Compare how feelings are presented in two of the poems Harmonium and Brothers Essay

Everyone experiences feelings; they cannot be ignored as we have no control over them. In ‘Harmonium’, Simon Armitage explores the feelings of the relationship between himself and his father, using the extended metaphor he presents the instrument ‘harmonium’ to test his feelings that exists between the father and son. The name itself ‘harmonium’ immediately highlights the connection or ‘harmony’ between them. Armitage also underlines the feeling of regret throughout the poem, as the harmonium is â€Å"gathering dust†, which means by protecting the instrument, he can retain memories from his life. In ‘Brothers’ feelings are also explored by Andrew Forster, the poem underlines the childhood experiences, and the unbalanced relationship with siblings. Forster presents a nostalgic part of a childhood memory, which consists of emotional significance, where relationships change between two brothers. The little brother is considered inferior, as the older brother does not enjoy his â€Å"spouting† conversation, he takes advantage to neglect his little brother so that he can be with his friend doing â€Å"what grown-ups do†. In similar, this poem also identifies regret, the older brother expresses guilt that the ‘distance’ he has created between them, and the little boy with his ‘hand holding out’ showing desire for connection with his older brother. Feelings are presented differently throughout the poems. In ‘harmonium’, Armitage uses colloquialisms which shape the speech patterns of Yorkshire dialect, and also showing discomfort between the feelings of father and son. At the start of the poem, Armitage begins with ‘for a song’, which explores the idea of memories of the past ‘struck a chord’. Armitage also highlights his father’s vulnerability, as he is a ‘dead weight’ which may suggest that he is a burden to his son as he gets older, where they have formed feelings of regret. Similarly, in ‘Brothers’, Forster also uses colloquialisms ‘saddled with you’ or ‘me and Paul’ to represent the speaker’s voice as more realistic. Forster explores the feelings through using monosyllabic language such as ‘said you should go and ask Mum’ which is clearly suggesting childhood and an emotional tone, also showing regret in their feelings. In ‘Harmonium’, Armitage uses personification to identify the metaphorical link between his father and the harmonium, such as ‘the case is ‘aged’, its keys are ‘yellowed the fingernails’, it has ‘lost its tongue’. These suggest that Armitage is describing his father as old, no longer needed. Contrastingly, in ‘Brothers’, Forster uses verb forms to underline the feelings of the two brothers, as the older brothers are considered ‘ambled’ and ‘strolled’, whereas the younger brother ‘skipped’ and ‘windmilled’ which suggests that he is at ease. However, his brothers fear unassertiveness due to being in their teens. This suggests that they hold feelings for each other, but don’t want to expose them in front of their friends. Imagery is used to express the uselessness and vulnerability of the father in ‘Harmonium’. As the instrument itself is ‘gathering dust’, old and is rusty, the father is also ‘aged’, showing that he is no longer needed and is a burden. ‘Bundled off to the skip’ and ‘laid on its back’ suggest his uselessness. However, Armitage also emulates on the harmonium’s positive past, by describing it as ‘under the sunlight, through stained glass’, and the voices to be singing like ‘glided finches’. This positivity of his father’s is shown as the last words in the final stanza, where the use of sibilance, imagery and strong rhyme suggests whispering of the ‘phrase’ contained in rhyming couplet which creates regretful tone and feeling, which could suggest that Armitage cannot bring himself to speak. On the other hand, in ‘Brothers’, the tone becomes regretful as he describes his little brother from a distance when ‘holding out a coin’. This suggests that the brother is regretful for neglecting and abandoning his little brother for being with his friends and ignoring his existence, and this is shown at the end of the poem where the older brother realises the ‘distance’ he created between them both. Hence, the love for his little brother is a realisation of guilt through the description of his carefree playfulness and him ‘holding hand out’ for a coin. The repentance makes his feelings for his little brother come across and their relationship alter over time. Both poems present strong, feelings of emotional pain and regret. Harmonium’ where Armitage discovers the vulnerability of his father at the end and through the instrument itself, where he feels something has been lost which is unable to recapture. Which suggest that he later wanted his father to be a part of his life. ‘Brothers’ where the poet underlines the difficult relationships between siblings and how they chan ge overtime, as for the older brother feeling regretful for neglecting his younger brother who was ‘holding up a coin’. Both poems suggest and express regret for a missed opportunity to communicate the feelings with the close ones.

The Sandman

E. T. A. Hoffmann's â€Å"The Sandman† illuminates Freud's theory of the Uncanny. Freud’s understanding of Nathaniel in E. T. A. Hoffmann’s â€Å"The Sandman† is that the Nathaniel’s â€Å"madman† like actions are the result of the return of his suppressed juvenile material. Nathaniel is the protagonist and is convinced that a frightful destiny awaits him. His fear focuses on a threatening old man whom he has understood since infantile to be the â€Å"Sandman†, a monster who takes away the eyes of children who are awake at night. He connects the â€Å"sandman† with Coppelius, a colleague of his father and he incriminates Coppelius in his father's death.As an adult, Nathaniel madness is triggered after having a visitor from what he believes to be the â€Å"sandman† whom in reality is a salesman named Coppola. Freud uses E. T. A Hoffmans â€Å"The Sandman† to describe the idea of repression of childhood complexes. E. T. A. Hoffmann's â€Å"The Sandman† is believed to be â€Å"uncanny† by Freud. Nathaniel believes in the evil â€Å"sand-man† from his childhood. He is not completely mature and has trouble growing up throughout the story. His fiancee Clara tries to help and tell not to let his stories get to him but it only maddens him.Nathaniel wants people to feed into his stories but his stories drive him to be a mad man. He is sent away to recuperate at an asylum. He meets a man named Coppola who he believes to be the evil Coppelius/ sandman. Nathaniel ends up realizing that he is just a man who sells glasses and buys a pair off of him. While he is away he falls â€Å"in love† with an inanimate object named Olimpia and forgets about his fiancee Clara. â€Å" But then he had never had such a perfect listener. † He loves the way Olimpia just sit there and listens to his stories, he falls for her womanly shaped figure. Her beautifully molded features and her sha pely figure compelled general admirations. † Nathaniel ends up destroying Olimipa, which can serve as one of his alter egos, his narcissistic side. He remembers about his lovely Clara and gets â€Å"better† he goes back home to his family but Nathaniel is not better. Clara ends up bringing up a gray bush that she spots which reminds him of the sandman and drives him mad again. He attempts to kill Clara and then ends up jumping and killing himself as well as his alter ego Coppelius.As people began to climb the stairs in order to seixe the lunatic, Coppelius laughed and said: â€Å"Ha, ha- just wait, he’ll soon come down soon by himself† and looked up, like the others. Suddenly Nathanael paused and stood stock still, he went down. Suddenly Nathanael paused and stood stock still he went down perceived Coppelius, and, with a piercing shriek of Beautiful eyes-a! Beautiful eyes- a! ’ he jumped over the parapet. By the time Nathanael was lying on the pavem ent, his head shattered, Coppelius had vanished into the throng. 118) Coppelius can be read to be an alter-ego of Nathanael; the way Hoffman states that Coppelius just vanishes once Nathanael hits the ground makes it seems as if now that Nathanael is not alive neither is the story of the â€Å"sandman† Freud does not believe that the sandman or Olimpia are Nathaniel’s alter-egos. He has other interpretations about what is wrong with Nathaniel. Freud believes that Nathanael’s obsession with the sandman and Olimpia is what someone experiences in adulthood that was repressed from their earlier stages in life.Nathaniel was told the story of the sandman as a little child by his old nurse: don’t you know yet? He’s a wicked man who comes to children when they don’t want to go to bed and throws handfuls of sand into their eyes; that makes their eyes fill blood and jump out of their heads and he throws the eyes into his bag and takes them into the cr esent moon to feed his own children (87) Freud believes that this story triggered the instability of the psych while Nathaniel was young.In the Uncanny Freud states â€Å"everything that ought to have remained hidden and secret, and yet comes to light,† (7) Whenever something reminds Nathaniel of the sandman it triggers him to turn into a â€Å"madman† and he gets lost in his own world. There are different causes that trigger one to go mad. Freud believes that one of the main sources of â€Å"uncanny† has to do with the idea of one being robbed of their eyes. â€Å" Oedipus that mythical-lawbreaker was simply carrying out a mitigated for of punishment of castration. Freud believes Nathaniel was afraid of castration not just loosing his eyes since many cherish both. Oedipus links with Nathanael, both were afraid of loosing a part of them that they both treasure. Nathanael also treasures his mother. Nathaniel seems to only see his mother as â€Å"good†, sh e is the one who protects them and the one that does not want the sandman in the house. â€Å"my mother, kissing and cuddling her darling boy who was thus restored to life. † (91) Nathanael has an attachment to his mother.Nathaniel appears to not like his father and see him as the â€Å"bad† parent. â€Å"I was comforted by the realization that his alliance with the devilish Coppelius could not have plunged him into eternal perdition. † (92) It could be because the father continues to allow the sandman in their home. Freud believes that nothing is ever forgotten and it just stays suppressed in one’s mind until something triggers one to remember. Nathanael’s suppressed memories make his narcissist.The â€Å"double† is the primary source of narcissism in a child. Only in Olimpia’s love do I recognize myself† â€Å"Olimpia had voiced his own thoughts. † This is where Nathaniel’s narcissism returns; Olimipa is a reflec tion of himself. â€Å" The idea of the â€Å"double† does not necessarily disappear with the passing of the primary narcissism, for it can receive fresh meaning from the later sages of development of the ego† (10) Olimpia is the re-birth of Nathaniel’s narcissism ways in which he begins again to be self-absorbed.The Sandman by ETA Hoffman is one of the most well known short stories throughout history. It is very unusual to other short stories. Whether we all agree with Freuds interpretation of the story, Freud makes some good arguments on why the narrator is the way he is. Nathaniel is a troubled individual who ends up taking his own life. No matter which way you take the story he ends up still being a madman.

The Internment of and Assimilation of Japanese-American Research Paper

The Internment of and Assimilation of Japanese-American - Research Paper Example This discussion stresses that Japanese-American were forced to move to camp and lived there for almost three years. During the internment, Japanese-Americans’ lives were changed. â€Å"the residents faced problems of housing, food, employments, medical care, education, internal security, and religious worship''. Japanese-American had to give up their own culture and started to accept American culture and lifestyle. Although the internment brought a great deal of negative effects for Japanese-American and let them give up a lot of things, the experience of the internment was the turning point of the development and survival of Japanese-American.A the paper highlights  the experience of internment had an impact on Japanese-Americans’ cultural assimilation. When Japanese-American were forced to move to camps, the life that they established carefully was broken. They had to abandon Japanese traditional culture. Before Japanese-American moved into camps, they only had a f ew days to pick up their things and most of them had to give up their property.   In order to prevent from being suspected, they gave up anything that related to Japan, such as letters from Japanese family members, Japanese books, Japanese records and so on. This action let Japanese-American broke all connection with Japan or with their family members who still lived in Japan. In the camps, the living environment was simple and crude.  

Knowledge Management and its Advantages in Business Research Paper

Knowledge Management and its Advantages in Business - Research Paper Example Knowledge management can either contribute to the corporation or harm it in the attainment of the corporate goals. Thus, in order to assess its effect upon the organization, knowledge management must be considered as one of the business processes of the organization. This way, it can be determined whether the organization is moving closer or farther from the goals and objectives. Measuring KM effectiveness can be attained by measuring its impact upon the other business processes, the goals and benefits. Knowledge is an intangible asset and therefore cannot be observed. In recent times, management of knowledge has gained a lot of focus in organization management. Essentially, it has become one of the most important assets in business today. Knowledge management can be defined as the continual and persistent interaction among players in a system that leads to enhancement and maintenance of the systems knowledge base. The system or organization produces knowledge by gathering and organizing information and integrating the information in its strategies, goals and objectives to ensure adaptability and sustainable growth. In other words, an organization utilizing knowledge management continually compares existing knowledge with new information and adds up its knowledge base to improve on its method of production, strategies in an attempt to ensure that its targets and goals are attained. (Firestone, 1998). In a business setting, knowledge has three main building blocks, namely: a) data wh ich is raw, and without context; b) data is then transformed into information which is usable; and c) lastly, information is interpreted and combined to beget knowledge. There are two main types of knowledge, tacit knowledge and explicit knowledge. Tacit knowledge is derived from experience, and refers to expertise or knowledge that is difficult to transfer orally or through writing. For example, mechanical expertise can, to an extent be classified as tacit because it is acquired in time through experience and practice. On the other hand, explicit knowledge can be documented and taught through classroom learning. Explicit knowledge can easily be shared without necessarily having to practice or train (Marquard, 1996). Statement of the problem In the corporate environment, multiple factors that have emerged in the recent past have continually changed the approach and way of conducting profitable and sustainable businesses globally. Increased competition due to global economic developm ent, liberalization of international markets, advancement in technology and global integration has significantly changed the competitive landscape. Moreover, increased information access and globalization has not only increased consumer choice but also shifted power from producers to consumers. Traditionally, critical success factors such as product leadership, capital

Globalization And Fashion Merchandising Assignment

Globalization And Fashion Merchandising - Assignment Example Globalization is easy for some parts and very hectic for others, simply because of the gaps in the different economies, levels of technology and other factors such as state regulations. All the same, Globalization in fashion is an aspect that most states advocate for as a catalyst for their economy especially because the media has made everything easier. Every section of the media has information on fashion from music videos to the internet; most of them apply as marketing strategies and source of knowledge on fashion trends and the international market, at large. StrengthsGlobalization has made it easier for everyone in the fashion business especially in terms of accessing material and other necessities that were initially hard to find. For instance, textile producers import products at fair prices because it is a market with augmented attention from different dominant states on a global scale. Apparel firms have branches in multiple countries creating job opportunities and getting readily available labor at reasonable payments; obviously, with such connections and relationships, transnational companies continue to develop at an impressive pace. Retailers also benefit for globalization in unimaginable ways; for instance, they initially visited foreign countries in search of materials giving them knowledge on fashion to a point that they are able to predict trends. In leading states, most retailers multitask and have private labels that give them an economic advantage on local and international levels.

What do you think he would have said is the mission assigned to the Essay

What do you think he would have said is the mission assigned to the people of the United States by God in 2010 - Essay Example His teachings mainly revolved around human rights and reduction of social injustices. He was more of a voice of the poor and wanted political parties to not to include church for their own personal interests (Brockman). According to a survey it was seen that 55% people of U.S.are true followers of religion still many a times conflicts are seen between the government of U.S, churches and other religious groups regarding the actual meaning of Christianity and religious freedom. It has been observed that people may believe in God but they do not remember the actual teachings of Jesus. When we talk about what Romero would say to the people of America regarding their mission by God then it would be spread to a large number of areas because today America has lost its way not only in forgetting the principles of humanity, social justice and equality but they have also forgotten to share happiness and love with each other. Today in U.S., it is seen that people are not much keen to celebrate the holy occasions. If he was living today he would have definitely invited people to celebrate these occasions for they were set by God with the aim to remember the sacrifice their ancestors did in the name of religion. He in his first pastoral letter had invited the Salvadorans to celebrate Easter as it was the coming of the Holy Spirit of love and truth. He would have also called upon the churches existing in America to identify the importance of Easter, for Easter was born from the side of the Christ. Also, reminding them about the main elements of Church which are to create community drenched in love for Christ, accept his preaching and to support Church and the grace of Easter (Romero, The Easter Church). He believed that if Church acts the right way the whole nation can be brought back on the right path. He always wanted church to concentrate on purifying the hearts of people and helping those who

Reaction paper 5 Essay Example | Topics and Well Written Essays - 250 words

Reaction paper 5 - Essay Example Therefore, an alternative currency will help in restoring the confidence based on the dramatic rise in the price of gold. Additionally, the essence of gold is that no one can make more of it than what already is in the ground (Alan, Javier & Robin, 2010). As a result, this will help curb inflation. Another advantage of gold as a currency is in helping policymakers using it as a measure of investor’s concern about the fate of other currencies. Moreover, there has been increased investment in gold by new investors than before, and this has made it easier to buy and sell bullion (Alan, Javier & Robin, 2010). In addition, the gold as a currency has shown that it is not easy to be debased. On the other hand, there are arguments against the use of gold as a currency. The argument is that alternative currency will still have its own problems. For example, the Eurozone has fractured bond market while there is also no free trade on China’s renminbi (Alan, Javier & Robin, 2010). The other argument is that gold currency is prone to deflation based on its continuous rise in price. Consequently, such a high rise does not help in predicting a rise in the price of other

Occupational Health and Safety Hazard Material Management and Hazard Essay - 3

Occupational Health and Safety Hazard Material Management and Hazard Communications - Essay Example 74-79). OSHA regards a certain chemical as hazardous if can pose a health or physical hazard. A health hazard is one that can cause a chronic or acute health effect on someone. On the other hand, physical hazards may include compressed gasses, organic peroxides, combustible liquids, explosives, oxidizers, flammables, unstable chemicals and water reactive ones. Chemical importers and manufacturers have the obligation of evaluating chemicals in a bid to establish whether they pose health and physical hazards to people (Robinson & Bird, 2012, p. 74-79). The Hazard Communication Standard does not cover certain product categories. These are wood and wooden products, foods, cosmetics, drugs, and alcoholic beverages packaged and sold for personal consumption. Drugs that health care providers and pharmacies dispense for patient use are not included in the labeling requirement. This also applies to over-the-counter drugs not to forget those drugs that employees consume while at the workplace like aspirin or even first aid supplies. While wood and its products are exempt from the labeling requirements, wood dust is included since it is regarded as a hazardous chemical (Robinson & Bird, 2012, p.

Education in Wuthering Heights Essay Example for Free

Education in Wuthering Heights Essay Education of the 18th and 19th century connects closely to the gender association of this period. Men from wealthy families were the only persons provided the opportunity to be educated at the university level. Just as many men use golf to prove their status and superiority today, these gentlemen pursued cricket and rugby. Another similarity with society today involves the importance of personal connections to further your education possibilities and business opportunities. Social standing was extremely important during this time. Manners, money, birth, occupation and leisure time were crucial indicators of social standing, determining not only ones place in society but ones freedom to act, speak, learn, and earn (Longman p. 1886). (alternate view on Victorian society) In the Victorian Era, social class was not solely dependent upon the amount of money a person had; rather, the source of income, birth, and family connections played a major role in determining ones position in society. And, significantly, most people accepted their place in the hierarchy. In addition to money, manners, speech, clothing, education, and values revealed a persons class. The three main classes were the elite class, the middle class, and the working class. Further divisions existed within these three class distinctions. The struggle between social classes roughly resembles a real-life conflict during this time. The book was published during the Industrial Revolution, a time of great economic change in which laborers fought for fair conditions in the workplace, and employers fought to defend themselves. People formed groups to work for their own benefit, thus, causing the separation of classes THE GENERAL EFFECT THAT STRESS ON EDUCATION AND THUS SOCIAL CLASS BRINGS OUT IN THE NOVEL: Education is the one of the central themes in Wuthering Heights, it brings about social status and class distinction in the novel, one of the major differences that we witness between Class struggle is a central theme found in wuthering heights. Class determines hatred, marriage, financial situation and occupation in Wuthering heights. The strict guidelines of class structure break hearts, bring about marriages without love and affect the physical and emotional wellbeing of every character. Even the two main houses in Emily Bronte’s novel reflects the difference education imparts on the character’s dispositions and behaviour. The setting of the story at Wuthering Heights and Thrushcross Grange provides a clear example of social contrast. While the Heights is depicted as simply typical and domestic and associated with uneducated characters: (Nelly, Heathcliff, Hareton, Zillah and Joseph) the Grange is described as a scene of unprecedented richness (80). Each house is associated with behaviour fitting the description. For example, when Catherine is taken into the Grange, she experiences drastic changes, thus going from a savage to a lady (80). While at this house, she rises in status, learns manners, and receives great privileges such as not having to work due to being acquaintances with the educated Isabella and Linton. Heathcliff, on the other hand, learns to classify himself as a member of the lower class, as he does not possess the education of those at the Grange. THE EFFECT OF EDUCATION (OR LACK OF EDUCATION) ON THE CHARACTERS IN WUTHERING HEIGHTS: *MY IDEA IS THAT THE THEME OF CLASS AND EDUCATION ARE INTERLINKED. EDUCATION BREEDS CLASS AS SEEN IN THE CHARACTERS OF EDGAR LINTON, ISABELLA, CATHERING EARNSHAW (TO SOME EXTENT) AND CATHERINE LINTON HEATHCLIFF: †¢Education in Wuthering Heights leads to a better understanding of class and society. The fact that Heathcliff is deprived of an education, immediately lowers his class and ranks him among the servants of Wuthering Heights, emphasized when Catherine Earnshaw returns to Wuthering Heights after her stay at the Lintons. (chapter 7) :† why how very black and cross you look!and how- how funny and grim! But that’s because I’m used to Edgar and Isabella Linton.† †¢Even though Wuthering Heights two families live out in the middle of nowhere, they still abide by the constraints of class. Brontà « lets us know through Catherines aspirations to marry Edgar Linton that Thrushcross Grange is a far superior manor to the sprawling farmhouse at Wuthering Heights. Now, the Lintons and the Earnshaws are both members of the middle class – between the working class and the elite – as they have servants running the house. But marriage to Edgar Linton is still the means through which Catherine becomes the greatest woman of the neighbourhood (9.59) while, as she tells Nelly, Did it never strike you that if Heathcliff and I married, we should be beggars? whereas if I marry Linton, I can aid Heathcliff to rise and place him out of my brothers power (9.99). Being an orphan with no family ties and no land, Heathcliff is the lowest on the totem pole. That Hindley denies Heathcliff an education implies that he is trying to force him to become a servant (which is how he, in fact, refers to him several times). So it makes sense that Heathcliffs revenge is tied directly to the novels class issues, because property ownership is one of the privileges of the middle class and above. :† He drove him from their company to the servants, deprived him of the instructions of the curate, and insisted that he should labour out of doors instead; compelling him to do so as hard as any other lad on the farm. (6.9)† †¢Heathcliff is brought up in a middle class environment with the earnshaws and then into a working class when Hindley takes over custody of Heathcliff. Heathcliff originally was of low working class, being a gypsy (a poor nomadic race of people) and had dark skin. His ethnic disposition worked against him when being judged by the Earnshaws and Linton’s. This leads to the constant belittling of Heathcliff by Hindley and the Lintons ultimately resulted in his loss of Catherine and his motivation in bring about the downfalls of the Earnshaws and Lintons. †¢Heathcliff is an orphan; therefore, his station is below everyone else in Wuthering Heights. It was unheard of to raise someone from the working class as a member of the middle-to-upper middle class. Even Nelly, who was raised with the Earnshaw children, understood her place below her childhood friends. When Mr. Earnshaw elevates the status of Heathcliff, eventually favoring him to his own son, this goes against societal norms. This combination of elevation and usurpation is why Hindley returns Heathcliff to his previous low station after the death of Mr. Earnshaw, and that is why Heathcliff relishes in the fact that Hindleys son Hareton is reduced to the level of a common, uneducated labourer. †¢Due to the fact that Heathcliff is uneducated Catherine begins to prefer Edgar Linton’s society simply because Edgar is able to discuss more intellectual topics than Heathcliff, thus due to his lack of education and class distinct he lost the love of his life, Catherine. †¢Only after he becomes educated and more genteel does he garner more respect in the novel. †¢When Heathcliff returns, having money is not enough for Edgar to consider him a part of acceptable society, as he is not educated. Heathcliff uses his role as the outcast to encourage Isabellas infatuation. The feelings that both Catherine and Isabella have for Heathcliff, the common laborer, cause them to lose favor with their brothers. Hindley and Edgar cannot accept the choices their sisters make and therefore, withdraw their love. When a woman betrays her class, she is betraying her family and her class — both unacceptable actions. †¢It should be noted that Heathcliff uses the Victorian’s obsession with class distinct and education against his enemies. They are tools of his revenge. CATHERINE: †¢Social class and education must be the reason Catherine marries Edgar; she is attracted to the social comforts he can supply her. No other plausible explanation exists. Catherine naively thinks she can marry Edgar and then use her position and his money to assist Heathcliff, but that would never happen. †¢The fact that her own brother Hindley deprives her true love, Heathcliff of an education makes Catherine realize the fact that Heathcliff would never be of any consequence to society as in Victorian times education and class distinct ran hand in hand. This is what broadens the chasm between Catherine and her childhood companion Heathcliff as she comes back from her stay at the Lintons. †¢It is Heathcliff’s lack of education that drives her into the society of the Lintons. †¢The fact that Hindley deprives Heathcliff of an education cements Cathy’s view of Heathcliff as a tyrant and causes a chasm between brother and sister. †¢The fact that education is such an important part of Victorian society is emphasized by Catherine’s choice to marry Linton rather than Heathcliff. Catherines decision to marry Edgar Linton rather than Heathcliff, and this decision widens the gap between social classes. Edgar Linton is a wealthy man of high status and education, and Heathcliff is poor and possesses no assets. Catherine does not consider personal feelings, but instead, she focuses on her outward appearance to society. Edgar Linton will be rich and I shall like to be the greatest woman of the neighborhood whereas if Heathcliff and I married, we should be beggars (81).† It is obvious that wealth justifies social class, and Catherine strives to achieve high status. HINDLEY: †¢Out of all the characters in the novel, Hindley seems to be the most worldly, from a young age he is sent off to college, mainly due to his father’s deference to Heathcliff. This causes us to believe that he is more exposed to Victorian class distinction, more than the other characters of the novel as he is sagacious enough that he discovers that by depriving Heathcliff of an education he ultimately separates him from Catherine as he is then ranked among a servant. †¢Due to Heathcliff, in a cyclical turn of events, Hindley’s own son due a combination of his own neglect and Heathcliff’s cruelty is deprived of education. The fact that he is deprived of education deprives him of any social consequence and his own birthright, emphasizing Emily Bronte’s theme that class and social standing can’t exist without education. EDGAR LINTON: †¢Edgar Linton is a wealthy and well-educated with a noticeably higher ranking than the tenants of Wuthering Heights. †¢Although his rank has made him rather weak- willed and effeminate in character. (Emily Bronte seems to associate the genteel class with slightly effeminate characteristics) he is well educated and this leads him to win the heart of Catherine. †¢His high social status and education make him dislike Heathcliff whom he regards as a ‘gypsy’, his wife and sister’s regard for a man with such low education is a cause for his extreme dislike towards Heathcliff †¢Edgar embodies Victorian society’s idea of a well- educated. Cultured gentleman. Emily Bronte uses Edgar to depict the value of education in such a society, he is a complete contrast to the character of Heathcliff. HARETON: †¢while Hareton’s outward behaviour might suggest a lack of character, he responds to Cathys beauty and love by striving to improve his mind. Hareton realizes the importance of education in Victorian society. †¢Heathcliff’s revenge on him is to make Hareton a double of a younger Heathcliff, by denying Hareton his right to an education he makes Hareton less than a servant in Victorian society. This is emphasized by Linton Heathcliff and Catherine Linton’s treatment of him. CATHERINE LINTON: †¢Wuthering heights is famous due to Emily Bronte’s use of doubles or ‘shadowing’ both mother (Catherine Earnshaw) and daughter (Catherine Linton) share a distate for those characters with a lack of education, emphasizing the Victorian era’s obsession with education and the important role it played in class distinction. †¢Catherine Linton shows distaste and even disgust towards her uneducated cousin Hareton, she is shocked that they are related and mocks him with her more cultured cousin Linton Heathcliff †¢It is Catherine’s distaste at Hareton’s lack of education that prevents her from seeing the aid Hareton was attempting to provide when she is forcibly taken to Wuthering Heights by Heathcliff. Isabella: †¢Isabella’s regard for the ‘gypsy’, Heathcliff who she pays no mind to as a child only grows when he returns from his expeditions as an educated man. †¢When Isabella marries Heathcliff she betrays her cultured and educated upbringing leading to estrangement from her brother this emphasizes the chasm that Heathcliff’s lack of education creates throughout the book, separating characters and damaging relationships. It also shows the social unacceptability of being uneducated in England in the Victorian era. QUOTATIONS REPRESENTING THE SIGNIFICANCE OF EDUCATION IN THE NOVEL: (the quotes are cited chapter.paragraph) †¢He drove him from their company to the servants, deprived him of the instructions of the curate, and insisted that he should labour out of doors instead; compelling him to do so as hard as any other lad on the farm. (6.9) ïÆ'ËœHindleys project to punish his fathers favorite begins as soon as the old man dies. To make Heathcliff a farmhand, bereft of education (instructions), is to put him in the lowest possible position. The gentry never work with their hands. †¢[Hindley] wished earnestly to see her bring honour to the family by an alliance with the Lintons, and as long as she let him alone she might trample on us like slaves, for aught he cared! (9.152) Hindley has designs on the Lintons social status. Nelly resents the treatment she receives from Catherine. Nelly (who is speaking here) may not be a slave, but she is a servant – yet more often than not she acts like a family member. †¢Ã¢â‚¬Å"but he yielded completely and there was no prevailing on him to take a step in the way of moving upward, when he found he must necessarily sink beneath his former level† chapter 8 †¢:†what good do I get- what do you talk about†¦Ã¢â‚¬ ¦or for anything you fo either!† chapter 8 †¢:†and he will be rich and i†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..husband† chapter 9 †¢:†and the curate doesn’t teach you to read and write,†¦Ã¢â‚¬ ¦..Heathcliff had promised that† chapter 10 †¢:†papa is gone to fetch†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.relationship with such a clown† chapter 4 volume 2 †¢:†he has satisfied my expectations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.he takes pride in his brutishness† chapter 7 volume 2. †¢:†he does not know his letters†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.dunce?† †¢:†Mr H areton is not envious†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..in a few years† chapter 16 volume 2 †¢:†and tell him if he’ll take it†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..never tease him again.† Chapter 18 volume 2 EDUCATION IN THE COLOR PURPLE: Walker also makes it evident to readers the level of education many of the blacks in the novel had received, which is representative of the black community in the South as a whole in those days. As Walker shows, many females did not finish school, and were instead married away at early ages. Also, many young males were not able to attend school long, considering they were needed to help farm the land. Because of this, most of dialogue in the book is written as if an uneducated person was trying to speak English. For example, many sentences appear to have not only spelling, but grammatical errors as well, such as â€Å"Where us going? ast the oldest girl.† In one of the main character’s, Celie, letters to her sister Nettie, she comments on how two women are trying to teach her how to â€Å"talk†. She states, â€Å"She say us not so hot. A dead country give-away. You say US where most people say WE, she say, and peoples think you dumb. Colored peoples think you a hick and white folks be amuse.† However, in Nettie’s letters to Celie, Walker uses correct grammar and spelling. This is because Nettie was more educated than most of the black people in the South, going to school for many years. Therefore, Walker is using the two sister’s English to show a direct contradiction in the way most blacks in the South at that time spoke, and the way a few that were schooled well spoke. Thus, the reader is able to gauge the education level of the characters in the book by their dialogue. This level is in direct correlation with the level of education of the blacks that really did exist in the South after the Civil War, due to lack of school funding and time for learning. Celie’s point of view is particularly interested. Unlike Nettie, Celie is an uneducated woman, having been forced to drop out of school around the age of fourteen when she became pregnant by her Pa. Her lack of education is apparent from her poor spelling and grammar. Nettie, however, is educated. Her spelling and grammar are correct, and her letters discuss more complex topics, such as women’s rights, civil rights, religion, politics, and more. However, it isn’t only Nettie that has an interesting story to tell. Despite Celie’s poor educational background, Celie tells a powerful story. In this sense, Walker’s chosen narrator shows that all people, including poor, uneducated, victimized black women have an important story to tell. QUOTES ABOUT EDUCATION IN THE COLOR PURPLE: †¢Ã¢â‚¬Å"The Olinka girls do not believe girls should be educated. When I asked a mother why she thought this, she said: A girl is nothing to herself; only to her husband can she become something. What can she become? I asked. Why, she said, the mother of his children But I am not the mother of anybodys children, I said, and I am something.† †¢Ã¢â‚¬Å"She say us not so hot. A dead country give-away. You say US where most people say WE, she say, and peoples think you dumb. Colored peoples think you a hick and white folks be amuse.† †¢Why do they say I will be a wife of the chief? asks Olivia. That is as high as they can think, I tell her. He is fat and shiny with huge perfect teeth. She thinks she has nightmares about him. You will grow up to be a strong Christian woman, I tell her. Someone who helps her people to advance. You will be a teacher or a nurse. You will travel. You will know many people greater than the chief. Will Tashi? she wants to know. Yes, I tell her, Tashi too. (62.13-18) †¢Tashi is very intelligent, I said. She could be a teacher. A nurse. She could help the people in the village. There is no place here for a woman to do those things, he said. Then we should leave, I said. Sister Corrine and I. No, no, he said. Teach only the boys? I asked. Yes, he said, as if my question was agreement. There is a way that the men speak to women that reminds me too much of Pa. (63.14-20)

Home School or School House Essay Example for Free

Home School or School House Essay What do George Washington and the Hanson brothers have in common? Do you give up? Well, the answer is that both of them were educated in their homes. Queen Elizabeth, Thomas Edison, and Theodore Roosevelt were also educated at home. According to the Home Education Research Institute, 1. 5 million students are staying home for class today. This number is five times more than ten years ago (Kantrow and Wingert 66). This trend leads to many questions. Does home school education work? Do students receive a proper education? How does a home school students education compare to that of public school student? Does home schooling isolate a child socially? These questions are concerns of parents, educators, and politicians alike. The future of America rests on the academic and social education of our youth, and home school education should be considered as an effective alternative to public school education. In the past, parents mainly chose to educate their children at home because of religious preference. These parents viewed the public school system as a source of negative influence on children. Violence, sex, drugs, and peer pressure were influences these parents sought to avoid. However, today parents have other reasons for home school education, which primarily all point to a lackluster public school system. Other reasons include a desire to build a strong family closeness, safety, and a handful of parents chose home school for their children because of special needs such as disabilities or special talents. However, no matter how good the reasons, the home school education system must prove to be an acceptable alternative to public schools. There are many advantages to giving a student a home school education. First, parents can make direct decisions concerning what their children are taught. According to the Home School Statistics and Reports in 1997, written by founder and President Dr. Brian D. Ray, seventy-one percent of the parents who educate their children hand pick the curriculum from a variety of books, videos, and educational manuals. Another twenty-three percent order entire cirriculum packages (Ray 14). With the technology of today, parents have an unlimited source for information via the Internet, which can be easily integrated in home school education. The study also shows the education level of the parent supervising and administering the curriculum has little or no effect on the  quality of education received by a student. Home-educated students whose parents did not have college degrees scored equally high on tests compared to students whose parents had college degrees(Ray 56). In addition to students own parents teaching them, groups are formed among home school families. These groups allow students to be taught a variety of subjects by different parents that have a better understanding of subjects such as algebra, chemistry, and biology. These groups also take field trips, participate in sports, and do volunteer projects together. Another advantage of home schooling is the quality of education received by the student. How do home school students compare with public school students? This is a very important question to answer, but the answer can never be a concrete one. However all of the research I did shows that students educated in their homes have an equal or higher level of academic skills compared to the public school students. In the 1997 and 1998 ACT test scores, home school students averaged a score of 23; meanwhile the public school students averaged a score of 21(Farris 8). Also, on nationally standardized achievement exams home students again outscored public school students by at least thirty percentile points(Ray 7). While these numbers cant truly reflect the comparison, an equal percentage of students from both groups seek college education(Ray 9). The government on all levels faces problems concerning the public school system. Funding for schools tops the problem list; local school boards and city governments are continuously fighting for tax proposals, meanwhile students in the schools suffer because of poor facilities and low salaries for teachers. The cost for taxpayers to send one student to a public school for one year is approximately $5325, while a home school student costs a parent $546 per year (Ray 11). Could an increase in home schools cut taxes? Could the money allotted for education now be used more effectively if there were fewer students? Maybe or maybe not, but if fewer students were in public schools, the chances of giving the public school student a better educational environment would increase. Many people who oppose home school programs claim interactions with other children at school are vital to their education. However, this argument usually does not work because parents who home school do not want to release their children into the negative influences that infect the public school system. After an interview with Beverly Decateau, a mother who taught her children at home for over seven years; I found that home school students participate in equally as many or more activities than public school students do. Her children and many others she knew of were active in church groups, Four-H groups, sports teams, and dance squads. All of these activities can be considered social interactions. I dont believe the public school system has a responsibility to socialize students; that job belongs to parents. In a public school system, some students can be pinpointed and teased, and these images can damage children for life. Despite the several advantages of the home school system, many people still oppose home schooling. Home school students may not miss interactions with other students, but they will miss the experience. Certain experiences at school are considered an important part of the American way of life. Public school students will never forget experiencing homeroom parties, pep rallies, and finding classes on the first day of high school. Can a home school students experience compare? Probably not, but to what importance these experiences play in the education and socialization skills of a student depends on each individual student. Home school education can cause problems among children and parents. Children who have parents constantly looking over their shoulders may have difficulty breaking away from home to attend college or enter the workplace. Children might also have trouble respecting their own parent as an educator, and this lack of respect may have a negative effect on the students education. In order for home school education to work, the parents must be willing to sacrifice time and patience above and beyond the average parents. The parents must also be willing to give up their own careers for the future of their children. Furthermore, not all children can be successful home school students. The children must be able to make friends in informal settings, and see home school education as a way of exploring different avenues of learning. Not everyone can educate their children at home, but the more students who can receive a solid education at home would improve the education given to students at public schools. Fewer students would lead to smaller classrooms where higher paid teachers could give more attention to public school students. Funds and taxes could be used more effectively because there would be fewer students to accommodate. In the future we should support home school programs and public school education to interact with each other for the benefit of all students. Regardless of where the education of Americas youth takes place, it is vital that parents have a major role in the education of their children in order to build strong families and a strong America. WORKS CITED Decateau, Beverly. Personal interview. 2 NOV 1998. Farris, Micheal. Home Schooling Today. The Washington Times 27 OCT 1998: E8. Kantrowitz, Barbara, and Pat Wingert. Learning At Home: Does It Pass The Test? Newsweek 5 OCT. 1998: 64-70. Ray, Brian D. Home School Statistics and Reports Home School Legal Defense HomePage. Dec 1997 http://www. hsdla. org//.

Counseling And School Counselor Roles

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

Boston Tea Party Essay -- essays research papers

Boston Tea Party - by m.ems The Boston Tea Party is considered to be the boiling point in a series of events leading up to the revolutionary war against the British. When a group of devout colonists, boarded British tea ships and unloaded their cargo into the Boston harbor, America would be changed forever. What was, at first, seen as an act of mischievous rebellion, turned out to be one of the most influential events in America’s revolutionary history. It not only crippled the already struggling British tea industry, but also, and more importantly, united the American people against British taxation and overall oppression. When the British increased taxes in America, the colonists responded with rebellious fury, most notably, the Boston Tea Party, but when Britain lashed back with even more force, it opened the eyes of Americans alike to the oppression they lived under.   Ã‚  Ã‚  Ã‚  Ã‚  For years, the American people opted to buy smuggled tea from Holland instead of paying the extra money on a taxed British tea. Not only was tea cheaper from Holland but many Americans did not want to pay the tax and contribute to British rule. When British Parliament passed the Tea Act in 1773, it allowed them to provide tea to America for cheaper than the smuggled tea. American tea merchants, unable to compete with this new low price, were put out of business. (Jones) This Act infuriated the colonial citizens who felt it unfair to favor their British tea dealers over American ones. In retaliation, Samuel Adams led a group of 150 or so men disguised as Mohawk Indians boarded three British tea ships and proceeded to dump 343 chests of British tea into the ocean. (Cornell) When Bostonians refused to pay for the destroyed property, King George III and Parliament passed the so-called “Intolerable'; Acts. One result was the closing of the port of Boston and forb id public meetings in Massachusetts. Essentially, the Intolerable Acts shut down the Massachusetts government entirely. These acts of oppression sparked the desire for change in American people and were a major cause for the first continental congress, which took steps towards revolution and ultimately liberated the United States.   Ã‚  Ã‚  Ã‚  Ã‚  During the revolutionary process, propaganda was key in spreading revolutionary ideas across America and one of the leading p... ...nt, the Continental Congress created the Association which called for a complete boycott of all British goods. This step pushed Britain over the edge. They realized that they could no longer control America and moved closer towards war. The Americans did not want a revolution, simply a reprieve from oppressive legislation but as time went on they could also sense an inevitable conflict and continued their efforts in uniting their nation by spreading propaganda and readying their militias.   Ã‚  Ã‚  Ã‚  Ã‚  The Boston Tea Party was one of the most effective pieces of political theatre ever staged. It did so many things for America’s independence; most importantly, the event gave Americans a sense of power and showed them that they could fight back and make a difference. The Tea Party served as the springboard to more revolutionary steps that eventually led to our independence. John Adams said about the event, “There is a dignity, a majesty, a sublimity, in this last effort of the patriots that I greatly admire.'; It was a bold, risky, yet necessary action that legitimately established America as its own nation long before independence was achieved.

George Gershwin Essay -- essays research papers

George Gershwin was born Jacob Gershowitz on September 26, 1898 in Brooklyn, New York. George began his professional career in "Tin Pan Alley," a location in New York City where aspiring composers and songwriters would bring their scores to a publisher trying to sell the tunes for cash. Two years after he started work for Jerome Remick, George had his first song published. "When You Want 'Em You Can't Get 'Em" was not an instantly famous, but it did begin to attract the attention of some of the Broadway composers of the day. During this time of professional growth, George kept his job as a rehearsal pianist and studied piano, theory and orchestration with the best of the best. George's first big hit was a song delivered by Al Jolson in the Broadway musical Sinbad. "Swanee" became an instant hit and propelled George's music before the Broadway audience regularly. In 1919, George composed the music for La, La Lucille, his first full musical score. From 1920 to 1924 he supplied producer George White with several songs for use in the immensely popular George White Scandals series. Behind Rhapsody in Blue, George is mainly known for numerous songs, which have become a part of the American songbook. The full scale collaboration of George and Ira Gershw in as composer/lyricist began in 1924 with the musical Lady Be Good!. The musical featured songs such as "Fascinating Rhythm" and "Oh, Lady, be Good" among others. One song, which wa...

Costs and benefits of migration

The world we are living is very dynamic and exhibits various types of movements for both plants and animals including humans. History insinuates that man practiced considerable movements from one place to another since its first existence. This movement from one locality to another is referred to as migration. Human migration can be classified as permanent or semi-permanent depending on their reasons which maybe voluntary or involuntary. Voluntary migration is generally practiced in search for a â€Å"greener pasture† and satisfaction of one’s preferences.This includes employment, climate, food supply, self development like education, religion and family. Involuntary migration, on the other hand, includes migration due to calamity, political conditions like when in war or in exile, slave trades or human trafficking and ethnic cleansing. (Boyd 2003) Refugees can eventually be immigrants. Based from Human Migration Guide of the National Geographic Society, â€Å"A refuge e is a person who is residing outside the country of his or her origin due to fear of persecution for reasons of race, religion, nationality, membership in a particular social group, or political opinion.† (2005) . The last quarter of 2005 registered an estimated 8. 4 million of refugees which is lowest since 1980 and still exhibiting a decreasing rate. The decreasing rate of refugee population may be attributed to the resilient solution like voluntary repatriation to their own country. (2005) This is similar to moving voluntarily of the back to their place of origin called return migration and to seasonal migration wherein the immigrants move or migrate only for a period of time for a certain purpose like farm workers.In the figure below, studies showed that young adults comprised the most number of immigrants. This may be attributed to the extent of their activities and complex reasons like employment and self development. Majority of the groups involved in employment and se lf development are that of young adults. Consequently, this results to chain migration in which other family members or defined group join the immigrant. Source: http://www. soc. duke. edu/~pmorgan/lectures/migration/slide6. html Human migration can be further classified to other types.Migration can be 1)internal which is within the country, state or continent or 2)international which crosses boundaries to other country, state or continent. With the development of technology and globalization, international migration continues to increase over the past decades. The figure below shows the growth of international immigrants over the four decades. In 1960, there were 76 million international migrants and increased to 191 million international migrants in 2006. It was noted that a relatively high migration rate is from 1985 to 1990.However, the trend reveals that migration rate is still growing exhibiting the dynamic activities brought about by the complex way of life today. Source: Uni ted Nations World Migrant stock (2005) Notes: The UN Population Division retroactively updates figures of population change, births, and deaths. The net numbers of migrants by five year intervals, which are shown in the above table, are based on the 2004 Revision Population Data and are calculated as follows: Net number of migrants = 5*(Population change – Births + Deaths). Immigrants showed interest in moving to the places that will offer them good living conditions.The United States topped in having the most number of immigrants between 1990 and 2005. Table 1 shows the top ten countries for net immigration. Table 1: Top ten countries for total immigration (2005) Country Net number of immigrants (millions) As percentage of total United States 38. 4 20. 2 Russian Federation 12. 1 6. 4 Germany 10. 1 5. 3 Ukraine 6. 8 3. 6 France 6. 5 3. 4 Saudi Arabia 6. 4 3. 3 Canada 6. 1 3. 2 India 5. 7 3. 0 UK 5. 4 2. 8 Spain 4. 8 2. 5 There are countries which have existing concrete immigr ation policies.The United States, Canada and Australia are examples of traditional countries of immigration which categorize immigrants by place of birth allowing opportunity of comparing some aspects qualitatively and quantitatively. These countries together with Sweden and Israel, welcome immigrants with laws and measures facilitating a long term and permanent settlement though in case of Israel, they choose immigrants based on religion and culture. Socio-Political Costs and Benefits Human migration has taken a major participation in shaping and honing the present status of the population.It allows the diffusion and combination of the structures, cultures, beliefs, ideas, principles, religion, and other traits which results to the modification of each others traits. (2005) Rejection of the integration, however, results to conflict that may cause decline of socio-cultural capital and values. The growing population and influx of immigrants faces debate regarding complex issues. In E urope, there is a growing concern on how the immigrants affect their culture and national identity which comes with common language, heritage and ethnicity.(Cohen 2000) Further queries have been raised whether or not to absorb the immigrants and allow them to participate in their national activities or to allow them to become their citizen without the thorough knowledge of their culture and heritage. During elections, opposition to immigration is always an issue in some countries like Britain, Switzerland, Denmark, Italy and Sweden. (Cohen, 2000) Immigrants in some countries are subjects of distrusts and fear. Opposition to immigrants often claims that immigrants have something to do with crimes and unemployment, if not low-wage jobs.Racial discrimination tends to set in which affects the acceptance of immigrants to the host country and if not properly addressed to by the government will give negative effect to both the immigrants and the host country. Consequently, immigration issu es become the central topic for studies of different researchers and sociologists. There have been clamor that immigrants are linked with social crimes in the host countries. This was contradicted by some researchers who conducted related studies. Based on the studies in Little Village conducted by the Harvard sociologist Robert J.Sampson, having high number of immigrants does not mean high number of crime. Though Little Village is poor, a relatively low incidence of violence is recorded. (Eval Press, 2006) This was further supported by other researchers though commented that the next generations or children of poor immigrants may not be as optimistic as their parents and may have a negative assumption that they will not be given fair chance of making a successful career and self development in the host country. Migrant workers, on the other hand, have to embrace the low wage, high-risk jobs.In the host country, the corporations took advantage of the situation enabling them to lower the wages of the migrant workers. This is in effect resulted to the claim of the opposing party of migration that migrant workers cause the low wages that are prevailing. This coupled with the issue of competition between the migrant workers and the native workers. In July 1, 2003, the International Convention on the Protection of the Rights of All Migrant Workers and Members of their Family put into force the human right protection to migrant workers whether documented or undocumented and eliminate exploitations of immigrants.(Addy, p. 22) This protects the migrant workers from the increasing occupational health hazards they are facing despite of low wages and gives them access to trainings that will further develop their skills. (Addy, p. 22) Different countries have their own immigration rules and laws relative to the standing of the country on certain issues. Population control, culture, tariff policies, health concerns, investment policies, agricultural policies are among othe rs which mold the rules and laws of immigration.Implementation of the rules and laws of immigration also considers the relationship with the country of origin of the immigrants. It is also noted the United Nations monitor and influences the countries in making their rules for the benefit of both parties as well as making their own study and recommendations. Though the immigrants and their families experience hard adjustments on each others absence, they are ease of the burden of poverty. The family members can now use the remittances for their needs such as foods, shelter, education, investments and even sophisticated telecommunication gadgets to make the migrant worker nearer.The community as well as the government will be eased by the lowering of unemployment and the cash inflow diminishes poverty-related crimes. However, the government should address the increasing rate of â€Å"brain drain† as migration rate increases. The government should device a process to produce mor e professionals to augment the loss of the skilled and professional workers to migration. Economic costs and benefits Migration does not always coupled with growth unless it was given proper measures and economic restructuring (Appleyard: 1992; Hammar et al.: 1997;Ghosh: 1998). The major reason for migration is considered to be for economic purposes. History showed evidences that the immigrants and their descendants play an important role in the economic growth of the host countries. Developed countries which welcome immigrants become richer and richer. In addition to the openness of the immigrants to all types of work, they can also work under cheap labor that the natives will reject. This allows the old businesses such as textiles and garments to still exist adding to the income of the host country.Migration of skilled workers will further strengthen the skills and talents pool of the country. These enhance their productivity and economical gains. Simultaneous with the gain of bra in and skills of the host country is the loss of the brain and skills of the country of origin which are oftentimes the poor countries or the developing countries. This may bring â€Å"brain drain† or loss of the trained, educated and skilled individuals which will inhibit the development of the native country or country of origin.Dependence to foreign countries will be one of the consequences of this which will post negative effect on productivity and economy of the native country. Some researchers, however, regarded immigration to contribute to economic growth of the native country through the remittances that the immigrants send to their family. These remittances are the major source of foreign exchange in developing countries which alleviate the poverty line. According to the International Migration Data, global remittances to developing countries worldwide are estimated at $204 billion per year.(International migration data) The countries who registered the highest remit tances are Mexico, India, Philippines, Egypt and Morocco. ( International migration data) This enormous value made the home countries considered their emigrants to have the major role in improving its economy. It contributed to the fluidity of cash flow and development of business sectors. Realization of the major participation of emigrants’ remittances made the home government sets priority regarding the welfare of these workers.Researches showed that these remittances tend to be invested to the home country for housing, consumption, land, loan payment and savings and to business which the home government targets. (Addy, p. 16) Their families are well supported in establishing their own business in the country and given other privileges. The increasing value of remittances and the business established are expected to balance the effect of â€Å"brain drain†, the source country is experiencing. Individual, community and macro points of view on migration At the personal level, the immigrant faces a quandary on culture and environment.Furthermore, in the foreign land, he is also vulnerable to racial discrimination, exploitation and deportation. He is forced to embrace whatever is offered to him for a common good. Coping with these adaptations to host country’s norms and practices simultaneous with physically adapting to climate and health conditions requires a great level of energy and determination. Absence of the family members also adds to the burden the immigrant is experiencing. New technologies of communication help in this endeavor which makes it easier to gain emotional stability.Both positive and negative effects do not limit to the individual alone. Whatever happens to the immigrant in the host country will definitely affect his family in the home country. Studies showed that the family is more affected when the migrant worker is a woman for basically she is the homemaker and takes care of the children. Nowadays, there is an increa sing number of migrant women accounting for 48 per cent international migrants. Some effects radiates from the family to the community. The flow of income, for example can be manifested in the economics within the area.This will be radiated further to the home country reducing the poverty. They also contribute to development through investments, business or entrepreneurial activities and the return of newly developed skills and knowledge. The community of the host country, on the other hand, may initially be skeptical of accepting the immigrant. On their point of view, the immigrants can change and influence their economy and other values. A community which does not allow immigrants may be giving up the values, education, perhaps specialization and other benefits brought by the immigrants.What are the consequences of migration? The complexity of migration brings benefits and costs to both receiving (host) countries and the sending country (place of origin), and the immigrants and th e natives. Every country or state deals immigration as a sensitive matter and observe certain laws and measures on immigration to provide more benefits to the majority. Integration of cultures, beliefs, skills, education and values are most likely to happen which is the gauge for the acceptance of the migrants.Migration produces both positive and negative effects for both the host country and home country and the immigrant and the natives. It is however aimed to be beneficial to the majority by implementing proper rules and laws regarding migration. Migration may weaken the home country of the migrants due to â€Å"brain drain† however, migration also alleviates the poverty during the period of their remittances. Unemployment will also decrease which will eventually diminish also the poverty related crimes. Successful emigrants invite and encourage others to join them.This results to chain immigration which doubles the rate of â€Å"brain drain†. This calls for the gov ernment to take a double time to produce skilled and professionals to compensate the loss due to emigration. Host countries enjoy cheap labor and high productivity because of migrant workers. They are able to fill up the jobs rejected by the natives for a lower wage. This, in effect, further boosts their economy as they enhance their pool of skills and talents. In some developed countries, immigrants undergo strict screening for security and health reasons.Closing the doors for immigrants may sometimes result to illegal options which may not be a positive factor to both the host country and the immigrants. Developed countries with immigration policies tend to win the good relationship with the source countries and serves as a key to further trades. Hence, migrants can be considered as agents for development who strengthens the cooperation between the host and home countries. Is migration overall beneficial? After thorough analysis, migration can be assessed to give all around benefi cial effects both to the host and home countries.This was further supported by a newly-released United Nations study which finds that international migration benefits not only the migrants and their family but also the host and home countries. This was disclosed by U. N. Secretary-General Kofi Annan in his speech to the 16th General Assembly, 88th meeting. He further commented that the study showed that some source countries like Malaysia and Thailand exhibits a significant economic growth making them attractive to the present migrants. In this era of globalization, migration will face new challenges and objectives.The benefits that the host countries and the home countries gain will optimistically double as the modern technology supports. Proper management of migration programs will alleviate problems of the increasing immigrant population which will add to the productivity and economic growth of the host countries. Productive migrants sending remittances to the home countries acce lerate poverty reduction and consequently gaining economic stability. REFERENCES: Addy, David, Wijkstrom, Boris and Thouez, Colleen. Migrant Remittances – Country of Origin Experience. International Migration Policy Programme.London. October 10 2003 Appleyard, R. T. : 1992, International Migration and Development: An Unresolved Relationship, in: International Migration, vol. 30, no. 3-4, pp. 251-266. Boyd, M. a. G. , Elizabeth. . (2003). â€Å"Women and Migration: Incorporating Gender into International Migration Theory † March 1 2003. Retrieved March 2, 2007, from http://www. migrationinformation. org/Feature/display. cfm? id=106 Cohen, R. (2000). â€Å"Papers Please; Europe's Love-Hate Affair With Foreigners† New York Times. New York. Rozeff, M. S. (2005). â€Å"Communities, Immigration, and Decentralization. † Retrieved March 3, 2007, from http://www. lewrockwell. com/rozeff/rozeff51. html.