Franz Schubert Essay - 1119 Words

FRANZ SCHUBERTMusic Appreciation Section 02 FRANZ SCHUBERT â€Å"I HAVE COME INTO THE WORLD FOR NO OTHER PURPOSE BUT TO COMPOSE† It was Franz Peter Schubert, who said to a friend â€Å"I have come into the world for no other purpose but to compose†. For someone to be so certain, focused and dedicated at such a young age with extraordinary talent and promise, finding out more about Schubert’s life and astonishing music was a must for me. Franz Peter Schubert was bone in Vienna, on January 31, 1797 to his father, Franz Theodor Schubert and his mother, Elisabeth Vietz. Because Schubert father was a schoolmaster, he began receiving lessons from his father at an early age, as early as age five. A year later Schubert was enrolled in his†¦show more content†¦In Schubert’s Erlking, there is the narrator, father, son, and the Erlking, which is all song by one person. Because the Erlking is done by one person, that one singer is to deliver each character in its fitting tone. The frighten child is song in a high register in minor, while the father is sung in a low register that distinguishe s with the high pitched of the son cries, and the Erlking has modest melodies in major keys. The Goethe’s ballad tells a story of a father riding on a horseback through a storm with his ailing child in his arms, as the child is being followed by the Erlking which denotes death. At the very beginning of the Erlking, the piano begins with rapid octaves. It is said that the triplet rhythm unifies the occurrence of the song and suggests that it represent the horse’s dash. The narrator then paints the perfect picture so that you are able to perceive this wild late ride as the farther holds his unwell son so tight and closely to him. As the Goethe ballad continues the son cries out to his father, my father in a forte tone to inform him of the Erlking and his presents. The father, who uses a lower register tone, try to consol the boy and keep him calm by suggesting that the Erlking is a streak of mist and the whispering promises from the Erlking was only wind rustling in the dead leaves. After the son cried out for the last time to his father even louder than before, â€Å"My father, my father, now he is taking hold of me! The Erlking has hurt me!†Show MoreRelatedThe Contribution Of Franz Schubert872 Words   |  4 Pagesway. Franz Schubert, in particular, is an extraordinary gift and promise in such a young age. Despite of his illness which caused his dead when he was too young, Schubert’s devoted music works and talent contributed a lot for our music world back then and now. Franz Peter Schubertwas born in Vienna, where all the famous composer, such as Beethoven, Hummel, Mozart or Haydn, had been born in it. This thing helped Schubert to receive many benefits due to its musical offering. His father, Franz TheodorwasRead MoreOtto Schulze : A Poet Of Franz Schubert919 Words   |  4 PagesErnst Schulze A poet of Franz Schubert Franz Schubert had an enthusiasm for the poetry of Ernst Konrad Friedrich Schulze (1789-1817). Schulze s poems have a recurring theme of erotomania, defined as a being an excessive sexual desire or a delusional belief that one is the object of another person s love or sexual desire. This gives us significant insight into the source of his inspiration for his works and adds an interesting side of Schulze as a man. In his poetry, Schulze’s most personal experiencesRead MoreFranz Schubert: A Biography and Musical Analysis Essay1118 Words   |  5 Pages Franz Peter Schubert, born January 31, 1797, is accredited as one of the most gifted musicians of the 19th century (â€Å"SCHUBERT†), and is considered to be the last composer of the classical era and one of the first romantic composers (The Biography). His relentlessly impoverished life was short in comparison to many people of the era – his death was on November 19, 1828 (two months shy of his 32nd birthday) â €“ and his music was generally unrecognized and unappreciated during his time, but his exemplificationRead MoreComposer Franz Schubert As A Master Composer Of Songs2593 Words   |  11 Pagescomposer Franz Schubert is often regarded as a master composer of songs. He is also known for creative and unexpected movement between keys in his compositions. Dying at a tragically young age, Schubert managed to release an enormous body of works, publishing over two-hundred songs while alive. Despite this already impressive output of songs, nothing stopped Schubert from composing symphonies, chamber music, and solo works as well. Close analysis of his music reveals how skillfully Schubert was ableRead MoreBiography of Franz Schubert Essays674 Words   |  3 PagesBiography of Franz Schubert *No Works Cited Many prominent musicians produced major works during the romantic period. Among these are Beethoven, Strause, and Bach. But the musician that I think had the most impact, was Franz Schubert. Franz Peter, born on 31 January 1797 was one of fourteen children born of Franz Theodore Schubert and Elisabeth Vietz, four of which survived. He grew up in an apartment that daily converted to a classroomRead MoreRomantic Style Composers: Franz Schubert Essay1162 Words   |  5 Pages(1) Franz Schubert composed Gretchen am Spinnrade (Gretchen at the Spinning Wheel) in 1814, when he was only seventeen years old. The song is sung by a soprano, and the only accompaniment to the voice is a piano playing a constant rhythmic pattern (â€Å"OnMusic†). (2) Schubert was one of the most prominent composers in the Romantic era. He was the first composer to live off only the money he got from composing. He wrote many compositions during his short lifetime, especially art songs (â€Å"OnMusic†). Read MoreAnalysis Of The Poem Schubert 903 Words   |  4 PagesAvrial Turner Dr. Greenough Theory IV 5 April 2017 Schubert Analysis As the only â€Å"canonic Viennese composer native to Vienna,† Schubert, 1792-1828, â€Å"made seminal contributions† in multiple areas of musical composition, but he â€Å"most especially† made contributions to the area of â€Å"German lied† (Winter). His distinctive style could be part in due to the fact that he was native to Vienna, unlike other â€Å"celebrated musicians of Vienna like Haydn, Mozart, [...] and Beethoven† (Winter). Throughout Schubert’sRead MoreMusical Insanity: Music Written unde the Influence of Syphilis1440 Words   |  6 Pagesmost famous composers studied today, Schubert was not so loved in his time as a composer; in fact his music wasn’t appreciated until long after he had perished. Can there be a reason for this, and is the reason that he was so unloved be the same reasoning for which he wrote his works? Life experiences are an artist’s greatest muse and one can expect that Schubert was no exceptio n to this rule that has powered composers alike for centuries. What could fuel Schubert to become a great composer and didRead MoreThe Power Of The Elf King2465 Words   |  10 PagesThe Power of the Elf King Franz Schubert (1797-1828) was not a particularly well-known composer during his lifetime, however, that did not stop him from leaving his mark on the musical world. He radically redefined the role of composers in German lieder. Unlike his predecessors, Schubert believed that part of a composer’s job was to help the listener interpret the poem. He believed that part of his responsibility was to write the melody and the accompaniment in a way that helped to clarify theRead MoreEssay on Music Appreciate Study Guide935 Words   |  4 Pagesable to tell that you read about them and did not just google them or use wikiepedia, etc. and copied and pasted-read your textbook please) Dates Nationality Importance/major contribution Types of compositions Extra little tidbit 19.   Franz Schubert. Born in 1797, died in 1828 from Vienna. Wrote well over 600 works. Was the Master of the Art Song. He wasn’t financially successful and his symphonies were performed after he died. †¨20.   Robert Schumann. Born in 1810, died in 1856 from Germany

Comparison between FAIR and AIM Free Essays

Fairness and Accuracy In Reporting (FAIR) and Accuracy In Media (AIM), are two of the most active media watch groups, who seeks to influence and encourage members of the media to deliver fair and objective information to the people, without injecting biases and personal opinions. FAIR considers themselves as a national media watch group who â€Å"offers well-documented criticism of media bias and censorship† ever since they started with the cause in 1986 (F.A. We will write a custom essay sample on Comparison between FAIR and AIM or any similar topic only for you Order Now I.R., 2007). On the other hand, AIM sees themselves as a grassroots citizens’ watchdog, which â€Å"critiques botched and bungled news stories and sets the record straight on important issues that have received slanted coverage† (A.I.M., 2007). Simply put, they are both against the misinformation that the media sometimes deliver to the people because of personal reasons, like biases, opinions and more. But scrutinizing this two properly, the question would then be on who is able to convince more people regarding the slanted news and information of some media practitioners and agencies. Looking closely on FAIR’s characteristics, they say that they seek both the opinion of the journalists and the activists. They present the side of the journalist, whenever they have presented a bit of a biased article or information. They give the journalist a chance to defend themselves and be able to explain further why they have resorted to writing such article. They also present the side of the activists and the critics who notices the mistakes and the points where the journalists went out of line. This is to provide a point of argument for the people, who usually wouldn’t realize that they are receiving biased commentaries from the people they would often think to deliver an unbiased report of the facts. Because of this, FAIR keeps the line open between the journalists and the activists. Through them, they can keep a constant dialogue so that they could be able to work things out for them. This then leaves a room for improvement for the journalists, especially if they consider what the activists say. With the help from FAIR, they would know whether what they are doing is right or wrong. Through constant communication, they are able to sharpen their senses to bring about truthful, unbiased pieces of information for the public. Another characteristic of FAIR is that they are encouraging the people to ask for the person responsible to change their ways, say, the media who gave biased information to the public. They are having a part where they propose a possible solution to a problem and then ask the people to act in order to solve that problem by following what they have suggested. An example would be asking them to call the person involve by giving that person’s contact number. They would encourage the people to ask for an explanation why that media practitioner made such a biased comment regarding a certain topic. AIM on the other hand, sees that the media needs a watch dog, which is why they exist. They said that the news media don’t seem to always give out the right information, wherein they could be misleading the people or giving out biased information shadowed by their personal opinions. But looking closely at AIM’s works, they are more on the political opinions of the media. They are more into scrutinizing that these people should not reflect their political belief in what they are writing. This has become a distinguishing characteristic, since most of their discussions are on whether some media personnel are for the democratic or the liberal side. In addition to that, they tackle on some publications that they see to â€Å"stir people’s minds† with what they publish. They say that these publications exist to deliver straight, hard hitting facts and information, and not to promote a certain belief or side they represent or endorse. In comparing the effectiveness of both FAIR and AIM, it can be seen that both of them are getting feedbacks from people, saying that what they are doing are really helping out in delivering the appropriate, unbiased information. This means that both of them prove that they are effective. But comparing them FAIR is able to communicate more with the people with regards to the wrong-doings of the media. This is because of the wide range of topics and information that FAIR gives and they are not as much as shadowed by the political stand of the media, as compared to that of AIM. In an article in the New York Times last July 3, 2007, writer Sheryl Stolberg has somewhat infused her thoughts in what she has written. The article was about President Bush deciding to commute the sentence of I. Lewis Libby Jr. who has committed a crime by lying to the FBI regarding an Iraq war issue (Stolberg, 2007). With Stolberg saying that the President seem to find the 30-month imprisonment for Libby as harsh, and that the case was a test of will, she was clearly sympathizing with what President Bush is feeling, whether what she said was factual or not. She mentioned that President Bush was forced to give the decision, a statement clearly implying of her, injecting her own opinions. This article was taken by some media watch group negatively, saying that Sheryl Stolberg was violating the media ethics of delivering a truthful, unbiased news and information to the people. What she did was an act of showing her biases, which she was siding and sympathizing with President Bush. As a media practitioner, doing as such reduces her credibility to give truthful, untainted information to the people. Conclusion Democracy includes the people’s freedom to freely speak their minds, the freedom to voice out their opinions whenever they want. But democracies freedoms also have limitations. This is applicable to media, where in order to get a true grasp of a story, the media practitioner, journalists or reporters should be able to give the unbiased face of the story. In order to do so, they must set aside their own opinions and interests in order to give the appropriate information to the people. The media’s role in democracy is the freedom of all people to access information. This information must be untainted with the media people’s opinions or biases, in order not to mislead the recipient of these pieces of information, which are the masses. References: A.I.M. (2007). What is Accuracy In Media(AIM)?  Ã‚   Retrieved July 4, 2007, from http://www.aim.org/static/19_0_7_0_C F.A.I.R. (2007). Media Views.  Ã‚   Retrieved July 4, 2007, from http://www.fair.org/index.php?page=11 Stolberg, S. G. (2007, July 3, 2007). For President, Libby Case Was a Test of Will The New York Times.       How to cite Comparison between FAIR and AIM, Essay examples

British Birds of Prey free essay sample

BRITISH BIRDS OF PREY Introduction: Birds of prey are birds that hunt for food primarily on the wing, using their keen senses, especially vision. They are defined as birds that primarily hunt vertebrates, including other birds. Their talons and beaks tend to be relatively large, powerful and adapted for tearing and/or piercing flesh. In most cases, the females are considerably larger than the males. The term raptor† is derived from the Latin word rapere (meaning to seize or take by force) and may refer informally to all birds of prey, or specifically to the diurnal group. Because of their overall large size and predatory lifestyle, they face distinct conservation concerns. Raptor conservation: Over the centuries, birds of prey have had their ups and downs. They have been – and to a degree still are – persecuted by gamekeepers and those with shooting interests, and in the 1960s were poisoned by agricultural pesticides, notably DDT. We will write a custom essay sample on British Birds of Prey or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page So it is good to learn that there are some success stories, too. Under its own steam, the Buzzard has spread eastwards in recent decades and is now our commonest raptor. Two other species – the White-tailed Eagle and Red Kite – have had some help from conservationists and are now also doing rather well. Formal classification: Carl Linnaeus (23 May 1707 – 10 January 1778) was a Swedish botanist, physician, and zoologist, who laid the foundations for the modern scheme of binomial nomenclature. He is known as the father of modern taxonomy, and is also considered one of the fathers of modern ecology. Binomial nomenclature is the formal system of naming species. The essence of this system of naming is this: each species name is formed out of Latin, and has two parts, the genus name (i. . the ‘generic’ name) and the species name (i. e. the ‘specific’ name), for example, Homo sapiens, the name of the human species. In traditional Linnaean taxonomy, the seven major taxonomic groupings are Kingdom, Phylum, Class, Order, Family, Genus, and Species The 16 species of British Birds of Prey can be broken down as thus: Kingdom: Animal (Animalia) Phylum: Chordate (Chordata) Class: Bird (Aves) Order: Accipitriformes and Falconiformes (Diurnal birds of prey) Family: Accipitridae (11), Falconidae (4) and Pandionidae (1) Genus: Pernis – Honey buzzards – large broad-winged birds of prey feeding chiefly on bees and wasps and their nests. (1 British species) * 1) * Milvus – Kites – long-winged birds of prey with a forked tail, which frequently soar on updraughts of air. (1 British species) * 1) * Haliaeetus – Sea Eagles – large fish-eating eagles that frequent coasts and wetlands. (1 British species) * 1) * Circus – Harriers – long-winged, slender-bodied birds of prey with low quartering flight. (3 British species) * 1)2)3) * Accipiter – Hawks – fast-flying birds of prey with broad rounded wings and a long tail. 2 British species) * 1)2) * Buteo – Buzzards – large hawklike birds of prey with broad wings an d a rounded tail, typically seen soaring in wide circles. (2 British species) * 1)2) * Aquila – True Eagles – large birds of prey with a massive hooked bill and long broad wings, known for their keen sight and powerful soaring flight. (1 British species) * 1) * Pandion – Osprey – a large fish-eating bird of prey with long, narrow wings and a white underside and crown. (1 British species) * 1) * Falco – Falcons – fast-flying birds of prey with long pointed wings. 4 British species) * 1)2)3)4) 1. What is the most common British bird of prey? 2. Which species of British raptor has a family all to itself? 3. What two species have been conservation successes in recent years? 4. Which raptor is most likely to be found raiding bee and wasp nests? 5. What British bird of prey is the fastest animal on the planet? 6. Which elusive raptor performs a dramatic ‘sky-dance’ display in early spring? 7. What two species are predominately f ish-eaters? 8. Which agricultural pesticide was responsible for the decline of many raptors in the 1960s?

Jumanji Author Van Allsburg Essay Example

Jumanji Author: Van Allsburg Paper Plot: Jumanji features a narrative plot. Although the events that result from the childrens actions are not necessary logical, the action in the story moves forward recognizably through both text and illustration, and the story comes to a mysterious, yet satisfying, ending. The plot centers on the childrens completion of their game. Setting: Most of the setting is communicated through clear illustrations in this picture book the pictures are representational of ordinary things in a family household, with images of a kitchen, a living room, a childs bedroom, and familiar objects throughout. The childrens adventures are displayed throughout the house. The setting is crucial as it allows for readers to relate to the characters within the book. Characters: This fantasy picture book depicts the characters as typical, relatable children who aim to cure their boredom. Through their dialogue and through illustration we find them to be inquisitive and fun-seeking. They start out rather haphazardly and incautious, but emerge as precautious, learned individuals. The illustrations lend to the characters believability. Point of view: This book is written in the third person and focuses on the perspectives of the children, Judy and Peter. Theme: Jumanji is a cautionary tale. It also teaches children that despite a frightening situation they can come to a solution. Combination of the literary elements into an overall statement: Judy and Peter are bored after being left home alone while their parents attend an opera. Searching for something to occupy their time, they venture outside to play. Escaping a playful attack from his sister, Peter hides behind a tree where he finds a box labeled, Jumanji, A Jungle Adventure Game. We will write a custom essay sample on Jumanji Author: Van Allsburg specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Jumanji Author: Van Allsburg specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Jumanji Author: Van Allsburg specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Still seeking entertainment, the children take the game home to give it a try. A seemingly harmless and ordinary game, Jumanjis instructions warn: Once a game of Jumanji is started it will not be over until one player reaches the Golden City. Thinking nothing of the instructions, Peter casually goes first only to find himself under attack of a real lion. He barely manages to escape by locking the lion in his bedroom. As each player rolls the dice, and moves their game piece further through the board they find themselves in another predicament. Monkeys raid the kitchen, a monsoon begins in the living room, a lost jungle-guide, rhinoceros and snake invasions, even an erupting volcano. Finally, Judy reaches the Golden City, and the game is done. As mysteriously as all of the fantastic things had appeared, they disappear. Without saying a word, Judy and Peter box the game back up and run to drop it back where it was found. After returning home with Judy and Peters parents, the Budwigs tell the children of their sons lack of commitment and refusal to read directions. Looking out the window, Judy and Peter see the boys as they discover the Jumanji box. Artistic Elements Media and technique: Jumanji is done in gray tones with something called Conte dust and Conte pencil. The lack of color and lack of feeling in the background of the images is a sharp contrast to the extraordinary events that take place within the illustrations. Style of Art: Surrealism The pictures are extensions of the fantastic tale told in the text. They portray incredible events taking place in what appears to be a typical household among apparently realistic children. Each illustration is brimming with detail. Composition: Most of the pictures are at eye level, so the reader feels like he or she is in the house along with the characters. Early in the book, shortly after the children have started to play the game, Judys roll of the dice results in monkeys raiding the kitchen. In the illustration you can see both the expression on the monkeys faces and Judys face. The perspective is from an angle behind the kitchen table and below the action in the picture. The reader feels the sense of surprise and urgency in the picture as if he/she were really hiding from the sudden monkey invasion. Placement on page: Each of the illustrations is placed in the same manner. The focus of the story line appears at the center of the illustration. As the explanation of the game is being given in the text, there is a subsequent illustration depicting the children starting to play. The winding path of the board game is in the center of the illustration, making the warning of the game not ending until one player reaches the Golden City appear to be quite an exhausting journey. Line, shape, texture, color and design: Great texture and detail are given to some objects while others remain dull and plain. The children and the resulting events of the game, the animals, volcano smoke, etc. , are given great detail while many of the objects in the background remain dull and flat. You can nearly see every hair on Judy and Peters heads, in the lions mane, on the monkeys. The children appear almost molded. The shapes are very realistic and representational. The use of black lines on white and white lines on black draw attention to sources of light in the illustrations. The variations of perspective give depth to each illustration. Analysis and Critique Literary and artistic effectiveness: This picture book is well written, with a mysterious and engaging plot. The illustrations reinforce the excitement of each event as the game unfolds. The reader is curious as to what predicament will plague the children next, and if and when the children might reach the end of the game. With the simplicity of the story and the amazing illustrations, Van Allsburg has created a picture book that would appeal to people of all ages. Social relevancy: Jumanji warns children to be cautious in their adventures and to always read directions. It can also help children to see that despite hectic situations they can find resolve. This would be relevant in realizing that their can be a solution to any of a number of outrageous situations that an individual or the American public as a whole might face. It can teach children that they can be responsible and capable of taking care of themselves once they are old enough to be left home alone. Overt and/or hidden messages: I disliked the fact that Judy and Peter are depicted as fairly young children, yet are left home alone for a lengthy amount of time. Though this might be reassuring for a child who is old/mature enough to be left home alone, this might scare other children who are not yet ready. Age appropriateness: Based on vocabulary and illustration, I would share this book with children as young as early elementary school. Although, at an early elementary age I would make it apparent that children do not have to be left home alone. Creativity Ask students what they would do if they play Jumanji and were in the same situations that Judy and Peter were in? If their house were overrun by monkeys? Flooded with water? You could bring in photographs of the animals depicted in the story.

Using the Spanish Word Bien

Using the Spanish Word Bien Bien is most often used as an adverb meaning well (i.e., in a good manner) although in a more flexible way than the English word. Bien also can be a noun whose meanings include goodness and asset. Here are some examples of where well is a good translation for bien: Raquel cree que canta bien. Raquel thinks she sings well. Un alimento bien cocinado puede contaminarse si tiene contacto con carnes crudas. A well-cooked food can get tainted if it has contact with undercooked meats. Aprende bien las reglas de manejar. Learn well the rules of driving. Mi bebe duerme bien. My baby sleeps well. No entiendo bien tu pregunta. I dont understand your question well. Bien often carries the idea of something occuring correctly, sufficiently or to a great degree: No puede reparar bien mi coche. He cant fix my car correctly. Llovià ³ bien hasta enero y despuà ©s se cortà ³. It rained a lot until January and then it stopped. La computadora no me funciona bien. The computer doesnt work right for me. Se sentir en casa con la comida deliciosa y las bebidas bien frà ­as. You will feel at home with the delicious food and well-chilled drinks. No estoy seguro de haber descargado bien el software. Im not sure the software was downloaded properly. La pelà ­cula est bien divertida y no tiene mensajes de doble sentido. The film is quite fun and doesnt have mixed messages. Often with estar (and sometimes other verbs), bien is sometimes translated as a positive adjective that varies with context: Estuvo muy bien el desayuno. The breakfast tasted great. Estoy bien hoy. Im feeling good today. Ests bien en tu foto de Facebook. You look good in your Facebook photo. Todos estamos bien. Were all fine. Todo est bien. Everythings OK. Te est bien la camisa. The shirt looks good on you. As an interjection, bien can have a similarly positive meaning. For example, fans at a sports context might shout  ¡Bien! as a way of saying Good job! As a noun, el bien can mean goodness or something similar: El mundo est plagado de gente que no hace el bien. The world is plagued by people who dont do the right thing. La à ©tica, por definicià ³n, busca el bien. Ethics, by definition, looks for the good. In financial matters, el bien can refer to various types of assets or goods. For example, un bien tangible is a tangible asset, and bienes raà ­ces refers to real estate.

Accounting Theory Half a Defence of Positive Accounting Research

The main aim of this report is to critically evaluate the article "Half a defence of positive   accounting research" by Dunmore (2010) in order to develop understanding in the area of   accounting research theory. On the basis of this article, positive   accounting research can be defined as a research which is used to successfully complete broader intellectual scientific research projects with the purpose to understand the cause and effect relationships in the world under a study (Dunmore, 2010). Positive   accounting is considered in this article as a research program, which is aimed to develop human behaviour's casual explanations in accounting settings. The report provides a summary of the article in terms of the main arguments including aim, overall findings, and its theoretical contribution and arguments. It also discusses the value of hypothesis and its relationship with the literature review. It also identifies and discusses the theoretical framework of the paper contributing to the research element. Moreover, it also presents the article's significance and limitations by discussing methodology used and research conclusion that is justified by the methodology, impact of the limitations on the article's significance, and findings. In last, it summarizes the main points by depicting the implications of the critique. The main aim of the article is to examine the ontology (system) and epistemology (philosophy) of a positive accounting research program. It is found from the article that the logic of statistical hypothesis testing while superficially correspondent to Popper's falsification criterion is not so strong. The main argument behind this is that falsification is not able to perform its normal function because many assumptions must come in the theoretical   anticipation and falsifying the anticipation does not explain which assumption is wrong (Dunmore, 2010). It means that the theory cannot actually be falsified. In addition, the author also found that although the potential of the broad positivist research program is strong enough, however it is lowered by insufficiencies in the practice. For instance, some common problems were identified including 'building casually theoretical models to be tested, excessive trust on the logic of hypothesis testing, a lack of interest in the parameters' numerical value, the use of theory as a way to examine qualitative data rather than testing of the explanations, and insufficient replication to justify assurance in accepted findings that affect the use of this program' (Dunmore, 2010). The researcher also argued that the current way of using positive research in accounting is not effective and it is largely incompetent to attain scientific objectives. But at the same time, the researcher also argued that the use of 'Kuhn's description of normal' science can be quite effective in the context of positive accounting research. Thus, it can be stated that this article significantly contributes in developing knowledge towards the effective utilization of positive research program in accounting studies so that better results can be produced and objectives can be attained. It can also be stated that it is essential to use specific models to test theories, better measurement, use of parameters, and extensive replication for designing effective quantitative positive research. As a part of intellectual research project, the author developed four hypothesis. The first hypothesis is   related with the presence of a world, which is independent to the people's imagination. It is because people do not develop them and therefore, events in such situations cannot be controlled by individuals. The second hypothesis is that in such a kind of world, events have causes, which are also a part of the world (Dunmore, 2010). It is the reason that events are not completely random as well as the results of intervention from the outside world. The third hypothesis is that there is potential for general people to attain fairly dependable and authentic information about events in the world through a careful observation. It also indicates to the importance of observation, which is mainly used for understanding the world and its causes as event. But at the same time, it is also possible that people can be wrong in their observations as observations are not completely disconne cted to the world. Lastly, the main purpose of intellectual research project is to use observation to develop knowledge about the world, mainly in the case of causation (Dunmore, 2010). Additional, individuals attempt mental models because these help in correctly mapping the casual processes that take place in the world. All these hypothesis are valuable because these provide a background to successfully conduct an intellectual enquiry. In addition, these are also valuable to prove different theories in the context of positive accounting research. In addition, the results of this article developed based on these hypothesis can be valuable to enhance the relevancy of positive accounting research. Moreover, in an intellectual research, it is also assumed that non worldly things such as gods and spirits cause an event in this world (Dunmore, 2010). But, concurrently, there is disagreement in relation to the thing that cause an event. Similarly, in this article, the role of human behaviour in the context of accounting research is discussed. The author is intended to resolve the issue that how the current practice of accounting research fails to meet the requirements to execute the research program in a successful manner. Through this article, the researcher is not affirming the truth of these hypothesis, but simply asking for a 'willing suspension of disbelief' to allow their discussion. It also indicates that these hypothesis are developed by the researcher on the basis of the literature review to clear the doubt about the truth in the context of positive accounting research. In addition, the author developed these hypothesis for this article in a tentative and conscious way by considering human experiences and value with the review of available literature. The literature review in this article is also supportive to provide sufficient proves in the context of falsification and hypothesis testing as well as the use of models and frameworks to ensure the proper utilization of positive accounting research (Dunmore, 2010). Overall, it can be stated that by developing knowledge regarding existing accounting research theories and models, literature review helps in building hypothesis for this enquiry. In this article, the author reviews the wider intellectual project in a brief manner with its system and philosophical assumptions to understand the significance as well as deficiencies of positive accounting research. The author used different theories to examine the importance and inadequacies of positive accounting research. For instance, the use of theory by Kuhn (1970) suggested that "positive research may be a paradigm which is optimal for solving accepted puzzles" (Dunmore, 2010). Concurrently, the example of positive accounting research also provides a theoretical framework for this article. For instance, through the views of Watts and Zimmerman (1978, 1986, 1990), Dunmore (2010) clarifies that the concept of "positive accounting theory" is more extensive than their particular theory. It encourages the author to find the ways that can be used to enhance the effectiveness of accounting research. In addition, the author also used a theoretical framework as 'fundamental model of rational self-interested human behaviour' suggested by Fukuyama (1995, p. 13) (Dunmore, 2010). It shows that human behaviour is not capable to defended in quantitative terms. Concurrently, it is evaluated that this model is correct about 80% of time. It is also the reason that behaviour in accounting context is examined by some accounting research without assuming rational behaviour. For example, judgements by the audit experts, use of discretion by the managers in performance evaluation systems, etc (Dunmore, 2010). At the same time, Popper's theory of falsification and hypothesis testing is also an important part of the theoretical framework of the chosen article. Scientific researchers involve the collection of both qualitative and quantitative data and Popper's criterion is helpful to understand the philosophy of science at all (Michael, 2015). The use of this theory is beneficial to perform positive accounting research in a scientific context. In this article, the criteria of falsification is applied to evaluate the possibility of developing falsified principles within the positive accounting research. As per the falsification criterion, a theory can only be scientific when the variables can be developed in terms of principles (Baruk, 2008). Moreover, audit-complexity and audit-fee are other parts of theoretical framework in this article, which are used to discuss the importance of measurement in comparison of the testing. In order to enhance the effectiveness of positive accounting research, it is essential to define and measure the concepts so that the testing can be made more reliable and valid (Mintz, 2013). In this article, through the use of principles and assumptions, normal science theory of Kuhn is discussed. This theory shows that to make sure about the presence of scientific nature in a theory, it is important to discuss common paradigm. Moreover, normal science theory states that success of each theory is not critical due to the importance of problem-solving science nature. This theory also promotes the organization of in-depth study with the adoption of a puzzle solving approach for conducting scientific enquiry (Biondi and Zambon, 2013). At the same time, this theory is considered in this article as an impo rtant way to identify the limitations of positive accounting research. On the basis of the review of the chosen article, some implications and limitations are identified. The key strength of the article is related to the method of data collection as it enabled the researcher to define different models and theories in the context of positive accounting research (Hoque, 2006). Moreover, it also supported the researcher to justify the arguments for deficiencies in the practice of current positive accounting research. In addition to this, the inclusion of literature from qualitative and quantitative research perspective, accounting, and auditing also enabled the author to design a suitable theoretical framework for this study (Dunmore, 2010). The use of Popper's criterion was also significant to learn about the process of hypothesis testing. Concurrently, the author also found this theory's limitation as it does not include any aspect to invent a new theory. The author also discussed the importance of creativity and imagination process to enhance the streng th of positive accounting research. The consideration of ontology and epistemology of positive research by discussing interpretive and inductive aspects as well as human behaviour, rational conduct, and normal science theory are also effective to enhance the validity of this article (Wolk, Dodd, and Rozycki, 2016). In addition, it can also be discussed that the author described the theoretical conclusions from the research. For instance, the author discussed that the example of positive research in accounting has no means exhaustive, but he effectively defined that the concept of positive accounting research is large enough than the theory. The author also concluded that 'any research aiming to understand the nature and causes of particular accounting phenomena, even if those causes lie in non-rational aspects of human psychology, qualifies as positive and scientific accounting research' (Dunmore, 2010). In their views, the accounting phenomena is caused by 'the operation of rational self-interest among parties who interact through express or implied contracts in various types of organization'. The author acknowledged the limitation of this theory as Dunmore (2010) clearly discussed in this article that Watts and Zimmerman's theoretical model does not draw appreciably all the areas of positive accounting research. But, at the same time, this theory is significant to make accounting choices by the managers of the company, reporting and pricing decisions by auditors, standard setting decisions by the politicians and regulators, and expert advice offered by the academics (Mattessich, 2007). Thus, it can be stated that the author provided effective theoretical conclusions from the research that are also justified by the methodology.   For example, the author provided recommendations in the article for quantitative positive research, which enhance the validity and reliability of the res earch outcomes. In order to summarize the above discussion, it can be concluded that this article includes adequate discussion of different models and theories, which are effective to develop knowledge regarding the positive accounting research. In addition, it can also be stated that the recommendations provided in this research are also effective to successfully complete a scientific quantitative research study.   In addition, the researchers can avoid insufficiencies such as building of theoretical model, lack of measurement, and hypothesis testing model in order to make sure about the success of accounting research. Baruk, I. (2008). Causality I. A Theory of Energy, Time and Space, Volume 2. Lulu.com. Biondi, Y. and Zambon, S. (2013). Accounting and Business Economics: Insights from National Traditions. UK: Routledge. Dunmore, P.V. (2010). Half a Defence of Positive Accounting Research. Retrieved From: https://www.massey.ac.nz/~pvdunmor/HalfaDefence.pdf Hoque, Z. (2006). Methodological Issues in Accounting Research: Theories, Methods and Issues. Spiramus Press Ltd. Mattessich, R. (2007). Two Hundred Years of Accounting Research. UK: Routledge. Michael, M. (2015). Evolution by Natural Selection: Confidence, Evidence and the Gap. USA: CRC Press. Mintz, S. (2013). Accounting for the Public Interest: Perspectives on Accountability, Professionalism and Role in Society. Germany: Springer Science & Business Media. Wolk, H.I., Dodd, J. L., and Rozycki, J.J. (2016). Accounting Theory: Conceptual Issues in a Political and Economic Environment. USA: SAGE Publications. 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Explore Essay Example | Topics and Well Written Essays - 1250 words

Explore - Essay Example Each chapter contains seven to eight selections that present themes in different angles and different life experiences. This work is mainly focused on illustrating one of the chapters, Prejudice and discrimination. The main purpose of this article is to illustrate how different authors, in their essays, wrote about prejudice and discrimination. These essays originate from various sources such as books, newspapers, the internet and magazines. Due to this variation, these essays vary in style, purpose and tone. Therefore, the aim of this article is to relate different ideas of the authors concerning their opinion on the subject matter by comparing their varying styles, tone and purpose. In the analysis of the essay, â€Å"The Word Police† written by Michiko Kakutani, the author uses definitions, examples and illustrations to support argument that language is on the edge of absurdity because people hide their true personalities and inequalities with euphemisms. He also states tha t due to euphemism, people are likely to distract their concentration from the main problems of prejudice and discrimination or injustice in the community. ... Furthermore, she used sarcasm in renovating words like, Superman and Miss in order to show her aversion to politically correct movement. Kakutani defined Political Correctness as a revelation of a more just and inclusive community whereby sexism, racism and prejudice of all kinds have been erased (Katherine 367-368). She further claimed that Political Correctness had a good intent though the methods employed by its activists to accomplish their goals were too extreme. This essay of Kakutani, â€Å"The Word Police† is a refreshing observation of a literally world policed by the P.C. (Politically Correct). She mainly poked the efforts of the P.C. police such as Maggio Rosalie the author of s Dictionary of nondiscriminatory language and The Bias-Free World Finder. During her mock, she mainly emphasized that the P.C. police efforts were over exaggerated. According to her, the excessive exaggeration of the P.C. contributed in complicating words thus diluting the message. From this essay, we can learn that accountability can be considered a worthwhile tool for the individuals who make every effort to better themselves. For that reason, the P.C. police efforts should be criticized and applauded due to punishing of many citizens abiding by language and for their keenness and determination to improved language mainly for inclusiveness respectively. Lakota Woman is another essay written by Mary Crow Dog that talks about prejudice and discrimination. Lakota woman is an autobiographic book of Mary Crow who was an Indian American woman. In this book, she tells the story of her life as an Indian American in the community of the white Americans. Mary

Module VI- Ethics of the Professional Educator Essay

Module VI- Ethics of the Professional Educator - Essay Example It is misleading, for example, the role of homework to the student, he is against it. How will the teacher know that what he has taught the students is well understood? It is only through the homework that the students and teachers will know the level of understanding and put effort into areas of weaknesses before primary exams. Kohn argues that appreciating the child’s work, for example, saying ‘good job’ is a way of evaluating bad job (Kohn, 2001). It might be accepted in some cases, but in educational purposes and as a way of motivation, it encourages the child to keep on with the good job always. In any profession, ethics is the most important thing to be maintained in order to enhance good relationship between professionals and other people that interact with organizations and societies hence good output/results in the line of profession. For educators, they are guided by different principles and standards in respect to the diverse and distinctive features. Teachers are professionally trained individuals with knowledge of ethical issues (Mostert 1998, p.18). For example, most teachers have failed to realize that failing to maintain competence is a way of reducing ethical standards among themselves. Competence is maintained by a professional interaction that helps in building of an important inter-collaborative professional relationship. It helps teachers to consult one another before the decision is made. Maintaining high expectation is essential for teachers in ethical judgment and decision-making (Mostert, 17). Teachers are also expected to support the application of posi tive behavior supports and be conventional to confined policies that relate to the use of disciplinary methods and behavior change process. In most cases, teachers thought that they are the ethical decision makers when it comes to such issues by overlooking what is expected from them; it is an ethical requirement for teachers to use the application of positive behavior

Exploring Cultural Competencies Essay Example for Free

Exploring Cultural Competencies Essay Being culturally competent of a student’s culture is essential for school counselors within a diverse population. In order for a school counselor to be culturally competent, it is essential for them to be aware of three major ideas: know yourself, know the student, and know the technique. Within these three competencies there are common themes that are utilized throughout each. Beliefs and attitudes, knowledge, and skills are all indispensable within the context of school counseling. Throughout the evolution of school counseling, these concepts have been consistent with multicultural counseling. However, based on recent research counselors are developing reason to believe that it is also imperative to explore spirituality as one of the competencies. These multicultural counseling competencies as well as spirituality will all be explored within this paper in regards to how school counselors (and myself, as a school counselor in training) can best counsel and work through the diverse issues of their students. The competencies being addressed can be further explored in Operationalization of the Multicultural Counseling Competencies (Arredondo, et al., 1996). Counselor Awareness of Own Cultural Values and Biases In order for a school counselor to be effective within this role, they must know their own cultural values and biases that they will be carrying with them throughout their professional journey. By self reflecting on their own attitudes and beliefs, knowledge, and skills a school counselor will help a school counselor to become more self aware of what these values and biases are within their life. Self-awareness is crucial when working with a diverse culture of students as a school counselor. Attitudes and beliefs are consistent across all cultures and generations, regardless of where they are at in their life-span development. Therefore, school counselors also carry their own attitudes and beliefs. Since many school counselors work with diverse student populations, they should learn more about their own attitudes and beliefs and how they are expressed in their life. This is an important standard because students’ ethics, thinking, and perspectives are influenced by their own attitudes and beliefs (Wolf, 2004). It’s common for a school counselor to not be bothered when they are working with students who have similar cultural backgrounds of their own. However, a potential challenge presents itself when school counselors assist students from different cultures, ethnicities, and/or spiritualties (Wolf, 2004). A school counselor must be able to acknowledge their own limits of their own multicultural competencies and expertise, as well as understand when they are beginning to feel discomfort with the differences that will come out between themselves and their students. Along with attitudes and beliefs comes the need for a school counselor to retain knowledge about their own culture. There is specific information within the school counselor’s culture and heritage that can both personally and professionally affect their ability and effectiveness throughout the counseling process. A significant challenge is for school counselors to acquire an understanding and knowledge of racial/ethnic identity development with their own cultural history and then apply that knowledge to students issues and concerns (Holcomb-McCoy, 2004). This allows counselors to acknowledge how their own culture has suffered or maybe even benefited from the cultural racisms throughout history. In order for school counselors to continue to practice cultural competency in counseling, they must maintain the skills and education as this multi-cultural world continues to change. It is essential for school counselors to continue to seek consultation, further training and education, as well as refer students to other mental health counselors (outside of the school system) that could better work with their culture. According to the ethical standards for the school counseling profession (ASCA, 2004) counselors need to be proficient in working with students from diverse backgrounds and within a multicultural framework that supports the cultural contexts in which today’s students develop (Moore-Thomas Day-Vines, 2008). Ethically it is essential for counselors to maintain these skills in order to better serve their students. Counselor Awareness of Client’s Worldview School counselors must be aware of negative and positive emotional reactions that are put off towards students, because this is significant towards the counseling relationship with the student. If a counselor chooses to share their own attitudes and beliefs with a student, it is important for the counselor to remember that they are willing to share those beliefs in a non-judgmental and pushy fashion (Wolf, 2004). Culturally skilled counselors must be aware of their own biases and stereotypes that they hold towards other racial and ethnic minority groups. These preconceived notions need to be addressed so that they are not being outwardly communicated (verbally or nonverbally) to a student that could potentially hinder the counselor-student relationship (Curry, 2010). How the client receives a counselors nonverbal social queues can seriously affect the relationship. In order for school counselors to continue to maintain a positive relationship with a student of a different cultural background than their own, they must obtain the knowledge necessary to do so. Part of that knowledge involves possessing specific knowledge that is strongly linked to understanding the minority identity development that is available from different pieces of literature. School counselors need to be prepared to do additional research regarding different cultures in order to better understand the students they are working with. Along with knowledge, school counselors must also have the skills necessary that will enrich the counseling experience for the student. The following question must always be asked, how can counselors become more actively involved outside of the school system within the minority cultures that they are working with? School counselors can play a major role in the empowerment of ethnic minority families and communities by taking a leadership role in developing school-family-community partnerships (Holcomb-McCoy, 2004). School counselors are not only advocates for mental health and education within the school system, but they are also advocates within the community as well, and their community involvement with diverse cultures is a practical way of obtaining the knowledge needed to work with those students. Culturally Appropriate Intervention Strategies While keeping the other two competencies in mind counselors must consider how they can apply those to the different intervention strategies needed within the context of school counseling. Attitudes and beliefs that a school counselor must have in order to be culturally skilled must reflect a level of value and respect for the student. In some situations, when working with clients from a different culture, there might be a language barrier; therefore counselors must value the ability to reach the student with their language needs. If there is a language barrier within a counseling setting, a counselor must be open to either offering a translator (while maintaining confidentiality) or referring the student to a different counselor or mental health practice that can better serve their needs (Holcomb-McCoy, 2004). Culturally competent counselors have a clear and unambiguous understanding of the generic characteristics of counseling and therapy and how they may clash with the diverse values of various backgrounds. School counselors must consider if there are any institutional barriers that might prevent a student from coming to them for help. If there are any circumstance that would hinder a student from seeing a school counselor, then that needs to be addressed by the administration and see that counseling can still be offered within the school system for the student (Ponterotto, Alexander, Grieger, 1995). It is essential that a counselor have the knowledge of the interventions strategies and techniques to use in order to best work with the multicultural students of the school. School counselors must be able to not only have the attitude and knowledge to work with a diverse population, but they also must have the skills. Skilled school counselors are not above seeking the needed additional trainings, education, and guidance that will enable them to better utilize their skills and techniques when working with diverse clients. The use of theories and techniques within school counseling is essential because of how diverse the students may be, and because of the development stage the students will be in (Ponterotto, et al., 1995). Competencies Applied to an African American Adolescent Appropriate counseling for African American adolescents requires the professional school counselor to carefully consider the discussed competencies. While incorporating many of these, the following case study was conducted when working with an 11-year-old African American student; child’s name in this assessment will be Jane Doe (Moore-Thomas Day-Vines, 2008). Jane Doe is in the sixth grade, and has experienced many behavioral difficulties, however she is not considered a special needs student. Throughout the years, all of Jane’s teachers have reported their concerns of her disruptive behavior. Jane’s mother was concerned about her daughter’s behavior and decided to see the school counselor about what the next step might be, so that it won’t begin to interfere with her academic performance. Jane’s mother reported to the counselor that Jane never had disruptive behavior at home or even at any of their church functions, and so she was surprised that this behavior was occurring within the school day. After meeting with Jane’s mother, the counselor reflected on meeting and decided to explore more information about the community that Jane was living in, as well as the church community that her and her mother were involved in. The counselor was not familiar with their church because it was a different cu lture and religious belief than her own. She began her research online, checking out the church website, and then on her way home from school that afternoon she drove through Jane’s neighborhood. The counselor found that the neighborhood was a lower to middle class neighborhood, and the church a protestant-Baptist church that was only about two blocks from Jane’s address. After the counselor’s research, it was decided that the best behavior plan to start with Jane would be to develop a school-home-community intervention plan that recognized the family’s values, and allowed Jane to express those values not only at home and at church but also throughout the school day. Rather than ignoring Jane’s spiritual and cultural identity, the counselor allowed Jane to embrace it as part of her cultural identity as a central key to her cognitive and academic development. In this case study, the counselor illustrates a professional example of how to best incorporate the multicultural counseling competencies within the school system. First the counselor understands the importance of knowing her own culture and how it is different than Jane’s and therefore, she needs to be sure to not reflect her own biases onto Jane or her mother. The counselor utilized her skills to find a technique that would work best for Jane and Jane’s mother in order to develop change within Jane’s behavior at school. Finally, the counselor worked to conduct research and learned more about Jane’s home, the community she lives in, and specifically her spirituality. Spirituality Spirituality is not a consideration of the multicultural counseling competencies that were addressed in this paper; however after the previous case study and further research it may be culturally incompetent if a counselor does not include a student’s spirituality. In some cultures spirituality plays a vital role in an individual’s culture, values, and beliefs, so to not consider it within counseling could potentially be detrimental to the student’s counseling experience. When considering a student’s spirituality it is essential for a counselor to be aware of not only their own spirituality but also the ethical and legal implications of talking about spirituality within the school system. Ethically, the American School Counselors Association writes in the preamble of the Code of Ethics that school counselors are willing and able to talk to all students regardless of the student’s spiritual beliefs (ASCA, 2010). However, legally the counselor must abide by the First Amendment of the Constitution, the separation of church and state. So, how are school counselors supposed to ethically work with the client’s spiritual needs, but also legal abide by the law that was written to protect the citizens’ freedoms? Very carefully. Spirituality is already a taboo subject within the school system because the first amendment, therefore it is suggested that a school counselor only brings up spirituality if the student approaches the topic first (Wolf, 2004). Working with diverse cultures, spirituality will inevitably come up, either directly or indirectly. However, when they do present themselves within the school counseling setting it is unethical for the school counselor to advocate for their own personal spiritual beliefs. This is not only a constitutional issue, but also a professional and ethical issue (Wolf, 2004). Spirituality is a new found essential when maintaining cultural competencies within counseling. Incorporating spirituality into therapy and interactions with the student will help the student to better focus their own emotional human needs on the spiritual side of their culture. And when this is practiced appropriately, it may help enhance the student-counselor relationship with a foundation built on trust, because of how personal spirituality can be to some cultures. The Importance of Self awareness Self-awareness is the most important aspect that a school counselor (or even mental health counselor, for that matter) can have before entering into the world of counseling, especially within the school system. Without a counselor’s self-awareness of their own cultural background then they will not be able to know when their own personal biases are being expounded upon the student. A counselor needs to know what cultures or groups of people they would have the most difficult time counseling, and why they would have a difficult time counseling those individuals. If there is a specific group of people that the counselor is not comfortable working with, then it would be encouraged that the counselor takes action to work through those biases and develop more competencies with that culture. However, if a counselor is unable to do this, then the counselor should consider referring those students to a different school counselor or even an outside mental health professional. If at any point a student walks through the door of a school counselors office, and the counselor is aware that they are not able to hold their own biases back about the student’s culture, then the counselor needs refer the student to another professional. Otherwise the emotional security and stability of the student’s well-being could potentially be at stake if the counselor helping them is not willing to budge from their own biases. Exploring a Personal Touch in Cultural Competencies Throughout the semester, in this class specifically, I have been able to grasp a better understanding of what cultures I may have a difficult time working with as a school counselor. I did not realize it before, however my self-awareness has helped me to acknowledge that I would have an incredibly difficult time working with the Muslim population. I realize that I feel this way because of some different personal experiences that my family has experienced with this culture, as well as how some Muslim cultures (or countries specifically in the Middle East) treat women. I do not think it’s fair for a woman to be forced into wearing a super black, super thick, and super huge garment that covers their entire body, with the exception of her eyes. I do not think that it’s fair for a woman to be forced into a marriage with a man she doesn’t love, and then lose all of her rights, making her ability to leave the marriage not an option at all. In some Muslim countries woman have been forced into oppression. My mother’s sister (Aunt Julie) was a missionary for several years in different countries of the Middle East. At one point in her mission she was placed in Bahrain for a six-month commitment. While she was there it was Bahrain law for all woman to dress in garments and cloth that would cover their entire body, with the exception of their eyes. At one point in Aunt Julie’s mission, a body part (that wasn’t her eyes) was exposed in public accidently, and she was taken into custody for what would be considered indecent exposure here in the United States. She was in prison for several months, and eventually the United States Embassy of Bahrain was able to rescue her from the persecution, and she came home. That experience really shook up my family, and I believe that it’s because of that situation that I am not completely comfortable about Muslim men in particular. Therefore, I think I would have a really difficult time counseling with that population, because I would not be able to completely apply all of the cultural competencies. Out of all the competencies, I believe that my strength would certainly fall into the realm of knowledge, and desire to learn more about specific cultures that I will be working with. I have a strong passion and desire to learn, especially when it comes to how I can better communicate and relate to people. However, a weakness that I would be forced to work through amongst all of the competencies would be techniques to use. At this time, I feel this way because I don’t feel like I have enough practice and experience using the techniques I have already learned. I also think that I consider this a weakness, because I’m not sure what techniques work best with different cultures. With time and experience I hope to have a better understanding of how different techniques work better with some cultures than others. I think that the most important thing I have learned beyond the facts in the text and theoretical research would certainly be what I have learned through class discussion this semester, the importance of self-awareness. Self-awareness for a counselor is not something you can read about in a book or a journal. You can’t discover your self-awareness by visiting the library or getting on EBSCO-host. You have to learn it through getting to know yourself. Self-awareness can be discovered through talking to classmates about their beliefs, your beliefs, what culture says about the different things in this world, and searching our hearts to see what we believe. The only way we can become completely competent for who we can counsel is by allowing ourselves to discover the self-awareness we have inside of us; by not avoiding any issues or biases we may have, but instead working through those, and allowing our hearts to be transformed to accept and work with all people, however diverse t hey may be. References American School Counselor Association. (2010). Ethical standards for school counselors. Retrieved November 19, 2011, from http://www.schoolcounselor.org/files/ethical Arrendondo, P., Toporek, M. S., Brown, S., Jones, J., Locke, D. C., Sanchez, J., Stadler, H. (1996). Operationalization of the Multicultural Counseling Competencies. AMCD: Alexandria, Virginia. Curry, J.R. (2010). Addressing the spiritual needs of african american students: Implications for school counselors. The Journal of Negro Education, 79 (3), 405-415. Holcomb-McCoy, C. (2004). Assessing the multicultural competence of school counselors: A checklist. Professional School Counseling, 7(3), 178-183. Moore-Thomas, C., Day-Vines, N.L. (2008). Culturally competent counseling for religious and spiritual african american adolescents. Professional School Counseling, 11, 159-165. Ponterotto, J. G., Alexander, C. M., Grieger, I. (1995). A multicultural competency checklist for counseling training programs. Journal of Multi cultural Counseling Development, 23(1), 11-20. Wolf, J.T. (2004). Teach, but don’t preach: Practical guidelines for addressing spiritual concerns of students. Professional School Counseling, 7 (5), 363-366.

Othello Essay -- essays research papers

One of the most interesting and exotic characters in the tragic play "Othello," by William Shakespeare, is "Honest" Iago. At first glance, Iago seems to be the essence of "motiveless malignity." However, despite Iago's unquestionable malignancy, the motivation behind his actions lie more in Iago's quest for personal gain, as opposed to just being evil for evil's sake. Iago's rapacity can be validated by examining his manipulation of Roderigo, Cassio and, most importantly, Othello. Iago's main interest is the destruction of Othello. The reason being that Othello has chosen another man, Cassio, as his second-in-command, preferring him to Iago. This resentment, accompanied by Iago's fabricated accusations of adultery and his blatant racism, cause Iago to despise the kindly moor, and shortly thereafter, begin to conspire against him. Because Iago is much too smart to immediately kill Othello, he proceeds with the arduous process of dismantling him emotionally. Iago also knows that he must distance himself from any of the harrowing occurrences that transpire, so he cleverly gets other people to do his dirty work. The first to fall victim to Iago's illiberal manipulation, is the half-witted Roderigo. Iago knows Roderigo is consumed by lust for Desdemona, and would do anything to make her his own. Iago tells Roderigo that the only way to win Desdemona's love, is to make money to procure gifts for her. "...put money in thy purse.." (Act 1,...

Ethical issues in international business Essay

Many of the ethical issues and dilemmas in international business are rooted in the fact that political systems, law, economic development, and culture vary significantly from Nation to nation. Consequently, what is considered normal practice in one nation may be considered unethical in others. Because they work for an institution that transcends National borders and cultures, managers in a multinational firm need to be particularly sensitive to these differences and able to choose the ethical action in those circumstances where variation across societies creates the potential for ethical problems. In the international business setting, the most common ethical issues involve employment practices, Human rights, environmental regulations, corruption, and the moral obligation of multinational Corporations. EMPLOYMENT PRACTICES As we saw in the opening case, ethical issues may be associated with employment practices in other nations. When work conditions in a host nation are clearly inferior to those in a multinational’s home nation, what standards should be applied? Those of the home nation, those of the host nation, or something in between? While few would suggest that pay and work conditions should be the same across nations, how much divergence is acceptable? For example, while 12-hour workdays, extremely low pay, and a failure to protect workers against toxic chemicals may be common in some developing nations, does this mean that it is OK for a multinational to tolerate such working conditions in its subsidiaries there, or to condone it by using local subcontractors? HUMAN RIGHTS Beyond employment issues, questions of human rights can arise in international business. Basic human rights still are not respected in many nations. Rights that we take for granted in developed nations, such as freedom of association, freedom of speech, freedom of assembly, freedom of movement, freedom from political repression, and so on, are by no means universally accepted. One of the most obvious examples was South Africa during the days of white rule and apartheid, which did not end until 1994. Among other things, the apartheid system denied basic political rights to the majority nonwhite population of South Africa, mandated segregation between whites and nonwhites, reserved certain occupations exclusively for whites, and prohibited blacks from being placed in positions where they would manage whites. Despite the odious nature of this system, Western businesses operated in South Africa. By the 1980s, however, many questioned the ethics of doing so. They argued that inward investment by foreign multinationals, by boosting the South African economy, supported the repressive apartheid regime. MORAL OBLIGATIONS Multinational corporations have power that comes from their control over resources and their ability to move production from country to country. Although that power is constrained not only by laws and regulations, but also by the discipline of the market and the competitive process, it is nevertheless substantial. Some moral philosophers argue that with power comes the social responsibility for multinationals to give something back to the societies that enable them to prosper and grow. The concept of social responsibility refers to the idea that businesspeople should consider the social consequences of economic actions when making business decisions, and that there should be a presumption in favor of decisions that have both good economic and social consequences. In its purest form, social responsibility can be supported for its own sake simply because it is the right way for a business to behave. Advocates of this approach argue that businesses, particularly large successful businesses, need to recognize their noblesse oblige and give something back to the societies that have made their success possible. Noblesse oblige is a French term that refers to honorable and benevolent behavior considered the responsibility of people of high (noble) birth. In a business setting, it is taken to mean benevolent behavior that is the responsibility of successful enterprises. This has long been recognized by many businesspeople, resulting in a substantial and venerable history of corporate giving to society and in businesses making social investments designed to enhance the welfare of the communities in which they operate. EMPLOYMENT PRACTICES †¢Work conditions: hot weather – around toxic chemicals – number of hours and pay salaries in developing countries. †¢HUMAN RIGHTS †¢Freedom is not universally accepted. South Africa white rule until 1994 – investment in China – Nigeria and Shell ENVIRONMENTAL POLLUTION †¢The emission of pollutants, the dumping of toxic chemicals †¢Amoral management might move production to a developing nation precisely because costly pollution controls are not required. †¢No one owns the atmosphere or the oceans, but polluting both, no matter where the pollution originates, harms all CORRUPTION †¢Economic advantages by making payments to corrupted government officials. †¢$12.5 million payment to Japanese agents and government officials †¢MORAL OBLIGATIONS †¢BP, one of oil companies, has made â€Å"social investments† in Algeria, the desert town of Salah. it built two desalination plants to provide drinking water for the local †¢Ethical Dilemmas †¢In a poor nation, a 12-yearold girl works in a factory. Philosophical Approaches to Ethics STRAW MEN –The Friedman Doctrine –Cultural Relativism –The Righteous Moralist –The Naive Immoralist Asserts that if a manager of a multinational sees that firms from other nations are not following ethical norms in a host nation, that manager should not either UTILITARIAN AND KANTIAN ETHICS Utilitarian approaches to ethics: the moral worth of actions or practices is determined by their consequences. Utilitarianism is committed to the maximization of good and the minimization of harm. Kantian ethics are based on the philosophy of Immanuel Kant (1724–1804). Kantian ethics hold that people should be treated as ends and never purely as means to the ends of others. People are not instruments, like a machine. People have dignity and need to be respected as such Ethical Dilemmas The ethical obligations of a multinational corporation toward employment conditions, human rights, corruption, environmental pollution, and the use of power are not always clear cut. There may be no agreement about accepted ethical principles. From an international business perspective, some argue that what is ethical depends upon one’s cultural perspective.18 In the United States, it is considered acceptable to execute murderers, but in many cultures this is not acceptable—execution is viewed as an affront to human dignity and the death penalty is outlawed. Many Americans find this attitude very strange, but many Europeans find the American approach barbaric. For a more business-oriented example, consider the practice of â€Å"gift giving† between the parties to a business negotiation. While this is considered right and proper behavior in many Asian cultures, some Westerners view the practice as a form of bribery, and therefore unethical, particularly if the gifts are substantial. Bribery in International Business Transnational bribery consists in offering or giving of money, valuable goods or other benefits as favors, promises or advantages to foreign government’s official for procuring that official do or omit any action addressed to influence on economic or business transaction which has relationship with his public function.† Most countries have in their domestic law stipulation that it is an offence to bribe their own public officials. Notwithstanding, only in the Interamerican Convention Against Corruption, in 1996, and in the OECD Convention, in 1997, did nations assume the commitment to punish bribery of foreign officials. The point here is that until recently, it was against the law to bribe people in your own country, but there was nothing in Canadian law to make it illegal to bribe someone in another country – the only thing that stops you from bribing someone else in another country is the bad publicity you may receive if you are caught, and the media find out. Why do we care about bribery – is it not a â€Å"victimless crime† – actually, there are severe consequences. â€Å"In the early 1990s, scandals involving extortion and bribery were a significant factor in toppling governments in many parts of the world. This situation, if allowed to continue, could undermine the most promising development of the post Cold-war era, i.e., the spread of democratic governments and of market economies worldwide.† Ethical Dilemmas and Social Responsibility There are a number of examples we can look at to discuss ethical topics in International Business management – we will consider the case of †¢a mining company in the Sudan †¢an engineering firm in Lesotho †¢Being in a leadership position, as mining and exploration grows worldwide, has put companies in an economically advantageous situation. This success in mining has helped economies, but the increasingly risky and challenging locations in which mining companies operate, create situations which necessarily include dealing with contentious ethical issues. Ethics, as effected by the Environment The circumstances which effect Ethical considerations in the new millennium are circumstances caused by drastic changes in the; †¢Competitive environment which is causing companies to make decisions in a global context and resulting in actions which sometimes negatively effect their employees or customers †¢Political environment (regional, national and international) and the consequent laws and regulations that are established †¢Social-Cultural environment which has been influenced by immigration patterns worldwide and a continued movement of populations from rural to urban areas †¢Technological environment which has effected communications regionally and globally and also effected the work environment and productivity †¢Economic environment which sees currency fluctuations and international NGO’s like the IMF and World Bank playing a more significant role in national and regional economies. †¢Stress to maintain corporate economic competitiveness also influences corporate objectives and has consequences for consumer priorities. Approaches to Social Responsibility A number of textbooks and websites discuss Social Responsibility, in the context of how companies are behaving ethically, in terms of Four general approaches †¢Obstructionist Stance †¢Defensive Stance †¢Accommodative Stance †¢Proactive Stance †¢Obstructionist Stance oWhen a company places barriers to customers complaining about ethical situations, or makes it difficult for ethical circumstances to be resolved. Companies typically do this by requiring customers to fill out forms, or have certain versions of receipts or go through particular processes. Of they can make it difficult to get action from a complaint by taking to long to reply, or having no specific information on how to complain, or to whom. †¢Defensive Stance oWhen a company avoids blame, or says â€Å"it wasn’t our fault†, or tries to make the customer belief nothing can be done at all. Sometimes managers insist their job is to make money for the company and anything that takes away from that objectives is not important. Companies are also defensive when they say â€Å"we are obeying the law† to the exact letter, and not taking into account â€Å"fairness† or being compassionate† – some recent examples include situations where travel agencies and airlines go bankrupt and leave vacationing people stranded overseas. †¢Accommodative Stance oFirms who not only meet the standards expected, but go further, often receive the reward of repeat customer purchases and good PR which helps in branding in a competitive environment. Some examples include companies allowing customers to exchange items for products that are not exactly the same, but similar, or allowing customers to return items for warranty even if they do not have the original receipt. †¢Proactive Stance oWhen companies reach out to customers to tell them, in advance, some information they need – such as letting a customer know a warranty period may expire several weeks in advance, or that a product will soon be withdrawn so they have the option to buy spare parts. Preface to 1999 Edition of ICC Rules of Contract. ICC is extremely pleased to note that the â€Å"1996 revisions to the ICC rules were punished; substantial progress has been made in addressing extortion and bribery in international business transactions. Most importantly the OECD, â€Å"Convention in Combating bribery of foreign public officials â€Å"(hereafter called the OECD Convention.)Was signed by 34 countries in Paris in Dec 17, 1997 and entered into force on Feb 1999. The OECD has established a monitoring programming to assure effective and consistent implementation and enforcement of the convention. The monitoring programme also concerns the compliance with the â€Å"revised OECD Recommendations†, which among other subjects, urges the OECD member countries to disallow tax deductibility of bribes to foreign public officials. International price fixing Diamonds DeBeers, a giant South African diamond supplier, which has vertical and horizontal monopoly over much of the diamond mining and diamond distribution industry, has agreed to 1/4 of a billion dollars ($250 M) to settle an outstanding lawsuit in the U.S. Many years ago, DeBeers was sued by American jewellery retailers, manufactures, and other people in the business, who claimed that DeBeers had been guilty of fixing prices – thus artificially inflating the price of diamonds and diamond jewellery. DeBeers did not settle this giant lawsuit – instead, they avoided it by refusing to do direct business in the U.S. Now that the U.S. diamond market has become very large (55% of global retail sales), DeBeers wants into the U.S. again and in order to do that they agreed to settle this old lawsuit. The U.S. judge reviewing the case approved the conditions based on DeBeers agreeing to comply with U.S. anti-trust laws. This lawsuit settlement follows an action in 2004 in which DeBeers pleaded guilty to fixing prices of industrial diamonds and agreed to a $10 M USD fine International Company and Ethics The issue of business ethics is engaging companies more and more – both domestically and internationally. This trend is accentuated by high-profile examples of breaches of accepted standards of ethical behavior. For example, the recent Enron case where inadequate checks and balances within the firm enabled unethical behavior to occur, a development made easier by the failure of the external auditor to fulfill its role properly. Assumptions about ethics and business are influenced inevitably by fundamental beliefs about the role of business in society. On the one hand, there are those who believe that the sole social responsibility of business is to generate profit. For some proponents of this view, profit generation itself takes on a moral dimension whereas others see profits as the key to wealth generation – the main way of addressing social issues (Davies, 1997, p. 88). On the other hand, others believe that the role of business is much broader than that of profit generation and that all those who are affected by the way a company operates – shareholders, employees, customers, suppliers, the local community, future generations (especially in relation to environmental issues) – have a legitimate interest and stake in the way a company conducts itself. Levi Strauss is one of the world’s largest brand-name clothes manufacturers and also one of the first international companies to adopt a corporate code of conduct to apply to all contractors who manufacture and finish its products and to aid selection of which countries in which to operate (DeGeorge, 1993, p. 118). The Code of Conduct has two parts. 1. Business partner terms of engagement: Levi Strauss uses these to select business partners that follow workplace standards and practices consistent with its policies and to help identify potential problems. In addition to meeting acceptable general ethical standards, complying with all legal requirements and sharing Levi Strauss’s commitment to the environment and community involvement, Levi Strauss’s business partners must adhere to the following employment guidelines: †¢Wages and benefits: business partners must comply with any applicable law and the prevailing manufacturing and finishing industry practices. †¢Working hours: partners must respect local legal limits on working hours and preference will be given to those who operate less than a 60-hour working week. Levi Strauss will not use partners that regularly require workers to work in excess of 60 hours. Employees should also have at least one day off per week. †¢Child labor: use of child labor is not permissible in any of the facilities of the business partner. Workers must not be below 15 years of age or below the compulsory school age. †¢Disciplinary practices: Levi Strauss will not use business partners who use corporal punishment or other forms of physical or mental coercion. †¢Prison/forced labor: no prison or forced labor is to be used by business †¢Discrimination: while respecting cultural differences, Levi Strauss believes workers should be employed on the basis of their ability to do their job †¢Health and safety: Levi Strauss undertakes to use business partners who provide a safe and healthy working environment and, where appropriate residential facilities 2. Country assessment guidelines: these are used to address broad issues beyond the control of individual business and are intended to help Levi Strauss assess the degree to which its global reputation and success may be exposed to unreasonable risk. It was an adverse country assessment that caused Levi Strauss to cease its engagement in China in the early 1990s, largely on human rights grounds – a decision that has subsequently been reversed. In particular, the company assesses whether: †¢the brand image will be adversely affected by the perception or image of a country among customers; †¢the health and safety of employees and their families will be exposed to unreasonable risk; †¢the human rights environment prevents the company from conducting business activities in a manner consistent with the global guidelines and other company policies; †¢the legal system prevents the company from adequately protecting trademarks, investments or other commercial Interests; Levi Strauss is the example of the company that successfully combines doing business and following ethical practices. The political, economic and social environment protects the company’s commercial interests and brand corporate image.

Business Ethics Essay

INTRODUCTION There are decisions made every day in the business world, some big, some small. The biggest struggle professionals face when making these decisions are the ethical consequences they face. Every decision that is made is going to have an impact on at least one person, no matter the size of the decision. And there are ethical consequences to all decisions. In the following paper I will be comparing Maslow’s Stages of Behavior and Kohlberg’s Stages of Moral Development with ethical and unethical behaviors of businesses and society. Both Maslow and Kohlberg have established a hierarchy of either behavior or moral development. I will take both of these hierarchies and apply them to the behavior of business and society, as well as including service-to-self and service-to-others concepts. BACKGROUND (MASLOW & KOHLBERG) Before we can discuss how Malsow and Kohlberg play a role in ethical and unethical behaviors in business and society, it is necessary to understand the values of these theories, beginning with Maslow’s Stages of Behavior. Malsow presents these stages in a hierarchical format, beginning with the lowest order, up to the highest level. The first level is physiological needs, followed by safety, love/belonging, esteem, and finally reaching the highest level of self-actualization. 1 In this hierarchy the first level is usually achieved before reaching the second level, and this continues along the hierarchy. Therefore, the ultimate level of reaching self-actualization isn’t usually achieved until all lower levels have been reached and in a sense, conquered. Similar to this theory is Kohlberg’s stages of moral development. Kohlberg’s theory also states that the stages are reached in an order and one must be reached before the next, but can stop at any point, so that the highest level is not attainable by everyone. 2 Kohlberg’s stages of moral development consist of three levels and six stages. The first level is Pre-conventional morality (stages 1-2): Obedience and Punishment, Individualism and Exchange. The second level is Conventional morality (stages 3-4): Good Interpersonal Relationships, and Maintaining the Social Order. The third level is Post-conventional morality (stages 5-6): Social Contract and Individual rights, and Universal principles.3 FOCUS ON UPPER LEVELS For both Maslow and Kohlberg there is a heavy emphasis on reaching the final stage or level. Reaching the self-actualization stage of Maslow’s stages shows that one has fully developed behavior, and moral behavior. Reaching the final stage of universal principles of Kohlberg’s stages shows that one has fully developed morally, very similar to Maslow. For Maslow’s stages a person is capable of reaching this final stage and then regressing back to lower stages.4Usually reaching this higher stage is only temporary and is seen as peak experience.4 This could be in a sort of out of body experience. But once someone has reached this stage, it usually impacts them for the rest of their life, and they do not immediately go back down to lower levels. This stage could also be called, or is known as having integrity.5 This integrity is for oneself and for others, including â€Å"a total commitment to the highest standards of behavior†. 5 This is where ethical and moral reasoning and behavior comes into play. People who have reached or have experienced the highest level of Maslow are going to act morally and ethically in their behavior. The last stage of Kohlberg is universal principles. This stage â€Å"defines the principles by which we achieve justice†. 6 To me this stage entitles treating everyone with dignity. This reminds me of the integrity involved in the highest stage of Maslow. In this stage every human being is given equal respect and is treated with the highest dignity. People who have reached the highest stage of Maslow would not vote for a law or agree with anything that causes some harm to others while helping the majority.6 ETHICAL AND UNETHICAL BEHAVIOR Now that the theories and stages of Maslow and Kohlberg have been discussed, it is necessary to see how these stages play a part in making either ethical or unethical decisions in the workplace and in society. The first example to take a look at is the behavior of students cheating in school. This is a common example, but it could easily be applied to employees stealing from a company, or anyone taking shortcuts in life to get ahead. Many people would agree that cheating would correlate to students with less moral and ethical values. During a study by Kohlberg, it was seen that 70% of the students on the pre-conventional level have been found to cheat.7 The pre-conventional level indicates that people are not fully morally developed. These people seem to lack moral development, and therefore will act unethically. The people at these lower levels do not have the respect and dignity for others that the upper level people do. Because this is the case they are more willing to cheat, and don’t feel guilty for what they are doing. This can easily be transpired into the business world. People cheat and steal money because they have no respect or dignity for the people that they are affecting. They will not take into consideration all of the stakeholders at risk because of their actions. Take for example, Bernie Madoff and the scandal at Enron. This is a case famous across many business environments, for unethical behavior that caused harm to many stakeholders. No one would disagree that Madoff was a very savvy and smart business man. But, because of his actions he would fall into a lower level of Maslow. SERVICE TO SELF AND OTHERS People who have reached the highest level of Maslow (peakers, we will call them), and those who have achieved the highest level of development Kohlberg presents will have a service-to-others attitude. These people are less materialistic, and are more socially concerned.8 There seems to be a correlation between people in upper level Maslow who have higher levels of ethical development, and those who are in the upper stage of Kohlberg and have higher levels of moral development.8 This correlation also relates to how these people treat those who are around them. They are not self-centered and are instead focused on the well being of everyone around them. As mentioned before, they seem to be concerned with giving every human being the respect and dignity that they deserve. If someone is concerned with the way that they are treating others, this is seen as a moral consideration. And if they are concerned with how well they are treating themselves, it is seen as a non-moral consideration.8 So, those who are focused on service-to-others instead of service-to-self are more likely to belong to the higher levels of Maslow and Kohlberg. Those who are more concerned with themselves and have a service-to-self attitude; they are stuck in the lower levels. They are still trying to achieve the basic needs that Maslow sets out. HOW IT ALL FITS INTO AN ORGANIZATION The most difficult part about these two theories, are what they have to do with an organization, how employers can utilize this information to better motivate their employees, and people are going to treat themselves and others within the levels of Maslow and Kohlberg. One of the biggest examples of this, are how these theories can be incorporated into a non-profit organization. These organizations would be more known for their ethical behavior than most other companies. These companies can obtain an ethical culture by following and paying attention to the hierarchy of values that Maslow proposed.9 Maslow noted that in order to achieve the highest value the previous needs have to have been met. If a company takes this into consideration than they should make sure the lower needs of the employees are being met, if they expect them to behave ethically. This leads to an ethical culture. In the article that discusses this they translate the individual levels of Maslow into levels that an organization should achieve. These levels or needs are financial competence, accountability, reciprocity, respect, and integrity.9 They feel that in order to employees to attain the ethical values and culture that is wanted, the lower needs must first be met. This may include wage benefits and giving employees more responsibility to begin with. Eventually employees will feel a sense of respect from the employer and will work their way up to level 5. If all of the employees at this company are at the level 5, then they have an ethical culture. This is a way to apply the theories of Maslow and Kohlberg into an organization, even if is a for profit company, and achieve the ethical culture that is desired. CONCLUSION To sum up, Maslow and Kohlberg have developed a hierarchy of needs and stages of moral development, respectively. It is possible to use these models to understand the ethical and unethical behavior of people in businesses and in society. There is a focus on achieving self-actualization and universal principles. If someone has reached this level of self-actualization it transforms their identity, and they are more apt to act morally and ethically. In the same sense, those who are in the universal principle level of Kohlberg, treat all humans with the respect, integrity, and dignity that they deserve. The people in these upper levels are also known to have a service-to-others attitude, instead of service-to-others. Lastly, companies can use this information to make sure the basic needs of their employees are being met, in order to achieve an ethical corporate culture. ENDNOTES 1. SADRI, GOLNAZ, and R. CLARKE BOWEN. 2011. â€Å"Meeting EMPLOYEEE requirements: Maslow’s hierarchy of needs is still a reliable guide to motivating staff.† Industrial Engineer: IE 43, no. 10: 44-48. 2. Walker, Lawrence J. 1982. â€Å"The Sequentiality of Kohlberg’s Stages of Moral Development.† Child Development 53, no. 5: 1330-1336., 1330-1336. 3. W.C. Crain. (1985). Theories of Development. Prentice-Hall. 4. Christopher, John Chambers, Guy J. Manaster, Robert L. Campbell, and Michael B. Weinfeld. 2002. â€Å"Peak Experiences, Social Interest, and Moral Reasoning: An Exploratory Study.† Journal Of Individual Psychology 58, no. 1: 35 5. Strickland, Ruth Ann, and Shannon K. Vaughan. 2008. â€Å"The Hierarchy of Ethical Values in Nonprofit Organizations.† Public Integrity 10, no. 3: 233-235 6. W.C. Crain. (1985). Theories of Development. Prentice-Hall. 7. Emerci, Çetin. 2006. â€Å"THE OPINIONS OF MEDICINE FACULTY STUDENTS REGARDING CHEATING IN RELATION TO KOHLBERG’S MORAL DEVELOPMENT CONCEPT.† Social Behavior & Personality: An International Journal 34, no. 1: 41-49 8. Christopher, John Chambers, Guy J. Manaster, Robert L. Campbell, and Michael B. Weinfeld. 2002. â€Å"Peak Experiences, Social Interest, and Moral Reasoning: An Exploratory Study.† Journal Of Individual Psychology 58, no. 1: 35 9. Strickland, Ruth Ann, and Shannon K. Vaughan. 2008. â€Å"The Hierarchy of Ethical Values in Nonprofit Organizations.† Public Integrity 10, no. 3: 233-235