Michael Pintard

Michael C. Pintard distinctively writes his poems in an interpretive style. His style affects his readers by allowing them to contemplate on the true reason and meaning of the words, phrases and or expressions used in his poems. An example of his interpretive style is seen in one of his poems titled ? Steel Boot Action Whup?! , where as he uses his poetry skills and diction to generate phrases and made up vocabulary to emphasize his point on the matter. The tone detected in the poem ?Steel Boot Action Whup?! is an irated tone because the overview of the poem is that Michael Pintard is in an unhappy mood and wants to take physical action against whomever he sees a problem with. For example in lines 6 through 10 it is determined that he want to seek revenge on rapists who caused harm to others by kicking them in both of their heads. The action of kicking someone is repeated throughout the poem also to emphasize the title of the poem that relates to a steel boot that is a type of footwe ar.The irated tone of the poem creates a tense mood for the readers because Michael Pintard bluntly expresses his idea of taking physical actions against people or type of people mentioned in the poem. The way the sentences are structured in the poem also gives us an idea that Michael Pintard likes to emphasize his trains of thought, that can be seen in lines 4,5,39 and 40 where he detaches words such as ? senseless? and? into?. Overall, the message of the poem, seeking revenge is well received because of the choice of style and tone Mr. Pintard wrote the poem in and expressed his ideas.

Online vs Traditional Education

There are options to those who chose to further their education, traditional and online education. Traditional education  gives students the tools to succeed in a more competitive environment, while online education  allows the student to learn at their own pace. Traditional education require students to be in classes on a schedule at a specify time and date. Online education gave students the convenience of accessing the classroom from the privacy of their home. Both type of education gives you the required degree to make progress in life.When people think of non-traditional they might think of unaccredited college or university, but that’s not what non- traditional is. Online students are considered non-traditional students because they get to do work from the comforts of their homes. Online education and traditional education are different approaches to a higher education. Online college requires students to learn time management with their education. Students have a gr eater responsibility because they have to manage their time wisely. Most students that do online education do it because they have jobs or a family to take care of.They will have to organize they time between jobs, family, and school. Students that chose the traditional way of education have to be on campus according to schedule. Planning around class schedule will be first option for students on campus especially if they work or have a family. For the most part, they have the advantage of experiencing the opportunity to socialize and work in groups. Even though working in groups at times can be very frustrating because of a group member not doing they part of an assignment.If assignment is not complete as a group then the grade average for the assignment will suffer because of one student not doing their part. Online schooling can be good for young adults and mature adults in many ways. They have a more direct and focused method of learning because the class size is not as large as a traditional school class. Students are able to have a more flexible schedule, because it is the responsibility of them to set a schedule that will work out for them time. Online education gives students that are parents an opportunity to be roll out of bed and not worry about the way you look to get your class work done.With the absence of diversions for online students, they tend to be more focused on the lessons taught and complete the work they are expected to do. Without having to meet the pace of other students, online students are allowed to work at their own pace, which can make students more successful. Online degrees require the same college level work and time commitment as traditional education. Students are exposed to more people from different socio-economic backgrounds. This teaches students how to get along with one another regardless of race or differences; it also can provide a more complete educational experience.Traditional education students will have a more d iverse social group interaction, allowing them to get a better school experience. Attending Traditional school is also a enormous plus for students, because they are more open to gain more college scholarship opportunities than a online schooled student. By being a great sports player, band member, art student, or even entering in numerous contests such as writing funded by the government or even private spectators enhances their chances of being notice is much higher than a online student. Student still take exams, attend classes, and write papers with online education.With online learning there is no teacher to monitor the students, which the students are solely responsible for listening and learning in class. Traditional classes have the teacher/professor in class to teach them. Whether, a student chooses to attend classes in a traditional physical setting, the student will be assigned homework to complete. Online and traditional courses are expected to do a series of reading and writing assignments. Online and traditional classes have due dates for all assignments. If assignments not complete you get points taking from your score.That is why all assignments should be complete on time. Traditional and online classes will require a student to take exams. Exams are used to test student’s retention and understanding of course material. These exams are giving from time to time on common intervals, such as weekly, monthly, or quarterly. All exams are checked by the teachers provided. All exams most be passed with a passing average in order to move on to the following course. If it happens that any exams are failed and class average is below passing average, student will have to repeat that course.Also, students may have the option to take exams online, or be required to visit the campus to complete the exam. Most likely when seeking help with an assignment, traditional and online classes provide teachers/professors that can clarify doubts, and have a disc ussion about a topic if needed. If any assignments are misunderstood the teacher/professor is also there to answer any question or worries students may have. In both the types of classes, students will have teachers available to help in any matte.Instructors make themselves available to students to help them learn the required material on a schedule. Also teachers/professors can be a very good amazing support system. Teachers/professors will be those to push you to strive for better academic work. Whenever any assistance is needed students have the advantage to get in contact with their teacher/professor. An alternative way to get in contact with your teacher is by e-mail or phone if it was provided. Through the years the means of getting an education has slowly changed. Many students today are deciding to do online schooling.Although most people think that traditional education is better, most statistics and facts tend to show that online education is beneficial in more ways. Stude nts will learn and get an education no matter what method they choose online or traditional education. Some may like a more competitive environment, and some may like a laid back environment. The option lies within them to choose what suits them best. With so many advantages and disadvantages between online and traditional education, the option lies within the student. Everyone is destined to be someone in life and it starts by getting an education.

Mental Illness and the Criminal Justice System Essay

Mental Illness and the Criminal Justice System - Essay Example justice system and on the offenders themselves, the options which are available for such offenders to be treated and corrected, how the psychiatric services, the community and other agencies can help to successfully combat the problem: are reviewed and solutions are sought in this paper. Hiday (p.508) states that there are three subgroups of persons with severe mental illness who come into contact with the criminal justice system: 1) Those committing only misdemeanor offences that often involve survival behaviors 2) Those with accompanying character disorders who also abuse alcohol and drugs, both of which contribute to their high rates of criminal offenses, arrests and incarceration 3) A much smaller subgroup who fit the stereotypical image of a severely disordered person driven to criminally violent actions by delusions. All three groups live in impoverished communities where it is difficult to survive with a major mental illness. After the failure of other social institutions, the criminal justice system is left to deal with the mentally ill person. Understanding federalism: the interaction among national, state and local governments becomes crucial to understanding mental health policy development. From the earliest days of the republic, mental health care was a sector operating in the intersection of state and local levels of government. The advent of Medicaid and Medicare in the 1960s, coupled with the national community mental health center (CMHC) program eventually created a major federal presence in financing mental health services. Yet the role of states and mental health communities within the mental health system continued alongside such initiatives, and in some ways was elaborated by the partnership required by some of the services (Rochefort: 467). According to the Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association (DSM-IV), the term serious mental illness refers to diagnosable mental, behavioral or

Research Design Paper Essay Example | Topics and Well Written Essays - 1000 words

Research Design Paper - Essay Example The tangible evidences would incorporate the factual results obtained. The findings would be pertaining to situations such as the suicide terrorism cases after a specific duration. The research plan intends to show respect to all suggestions of the theories and through the appreciation of all arguments by the researches, no theory will manifest superiority aspect over the other. The dependent variables of the theories include the specific theoretical aspects that rely on other factors for existence and understanding. The independent variables outstand in every perspective and duration. The independent variables possess the potentiality of manifesting logics on their own means. The regime theory emanates within the international dealings drawn from the liberal customs stipulating that the international institutions or administration affect the behavior of states. The theory presumes that cooperation can result in the anarchic situations of countries since the regimes depict the intern ational circumstances of cooperation amongst the nations. The observable implication of the regime theory states that a state exists in its current position because of the policies employed. The Strategic Logic of Suicide Terrorism highlights on some of the vital aspects on the suicide terrorism. ... According to Pape who contributed mainly on the idea, Islamic community is not the cradle of the act but they might have borrowed the tradition from other communities. The evaluation of the suicide terrorism incorporated a comprehensive research that targeted all phases of existence such as the psychological, scientific and the social attributes. The final portion of the expected investigation incorporates the defense and the safety impasse. The phenomenon poses that both aspects of the country’s superiority in security and weaknesses in maintaining its safety can aggravate other nations. The research on defense and the security dilemma requires a distinct consideration and a comprehensive employment of critical insight in all perspectives. There should be a consideration regarding the main reasons that might trigger one nation against the other to criticize its security. There should be no perceptions and prior notions guiding the research because the basic purpose is to atta in the logics behind the act. The notions and cultures of dissimilar nations would be of the essence to research on because the compromises of every country’s security accompany intentions. There are nations that would target their interests through other countries. There should be a vivid understanding in the fact that every war or attach that may lead to alteration of countries’ thoughts and relations possess a purpose. There is a essence in the evaluation of different states’ desires since it can result into the actual plans and the intentions of a particular state to indulge into a compromising act. The inquiry on different states preferences would spell out their priorities because the priorities are dissimilar amidst countries. The different countries’ securities may be

Theoretical Bases of Nursing Essay Example | Topics and Well Written Essays - 2500 words

Theoretical Bases of Nursing - Essay Example Therefore, it is the requirement of acceptable theories to be flexible and dynamic enough to keep pace with the growth and changes in the discipline in clinical practice (Barnum, 1998. 15-37). Nursing is now considered to be a discipline of knowledge that includes an array of facts, concepts, and approaches to inquiry. The discipline of nursing is acknowledged also to be a community of scholars that includes nurses in all places where nursing takes place, and this is indeed scholarship in the sense that it shares commitment to values, concepts, and processes to guide the thought and work of the discipline. Consistent with thinking of nursing scholars about the discipline of nursing, is the idea that it needs nursing theories more than anything else. Moreover, professional clinical nursing today is just scholarship due to the fact that nursing works, now, on a unique and vast knowledge base that has matured through phases of development. Nursing as a professional practice science that is dedicated to the problem solving for human health issues, calls for scholars who are accountable for understanding these theories and conceptual frameworks to be able to utilize them in gu iding practice, research, education, and regulation (Chinn & Kramer, 1995, 27-48). Boyer's analysis of schol... Teaching, in his opinion is not simply a matter of dissemination and transmission of knowledge, but a form of scholarship. Therefore, it would involve transformation and extension of knowledge through the process of critical debates and an insistent examination, investigation, and challenge of both content and pedagogy. His assertion, that this could involve analysis of "various kinds of academic work, while also acknowledging" their dynamic interactions in order to form an independent whole would enable one to look at nursing scholarship in a broader context, allowing it to be seen and perceived as an interrelated whole with distinctive components that opens avenues for a varied approach to knowing (Boyer, 1996, 1-6). Boyer is one of the pioneers in the recent times, who assigned a meaning to scholarship, and proposed that there are four different categories of scholarship. The most familiar of them is the scholarship of discovery which is very intimately associated with original research. As expected, this form of scholarship would call for deeper comprehension of research processes and intense involvement with activities emanating from that comprehension. According to Boyer, there are four different categories of scholarship. The first and the foremost area of scholarship is that of discovery. The scholarship of discovery is intimately related to original research, and this demands activities that enhance a deeper understanding of the methodical aspects of the research processes. The deeper understanding of the research processes would tend to answer the discipline's pressing questions. This specific category calls for standards, significance of the research,

Roles of a Supervisor in Virtual Organization Essay

Roles of a Supervisor in Virtual Organization - Essay Example The essay "Roles of a Supervisor in Virtual Organization" talks about the management aspect of the virtual organizations by analyzing the benefits and disadvantages of the virtual organizations. Supervisory roles in virtual organizations require the creation of world-class systems of learning to enhance the innovative competitiveness of the organization to match world-class standards. Supervisors for virtual management require thorough training and experience to be able to manage and coordinate the various activities of the virtual organizations. Facilitation of performance is one of my key role as a virtual supervisor. As a supervisor, I will boost performance by encouraging employees in their virtual workplaces to work harder while at the same time removing obstacles to successful performance. Some of the notable obstacles that I will concentrate on to remove include obsolete technology, delays in the transmission of critical information and inefficient work design. Recognition of the issues, analysis of the causes, and identification of the solutions earlier can help to differentiate between success and failure of the virtual work team. Therefore, as a supervisor, I will put proper mechanisms in place to address the aforementioned issues by using communication the appropriate tool. Through communication, I will strengthen the member identification by providing members of the virtual organization with the opportunity of creating and sharing their varied views of the defining features of the organization.

Devil's Knot Essay Example | Topics and Well Written Essays - 500 words

Devil's Knot - Essay Example They arrested the three teenagers only on the basis of doubt and items possessed. Interrogation was done without the presence of any of the parents of the three teenagers or even the attorney. The crime seen was repeatedly changed and re recorded from the three teenagers to suite the situation and the time of the murder so that the post mortem report should also match the same time as recorded by the police. At one point the boy said they skipped the school and the murder took place in the afternoon, which did not match the murder time, and so they were encouraged to change the time of the murder. The crime sent shock waves to the entire Arkansas City and terrible tragedy what these three little boys went though before their deaths had to be painful terror. The stepfather of one of the accused was very abusive and always lied and was very much ready for the cameras always and the Press thought that this stepfather was involved with the police. The police than to accept the crime that they never committed left the three teenagers with no option. As the interrogation continued the case caught a wild fire by the press and the media and always featured as breaking news by the TV and new paper. Feeling the pressure the police had to bring the accused before the press show every body that they are already on the job.

Critical Self-Analysis Paper Essay Example | Topics and Well Written Essays - 500 words

Critical Self-Analysis Paper - Essay Example I have been able to be more careful about the equation between the amount of calories I consume and the amount I spend (Hoeger and Hoeger 2012). I began this workout program in the recent past but I intend to continue to be a part of it in the future. I have already increased the number of times I visit the fitness center from three to five. Given the health record of my family, I believe that it is necessary for me to be a part of a strict regimen for fitness. My father does not smoke and his consumption of alcohol is limited; yet he suffers from high levels of blood sugar and cholesterol. My mother too suffers from high blood pressure. My workouts, as I mentioned, left me tired for a short duration, thereafter raising my energy levels. I found that this left my body in the perfect state for sleep as well. While my sleep used to be fitful earlier, I now have a good night’s sleep every day. The program has also streamlined my physical activity in such a way that I do not work out anytime near my sleep schedule. Maintaining the schedule of my natural body clock is something that this program has enabled me to do. It has at the same time, percolated down to my awareness of the necessity of sleep, something that work and stress often obfuscate (Hoeger and Hoeger 2012). My earlier lifestyle was more stress-filled leading to my inability to provide my body and mind with enough rest. This workout program has been very helpful in this regard. My diet before joining the workout program was not an unhealthy program. My family eats a diet comprising vegetables and adequate protein. Joining the program has thus, enabled the addition of exercise to a good balanced diet, thereby completing the two most important requisites of a healthy lifestyle. I have, however, reduced the intake of fats in my diet, restricting it to the consumption of healthy fats. The workout keeps me thirsty, enabling the consistent hydration of my body. As a result of all these changes, my

'An awareness of the impact of (national) culture on people in work Essay

'An awareness of the impact of (national) culture on people in work organisations' is important in today's world - Essay Example The paper also presents two theories of culture namely: Stadial theory and Classical social evolutionism. In the discussion and theoretical consideration, it is true that national cultural awareness has a positive impact of organizational development. National Cultural Awareness Cultural awareness is the consciousness of the way people live collectively in the nation. It further involves knowing the historical position of culture in history and how it has shaped peoples’ way of life (De, 2011). Additionally, involves taking responsibility of supporting the historical responsibility in enhancing developmental culture. Cultural consciousness and awareness is an internal drive which propels an organization to seek to understand and to tirelessly look forward to align their developmental agenda to the organizations’ goals. The past and the present make up the culture of a nation, it is imperative for organizations to know the past history of a nation to determine the effect ive beliefs and their causes. When organizations have a higher national cultural awareness, it shall not only thrive in the present market, but it shall also prepare them for great advances in the future. Organizations which succeed are those that have aligned their organizations’ culture to the national culture. ... This can be made possible by prioritizing cultural knowledge as a major factor in making arrangements for promoting their products. Culture determines peoples associations, perceptions, and it also determines self image of individuals and a nation. It therefore follows that for any organization to thrive; it has to be conscious of the way people live within some boundaries (De, 2011). The world is on the verge great changes and development thereby changing peoples’ culture. Organizations must be aware of the changes which occurs culturally to enable them to adjust properly lets they fail. Cultural position of a nation is becoming exceedingly apparent and its role in socioeconomic development is about expansion and its effect is becoming more deep and effective than before. New perspectives and situations require organizations to adjust on their packaging and marketing strategies. Many organizations fail today while a million others are thriving daily. For organizations stand i n the new situations, they have to strengthen their cultural awareness majorly on the following three thematic areas: they have to be conscious of the position and influence of culture, they have to be aware of the workability of culture, and they have to be ready to take part on cultural enhancement and development. It is important to be aware of the significant position of culture. Culture has a tendency of perseverance and it permeates the minds of citizens. Culture in a nation is like air, it is found everywhere at the same time in a nation, and it directly influences the flow of reality. It does have a profound role in social and economic progress and development through the intangible consciousness. Culture changes

The concept of trust Essay Example | Topics and Well Written Essays - 750 words

The concept of trust - Essay Example To the extent, this expectation is present, there is also risk factors that the other person may not be able to stand up to the expectations. Herein lays the risk in trust dealings. It is seen that trust is all encompassing both in organizational and personal interactions. In a nurse-provider setting it is seen in the range and diverse functions that are being carried out by the service provider towards the care and welfare of the patient. The concept of trust is present in all areas of human endeavor where there is need for one person to place trust on another, for the performance of services or actions and it is more so in the cases of nursing services where the duty of caring and saving human lives are concerned. Definition: A trust could be said to be a basis of relationship between one person and another in terms of the firm belief of the veracity, genuineness and worthiness of the relationship between one people with another. The basis of trust could therefore, be in terms of a bonding relationship between one person and another based upon the fiduciary trust between the persons. However, in the context of nursing trust, it could be defined to be the bond that exists between the client and the health care service provider. In other words, in the case nurse-client trust, the trust between the members of the immediate family of the client, or even the client himself, could be defined to be a process, which comprises of different strata’s, some of them of an evolutionary nature that exists between the client and the provider that is based on the foundation of mutual beliefs, understandings and intentions. â€Å"These six characteristics of trust between family and health care provider were identified regardless of patient age, patient condition, health care provider, health care situation, and health care setting.† (Lynn-sMcHale & Deatrick. 2000, 210-230). We shall

Chief Bill Bratton Leadership Essay Example for Free

Chief Bill Bratton Leadership Essay When one thinks of a leader, what type of person do we think of? Is that individual a hero that we see on television, a cartoon character, a family member, or is that person a public servant? Regardless of occupation and title, a leader is a person who inspires others and they know how to motivate people. â€Å"When they arrive, you see something about them that stands out. The inner strength of their leadership ability emerges†. (Gonzalez, 2007, February 1). Leaders are individuals in your area of work who are focused on the tasks at hand and they have a clear and concise vision on what their respective organizations are set out to do. How do you know if you are being an effective leader? A leader is a person who is looked up to and has a plan to get things accomplished. Within groups, a leader is the person who makes the final decision for the group and it is a person who is motivated to see success for their organization. â€Å"A leader is on a quest and you can see it†. (Gonzalez, 2007, February 1). In the area of law enforcement, Bob Vernon states that there are six questions that every law enforcement officer leader should ask to see if they are being effective leaders. Vernon states that each law enforcement leader should look in the mirror and ask themselves if their organization has the following: a.) Direction, b.) Teamwork, c.) Staff development, d.) Principles, values, and policies, e.) Communication, and f.) controls (Vernon 60-62). Few officers were more of a leader than William Joseph â€Å"Bill† Bratton was. Bratton was born on October 6, 1947 in Dorchester, Massachusetts which is a suburb of Boston. He attended Boston Technical High School and graduated in 1965. Bratton went on to serve in the military and he served in the Vietnam War during the 1960’s. Bratton began his police career with the Boston Police Department in 1970. Within ten years he rose to the rank of Superintendent. During Bratton’s police career he held the position of Superintendent with three of the largest police agencies in the world. Bratton served with the Boston Police Department from 1991-1993, the New York City Police Department from 1994-1996, and lastly with the Los Angeles Police Department from 2002-2009. During Bratton’s tenure with the New York Police Department, the work he did resulted in dramatic change in the level of crime in the city. For example, murder rates dropped from 2,500 per year to just less than 1,000 per year. Shootings fell from 6,000 to 3,000 a year and robberies from 85,000 to approximately 50,000 per year. (Blair, 2002, September, 23).

The role of Kindergarten in LLL Essay Example for Free

The role of Kindergarten in LLL Essay ?1. http://www. hfrp. org/publications-resources/browse-our-publications/getting-parents-ready-for-kindergarten-the-role-of-early-childhood-education 2. http://www. earlychildhoodnews. com/earlychildhood/article_view. aspx? ArticleID=477 Successful Transition to Kindergarten: The Role of Teachers Parents By Pam Deyell-Gingold While new kindergartners are worrying about whether or not anyone will be their friend and if they’ll be able to find the bathroom, their preschool teachers are wondering if they’ve succeeded at preparing their small students for this big transition. In recent years the role of kindergarten has changed from an extension of preschool to a much more academic environment because of new standards in the public schools that â€Å"push back† academic skills to earlier grades. How can we ensure that our students make a smooth transition? Are our students mature enough? What can we do to make them â€Å"more† ready? This article will explore the skills that constitute kindergarten â€Å"readiness,† how preschool teachers can collaborate with parents and kindergarten teachers to make the process more rewarding for all, and activities to help prepare children for what will be expected of them in kindergarten. The Transition Process Children go through many transitions throughout their lives, but one of the most important transitions is the one from a preschool program to kindergarten. â€Å"During this period behavior is shaped and attitudes are formed that will influence children throughout their education† (PTA and Head Start, 1999). Children’s transitions are most strongly influenced by their home environment, the preschool program they attend, and the continuity between preschool and kindergarten (Riedinger, 1997). In 1995, Head Start and the Parent Teacher Association (PTA) began a plan to create a partnership between the two organizations in order to create effective transition practices and to promote continuity in parent and family involvement in the schools. Three pilot programs were studied to determine â€Å"best practice† in kindergarten transition, and to foster the continued strong involvement of families in their children’s education. They worked with elementary schools to create parent-friendly environments and to develop strategies that lessen the barriers to involvement (Head Start PTA, 1999). Even Start, a federal program for low-income families implemented to improve educational opportunities for children and adults, also helps parents to work with the school system to help their children succeed. Their research found that parents felt that the way in which Even Start focuses on the family strengths rather than weaknesses and allows the families to identify their own needs, empowered them more than anything else to help them to support their children in school (Riedinger, 1997). Kindergarten Readiness A 1998 study by the National Center for Early Development Learning of nearly 3,600 kindergarten teachers nationwide indicated that 48 percent of children have moderate to serious problems transitioning to kindergarten. Teachers are most often concerned about children’s skills in following directions, academics, and working independently. There seems to be a discrepancy between the expectations of teachers and the actual skills of kindergarten children. Therefore, a need for kindergarten teachers to collaborate with both parents and preschool teachers exists (Pianta Cox, 1998). School readiness is more than a matter of academics, though. As reported in a National Education Goals Panel in 1998; â€Å"The prevailing view today, however, is that readiness reflects a range of dimensions, such as a child’s health and physical development, social and emotional development, approaches to learning, language and communication skills, and cognitive and general knowledge† (California Department of Education, 2000). Historically, kindergarten was a â€Å"children’s garden†: a place to interact for the first time with a group of agemates, and to learn basic skills through play. Today, because of increasing numbers of working mothers, single-parent families, and strict welfare regulations, many children begin having group experiences in a child care program or family child care home at a much earlier age. Together with the concern that America’s children are not getting adequate education to compete in a global market, our schools began to make the transition from the children’s garden to â€Å"curriculum escalation† (Shepard Smith, 1988) and â€Å"academic trickle-down† (Cunningham, 1988). While the trend towards focusing on academic skills continues at a fast pace, early childhood professionals argue for a more integrated curriculum that addresses the developmental needs of each child. Social Adjustment Although academics may be becoming increasingly more important, research shows that social skills are what most affect school adjustment (Ladd Price, 1987; Ladd, 1990). Preschool teachers should not feel pressured into teaching academics beyond what is developmentally â€Å"best practice† (Bredekamp Copple, 1997) but should continue to focus on social and emotional development. Children who have been rejected by their peers in kindergarten tend to have poor school performance, more absences, and negative attitudes towards school that last throughout their school years. â€Å"Three particular social skills that are known to influence children’s peer acceptance: play behavior, ability to enter play groups, and communication skills† (Maxwell Eller, 1994). Play Behavior and Communication Skills Specific behaviors that cause rejection by fellow students include things like rough play, arguing, upsetting things in class, trying to get their own way, and not sharing. Children who exhibit these behaviors also tend to be less independent and less cooperative than their peers. Most children prefer playing with others who are polite, caring, and attentive. Preschool teachers and parents need to teach young children social skills, especially how to enter social groups. For example, children who say, â€Å"Looks like that’s a fun game, can I play? † are more likely to be accepted than those who shove others aside and whine, â€Å"I want a turn! † Another important social skill is the ability to participate in complicated fantasy games and take part in making up and extending the story. Children who lack sufficient experience playing with age-mates may feel frustrated at not being able to keep up with the capabilities of their classmates. â€Å"A generous amount of guided social experience with peers prior to kindergarten helps children do well in this new world† (Maxwell Eller, 1994). Some children need assistance to learn how to play make-believe. A teacher can help model this by giving verbal cues like, â€Å"You be the mommy, and I’ll be your little girl. Can I help you make dinner, Mommy? † Some children need reminders to keep them focused on their roles. Others may need help to read the emotions on people’s faces. â€Å"Look at Nick’s face. He is sad because you pulled the hat away from him. † Because young children do not have a large enough vocabulary to express themselves, teachers can help them find words to express their feelings such as, â€Å"You’re feeling frustrated. Let’s go find a puzzle with fewer pieces. † Communication skills, such as being able to take part in a conversation, listen to others, and negotiate are also important. For example, children who speak directly to peers, are attentive to others in the group, and respond to the initiations of others tend to be liked by the other children. Disliked children are more likely to make irrelevant comments, reject the initiations of other children without reasons or explanations, and often make comments without directing them to anyone (Maxwell Eller, 1994). Part of a teacher’s task is to quietly remind children to look at the person they’re talking to, and listen to what another child is saying. Immaturity and Redshirting A common practice when dealing with children who are not socially mature is to keep them out of school for a year, in the hope that â€Å"readiness will emerge. † In academic circles this is referred to as â€Å"redshirting,† a term borrowed from college athletics. However, â€Å"Research shows that redshirts are not gaining an academic advantage, and the extra year does not solve the social development problems that caused initial concern† (Graue, 1994). Parents who are told that their children need to stay home for a year should ask for the reasons. â€Å"Developmentally appropriate practice is less common in kindergarten, and primary teachers face many constraints and pressures that teachers of younger children are not yet experiencing in the same intensity [although preschool appears to be next in line for â€Å"pushdown† curriculum]. † (Jones, Evans, Rencken, 2001). â€Å"If we think inclusively we have to problem-solve in ways to accommodate the incredible diversity presented by the characteristics of kindergartners†¦. Redshirting and retention are outmoded tools that should be replaced by more appropriate practices. One step in the right direction is collaboration between preschool and elementary school educators† (Graue, 1994). A second step is to have parents understand what experiences can help their child have a successful transition. Learning About Classroom Styles In collaborating with kindergarten teachers, preschool teachers and parents need to visit the school and pay close attention to details that may affect their students in kindergarten. â€Å"When teachers and parents agree on a philosophy of education, children usually adjust more easily† (Maxwell Eller, 1994). Children feel more secure in their new environment if they feel that their parents support the teacher and the school. The first step may be either a meeting with the kindergarten teacher or a class field trip to the elementary school. â€Å"Observe kindergarten classrooms to identify teaching styles, classroom management techniques, and routines. Also try to identify skills that are needed to be successful in participating in the kindergarten classroom† (Karr-Jelinek, 1994). In her research, Karr-Jelinek used a checklist of what parents (and teachers) should look for in a kindergarten classroom, to see if their children – both normally developing and with special needs – are ready for the classroom they visit: ? How many steps are given at a time in directions? ? What types of words are children expected to understand? ? How does each individual child compare to the other children? ? How long are children expected to sit still in a group? ? How often do children speak out of turn or move around when they should be sitting? ? How much independence is expected? ? What type of work is being done? (small groups, seatwork, etc. ) ? Where might my special needs students need extra help? ? What kind of special information can I pass along to the teacher about each child? (Karr-Jelineck, 1994) Although expectations vary by teacher and school district, by the time children reach kindergarten they should be able to listen to a story in a group, follow two or three oral directions, take turns and share, follow rules, respect the property of others, and work within time and space constraints. They need to learn the difference between work and play, knowing when and where each is appropriate. â€Å"Most five-year-olds can express themselves fluently with a variety of words and can understand an even larger variety of words used in conversations and stories† (Nurss, 1987). Many kindergartens make use of learning centers, small group instruction, and whole group language activities. However, others use â€Å"structured, whole group paper-and-pencil activities oriented to academic subjects, such as reading and mathematics. The curriculum in these kindergartens often constitutes a downward extension of the primary grade curriculum and may call for the use of workbooks, which are part of a primary level textbook series. Many early childhood professionals have spoken out on the inappropriateness of such a curriculum† (Nurss, 1987). Preparing Parents for the Transition High-quality preschool programs encourage parent involvement in the home and in the classroom. Volunteering to read during story time, to share cultural traditions, or to be a lunch guest are all ways for parents to feel that they are a part of their child’s school life. According to the National PTA, parent and family involvement increases student achievement and success. If preschool teachers can make parents feel welcome helping in the classroom, they will be more likely to remain involved in their child’s future education. Many parents worry about their children entering elementary school because of their own negative school experiences. They may feel intimidated by teachers and uncomfortable showing up at school events – even for orientation and enrolling their children in school (Reidinger, 1997). Parents’ expectations of how well children will do in school influence children’s performance. It appears that parents who expect success may provide more support, encouragement and praise, which may give their children more self-esteem and confidence. The most important thing is that children who believe in their own abilities have been found to be more successful in school (Dweck, 1991). To assist parents, preschool teachers can arrange visits to the school and take parents along on the kindergarten field trip. They can ask for children to be paired with a kindergarten â€Å"buddy† who can take them around, while parents meet with the teacher or go to the office to register their child. A study done by Rathbun and Hauskin (2001) showed that the more low-income students that were enrolled in a school, the less parental involvement there was. Involving low-income families in the schools may help to break the cycle of poverty of future generations. One way to really help the family with transition is to empower the parents to act as advocates for their children. Parent meetings and newsletters can help parents learn how to work with school staff, learn about volunteer opportunities at school, as well as how to prepare their child at home for kindergarten. They may need some advice on how to help their children and themselves cope with anxieties related to transitions from preschool to kindergarten. Preparing Children for Transition In the last few weeks of summer, children start getting excited about going to kindergarten, and are apprehensive at the same time. It is important for parents to treat the child’s entrance into kindergarten as a normal occurrence and not build up the event in children’s minds. An important way to provide continuity for the child is to find preschool classmates or other children who will be in their kindergarten class. According to research, children who have a familiar peer in a new group setting have fewer problems adjusting to new environments (Howes, 1988). Transition Activities for Parents and Children. The more you discuss this transition in a matter-of-fact way, the more comfortable children will become. Encourage parents to prepare their child for kindergarten with the following: ? Visit the school so the children can meet the kindergarten teacher and see what kindergarten is really like. Try to arrange for them to see more than one type of classroom activity, such as seatwork time and free choice time. Show them where the bathroom and cubbies are located. ? Find out what lunchtime will be like. If the children are going to be getting a school lunch, they may have to learn how to open new kinds of containers. ? Read books about kindergarten. ? Answer children’s questions in a straight forward way about what they will do in kindergarten. Tell them they will listen to stories, do counting activities, have group time, and play outside. ? Explore how long the kindergarten day is and what the daily routine will be like. They will want to know what will be the same as preschool and what will be different. ? If the children are going to a school that presents more diversity than they are familiar with, talk honestly with them about racial and ethnic differences and disabilities. ? If children are going to be taking the schoolbus for the first time, you will need to discuss schoolbus safety rules. ? Reassure children that they will be picked up from school every day just as they are in preschool. ? Check to make sure your pre-kindergarten children are capable of basic kindergarten â€Å"readiness† skills. (See sidebar below. ) Conclusion The transition from preschool to kindergarten can be a stressful time for both children and parents. However, if preschool teachers can facilitate collaboration between parents and kindergarten and familiarize children with  the workings of kindergarten, it will be a smoother process. Parents need to try to find a developmentally appropriate class for their child by observing different classrooms and talking to teachers about educational philosophies. Preschool teachers, with their knowledge of different learning styles and the temperaments of their students, can help everyone with this important transition. Pam Deyell-Gingold is a graduate student in Human Development at Pacific Oaks College. She works as master teacher at Head Start, teaches child development classes for Merced Community College, and is a freelance writer and anti-bias curriculum enthusiast. Her home is in the Sierra foothills near Yosemite National Park, California. References Bredekamp, S. Copple, C. (1997) Developmentally appropriate practice for early childhood programs. Revised edition. Washington, DC: NAEYC. California Dept of Ed. , (2000). Prekindergarten learning and development guidelines. Sacramento, CA. Cunningham, A. 1988. Eeny, meeny, miny, moe: Testing policy and practice in early childhood. Berkeley, CA: National Commission on Testing and Public Policy In Graue, E (2001, May) What’s going on in the children’s garden today? Young Children. Dweck, C. S. (1991). Self-theories and goals: their role in motivation, personality and development. In Nebraska symposia on motivation, Vol. 36, ed. by R. Dienstbier, 199-235. Lincoln: University of Nebraska Press. [In Maxwell, Eller, 1994] Graue, E. (2001, May) What’s going on in the children’s garden today? Young Children, p. 67-73. Howes, C. (1988). Peer interaction of young children. Monographs of the Society for Research in Child Development 53 (2. Serial No. 217). In Maxwell, K. and Eller, C. (1994, September) Children’s Transition to Kindergarten, Young Children. Howlett, M. P. (1970, February 18). Teacher’s edition: My Weekly Reader Surprise, Vol. 12, Issue 20. Jones, E. , Evans, K. , Rencken, K. (2001) The Lively Kindergarten, NAEYC publications. Karr-Jelinek, C. (1994). Transition to kindergarten: Parents and teachers working together. Educational Resources Information Center. Ladd, G. W. , 1990. Having friends, keeping friends, making friends and being liked by peers in the classroom: Predictors of children’s early school adjustment? Child Development (61) 1081-100. Ladd, G. W. , J. M. Price. 1987. Predicting children’s social and school adjustment following the transition from preschool to kindergarten. Child Development, (58) 1168-89. Maxwell, K. Eller, S. (1994, September). Children’s transition to kindergarten. Young Children, p. 56-63. National PTA National Head Start Association. (1999). Continuity for success: Transition planning guide. National PTA, Chicago, IL. National Head Start Association, Alexandria, VA. Nurss, J. 1987, Readiness for Kindergarten, ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL; BBB16656. Pianta, R. Cox, M. (1998) Kindergarten Transitions. Teachers 48% of Children Have Transition Problems. NCEDL Spotlights Series, No. 1, National Center for Early Development Learning: Chapel Hill, NC. Rathbun, A. Hauskin, E. (2001). How are transition-to-kindergarten activities associated with parent involvement during kindergarten? Paper presented at the Annual meeting of the American Educational Research Foundation: Seattle, WA. Riedinger, S. (1997), Even Start: Facilitating transitions to kindergarten. Dept. of Education: Washington, DC: Planning and Evaluation Service. Shepard, I. A. M. I. Smith. (1988) Escalating academic demand in kindergarten: counterproductive policies. The Elementary School Journal, (89) 135-45. In Maxwell, K. and Eller, C. (1994, September) Children’s Transition to Kindergarten, Young Children. Kindergarten Readiness Is†¦* A child who listens ? Todirections without interrupting ? To stories and poems for five or ten minutes without restlessness A child who hears ? Words that rhyme ? Words that begin with the same sound or different sounds A child who sees ? Likenesses and differences in pictures and designs ? Letters and words that match A child who understands ? The relationship inherent in such words as up and down, top and bottom, little and big ? The classifications of words that represent people, places, and things A child who speaks and can  ? Stay on the topic in class discussions ? Retell a story or poem in correct sequence ? Tell a story or relate an experience of her own A child who thinks and can ? Give the main idea of a story ? Give unique ideas and important details ? Give reasons for his opinions A child who adjusts ? To changes in routine and to new situations without becoming fearful ? To opposition or defeat without crying or sulking ? To necessity of asking for help when needed A child who plays ? Cooperatively with other children ? And shares, takes turns and assumes his share of group responsibility ? And can run, jump, skip, and bounce a ball with comparative dexterity A child who works ? Without being easily distracted ? And follows directions ? And completes each task ? And takes pride in her work *Adapted from Howlett, M. P. (1970, February 18). Teacher’s edition: My Weekly Reader Surprise, Vol. 12, Issue 20. 3. http://www. edutopia. org/kindergarten-creativity-collaboration-lifelong-learning Kindergarten Is the Model for Lifelong Learning Lets keep teaching creativity throughout school and adulthood. By Mitchel Resnick Illustration of two people sitting on letter blocks  Credit: Wesley Bedrosian Ever since the first kindergarten opened in 1837, it has been a place for telling stories, building castles, painting pictures, making friends, and learning to share. But kindergarten is undergoing a dramatic change. In todays kindergartens, children are spending more and more time filling out worksheets and drilling on flash cards. In short, kindergarten is becoming more like the rest of school. Exactly the opposite needs to happen: We should make the rest of school (indeed, the rest of life) more like kindergarten. Whats so special about kindergarten? As kindergartners playfully create stories, castles, and paintings with one another, they develop and refine their abilities to think creatively and work collaboratively, precisely the abilities most needed to achieve success and satisfaction in the 21st century. Underlying traditional kindergarten activities is a spiraling learning process in which children imagine what they want to do, create a project based on their ideas (using blocks, finger paint, or other materials), play with their creations, share their ideas and creations with others, and reflect on their experiences all of which leads them to imagine new ideas and new projects. This iterative learning process is ideal preparation for todays fast-changing society, in which people must continually come up with innovative solutions to unexpected situations in their lives. If this approach is so well aligned with current societal needs, why do we so rarely support it in classrooms? One reason is that our society and our educational system dont place enough value on creative thinking. Another reason is a lack of appropriate media and technologies: Wooden blocks and finger paint are great for learning kindergarten concepts (such as numbers, shapes, sizes, and colors). But as children get older, they want and need to work on more advanced projects and learn more advanced concepts. To do that, they need different types of tools, media, and materials. This is where I believe digital technologies can play their most important role. If properly designed and used, new technologies can extend the kindergarten approach, allowing students of all ages to continue learning in the kindergarten style and, in the process, to keep growing as creative thinkers. In my research group at the Media Lab at the Massachusetts Institute of Technology, weve been developing new technologies specifically to support the kindergarten approach to learning. For example, weve collaborated with the Lego Group since 1985 on a collection of robotics construction kits that enable children to imagine and create interactive inventions in the same spirit as kindergartners build towers with blocks. Recently, weve developed a new programming language called Scratch, which brings the kindergarten learning approach to the computer screen. With Scratch (available as a free download), children can create their own interactive stories, games, and animations and then share their creations on the Web. A vibrant online community has developed around Scratch, as users present more than a thousand new projects on the Scratch Web site each day. Some 250,000 people participate in the community, most of them ages 8-16. One active participant in the community is a 13-year-old girl with the name BalaBethany (not her real screen name). As her first Scratch project, BalaBethany created and shared an animated story with anime characters. Other members of the online community responded positively, posting glowing comments under her project. Encouraged, BalaBethany began to create and share new anime stories on a regular basis, like episodes in a television series. BalaBethany periodically added new characters to her stories. At one point, she got an idea: Why not involve the community in the process? She created and uploaded a new Scratch project that announced a contest: She asked other community members to design a sister for one of the characters. The project received more than 100 comments. One was from a community member who wanted to enter the contest but didnt know how to draw anime characters. So BalaBethany produced another Scratch project: a step-by-step tutorial that demonstrates a 13-stage process for drawing and coloring an anime character. Illustration of Mitchel Resnick Credit: Wesley Bedrosian I see BalaBethany as a case study of lifelong kindergarten. She is using Scratch to imagine, create, play, share, and reflect. In the process, she is refining her programming and artistic skills and shes developing as a creative thinker. Our ultimate goal is a world full of playfully creative people who, like BalaBethany, continue to learn as kindergartners do. Mitchel Resnick is director of the Lifelong Kindergarten group at the Massachusetts Institute of Technologys Media Lab. This article originally published on 5/27/2009 4. http://www. seas. upenn. edu/~eas285/Readings/Resnick_LifelongKindergarten. pdf 5. http://www. ufri. uniri. hr/data/book_2. pdf CJELOZIVOTNO UCENJE – KREIRANJE OSOBNOSTI I OKRUZJA DJECJEG VRTICA LIFELONG LEARNING PERSONAL GROWTH AND THE KINDERGARTEN CONTEXT Bozica Pintaric Djecji vrtic Malesnica Zagreb, Republika Hrvatska. Sazetak Razvoj svakog, pa tako i odgojno-obrazovnog okruzja podrazumijeva stalno ucenje i mijenjanje svih sudionika, sto tako stvara organizaciju koja uci, mijenja se, kreira. Kvalitativne razlike u tome procesu povezane su s motivacijskim odrednicama. Poznato je da je ucenje najucinkovitije i da su stvarne promjene moguce, ako su proistekle iz unutarnje potrebe osobe za samoaktualizacijom i preuzimanjem proaktivne, stvaralacke uloge u oblikovanju svoje stvarnosti. Tako potaknutim ucenjem, na samo da se profesionalno jacamo, vec prosirujemo svoju sposobnost kreiranja svog zivota na profesionalnom i sveukupnom planu. Vrednovanjem i samovrednovanjem, kao sastavnim dijelom ucenja i razvoja osobe i okruzja/ustanove isto tako razvijamo intrapersonalne i interpersonalne sposobnosti, koje su opet sastavni dijelovi kvalitete ucenja i zivljenja. To je posebno prisutno u odgojno obrazovnim ustanovama, posebice djecjim vrticima, gdje se sveukupne relacije i okruzje prvenstveno sagledavaju kao okruzje kvalitetnog zivljenja djece i odraslih. Kljucne rijeci: ucenje, samovrednovanje, motivacija, osobni razvoj, kreiranje okruzja Abstract. The development of every, and thus also an educational surrounding, means permanent learning and change in all the participating parties, which creates an organisation that is in the constant process of learning, changing, creating. Qualitative differences in this process are connected with motivational determiners. It is well known that learning is the most efficient and that real changes are possible if they have resulted from the person’s intrinsic need for self-actualisation and taking of a pro-active and creative role in the shaping of reality. Such learning not only strenghtens us professionally, but also expands our capacity to create our own lives in a professional setting and other settings. Evaluation and self-evaluation/ reflection, as components of learning and personal growth, as well as of context / institution development positively affect intrapersonal and interpersonal abilities, which are integral parts of quality learning and living. This is particularly present in educational institutions, especially kindergartens, where overall personal relations and surroundings are primarily viewed as a habitat for the quality life of children and adults. Key words: learning, self-evaluation/reflection, motivation, personal growth, creation of context B. Pintaric, CJELOZIVOTNO UCENJE – KREIRANJE OSOBNOSTI 220  «Majka priroda je bezgranican proces postanka i bitka. Duh koji bi joj se potpuno otvorio, bez emocionalnih rezervi i samorefleksije, izgubio bi se u sirovom materijalizmu njenog beskrajnog i neumoljivog izobilja te bezuvjetno potonuo.  » Camille Paglia Obrazovne organizacije po svojoj su prirodi mjesta zivota, dinamike, stalne mijene, razvoja, ucenja. Vrtic cesto imenujemo zajednicom koja uci, mjestom  «refleksivnog dijaloga djece i odraslih s procesom njihova zajednickog, kontinuiranog ucenja, pri cemu oni jednako vrijedno doprinose zajednickom ucenju, za njega dijele odgovornost i nad njima imaju zajednicko autorstvo » (Slunjski, 2006, str. 35). To podrazumijeva stalno istrazivanje, propitivanje, reflektiranje i samoreflektiranje, vrednovanje i samovrednovanje, slozene i zahtijevne interakcije na intrapersonalnoj i interpersonalnoj razini svih u ustanovi. Za te procese potreban je stalan, snazan angazman i motiviranost djelatnika,  odrzivost uvelike ovisi od kulture zajednice, ustanove. To bi trebala biti  «mjesta gdje ljudi bez straha stvaraju svoje vizije, gdje su istrazivanje i posvecenost istini norma, gdje se podrazumijeva suprotstavljanje stanju status quo », (Senge 2003, str. 172-173). U takvom se okruzju  «pojacava osjecaj da se osobno usavrsavanje i razvoj doista vrednuje, cijeni » (isto, str. 173). Stalan razvoj omogucuju zajednice koje su ‘brizne obitelji’ koje puno ocekuju od svojih clanova , a pritom pruzaju uzajamnu podrsku.  »(Stoll i Fink, 2000, str.256) Osobno iskustvo je, prema velikom dijelu autora, sredisnja os mijenjanja i razvoja zajednica. Miljak (2007, str. 212) u tom smislu navodi:  »Osobno iskustvo i to ono svakodnevno u praksi uz pomoc zajednice iskusnih prakticara moze dovesti ne samo do mijenjanja odgojne prakse nego i do promjene stavova, uvjerenja i nacina razmisljanja ucitelja, odgajatelja.  »  «Kako se mijenja iskustvo, mogu se mijenjati duboka uvjerenja i pretpostavke, a kad se to dogodi, promijeni se i kultura.  »(Senge, 2002, str. 14) Autenticne, snazne poticatelje, partnere i ucitelje ucenja u kontekstu vrtica imamo u dj.

Judges Power to Override Legislation

Judges Power to Override Legislation INTRODUCTION The issue of judges having the power to override legislation can be linked to Judicial Review (JR) which has been a point of debate between different scholars. To understand judicial review, one must look at the definition of democracy and the nature of it. Democracy as described by A Weale is a government whereby important public decisions on questions of law and policy depend, directly or indirectly, upon public opinion formally expressed by citizens of the community, the vast bulk of whom have equal political rights.[1] Democracy can be seen as a good way of choosing government and as such the government cannot infringe on the rights of the people. This relates to the social contract theory which was given by John Locke whereby the people have to agree to give up their freedom as long as the government agree to do what is mentioned in the contract. The social contract theory was created to protect the natural rights of the people. For a democracy to exist, the people must have rig hts and this is the major reason Judicial Review exists; to uphold these rights for the system to be democratic. Therefore, I will be supporting the notion that the courts should be given the power to scrutinize, not override legislation if it conflicts with the rights in the Bill of Rights. I will be looking at arguments for Judicial Review put forward by Dworkin as well looking at the arguments against it given by Waldron and I shall give my conclusion. DWORKINS THEORY Firstly, the bill of rights according to Dworkin are the clauses of the American constitution that protect individuals and minorities from government[2]. Therefore, these clauses must be given the moral reading. Dworkin gives meaning to the moral reading in his book Freedoms law: the moral reading of the American constitution[3]. He explains that the moral reading proposes that judges, lawyers and citizens should interpret and apply the abstract clauses on understanding that they invoke moral principles about political civility and justice[4].   The moral reading brings political morality into the heart of constitutional law but this is uncertain and controversial, therefore any system of government that makes such principles part of its law must decide whose interpretation and understanding will be authoritative[5]. In the American System Judges have that authority and in his book, Dworkin disproves the critics that suggest the moral reading of the constitution gives judges t he absolute power to impose their own moral convictions on the public[6]. Democracy means government by the people[7] as seen in Dworkins article but he did point out that there are two ways in which democracy can operate. The first is the majoritarian premise[8] and the second is the constitutional conception of democracy[9]. The majoritarian premise is of the view that political decisions and procedures should be made based on the favour of the majority or the plurality of the citizens provided that they have adequate information and enough time on reflection[10]. Dworkin rejects the view of the majoritarian premise. This is because even though it seems that most people in the United States of America have accepted the majoritarian premise, there are still some who believe that the majority should not always be the final judge[11]. The reason for this is that there are situations where individual rights need to be protected and the decisions should not be based merely on what the majority want. The premise supposes that it is unfair when the political majority does not always get their way[12] which is unfair to minorities and individuals. Dworkin looks to a different, better account of the value of democracy[13]. This is the constitutional conception of democracy[14]. This takes on the view that collective decisions should be made by political institutions whose structure, composition and practises treat all members with equal concern and equal respect[15]. This is done out of concern for the equal status of citizens and not out of commitment to the goals of majority rule[16]. This is one major reason Dworkin argues in favour of the courts. He believes that an independent body such as the judiciary can make decisions which respect not only the majority but also individual citizens. In relation to Dworkin proving that JR improves democracy, he proposes three arguments that favour the majoritarian premise and he rebuts each of these arguments which demonstrates that the majoritarian premise is undemocratic. However, only two of these arguments will be looked at. The first argument in favour of the majoritarian view is liberty. People that are in support of the majority view argue that allowing judges to strike down legislation can be perceived as undemocratic because it infringes on the right to liberty. The right to liberty includes the freedom of the people to govern themselves by electing political officials. Dworkin rebuts this argument in two forms which are the statistical collective action and the communal collective action.[17] A collective action is statistical when a group of people do that action as only a matter of individual interest, that is, doing it for their own selfish gains but it leads to a result that favours everyone in the community[18]. While a collective action is communal when it cannot be reduced to some statistical function of individual action[19]. This is a matter of individuals acting together consciously to bring about a result. Dworkin believes that if a loss of liberty should exist then the collective action should be communal not statistical. Loss of liberty to any individual would be negligible. The communal collective action brings about how an individual voter can identify with the community. The community as a whole must treat an individual with respect and as an equal[20]. This relates to the concept of moral membership. Moral membership is how an individual should be treated as part of the community as a whole. There are two features of moral membership; the first is structural[21] which explains that the community must have a shared culture, history and language. The second is relational[22] which emphasizes on individual rights. As a member of the community every individual must have political rights. If every member has these rights, then everyone should all be treated equally as a member of the community. This also means that people have a part in collective decision making, as well as a stake in what happens and they also have independence from it[23]. Dworkin believes that without these rights then democracy cannot exist. The second argument is community. From the majoritarian view the argument would be that if the view of the majority is overridden then citizens are deprived of the value of participating in communal decision making. Dworkin rebuts this by saying that citizens can also participate in the political process through other ways. One of such ways is the power that is given to the people by the constitution to form non-political communities such as religious, professional and social groups[24]. Dworkin refers to the first amendments association of protection that prohibits religious discrimination which enhances that power[25]. The second way is through influence; citizens may have more influence over a judicial decision by their contribution to public discussion of the issue than they would over legislative decisions just through voting or even a referendum[26]. Dworkin reaches the conclusion that there is no loss in democracy if the final say is left to judges, therefore he believes that Judicial review can improve democracy. WALDRONS THEORY Waldron takes on a different view regarding Judicial Review and democracy. In his article THE CORE OF THE CASE AGAINST JUDICIAL REVIEW[27]Waldron begins by saying JR is just the subjection of the legislature to the rule of law and then he goes further by drawing a distinction between strong and weak JR[28]. Strong JR is a system whereby the courts have the authority to override a statute in a particular case or modify the statute to make its application conform with individual rights[29]. While weak JR is a system whereby the courts do not have as much authority; the courts may scrutinize legislation for its conformity to individual rights but they may not decline to apply it[30]. Waldrons focus is on societies that have strong JR. In making his argument against JR, Waldron makes four assumptions about a society. In this society there is a functioning democratic system, a set of judicial institutions that is functional, a belief and respect for individual and minority rights and disagreement over the meaning of rights among members of the society[31]. It is the disagreement over rights that Waldron lays emphasis on. In a society, people will have disagreement about the compatibility of the legislation and rights and when these disagreements exist there needs to be an ultimate authority that can settle the disagreements about rights. Waldron looks to two sort of reasons that need to be taken into account in evaluating the decision-procedure for settling disagreement. These are the outcome related reason and the process related reason[32]. The process related reason[33] are reasons for insisting that a person makes a decision that stands independently of the considerations about the appropriate outcome[34]. It is all about the process and the way the outcome is reached.   In politics, the most familiar process-related reasons are those based on political equality and the democratic right to vote, the right to have ones voice counted even when others disagree with what one says[35].   Waldron continues his process related reason argument by saying that the legislature gives each person the greatest say possible which is compatible with an equal say for each of the others[36]. He believes that representative system satisfies the demand for political equality which is equal voice and equal decisional au thority[37]. Waldron believes that this is preferable to the outcome related reasons. Outcome related reasons[38] are reasons for making the decision procedure in a way that will ensure the appropriate outcome[39]. It focuses on which institution brings about the best outcome. Waldron gives three reasons that favour JR producing a better outcome and he gives his reply to each argument. The first is the orientation to a particular case. The issue of rights are presented to the judges in the form of flesh -and-blood individual situations[40]. Since the courts are dealing with individual rights it helps to see how an individual is affected by a piece of legislation[41]. Waldrons reply to this is by the time these cases reach the highest court almost all trace of the original flesh-and-blood right holders[42] has vanished[43]. The judges tend to view these cases in an abstract way and the courts address these issue in a more general way[44]. The second argument is the orientation to a text in the bill of rights[45]. Waldrons response to this is that a legal right that finds protection in a Bill of Rights finds it under the supports of some official form of words in which the provisions of the Bill are articulated[46]. The written creation of the Bill of rights tend to encourage a rigid word based formalism which the courts may try to interpret in an obsessive manner[47]. Waldron believes that this can be avoided in a system of legislative supremacy because legislators can take on the issue for themselves without reference to the Bill of Rights formulations[48]. He also makes one final point which is judicial reasoning may be distorted by an omission in the bill of rights[49]. He gives a scenario of a disagreement between positive (socioeconomic) rights and negative(liberty) rights which may alter Judges understanding of the rights included[50]. They may give more weight to positive rights than negative rights which may l ead to Judges striking down statutes that are trying to make up for the rights that failed to register in the formulation of the bill of rights[51]. The third argument that Waldron gives his response to is stating reasons[52]. He says that Courts are concerned with the legitimacy of decision making therefore they focus their reason giving on facts that show that they are legally authorized by constitution, statute, or precedent[53]. This counts heavily against the court in the outcome related argument about JR over legislation[54]. The courts are distracted by the legitimacy issue they pursue and as a result they lose track of the heart of the matter[55], whereas the parliament go directly to it[56] and their reasons are given in debates and are published in Hansard or Congressional record[57]. He gives the example of Roe v Wade[58] whereby none of the judges in the supreme court paid attention to the plaintiffs position that was being discussed[59]. Waldron reaches the conclusion that the legislature is a better process than the judiciary because it is a legitimate and fair way of deciding disagreements over rights. The Judiciary being a non-democratic institution does not uphold democracy. MY OPINION In a democratic system rights that are upheld can be found in the Bill of Rights. For the sake of the question it is the British bill of rights that will be considered. This brings up the issue of JR. Judicial Review gives the court the authority to scrutinize statute or in some cases override statutes if it is incompatible with the bill of rights. One thing to remember is that the court is a non-democratic institution. Looking at both sides of the argument they each carry weight; Dworkin is of the view that JR improves democracy while Waldron is of the view that the parliament is better suited to improve democracy. From Dworkins argument I understood the difference between the majoritarian premise and the constitutional conception of democracy. In his book Dworkin thought the constitutional conception of democracy was a better way for democracy to operate. The constitutional conception of democracy is a good idea which upholds individual rights. Judges can be seen as independent bodies that can make decisions and interpret the law in a consistent manner unlike the government. In regards to governmental bodies in Britain, it can be seen that the executive and the parliament have some form of connection. It is possible that the executives may exert pressure on parliament seeing as how they make the parliament accountable. This could create inconsistencies. Dworkins theory relates democracy to rights, according to him without rights there is no democracy. As an individual in a community you need to have the sense of moral membership and as such the community treats you with respect and as an equal which means that all voices are heard and everyone can fully participate in self-government which is a political right. In reality to gain equal membership in a community would be impossible. Waldron also brought up some compelling arguments against strong JR. His focus is on the right-based JR; he believes that the process of JR is unsuitable for a democratic society whose main problem is the disagreement over rights. He believes that the disagreement can be resolved by adopting procedures that respect the voices and opinions of individuals whose rights are at stake and this procedure is done by the legislation. I agree with most of Waldrons theory but I still question some of what he proposes. Waldron explains the process related reasons and outcome related reasons as considerations that are separate but there are certain circumstances whereby the process and outcome work together as one. If the outcome is a bad one, then that means the process reasons that gave that outcome authority are invalid. It can be seen in Waldrons article he refers to process-related reasons including fair elections, majority decisions and citizen participation. I think this argument is biased in favour of the legislature, this is because all the processes he mentions are naturally associated with the legislature; they are legislative practices. Waldron believes that JR is not a good final decision procedure because it does not make proper use of these practices. These practices are meant for legislative procedures. This is not a good argument against JR because the courts have their own process related considerations which are hearing out the cases of individuals who are represented by lawyers, looking to precedents, making decisions and if the individual is still unhappy with the outcome, there is always a chance for an appeal. Just because the process is different does not mean it is not legitimate. He gave the argument of courts getting distracted because they seek legitimacy. Judges interpret the laws to the best it can be and apply it to the cases of individuals. They look for legitimate reasons because they are trying to protect individual rights in accordance with law. I agree with his outcome related argument that refers to the orientation of the bill of rights. I also accept that, that much power should not be left to the courts without a body to question them seeing as they are unelected, but in Britain there is a hierarchy of courts and it can be seen that various cases are taken from the magistrate court to the crown court, sometimes high court and finally to the supreme court. I would like to think that the judges in these different courts check and balance each other out. This is because different courts usually disagree with some of the decisions made. In addition to this, I would also like to make a point regarding the magistrate courts. In England, the judges in the magistrate are made up of people that come from the community, since these people come from the community, they can relate to the issues of majority and minority and that creates a chance for a well-rounded decision. In conclusion I am of the view that Judges should be given the power to scrutinize, not override legislation if it conflicts with rights in the bill of rights. [1]A Weale, Democracy (2nd edn, Basingstoke, Palgrave, 2007) p14 [2] Ronald Dworkin, FREEDOMS LAW: THE MORAL READING OF THE AMERICAN CONSTITUTION, (Oxford University Press, 1996) p7 [3]  Ãƒâ€šÃ‚   Ronald Dworkin, FREEDOMS LAW: THE MORAL READING OF THE AMERICAN CONSTITUTION, (Oxford University Press, 1996) [4] Ibid p2 [5] Ibid p2 [6] Ibid p2 [7] Ibid p15 [8] Ibid p15-16 [9] Ibid p15-16 [10] Ibid p16 [11] Ibid p16 [12] Ibid p17 [13] Ibid p17 [14] Ibid p17 [15] Ibid p17 [16] Ibid p17 [17] Ibid p19 [18] Ibid p19 [19] Ibid p20 [20] Ibid p17 [21] Ibid p24 [22] Ibid p24 [23] Ibid p24 [24] Ibid p29 [25] Ibid p29 [26] Ibid p30 [27] Jeremy Waldron, THE CORE OF THE CASE AGAINST JUDICIAL REVIEW (2006) 115 Yale L J 1346 [28] Jeremy Waldron, THE CORE OF THE CASE AGAINST JUDICIAL REVIEW (2006) 115 Yale L J 1346 p5 [29] Ibid p5 [30] Ibid p5 [31] Ibid p7 [32] Ibid p14 [33] Ibid p14 [34] Ibid p14 [35] Ibid p15 [36] Ibid p23 [37] Ibid p23 [38] Ibid p15 [39] Ibid p15 [40] Ibid p18 [41] Ibid p18 [42] Ibid p18 [43] Ibid p18 [44] Ibid p18 [45] Ibid p19 [46] Ibid p19 [47] Ibid p19 [48] Ibid p19 [49] Ibid p19 [50] Ibid p20 [51] Ibid p20 [52] Ibid p20 [53] Ibid p21 [54] Ibid p21 [55] Ibid p21 [56] Ibid p21 [57] Ibid p20 [58] Roe v. Wade, 410 U.S. 113 (1973) [59] Ibid p21

Essay --

Retributive justice is a type of justice, which believes a punishment should be both rightful and proportionate to the immoral act. This type of retribution is similar to that of the concept â€Å"what goes around, comes around† and is prominent is various unethical acts such as an individual committing the act murder and then going to prison. Khaled Hosseini’s The Kite Runner and William Shakespeare’s King Lear are perfect examples of literature that integrate retributive justice into the plot. Both literary works have characters that make similar decisions and therefore go through similar experiences: they make poor decisions, ignore their conscience, and seek personal justice. The role of retributive justice is evident within both The Kite Runner and King Lear and becomes clear through the outcomes of Baba and Lear’s poor decision-making. At the beginning of the novel, Amir characterizes his father as an honest, wealthy man with strong moral values; in fact, Baba spends a lot of time trying to impose his goodness onto Amir. An important turning point of the story for Amir is when Rahim Khan shares a horrifying truth; Baba is a sinner and goes against his beliefs by lying about Hassan’s birth. At first, the reader assumes that Baba keeps Hassan’s birth a secret so he is not frowned upon for having an affair with Ali’s wife. Although Baba tries to make up for his poor decision, he still experiences retributive justice by losing Hassan and Ali: â€Å"Then I saw Baba do something I had never seen him do before: He cried†¦ I’ll never forget the way Baba said that, the pain in his plea, the fear.† (Hosseini 107). B aba never lets go of the fact that he loses his son: â€Å"I wish Hassan had been with us today† (Hosseini 133). Baba does not say anyt... ...eventually decides to try to become the preferred child by plotting his brother and father against one another. As the play progresses, Edmund eventually desires kingship and is willing to do anything to gain power, which includes using both sisters: â€Å"To both these sisters have I sworn my love;/ each as jealous of the other, as the stung/ Are of the adder. Which of them shall I take? / Both? One? Or neither? / Neither can be enjoyed/ If both remain alive.† (V. i. 56-59) Immediately the audience can sense that Edmund is slowly being consumed by his ambition and the chain of events that he causes through the play is to blame for his eventual death. Once again, it is unusual for death to be a form of retributive justice; however, Edmund brings death upon himself. His traitorous acts towards several of the characters- specifically Edgar- backfires, and for that he dies.

What i did for love :: essays research papers

You better come back here you good for nothing brat!" I covered my ears with my palms. That was my stepmother calling me. Her voice sounds murderous and I didn't want to face her today. She had slapped and hit me too much already. I'm afraid I can't take it anymore so I hid in my closet. I peeked through the crack in my closet and saw my stepmom with a really pissed off look on her face. She was holding that stick that I'm always afraid of. I was thinking about how much it would hurt if she hits me with it again. I'm just thirteen and whoever said 13 was an unlucky number, they were right. My mom had died when I was just turning ten. Before she died she told me that I was the most beautiful girl in the world and how proud she was to be my mother. She said even though she'll be gone, her love is with me always. Tears rolled down my cheeks. 'If you love me mommy, how can you be so selfish to leave me?' So now when I had turn 13 my dad had married Mok Young A, who is my stepmom today? She was a cold-hearted woman who tortured me all day. Any self-esteem I had for myself was shattered and I was living a nightmare. My closet door suddenly opened. "There you are you wicked girl!" My stepmom started cussing at me as she pulled me out and threw me onto the floor. I began to tremble because I knew what was going to happen next. *Whack whack whack. * I cried out in pain but I knew that no one is going to hear my cries. I desperately began to gasp for air. My heart was aching again. I couldn't breathe. "Not again! Don't you see how much you're costing your father and me with your heart problems? If it wasn't for all these medical bills we wouldn't be so poor now!" I had this heart condition where air would suddenly shut off and I couldn't breathe. The doctors are trying to save me by giving me a respirator and pills, but they're not sure how much longer I'll be able to live. My dad (who was a pathetic excuse for a man) came in. He looked down at me with sorrowful eyes. He held my stepmom's arm lightly and said, "I think she had enough.

School Vouchers: Parents Need a Choice Essay -- school choice, school

The 14th Amendment in the United States Constitution forbids states from denying any person life, liberty and property without due process of the law. It further states that any person, within a state’s jurisdiction, cannot be denied equal protection of its laws. This amendment protects all people. Chief Justice Clarence Thomas, in a 2002 ruling, stated reasons why school choice should be protected under the 14th Amendment. Justice Thomas wrote in defense of school choice, â€Å"Whatever the textual and historical merits of incorporating the Establishment Clause, I can accept that the Fourteenth Amendment protects religious liberty rights. But I cannot accept its use to oppose neutral programs of school choice through the incorporation of the Establishment Clause. There would be a tragic irony in converting the Fourteenth Amendment's guarantee of individual liberty into a prohibition on the exercise of educational choice.† His ruling goes on to state, Respondents advocate using the Fourteenth Amendment to handcuff the State's ability to experiment with education. But without education one can hardly exercise the civic, political, and personal freedoms conferred by the Fourteenth Amendment. Faced with a severe educational crisis, the State of Ohio enacted wide-ranging educational reform that allows voluntary participation of private and religious schools in educating poor urban children otherwise condemned to failing public schools. The program does not force any individual to submit to religious indoctrination or education. It simply gives parents a greater choice as to where and in what manner to educate their children. This is a choice that whose with greater means have routinely exercised. The State has a constitutional r... ...her, L., Schimmel, D. and Stellman, L. (2007). Teachers and the Law. 7th ed. Boston: Pearson Education. P186-187. Kintisch, B.,Zelno, S.. (2002). Vouchers (SB 1) and the Law. Available: www.elc-pa.org. Last accessed 16th Mar 2011. Smith, G. (2010). Education Vouchers Gain Ground. Available: http://www.thestate.com/2010/11/21/1570848/school-choice-gains-ground.html. Last accessed 16th Mar 2011. Speel, R. (2011). Education vouchers would violate constitution. Available: http://www.pennlive.com/editorials/index.ssf/2011/02/education_vouchers_would_viola.html. The Center for Education Reform. (2011). Choice Options State by State. Available: http://www.edreform.com/printer_FVersion.cfm. Last accessed 16th Mar 2011. WestEd. (1999). What we know about vouchers the facts behind the rhetoric. Available: http://www.WestEd.org. Last accessed 16th Mar 2011.

Biblical Terms Used in Counseling Essay

Dr. William Roberts LaTonia Watkins Liberty University COUN 501 December 18, 2009 Abstract The topic of counseling has been up for discussion for sometime as it relates to the spiritual or biblical aspect versus the worldview or secular concept. There has been some disagreement in regards to whether or not one can be a Christian counselor who have a level of morals and ethics that will allow them to not let their own personal beliefs affect the level of service they provide, when faced with an issue that goes against their beliefs. Upon conducting a biblical word search for counsel or counseling related terms it becomes evident that the core principles and foundation of counseling is found throughout the bible. The information obtained will detail the usefulness of the Bible in engaging in a meaningful as well as effective counseling profession. Biblical Terms Used In Counseling There has been much dispute as to the usefulness and validity for using biblical concepts in counseling. The most common disagreement is found between counseling professionals and Christian counseling professionals. Pride (2006) states, â€Å"psychology approaches human behavior from a secular, humanistic perspective. † Accordingly, Biblical revelation is irrelevant to understanding or changing human behavior. Psychology seeks to describe and explain human behavior apart from what God has clearly revealed. Its premises are derived from man-made theories, human wisdom and research conducted without a corresponding search for truth as God defines truth. Clinton and Ohlschlager (2002) have a different opinion of counseling and prefer using the Bible stating â€Å"secular psychology begins with a study of man’s ideas; Biblical counseling begins with a study of the Word of God as it relates to human behavior and human need. Therefore it is dependent upon the revealed mind of God rather than the easily deceived mind of man. † However it does not begin with God, it follows a path that lines up with the Word of God and examines man’s problems in light of God’s responses. The two aforementioned viewpoints are clear cut examples of the differences in opinions and viewpoints for counseling from a secular perspective as well as the religious perspective. Another view of counseling attempts to integrate religion/biblical views or perspectives with psychological counseling which is known as the secular-humanist view. Some view counseling as a process of prayerfully and sensitively listening to another person (Proverbs 18:13, 17), helping discern soul needs and providing biblical advice towards changing the attitudes and behaviors towards modeling God. The goal of this paper is to demonstrate the validity of the Bible as a source for counseling and to expand the overall view of counseling perspectives. By examining words and concepts in the Bible as they relate to counseling the relationship between the two will be discovered. Using Biblical concepts adds depth and enriches the counseling relationship (Pride, 2006). Also addressed in this paper will be the ways of Biblical terms and their relationship to modern counseling concepts. Biblical counseling terms can provide a useful tool for counseling as well as allows for an understanding of counseling concepts in the field of counseling. Biblical Words Related to Counseling Counsel The term counsel is found to be translated 80 times throughout the King James Version of the bible which includes 74 verses between the Old Testament and the New Testament combined. According to the word search the term counsel is used interchangeably with several terms in the bible such as advise (Qal), consult (Nipal) and conspire (Hithpael). Judges 18:5 â€Å"They said, ‘Oh, good- inquire of God for us. Find out whether our mission will be a success. †Ã¢â‚¬â„¢ In this passage they are seeking (consult) God for his guidance (advise) in regards to the outcome of their mission. I Kings 12:8-9 â€Å"But he rejected the counsel of the elders and asked the young men he’d grown up with who were now currying his favor, ‘What do you think? What should I say to these people who are saying, give us a break from your father’s harsh ways- lighten up on us’? † This passage also shows an example of someone seeking advice in their situation. Mark 3:6 â€Å"The Pharisees got out as fast as they could, sputtering about how they would join forces with Herod’s followers and ruin him. † This scripture details how the Pharisees consulted together and decide that they would join forces with Herod’s followers and go against Jesus. John 18:14 â€Å"It was Caiaphas who had advised the Jews that it was to their advantage that one man die for the people. † In this scripture Caiaphas is advising (counseling) the people on Jesus dying for the people. Advise The word advise has 947 different translations in 873 versus in the King James Version of the Bible and is derived from the Hebrew word ya-ats, meaning to know, learn to know, to perceive, see and discern, to name a few. These translations were only referenced to the Old Testament according to Blue Letter Bible; however after cross referencing with Crosswalk, New Testament scriptures were listed as well. Exodus 18:19 â€Å"Now listen to me. Let me tell you how to do this so that God will be in this with you. Be there for the people before God, but let the matters of concern be presented to God. † This scripture details Moses father in law advising him to be there for the people, however to allow God to handle everything and work things out for them. I Kings 12:6 â€Å"King Rehoboam talked it over with the elders who had advised his father when he was alive. ‘What’s your counsel? How do you suggest that I answer the people? ’† In this scripture the King is seeking to be counseled and advised from the elders as to how he should treat the people. Acts 21:21 â€Å"They’ve been told that you advise believing Jews who live surrounded by Gentiles to go light on Moses, telling them that they don’t need to circumcise their children or keep up the old traditions. This isn’t sitting at all well with them. † In this scripture they are discussing getting advise as to whether they should follow the traditional teachings of Moses and allow their children to be circumcised or if they should go against tradition. Help The word help appears 126 times in 117 versus throughout the King James Version of the Bible the Old and New Testament according to Blue letter Bible. Help is listed as to help (Qal), succor (Niphal), or support (Hiphil) which is defined as to give or provide what is necessary to accomplish a task or satisfy a need; to contribute strength or means to; render assistance to; to cooperate effectively (Webster 2005). Genesis 2:18 â€Å"God said, ‘It’s not good for the Man to be alone; I’ll make him a helper, a companion. ’† In this scripture help is being used in the form of God giving Adam a companion in order for him to no longer be alone. Mark 9:24 â€Å"No sooner were the words out of his mouth than the father cried, ‘Then I believe. Help me with my doubts! ’† In this scripture the father of the demon possessed boy was seeking Jesus’ help with casting the demon out of his son. The father was acknowledging that he had a need of Jesus and that he knew that Jesus could help him, although a part of him had doubts, I would venture to say it was because the disciples had tried to cast the demon out of the boy and were unable to do so. Advice The word advice appears 9 times in 9 versus in the King James Version of the Bible and is derived from the Hebrew word dabar, meaning speech, word, speaking, thing. II Samuel 19:43 â€Å"And the men of Israel answered the men of Judah, and said , We have ten parts in the king, and we have also more right in David than ye: why then did ye despise us, that our advice should not be first had in bringing back our king? And the words of the men of Judah were fiercer than the words of the men of Israel. † In this scripture they are seeking advice as to why they were not sought out first as to the decision regarding bringing back the king. I Corinthians 1:10 â€Å"I have a serious concern to bring up with you, my friends, using the authority of Jesus, our Master. I’ll put it as urgently as I can: You must get along with each other. You must learn to be considerate of one another, cultivating a life in common. † In this scripture Paul is giving the people advice on getting along with each other and learning to be considerate. Discussion After completing this assignment and getting the information and knowledge gained from this course I can say that my view of counseling has changed. Although I have read the bible many times, and I am taking up Professional Counseling, it did not occur to me until this assignment how the bible is definitely the foundation for any counseling practice. When you look at some of the terms used to describe Jesus in the text,( i. e. Master, Teacher, Counselor, etc. ) it puts things in to perspective as to where the foundation of counseling began. Jesus is the central focus of counseling and the exemplar of the Wonderful Counselor. The Bible is about counseling, giving both understanding of people and methods of ministering to people. The fear of God is the beginning of wisdom, and wisdom is the only worthy goal of counseling. (Carson, 2005). The Bible is authoritative, relevant and comprehensively sufficient for counseling. God has spoken to every issue that humans could possible face in the 66 Books of the Bible, which establishes the goal of counseling, how to change, what the role of the counselor is, counseling methods and so much more. The Bible’s view of counseling defines a distinctive ideal for how we as humans should live. The image of Christ is a familiar item in Christian profession, but its implications are often ignored when it comes to counseling. Much of the difficulty of counseling consists in sustaining suffers in hope through the comforts of the gospel. Counseling is simply the personalized ministry of the Bible, tailored to the particular situations and problems of individuals and small groups. In Genesis, God led the way when he was talking to Adam and Eve in the Garden of Eden regarding the decision they made to disobey his word and follow the serpent. Although this is a clear cut example of God counseling the two (advising, consulting, teaching, helping, etc. ), I don’t think we (society) really looks at this situation in regards to a counseling aspect. Models of spiritual counseling in the Bible can serve as important templates for counseling in the professional (secular) as well as the Christian aspects. The emphasis on communication and relationships implies the concept of involvement which is dependent on availability to council (Acts 20:31) and the importance of balance in the process of counseling, (Galatians 6:2 and 6:5). Conclusion There are so many more words that are found in the counseling sector that are used throughout the Bible this paper only included a few. Hathaway (2009) talks about Proverbs and Psalms being gold mines of wisdom and consolation relevant to counseling. The words from the Bible relating to counseling enhances counseling and are deemed appropriate as they relate to counseling outside the Christian realm. A concern that arose while doing the research is that the Biblical counseling aspect is non-subjective and refers to the counsel and the instructive power of God through the Holy Spirit. Biblical words in counseling are the foundation from where counseling stems, which reiterates that there is nothing new under the sun as it relates to what can be found in the Word of God. McMinn (1996 )states scripture and the counseling approach God enjoins, treats all of human life. The Bible’s counseling, on which we must seek to model our own counseling, speaks to the gamut of problems in living. Scripture comforts the disturbed and disturbs the comfortable, turning people from foolishness to wisdom in every area: e. g. , learning to conciliate and to build constructive relationships in family, church, workplace, and neighborhood; attitudes and practices regarding finances and material possessions; responding to physical health or illness, to wealth or poverty, to success or failure, to acceptance or rejection; self-and other deception; addictive behaviors; the gamut of emotions, whether dysphoric (e. . , anger, depression, anxiety, fear, guilt) or euphoric (e. g. , love, happiness, joy, gratitude, confidence); decision-making; the response to suffering and bereavement; and so forth. In relation to using the Bible as a counseling tools it is best summed by Walker (2005) the Bible is sufficient to provide a systematic approach to counseling. The Bible pr ovides and models both counsel and counseling, teaching us to do likewise, with the intention of changing and sustaining people.