Union Movement in Late 19th Century

During 1870 through 1900 workers joined together; responding to the power of their employers caused by the growth of industrialization. The worker did not always have the luxury of leaving after eight hours of work, the right to representation, or the even the right to work in a safe environment. The working people of nineteenth century America had to unite in struggle to achieve the gains that are often taken selfishly and taken for granted today. There were many successes and failures in organized labor; the successes were often obtained through the loss of the worker, often through lost wages, jobs, or even death. The organization structure of the union during 1870 through 1900 went through different cycles and strategies to achieve what they wanted. One of the first effective regional organized unions was the Knights of Labor formed in 1869. The knights took in not only skilled workers but also any worker that could be truly classified as a producer. The knights took their peek in 1885 when strikes against Union Pacific, Southwest System, and Wabash railroads attracted public sympathy and succeeded in preventing a reduction in wages, at this time they boasted a membership of 700,000. 1886 was a troubled year for labor relations. There were nearly 1,600 strikes involving 600,000 workers, with the eight-hour day being the important item for all of the strikes. Failure of some of the strikes and internal conflicts between the skilled workers and the unskilled led to a decline in the Knights popularity and influence. Another organization called the Federation of Organized Trades and Labor Unions created a constitution that other unions could adhere to. This constitution met in Pittsburgh on Nov. 15 1881 and was created by representatives of the cigar makers, the printers, the merchant seamen, steel workers, carpenters and local units of the Knights of Labor. One of the most important items in the constitution created by the FOTLU recommended that the legal eight-hour work day be an objective for every union to achieve. The FOTLU thus accelerated a strong national push for a shorter work week. The AFL grew from 140,000 in 1886 to nearly on million by 1900. With these strengths in numbers they often preferred striking over political action. The struggle for workers rights, wage increases and protests against wage cuts were often unsuccessful resulting in violence and death. Chicago workers were agitating for the eight-hour work day for months. On May 1st and 2nd 1886 were eighty thousand workers went on strike, bringing most of Chicago†s manufacturing to a standstill. On May 3rd a fight between hundreds of strikers and non-union replacements broke out. Chicago police quickly moved in to restore order, leaving four unionists dead and many wounded. Angered by the deadly force of the police a group of anarchists called on workers to arm themselves and participate in the massive protest demonstration in Haymarket Square on May 4. Only 3,000 members assembled and started out peacefully until late evening when someone still not known to this day threw a bomb that killed seven policemen and injured 67 others. Even though no evidence was ever found about who threw the bomb four anarchists were found guilty and sentenced to death. Ever since the Haymarket square symbolized for radicals and trade unionists everywhere the injustice of a capitalistic society but also associated negatively unions as un-American, criminalistic, and violent. Many other activists died or received injuries for their cause all around the country. In July of 1877 strike riots halted the movement of U. S. railroads. After a few weeks of shutting down most of countries railroad system federal troops were sent in to try to end the nationwide strike. This resulted in more violence and death; in Chicago for example federal troops killed 30 workers and wounded over 100. On June 14, 1877 in Pennsylvania ten coal-mining activists were hanged. October 1887 the Louisiana militia shot 35 unarmed black sugar workers striking to gain a dollar-per-day wage and lynched two strike leaders. 1894 federal troops killed 34 American Railway Union members in Chicago attempting to break a strike. July 1892 three hundred Pinkerton guards helped introduce scabs into the workplace by opening fire on striking Carnegie mill steel workers, this resulted in the death of seven guards and eleven strikers. The idea of demonstrations was often to get the attention of management to show that they mean business and can†t be pushed around so easily. New York garment workers won the right to unionize after a seven-month strike. They secured agreements for a closed shop, and firing of all scabs. Striking miners in Idaho dynamited the Frisco Mill. Leaving it to ruins, getting the attention they wanted. The popularity and growth of unions everywhere showed companies that they are not going to walk over their workers as easily as they did in the past. Although union demonstrations resulted in workers being injured, dead or fired they set the way for unions in the future to be successful in their endeavors. These demonstrations were successful in the fact that they showed management and companies that the American worker can unite and be heard as one voice rather than a mass of passive workers that would take any injustice given to them. It is to these unions that we owe many of the benefits and rights we see and use today, such as fighting injustices such as biases and discrimination, winning the right to representation and collective bargaining, and the right for education for every child.

Explore F.Scotts Fitzgeralds presentation of class and wealth in The Great Gatsby and The Diamond as Big as the Ritz

Wealth and social class permeate much of F. Scott Fitzgerald's ‘The Great Gatsby' and ‘The Diamond as Big as the Ritz'. Set during the roaring twenties when many people had newly accumulated wealth after the war, both texts seek to explore and satirise the complexities of wealth and social class. They particularly focus on how far people may go to fit into a social class or protect their fortune. Despite ‘The Diamond as Big as the Ritz' being set within the fantasy genre, elements of Fitzgerald's own life run as undercurrents throughout both texts. Fitzgerald's life features heavily in the texts, be it through the characterisation of Nick and Gatsby or the underlying references to his personal experiences. The experiences of the main protagonists' form parallels with Fitzgerald's interactions with the wealthy, both at Princeton and Great Neck and in his relationship with Zelda. ‘The Diamond as Big as the Ritz' satirises the exuberant wealth experienced by Fitzgerald when visiting a Princeton classmate. ‘The Great Gatsby' on the other hand, is more reliant on aspects of Fitzgerald's own life which forms the emotional foundation of the novel. Gatsby's relationship with Daisy mirrors Fitzgerald's turbulent relationship with Zelda who much like Daisy, was regarded as being incredibly materialistic. Gatsby can therefore be seen as a representing Fitzgerald's pursuit of sufficient wealth to support an aristocratic love interest. He does this to the detriment of his artistic integrity which he compromised by writing short stories to fund Zelda's opulent lifestyle. This is mirrored by Gatsby compromising his integrity and personal worth by bootlegging and lying about being the ‘son of some wealthy people in the Middle-West', in order to please Daisy and hopefully gain acceptance. He fails in both these areas. In integrating elements of his personal life, Fitzgerald may be implying that loving someone of a different social class comes with compromises and that one may lose sight of who they are in the process. ‘The Great Gatsby' by virtue of its representations of wealth and class can be seen as a running criticism of the American Dream and America's obsession with wealth amidst the hedonistic culture of the 1920's. The American Dream had originally been founded on the notion that anyone, irrespective of their background could achieve anything in the ‘land of opportunity' if they worked hard enough. Fitzgerald however, believed that the American Dream was just an ‘illusion' and that it had been corrupted by the of pursuit wealth. He consistently challenged the idea of the achievability of the American Dream in ‘The Great Gatsby'. The geographical motifs of East and West Egg embody just how unachievable the American Dream is. This geographical separation may symbolise the hypothetical and literal divides between the nouveau riche who reside in West Egg and aristocrats of East egg, consequently highlighting how they will forever lead separate existences. This gives the impression of the American Dream being highly flawed, as having acquired great wealth does not translate into acceptance for the people of West Egg, who are seen as the social subordinates of the aristocrats of East Egg. This is further established by the behaviour of the guests at Gatsby's party. The people of West Egg lack the refinement, grace and manners of their aristocratic counterparts for whom these traits form the rudiments of their social class. This consequently demonstrates how East and West Egg are separated by more than geographical distance but also by simple things such as social etiquette and fashion choices. Jordan's party (who consist of fellow East Eggers) are ‘spread around a table on the outside of the garden' ‘carefully on guard', emphasising that even within the intimate confines of the party the divide is still apparent and the people of East Egg are reluctant to mix. The corruption of the American Dream is further explored through the main protagonists' initial amazement and delight (early on in the text) at the great wealth they encounter. Fitzgerald employs a myriad of symbolisms, metaphors and similes to depict the sheer luxury and over exuberance of the aristocrats within both texts. Through these devices he is able to satirise the materialistic world the aristocrats inhabit, making it appear outlandish. In ‘The Diamond as Big as the Ritz' John Unger, a boy from Hades with ‘meager standards of living' is ‘amused and delighted', by the luxurious lifestyle Percy and his family lead. When he arrives with Percy they are driven in what Percy dismissively calls a ‘buggy'. However, the reader can extrapolate from John's reaction at the ‘thousand minute tapestries of silk, woven with jewels' that the vehicle is far from an old buggy. In this instance John's amazement may have been employed to paradox Percy's dismissive attitude towards wealth as he refers to the luxurious car as ‘old junk'. Fitzgerald may have used this paradox highlight the hollow nature of the wealthy, whose lives are fueled by consumerism to the extent that they place little value to the possessions everyone else would deem as extraordinary. In ‘The Great Gatsby', Nick is also amazed by the wealth he experiences at the Buchanan home. His first interaction with Daisy and Jordon has a dream like quality to it. When he meets the women they are dressed in white, ‘their dresses rippling and fluttering †¦ a short flight around the house' this gives the women an angelic quality which hints at how Nick is initially drawn in by their great wealth. This surreal and dream like quality of wealth is also reflected in ‘The Diamond as Big as the Ritz' with the depiction of the girl who is dressed like ‘Titania'. In the play, A Midsummer Night's Dream, Titania is the queen of the fairies which Fitzgerald may have used to allude to the magical and mystifying qualities of wealth present within both texts. Conversely, the amazement the main protagonists' initially showcased soon dissipates when they discover the corruptive nature of wealth and the wealthy. Despite the people of East Egg possessing an abundance of grace, elegance and taste (that comes with adhering to the norms of aristocratic society) they lack compassion. The East Eggers are presented as little more than bullies who use their money to alleviate any concerns they have, irrespective of who they hurt in the process. This morally corrupt nature of the rich is explored through the Buchanan's in ‘The Great Gatsby' and the Washingtons' in ‘The Diamond as Big as the Ritz'. The Buchanans' are presented as ‘careless people' who ‘smash[ed] things up' only to retreat back into ‘their vast carelessness'. Their lack of moral fiber is further emphasised when instead of attending Gatsby's funeral they move into a house far away. Fitzgerald may have used the Buchanans' as a moral didactic for the readers to illustrate how wealth can corrupt when one allows themself to become consumed by it. On the other hand, it could represent the unfair nature of capitalist societies whereby the wealthy upper-class can afford to pay for peace of mind. This conflicts with Gatsby whom despite accumulating his wealth through criminality is kind and loving, keeping watch outside Daisy's window to insure Tom does not hurt her, consequently illustrating that wealth alone does not corrupt but when coupled with high social status it can have disastrous effects. Moreover, in both texts religion (which is supposed to strengthen ones moral compass) has been replaced by consumerism. Atrocious things are carried out in the name of wealth in the texts, including murder and imprisonment. These things are written off as a natural pre-requisite of success and expansion. Here Fitzgerald argues that wealth can be its own prison blinding its pursuers, dehumanizing them to the extent that they devalue human life and assume that everyone can be bought. Fitzgerald satirizes the absurd nature of the rich when Mr. Washington tries ‘offering a bribe to God' with a voice immersed in ‘inextinguishable pride'. Ross Posnock, a Marxist writer, praised Fitzgerald in his essay ‘A New World, Material Without Being real' for his presentation of the capitalist society in ‘The Great Gatsby'1. Posnock believed that Fitzgerald had captured the capitalist society's obsession with material wealth and how it leads to people being regarded as little more than object that can be acquired along with capital in order to boost ones social status. Gatsby's vast wardrobe is a ‘heavy defensive wall' consisting of ‘thick silk' and ‘expensive dye' which support the Marxist view of material possessions providing a barrier against hardship which the rich can hide behind. For Gatsby, and many others, material possessions help to protect their status in the same way the ‘invisible cloak' of Gatsby's army uniform had hidden his lower class status when he first met Daisy. In general, the negative portrayal of consumerism in his work has made him very popular with Marxist writers. In conclusion, Fitzgerald uses ‘The Great Gatsby' and ‘The Diamond as Big as Ritz' to highlight the negative elements of wealth and class, whilst particularly emphasising that class roles will never be crossed. Both texts highlight the potential hazards of capitalist societies when one becomes consumed by materialism, placing greater importance on monetary fortune and status than the consequences of their actions. Although Fitzgerald presents both wealth and class in negative lights he reminds the reader that wealth alone does not give way to moral corruption hinting that it is wealth in conjunction with high social class that leads to the decaying of one's moral compass.

Evidence Based Practice Essay Example | Topics and Well Written Essays - 2500 words

Evidence Based Practice - Essay Example Research revealed that the effectiveness of pharmacological therapy in treating PSD patients in evident. However, augmented and tailored cognitive behavior therapy can play a vital role in improving treatment outcomes of PSD patients Post Stroke Depression increases the risk of mortality and morbidity. Recovery from stroke decreases the rate of mortality of the patients but depression highly increases the rate of morbidity of the strokes patient. It also impairs the functional capacity of the patients and hinder with the social cognition attitude of the patients with stroke. The PICOT question to address the problem is: In stroke, survivors (P) does Cognitive Behavioral Therapy (I) as compared to anti-depressants (C) will increase the treatment outcomes of Post-Stroke Disorder (O) after treatment of stroke (T)? Stroke is a leading cause of death and adult disability in the UK. Around 1,30,000 people met the stroke every year. The National Health Service has given an estimate of around  £2.8 billion expenditure by hospitals and around  £2.4 billion cost spent on informal care by the caregivers to the PSD patients (Broomfield, Laidlaw, Hickabottom, Murray, & Gillespie, 2011). Several studies have focused on the impact of stroke on the social recognition and quality of life of the patients. Therefore, it can be said that cognitive behavioral therapy may play a major role in decreasing the rate of prevalence of PSD focusing on the cognitive and psychological treatment of patients. The psychological impairment also appears in the patients of Post-Stroke Depression showing the signs of depression, anxiety, sadness, loneliness, isolation, alienation, etc. The cost and expenditure served on the treatment of PSD patients is also very high. Mostly the geriatrics and adults have been found as the victim of PSD however in some studies young adults also report the symptoms of

Investigation About Forklift Essay Example | Topics and Well Written Essays - 750 words

Investigation About Forklift - Essay Example This essay stresses that the forklift operators must be trained and retrained time again so that they can always remember not to push or shove bins while workers are in front of the line, as this may trigger an accident. In addition, employees have to be keen while working at all times, in this case, if Tina was keen, she would have seen the forklift that is if she did not have her back turned. The forklift operator is normally trained and must have received a tool box talk on not pushing or shoving bins while workers are in front of the line. If proper disaster management were in place medical officers would have been in the place of incident at the right time. This can be attributed to poor event management. Moreover, an accident may be caused by unattended medical issues in employee’s body. This paper makes a conclusion that lack of educating the employees on the safety measures is one of the principal causes of the incident that happened to Mrs. Tina. The accident would be avoided if a proper education was carried out and proper safety equipment put in place. Also, the employees would be in a better place to handle Tina’s case if they had skills in first aid operations. Management should heavily invest in training its employees on the site’s safety program can only be successful when employees on the site receives sufficient training to comprehend what their safety responsibilities and opportunities are and how to fulfill them. Consequently, training forum is a high priority to ensure a safe workplace.

Hills Like White Elephants by Ernest Hemingway Essay - 1

Hills Like White Elephants by Ernest Hemingway - Essay Example Hemingway does not use the crucial word in any part of the story, but the context, dialogues and the behavioral pattern of the two main characters would make it clear that they are planning to travel by train to Madrid to abort their child. The most intriguing aspect of the story is its terse narrative structure that leads the readers slowly to the core of the issue dealt with. The third person narrative serves the functional purpose of describing the mise en scene and filling in the unavoidable details of action. Each word has its weight and significance in the story for the same reason. Moreover, the story makes use of symbolic representations through every image that appears in it. The protagonists have a few drinks in the train station in the Ebro River valley of Spain and speak about the hills in the background, the drinks, their shared life, the abortion and their future. The varying viewpoints of the man and woman regarding the abortion are part cleverly revealed through their conversation and action. Hemingway presents a fragment from the life of the protagonists, but this throws light on the effects of time and space on the quality of their life. They are presumably the representatives of the ‘roaring twenties, who led a hedonistic life after the First World War. The crumbling social valued and family structure have led to a freewheeling life where men and women lived for the moment, and tried to get rid of commitments and responsibilities. The tension felt through the curt dialogue shows how the attitudes to such a life differ drastically between the man and the girl. The man is obviously distracted by the prospective because he is forcing the girl to do it. He forcefully brings the subject during the conversation and says, â€Å"That’s the only thing that bothers us. It’s the only thing that’s made us unhappy†. He neglects the attempt by the girl to bring to his notice that

Wal Mart - Economic part Essay Example | Topics and Well Written Essays - 750 words

Wal Mart - Economic part - Essay Example The primary data I used to get a glimpse of the nature of issues facing Wal-Mart included visiting a number of branches and observing the in-store traffic. I also observed the type of customers by age and observed the items that they picked as their preferences. I also interviewed the customers about the nature of services that they expect to find in all Wal-Mart stores. The secondary data I used include scrutinizing the monthly and annual sales report that is compiled by employees. I also read the company report that shows its annual expansion rate. Although Wal-Mart has experienced a remarkable growth and expansion in its market over the years, there still exists a large market for expansion in both domestic and overseas market. This if exploited will enable it to continue dominating grocery retail and consumer goods markets. With this kind of expansion, Wal-Mart would become the market leader by revenue and profitability. Wal-Mart can also take advantage of the economic opportunities by target different segments, especially the more affluent populations. This requires demystify the notion that discount prices are only meant for those with low incomes. Serious awareness is needed that discount stores and there to save money for all citizens as a way of improving their economic status. To appeal to all classes of customers, there is need to increase product availability by increasing the number of each product line. Wal-Mart will continue to lead the market because low prices will always attract customers. This is may remain a competitive advantage for Wal-Mart for a long time since the global economy is experiencing recession and may remain so for a long foreseeable future. Wal-Mart can overcome competition by offering to better prices by adopting the most effective supply, high quality products, and therefore becoming different from its competitors. It has the most effective supply chain

My Dilemma (acquisition, merger and initial public offer) Research Paper

My Dilemma (acquisition, merger and initial public offer) - Research Paper Example How the Dilemma came about One Monday morning when I got to the office, something strange and out of protocol happened. Hitherto, I rarely had any say on proposals for growth and expansion. I was more or less a passive observer who was around to learn from his superiors. This time round I was not even asked to give contributions towards a proposal to be sent to management but to select one of three choices management had taken on a long term growth and expansion move. Most of the time, proposals from my department to management were discarded but when proposals came from management to my department, it meant that the proposal was certainly going to be implemented. This means that the choice I made was going to be implemented. For a student on internship to decide the long term growth and expansion program for the multi million advertising company was indeed a herculean task. The dilemma was also with the fact that I had to choose among options given by management. The options were acquisition, merger and initial public offer. The company was considering either purchasing an events organization company or merging with the events organization company or putting its shares on public offer as a means of expanding the existing company. This was a dilemma because all three options had their own advantages and disadvantages. It was indeed difficult pointing out which of the options was going to be better than the either. Meaning of the three options Merger has been explained by Farlex (2011) to be â€Å"a combination of two or more companies in which the assets and liabilities of the selling firm(s) are absorbed by the buying firm.† It continues to posit that in the event of merger, there is a â€Å"decision by two companies to combine all operations, officers, structure, and other functions of business† (Farlex (2011). To this effect, it meant th at if I chose the option of merger, my company would have been tagged as the buying firm. It also meant that by merger, our company was going to combine all its operation, staff, structure and organizational culture with the selling firm. The new company that was going to be formed out of the merger was not going to be under the outright ownership of our firm but then ownership shared by the two companies in question. The Investopedia (2011) on the other hand explains that â€Å"when one company takes over another and clearly established itself as the new owner, the purchase is called an acquisition.† The implication of this definition is that if this choice was chosen by me, our company was

Building Construction for the Fire Service Research Paper

Building Construction for the Fire Service - Research Paper Example This need highlighted the importance of having building codes and standards so that a uniform design approach and criteria should be followed by everyone. Hence no risk is to be taken. As we are aware of the fact that there are two phases of the establishment of the any facility or building, firstly it is the design of the structure and second is the construction or execution phase of the design. In the modern day the different building codes and standards restricts the builder and designer to make structures safe. It is also observed that when ever I collapse is seen these building codes and standards are reviewed for any mistakes and error and consequently they are changed and amended. If we scrutinize the building codes and standards we come to a conclusion that they are consider worst conditions in loading such as dead loading, live , wind and even earth quakes but fire loading was not seriously considered as a probable cause of collapse of the structure until collapse of the Wor ld Trade Center in New York terrorist attack. But now the latest codes consider the fire as an equally probable cause of collapse of structure. In this paper I would go about the problem in the similar manner as engineers and designers did when drafting the codes and standards against the fire and its impact loading, where I will focus on the following . 1. General building design and Construction methodologies 2. Causes Of Collapses Of Structures 3. Progressive Collapse Analysis 4. Fire-Induced Progressive Collapse 5. Impact of collapses on the Building codes and standards General building design and Construction methodologies As far as the fire protection is concerned the building design and type of construction the National Fire Protection Association, (NFPA 220, 2006) has classified into two types, and firstly there are those buildings where the construction material is combustible (wood, steel) and secondly noncombustible for instance concrete and bricks. On the other hand the Association has divided it into five sub categories according to the fire resisting rating and construction methodologies of the structure as a whole. Type I is fire-resistive construction this type of construction mainly consist of non combustible materials and have a fairly good fire resistance rating that is it can resists fire for about 3-4 hours and this category include materials such as precast concrete slabs, concrete columns and beams. Type II is Noncombustible type, it consists of building having steel beams and girders, which are low on fire resistance rating, and are prone to large deformation and resulting into ultimate failure. Type III is the ordinary construction which comprises of mixed construction material which used in combination of steel, wood and concrete. The older this type of construction gets the more will be the risk of fire and hence more chances will be there of a complete structural collapse. Then comes the Type IV which is Heavy Timber structures, as the name depicts that these building types consists of heavy wood and almost all the structural elements are of wood, which we all are well aware very much prone to fire but at the same time these type of structures burns for a longer time and hence no sudden collapse is seen and some time is given to the inhabitants to escape the facility. Lastly it is Type V which is Wood Frames these are those building types which have a wooden frame as main skeleton of the structure but

Glengarry Glen Ross Essay Example | Topics and Well Written Essays - 1750 words

Glengarry Glen Ross - Essay Example Jack Lemmon was awarded the Volpi Cup for the best actor on the basis of his acting in this film, even though this film did not make its mark as a commercially successful film (IMDb, 2013). This film is a depiction of two days in the lives of four salesmen who belongs to the real estate business industry. The corporate office acquires and sends a trainer to increase the level of motivation among the four salesmen. The trainer delivers an immensely harsh speech along with tough targets for all of the four in order to remain employed. The whole story is related to the strife of four salesmen to remain employed in their office. The tagline of this film suggests that it is the story of every individual who works for a living (Rovi, 2013). The gigantic forces of politics and power are intrinsically present in this film. This paper is focused on the analysis of the first scene of the film and its association with the power which each character contains. It also presents the description of the scene along with the selection of Williamson as the most powerful character in the scene among all of the other characters. Synopsis The first scene of this film discloses the whole direction of the film, except for the climax, from where the strife of salesmen begins. The film begins with Shelley Levene (a real estate salesman) in a phone booth, struggling to contact the doctor who is dealing with his daughter. The booth next to him becomes occupied by Dave Moss trying to attempt a property sale in Rio Rancho Estates. This happens in a Chinese restaurant located in Chicago. Both men come out of the phone booths and make their way to the men’s restroom with tensed behavioral features. Both men start to complain about the types of leads which were given to them by their company with each other (Ebert, 1992). They exit the restroom where Ricky Roma tends to make a successful sale of real estate to a client at the bar, followed by the return of both men in their office where they confront an excitable company representative. The representative is an arrogant businessman named Blake, sent by the owners of the company to motivate the salesmen. Surprisingly, Blake starts to talk trash with each salesman regarding their poor performance in the past and announces a contest among all four salesmen (Brantley, 2012). The proposed contest contains the prize for the best selling salesman in the form of a Cadillac and also proposes that the least selling salesman will be fired from this office. This gives a shock to all three present salesmen on which they complain about the poor leads which they have been getting from their company. On this point, Blake announces some premium leads for sales which will only be given to the best performing salesman (IMDb, 2013). As the new representative puts every salesman in a struggling strive, Shelley meets the boss of their office (Mr. Williamson) regarding the premium leads which are being kept by him. Shelley asks Williams on to provide him with premium leads by which Shelley can get back on his previous record of being a successful salesman. Shelley tries to bribe Williamson of 10 percent of his profit from the premium leads, after attempting several techniques to persuade him.

Cognitive- behavioural approaches to counselling Essay Example for Free

Cognitive- behavioural approaches to counselling Essay This essay is written to compare the counselling relationship in person-centred and cognitive-behavioural counselling by outlining both the theory and practice of the counselling relationship. This will be done by outlining the theory of the counselling relationships and the theory in practice. Both person-centred and cognitive-behavioural counselling are widely recognised, successful treatments. There are however many significant differences between the two. Cognitive-behavioural therapy is based on scientific study taking two therapies, cognitive therapy and behavioural therapy, and combining the two. Behavioural therapy is based on the fact that people can learn behaviours through classical conditioning, which was first recorded by Ivan Pavlov at the end of the nineteenth century, and operant conditioning (Skinner, 1953. ) Therapists believed what the behavioural therapists were helping their clients to do, such as encouraging self- assertion and self-understanding to help develop new approaches to dealing with life, incorporate a wide range of cognitive processes including decision-making and problem-solving. Beck (1976) founded cognitive-behavioural therapy after becoming disillusioned by psychoanalytic methods. (McLeod J. 008) Person-centred counselling is a non-scientific therapy developed by Carl Rogers in the 1940s and 1950s. It is a humanistic approach where it is believed that the client needs to feel valued and understood for them to be able to develop a self-awareness so they are able to deal with any difficult situation they feel they are in, giving them the power to change their own lives. Person-centred therapy is non-direct approach where the therapist and client develop an equal friendship to develop trust between the two, creating a safe therapeutic environment which enables the client to figure out what makes them the way they are. When the client begins to trust their feelings and become emotionally confident they can begin to find the answers to their own problems within themselves. For this to happen a core conditions model is in place. Without these conditions this type of therapy would not be effective (Rogers, C. 1957. ) Therapist-Client Psychological Contact- A relationship which two people have impact on each other and the therapist needs to be engaged by the client. Client incongruence, or Vulnerability- The client needs to be in a state of incongruence, feel that their real self is not how they would ideally like be. The client is also vulnerable to anxiousness which means they will be motivated stay in the relationship. (McLeod, J. 2008) Therapist Congruence or Genuineness- The therapist needs to be congruent within the therapeutic relationship- needs to be genuine in dealing with the client and use their own experience to enable the relationship. Unconditional Positive Regard- The therapist needs to have unconditional positive regard for the client. Acceptance, empathy and genuineness without judgement, is needed for the client to feel a higher sense of self-regard so they can realise that their self-worth was distorted by others. The therapist needs to accept the client for who they are now, not what they could become. Empathetic understanding- accurate empathy on behalf of the therapist can help the client believe that the therapist has unconditional love for them. Client Perception- If the therapist communicates to the client their unconditional regard and empathetic understanding to at least a minimal degree this is effective. In contrast cognitive-behavioural therapy is a direct approach where clients are taught how to think and behave in ways in which enables them to obtain their goals. They are not told what it is they want, but instead how to achieve the goals they may have this develops a student (client) and teacher (therapist) relationship. In order for this to be successful, intervention techniques are used to ensure that the goals agreed with the client is met. (Haaga and Davison1986, Meichenbaum 1986) These include; Systematic desensitization- a relaxation technique is taught to help the client to overcome anxiety to enable them to extinguish their phobias. Once this has been learnt the client must use this to enable them to overcome these by using a fear hierarchy. Homework assignments- practicing techniques learnt in therapy between sessions. Experimenting with different self- statements in everyday situations. Thought stopping- instead of letting anxious thought take over the client learns to use something to interrupt these thoughts such as flicking a rubber band on their wrist. Challenging irrational beliefs- the therapist tries to identify the clients’ irrational beliefs that are causing issues in their life and challenges it so that the client develops a less extreme way they view the problem. Reframing the issues getting the client to perceive a certain emotion as something different. An example of this is perceiving fear as excitement. In vivo exposure- going into highly fearful situations with the therapist whilst they are talking through cognitive-behavioural techniques to help you deal with the situation. Scaling feelings- placing present feeling of anxiety and rating them on a scale off 0-100 is an example of this. Rehearsing different self-statements in role-play in therapy sessions. Assertiveness or social skills training. Although a therapeutic relationship is important in both practices, cognitive -behavioural therapists believe this is not sufficient enough alone to help clients work through their problems, and while many therapists have different styles the main cognitive behavioural therapy programme have an outlined structure in place. (Kuehnel and Liberman 1986; Freeman and Simon 1989,) which is the main focus. Cognitive-Behavioural Therapy is more client action orientated to produce a change in the way they think which then will lead to a change in the way the client will behave. However in Person-centred therapy a therapeutic process is put in place as a series of stages. These stages help promote a therapeutic change in the client or a â€Å"process of greater openness to experience† (McLeod, J. 2008. ) (Rogers, C. 1951) considered the management of therapeutic growth as including the awareness of the clients of any experiences they have been denied. They stop seeing the world in a generalised view and begin to see it differently. This enables them to rely on their personal experience to create their own set of values. These personal developments lead to a â€Å"reorganization of self† (Rogers, C. 1951) and is vital to develop new behaviours. In conclusion although both approaches to counselling realise that a counselling relationship is important, person-centred therapists believe that the counselling experience and effectiveness of the therapy is determined solely on that of the relationship. Cognitive-behavioural therapists find, through past experiments other techniques, such as systematic desensitization and behavioural self-control, are equally important to the success of the therapy.

What Is Peer Pressure Health And Social Care Essay

What Is Peer Pressure Health And Social Care Essay Anorexia Nervosa is an eating disorder that causes people to obsess with their weight gain. People with anorexia limit the amount of food they eat drastically and can become extremely thin. A person with anorexia sees themselves as an obese individual even if they are skinny. Anorexia nervosa is not about the food the person consumes, but it is a way for the individuals to cope with their emotional problems. Although anorexia can occur in both sexes, it is much more common in females rather than males. Anorexia usually affects the teenagers and young adults. If this disorder goes untreated it can lead to serious health problems such as osteoporosis, kidney damage, heart problems, and eventually death. Anorexia nervosa has the highest death rate of any mental illness with five to twenty percent of people who develop the disease die from it. The exact causes of anorexia, like all other eating disorders are unknown but there are factors that could impact it. These factors include; havin g an anxiety disorder as a child, having a negative self-image, having eating disorder as a child, and having certain social ideas about health and beauty. A patient with anorexia attends to maintain a strict control over food intake by counting calories exactly. Some may enjoy cooking and serving food but not eating it; they may hide the food and claim that they ate it. Anorexia nervosa can be very difficult to cope with, and early treatment could be effective. The longer this disease goes untreated, the harder it is to eventually overcome.Anorexia Nervosa Anorexia nervosa is an eating disorder that causes people lose more weight than is considered healthy for their age and height. Anorexia commonly affects women between the ages of 13 and 20. Anorexia causes serious health conditions such as osteoporosis, kidney damage, heart problems, and eventually death. About 10 through 15 percent of all people with anorexia will eventually die from physical or mental complications. Early detection is the best way to battle anorexia nervosa; approximately 60 percent of people with anorexia make a full recovery when detected early (Causes of Anorexia). Anorexia is caused by a fear of gaining weight, obesophobia, where the person has to practice unhealthy dieting habits to maintain this fear. A study found that adolescent girls were more fearful of gaining weight than getting cancer, nuclear war or losing their parents (Self Image/Media Influences). Although the causes of anorexia nervosa are unknown, there are many factors that can contribute to anorexia nervosa. An important factor that affects anorexia is social pressure, whether it is by peers or the media. Most female teenagers will develop anorexia nervosa because of body images portrayed by the media and peer pressure. Peer Pressure What is Peer Pressure? Peer pressure is influence from a members peer group. Whether it is by a boyfriend, peer, coworker, or sibling. When people receive criticism they are at increased risk of a number of mental health issues, including poor body image and eating disorders. Troubling behaviors range from a dirty look when taking a second helping of food at the dinner table to persistent weight-related bullying by ones peers (Ross, 2012). How does Peer Pressure affect anorexia? Peer pressure can also impact teens into becoming anorexic. Bullying is the most common type of peer pressure. Someone may make remarks about another persons body image or weight and that causes that person to feel dissatisfied with their body. This in turn causes the person to practice unhealthy dieting. This is very common among teens who are constantly being judge based on their looks. In movies, particularly, but also in television shows and the accompanying commercials, womens and girls appearance is frequently commented on: 58 percent of female characters in movies had comments made about their looks, as did 28 percent in television shows and 26 percent of the female models in the accompanying commercials (Body Image Nutrition). Peer pressure has a major impact on how we look at ourselves; it can alter our behavior and cause us to practice unhealthy ones. Media Portrayal What is Media? The media is an important aspect of our daily lives. Media is all around us: it includes Television sets, billboards, magazines, newspapers, and the Internet. Media also includes social networking sites which most teens nowadays are engaged in. About 95 percent of people own a TV set and watch for an average of 3-4 hours per day. By the end of the last century 50 percent of women read a newspaper each day and nearly half of all girls, from the age of 7 read a girls magazine each week (Jade, 2009). Media is also used to target certain age groups to buy a specific product. In this case media targets teen girls to sell beauty products. During shows that are watched mostly by teen girls 56 percent of commercials are about beauty as a product appeal. Also one in three articles in leading teen magazines contain 50 percent of advertisements focus on appearance. It is everywhere we turn and we face it every day of our lives. How does Media affect anorexia nervosa? Everywhere we turn we see models that are extremely underweight. These models are considered the ideal image of beauty. An average US woman is 54 tall weighing about 140 pounds while the average US model is 511 and weigh about 117 pounds (Health Wellness Article, 2000). When teens see these models they desperately want to be like them. According to a study in Pediatrics, about two-thirds of girls in the 5th to 12th grades said that magazine images influence their vision of an ideal body, and about half of the girls said the images made them want to lose weight. Teens become dissatisfied with their bodies; this can explain why 80 percent of US women do not like how they look (Ross, 2012). On a study done with thirteen year olds found that 53 percent of American girls are unhappy with their bodies, these increases to 78 percent by the time these girls reach the age of seventeen (Body Image Nutrition). This in turn causes them to become obsess with their weight to match that of the models they see each day. In a survey done by the National Heart, Lung and Blood institute found that 40 percent of girls 9 and 10 years old have tried to lose weight. According to statistics from the National Eating Disorders Association, by the time they reach college, 92 percent of young women have tried to control weight through dieting, and 22 percent often or always diet (Health Wellness Article, 2000). Gradually these teens develop a drastic fear of gaining weight. References A.D.A.M. Medical Encyclopedia. ( 2012, February 13). Retrieved from Pubmed Health: http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001401/ Health Wellness Article. (2000, July 5). Retrieved from Tree: http://www.tree.com/health/eating-disorders-anorexia-causes.aspx Anorexia Nervosa Health center. (2011, August 25). Retrieved from WebMD: http://www.webmd.com/mental-health/anorexia-nervosa/anorexia-nervosa-topic-overview Body Image Nutrition. (n.d.). Retrieved 1 20, 2013, from Teen Health and the Media: http://depts.washington.edu/thmedia/view.cgi?section=bodyimagepage=fastfacts Causes of Anorexia. (n.d.). Retrieved January 20, 2013, from Eating Disorders mirror mirror: http://www.mirror-mirror.org/causes-of-anorexia.htm Cemanovic, M. (2006, December 18). The Effects of Media on the Skinny Side of Eating Disorders. Retrieved from Ezine @rticles: http://ezinearticles.com/?The-Effects-of-Media-on-the-Skinny-Side-of-Eating-Disordersid=390528 Gould, B. E., Dyer, R. M. (2011). Pathophysiology for the Health Professions. In B. E. Gould, R. M. Dyer, Pathophysiology for the Health Professions (pp. 420-421). Jeanne Olson. Inge, C. (2010, July 29). Peer Pressure: Eating Disorders. Retrieved from Examiner.com: http://www.examiner.com/article/peer-pressure-eating-disorders Jade, D. (2009). THE MEDIA AND EATING DISORDERS. Retrieved from National Centre for Eating Disorders: http://www.eating-disorders.org.uk/media-and-eating-disorders.html Ross, C. C. (2012, June 1). World of Psychology. Retrieved from PsychCentral: http://psychcentral.com/blog/archives/2012/06/02/why-do-women-hate-their-bodies/ Self Image/Media Influences. (n.d.). Retrieved from Just Say YES: http://www.justsayyes.org/topics/self-image-media-influences/ Staff, M. C. (2012, January 5). Anorexia nervosa. Retrieved from Mayo Clinic: http://www.mayoclinic.com/health/anorexia/DS00606

Pickering & Chatto :: Pickering & Chatto

Pickering & Chatto Every Romanticist is heavily indebted to Pickering & Chatto for their publication of a series of valuable sets of Romantic texts. From the Works of Mary Wollstonecraft (published in 1989), to the Novels and Selected Works of Mary Shelley (published in May 1996), and continuing with forthcoming editions of Hazlitt's and De Quincey's Selected Works, Pickering & Chatto continues to foster the study of Romantic writers with excellent scholarly editions. Under the general editorship of John Mullan, Pickering & Chatto offers us a new collection in their series of Romantic studies publications: Lives of the Great Romantic Poets . This three-volume set contains facsimile reproductions of biographical accounts of three major poets of the Romantic period: Shelley, Byron and Wordsworth. Each volume contains a clearly-written introduction which presents an overall picture of the poet's career and popularity during his lifetime. Though unfortunately limited by space considerations, the editors have succeeded in compiling intelligent accounts of the poets. A selected, and rather brief, bibliography of useful secondary works and a brief chronology are also to be found. Each extract of biographical writing is preceded by a short editor's introduction containing details about the author, the work from which the extract is taken, and the relationship between the author and the poet referred to. These introductions are straightforward, with enough details to improve the reading of the extracts without overwhelming the reader with too many facts. I have to stress the fact that this edition is a facsimile reproduction of extracts from Romantic texts and not a scholarly edition of these texts. Thus, although one finds a few notes, one should be aware that the interest of these volumes lies mainly in the texts they make newly available to the public. In this, this edition echoes the Revolution and Romanticism series of facsimile of Romantic texts chosen by Jonathan Wordsworth and published by Woodstock Books. The first volume is devoted to Shelley and edited by John Mullan. Mullan's introduction presents an accurate description of the difficult question of the reception of Shelley during the nineteenth century, and then during the twentieth century. Mullan rightly points out how tempting it is to equate Shelley's poetry with his own life, and how, to a certain extent, Shelley himself invited his readers to do so. This is obviously a question that Shelleyan scholars have dealt with for over a century.

The Hi-Tech Lynching of Celebrities and Politicians :: Essays Papers

The Hi-Tech Lynching of Celebrities and Politicians Lynching, which occurred most frequently in the southern states, resulted in the hanging, mutilation, and death of many blacks at the hands of a powerful white ruling class. While lynchings of this type have not occurred as frequently as in previous decades, it has morphed into a new form, a form that is arguably just as devastating. Instead of unjustly prosecuting blacks, this new form of lynching targets celebrities and politicians and media to accomplish what is commonly referred to as â€Å"hi-tech lynching†. The job of the media is to relay information to a general public. However, bias towards particular persons and issues as well as the desire to garner the most viewers, often results in deceit and misrepresentation. Over time, the media’s initial purpose and goal, to inform the masses, has been lost. In its place, a technology-based lynch mob has emerged, with the lives of celebrities and politicians at its mercy. An alleged late twentieth-century incident of high-tech lynching involved the case of politician, Clarence Thomas. Thomas, appointed to the Supreme Court by President George Bush in 1991, was at the center of media frenzy when law professor, Anita Hill, accused Thomas of sexual harassment. It was Thomas’s word against Hill and though Thomas was confirmed as an associate Supreme Court justice, the lasting implications of the scandal follow both him and Hill to this day Hi-tech lynching has even effected the â€Å"King of Pop,† Michael Jackson. The â€Å"policemen of the electronic age† have been involved in destroying the reputation of Jackson by playing video clips and interviews that mock his personal lifestyle (Koppersmith 1). Various networks feed on ratings, instead of the valued notions of morality. Michael Jackson’s case has become the example of guilty until proven innocent, even though we, as American citizens claim to value due process and equal representation under the law. Black Panther party member, Assata Shakur, is another instructive example of high-tech lynching. In 1973 police arrested Shakur, born JoAnne Chesimard, as an accomplice to the murder of a white state trooper. In her book, Assata: An Autobiography, Shakur chronicles the way she was â€Å"lynched† by the media before the murder trial had even begun: â€Å"Evelyn had brought some newspaper clippings and it was obvious the press was trying to railroad me, to make me seem like a monster.

macbeth :: essays research papers

Shakespeare draws an amazing psychological portrait of a man who became a villain by means of ambition, desire and an imbalance of good and evil. â€Å"Macbeth† is a play composed of the disintegration of a noble man’s world. The play begins by offering the audience Macbeth, a war hero, with a high regard from Duncan, the king of Scotland. By the end of the play Macbeth transforms into a universally despised man without a place in the social community. Shakespeare draws an amazing face of a man made to be a villain by ambition, desire and an imbalance of good and evil.   Ã‚  Ã‚  Ã‚  Ã‚  Macbeth, unhappy and unsatisfied with his social position, caused his feelings to snowball into the ambition that led him to the murder of Duncan.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"I have no spur To prick the sides of my intent, but only Vaulting ambition, which O’erleaps itself And falls on th’other† (Act 1 sc. 7 pg 41) By using an aside, Shakespeare allows Macbeth to reveal his ambitions. And uses Macbeth’s ambition to create irony, in that his ambition was what brought him to power, yet it also leads him to his tragic downfall. Ambition is what allowed Macbeth to become more powerful, and helps him to overcome obstacles and come closer to his final goals. It is this ambition that is the direct cause of the tragic incident of Duncan’s death.   Ã‚  Ã‚  Ã‚  Ã‚  The encounter with the three witches summons Macbeth’s innermost imaginative desires, eventually pointing him in the direction of Duncan’s murder.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Art thou not fatal vision, sensible To feeling as to sight? Or art thou but A dagger of the mind, a false creation Proceeding from the heat-oppressed brain?† (Act 2 sc. 1 pg 53)  Ã‚  Ã‚  Ã‚  Ã‚   Here Macbeth’s imagination precedes his rational thought, he is stolen in the grip of his fantastical imagination. It is as if the dagger is actually pulling him towards his desires to murder Duncan, rather than being persuaded by an actual inner passion for that motive. Shakespeare uses this scene to demonstrate to the audience that Macbeth’s conscious act of knowing that his desires are immoral and still acting upon them proves him quite the villain. This symbolism brings the audience to savor the play’s hidden meanings and also allows for leeway in the interpretation of the plot.   Ã‚  Ã‚  Ã‚  Ã‚  Macbeth’s inability to balance the forces of good and evil cause him to reach an insecure state of mind, causing him to make many malicious decisions.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"But let the fame of things disjoint, both the worlds suffer,

Berlin Crisis of 1961 from Perspective of Realism Theory Essay

Berlin Crisis of 1961 was the most dangerous moment of the Cold War. This conflict was mainly about the occupational status of Berlin. Berlin Crisis initially emerged in 1958 by the provocation of the Soviet Union. Soviet Premier Nikita Khrushchev threatened to conclude a separate peace treaty with East Germany unless the western powers recognized the Germany Democratic Republic (GDR) (I. W. Trauschweizer, 2006). However, the escalation of tensions began after the Vienna Summit in June 1961, where the USSR again raised the issue of ultimatum, which gave the United States six months for the withdrawal of Western armed forces from West Berlin. Berlin Crisis was not the only crisis during Cold War. Through the whole history of humanity there has always been a question why do wars and conflicts occur? In order to give an answer to this question we should explain some factors which made the war to occur. Crisis and especially Berlin Crisis can be understood from several perspectives, but in this paper it will be explained from realism theory perspective. As a famous representative of realism theory, Waltz asked himself the question why do wars occur? Waltz’s question is as old as war itself, possibly because â€Å"to explain how peace can be more readily achieved requires an understanding of the causes of war† (Waltz, 1959: 2). By the time Waltz posed this question, many answers to it already existed. These answers fell into three categories (or as IR theorists came to define them, were found at the three â€Å"levels of analysis† or in the â€Å"three images†). These three categories/levels/images are: the individual, the state, and the state system† (C.  Weber, 2009, p. 17). These main causes of conflict will be represented in detail in the main body of the paper by the example of Berlin Crisis. Although Waltz’s three categories of the causes of war explained many processes in the Berlin Crisis, there are also important points in the theory of realism, which typically explain Berlin Crisis, one of those points is the issue of bipolarity or multipolarity of the world. Morgenthau, an American academic and journalistic writer, in contrast to Waltz saw the stable world in multipolar rather than in a bipolar system. From his perspective bipolarity was dangerous for the world’s stability, because as we will see next, Berlin Crisis was the result of bipolar system, where two great powers tried to dominate the others, by increasing their power and authority. As Waltz said, each great power sought to survive. Thus, realism theory explained Berlin Crisis from many points of view. In order to better understand Berlin Crisis of 1961 from realism theory perspective, I will present the main points of realism theory. After, I will give a short historical background of Berlin Crisis and to summarize all these, I will illustrate how well realism theory explained the Berlin Crisis. The Realism Theory The most dominant theory throughout the Cold War was realism. Realism had a negative viewpoint concerning to abolishment of conflict and war. It described international relations as a struggle for power. The domination of realism during the Cold War was due to the fact that it gave simple but powerful explanation for war, alliances, imperialism, obstacles to cooperation, and other international phenomena, and of course, the competition was mainly related with the features of the American-Soviet rivalry (S. M. Walt, 1998). However the realist thought developed during the Cold War. †Classical† realists such as Hans Morgenthau considered that states, as human beings, had a wish to dominate others, which brings about a war. Giving advantage to multipolarity, Morgenthau considered that the bipolar rivalry between United States and the Soviet Union was very dangerous (S. M. Walt, 1998). â€Å"In contrast to â€Å"classical† realism, the â€Å"neorealist† theory, advanced by Kenneth Waltz, ignored human nature and focused on the effects of the international system (S. M. Walt, 1998, p. 31)†. He claimed that international system included great powers, which were seeking to stay alive. In contrast to Morgenthau, Waltz considered bipolar system more stable than multipolarity. When there are more than two poles, things get trickier. Balances are harder to strike and therefore risks increase, which brought about the wars (C. Weber, 2009). One of the most important features of realism is a theory of offence-defense. It was developed by Robert Jervis, George Quester and Stephen Van Evera. â€Å"When defense had the advantage and states could distinguish between offensive and defensive weapons, then states could acquire the means to defend themselves, without threatening others† (S. M. Walt, 1998, p. 31). â€Å"Defensive† realists thought that all states were seeking to survive and in this case, by creating alliances and adopting self-protective military position, great owers could solve their security problems. And as an example, Waltz and other neo-realists thought that the United States was protected and secured during the Cold War. Realists and neo-realists agreed that the prime aim of states was to survive and the increase of their power is the only way to guarantee their survival, because states with less power might fear of those with more power and therefore the possibility to attack them was the minimum. Besides, realists and neo-realists agreed that there was no possibility to get out from international anarchy. However there was one thing they disagree about: the issue of human nature. For example, Morgenthau argued that the nature of a man (and he meant the gender exclusive term â€Å"man†; see Tickner, 1992: Chapter 2) was defective and international politics would remain anarchical and conflictual because of the nature of man. Neorealists, of whom Kenneth Waltz was the first, disagreed with this consideration. â€Å"They argue that instead of looking to â€Å"natural† causes of conflict, we need to look to â€Å"social† ones (C. Weber, 2009, p. 16). ’ Waltz thought that the organization of social relations and not the nature of man determined there was a war or not, because states go to war as they are in a bad social organization. So, for realists, international anarchy was just the environment in which sovereign nation-states acted. For neo-realists, international anarchy described the social relations among sovereign nation-states, which explained why wars arise. By the end of the Cold War, realism had moved away from Morgenthau’s gloomy human nature and was taken on a little more positive stage (S.  M. Walt, 1998). Historical Background of Berlin Crisis After World War II Germany was divided– first into four sectors, with American, British, French and Soviet, and then into two, as the three Western sectors coalesced to form the new Federal Republic of Germany, leaving the Soviet sector to turn into the German Democratic Republic (John P. S. Gearson, K. Schake, 2002). And during this period Germany had two major cresses, but the 1961 Berlin crisis was generally perceived to be more dramatic and dangerous than its 1958 predecessor. The Kennedy Administration was more inclined than its predecessor to consider East–West disagreement over the Berlin crisis. President Kennedy gave a speech to the nation about preparing for war and began a $3. 4 billion military build-up in the summer of 1961. Both the US and the Soviet forces had a dramatic confrontation at a military checkpoint in Berlin. â€Å"Initially, The Berlin Crisis began in 1958, when Soviet Premier Nikita Khrushchev threatened to conclude a separate peace treaty with East Germany unless the western powers recognized the Germany Democratic Republic (GDR) † (I.  W. Trauschweizer, 2006, 206). However, the main crisis heated through 1961. It escalated at the Vienna summit between Khrushchev and Kennedy in June 1961, when Khrushchev again raised issue of his ultimatum. Kennedy left Vienna shaken and expected the worst from the Soviet leader. He decided to increase the personal strength of US armed forces in Europe. However, the first step of aggression did the Soviet Union. On 13 August, East German police units closed the border between the Soviet sector and the three western sectors of Berlin. The construction of the Berlin Wall in August 1961 was one of the defining moments of the Cold War, and heightened the sense of tension. It was the moment when the crisis was stabilized. Even as it became increasingly apparent that Berlin was unlikely to provide a hot war, it provided the Cold War with its most conspicuous symbol, a regular stop for any visit to the city, a chance to stand and look over into a grey east and compare it with the wealth behind (John P. S. Gearson, K. Schake, 2002). The division of Berlin and building a wall was a shock for the Kennedy administration. Most of the United States government officials were expecting that the crisis would revolve, but there were some in the administration who thought that the East German government would take measures to stop the flow of refugees from East Germany, and they believed that the border closing might reduce tensions rather than lead to escalation. In order to enforce his influence in Western part of Berlin Kennedy decided to appoint Clay, who was a chairman of the Continental Can Company in New York, as his Special Representative in Berlin with the rank of Ambassador. Kennedy considered sending Clay to Berlin for the duration of the crisis in order to boost morale in the city, but also to create conditions that would persuade Soviet leaders to join in serious negotiations (I. W. Trauschweizer, 2006). The stand-off of Soviet and American tanks in the heart of Berlin in October 1961, constituted the most dangerous moment of the Cold War in Europe and it was one of the last major politico-military incidents of Cold War. As per standing orders, both groups of tanks were loaded with live munitions. The lert levels of the US Garrison in West Berlin, then NATO and finally the US Strategic Air Command were raised and both groups of tanks had orders to fire if fired upon. Clay was convinced that using US tanks as bulldozer to knock down parts of the Wall would have ended the Crisis to the greater advantage of the US and its allies without drawing out a Soviet military response. His views, and corresponding evidence that the Soviets may have backed down following this action, supported a more critical assessment of Kennedy’s decisions during the crisis and his willingness to accept the Wall- as the best solution. After, Kennedy and Khrushchev agreed to reduce tensions by withdrawing the tanks. One by one the tanks withdrew and Clay returned to the United States in May 1962. Anyway, there was no doubt that the Berlin Crisis and in general, the Cold War was really over when the Wall came down in November 1989. Berlin Crisis from Realism Theory Perspective As the most dominate theory during the Cold War was the realism we easily can view Berlin crisis from the perspective of this theory, because Berlin crisis was one of the major conflicts during the Cold War. Realism explained many processes of Berlin Crisis, but there were some miscalculations concerning to it. All about these will be represented in this part of the paper. The main competition in the world realism theory saw between the United States and the Soviet Union. Realists claimed that bipolar system of world was very dangerous and gave an advantage to multipolarity. Thus, the bipolar system was very typical during Berlin Crisis, but from the neorealism perspective the bipolar world was more stable. Here neorealists had a miscalculation, because during Berlin Crisis bipolarity dominated in the world and history shows that tensions were more escalated than ever. Thus, from this point of view realists’ thoughts more corresponded to reality, than that of the neorealists. From the perspective of realism theory states must have power in order to survive. United States and Soviet Union tried to do so by strengthening the power in Europe. According to Morgenthau human beings sought to get power and to dominate others. The Berlin Crisis was good example for this idea. Both the United States and the Soviet Union were doing everything to get more power in Europe and to dominate each other. After Vienna’s summit, tensions came obvious and the first reaction of both great powers was how not to lose power over Berlin. The result was the Berlin conflict. The building of Berlin wall can be described by the wish of great powers to survive in this situation and the increase of power was the main guarantee for survival. From the perspective of realism theory fear also made these two great powers to dominate in Berlin. Both the United States and the Soviet Union took actions from fear of losing a power. After Vienna summit Kennedy was shocked and expected everything from Soviet Union. And the fear of not losing a power made Kennedy to turn to drastic actions by increasing the power over Berlin. Berlin Crisis was a result of using force. Here is the good example of Acheson’s report â€Å"The Soviets would provoke a crisis in Berlin to take advantage of US conventional force inadequacies and humiliate the new Administration† (John P. S. Gearson, K. Schake, 2002, p. 31). In the Realism theory there was another important element of aggression during the Cold War. This kind of behavior we can see from the United State’s side. National Security Adviser Mc. George Bundy endorsed the Acheson report, urging the president that â€Å"Berlin is no place for compromise and our general friendliness and eagerness for improvement on many other points really requires strength here in order to be rightly understood† (John P. S. Gearson, K. Schake, 2002, p. 31). The aggressive tone of the Acheson approach and its support in the Administration contrasted with the political compromises President Kennedy wanted to be in Berlin, but Khrushchev’s belligerent behavior at the Vienna summit convinced the president of the Acheson argument. However, whatever the positions of both sides were â€Å"The Berlin crises of 1958 and 1961 suggested that the range of political choice was defined less by military capabilities than by the nature of the political conflict that gave rise to the use of force and by the willingness of adversaries to accept risk in order to achieve their political goals† (John P. S. Gearson, K. Schake, 2002, p. 38). However why did this crisis occur? Waltz asked himself a question like this one: why do wars occur in general? The answers to this question fell into three categories: the individual, the state, and the state system. Waltz argued that the major causes of war could be found at each of these categories and none of them alone could explain why wars do or do not occur. He came to this conclusion by beginning to look at the first category- a man. From the first category Waltz explained the war like this â€Å"the locus of the important causes of war is found in the nature and behavior of man. War results from selfishness, from misdirected aggressive impulses, from stupidity†¦ If these are the primary causes of war, then the elimination of war must come through uplifting and enlightening men or securing their psychic-social readjustment† (Waltz, 1959: 16). This idea is common with the behavior of Kennedy and Khrushchev during Berlin Crisis. In the basis of this conflict a nature and behavior of both Kennedy and Khrushchev can be found. They both had an aggressive behavior. Explanation of war of â€Å"men behaving badly† is very typical for Khrushchev, when in June 1961 Khrushchev again raised the issue of his ultimatum, which claimed an immediate withdrawal of US armed forces from Berlin. â€Å"Man behaves badly because he is bad by nature. He acts unreasonably or he prioritizes selfish goals over communitarian goals, and this is why conflicts and wars occur† (C. Weber, 2009, p. 17). As we already know for Waltz man alone cannot causes wars. He thought that man’s nature was too complex to be the direct and main cause for war. For the Berlin Crisis we can conclude the same. Even the great players of this crisis were the United States and the Soviet Union leading with Kennedy and Khrushchev, only their nature and behavior were not enough to incite conflict. Thus, we can look to social and political institutions to complete our understanding of why wars occur and especially why Berlin crisis occurred. Waltz asked whether the occurrence of wars could be explained by the internal organization of states and societies. Second category theorists argued that there are good and bad states, because of their formal governmental arrangements: for example, democratic vs. autocratic or their less formal social arrangements, who owned the means of production. Second image theories claimed that bad actors (this time states) make war, and good actors preserve the peace. However, there is no common answer which is a bad one and which is good, because some suggested good states would be democratic, others say they should be monarchical, others still say socialist. Waltz suggested, even if second image theorists could agree on what a good state was, there was still no guarantee that a world of â€Å"good states† would be a peaceful world. From this viewpoint realism theory could not explain which kind of state was good or bad, and we cannot say the democratic America or the socialist Soviet Union were the causes of the risis. Waltz concluded that this level of analyses was incomplete. For the third category he gave linkages between anarchy, state actions and conflict. â€Å"In anarchy there is no automatic harmony†¦ A state will use force to attain its goals if, after assessing the prospects for success, it values those goals more than it values the pleasures of peace. Because each state is the final judge of its own cause, any state may at any time use force to implement its policies. Because any state may at any time use force, all states must constantly be ready either to counter force with force or to pay the cost of weakness (Waltz, 1959: 160)† (C. Weber, 2009, p. 18). Waltz called bad social organization international anarchy. International anarchy is the permissive cause of war† (C, Weber, 2009, p. 16). From this viewpoint realism described the social organization of states and the cause why crisis started. Taking into account the ideas of Waltz, that in the world there was international anarchy, we can say that Berlin crisis was the result of it. These can bring about the idea that both United States and Soviet Union were in bad social organization. Waltz concluded that wars occur, because there is nothing to prevent it. So, for Waltz, international anarchy explained both why wars may occur and why there are limits on cooperation among states in the international system. Waltz argued that only international anarchy has the power to explain why wars may occur, if individuals and states have nothing to fear from one another, then they have no cause to fight with one another. This idea can be linked with the fear of Kennedy, when he left Vienna. He was expecting anything from the Soviet Union and the fear made him to strength the military personal of US armed forces in Berlin. He wanted to survive by maximizing power. Waltz believed that we need to look at â€Å"social† causes of conflict rather than on â€Å"natural†. He explained that good men behave badly in bad social organizations, and bad men can be stopped from behaving badly if they are in good social organizations. States go to war, then, because they are in a bad social organization. From the realism perspective the United States also had bad social organization, because the Kennedy Administration did not understand the 1961 crisis in these political terms. They viewed Soviet pressure on Berlin as a military challenge to declining US superiority, and concentrated their efforts on military responses. The Administration began a series of defense improvements and public commentary that exacerbated the instability of the East German regime and raised US–Soviet tensions. They abandoned this confrontational approach in August of 1961 when the Berlin Wall was constructed, opting instead to reduce US–Soviet tensions by supporting the long-term division of Germany (John P. S. Gearson, K. Schake, 2002). â€Å"While it is questionable whether the Kennedy Administration, new to office and without Eisenhower’s war fighting credibility, could have succeeded with the Eisenhower approach to Berlin, the stridency with which the Kennedy Administration approached the crisis exacerbated the problem, both with the Soviet Union and among the Western allies. The US failure to follow through on its hard-line approach when the Berlin Wall was built raised serious questions about the practicality of the Kennedy Administration’s new military strategy and the reliability of the US for its European allies† (John P. S. Gearson, K. Schake, 2002, p. 22). As we can see the main purpose of this conflict was to get power. Morgenthau said that â€Å"The struggle for power is universal in time and space† (Morgenthau 1948: 17) (J. Donnelly, 2004, p. 10). Waltz also shared an opinion concerning to power â€Å"The daily presence of force and recurrent reliance on it mark the affairs of nations† (Waltz 1979: 186) (J.  Donnelly, 2004, p. 10). Structural realists give predominant emphasis to international anarchy. For example, John Herz argued that international anarchy assures the centrality of the struggle for power â€Å"even in the absence of aggression or similar factors† (Herz 1976: 10; compare Waltz 1979: 62–63) (J. Donnelly, 2004, p. 10). The Berlin Crisis was vivied example of sharing the the power between two great powers and the thought of Waltz that states need a power in order to survive is very typical for Berlin Crisis. Conclusion To summarize all above mentioned I would like to say that the realism theory, which was the dominant one during the Cold War, explained many processes of Berlin Crisis. In general it gave important answers about Berlin Crisis. Realism emphasized the constraints on politics imposed by human nature and the absence of international government. Together, they make international relations largely a realm of power and interest (J. Donnelly, 2004, p. 9). All realists emphasize the egoistic passions and self-interest in politics. The realists put emphasis on power and claimed that states need the power in order to survive. In case of Berlin Crisis, United States and Soviet Union maximized their power in order to get a dominant role in Europe. At the same time fear also made them to turn to radical actions. Especially United States increased the US armed forces in Berlin. So the combination of the wish to have more power and a fear to lose a power can be viewed as the causes of conflict. From the realism theory perspective there were also elements of aggression through Cold War, especially during Berlin Crisis. The aggression can be found in both United State’s and Soviet Union’s actions. However, the main reasons why this conflict occurred were described by Waltz. He represented the conflict by three categories. For him the three categories combined can made war to occur, but in general the first and the second categories can explain the Berlin Crisis. The third one, even cannot distinguish which is good state and which one is bad: in the case of Berlin Crisis we cannot say United States was good and Soviet union was bad or vice versa. Anyway, Waltz argued that good men behave badly in bad social organizations, and bad men can be stopped from behaving badly if they are in good social organizations. States go to war, then, because they are in a bad social organization (John P. S. Gearson, K. Schake, 2002). The only thing Waltz had miscalculation about was the multipolar system, because he saw the stabile world within the framework of bipolar system, but in reality, during Berlin Crisis bipolar world was very dangerous. We can conclude that realism theory managed to explain the Berlin Crisis from many points of view. There were some issues during Berlin Crisis, which realism theory could not cover, but the main aspects of it can be easily described from the realism theory perspective. To summarize the thoughts of major thinkers of realism and neorealism theory, which characteristically explained the Berlin Crisis, we can say that for Waltz the state’s interest provides the spring of action and the necessities of policy arise from the unregulated competition of states and calculation based on these necessities can discover the policies that will best serve a state’s interests. For Morgenthau, politics is governed by objective laws that have their roots in human nature and the main mark that helps political realism to find its way through the landscape of international politics is the concept of interest defined in terms of power. Thus, power and interest are variable in content (J. Donnelly, 2004).

Differences Between Inquiry and Investigation Essay

According to sec-4(k) of CrPC,1898-Inquiry includes every inquiry other than a trial conducted under this Code by a Magistrate or Court. Section 159 of the Code empowers a Magistrate on receipt of a police report under Section 157, Cr.P.C. to hold a preliminary inquiry in order to ascertain whether an offence has been committed and, if so, whether any persons should be put upon their trial. In cases triable by the court of sessions and proceedings take place before a Magistrate, which are in the nature of an inquiry preparatory to sending the accused to take his trial before the Court of Session ; the Magistrate in such cases is bound either to discharge the accused or commit him for trial, but he has no power to declare an accused either guilty or innocent of the offence with which he is charged. An inquiry is also done by a Magistrate in cases triable by himself under S. 202 of the Code. On a complaint being filed before a Magistrate, he examines the complainant and the witnesses on oath in order to find out whether there is any matter which calls for investigation by a criminal court. The Magistrate may not act on the complaint and dismiss it if he distrusts the statements of the complainant and the witnesses and the result of the inquiry does not establish sufficient ground for proceeding. All these proceedings are in the nature of inquiry. Investigation: According to sec-4(i) of CrPC,1898- Investigation includes all the proceedings under this Code for the Collection of evidence conducted by a police-officer or by any person other than a Magistrate who is authorised by Magistrate in this behalf: Investigation consists of steps taken by a police officer other than a Magistrate to ascertain whether any offence has been committed at all and, if so, by whom and what is the evidence on which the prosecution can be based. Investigation can also be made by a person specially authorized by a Magistrate to do so. The case is only started if investigation by the police reveals that an offence has been committed by the accused, otherwise not. Differences between inquiry and investigation Provsion Inquiry Investigation According to sec-4(k) of CrPC,1898-Inquiry According to sec-4(i) of CrPC,1898- includes every inquiry other than a trial Investigation includes all the proceedings conducted under this Code by a Magistrate or Court. under this Code for the Collection of evidence conducted by a police officer or any person authorized by a magistrate.

High School and Cruz Elementary School Essay

Introduction The prime function of education is to prepare men and women for life and service. As such, it does not only develop the mental, moral, and spiritual capacities but also the physical powers of man. This is not an easy task for the teachers, guidance counselors and administrators to perform. It demands special facilities and equipment, qualified educators with special talents to match the need, and above all, dedication and commitment on the part of the teachers and school administrators. The statement of our National Hero Rizal that, â€Å"the youth is the hope of our fatherland†, cannot be denied. The children are the leaders of tomorrow. They will be the ones to build the edifice of this nation. For them to become great leaders, they must be guided and supported accordingly. Guidance has long been recognized as an important function of education particularly in elementary education because it is the most significant foundation of the basic education The need for it in our school system becomes more urgent. Thus, every school should have a comprehensive guidance program and well-trained and professional guidance counselors that would render help to pupils who is in need. Background of the Study All people have certain basic needs in common, the satisfaction of which helps and the frustration of which hinders normal personality growth (Walter and Ohara). The rapid increase in population is a cause for alarm. Today, children represent the energy of the present and the hope of the future. In addition, there is a need to know and understand the children with their skills, knowledge, intelligence, competencies, and understanding. There is every reason to believe that the children population, many largely determine the kind of government a nation will have. (Health and Home vol. 36 no. 2, 1995) Pupil guidance and discipline is an important area of concern for school administrator. Given today’s advancement of science and technology and modernization in our ways of life, guidance becomes a necessity owing to the complex of problems confronting school administrators and teachers on dealing with pupils. There are numbers of factors that have to be discussed that can cause problematic situations involving not only pupils but teachers as well. These problem situations and their causes have to be addressed appropriately in order that pupils’ involvement into more serious ones can be averted, if not minimized. The school is a learning-teaching venue. Inside its classroom, productive and efficient learning takes place, which translate learning opportunities into actual learning engagement under the direction of teachers. One of the factors that stimulate learning is the operation of guidance service. In broad terms, guidance implies advice. It is a conscious attempt of an administrator to stimulate and direct the activities of the student/pupil toward definite and worthy objectives. Guidance involves all those influences and opportunities designed to assist the pupil in discovering how he may make his vocational, educational, social, cultural and adjustment most successful. One purpose of guidance is to make individual discover the mode of life by which he can realize most fully his potentialities for worthy and satisfactory service. To this end, school must have a sympathetic understanding of the pupil’s interest, aptitude and abilities and make a conscious effort to help develop them for the satisfaction of their needs; discharge of duties and responsibilities; and enjoyment of these opportunities. Guidance is a tool to make wise decision and choice (Gregorio, 1965). Children in contemporary times are exposed to several conflicting, distracting, and stressful situations inside and outside the school premise. An individual makes an adjustment when he finds contentment in his relationship with the environment and in the relationships between his needs and interest. Satisfactorily, adjustment leads on a well-adjusted personality. (Health and Home Vol. 42. No. 3, 2000) Grade six is a time of adjustment especially because it is a period of adjustment to high school work. Every pupil undergoes this stage. This level is crucial and usually characterized with doubt, fear and confusion. The top five areas of concern that need adjustment are spiritual, academic, career, social and economic. The major objectives why schools are now introducing intervention programs that are based from pupils needs is to help them the opportunity to be promoted and to meet the demand for higher quality education. Schools have great role to play in assisting pupils. Similarly, Sta. Cruz Elementary School Pupils have needs that are needed to be satisfied for a better quality of education, they encounter failures in their performances especially in terms of cognitive level, as well as faculty members need to adopt some methods to meet the needs of their pupils. Identifying these needs would lead them find ways and means of assisting pupils to cope with their different problems that can affect their performance in school. The SCES pupils also face this kind of problems and needs. Grade Six Level has a large population in the school and the determination of these needs may not be easy. This research aims to determine the Guidance needs of Sta. Cruz Elementary School Grade Six Pupils especially under academics and the other needs that may arise that hinder their growth as pupils. This will also determine the performance of the school in meeting the needs and the effectivity of teachers, since academic needs and problems may arise in the classroom. STATEMENT OF THE PROBLEM This study will seek to identify the needs of Grade Six Pupils of Sta. Cruz Elementary School, Year 2012 – 2013. Specifically, the study will attempt to answer the following problems. 1. What are the needs in terms of academic, character building, economics, family, physical, psychological/emotional, sexual, social, spiritual/moral of the SCES Grade Six Pupils? 2. Is there any significant relationship between their needs and the academic performance? 3. What is the better guidance program for the needs of the respondents? SCOPE AND LIMITATIONS This study was focused on the Guidance Needs of the Grade Six Pupils: A Basis for a Proposed Program of Sta. Cruz Elementary School, Dasmarinas City. The study has a population of 50 respondents, in school year 2012 – 2013. SIGNIFICANCE OF THE STUDIES The result of the research study will be very significant and useful to the pupils, the teachers, and the school administrators. For the pupils, he may be able to apply the guidance program in enhancing the skills on how to manage different needs. For the teachers, this will be of great help in guiding their pupils as they interact in class. In addition, it maybe be the basis of the teaching strategy that may use in teaching to be effective teachers. For the school administrators, this will serve as its basis in dealing with pupils and by coping their needs that greatly affect their academic performance and the good standard of the school. The guidance counselors can also assist the pupils in their needs and can be able to guide and formulate action flows necessary to address the said needs. This study will also of great help to parents to sense the current existing needs of their children so that they can be able to cope up with and to make necessary adjustment to strengthen family relationships. CHAPTER II THEORETICAL FRAMEWORK. The theoretical framework of this research was based on Henry Murray’s Theory on needs of Kurt Lewin’s Dynamics of Personality on Needs. Murray defined seeds as a construct convenient fiction or hypothetical concept which stands for a force in the brain region, a force which organizes perception, appreciation, intellection, conation and action in such a way as to transform in a certain direction on an existing, unsatisfying situation. A need is sometimes provoked directly by internal processes of a certain kind, but more frequently (when in a state of readiness) by the occurrence one of a few commonly effective press (environmental force). Thus it manifest itself by leading the organism to search for or to avoid encountering or when encountered, to attend and respond to certain kinds of press. Each need is characteristically accompanied by a particularly feeling or emotion and tends to use certain modes to further its trends. It maybe weak or intense, monetary or enduring, but usually it persist and give rise to a certain course of overt behavior (or fantasy) which changes the initiating circumstances in such a way to bring about an end situation which still (appeases or satisfied) the organism. (Murray 1998, p. 123-124). From Murray’s definition, it is important to consider the bases for distinguishing different types of needs. First, there is the distinction between primary and secondary needs. The primary or viscerogenic needs, are linked to characteristic organic events and typically refer to a physical satisfaction, urination, and defecation. The secondary, or psychogenic, needs are presumably derived from the primary needs and from the characterized by physical satisfaction. These needs are needs for acquisition, construction, achievement, recognition, exhibition, dominance, autonomy, and deference. Second Murray’s destination between overt needs and covertness, that is manifest needs and talent needs. Overt needs typically expressed themselves in motor behavior while covert needs usually belong to the world of fantasy or dreams. Third, there are focal needs and diffuse needs. Some work needs are closely link to limited classes of environmental objects whereas others are so generalized as to be applicable in almost any environmental setting. Murray pointed out that unless there is some unusual fixation as a need as always subject to change in the objects toward with which it is directed and the manner in which these are approached. That is the sphere of environment events to which the need is relevant may broaden as narrowed, and the instrumental acts linked to the need may be increased or decreased. If the need is firmly attached to an unsuitable objective; this is called a fixation and is customarily considered pathological. Fourth, there are proactive needs and reactive needs. The proactive need is one that is largely determined from within, one that becomes â€Å"spontaneous kinetic† because of something in the person rather than something in the environment. Reactive needs, on the other hand activated because of, or in response to some environmental event. Murray used these concepts also to describe interaction between two or more persons where usually one individual can be identified as the pro actor (initiates the interaction, asks the questions, in general provides the stimulus to which the other must respond) and other individual can be identified as the reactor. (Reacts to the stimuli provided by the pro actor). Fifth, there is distinction between process activities and modal needs plus affect needs. Effect needs are needs that lead to some desired state or end result. Process activity and modal needs are tendencies to perform certain acts for the sake by the performance itself. The random coordinated non-functional operation of various processes vision, hearing, thought, speech and so fort) that occurs from birth on is called process activity. Modal needs, on the other hand, involve doing something with a certain degree of excellence or quality. It is still the activity that is sought and enjoyed, but it is now rewarding only when it is performed with a certain degree of perfection. According to Kurt Lewin (Hall C. 1997,) need is an increase of tension or the release of energy in an inner personal region is caused by the arousal of a need. A need may be a psychological condition such as hunger, thirst or sex; it maybe a desire for something such as job or a spouse; or it maybe an intention to do something such as completing a task or keeping an appointment. A need is therefore a motivational concept and is equivalent to such terms as motive, wish, drive, and urge. Changing needs of a pupil is considered crucial to the development of effective guidance program. An individual makes an adjustment when he finds contentment in his relationship with his environment and in the relationship between his needs and interest. CONCEPTUAL FRAMEWORK The review of related literature and relevant studies presented here provide a good background and for the study. Some studies conducted both in United States and in the Philippines as well as literature related to the present study are presented. Foreign Related Readings The Randolph Township Schools guidance program in New Jersey, seeks to foster the social and emotional growth of students in an effort to have them succeed academically and personally. Guidance   is an integral part of the elementary education program. The counselor is a child advocate. A goal of elementary counseling is to be preventative in nature while also identifying and addressing current problems. Another goal is to help children understand themselves and others. The elementary program is characterized by intervention and prevention techniques. Counselors help students develop social skills including conflict resolution, interpersonal relations skills, decision making and problem solving. Counselors also assist students in their transition to Randolph schools and in moving up to the middle school. Counselors conduct individual and group session, classroom lessons, district-wide programs, and parent consultations as needed. Counselors work collaboratively with other school personnel, especially the classroom teacher, and serve on each building’s Pupil Assistance Committee. Counselors attend professional conferences and belong to professional associations. The counselors are available to consult with parents, teachers, and administrators to help address specific academic, social, and/or personal concerns of students. Counseling is for everyday people with everyday problems. Elementary guidance counselors are responding to today’s needs by providing children with developmental school counseling programs and support. There are many reasons a child may see the elementary school counselor as stated in Maine School Administrative District #22 in Hampden, Newburgh and these may include help with peer relationships/social skills, low self-esteem, worry or anxiety, a family concern, behavioral and/or learning difficulties, absenteeism and any other concern that is interfering with the child’s ability to learn. Local Related Readings The Philippine Education Act of 1982 Sec. 9, states the Rights of all students in school. In addition to other rights, and subjects to the limitations prescribed by law of regulations, students and pupils in all schools shall enjoy the following rights: The right to receive, primarily through competent instruction relevant quality education in line with National goals and conducive to their full development and persons with human dignity. The rights to freely choose their fields of study subject to existing curricula and to continue their course there in up to graduation, except in cases of academic deficiency or violation of disciplinary regulations, and; The right to school guidance and counseling services for making decisions of selecting the alternatives in field of work suited to his potentialities. Annotated by Amado C. Dizon (1983). Therefore, the Philippine Constitution itself, states the vital role of the schools play in molding and guiding the youth. Foreign Related Studies. The article â€Å"Academic Problems† of the University of Cincinnati stated some common reasons why pupils experience academic problems: a) Motivation; b) Inadequate Time Management; c) Study Skills; d) Social Distractions; e) Learning Disabilities; and f) other Psychological Needs (Cited in campblues). According to Kauffman (1993) managing pupils’ behavior has always been a demanding task, but it has become much more exacting during the past decade. He explained that when teachers are not successful in helping pupils learn and enjoy school, the reason is likely to be, in large measure the difficulty they experience in managing classroom. Many teachers who become discouraged feel â€Å"burned-out† or leave the profession and attribute their unhappiness in teaching to their difficulty in managing pupils’ behavior. What experienced teachers tell people in the field, what they read and what they see in schools – a very reliable indicator – tell them that disruption, aggression, disinterest in school, social withdrawal, and other forms of undesirable behavior are increasingly common in nearly all schools. Without effective strategies for dealing with unacceptable and troublesome behavior, teachers are unlikely to have a career in teaching, and even less likely to enjoy and be successful in their chosen profession. Furthermore, pupils are more unlikely to learn what they should when their teachers are unhappy and feel defeated. Hence, understanding how to respond to behavioral concerns and being responsive to each child begin with understanding of problem behavior and how one can prevent it from occurring through effective classroom behavior management strategies. A study of Missouri high schools as stated in Lapan, R. T. , Gysbers, N. C. , & Petroski, G. F. (2001). Helping seventh graders be safe and successful: A statewide study of the impact of comprehensive guidance and counseling programs. Journal of Counseling and Development, 79, 320-330, Implementing comprehensive school counseling programs is consistently associated with important indicators of student safety and success. The study found that school counselors who were more fully engaged in providing students with a unique network of emotional and instructional support services were more likely to exert a positive impact than counselors who did not implement such activities. After researchers controlled for differences between schools due to socioeconomic status and enrollment size, students attending middle schools with more fully implemented comprehensive programs reported (a) feeling safer attending their schools, (b) having better relationships with their teachers, (c) believing that their education was more relevant and important to their futures, (d) being more satisfied with the quality of education available to them in their schools, (e) having fewer problems related to the physical and interpersonal milieu in their schools, and (f) earning higher grades. A study done in Gwinnett County, Georgia in Mullis, F. & Otwell, P. (1997). Counselor accountability: A study of counselor effects on academic achievement and student behaviors. Georgia School Counselors Association Journal, 1:4, 4-12. Watts, V. & Thomas, B. (1997), shows that school counselors impact students’ academic performance and can increase the on-task, productive behavior of students and reduce disruptive behaviors. The Behavior Rating Checklist indicated statistically significant decreases in disruptive behaviors and significant increases in productive, on-task behaviors for both the third grade and the fifth grade students tested. Language arts progress was statistically significant for both grade levels as well. The impact of more fully implemented guidance programs on the school experiences of high school students: A statewide evaluation study. Journal of Counseling & Development, 75, 292-302, shows that schools with more fully implemented model guidance programs had students who were more likely to report that (a) they had earned higher grades, (b) their education was better preparing them for the future, (c) their school made more career and college information available to them, and (d) their school had a more positive climate (greater feelings of belonging and safety at school, classes less likely to be interrupted, peers behaving better). After removing the variables of school enrollment size, socioeconomic status, and percentage of minority students in attendance, positive program effects were identifiable. Results highlight the important roles school counselors play in promoting the central educational goals of their schools and support a comprehensive guidance program focus for university counseling faculty who train school counselors. Local Related Studies Another problem that the researchers find crucial is financial problem and their lifestyle. All students in public/government schools considered these the most serious problems. As Sompong Poungcharoen revealed in his study in the â€Å"Problems of College Freshmen of the University of Northern Philippines: Implications to the Guidance Program. † According to him, all students considered their most serious problems to be are in the area of finance, living conditions and employment and that they need help to solve their problems. In the sense that education is a lifelong process, socialization is also a continuous process of learning. Both are concerned with the development of man and society. Socialization begins within the intimate relationships in the home. Next to the family, the most potent and effective socializing agent is the classroom, which is natural extension of the home. The school in itself is a social system. When the students attend a class, they are interacting within the formal social system of the school which consists of the students, the teachers and the administrators, all of them acting and reacting according to their respective roles and status. All these activities in and out of the school are included in socialization. (Alicia S. Bustos, Ed. D. and Socorro C. Espiritu, Ph. D. , Foundation of Education, 1996). Structured curricular activities can promote mental health among all adolescents and particularly for those at risk of negative academic outcomes. It is important therefore, that at risk, teens be involved in a structured activity of the choice under the influence of positive peer networks and competent adults. These activities can lead to greater self-esteem, satisfaction and engagement in school, social competence, improved academic performance and graduation. (Educational Research Vol. 4 No. 1 January 2004). Confidence is another aspects that pupils should have at the very early stage, or should we say, must be learned. Students under the category needed guidance and counseling to be able them to minimize or totally eradicate social anxiety and fear of public speaking. Especially that the students understudied are future teachers of the young. â€Å"We pay the price of fear and worry to live the life of a human being. Our susceptibility to anxiety is the root cause of our problems†. As Dr. K. Sri Dhammananda stated on the 1st chapter of his book entitled â€Å"Why worry? † states that Fear and Worry seem to be part of human life. One who is immersing in the world is not free from these unpleasant mental states. Their worries are due to various commitments and responsibilities they have. Their worries come in many various guises. They feel inadequate when they compare themselves with others. They may be afraid to be themselves as they really are in the presence of others, so they act and pretend to be someone else when in fact they are not. People worry about their physical appearances. They are afraid of being criticized, to present their ideas or opinions before a crowd for fear of being ridiculed, but feel angry with themselves whenever someone else present the same idea and gets credit for it. Others worry about their families. In their workplace, they may have to face problems in carrying out assignments and have difficulties in making decisions. Therefore, parents and school’s guidance counselor and personnel should guide pupils accordingly. Considering the researches above, we can notice that there are needs or problems that needs to be intervened immediately. Such concerns of pupils are the following: Physical needs, Academic needs, Psychological-Emotional needs, Sexual needs, Spiritual needs, Family needs, Career needs, Social needs and Character Building. According to Kapunan, Guidance does not solve problems for an individual, but it helps the individual to solve them. Guidance therefore, is directed on problems but on the individual because its purpose is to promote the growth of the individual toward self-development. It leads the individual toward self-understanding, self-appraisal, and self-direction. To check whether the function is adequate to the task, the methods fitting, the guidance program needs to assessment. Attention should give to the development and crisis needs of pupils. Special consideration should be given to psychological as well as intellectual development, creative ability, vocational preparation and a balance socialization and individuality. Farrales (1997) conducted a study, which focused on determining the prevalence of behavioral problems among children 5-12 years of age who consulted at the Zamboanga City Medical Center Out Patient Department. With the use of a Random Questionnaire Checklist, out of 50 respondents, 15% were found out to have maladjustment problems underlying the presenting medical complaints of cough, fever and colds. While the aforementioned study focuses more on possible co-existing, if not causative psychological problems along with medical complaints, such results show that emotional problems can exist but subtle and easily overlooked, remaining undetected unless sought for. If such is the case, then most certainly it is vital we determine the true prevalence of behavioral problems among children, as many may present with physical ailments, but are with nevertheless underlying serious emotional problems. RESEARCH HYPOTHESES In the conduct of this study, the following hypotheses were tested. 1. There is no significant relationship between the performance of the respondents and their guidance needs in terms of academic, character building, economics, family, physical, psychological/emotional, sexual, social, and spiritual/moral Figure 1. Research Paradigm Figure 2 Figure 1, paradigm showing the needs of SCES grade six pupils’ basis for a proposed guidance program. DEFINITION OF TERMS The following definitions are conceptual or lexical definition. Academic needs- pertains to one’s needs along scholastic adjustment and performance. (Torres 1987) Adjustments- this refers to the individual’s ability to adopt physically, socially, and emotionally and the ability to adjust to his new environment and friends. (Uy, 2002) Career- The course followed or progress made by a person in his occupation or life’s work. (Webster elementary dictionary) Character building needs- pertains to one’s needs related to the improvement of one’s trait. (Torres, 1987) Economic- Pertains to financial and material needs (Torres 1987) Family needs- pertains to one’s needs in relation to the members of the family. (Torres 1987) Physical needs- pertains to one’s physiological and bodily needs including the need for sports and recreation. (Torres 1987) Psychological/ Emotional needs- pertains to one’s need for emotional stability and psychological support. (Torres 1987) Sexual needs- pertains to one’s sexual needs like the need to be loved and accepted by the opposite sex, coping with sexual information on human sexuality and sex. (Torres 1987) Social needs- pertains to one’s needs in relation to others. (Torres 1987) Spiritual/Moral- pertains to one’s need in relation to his creator. (Torres 1987) Chapter III METHODOLOGY. This chapter deals with the research design, implemented to systematically answer the specific purpose of the study. It describes briefly the venue of the study, the respondents, and the instrument used to gather data for the statistical treatment to have an accurate interpretation and evaluation that likewise contained in this chapter. RESEARCH DESIGN This study is a descriptive analysis which will use the descriptive survey method (John Best, 1987) point out that descriptive research is concerned with the conditions or relationship that are existing processes that are going on effects that are being felt trends that are developing. Furthermore, according to Borg and Gall (1979) the survey method will enable the researcher to explore and evaluate many aspects of the research in education such as administrative procedure and policies and interrelationship for purpose of internal evaluation and improvement. In view of this, the researchers consider it most appropriate to use the descriptive method since the main purpose of the study is to identify the guidance needs of grade six pupils of Sta. Cruz Elementary School. Following the survey research, the researchers will use a survey questionnaire in order to determine the guidance needs of grade six pupils of Sta. Cruz Elementary School and propose a guidance program that would help answer the identified needs. The questionnaires were employed to collect descriptive information that will serve as a basis in conducting the study. POPULATION AND SAMPLING PROCEDURE A total of 85 respondents comprised the sample of the study, which is 10% of the total population of grade six graduating class. The 10% will be the problem children from all the 16 sections. The researchers will adopt the Pupils Needs Inventory (PNI) concerning the ten areas of pupil needs. To determine the sample of the population, the Sloven formula (1960) will be adopted. Figure 2. Profile of the respondents according to sex Table 1. Religious Affiliations of the Respondents |Religion |No. Of Students | |Roman Catholic |70 | |Born Again |10 | |Islam |0 | |Iglesia Ni Cristo |5 | Grade VI pupils who are Roman Catholic dominate other religion ranking first with 70 pupils out of 85. Second is born again with 10 pupils followed by Iglesia ni Cristo with 5 pupils. Table 2. Profile of the Respondents according to Monthly Income |20,000 above |0 | |15,000-19,000 |10 | |10,000-14,000 |12 | |9,000-5,000 |28 | |5,000 below |35 | 35 pupils belong to family with monthly income of 5,000 and below; 28 pupils belong to a family with monthly income of 5,000-9,000 followed by 12 pupils with 10,000-14,000, and 10 pupils with 15,000-19,000 monthly income. RESEARCH INSTRUMENT Students Needs Inventory (SNI), 1987, designed by Mrs. Lilia Torres, Research Director of the UP, Dr. Vicentita M. Cabrera Research Coordinator and Head of Testing and Research activity and counseling and Guidance, UP 1987. This instruments was 1st used by the diagnosis in the three campuses of UP to identify the prevailing needs of the students so that they may be better helped during their study in the university and also to assess their needs so that they will be provided with opportunities for the maximum development of this physical, social, intellectual, as well as spiritual well-being and assist them to explore and make full use of their potential to achieve their goals. The instrument has four parts a. Part 1- this is the information data sheet where the pupils are asked to write their personal information; monthly income, special skills and interest. b. Part 2- the academic performance sheet where the pupils are asked to write their subject grade when they where in grade V, below that is a space provided for the reason why they got their lowest or highest grade in a certain subject. c. Part 3- pupil needs sheet contains 100 situations that would survey especially the respondents needs and concerns along the ten areas: academic, career, psychological, spiritual, family, economic, social, sexual, physical, character building. d. Part 4-the answer sheet, which contains five columns where the respondents would indicate their answers using the five point rating scale. 5- Very much of a need, 4- Much of a need, 3- Generally a need, 2-Not much a need, 1- Not a need. The SNI questionnaire consists of one hundred items classified into the following areas: 1. Academic- consists of nineteen items pertaining to one’s needs along scholastic adjustment and performance. 2. Career- consists of seven items pertaining to one’s needs in the world of work. 3. Character Building- consists of nine items pertaining to one’s needs related to the improvement of one’s traits. 4. Economics- consists of seven items pertaining to one’s financial and material needs. 5. Family- consists of nine items pertaining to one’s need in relation to family. 6. Physical- consists of seven items relating to one’s physiological and bodily needs including the need for sports and recreation. 7. Psychological/Emotional- consists of seventeen items perta.