Dual Relationships in Counseling

Double Relationships in Counseling Double Relationships in Counseling As per Corey (2009), the issue of double connections, including customers and advocates has been generally tended to by the different expert moral rules. Corey keeps on saying that aside from sexual closeness with a customer, there isn't a lot of agreement in the expert universe of emotional wellness professionals in regards to the suitable method to manage double or different connections. The 1995 Code of Ethics for the American Counseling Association (ACA) tended to the issue by asking proficient advisors to stay away from such connections because of the potential mischief to the customer and the notoriety of the instructor. Be that as it may, as per Cottone (2009), the equivocalness found in the 1995 ethic code of double connections should have been tended to on the grounds that the term â€Å"dual relationships† was common and didn't give great direction to the calling or to customers who have a moral concern or grievance. Hermann and Robinson-Kurpius (2006) expressed that one of the objectives in modifying the 1995 ACA Code of Ethics was to give all the more morally adequate and organized rules for guides to consider before going into double connections. Herman and Robinson-Kurpius express that The 2005 ACA Code of Ethics replaces the term â€Å"dual relationship† with â€Å"nonprofessional interactions† and diagrams which double connections are morally adequate and which are carefully precluded. Corey (2009) expressed that double connections, either sexual or nonsexual, happen when experts accept (at least two) jobs all the while or consecutively with an individual looking for proficient guiding. This may mean two expert jobs, for example, guide, and instructor, or joining an expert and a non-proficient job, for example, advisor and companion or advocate and darling. Double relationship issues, both sexual and nonsexual, influence for all intents and purposes all guides and human improvement authority paying little heed to their work setting or demographic. Corey keeps on expressing that directing experts must figure out how to deal with numerous jobs and duties in a moral manner. This issue becomes figuring out how to manage the force differential that is innate guiding relationship (Corey). Potential Harm The ACA Code of Ethics (2005) forbids sentimental and sexual communications among advocate and customer. The ACA requires a guide to hold up five years before turning out to be included explicitly or impractically with previous customers. Area A.5.b states that advisors are restricted from engaging in sexual relations or sentimental associations with relatives of customers for a long time also (ACA, 2005). The manners by which instructors can abuse their capacity and impact are shifted. Kagle and Giebelhausen (1994) contended that connections that are not sexual damage proficient limits when they state, â€Å"The professionals impact and the customers powerlessness extend to the second relationship† (p. 215). The perspective of Kagle and Giebelhausen is that the specialist is in a situation to misuse the customer for their very own benefit. Sonne (1994) has contended that the idea of such double connections subverts the budgetary duty between the instructor and the customer. On account of this subsequent relationship, the advocate is currently vulnerable to different interests (individual, monetary, or social, and so on.) that the person in question may put before the eventual benefits of the customer. Potential Benefits As per Corey (2009), the manners by which guides can abuse their capacity and impact are shifted. In certain occasions, keeping up such limits may in actuality place an unnecessary accentuation on the force hole and the progressive system of the relationship. Unusually, in these circumstances, the optional relationship is ruinous to the advising relationship since it was stayed away from (Corey). Pope and Keith-Spiegel (2008) contend that nonsexual limit crossing has the capability of reinforcing the specialist customer working relationship by improving treatment and serving the treatment plan; in any case, if double connections are not drawn nearer with a reasonable choice procedure the relationship could subvert treatment causing the advisor understanding collusion to be cut off, and â€Å"cause prompt or long haul mischief to the client.† Pope and Keith-Spiegel battle that limit crossing choices are made every day by guides, and these inconspicuous choices will at times influence whether treatment advances, slows down, or closes. Pope and Keith-Spiegel (2008) express that guides settle on the best choices when they have a way to deal with limit crossing that depends on sound basic reasoning and moral thinking. It is significant for instructors to remain caution to developing enactment and case law influencing moral gauges just as ebb and flow look into. Moral Decision Process Simon and Shuman (2007) express the capable advocates are in the propensity for defining and keeping up suitable limits, in any event, when working with limit testing and troublesome customers. They additionally fight that there are no ideal advisors in this way no ideal treatment. This reality alone ought to propel instructors to know their limits on the grounds that doing so will make the troublesome assignment simpler. Limit infringement in treatment are not the same as limit intersections, as indicated by Remley and Herlihy (2009). Limit infringement by guides can be and are generally hurtful to their patients, notwithstanding, most limit intersections are not and can end up being helpful. As per Knapp and Slattery (2004), it assists with recognizing practices that are limit cross and conduct that are limit infringement. (Taken from Pope, Kenneth S.; Keith-Spiegel, Patricia. Diary of Clinical Psychology, May2008, Vol. 64 Issue 5, p638-652, 15p; DOI: 10.1002/jclp.20477; (A 31735122) In 2004, Knapp and Slattery expressed that when an advisor strays from their expert job, a limit crossing has happened. The creators keep on clarifying that limit crossing are not generally hurtful, yet they can end up being useful or, best case scenario unbiased. Two gainful limit crossing models were given. The first is the place an occasion blessing is gotten from a customer and the other is the point at which an instructor self-unveils so as to support the customer. In any condition when the capability of limit crossing exists, â€Å"The instructors task is to decide when conditions legitimize a limit crossing†¦ if a limit crossing has all the earmarks of being unsafe or misconstrued by a customer, it is significant for the advisor and customer to process the occasion and talk about why it happened and its relationship to the treatment goals.† (cited from http://www.kspope.com/double/index.php) Before the ACA Ethics Code was overhauled Gottlieb (1994), built up a dynamic model to support the professional maintain a strategic distance from exploitive double connections. An augmentation of Kitcheners 1988 model, â€Å"is the model that looks at the set up relationship along three angles: force, length, and end status. Gottliebs convention at that point makes suggestions dependent on the conditions of the current and pondered relationship. Assessment of these three measurements from the perspective of the customer, not just the advocate, is underlined. Barnett (2007) expressed, When thinking about intersection limits with a customer, advisors should work to be certain that (a) their expectation is persuaded by the customers treatment needs and eventual benefits and not by their own needs; (b) the limit crossing is predictable with the customers treatment plan; (c) the limit crossing is delicate to the customers finding, history, culture, and qualities; (d) the limit crossingâ€and the thinking supporting itâ€is archived in the customers record; (e) the limit crossing is talked about, if conceivable, with the customer ahead of time to guarantee their solace with the arrangement and to forestall mistaken assumptions; (f) the force differential present is thought of, and the customers trust isn't abused; and (g) discussion with a regarded associate is utilized to control the therapists choice. (p.403) General rules are found all through the writing to help instructors when confronted with duel connections (Corey, 2009). When working in more than one job with a customer, Corey suggested thoroughly considering potential issues before they show and offered the accompanying to direct the procedure: (a) Set solid limits from the start; (b) secure the educated assent regarding customers and examine with them both the potential dangers and advantages of double connections; (c) stay ready to converse with customers about any unanticipated issues and clashes that may emerge; (d) talk with different experts to determine any quandaries; (e) look for management when double connections become especially hazardous or when the hazard for hurt is high; (f) report any double relationship in clinical case notes; (g) analyze your own inspirations for being engaged with double connections; (h) when fundamental, allude customers to another expert. (p.50) End To be an expert advocate I should be dependable accordingly cautious to comprehend the limits that can befuddle a restorative relationship Boundaries bolster connections and give structure inside which connections can develop. They permit us to figure out what we are answerable for in a relationship and the proper furthest reaches of that relationship. Our own limits are regularly passed on nonverbally just as verbally and might be dictated by close to home perspective, by job, by custom and even by law. They are available in each relationship we have, yet vary in force and work on as indicated by the idea of the relationship. In most helping connections, limits are kept up basically to support the counselee, who is frequently powerless and out of luck. The test that I will confront day by day isn't to choose if it is dishonest to take part in m

Ecstasy :: essays papers

Delight MDMA, or Ecstasy, was first made in a lab in Germany in 1912. The German pharmaceutical organization E. Merck licensed it in 1914, not as a medication, yet as a synthetic for making progressively helpful medications later on. MDMA was overlooked until 1953, when the United States Army financed a mystery University of Michigan study to create concoction weapons. In the wake of discovering that MDMA was non-poisonous, the administration set it back on the rack. Talk says that the medication was tried for mind control purposes, or as a â€Å"truth drug†, however there isn't real proof of that. In 1978, Alexander Shulgin composed a book enumerating the MDMA experience called Phenethylamines I Have Known and Loved: A Chemical Love Story. Numerous specialists paid attention to Shulgin's discoveries enough to join MDMA with meetings with their patients' ordinary treatment. In the mid '80s, MDMA advanced from the specialist's office to the move floor from a Texas business person who combined the medication in a lab. He re-named it Delight and sold it for $20 a hitâ€legallyâ€in Dallas-Fort Worth clubs. Be that as it may, the Drug Enforcement Agency worked rapidly to prohibit MDMA, and Ecstasy formally turned into an illicit medication in 1985. What Ecstasy does is basic. It joins two inverse impacts, incitement and unwinding, however in likewise gives a little nature of compassion. Psychotherapist RD Laing took MDMA in Esalen, California, in 1984 when it was as yet lawful. He stated, It caused me to feel how we all might want to feel we are in any case . . . smooth and kind, not saturated, nostalgic or stupid.† Another clinician depicted it as giving a brief, transient snapshot of rational soundness. A great many people portray the wanting to be infatuated. The most widely recognized sentiments experienced are sympathy, transparency, harmony and mindful. Be that as it may, there have been cases in which the client has a diminishing in protectiveness, dread or suspicion, feeling of division from others, animosity, and fanatical conduct. Symptoms of Ecstasy can extend from somewhat awkward to dangerous physical and enthusiastic responses. Your temperature goes up when you take Ecstasy, similar to a fever. Moving in a hot distribution center doesn't enable your body to chill, so it's nothing unexpected that one of the most well-known Ecstasy-related wounds is heatstroke. Alongside high internal heat level, you perspire and pee a great deal in the event that you take Ecstasy.

10 Of Our Favorite Literary TED Talks From 2016

10 Of Our Favorite Literary TED Talks From 2016 In 2015, our  favorite literary TED talks covered everything from poems about prime numbers to fantastical book art. In 2016, weve got another great list of literary TED talks for your watching pleasure. From superheroes to commas to language, theres a lot to love here. Christopher Bell: Bring on the female superheroes! I mean, yes. Just yes to all this. (Also Bell is the author of  Hermione Granger Saves the World: Essays on the Feminist Heroine of Hogwarts, which again, just yes.) Monica Byrne: A sci-fi vision of love from a 318-year-old hologram Sci-fi writer of books like The Girl in the Road, Monica Byrne, uses the TED stage to give us a glimpse of the future. One that she hopes is full of love and inclusivity. Nadia Lopez: Why open a school? To close a prison Lopez, the founding principal of Mott Hall Bridges Academy and author of  The Bridge to Brilliance: How One Principal in a Tough Community Is Inspiring the World, talks about her journey opening an academic oasis in Brownsville, Brooklyn. You likely recognize her from the incredible series documented by Humans of New York.   John McWhorter: 4 reasons to learn a new language Another for the language nerds. McWhorter is passionate about how language can help us change (and exercise) our minds, to learn more about new cultures, and that doing so is just fun. (And for even more language geekery, check out the equally-fun  Our Magnificent Bastard Tongue: The Untold History of English.)   Javier Garcia del Moral: Why did we add a bar to our bookstore?   Moral talks on the  history on bookstores that were crucial for encouraging growth in certain communities, as well as how we can encourage these places of   learning, growth, and discovery today. (As he did with The Wild Detectives independent bookstore in Dallas). Bars in bookstores? Yes, lets encourage that every day. Ann Morgan: My year reading a book from every country in the world Morgan undertook  an intensive course of international reading that  broadened her perspectives. She calls for all of us to  re-examine our bookshelves to see where our stories are coming from and ask for more books in translation. (This one did come out in November 2015, but wasnt covered in my 2015  list.) Mary Norris: The nit-picking glory of the  The New Yorkers  Comma Queen I certainly dont need to explain to you word-nerds why you should watch this video from a 30 year old veteran of commas at  The New Yorker.   Joshua Prager: Wisdom from great writers on every year of life Pragers collection of these literary quotes about aging helps us figure out  where we are and who we will be. His quotes cover every year of life and come together in his book,  100 Years: Wisdom From Famous Writers on Every Year of Your Life.   Shonda Rhimes: My year of saying yes to everything For one year, I would say yes to all the things that scared me. From there, Rhimes talks about how this changed her outlook, her family, and her creative flow. Its a stunning talk from a fascinating  woman who also captured these ideas in her book,  Year of Yes.  Its one of my favorite  literary TED talks from 2016. Oscar Schwartz: Can a computer write poetry?   Schwartzs discussion of poetry written by computers makes us think more deeply about what poetry and creativity is, and how  computers could interact with our sacred poetry. What were your favorite literary TED talks from 2016? Make sure to talk about em in the comments.  

How to Separate the JavaScript in Your Web Page

When you first write a new JavaScript the easiest way to set it up is to embed the JavaScript code directly into the web page so that everything is in the one place while you test it to get it working right. Similarly, if you are inserting a pre-written script into your website the instructions may tell you to embed parts or all of the script into the web page itself. This is okay for setting up the page and getting it to work properly in the first place but once your page is working the way that you want it you will be able to improve the page by extracting the JavaScript into an external file so that your page content in the HTML isnt so cluttered with non-content items such as JavaScript. If you just copy and use JavaScripts written by other people then their instructions on how to add their script to your page may have resulted in your having one or more large sections of JavaScript actually embedded into your web page itself and their instructions dont tell you how you can move this code out of your page into a separate file and still have the JavaScript work. Dont worry though because regardless of what code the JavaScript you are using in your page you can easily move the JavaScript out of your page and set it up as a separate file (or files if you have more than one piece of JavaScript embedded in the page). The process for doing this is always the same and is best illustrated with an example. Lets look at how a piece of JavaScript might look when embedded in your page. Your actual JavaScript code will be different from that shown in the following examples but the process is the same in every case. Example One script typetext/javascript if (top.location ! self.location) top.location self.location; /script Example Two script typetext/javascript!-- if (top.location ! self.location) top.location self.location; // -- /script Example Three script typetext/javascript /* ![CDATA[ */ if (top.location ! self.location) top.location self.location; /* ]] */ /script Your embedded JavaScript should look something like one of the above three examples. Of course, your actual JavaScript code will be different from that shown but the JavaScript will probably be embedded into the page using one of the above three methods. In some cases, your code may use the outdated languagejavascript instead of typetext/javascript in which case you may want to bring your code more up to date to start with by replacing the language attribute with the type one. Before you can extract the JavaScript into its own file you first need to identify the code to be extracted. In all three of the above examples, there are two lines of actual JavaScript code to be extracted. Your script will probably have a lot more lines but can be readily identified because it will occupy the same place within your page as the two lines of JavaScript that we have highlighted in the above three examples (all three of the examples contain the same two lines of JavaScript, it is just the container around them that is slightly different). The first thing you need to do to actually extract the JavaScript into a separate file is to open a plain text editor and access the content of your web page. You then need to locate the embedded JavaScript that will be surrounded by one of the variations of code shown in the above examples.Having located the JavaScript code you need to select it and copy it to your clipboard. With the above example, the code to be selected is highlighted, you do not need to select the script tags or the optional comments that may appear around your JavaScript code.Open another copy of your plain text editor (or another tab if your editor supports opening more than one file at a time) and past the JavaScript content there.Select a descriptive filename to use for your new file and save the new content using that filename. With the example code, the purpose of the script is to break out of frames so an appropriate name could be  framebreak.js.So now we have the JavaScript in a separate file we return to the editor where we have the original page content to make the changes there to link to the external copy of the script.As we now have the script in a separate file we can remove everything between the script tags in our original content so that the /script;script tag immediately follows the script typetext/javascript tag.The final step is to add an extra attribute to the script tag identifying where it can find the external JavaScript. We do this using a  srcfilename  attribute. With our example script, we would specify srcframebreak.js.The only complication to this is if we have decided to store the external JavaScripts in a separate folder from the web pages that use them. If you do this then you need to add the path from the web page folder to the JavaScript folder in front of the filename. For example, if the JavaScripts are being stored in a  js  folder within the folder that holds our web pages we would need  srcjs/framebreak.js So what does our code look like after we have separated the JavaScript out into a separate file? In the case of our example JavaScript (assuming that the JavaScript and HTML are in the same folder) our HTML in the web page now reads: script typetext/javascript srcframebreak.js /script We also have a separate file called framebreak.js that contains: if (top.location ! self.location) top.location self.location; Your filename and file content will be a lot different from that because you will have extracted whatever JavaScript was embedded in your web page and given the file a descriptive name based on what it does. The actual process of extracting it will be the same though regardless of what lines it contains. What about those other two lines in each of examples two and three? Well, the purpose of those lines in example two is to hide the JavaScript from Netscape 1 and Internet Explorer 2, neither of which anyone uses any more and so those lines are not really needed in the first place. Placing the code in an external file hides the code from browsers that dont understand the script tag more effectively than surrounding it in an HTML comment anyway. The third example is used for XHTML pages to tell validators that the JavaScript should be treated as page content and not to validate it as HTML (if you are using an HTML doctype rather than an XHTML one then the validator already knows this and so those tags are not needed). With the JavaScript in a separate file there is no longer any JavaScript in the page to be skipped over by validators and so those lines are no longer needed. One of the most useful ways that JavaScript can be used to add functionality to a web page is to perform some sort of processing in response to an action by your visitor. The most common action that you want to respond to will be when that visitor clicks on something. The event handler that allows you to respond to visitors clicking on something is called  onclick. When most people first think about adding an  onclick  event handler to their web page they immediately think of adding it to an a tag. This gives a piece of code that often looks like: a href# onclickdosomething(); return false; This is the  wrong  way to use  onclick  unless you have an actual meaningful address in the  href  attribute so that those without JavaScript will be transferred somewhere when they click on the link. A lot of people also leave out the return false from this code and then wonder why the top of the current page always gets loaded after the script has run (which is what the href# is telling the page to do unless false is returned from all the event handlers. Of  course,  if you have something meaningful as the destination of the link then you may want to go there after running the  onclick  code and then you will not need the return false. What many people do not  realize  is that the  onclick  event handler can be added to  any  HTML tag in the web page in order to interact when your visitor clicks on that content. So if you want something to run when people click on an image you can use: img srcmyimg.gif onclickdosomething() If you want to run something when people click on some text you can use: span onclickdosomething()some text/span Of  course,  these dont give the automatic visual clue that there will be a response if your visitor clicks on them the way that a link does but you can add that visual clue easily enough yourself by styling the image or span appropriately. The other thing to note about these ways of attaching the  onclick  event handler is that they do not require the return false because there is no default action that will happen when the element is clicked on that needs to be disabled. These ways of attaching the  onclick  are a big improvement on the poor method that many people use but it is still a long way from being the best way of coding it. One problem with adding  onclick  using any of the above methods is that it is still mixing your JavaScript in with your HTML.  onclick  is  not  an HTML attribute, it is a JavaScript event handler. As such to separate our JavaScript from our HTML to make the page easier to maintain we need to get that  onclick  reference out of the HTML file into a separate JavaScript file where it belongs. The easiest way to do this is to replace the  onclick  in the HTML with an  id  that will make it easy to attach the event handler to the appropriate spot in the HTML. So our HTML might now contain one of these statements: img srcmyimg.gif idimg1 span idsp1some text/span We can then code the JavaScript in a separate JavaScript file that is either linked into the bottom of the body of the page or which is in the head of the page and where our code is inside a function that is itself called after the page finishes loading. Our JavaScript to attach the event handlers now looks like this: document.getElementById(img1).onclick dosomething; document.getElementById(sp1).onclick dosomething; One thing to note. You will notice that we have always written  onclick  entirely in lowercase. When coding the statement in their HTML you will see some people write it as onClick. This is wrong as the JavaScript event handlers names are all lowercase and there is no such handler as onClick. You can get away with it when you include the JavaScript inside your HTML tag directly since HTML is not case sensitive and the browser will map it across to the correct name for you. You cant get away with  the wrong  capitalization  in your JavaScript itself since the JavaScript is case sensitive and there is no such thing in JavaScript as onClick. This code is a huge improvement over the prior versions because we are now both attaching the event to the correct element within our HTML and we have the JavaScript completely separate from the HTML. We can improve on this even further though. The one problem that is remaining is that we can only attach one onclick event handler to a specific element. Should we at any time need to attach a different onclick event handler to the same element then the previously attached processing will no longer be attached to that element. When you are adding a variety of different scripts to your web page for different purposes there is at least a possibility that two or more of them may want to provide some processing to be performed when the same element is clicked on. The messy solution to this problem is to identify where this situation arises and to combine the processing that needs to be called together to a function that performs all of the processing. While clashes like this are less common with onclick than they are with onload, having to identify  the clashes in advance and combine them together is not the ideal solution. It is not a solution at all when the actual processing that needs to be attached to the element changes over time so that sometimes there is one thing to do, sometimes another, and sometimes both. The best solution is to stop using an event handler completely and to instead use a JavaScript event listener (along with the corresponding attachEvent for Jscript- since this is one of those situations where JavaScript and JScript  differ). We can do this most easily by first creating an addEvent function that will add either an event listener or attachment depending on which of the two that the language being run supports; function addEvent(el, eType, fn, uC) { if (el.addEventListener) { el.addEventListener(eType, fn, uC); return true; } else if (el.attachEvent) { return el.attachEvent(on eType, fn); } } We can now attach the processing that we want to have happen when our element is clicked on using: addEvent( document.getElementById(spn1), click,dosomething,false); Using this method of attaching the code to be processed when an element is clicked on means that making another addEvent call to add another function to be run when a specific element is clicked on will not replace the prior processing with the new processing but will instead allow both of the functions to be run. We have no need to know when calling an addEvent whether or not we already have a function attached to the element to run when it is clicked on, the new function will be run along with and functions that were previously attached. Should we need the ability to remove functions from what gets run when an element is clicked on then we could create a corresponding deleteEvent function that calls the appropriate function for removing an event listener or attached event? The one disadvantage of this last way of attaching the processing is those really old browsers do not support these relatively new ways of attaching event processing to a web page. There should be few enough people using such antiquated browsers by now to disregard them in what J(ava)Script we write apart from writing our code in such a way that it doesnt cause huge numbers of error messages. The above function is written so as to do nothing if neither of the ways it uses is supported. Most of these really old browsers do not support the getElementById method of referencing HTML either and so a simple  if (!document.getElementById) return false;  at the top of any of your functions which do such calls would also be appropriate. Of course, many people writing JavaScript are not so considerate of those still using antique browsers and so those users must be getting used to seeing JavaScript errors on almost every web page they visit by now. Which of these different ways do you use to attach processing into your page to be run when your visitors click on something? If the way you do it is nearer to the examples at the top of the page than to those examples at the bottom of the page then perhaps it is time you thought about improving the way you write your onclick processing to use one of the better methods presented lower down on the page. Looking at the code for the cross-browser event listener you will notice that there is a fourth parameter which we called  uC, the use of which isnt obvious from the prior description. Browsers have two different orders in which they can process events when the event is triggered. They can work from the outside inwards from the body tag in towards the tag that triggered the event or they can work from the inside out starting at the most specific tag. These two are called  capture  and  bubble  respectively and most browsers allow you to choose which order multiple processing should be run in by setting this extra parameter. uC true to process during the capture phaseuC false to process during the bubble phase. So where there are several other tags wrapped around the one that the event was triggered on the capture phase runs first starting with the outermost tag and moving in toward the one that triggered the event and then once the tag the event was attached to has been processed the bubble phase reverses the process and goes back out again. Internet Explorer and traditional event handlers always process the bubble phase and never the capture phase and so always start with the most specific tag and work outwards. So with event handlers: div onclickalert(a)div onclickalert(b)xx/div/div clicking on the  xx  would bubble out triggering the alert(b) first and the alert(a) second. If those alerts were attached using event listeners with uC true then all modern browsers except Internet Explorer would process the alert(a) first and then the alert(b).

Stem Cells And Its Effects On The Body - 885 Words

Stem cells have remarkable potential to develop into many different cell types during early life and growth in the body. Different tissues serve as all sorts of internal repair systems, dividing essentially without limit to replenish other cells as long as the person or even animal are still alive. When stem cells can divide, they can turn into new cells and have the potential either to remain a stem cell, or become another type of cell with a more specialized function. A cell with a specialized function is one such as a muscle cell, a red blood cell, or a brain cell. (â€Å"Stem cell basics: Introduction [Stem cell Information],† 2016) Stem cells are extracted from fetuses. Scientists have discovered certain ways to use unspecialized cells found in bone marrow, as well as those found in umbilical cord blood and unique skin cells. As medical research teams take advantage of these findings, they are exploring the controversy surrounding the harvesting and use of stem cells, as well as expanding medical and public knowledge about stem cells. The extraction of stem cells may cure many diseases, such as Parkinson’s disease or Alzheimer’s disease. (Today, 2004) With these new means of acquiring stem cells, a chance of healing these illnesses increases. Not only will there be more stem cells available for research and healing purposes, but the long fought battle over abortion will find its median. The importance of stem cell research can be seen as a breakthrough for humansShow MoreRelatedStem Cells And Its Effect On The Human Body1407 Words   |  6 PagesIntroduction Stem cells are unspecialized cells of a multicellular organism and it has capability changing into any type cell. 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The Secret Circle The Hunt Chapter 26 Free Essays

â€Å"You can’t hide it from us any longer, Diana,† Melanie said. â€Å"It was pretty obvious when he risked his life to protect you.† The group was gathered around the coffee table in the secret room trying to figure out what had gone wrong in the woods, when the conversation turned to Diana and Max. We will write a custom essay sample on The Secret Circle: The Hunt Chapter 26 or any similar topic only for you Order Now But the star-crossed lovers didn’t stop some Circle members from nervously eyeing Scarlett, on edge now that she was present for these private conversations. â€Å"He did prove himself out there,† Laurel said with a romantic breeziness. â€Å"In the moment of truth he chose love.† â€Å"Have you two totally lost your minds?† Faye had been seething quietly on the tufted sofa while Melanie and Laurel waxed poetic about Max’s turnaround, but she made up for it now by raising the volume of her voice well above theirs. â€Å"Max is the enemy. Remember? That’s what you all told me. But now that Diana’s fallen for him, he’s suddenly the second coming?† â€Å"Quit your complaining,† Melanie barked back from the opposite side of the coffee table. â€Å"You’re just jealous. Did you not see what he did for her out there?† â€Å"He did it for all of us,† Diana said. â€Å"Faye, I know you had feelings for him once. But you have to understand, we really are in love. Can you find it in your heart to be happy for us?† Faye turned up her nose. â€Å"You’re going to make me puke,† she said, and retreated to her foldout bed. â€Å"Max is dangerous,† Chris called out. â€Å"You girls need to get the hearts and stars out of your eyes.† â€Å"That’s right,† Doug said. â€Å"Love has nothing to do with this. This is war.† Cassie noticed Adam staring down at the wooden floor. Then he glanced at Scarlett, and Cassie caught a brief moment pass between them. Cassie couldn’t be sure what it was, but she could tell that regardless of what Adam thought of Max’s intentions, he did believe Scarlett had proven herself out in the woods. It was obvious in the humble way he was looking at her. And she returned his gaze with a sly smile. Cassie’s jealousies flared and an image flashed in her mind. This time she saw Scarlett and Adam in bed together – in Cassie’s bed – and they were kissing like hungry lovers. The scene was so vivid and graphic it was like Cassie had burst through the door and caught them in real life. Her rage seeped into the vision itself and she willed Scarlett off Adam, then doused her in a blaze of fire. She stepped closer to watch Scarlett’s face blacken and melt hauntingly into the flames, and the sight of it brought a wriggling satisfaction to her stomach. She wanted to watch Scarlett perish until there was nothing left of her but ash. It isn’t real. Cassie had to shake herself awake, repeating those words to herself until the image disappeared. Deborah stood up and stepped to the center of the room. â€Å"I think I speak for all, or at least most of us, Diana, when I say we want you to be happy. But apart from that, we’re in a bad situation here. Every single one of us is in the crosshairs right now. That’s what we need to be focusing on.† She paused and Nick picked up where she had left off. â€Å"And, no offense,† he said. â€Å"But if we get the slightest hint that Max is working against us, we’ll take him down. Whether he’s your boyfriend or not.† â€Å"How do you plan to do that, tough guy?† Scarlett said, finally chiming in. â€Å"Since it’s clear that the only thing that works against the hunters is dark magic.† She’d been sitting on an ottoman off to the side, alone. The only Circle member willing to be within arm’s length of her was Sean, and that was only because she was pretty. But now all eyes turned to her, and she looked to Cassie. â€Å"Isn’t that right?† Cassie solemnly nodded. â€Å"Yes, that’s right. Dark magic is how I forced the hunters to retreat on the roof of the school, and it’s what Scarlett used back in the woods.† â€Å"But neither of you were able to strip the hunters’ relics of their powers,† Deborah said. â€Å"What we need is a spell that will accomplish that. To remove the threat of the hunters forever. Otherwise they’ll just keep coming after us until we’re all dead and buried.† Diana winced at Deborah’s coldheartedness, but the rest of the group agreed. â€Å"Cassie,† Adam said. â€Å"Now might be a good time to go get your father’s book. Maybe Scarlett can help us with the spell we’ve been working on.† Cassie’s stomach dropped in a freefall. Scarlett said in a throaty, mocking voice, â€Å"That’s a great idea, Adam. Why don’t you do that, Cassie?† Cassie looked desperately at Diana, who remained tight-lipped and unmoving. Then she turned back to Adam. â€Å"I can’t,† she said. â€Å"I don’t have it.† Scarlett rose from her seat. â€Å"What do you mean you don’t have it?† â€Å"Cassie asked me to keep it safe for her.† Diana migrated protectively to Cassie’s side. â€Å"It’s hidden someplace no one will find it.† Faye shot up from where she’d thrown herself down onto her mattress. â€Å"Are you kidding me, Cassie? You gave it to Diana and not me?† â€Å"We all have a right to see it.† Melanie spoke over Faye. â€Å"And not just a few pages at a time that Cassie copies for us, but as a whole book. Diana, you should go get it and bring it back here.† â€Å"I agree,† Laurel said to Cassie. â€Å"We’re all in this together, we should all know what resources we have.† â€Å"None of you understand. It’s controlling me!† Cassie screamed. Everyone fell silent. They all averted their eyes except for Faye, who watched Cassie carefully, and Scarlett, who seemed to be enjoying the show. â€Å"None of you can possibly understand,† Cassie repeated. â€Å"It’s not just the burns. I haven’t been myself since I got the book. And if I start using magic from it, I don’t know what I’m capable of doing to the rest of the Circle. Or what using the book could do to all of you.† For a few seconds nobody said anything, and then Diana made an effort to break the quiet. â€Å"I’ll bring the book back here when Cassie feels she’s ready. Not a moment before.† She threw an angry glance at Scarlett. â€Å"But feel free to whine and moan about it all you want.† There was a sudden whoosh at the room’s entrance that startled everyone at once. It was the sound of the secret door opening. Cassie’s mom stepped forward and immediately locked eyes with the new face in the room, but her expression wasn’t one of unfamiliarity, it was cautious recognition. â€Å"I’m sorry, I didn’t mean to interrupt,† she faltered. â€Å"That’s okay, Mom,† Cassie said. â€Å"This is Scarlett Forsythe, our newest Circle member.† Her mother’s eyes flared. Cassie could tell she had nearly gasped but managed to restrain herself. â€Å"Really,† she said in a noncommittal tone and forced a smile. Scarlett grinned at her. â€Å"You knew my mother.† Cassie’s mom inclined her head slightly and an odd expression crossed her face, like she was trying to determine if this was a nightmare. â€Å"Yes. A long time ago. Your resemblance is striking.† â€Å"So I’ve been told.† Scarlett spoke loudly, aggressively, as if she were angry with Cassie’s mom simply for being alive when her own mother wasn’t. Cassie positioned herself between them, feeling protective of her mother. â€Å"We’re okay down here,† she said. â€Å"Scarlett is one of us now and we’re just finishing up some business. You can go up to bed.† Her mother’s eyes were still fixed on Scarlett, as if she couldn’t bear to look away from her. Cassie guided her out the door and across the basement, back to the stairs. â€Å"What is she doing here?† her mother hissed. â€Å"We had no choice but to initiate her after Suzan’s death. It all happened so fast. We need her and she needs us – at least for now.† â€Å"Be careful,† her mother whispered, hugging her tight. â€Å"You cannot trust her.† â€Å"Tell me about it,† was all Cassie could bring herself to say. The Circle decided to crash at Cassie’s that night for safety, â€Å"to watch over one another,† they’d said, but Cassie knew what they’d meant was to watch over Scarlett. Scarlett may have earned her spot in the Circle when she forced the hunters away in the woods, but she was a long way from securing the Circle’s confidence. Tonight they would all sleep with one eye open. Adam had crept into Cassie’s bedroom to say good night, and he was taking his time leaving, in no rush to separate from her. He was softly running his fingers up and down the inside of her arm, the way she loved. Cassie didn’t want him to leave her either. She wanted him to hold her tight until she drifted to sleep. Adam leaned in and began kissing her neck, tenderly and quietly. He was being gentle with her, but she could hear the heaviness of his breathing. She understood how much he’d been missing having her this way. But then a knock on the door disturbed them. â€Å"It’s Scarlett,† the voice on the other side of the door said. â€Å"Can we talk?† Adam held Cassie tighter and shook his head, but Cassie told him it was okay. Reluctantly, he got up and let Scarlett in. â€Å"I’d like to speak to Cassie privately,† Scarlett said, dismissing Adam with a flick of her wrist. â€Å"Now?† Adam asked, with a tinge of frustration to his voice. Scarlett stepped past him and climbed onto Cassie’s bed. â€Å"Yes, now.† Only after a nod from Cassie did Adam comply. â€Å"I’ll be right out here on the couch,† he said. â€Å"If you need anything.† Scarlett smiled at Adam’s overprotectiveness and waited for him to close the door before she turned to Cassie and said, â€Å"I thought we could tell secrets.† Cassie thought back to their first sleepover, how excited she was to have a sister to share things with. How naive she’d been back then. She wouldn’t be fooled again. â€Å"Okay,† she said icily. â€Å"You first.† â€Å"I knew you’d say that.† Scarlett nudged her on the arm. â€Å"I have a secret about †¦ dark magic.† Cassie suddenly felt wary, but she reminded herself that her whole Circle was only one scream for help away. â€Å"Go on.† She braced herself for the worst. â€Å"I can read Black John’s book,† Scarlett said. â€Å"My mom helped teach me before she died.† Scarlett’s face was open and serious, and Cassie understood this was no trick. She was telling the truth. â€Å"It’s in our blood,† Scarlett continued. â€Å"The language. You’ll have to work to unlock it, but you know how to read the book, too, Cassie.† Cassie called to mind the few words in the book she could comprehend, and it all started to make sense to her. Instinctively, she’d known this all along. â€Å"I understand you’re worried about the dark magic taking over,† Scarlett said. â€Å"But we were built to control it. And with time, you will be able to.† â€Å"Why are you telling me all this?† Cassie asked. Scarlett laughed. â€Å"You love to keep those guards up, don’t you? I’m telling you all this because we’re on the same side now. And I want to defeat the hunters just as much as you do. They’ve killed people I loved, too.† Cassie thought back to Scarlett explaining how she first came to New Salem on the run from the hunters who had killed her mother – but Cassie doubted that was all there was to it. Then she remembered her daydream from a little while earlier, and how she was able to shake out of her evil thoughts. Maybe Scarlett was right about being able to control the darkness. â€Å"Do you trust me?† Scarlett asked. Trusting in Scarlett would never come easy. But for right now, Cassie didn’t have much of a choice. â€Å"No, I don’t trust you,† she said. â€Å"But I do believe you.† â€Å"Well, I guess that’s a start.† Scarlett got up and went to the door. â€Å"Get some rest,† she said. â€Å"We have a big day ahead of us.† She wrapped her hand around the doorknob and then released it again. â€Å"One more thing.† She swiveled back around on her heels. â€Å"I think it’s adorable that you and Adam are trying so hard to stick together through all this. I am so impressed by how accepting you’ve been.† She paused to draw the moment out, relishing it. â€Å"About the cord between him and me, I mean. You must have taken lessons from your friend Diana.† Cassie felt something inside her tighten and then unhinge. A caustic taste like battery acid filled her mouth, tainting her voice with venom. â€Å"You stay away from Adam.† â€Å"I just complimented you, Cassie. Don’t go spoiling it with your awful temper.† Scarlett lifted her eyebrows and pursed her full lips. And with that, she was gone. How to cite The Secret Circle: The Hunt Chapter 26, Essay examples

Marine Mammal Biology Essays - Veterinary Physician, Marine Mammal

Marine Mammal Biology Marine Mammal Biology How many different jobs are there and what education is needed? ? I decided to do a report on Marine Mammal Biology. I have a deep interest in this subject and one day would like to pursue a career in Marine Mammal Biology. There are about 100 species of aquatic or marine mammals that depend on fresh water or the ocean for part or all of their life. These species include Pennipeds (seals), sea lions, fur seals, and walruses, Cetaceans (baleen and toothed whales, ocean and river dolphins and porpoises), Sirenians which are manatees. Scientists try to study there animals' genetic, systematic, and evolutionary relationships, population structure, community dynamics, anatomy and physiology, behavior and sensory abilities, diseases, geographic distributions, ecology, management, and conservation. The average salary a biologist makes a year ranges depends on the amount of experience one has. Most biologists make 30,000-40,000 a year. The work is usually back breaking and long hours out on the sea, extensive work on the computer, hauling buckets of fish to feed the animals, hours of clean-up, numerous reports, typing grant applications and permit applications. In fields of science, jobs dealing with marine mammals vary widely. Marine mammal jobs include researcher, field biologist, fishery vessel observer, laboratory technician, animal trainer, animal care specialist, veterinarian, whale watch guide, naturalist, educator, and government or private agency position in legislative, management, conservation, and animal welfare issues. Many marine mammals' scientists work with museum displays and collections, as a curator, an artist, an illustrator, a photographer, or a filmmaker. A broad education is necessary for finding employment in marine mammal science. High school courses such as biology, chemistry, physics, mathematics, computer science, and language, will provide a good educational base. You can talk to a guidance counselor for help in selecting course work. Good grades are important for admission to a university. Most entry-level marine mammal jobs require a B.S. degree, with a major in biology, chemistry, physics, geology, or psychology. A minor in any science, computer science, mathematics, statistics, or engineering also can be helpful. Good language and technical writing skills are essential. Many people are surprised by the amount of writing involved marine mammal professions. Because marine mammals are found worldwide, foreign language training is often useful. The master's degree is usually the first opportunity that college students have to specialize in marine mammal science. Care should be taken to select an advisor with experience in the subject and a reputable university with a diverse curriculum that will enable a focus on marine mammal science. Students who have dual majors or interdisciplinary training sometimes have more employment opportunities. Because the field of marine mammal science is so diverse, students who train in specialized areas have practical tools that may help them gain employment. With a B.S. degree, positions include animal care specialist, animal trainer, field technician, laboratory technician, consultant for industry, and entry-level government position. Jobs at this level offer little opportunity for self-directed work. The M.S. degree can facilitate individual work with marine mammals, like designing research projects, developing management plans, supervising field or laboratory studies, or heading programs in education, husbandry, or training. The acquisition of a Ph.D. or D. V. M. provides more career opportunities, including design and management of field and laboratory research programs, university faculty positions, coordination of government and industry programs, and management positions in oceanaria or museums. There are very few universities that offer a marine mammal science curriculum. To select an undergraduate university, visit campuses and talk with professors and students about career interests. Most university libraries or counseling centers have university catalogs to look up schools who can provide you the classes you need. As a high school or undergraduate student, practical experience can be gained by volunteering at federal, state, or local organizations that work with marine mammals. This volunteer experience provides practical skills, an employer reference, a network of contacts in the field of marine mammal science, and most importantly helps determine whether this type of work is appealing. Many oceanaria, zoos, museums, and government agencies have internships that provide practical experience. Many careers in marine mammal science require experience in the marine environment. SCUBA certification, boat-handling experience, or sea time can be helpful in securing employment in

EUTHANASIA To Help or Hinder essays

EUTHANASIA To Help or Hinder essays Personally, I disagree with euthanasia. I don't think God intended for man to decide when, where, and how to take Sometimes we as humans feel we are helping others and in actuality end up hurting more than anything. A prime example is Dr. Kevorkian. Kevorkian assisted approximatley thirty people with euthanasia. He and his patients thought they were helping to end a life of pain and misery. In reality, they left behind more pain and misery than peace. I think it was morally wrong to let Kevorkian kill all those people because had he been a minority, with society being the way it is today, he would have been arrested after the first few acts of euthanasia. But because Kevorkian is viewed as a powerful white male he was allowed to "get awat with" numerous euthanasia killings. I thought this to be very inhumane seeing that after he assisted the people in dying, he dropped their bodies off at different hospitals. To me, this is like someone dropping garbage off at a waste site. That does't seem very caring or humane to me. It looks like you're just out for the financial rewards to be obtained as a result of a Another point that makes me curious about Kevorkian and doctors like him is that the American Medical Association does not honor or acknowledge them. Personally, I wouldn't want anyone like this assisting me with any medical matter. There were several patients who did not give Kevorkian permission to perform euthanasia, but he did anyway. These people's rights were violated. If they were like a lot of terminally ill people, they aren't able to consent to anything. If these people are in this condition, how can you help them? You can't even determine if they want your help or not. It is not up to another human to determine the fate of someone else. Because of this god-like pratice, we need laws passed against euthanasia before it is uncontrolla...

How to Deal with Unprepared Students

How to Deal with Unprepared Students One of the facts that every teacher faces is that each day there will be one or more students who come to class without the ​necessary books and tools. They might be missing their pencil, paper, textbook, or whatever other school  supply you asked them to bring with them that day. As the teacher, you need to decide how you will deal with this situation when it arises. There are basically two schools of thought about how to deal with a case of missing supplies: those who think that students should be held responsible for not bringing everything they need, and those who feel that a missing pencil or notebook should not be the cause of the student losing out on the days lesson.  Lets take a look at each of these arguments.   Students Should Be Held Responsible Part of succeeding not only in school but also in the real world is learning how to be responsible. Students must learn how to get to class on time, participate in a positive manner, manage their time so that they submit their homework assignments on time, and, of course, come to class prepared. Teachers who believe that one of their main tasks is to reinforce the need for the students to be responsible for their own actions will typically have strict rules about missing school supplies.   Some teachers will not allow the student to participate in the class at all unless they have found or borrowed the necessary items. Others might penalize assignments because of forgotten items. For example, a geography teacher who is having students color in a map of Europe  might reduce a students grade for not bringing in the required colored pencils.   Students Should Not Miss Out The other school of thought holds that even though a student needs to learn responsibility, forgotten supplies should not stop them from learning or participating in the days lesson. Typically, these teachers will have a system for students to borrow supplies from them. For example, they might have a student trade something valuable for a pencil that they then return at the end of the class when they get that pencil back. One excellent teacher at my school only lends pencils out if the student in question leaves one shoe in exchange. This is a foolproof way of ensuring that the borrowed supplies are returned before the student leaves the class.   Random Textbook Checks Textbooks can cause a lot of headaches for teachers as students are prone to leaving these at home. Most teachers do not have extras in their classroom for students to borrow. This means that forgotten textbooks typically result in students having to share. One way to provide incentives for students to bring their texts each day is to periodically hold random textbook/material checks. You can either include the check as part of each students participation grade or give them some other reward such as extra credit or even some candy. This depends on your students and the grade you are teaching.   Larger Problems What if you have a student who rarely if ever brings their materials to class. Before jumping to the conclusion that they are just lazy and writing them a referral, try to dig a little deeper. If there is a reason that they are not bringing their materials, work with them to come up with strategies to help. For example, if you think the issue at hand is simply one of organization issues,  you might provide them with a checklist for the week for what they need each day. On the other hand, if you feel that there are issues at home that are causing the problem, then you would do well to get the students guidance counselor involved.

Technology and a Just Society Assignment Example | Topics and Well Written Essays - 500 words - 4

Technology and a Just Society - Assignment Example As a point of departure, technology has influenced human life on the globe through diverse innovations, which have contributed to life transformation. When all classes of people in a society are treated equally, even the impact of technology is universal. It is realizable that, life takes a different dimension for various classes of people in a society when injustice is evident in embracing life-changing technological activities for the poor. For instance, Deborah and Wetmore argue that the technology of appliances pushed the servants to the corner, because they became unnecessary, and the servant class’s children began to go to college. This implies that they transformed into the middle class. This technological innovation represents a mixed blessing. First, it pushes the servants (employees) to the poor class and second, it propels the servant class to the middle class. According to Deborah and Wetmore, he thinks of pushing technological innovation towards a different and modern direction. Dyson asserts that technology should be pushed from that of making toys for the rich to the basic needs of the poor. Majority of the poor people would choose to live in the rural areas as long as the technology is applied to make the places rich. Dyson’s argument advances to the point of proposing that poverty can be reduced through three ways of technological developments, which includes solar energy, genetic engineerin g, and the internet. Advancement of this development will open up remote areas and consequent. On the other hand, the aspect of Embodiment and Virtuality is fundamental to changing the lives of people. In actual sense, expansion in technology contributes to the expansion of possibilities of the virtual such as surrogacy, cloning among others.

Manditory Immunization in children reduce the risk of disease for Essay

Manditory Immunization in children reduce the risk of disease for everyone - Essay Example Herd immunity – not a matter of personal choice The first reason I would like to put forward to support my argument is the reason of herd immunity. I would like to show an example how this issue affects the whole society. My mom is a teacher who has been in the profession for the last 20 years. Recently she had her spleen out and hence had a very vulnerable immune system. But she is now on a leave for three weeks without pay as advised by my family doctor and the responsibility of this suffering goes to a student who attended the class with a whooping cough. Though my mother was not in direct contact with the child, she was victimized, and then, the fate of all other teachers and the students who were in close contact with the culprit is clear. Only cynicism would make someone argue that the parents of that child were unaware about, or, incapable of, immunizations. The point I would like to put forward here is of long lasting social consequences if not taken critically. The pl ight of immune suppressed people like that of my mother should be taken very seriously. Those who have organ transplantation or autoimmune diseases are unable to take proper preventive measures and it is the responsibility of the society to see that these people are not infected. In addition, there is the category of health workers who are forced to work in close contact with the ill ones, thus a high risk group. Thus, in my opinion, it is not at all a personal decision to be taken but like Ottenberg, Wu, Poland, Jacobson, Koenig, and Tilburt (2011) say, it is right from the part of government to restrict individual liberties to promote public welfare, like traffic rules, sanitation laws and environmental regulations. The right of children to lead a healthy life I think it is the responsibility of parents to immunize their children as children at that age are too naive and unable to take decisions. The present-day increase in whooping cough among children is the result of the lukewa rm attitude of parents towards immunization. As they have not witnessed the seriousness of the diseases they are immunizing themselves against, people are losing their interest in the immunization programs leading to such incidents like the increase in whooping cough. Thus, in my opinion, it is necessary to make immunization of children mandatory for parents. Otherwise, due to ignorance or negligence, they tend to avoid it. The increased number of travelers My third argument is related to the increased number of travelers moving in and out of the country. As we all know, though a disease disappeared from the country, it can reappear again through such carriers and if people are not immunized, it will lead to serious health problems in the country. Hence, in my opinion, people should not show a lethargic attitude towards immunization and should ensure immunization to their children. Points against immunization- ignorance and superstition There are a large number of allegations made b y people against vaccination. Those who are against the preventive measures have a lot in their repertoire. One serious allegation against vaccination is that mumps, measles and rubella vaccine (MMR) could lead to autism or Crohn’s disease (Borysiewicz). However, studies have proved that this allegation is baseless. Faras, Ateeqi and Tidmarsh (2010) have shown that MMR does not have any connection with the occurrence of Autism. In

Why is this night different from all other nights? :: Personal Narrative Writing

Why is this night different from all other nights? My sister Sarah is lighting the candles, and her hands tremble when she turns to cover her face ina gesture of piety. I am thirteen years old, and we are gathered at my house for the Passover seder ("order" in Hebrew) and my whole family is here: mother, sister, grandmother, aunt, and two cousins. Did I say my whole family is here? That is not entirely correct: my father is absent. My parents split five years ago, and he doesn't celebrate holidays with us anymore. We don't really talk about this, though, and instead my mother's boyfriend, a Gentile from Colorado, takes my father's place at the head of the table, and leads the seder, reading the phonetic Hebrew I secretly scribbled in the margins of that Haggadah ("telling" in Hebrew) several years ago, when Sarah could read Hebrew and I couldn't yet. I can now. While Sarah's hands are trembling over her closed eyes, Nettie's hands tremble as well, as she carries out the heavy silver tray containing the seder plate, wine, matzot, and bowls of salt water. This tray belonged to my grandmother, and, as I'm told each time we use it, it's an antique, worth a lot of money. Earlier this afternoon, I saw Nettie polishing it in the kitchen, along with the matching silver serving pieces, silver salt and pepper shakers, silver pitchers, and of course, the ornate silver wineglass we put out for Elijah. This is an impressive collection of silver, all monogrammed with my grandmother's initials, and when Nettie was polishing the pieces this afternoon, she spread them out neatly on our kitchen counters.They took up the whole room. Nettie is our maid. She's been with us since I was three and Sarah seven. She comes to our house three days each week, all day, and sometimes she watches us when my mother goes out at night and on the weekends. She is a black woman, somewhere around sixty years old, and while she has been with us for years, I cannot seem to remember her aging visibly. Her skin isdark and smooth, and smells faintly of the rosewater and glycerin lotion she applies daily. Her hair, I'm told, is very long, although I've never seen it in any style other than wrapped in a tight bun on the top of her head.

Motivation in different cultures Essay

There has been general upsurge in cultures and managerial research in the last decade or so. Despite this fact, empirical studies on culture dimensions to management practices across cultures have been limited in numbers and scope. In few countries, very limited knowledge about its cultural values and the consequences it poses for motivation is known. A major question is whether the drawback of universal theories could explain for the disappointing economic development of various countries. A few reports suggest that there is difference in application of motivational theories in different parts of the world. In view of these differences, untrimmed Western management models may not be very appropriate for adoption all over the world, in general without recourse to the prevailing local cultural values. The suggestion is made to look for appropriate and suitable management models for different cultures by studying the relatively more successful local companies and institutions. Key words: Motivation, Management, Cultures, Values INTRODUCTION: Motivation has kept people in crises going throughout centuries; it has been the cause of increased standards of living, success, fortune, and satisfaction. Most leaders throughout history have used varying techniques of motivation and persuasion. The same is true for successful managers. According to many, the role of motivation in the work environment has great value. Many studies have evolved around various motivational techniques for directing employees towards desired goals. However, â€Å"the challenge to management is to recognize and understand the impact of various motivational systems on individual and group behavior within an organised work endeavor. The success or failure of motivation rests not only on the technique but also on management’s ability to match the needs of people with appropriate rewards† –Todes, 1977. Motives are needs, which force people to move towards goals, or point they define. Studies of motivation have tried to respond to the ‘why’ of the human behavior, which is directed towards a goal and the need for that goal. Hersey and Blanchard (1977) noted that motives can be defined as needs, wants, drives, or impulses within the individual which are directed towards goals which may be conscious or subconscious. Freud long ago discovered the importance of subconscious motivation; in order words, people are not always aware of everything they want (Hersey and Blanchard, 1977). Dickson (1973) stated that employees are not motivated solely by money but by other factors, which is linked to their behaviour and attitudes. Many theories of motivation have been developed with the understanding of how employees’ behaviours can be energized positively and how they can better be directed to achieve desired objectives. The relevance of cultures to management with the sole purpose of contributing to a culturally feasible motivation theory building across cultures is to be known. Motivation practice in different societies requires identification of the ‘growth-positive’ and ‘growth-negative’ culture based-factors. Defining motivation: According to Stephen (2000), motivation is the willingness to exert a persistent and high level of effort towards organizational goals, conditioned by the effort’s ability to satisfy some individual needs. Motivation theories are classified into two groups: ‘content theories’ and ‘process theories’. Content theories explore what motivate people: that is, arouses and energize the behavior. The most famous content theories are Maslow’s need hierarchy, Herzberg’s two-factor theory, and McClelland’s three-factor theory. Process theories researched the specifics of the motivation process. Vroom’s expectancy theory and Adam’s equity theory are well known process theories. As the concept of motivation is reviewed, we should keep in mind that level of motivation varies both among individuals and within individuals at different levels. Among motivation theories to be re-viewed are those of Maslow, Herzberg, Hofstede, and Vroom. Maslow’s theory of motivation: Maslow, a behavioral scientist, is one of the most prominent writers in the area of human motivation. He developed the â€Å"Hierarchy of needs theory†. Maslow (1970) stated there is a connection between behavior of individuals and their needs, and the strongest â€Å"felt needs† determine behaviors of individuals at given times. Maslow’s approach was based on the assumption that the individual is the basic unit in a social organization that is capable of â€Å"life affirming and self -fulfilling† behavior. Maslow believed that work becomes a personal commitment and its accomplishment creates satisfaction and self- actualization and provides a way to achieve individual goals. Maslow categorized these â€Å"needs† into five levels; from the most primary needs of Physiological; Safety; Social at the base to the most secondary needs of Esteem and Self-actualization needs at the top. Basically, Maslow postulates that knowing the needs that employees are trying to satisfy, managers can help satisfy those needs so that employees can be satisfied and, then, motivated to work better. He believes that the lower needs are satisfied before an individual attempt to satisfy a higher level need in the hierarchy. Maslow’s need theory has received wide recognition, particularly among practicing managers. Its popularity can be attributed to the theory’s intuitive logic and ease of understanding. Unfortunately, however, few researches do not generally validate the theory. Maslow provided no empirical substantiation for the theory, and several other studies, which includes the studies of Lawler III and Suttle (1972), and Hall and Nongaim (1968) that sought to validate it found no support. Herzberg’s two-factor theory: Both Herzberg and Maslow agreed that if an organization met the safety and social â€Å"needs† of its employee group, the satisfaction and level of performance of the group would rise. Herzberg (1968) proposed the â€Å"Two-Factor† theory of motivation. He conducted research among 200 engineers and accountants regarding job satisfaction and dissatisfaction. The subjects were asked to think of a time when they felt good or bad in their work environment. Herzberg, after analyzing the responses, concluded that there are two groups of factors, which cause satisfaction and dissatisfaction in an organizational setting and work environment. Herzberg called the first group of factors â€Å"motivators† and the second group â€Å"hygiene†: The hygiene factors, also called maintenance factors, are of such a nature that their presence in the organization will not necessarily motivate an individual to work harder but the absence of which can create an unhealthy organizational environment. Hygiene factors, such as salary, company policy, supervision, job security, working conditions interpersonal relations, and status, are job context factors that help to maintain a healthy working environment. They do not motivate workers when pre-sent but workers can become dissatisfied when these factors are absent. The second set of factors-the motivators- are related to the job content of workers. The presence of these factors can motivate workers to perform better and their absence can result in dissatisfaction. These factors include achievement, recognition, advancement, challenging work, opportunity for growth, and higher responsibility. Herzberg maintains that both factors are important to the smooth running of an organization. The hygiene factor, even though they do not motivates, if absent creates a poor job attitude. However, an organization may have good working conditions, with adequate provision of hygiene factors, which are only job context, and workers may not be motivated. If adequate attention is paid to the motivators, which are job content related, workers may be motivated to work harder and produce more. Hofstede work-goals motivation theory: Hofstede (1980, 1990) postulated his motivation theory on 18 work-goals. The work-goals were classified into five major groupings or super goals as relating to the needs or goals of individuals in motivation. The super goals are: do a good job, ambition, cooperation and individuality, family and comfort and security. The five super goals are made up of these component goals among others: 1. Do a good job (challenging work, achievement, skill utilization). 2. Ambition (advancement, recognition). 3. Cooperation (good working relationships with colleagues, with boss). 4. Family and comfort (time for personal/family life; desirable living area). 5. Security (stable employment, welfare benefits) Vroom expectancy theory: Vroom approaches the issue of human motivation quite differently from the ways Maslow and Herzberg did. He holds that people will be motivated to pursue the achievement of a desired goal if: (1) they believe in the worth of the goal; and (2) they believe that their actions will en-sure the attainment of the goal. In a more detailed form, Vroom believe that a person’s motivation to perform will depend on the value the person places on the outcome of his efforts multiplied by his confidence that the efforts will actually help to desired goal; that is F = V * E Vroom’s theory shows that individuals’ have goals and are motivated towards actions that will ensure the achievement of these goals. As such, managers should communicate how employees goals, such as promotion, more pay, recognition, and so on, can be earned in terms of what behavioral patterns are known to employees, such patterns should form the basis for administering rewards. Otherwise problems will occur in terms of workers’ lack of confidence in organizational policy, and the result may be detrimental to good working environment. Culture and management discourse: The last decade has brought a renaissance of interest in cultural phenomena in societies and organizations. Re-searchers from a variety of disciplines have provided range of theoretical and analytical studies. Perhaps because of the different methodological and political orientations that distinguish these disciplines, the literature remains theoretically unintegrated – in a state of conceptual chaos. Before reviewing the relevant literatures about culture, and the impact of culture on motivation management, it is important to define culture. Culture is a common word and like all common words it comes with much conceptual baggage, much of it vague, some of it contradictory. Contemporary concepts of culture: Some management researchers subscribed to the view that sees culture as- a shared homogenous way of being, evaluating and doing-, which are ideas, shared by members of a cultural group. Others see culture as heterogeneous combining differentiated and dynamic subcultures, still, others see culture from a multi- fragmented perspective that bring ambiguity into culture discourse – which are vital to motivation. As numerous intercultural scholars have noted, each culture has its own unique â€Å"world-view† or means for making sense of the world (Zahama, 2000). Hofstede (2003) defines culture as the â€Å"software of the mind†, a collective phenomena, shared with the people who live in the same social environment. It is the collective programming of the mind, which distinguishes the members of one social group or category of people from another. According to Deresky (2003), culture comprises the shared values, assumptions, understandings and goals that are learned from one generation, imposed by the current generation, and passed on to succeeding generations. Hawkins et al. (2006) propagates that the main operational regime of culture starts by earmarking stated boundaries for individual behavior and by guiding the functioning of such institutions as the family and mass media. In a societal setup these boundaries are termed as ‘norms’. Further, norms are derived from cultural values. Given the commonalities among the various authors of culture quoted above, it is obvious that they concur that culture should be defined as that which is shared, harmonious, homogeneous, but the definitions disagree with what exactly is being shared or harmonious and homogeneous. Culture consists of patterns, explicit and implicit of and for behavior acquired and transmitted by symbols, constituting the distinctive achievements of human groups, including their embodiments in artifacts; the essential core of culture consists of traditions (that is, historically derived and selected) ideas and especially their attached values. From a more dynamic perspective, culture is conceived as being made up of relations, rather than as stable suggests that every individual embody unique combination of personal, cultural and value systems. This implies that national cultures, corporate cultures or professional cultures, for example, are seen as symbolic practices that only come into existence in relation to, and in contrast with, other cultural communities. Levels of culture: As almost everyone belong to a number of different groups and categories of people at the same time, people unavoidably carry several layers of values within themselves, corresponding to different levels of culture. For example: A national level according to ones’ country. A regional and/or ethnic and/or religious and/or linguistic affiliation level, as most nations are composed of culturally different regions or ethnic or religious or language groups. A gender level, according to whether a person was born as a girl or as a boy. A social class level, associated with educational opportunities and with a person’s occupation or profession. A generation level, which separates grandparents from parents from children; for those who are employed, an organizational or corporate level according to the way employees have been socialized by their work organization In modern society, they are often partly conflicting: for example, religious values may conflict with generation values; gender values with organizational practices. Conflicting values within people make it difficult to anticipate their behavior in a new situation. These socialization processes or levels of culture are more ways of doing things, or practices, as opposed to fundamental assumptions about how things are. In the center is a system of societal norms, consisting of the value systems shared by major groups of the population. Their origins are in a variety of ecological factors (in the sense of factors affecting the physical environment). The societal norms have led to the development and pattern maintenance of institutions in society with a particular structure and way of functioning. These include the family, education systems, politics, and legislation. These institutions, once they have become facts, reinforce the societal norms and the ecological conditions that led to them. In a relatively closed society, such a system will hardly change at all. Institutions may change, but this does not necessarily affect the societal norms; and when these remain unchanged, the persistence influences of a majority value system patiently smooth the new institutions until their structure and functioning is again adapted to the societal norms. Change comes mainly from the outside, through forces of nature (change of climate, silting up of harbors) or forces of man (trade, colonization, scientific discovery). The arrow of outside influences is deliberately directed at the origins, not at the societal norms themselves. It is believed that norms change rarely by direct adoption of outside values, but rather through a shift in ecological conditions: technological, economical, and hygienic. In general, the norm shift will be gradual unless the outside influences are particularly violent (Hofstede, 1980a). THEORETICAL BACKGROUND: A survey study was carried out in five different European and African countries by a The Research and Development Unit of Euro-African Management Re-search Centre (E-AMARC – Maastricht-Paris-Brussels-Stirling) to know the impact of differences in cultures on motivational factors. The European countries were France, Italy, Nether-lands and Scotland, while the African country involved in the research was Nigeria. The questionnaire used as a base the ‘Value Survey Model’ developed by Hofstede The research aimed at comparing motivation management values across five countries. For this purpose, written survey questionnaire was used. The questionnaire tried to obtain a fair representation of the opinions of two categories of respondents: Managers (everybody leading the work of others), non-managers (higher educated employees). The questionnaire contained items about the manager’s motivation-related values and perceptions. Only the questions found significantly relevant for the understanding of the effect of culture on management motivation practices were reported and examined in the study. The research included,The survey questionnaire contained a number of questions aiming at understanding â€Å"what makes people thick†. Table 2 presents the data on Maslow, Herzsberg, Hofstde and Vroom motivation factors as they are perceived to influence motivation by the respondents. This research project describes the results of a survey study of five countries; France, Italy, Scotland, Netherlands and Nigeria. DISCUSSION: It has often been said and discussed that the motivational factors does not have the same prominence in different cultures. In the survey, questionnaire contained a number of questions aiming at understanding â€Å"what makes people thick†. The table presents the data on Maslow, Herzsberg, Hofstde and Vroom motivation factors as they are perceived to influence motivation by the respondents. The research project describes the results of a survey study of five countries; France, Italy, Scotland, Netherlands and Nigeria. The results obtained from the research confirmed that the cultures of France, Italy, Scotland and Netherlands as measured by the motivation-related values and desires of the respondents were different. Examination of responses on the motivation-value factors from the research reveals that the Italians ranked â€Å"have challenging tasks, have freedom to adopt their own approach to tasks, make contribution to the success of their organization, live in desirable area for self and family, and to have good working relationships with direct superior† as the five most important motivation-value factors. To â€Å"serve your country, have little tension and stress on the job, work in a well-defined job situation, have opportunity to help others and work in prestigious and successful organisation† as the five lest important motivation-value factors. The French respondents ranked â€Å"have challenging task, live in desirable area, freedom of approach to tasks, cooperation with others, and good working relations with superior† as the five top motivation-value factors. They ranked â€Å"serve your country, have little tension and stress on the job, work in a prestigious and successful organisation, have security of employment and well-defined clear job situations† as the five lest motivation-value factors. The Scottish respondents ranked â€Å"cooperation with others, live in desirable area, challenging tasks, have good relationship with superior and to have freedom of approach to tasks† as the five top motivation value factors. They ranked â€Å"serve your country, to have little tension and stress on the job, to have opportunity to helping others, to have well defined and clear job situations and work in prestigious and successful organisation† as the five lest motivation-value factors. The Dutch on their part ranked â€Å"live in desirable area, cooperation with others, have good physical working conditions, have good working relationships with direct superior and have opportunity for higher earnings† as the five top motivation-value factors. They ranked â€Å"serve your country, have little tension and stress on the job, have opportunity to helping others, to be consulted by direct superior and to have variety and adventure on the job† as the five lest motivation-value factors. To the Nigerian respondents, they ranked â€Å"make contribution to the success of their organisation, to have challenging tasks, have security of employment, opportunity for higher level jobs and cooperation with others† as the five top motivation-value factors. They ranked †have little tension and stress on the job, have variety and adventure in the job, to be consulted by direct superior, work in prestigious and successful organisation and opportunity for helping others† as the five lest motivation-value factors. The difference in the ranked order of the work-goals among the four European country respondents is of little significance. Though there is not much difference among these countries, there are significant differences when compared with the African-Nigerian respondents. In a collectivist society like Africa-Nigeria, goals like security of employment, contribution to the success of organisation, opportunity for advancement to higher level jobs and earnings have symbolic cultural and economic values that add to their rated importance. Some of the value clearly relate to ‘motivation factors’ and others relate clearly to ‘hygiene factors’ in Herzberg terms. For example, variety and adventure in the job, challenging job, freedom on the job, recognition and opportunities if they refer to advancement, not merely to earnings, higher salary, all clearly relate to ‘motivation factors’. On the other hand, factors like opportunity for higher salary, good physical working conditions, security, and good relationship with superior are clearly hygiene factors. However, some factors like clear job description, cooperation and challenging tasks sit on the fence and may deflect one way or the other depending on the tasks and situations at hand. Comparing the five highest motivational factors to Herzberg’s two-factor theory, the European respondents ranked, challenging tasks, desirable living area, freedom of approach to job, working relation-ships with superior and cooperation with others, are motivator factors. For the African Nigerian respondents, contribution to success of organisation, security of employment, advancement to higher level jobs and earnings are hygiene factors. Herzberg stated that to the degree that motivators are present in a job, motivation will occur. The absence of motivators does not lead to dissatisfaction. Further, he stated that to the degree that hygiene’s are absent from a job, dissatisfaction will occur. When present, hygiene’s prevent dissatisfaction, but do not lead to satisfaction. In this study, the lack of challenging task for the respondents would not necessary lead to dissatisfaction. Higher earnings for the respondents than what they believe to be fair may lead to job dissatisfaction. Conversely, the respondents will be motivated when they are engaged in challenging tasks but will not necessarily be motivated by higher earnings. The result of this study supports the idea that what motivates employees differs from organisation to organisation and from country to country given the context in which the employee works. What is clear, however, is the emphasis given to the ranked order of the most important motivation value factors across cultures. Implications for management and organization: One crucial question to be answered is what motivates employees to work effectively and productively? One of the answers can be, challenging jobs, which allows a feeling of achievement, responsibility, growth, advancement, enjoyment of work itself and earned recognition, have not appeared as very motivating factors as was the case with most studies of this nature conducted in the West. This difference may be due to cultural influences. The West tends to be individualistic while Africa-Nigeria and most other African countries tend to emphasize the social aspects of a job situation. In Africa-Nigeria, clear job description, which ranked 8th position, is a very strong motivator and this seems to be consistent with traditional African value concern for paternalistic superior-subordinate relations. Similarly, contribution to the success of one’s organisation to the African-Nigerian respondents is more important than to be consulted by one’s boss in his decisions and freedom of approach to job. To make a contribution to the growth of one’s organisation is rather a static affair ‘present’ orient-ted and suggests a group of well-motivated employees’ who would want to be consulted by their superiors and get involved with the effectiveness of the organisation and cordial human relationships The ranked order of the motivation value factors of the respondents provides very useful information for management and the employees. Knowing how to use information provided by the study results in motivating employees is a complex task. The strategy for motivating employees depends on which motivation theories are used as a reference point. If Hertzberg’s theory is followed, management should begin by focusing on earnings and job security (hygiene factors) before focusing on interesting work and full appreciation of work done (motivator factors). If Vroom’s theory is applied, management should begin by focusing on challenging tasks and desirable living area for the employees in effort to achieving organizational goals and objectives. If Hofstede’s work-goal theory is applied, management must focus on advancement to higher level jobs, earnings, and security of employment in order to motivate the employees to effectively become satisfied and productive. A comparison of the results provides some interesting in-sight into motivation values across cultures. Challenging tasks, which ranked as number one motivator for Italy and France, ranked number two for Nigeria and number three for Scotland, is a self-actualizing factor. The number one ranked motivator, contribution to success of organization, is a physiological factor. According to Maslow, if management wishes to address the most important motivational factor of employees, challenging tasks, physiological, safety, social, and esteem factors must first be satisfied. If management wished to address the second most important motivational factor of employees, opportunity for higher earnings, increased salary would suffice. Contrary to what Maslow’s theory suggests, the ranges of motivation factors are mixed in this study. Maslow’s conclusions that lower level motivation factors must be met before ascending to the next level were not validated in this study. It is perhaps very interesting to note that the rank order of the factors by the African-Nigerian respondents seems to be gravitating towards ‘hygiene and maintenance factors’. Of the seven factors most highly ranked, only ‘security and earnings’ are indisputably motivation factors in Herzberg terms. One of the points to observe from the table is the relative low position (10th and 17th) scored by â€Å"freedom on the job† and â€Å"to be consulted by direct superior† respectively for the African-Nigerian respondents. Variety and adventure on the job, which is associated to recognition, scored the 16th position. All these factors are motivation factors by Herzberg and host of other western theorists and should have scored much higher. The fact that they did not suggests that the respondents have other priorities and we may have to look into culture and environment for further explanations. The results of this study indicate that job context is more important than job content. Organizational control or interpersonal factors (job-context factors such as co-operation, security, opportunity, contribution and earnings), for the most part, received high-ranking more than internally mediated factors (job-content factors such as success, consultation, freedom and the job itself). The results suggest therefore that efforts to motivate the African- Nigerians should focus on job context rather than on job content. Changes in nature of organizational control factors or interpersonal factors are likely to be more valued than changes in the work itself. Work enrichment programs that help the respondents function as members of a group, and which emphasize formal rules and structures, are more likely to motivate them in an extrinsic oriented society of Nigeria, where satisfaction tends to be derived from contribution and security, than in Italy, France, Scotland and the Netherlands where the job itself is more valued. The results suggest that the African-Nigerian respondents may be effectively motivated by the hygiene factors as long as these factors explicitly meet their personal and family needs. The results presented also suggests that the Italian, French, Scots and the Dutch’s respondents ranking of motivation-value factors, all corresponding to â€Å"higher† Maslow needs. On their part, the African-Nigerian correspondents’ ranking of the motivation-value factors corresponding to â€Å"low† Maslow needs. These findings illustrate that cultures and organizational work settings may have dramatic effect on motivation values across cultures. The empirical evidences that result from this research have shown that the different management theories of motivation in the form they have been developed and applied in the West may not or partially fit culturally in Africa. The similarities and differences among the five country respondents suggest that it make sense to study and compare western motivation values and traditional cultural values, beliefs, perceptions and attitudes among countries, regions and sub-cultures within the same country. This study calls for caution in importation and imposition of training and education practices that draw uncritically on Western motivation management theories and models without due sensitivity to the cultural differences and specificities of how motivation are conceived of and practiced in different cultures. It also calls for an indigenous approach that builds naturally on prevailing cultural norms and values, and for a closer examination and more detailed reporting and support for an appropriate, viable and feasible motivation management theory orthodoxy that is congruent with local environment. Finally, it is argued, based on the empirical evidence of this research results, that the generally accepted Wes-tern (most especially US) motivation theories like Maslow, Herzberg and Vroom may not be very appropriate for motivating employees in Africa-Nigeria and for universal formulating and theorizing on motivation management. Conclusion: The motivational factors that exist in one culture or country may not be present in another. For example, the elements that motivate individuals in an individualistic society vary from those that would motivate individuals in a collectivistic society. People in an individualistic culture tend to view themselves mainly in terms of their own self-interests, goals, and accomplishments and do not normally associate these factors with those of the group or organization with which they belong. The concept of self-actualization is far more prevalent in this type of culture. Conversely, people in a collectivistic culture generally do not partake in activities of a highly individual nature. They tend to align their personal goals and interests to those of the group or organization as a whole. The United States and France are examples of individualistic cultures, whereas Japan is a predominantly collectivistic culture. As mentioned earlier, different types of cultures require different types of motivation. In the same sense, different physical and economic conditions within various countries can influence the actualization of lower-level needs, which may hinder the development of higher-order needs. For example, in countries that are somewhat less developed the stress of everyday life and being able to provide the basic necessities becomes so overwhelming that individuals are unable to move beyond this stage and fulfill higher-order needs. In addition, countries such as Japan that experience high uncertainty avoidance seem to value the need for security more so than self-actualization needs in regards to enhancing work motivation. In contrast, countries such as the United States and France that are lower in uncertainty avoidance tend to pursue self-actualization needs due to the fact that their requirements for security are less complicated and met more easily. When deciding which type of reward programs would be most beneficial to Global Industries, Inc. and its members, several theories of motivation will need to be examined and then applied with reference to the local culture. References: Organizational behaviour – Stephen Robbins Managing organizations – RK Sharma, Sahashi K Gupta Management of Organizational Behaviour- Englewood Cliffs: Prentice Hall. www. academicjournals. org