"Ethical Framework, † 2010. p3). This is a vital point as ignoring these guidelines is likely to cause inaccurate assessment results, which might harm the client as a result. Prior to assessment, there are responsibilities to be upheld by counselors. One of such is the maintenance of assessment security and integrity. This responsibility expects counselors to protect the assessment materials by preventing improper use and distribution. They should stored in a secure place that can be only accessed by the staff with authorization. The few people who are allowed to have access to qualified and competent counselors who can interpret the results in the proper manner ( â€Å"Administration Practices, † 2004. p7). Reproduction of test results is also strictly prohibited. Another of one of the standard responsibilities of the counselor administering the assessment is the selection of a testing environment before assessment ( â€Å"Administration Practices, † 2004. p7). This is due to the fact that if clients are comfortable in the testing environment, they will be able to answer the questions posed more accurately. Other than the location of the as sessment, the testing period for the client brings about a similar purpose. The time at which the assessment is scheduled to take place must a time where the client is able to function best ( â€Å"Administration Practices, † 2004. p7). Counselors must judge the clients readiness and willingness to participate in the assessment and may then begin after in the responsibilities to be portrayed before an assessment. Not only are there responsibilities prior to the assessment, there also various responsibilities to be taken note of during the process of assessment. One of the main responsibilities during the assessment is the observation of the client. This ensures that the client follows the instructions given and will thus be able to provide a more valid and reliable result. The client will also be able to alert the counselor if there is any problem that arises during the midst of the assessment. For example, if a client has difficulty understanding the directions given, the counselor would be present to explain it in a brief and concise ( â€Å"Administration Practices, † 2004. p10). This comes hand in hand with reading the instructions of the assessment material. As the assessment begins, it is the responsibility of the counselor to read the instructions as written on the material. This should be done in a â€Å"natural, deliberate tone of voice and manner† ( â€Å"Administrati on Practices, † 2004. p10). At the exact moment where the assessment ends, the counselor has to gather all of the materials used. This is vital as it affirms the security of the assessment ( â€Å"Administration Practices, † 2004. p11). Failing to do so may cause a breach of confidentiality which will in turn affect the relationship between client and counselor. Counselors are obligated to give information in the event that the whereabouts of the materials are unknown. Following the end of an assessment, responsible counselors should check the assessment material in detail. The answers provided should be clear and easy to be interpreted. For example, if there are faintly marked answers, counselor should darken it for clarity. The test must be confirmed to be completely finished and checked thoroughly before the documents can be interpreted ( â€Å"Administration Practices, † 2004. p11). One of the most important responsibilities is the security of the documents ( â€Å"Code of Professional Responsibilities, † 1995. p6). The client must have full knowledge of the safety of the results. The client must be able to make an informed decision regarding the release of the results. Lastly, it is the responsibility of the counselor to judge the clients readiness before disclosing the results to the client. If the client is not ready, the results are not supposed to be released under any circumstances. This is done in the best interests of the client and it is to ensure the results will not harm them if disclosed prematurely. Overall, it is clearly shown that the assessment is a complex and crucial part in the process of career counseling. There are a plethora of responsibilities to be upheld by the counselors during assessment, be it professional or ethical. The responsibilities discussed in this paper are based upon the standard codes of ethics and responsibilities created by renowned and recognized organizations. Following these responsibilities ensures that a counselor can accurately carry out an assessment and bring the margin of error to a bare minimum.

Life, Death, and the Heroic Archetype Essay -- Heroes Hero Essays

Life, Death, and the Heroic Archetype The heroic archetype is a creative expression borne of the individual's desire to know and to understand the uncontrollable and often chaotic world in which he lives. In the popular culture of America we can find many reflections of the heroic figure; in writing, in the graphic art of comic books, and most certainly in the aftermath of September 11th, heroes are ever present. Our cultural champions speak to our collective need to make sense of the nonsensical and to establish order in both our external and internal worlds. Indeed it is through the internal world of the psyche and the lens of psychological thought that we may gain a better perspective of the fusion of creativity and knowledge that we have come to call the heroic figure. Creative experience and its expression cannot exist without some contextual framework by which it is understood and appreciated. The very survival of all that is creative depends upon such knowledge. Just as a bird released from its cage must eventually return to roost or perish in the wilderness so must our creative thoughts and imaginings eventually return to the reality of the corporeal world and the causal laws that govern it. This is the very nature of that which we call 'learning' and it is in such a way that creative thought gains relevance and weight, becoming part of our conscious reality. It is through this relationship between creativity and knowledge, between that which we imagine and that which we know, that we may gain a greater understanding of the heroic figure and its cultural significance. The archetype of the hero is an expression of our imagination as well as a reflection of our experience. Carl Jung develops this idea in his essa... ...ranz, M-L. "Science and the Unconscious." Man and His Symbols. Ed. Carl G. Jung. New York: Doubleday, 1964. 304-310. Henderson, Joseph L. "Ancient Myths and Modern Man."Man. Ed. Jung. 104-157. Hughes, Kristen E. "I Will Be My Own Hero." Encounters: Essays for Exploration and Inquiry. Ed. Pat C. Hoy II and Robert DiYanni. Boston: McGraw-Hill, 2000. 50-54. Jung, Carl G. "Approaching the Unconscious." Man. Ed. Jung. 72-73. "The Archetypes and the Collected Unconscious."The Collected Works of C.G. Jung. 2nd ed. Ed. Carl G. Jung. London: Routledge, 1990. 393-417. "On the Relation of Analytical Psychology to Poetry."The Advanced College Essay. Ed. Don Golini. Boston. McGraw-Hill. 2002. 170-188. O'Brien, Tim. "How to Tell a True War Story." Advanced.Ed. Golini. 439-557. "Policewoman's Remains Found at Trade Center." The New York Times. 21 Mar. 2002: B4.

Houshold Gods

â€Å"Their life gave our lives meaning, but broken homes will not set again. Their parting was our dissolution, they will never know their household gods are slain. † An intense end to Philip Hobsbaum’s poem ‘Household gods’ which presents the life of a broken home after the people that lived there have parted and left. Through the use of personification, rhyme, punctuation and diction, these small speeches convey the idea of a once happy and lively household now lost and the mournful end it faces.Philip Hobsbaum’s design of structure, punctuation and rhyme establish the furniture’s’ personified being. The poem is divided into nine stanzas, each consist of four lines enclosed by quotation marks to show a different speaker in each stanza. In the first, eighth, and ninth stanza the second and fourth lines rhyme, and these stanzas are spoken by the gods as a group. In stanzas two to seven, they speak as individuals, the first and third li nes rhyme as well as the second and fourth.This personification of the gods allow them to identify with the reader at a more personal level and be able to connect with him, The first stanza is spoken by the entire household, describing its role in observing the breaking of the lives of this couple â€Å"I saw them. I was there. † The author introduces the poem with a gloomy heavy tone, relying on words such as â€Å"breaking,† â€Å"distraught,† and â€Å"despair. † The couples’ breakup is â€Å"mirrored† by the household and foreshadows their future departure. The second and third stanzas are from an individual point of view, they represent some of the couple’s possessions recollecting their joyful past.At first, what seems to be a musical instrument belonging to the woman grieves its disuse, stating that it has â€Å"so long been silent† and it laments over the days when her â€Å"long fingers once caressed [it]. † It also introduces a passionate part of the couple’s relationship previously as it asks: â€Å"was that how at one time she touched him? † The third stanza introduces male’s possession as it recalls a happy past when â€Å"his lips on mine†¦warmed my clay. † This god is most likely a mug that the occupant used, and now he describes the â€Å"kiss† that he used to receive as â€Å"broken and swept away. These missing parts of the house are what take its life away; music brings joy to a home, and coffee in the morning is an indicator of life. The couple’s relationship can be related to the cup, as it was once warm full of embraces and kisses ‘in the morning or in darkness’, and now it is broken and being â€Å"swept away† as it ends. A rug mentions its experience next; it describes the past state of the couple as it used to serve ‘their steady feet,’ but now their steps are ‘tentative’ as they b ecome more reluctant to come across each other.In the past there was a sense of life to the house, but now the carpet feels sorrowful as it becomes a â€Å"street for strangers† as it is no longer able to recognize the transformed couple. It expresses its dismay in the last line which does not flow with the previous stanza to show its feeling of worthlessness and abandonment; it used to serve this couple but now it is merely â€Å"jute and wool† at the front of the house. The god in the fourth stanza, a room or the house also reflects on its abandoned state.It describes the time when they cared for it and made it â€Å"in terms of their vision†, however, the state that the room is in at this point shows neglect and deterioration as the â€Å"walls are pealing. † The house relates to the rug, as it also begins to feel useless after his â€Å"occupants have fled. † The sixth and seventh stanzas describe the final scene that this house lives. The sixt h stanza is spoken by a clock, which ironically speaks of time which does not repeat itself, unlike her hands. It also speaks about â€Å"the climactial moment† which has passed and will never reoccur again, no matter â€Å"whoever will come. This may refer to the house, which has reached an optimum point, and is now falling and could never be restored. The clock tries to â€Å"cough a final chime† but it so badly neglected that it couldn’t â€Å"henceforth [it is] dumb†. The seventh stanza is very similar to the first, except that it is being spoken from an individual point of view. A mirror is speaking about how it â€Å"mirrored their coming here† and is now watching them leave; it is only concerned about â€Å"their outer semblance† since it only deals with superficial aspects of people.The repetition of this stanza serves as closure to the relationship of this couple and their departure, leaving the house for destruction and decay. The final two stanzas are spoken by the gods as a whole, describing the death of the gods as life leaves the house for good. The eighth stanza describes the image of the house: ‘without a purpose,’ ‘chairs not to be sat on,’ ‘the books are stacked’. The author uses a metaphor in the last line ‘a house grown cold’ to emphasize the death of the house, similar to the way a human corpse becomes after all life has disappeared from it and it slowly starts decaying.The final stanza shows the reader that these gods cannot live without the presence of occupants, â€Å"their life gave ours meaning. † Yet there is no possible way for the return of these gods as â€Å"broken homes will not set again†, the concluding presence of the gods is set in the last line â€Å"they will never know their household gods are slain† in order to show the oblivious manner of the couple who will never know of the suffering that those around th em went through, and they will never learn of their death.In this poem, Philip Hobsbaum integrates emotions with household objects in order to allow the reader to relate to a broken household. The author shows the strong consequences that are caused by a broken home, and the need for a strong relationship to maintain it. Hobsbaum seeks to show the readers that a broken home causes such powerful destruction, such as the death of gods, in order to motivate couples to maintain strong relationships, for their farewells are able to create irreversible damage. Houshold Gods â€Å"Their life gave our lives meaning, but broken homes will not set again. Their parting was our dissolution, they will never know their household gods are slain. † An intense end to Philip Hobsbaum’s poem ‘Household gods’ which presents the life of a broken home after the people that lived there have parted and left. Through the use of personification, rhyme, punctuation and diction, these small speeches convey the idea of a once happy and lively household now lost and the mournful end it faces.Philip Hobsbaum’s design of structure, punctuation and rhyme establish the furniture’s’ personified being. The poem is divided into nine stanzas, each consist of four lines enclosed by quotation marks to show a different speaker in each stanza. In the first, eighth, and ninth stanza the second and fourth lines rhyme, and these stanzas are spoken by the gods as a group. In stanzas two to seven, they speak as individuals, the first and third li nes rhyme as well as the second and fourth.This personification of the gods allow them to identify with the reader at a more personal level and be able to connect with him, The first stanza is spoken by the entire household, describing its role in observing the breaking of the lives of this couple â€Å"I saw them. I was there. † The author introduces the poem with a gloomy heavy tone, relying on words such as â€Å"breaking,† â€Å"distraught,† and â€Å"despair. † The couples’ breakup is â€Å"mirrored† by the household and foreshadows their future departure. The second and third stanzas are from an individual point of view, they represent some of the couple’s possessions recollecting their joyful past.At first, what seems to be a musical instrument belonging to the woman grieves its disuse, stating that it has â€Å"so long been silent† and it laments over the days when her â€Å"long fingers once caressed [it]. † It also introduces a passionate part of the couple’s relationship previously as it asks: â€Å"was that how at one time she touched him? † The third stanza introduces male’s possession as it recalls a happy past when â€Å"his lips on mine†¦warmed my clay. † This god is most likely a mug that the occupant used, and now he describes the â€Å"kiss† that he used to receive as â€Å"broken and swept away. These missing parts of the house are what take its life away; music brings joy to a home, and coffee in the morning is an indicator of life. The couple’s relationship can be related to the cup, as it was once warm full of embraces and kisses ‘in the morning or in darkness’, and now it is broken and being â€Å"swept away† as it ends. A rug mentions its experience next; it describes the past state of the couple as it used to serve ‘their steady feet,’ but now their steps are ‘tentative’ as they b ecome more reluctant to come across each other.In the past there was a sense of life to the house, but now the carpet feels sorrowful as it becomes a â€Å"street for strangers† as it is no longer able to recognize the transformed couple. It expresses its dismay in the last line which does not flow with the previous stanza to show its feeling of worthlessness and abandonment; it used to serve this couple but now it is merely â€Å"jute and wool† at the front of the house. The god in the fourth stanza, a room or the house also reflects on its abandoned state.It describes the time when they cared for it and made it â€Å"in terms of their vision†, however, the state that the room is in at this point shows neglect and deterioration as the â€Å"walls are pealing. † The house relates to the rug, as it also begins to feel useless after his â€Å"occupants have fled. † The sixth and seventh stanzas describe the final scene that this house lives. The sixt h stanza is spoken by a clock, which ironically speaks of time which does not repeat itself, unlike her hands. It also speaks about â€Å"the climactial moment† which has passed and will never reoccur again, no matter â€Å"whoever will come. This may refer to the house, which has reached an optimum point, and is now falling and could never be restored. The clock tries to â€Å"cough a final chime† but it so badly neglected that it couldn’t â€Å"henceforth [it is] dumb†. The seventh stanza is very similar to the first, except that it is being spoken from an individual point of view. A mirror is speaking about how it â€Å"mirrored their coming here† and is now watching them leave; it is only concerned about â€Å"their outer semblance† since it only deals with superficial aspects of people.The repetition of this stanza serves as closure to the relationship of this couple and their departure, leaving the house for destruction and decay. The final two stanzas are spoken by the gods as a whole, describing the death of the gods as life leaves the house for good. The eighth stanza describes the image of the house: ‘without a purpose,’ ‘chairs not to be sat on,’ ‘the books are stacked’. The author uses a metaphor in the last line ‘a house grown cold’ to emphasize the death of the house, similar to the way a human corpse becomes after all life has disappeared from it and it slowly starts decaying.The final stanza shows the reader that these gods cannot live without the presence of occupants, â€Å"their life gave ours meaning. † Yet there is no possible way for the return of these gods as â€Å"broken homes will not set again†, the concluding presence of the gods is set in the last line â€Å"they will never know their household gods are slain† in order to show the oblivious manner of the couple who will never know of the suffering that those around th em went through, and they will never learn of their death.In this poem, Philip Hobsbaum integrates emotions with household objects in order to allow the reader to relate to a broken household. The author shows the strong consequences that are caused by a broken home, and the need for a strong relationship to maintain it. Hobsbaum seeks to show the readers that a broken home causes such powerful destruction, such as the death of gods, in order to motivate couples to maintain strong relationships, for their farewells are able to create irreversible damage.

The Problems with Police Departments - Free Essay Example

Sample details Pages: 4 Words: 1118 Downloads: 3 Date added: 2019/02/20 Category Society Essay Level High school Tags: Criminal Justice Essay Did you like this example? When it comes to policing, there can be a bad stigma with the police departments and how they work. Police offices can often overstep laws and even break them. Many times, issues of police officers disobeying rules can be turned into worldwide problems. Don’t waste time! Our writers will create an original "The Problems with Police Departments" essay for you Create order Abuse of power can be classified as excessive use of force, police shootings, and police corruption. Even though the majority of officers are good, the small percentage of corrupted officers can ruin the good image policing has. The corruption can lead to a lack of trust from the community and even protests. Abuse of power in policing will always be a huge issue but the negative media attention it receives will be a bigger enemy. The profession has been ripped apart over the years because of incidents that have to do with excessive force, shootings, and even reacting too quickly on the officers end. The problem when it comes to policing is the constant spotlight on every move that is made. The smallest of errors can be broadcasted for the whole world to see because of the strong presence of the media. The question then becomes is it the select few police departments that need to make a change or do these extreme cases show the corruption throughout the States (Samuels, 2000). The challenge to most officers is being able to treat every person as if it is their first interaction with the police, making sure they don’t see race or status and also remember the laws (Rosenbaum, 2005). The media shows a special interest in police misconduct and other issues. Studies have shown that 44% of people learn about police encounters through the media (Rosenbaum, 2005). This just shows how bad headline can go viral and cause extreme cases of protests and fear within civilians. It is found that many officers find it unacceptable to bring their own opinions into how they treat victims but there is still a solid line of segregation when it comes to officers views on how to handle situations regarding that of race, status, and even gender (Samuels, 2000). Often times, police officers can be blinded by the status or race of a person when handling a fast pace situation. Whether someone is black or white or receives low-income or high-income, it shouldn’t dictate the treatment they receive from any police officer. â€Å"Once we form impressions of other people, †¦ we tend to seek out information that confirms our existing expectations and challenges information that disconfirms our expectations† (Rosenbaum, 2005). One study even showed that one in six people believe that white people will be treated better than other races by police. (Samuels, 2000). It is evident that people are very aware of the difference in treatment depending on how you ar e as a person or even on how you look. The problems with policing directly affect all three parts of the Criminal Justice System, police, courts, and corrections. Considering it’s talking directly about policing, it should be noted that it has been around since 1829 but it split into different eras, the Colonial, Political, Professional, and Community Policing Era (Cole, 2018). Police officers must know the rights of an individual and the civil rights that come along with it (Samuels, 2000). The court system being the second part involves the police officers because they not only work in the system but they can be involved with the cases going on in court. Abuse of power cases can be brought in front of the court and can make it complicated because of the different types of police contact (Rosenbaum, 2005). They are considered a norm enforcement which means their role in â€Å"enforcing society’s rules and standards for behavior a function that contributes to peace and stability in society† (Cole, 20 18). They work alongside police enforcement when it comes to maintaining a peaceful and safe environment. The last part of the criminal justice system is the corrections. Corrections is the different types of programs that are made to manage the people who have been imprisoned or convicted of a crime (Cole, 2018). With corrections, many assume that the way the person is dealt with when being arrested will then result in what happens with that person when choosing what will happen to them afterward (Rosenbaum, 2005). Police corruption can allow one officer to be bias within a situation and treat one person differently than someone who was convicted of the same thing. Although controlling abuse of power doesn’t sound like it can be done, small changes and strong leadership can lead to trust being rebuilt towards police. Controlling this has to be done on both ends of the spectrum. Four out of every five Americans don’t have direct contact with the police yet there is still a huge barrier between police and their communities because of the bad news constantly circling the media (Rosenbaum, 2005). The police alongside the community needs to rebuild together in order to create better relationships and views for the future. Police discretion, the ability to make smart decisions in difficult situations, needs to be actively used (Cole, 2018). As talked about in Criminal Justice in America, there should be five steps always followed when considering a complex situation. One should always first consider the nature of the crime. This will dictate the severity of the incident and what actions should be taken. Second, how the criminal and vict im are related. Arguments between family members and strangers can call in different actions on the police end. The relationship between the officer and the victim can dictate future actions like how hostile or understanding a victim is to a higher authority. Race, gender, and status again are sometimes filed into how someone is treated. Even though that may not always be the best decision, it is one that must be taken into accountability. Lastly, how the policies of each department are different and discretion can be exercised in less or more extreme ways. Officers are going to face difficult challenges with all types of citizens and they â€Å" are charged with maintaining order and enforcing laws.† (Cole, 2018). To fix this issue, policing needs to retrace its steps back to the beginning and see where things took a turn. Another small solution to a big problem is car cameras. By monitoring each situation from either the officer or the car, it allows complicated situations to be read through evidence. New developments have shown that all the evidence collected would automatically be saved so no data will be lost (Cole, 2018). Having smarter equipment will keep officers and victims safer going forward. Going back to the basic things such as the five steps of police discretion and simple problem-solving skills can resolve incidents that end in unnecessary injuries or even death.

Argumentative Essay On Prejudice And Prejudice - 804 Words

Social conformity can be toxic, it often leads to the epidemic that is prejudice. To give a better idea of what prejudice means, Judice translates to judge in Latin, therefore the term â€Å"prejudice† literally translates into â€Å"pre-judgment†. There are innumerable forms of negative preconceived notions that exist in our world today, the biggest one being racism, which often is a stem of having anti-immigration views. Immigration prejudice is not unknown to any person who lives in America and has eyes and ears to know it exists, but it’s important to know that prejudice is not innate, it is learned, and as long as we allow our society to practice xenophobia among present and future generations we will never be free of it. According to the†¦show more content†¦Prejudice doesn’t discriminate, it lives in all runs of people: Whites, African-Americans, Asians, Hispanics, Republicans, Democrats, men, women, young, old- you name it. In a perfect wo rld this level of hatred wouldn’t be the norm, but it is. It is so widespread that there’s tangible evidence that shows even Hispanics (immigrant or not) have negative affiliations with immigrants. How can this be when Hispanics take the cake for making up the largest portion of new-comers. Interestingly enough, research done by the Pew Research Center concludes that the more Hispanics have become accustomed to nativism in American culture, the more likely they are to feel negatively toward the matter. This sense of superiority is quite frankly sickening, to know that even counterparts of immigrants could fall suspect of discrimination goes to show its daunting power. What’s more, the false notion that immigrants are purely responsible for the uprooting of crime, scarce resources, drugs, disease, and more have been fed to natives by the media and those in powerful positions to continue defacing the image of immigration as there’s no solid evidence to just ify being anti-foreign. As the descendant of an immigrant father and his father before him, I’ve witnessed firsthand the means and consequences of trying to enter this country and become a citizen. TheShow MoreRelatedArgumentative Essay : Drive Out Prejudices From The Door And They Will Return Through The Window 1514 Words   |  7 PagesHamilton English 1020 10/29/15 Prejudice â€Å"Drive out prejudices through the door, and they will return through the window†. Frederick the Great made the aforementioned statement in a letter to Voltaire. The statement essentially implies that it is futile to attempt to get rid of prejudice. One can try to eliminate it, but it will only come right back. 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The Armory Show and Hitler’s Degenerate Art Show free essay sample

Art Show From paintings to sculptures, both realistic and modern, the International Exhibition of Modern Art at the 69th Infantry Regiment Armory was the first modern art show to arrive in America to exhibit works by Americans and Europeans alike. Opening its doors on February 17 of 1913, the exhibit astonished many New Yorkers with the modern style coming out of Europe. As many as 88,000 people attended the Armory Show, the most to ever attend an art show in New York. Fast-forward 24 years to a country struggling to identify itself after losing a World War, Germany needed guidance to run a successful country and win its people’s approval. As Adolf Hitler gained power in Germany, he needed the country to back him in his beliefs, and he did so through propaganda. One of Hitler’s propaganda ploys was an art show exhibiting art by â€Å"leftists,† and their rejection of traditional and their willingness to â€Å"taint† art, the Modernists. We will write a custom essay sample on The Armory Show and Hitler’s Degenerate Art Show or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Hitler called this art exhibit The Degenerate Art Show, opening on July 19 of 1937. Both exhibits were showing works of art that today are in art history books and are known worldwide, but both shows had different agendas. People attending the Armory Show saw over 1,300 pieces by over 300 artists including Matisse, Picasso, Cezanne, van Gogh, Monet, and Duchamp. Many other Americans and Europeans were represented in the exhibit and most had spent a lot of time in Europe, exposing them to the avant-garde art of Europe. Many pieces were bought by collectors and gave a push for the Metropolitan Museum of Modern Art to purchase works. News reports and reviews were filled with accusations of quackery, insanity, immorality, and anarchy, and even a condemning statement from the President of the United States at the time, Theodore Roosevelt, stating that â€Å"this was not art! † Paintings like Nude Descending a Staircase by Marcel Duchamp was a example of people misinterpretation of the modern art movement. The Armory Show was a display of American and European avant-garde art and a way of thinking that expanded the United States understanding of art. But, another art display that happened 24 years after the Armory Show was showing Germany the same style of art, modernism, but in a different way, a negative way. Adolf Hitler’s hatred for anything not nationally traditional paved way for a new type of art exhibition, a degenerate show. As virtually all avant-garde artists were removed from teaching positions in Germany and their works confiscated, the art was displayed at the exhibition of Degenerate Art in Munich. This exhibition was to demonstrate to the German people the mental and moral degeneracy of modernistic art. Over 600 works were displayed, or in this case dismayed, and over 2 million people visited the show at about 20,000 citizens a day. After the exhibit, many high valued pieces were sold at an international art auction in Switzerland, but the rest of the art, almost 5,000 pieces, were burned in the yard of the Berlin Fire Brigade in 1939. The Degenerate Art show was conceived to create public outrage and control culture by controlling what people saw, as well as heard. And in doing so, destroyed priceless works of art and exiled thousands of artists if they were not captured and later executed. America’s ideology of art and free expression is the structure the country was built on and was trying not to hide expression in the Armory Show of 1913 but show a country new ways of art and the art of expression. The Nazis were all about being on the opposite side of the spectrum and controlling its people’s way of thought and expression. In turn, all the hatred that came out of Germany in the 1930s and 1940s was an exhibition of its own, the Degenerate Country show.

Short Guide to Answering Exam Questions free essay sample

Such questions are usually very straightforward. You would usually be asked to â€Å"discuss†, â€Å"explain† or â€Å"write short notes†. However, the examiner may sometimes ask you to â€Å"compare†, â€Å"identify the difference: or â€Å"explain the difference†. This type of question would expect you to list out what the respective characteristics of the terms are and then identify the differences. Just be careful of overconfidence. Hypothetical questions Look first at the question the examiner wants you to answer. It is usually found in the last sentence(s) of the question. This will influence the way you look at the hypothetical facts given. If you look at the facts before you look at the question, you may form your own question and this may result in the inappropriate answer. 1. 1. 2. Identifying applicable law (applicable to all questions) Once you have identified the question, this also narrows down the principles you have to use to answer. The applicable principles can be very wide or very narrow. We will write a custom essay sample on Short Guide to Answering Exam Questions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A contract question is obviously about the law of contract. But the law of contract covers many different sub-topics. Even these can be very general. For example, you have misrepresentation, mistake, lack of capacity etc. Under mistake, you have unilateral or bilateral mistakes. And the list goes on. Once you identify the appropriate legal principle, you should quickly write down the key points. Being able to narrow down the specific law being asked also means that you can elaborate more on the specific point. This will mean less time wasted on unnecessary points. 1. 1. 3. Identifying the key factors for liability (applicable to all questions) As you study, you would realize that the law is very much like a mathematical formula. To establish liability under a principle, you would usually have to establish certain factors exist. The hypothetical usually requires you to discuss one or more of these factors. Before you are able to proceed further, you should therefore identify the key factors. Example is that for a contract to be formed, you must have the factors of offer, acceptance of the offer, an intention to create legal relationship and consideration. Once you identify the appropriate key principle, you should quickly jot down the key words as well as the key case to be used. Identifying the key facts (not applicable to pure theoretical questions) Once the key points have been identified, you are now ready to look at the facts of the case. As you read the facts, you will be now looking to see how many of the factors actually exist in the problem. You have to carefully identify the â€Å"missing† or â€Å"contentious† facts. For other questions, you have to identify what the examiner wants from you. If it is similarity or difference, then you look for the similarities or differences in the principles you are expected to compare. For one thing, a lot of students think they if they cover everything, they are bound to hit something. The problem often is that you do not discuss enough about the relevant issues and much about the irrelevant ones. The student also runs out of time and this is often the reason why students find that they have not enough time. †¢ Criticizing the law. Students sometimes feel it necessary to criticize a legal principle. The mistake is that you spend all the time criticizing the principle without solving the problem. Focus on solving the problem first before criticizing the law. Ignoring the law. Sometimes the legal answer seems wrong from a practice point of view. The student then decides to give â€Å"practical† advice instead of focusing on the legal aspects of the case. Again, give your legal solution first before embarking on the â€Å"practical† solution. †¢ Confusing the solution. Students try very hard to solve the entire problem at the same time. This o ften leads to convoluted and incomprehensible answers. In short, no one (including the student) understands the answer. Solve one problem at a time and then give the overall view at the end.