Compare and contrast Meyer and Stowers Essay Example | Topics and Well Written Essays - 500 words

Compare and contrast Meyer and Stowers - Essay Example In the essay, the worm at the Core of the Apple, there is a provision of an excellent concise statement and defense of the majority position. According to Stowers, gentiles and Jews play different essential roles in the constitution of ethnicity. He states in Paul’s world that it is difficult to distinguish between ethnicity from religion. This is because they are not ethnic groups but a constitution of Paul’s most central religious distinctions. According to him, Gentiles are ethnic-religious other of the Jews just as the Barbarian is ethnic-religious other of Greeks. However, Wayne Meeks describes the gentiles as a non-Jewish group of people who have the opportunity of getting preaching from Paul.According to him, there are many controversies as to why Paul is preaching to Non-Jews. This proves that Wayne does not view the Gentiles as a constituent group of the Jews, a different perspective from the one of Stowers. In all the texts, the writers have proven that there were differences among the communities in the time of Paul reaching. It is elaborated that the gentiles were viewed as a lesser group when compared to the Jews, but Paul used his preaching techniques to show that they were equal. Although the Jews have an expectation that Paul is supposed to administer to them, they are disappointed because his mission is to all people including the gentiles.According to Romans 5:12-20, Paul explains that one man’s actions can bring significant effects to many others.

My narrative Essay Example | Topics and Well Written Essays - 250 words

My narrative - Essay Example It is crucially important for educators to encourage inclusive education, in which the classroom is converted into such a learning environment where students with special needs are encouraged to learn and develop self-confidence, without having to face ridicule. For example, autism, dyslexia, hearing and visual impairments, and ADHD are such disorders that involve specially designed teaching strategies. For me, it will be important to understand the problems of such children in my classroom, in order to plan my lessons accordingly. Children with special needs require special support with their learning styles (James, 2008, p.54). A multisensory approach is the best which supports the child in all the three ways: auditory, visual and kinesthetic. ICT offers many solutions for children with disabilities (McKeon, 2000). Teachers must understand that children with special needs need extra time and effort in understanding the lesson, and hence they should be treated quite differently in l esson, but not in a way that makes them stand out. Hence, teachers must implement such learning strategies that help dyslexic children retain information in their memory for longer time, while helping them maintain their self-esteem at the same

Down East Spud Busters National Distribution Program Research Paper

Down East Spud Busters National Distribution Program - Research Paper Example Because the company wants to improve its sales and capture a large market, the sales associate will be expected to work hard towards convincing most business entities that can buy the products. The sales associates can have their operating centers in each region and should receive feedback from the clients concerning the products of sales services. The HR policies and procedures should be changed to incorporate the new strategy of distributing the products. The company expects to sell in several regions using sales associates. Policies should include restrictions on product storage, handling, and management of center stores. Procedures should guide the sales associate on how they will manage the regional centers and distribution of the products. The company should develop a portfolio indicating the skills experience and qualities needed in a sales associate to help it achieve its goals. This will guide its recruitment (Bateman & Snell, 2013). Industries that could use this model are; the agricultural industry, the automotive industry, and Food and beverage industry among others. An ice cream producer could use this model and get so many customers. The same applies to a baker. Some foodstuff however, cannot be distributed in this manner, the model can still be implemented is stores are constructed in specific regions like most coffee shops have done. Another example is the retail industry.

Characters in Hamlet Essay Example for Free

Characters in Hamlet Essay William Shakespeare uses various elements, themes and connections between them to present ideas of enduring value in ‘Hamlet. His character development in Hamlet Claudius and use of dramatic techniques present values in ‘Hamlet’ those of which are timeless. These enduring values include guilt, corruption and life death. Shakespeare has used various dramatic techniques to express his idea and enduring value of guilt. In Act 1, as Polonius talks about ‘the devil hiding’, Shakespeare uses a dramatic technique as Claudius acknowledges his conscience in an aside, â€Å"how smart a lash that speech doth give my conscience†. Claudius is the villain of the play, however Shakespeare has a created a complex character with a working conscience and serious feelings of guilt. Claudius sense of guilt emerges through the use of the dramatic technique, soliloquy. Furthermore, it also makes him a more ‘rounded’ character in his development, not merely evil or lacking in human qualities. His guilt is emphasized when he attempts to ‘pray’, and he finds that as a sinner, he cannot, while he still desires the fruits of his crime, these being Gertrude and the crown, â€Å"Forgive me my foul murder? That cannot be since I am still possess’d of those effects for which I did the murder. †Shakespeare has used metaphor and alliteration in, Oh bosom black as death† as Claudius, concedes that he is not really capable of praying. From this point, as a development of his character, his villiany increases as he becomes desperate to eliminate Hamlet and ultimately plotting his death. Gertrude can also be played as experiencing guilt throughout until she concedes her guilt and claims it will not go away, â€Å"I see such black and grained spots/ As will not leave their tinct†. Claudius and Gertrude share the guilt for what goes wrong in the play, as theirs is the corruption that infects Denmark. Corruption is another prominent value in ‘Hamlet’. In Act 1, the dramatic technique, monologue is used as Claudius addresses his court and celebrates his coronation and marriage to Gertrude to reconcile the grieving for Old Hamlet. His speech, â€Å"mirth in funeral and dirge in marriage† is commonly known as ‘spin’ today. There is a notion that Claudius’ motive for killing Old Hamlet is envy, strictly a lust for power and to be king however this cannot be interpreted as Claudius consistently shows true love for Gertrude and displays qualities of a good king. Consequently, it is plausible that the function of the marriage is genuine however also essential for Claudius’ agenda which makes his reign corrupt. Shakespeare demonstrates the idea of corruption, that if the king reigns on false or evil grounds, hence the whole kingdom suffers, as Marcellus says, â€Å"Something is rotten in the state of Denmark†. Furthermore, through Hamlet’s main source of distress of the thought of his mother remarried too soon, and to his uncle, he introduces the theme of corruption with the technique, imagery, â€Å"unweeded gardens†. Hamlet interprets news of Old Hamlet’s ghost as a reflection of the corruption in Denmark, â€Å"My father’s spirit in arms! All is not well†. He believes that foul deeds will rise and that evil will inevitably unravel. The use of Hamlet’s development of a complex multi-faceted persona demonstrates Shakespeare’s idea on life and death, conveyed through the use of the dramatic technique, soliloquy. Hamlet’s situation in the play is relevant today because circumstances force him from being a critical observer of the world to being a participant, an experience that is universal. The flaw in Hamlet’s character lies in the involutions of his character. He is guilty of â€Å"thinking too precisely on th’event†, a man who â€Å"continuously resolves to do, yet does nothing but resolve†. It is assumed Hamlet is honest and open in his soliloquys. At other times he is puts on a ‘faà §ade’, the main purpose is to hide his true state of mind and intentions often portraying himself as ‘mad’. In Hamlet’s first soliloquy he is already contemplating about the desire to disappear or commit suicide, â€Å"O that this too too solid fle sh would melt†. Hamlet rejects the idea of trying to predict the future and reaches a point of acceptance of life, death, and everything more, â€Å"Not a wit, we defy augury†¦ the readiness is all†. This expresses the idea that what is destined is inevitable and what is significant is ‘readiness’. Hamlet acknowledges this when he holds up Yorick’s skull. The dramatic technique of visual imagery of Hamlet looking at Yorick’s skull is one of the most enduring images in all of literary history. It is a human confronting the truth, contemplating death and decomposition that even the greatest of humans are subject to. His speech on ‘readiness’ is all about his own death. It is this, which he must become ready for, something, which is presented as central sad truth of human life. ‘To be, or not to be, that is the question’ is definitive on life and death. It provides a stark contrast to the intense confrontation with Ophelia as it is contemplative, intellectual and uncharacteristic for someone who is supposedly ‘mad’. Shakespeare implies through Hamlet’s character development that the reason people do not commit suicide is because of the fear of the after life which is unknown and could potentially be worse. Hamlet ponders the question as a matter of philosophical debate. Yet though the play is thus rooted in its own time, ‘Hamlet’ seems to have a rapport with all ages and centuries. It speaks eloquently to the twentieth century as it did to the 17th 18th and 19th. Reasons for the play’s enduring appeal is attributed to the values Shakespeare has expressed. How smart a lash that speech doth give my conscience Forgive me for my foul murder? This cannot be for I am still possess’d of the effects for which I did the murder I see such black and grained spots/ as they will not leave their tinct Something is rotten in the state of Denmark Mirth in funeral, dirge in marriage O that this too too solid flesh would melt Not a wit we defy augury My father’s spirit is in arms! All is not well Unweeded garden To be or not be, that is the question

The Ambiguity of Plato Essay -- Philosophy Essays

The Ambiguity of Plato For hundreds of years, Plato has been admired as a writer, a master rhetorician, an artist, and above all, a philosopher; however, Plato's backlashes against sophistry and art have led to much confusion concerning his ideas and beliefs. John Poulakos says of Plato, "[F]or most rhetoricians Plato has always played the same role he assigned to the sophists--the enemy" (Nienkamp 1). Plato will always appear to be the skilled rhetorician or artist who speaks out against rhetoric and art. In Apology and Phaedrus we see the character of Socrates rail against writing because it can quickly get out of control of the author and just as easily be misinterpreted, yet Plato is known for his skillful dialogical writing. In reference to the Divided Line, Plato informs us that art is one of the lowest forms because it is no more than an illusion, yet Plato uses his artistic ability in "Simile of a Cave" to help us understand the journey to knowledge. This ambiguity within the texts leads to, what a ppears to be, Plato contradicting himself; however, to fully understand these contradictions we must ask ourselves, "Who is the real Plato?" Plato's contradictory nature and overall ambiguity make the lines of distinction between the writer, the rhetorician, the artist, and the philosopher become blurred, so it is difficult for anyone to understand or explain the real Plato. Jean Nienkamp says of Plato, "[He is] the writer who writes that nothing of importance can be conveyed through writing; the word-smith who argues that words are but imitations of imitations at the same time that he insists on precise definitions, divisions... " (1). In Phaedrus, Plato presents some of his more powerful arguments against writing. Most... ...1: 23-44. Plato. Euthyphro. Trans. G.M.A. Grube. Indianapolis: Hacket Publishing Company Inc., 1981: 5-22. Plato. Meno. Trans. G.M.A. Grube. Indianapolis: Hacket Publishing Company Inc., 1981: 57-88. Plato. Phaedo. Trans. G.M.A. Grube. Indianapolis: Hacket Publishing Company Inc., 1981: 89-155. Plato. Phaedrus. Trans. A. Nehamas and P. Woodruff. Amherst: Hermagoras Press, 1999: 165-213. Plato. "Simile of a Cave." The Republic. Trans. Desmond Lee. Boston: Pearson Custom Publishing, 2002: 1-9. Tejera, Victorino. "The Apology and the Phaedo: Plato's Tragic Humor." Plato's Dialogues One by One: A Dialogical Interpretation. Lanham: University Press of America, Inc., 1999. Thesleff, Holger. "In Search of Dialogue." Plato's Dialogues: New Studies and Interpretations. Ed. Gerald A. Press. Lanham: Rowan and Littlefield Publishers, Inc., 1993: 259-266.

Bahamian Society Essay

Issues That Arise In Bahamian Society When Educated Bahamians Decide To Live In Other Countries The Bahamas is in danger of being overtaken by foreigners. Although this statement is fallacious in context, many Bahamians today would not necessarily disagree with it. That, inevitably though, is a situation that the Bahamas can be faced with if educated Bahamians continue to migrate to other countries at a high rate. This migration, better known by the term ‘Brain Drain,’ is and will always be a part of society where educated people leave their native developing countries and seek out more wealthy, opportunistic countries. As noted in the article Reassessing the Impacts of Brain Drain on Developing Countries, â€Å"nearly one in 10 tertiary-educated adults born in the developing world — between a third and half of the developing world’s science and technology personnel — now live in the developed world† (Sriskandarajah). Although the idea of moving to a more wealthy country can be beneficial to the Bahamians that are migrating personally, there are some problems that can arise in the Bahamian society as a result of this. When educated Bahamians decide to live in countries outside the Bahamas, it can hamper development in the country, effect family relationships, and can leave the country vulnerable to foreign manipulation. Educated Bahamians are needed in the Bahamas to further develop the country innovatively. If these Bahamians decide to migrate to other countries, then there could grow to be a great discrepancy in the overall progress of development in the Bahamas because of their absence in the labour force. According to Simon in the article, Bring Home Bahamian Talent, getting access to those skilled Bahamians living abroad and their resourcefulness is crucial to the National Development of the Bahamas (par 3). The Bahamas cannot continue to primarily focus on tourism as its major contributor to the economy when the amount of competition present in the Caribbean continues to grow and major tourism contributing countries such as the United States of America are still recovering from a drastic recession. Komolafe affirms that, â€Å"We must expand our industries to provide job and entrepreneurship opportunities for Bahamians outside of tourism and financial services, which are heavily dependent upon the stability and prosperity of the U.S., E.U. and Canadian economies† (Par 9). This is one of the reasons why Intelligent Bahamians with an entrepreneurship mindset are needed in the Bahamas. In the article, The Bahamian Business Structure: A New Look at our Economy, it states that â€Å"this country (the Bahamas) already has a long history of entrepreneurship and capital formation† (Coulson). Bahamians with this entrepreneurship mentality and drive are the leaders that the Bahamas must retain and motivate to create new business ventures and develop more innovative opportunities for themselves as well as for other Bahamians to find meaningful employment. Family relationships are also affected when educated Bahamians leave their native country and migrate to other countries. Communication is a key factor when dealing with this situation. A household can be greatly affected when, for instance, a parent migrates to another country seeking employment, and leaves their husband/wife in the Bahamas to be a single parent. Even though there might be constant verbal communication between the migrated parent and his/her family, if the overseas job becomes demanding time wise, their absence will be felt in the home and can put an emotional strain on the relationship of the family. That lack of a proper family structure and guidance can also affect the children as they can become susceptible to the influence of society and their peers. This correlation is important because when children become exposed to the realities of society such as violence and peer pressure that is where some can fall astray. Juvenile delinquency is becoming an increasingly serious social ill in the Bahamas whereas, for instance the article, Jveniles Accused of Crimes Jumped 79% in 09, notes that â€Å"The number of juveniles accused of committing crimes in 2009 increased dramatically by almost 80 percent compared to 2008, according to Acting Director of Rehabilitative and Welfare Services Quintin Gray.† Another issue that can be caused by the absence of educated Bahamians in the Bahamas is that it can create an opportunity for foreigners to stream into the Bahamas. This can become a situation that foreign countries seeking to make bonds and gain ties with the Bahamas and its government can take advantage of. Although this idea does not seem detrimental on the surface, the implications of it can lead to corruption and foreign manipulation in the Bahamas. With foreign direct investment on the rise year after year, â€Å"inflows to the Bahamian economy increased by 48.7 per cent to $977 million during 2010,† the Government must realize that such a heavy reliance on foreign influences increases the vulnerability of the Bahamas (Hartnell). Many major tourism projects such as Baha Mar and the new Thomas A. Robinson stadium are being heavily funded by foreign investments which at some point in time must be compensated for by the government. As quoted in the article, Bahamas ‘Polarised By A Dual Economy’, â€Å"These foreign policies have created a dual economy: ‘foreign economy’ and the ‘Bahamian economy’, where the former is dominant and rising, and the latter is subordinate and sinking† (Hartnell). With the government in full support of foreign direct investment the advantages of being a foreigner in the Bahamian marketplace seems to outweigh that of being a local Bahamian looking to enter and prosper in this marketplace. In conclusion, in order to reduce the chances of these problems caused in the Bahamian Society when educated Bahamians migrate to other countries, the Bahamian government must find a solution that would encourage educated Bahamians to want to stay in the Bahamas and assist with the economic growth of the country. Also, these intelligent Bahamians who have and will eventually leave the Bahamas and migrate to another country should understand that the Bahamas does have the opportunities available to support their creative ideas and The Bahamas, being one of the richest independent countries in the Caribbean, is a place where they can find prosperity and a satisfactory place for employment. The Bahamas is considered a part of the ‘Developing world’ for a reason, it is still in the process of growth and finding its identity in the global marketplace, thus requiring those locals that are highly educated and trained to produce for their country and take the leadership role. Works Cited â€Å"Bring Home Bahamian Talent.† Bahama Pundit. 9 Nov. 2010. 14 Feb. 2012 Coulson Richard. â€Å"The Bahamian Business Structure: A New Look at our Economy.† The Nassau Institute. 12 July. 2003. 17 Feb. 2012 Hartnell Neil â€Å"Bahamas ‘polarised by a dual economy’.† The Tribune. 8 Oct. 2009. 15 Feb. 2012 Hartnell Neil. â€Å"Foreign Investment Rises 49% To $977M.† The Tribune. 28 July. 2011. 15 Feb. 2012 â€Å"Juveniles accused of crimes jumped 79% in ’09.† 6 May. 2010. 19 Feb. 2012 Komolafe Arinthia. â€Å"The Bahamian Dream Pt.1.† The Nassau Guardian. 20 Jan. 2012. 15 Feb 2012 Sriskandarajah Dhananjayan. â€Å"Reassessing the Impacts of Brain Drain on Developing Countries.† Migration Information Source. Aug. 2005. 17 Feb. 2012

An Ethical View Essay

Moral and ethical viewpoints are often shaped and molded by your society; learning to respect others, tolerance, my family, church, co-workers, past and present life experiences has influenced my moral and ethical viewpoints. Knowing right from wrong and how to treat others has been the †¦Ã¢â‚¬ ¦.in this process. I. Influences on My Moral and Ethical Development A. My family/environment (Moral development) 1. Tolerance 2. Forgiveness and being honest B. Ethical development (Church/work) 1. topic/idea for paper 2. topic/idea for paper II. Experiences that Contributed to My Personal and Professional Development A. Life and Death 1. Marriage at an early age 2. Life experiences/lessons (murder of my spouse, single parent, setbacks,) B. Professional Development 1. School/instructors 2. Co-workers 3. past employment experiences This paper will display a brief synopsis of the elements that has influenced my moral and ethical development as well as, discuss counseling issues and the ethical codes used to resolve the issues, and I will explain how I have changed because of my work in this class. I developed a true sense of right and wrong at an early age, as a kid I was very adventurous and would do things just to see how far my parents, grandparents, or aunts/ uncles would allow me to go before chastisement came into play. I remember one incident as if it was yesterday, when I was seven I would watch one of my eldest aunts obtain a cigarette from the package (Virginia Slims), her lighter, light her cigarette, and began to smoke it; she would make smoke rings for me. One day I decided that I would mimic my aunt’s actions and smoke a cigarette, my grandmother caught me smoking the cigarette. She did not spank me as I thought that would have been a fair form of disciplinary resolution for my actions, she wanted me to know just how unhealthy smoking cigarettes was for me so, she made me call my mother and father, aunts, uncles, and cousins and tell them what I had done. From that moment until now I have never touched another cigarette and that’s when the real less ons of what was right and wrong began. Being the eldest of five children born to a single parent mother I learned at an early age about charity and helping those in need; my mother taught me about sacrifice at an early age even though I did not understand it then I have a firm grasp on the concept of sacrifice in my adult life. Growing up in my grandparentsgrandparents’ home I did not understand what beingthe definition of poverty or what being poor really meant because my grandparents were always so eager to feed everyone in the community, it wasn’t until my mother decided that she did not want to live under my grandparents roof and abide by their rules was when the knowledge of poverty settled in; my grandparents were very active in their Christian faith, they believed that God blessed you so, you should be a blessing to others and they always welcomed the needy into their home to share our meals on a consistent basis. My family being my environment has taught me the basics about morals and values; Kohlber g’s Moral Development stages Stage 1 = infancy—the child’s only sense of right and wrong is what feels good or bad; Stage 2 = toddler years—the child learns â€Å"right† and â€Å"wrong† from what she or he is told by others; Stage 3 = preschool years—the child begins to internalize family values as his or her own, and begins to perceive the consequences of his or her behavior; Stage 4 = ages 7-10 years—the child begins to question the infallibility of parents, teachers, and other adults, and develops a strong sense of â€Å"should† and â€Å"should not† Stage 5 = preteen and teenage years—peers, rather than adults, become of ultimate importance to the child, who begins to try on different values systems to see which fits best; teens also become more aware of and concerned with the larger society, and begin to reason more abstractly about â€Å"right† and â€Å"wrong.† Read more: Moral Development – STAGES OF MORAL DEVELOPMENT – Lawrence Kohlberg, Mean Example, Morality, and Social – JRank Articles http://psychology.jrank.org/pages/431/Moral-Development.html#ixzz2R8sxnA1w III. Experiences that Contributed to My Personal and Professional Development C. Life and Death 1. Marriage at an early age 2. Life experiences/lessons (murder of my spouse, single parent, setbacks,) D. Professional Development 1. School/instructors 2. Co-workers 3. Pastpast employment experiences For this application, you were asked to develop an outline for the final project. There were four topics that you were to consider, including influences on your moral and ethical development; experiences that contributed to your personal and professional development; legal and ethical issues in counseling; and reflection. Nice job giving thought to these areas. Looks like you have some thoughts for your final project. Looking forward to a little more detail on your next submission and looking forward to reading your final project! In order to understand clearly where you are headed, you must also evaluate where you have been and what has influenced you along the way. It is important to reflect critically upon your own values (and sense of personal/professional ethics) and how you developed these perspectives in order to develop an ethical framework. To help accomplish this goal, the Final Project for this course is an Ethical Autobiography in which you will explore various elements of your life experiences that might influence your future ethical framework. As you reflect on your journey through this class, some of the course readings may have informed your Ethical Autobiography. You can also make use of outside resources, but much of the paper will be exploring what you bring to the profession and events that may have influenced your ethical lens. This reflective autobiography should have personal meaning to you and should help you understand what being an ethical practitioner means. In this sense, you are writing an intellectual and Ethical Autobiography, that is, who you are as virtue of what you believe, what you do, and what you have read. Think broadly—there are no wrong answers; you are exploring your own world Some examples of questions/issues that you can address: †¢ You may share how you developed a sense of right and wrong. †¢ Who/what influenced your moral and ethical development? †¢ What experiences contributed to your personal and professional beliefs? Are your personal and professional beliefs congruent? †¢ What is your idea of right and wrong? Are there absolutes or are there shades of gray? Do the same guidelines apply in all circumstances? †¢ What are some of your basic values that guide your work and your life? What experiences have potentially influenced your decision making? †¢ What aspects of your personality and work ethic are most compatible with the counseling field? Which aspects are the least compatible? †¢ Was there a time, in your personal or professional life, when you felt that your confidentiality was violated, that you were involved in a dual relationship in which you felt uncomfortable, or perhaps an issue resonated unexpectedly with you (e.g., transference)? Essential Elements (You m ust address the points outlined below in your Final Project.): †¢ Select four counseling issues, describe these issues, and explain potential ethical challenges for addressing these issues in your professional practice. †¢ Explain state or region laws or statutes that might apply to these ethical challenges. †¢ Reference specific codes of ethics that you ascribe to for your practice and how adhering to ethics and law present challenges for addressing these issues you selected. †¢ Explain why this Assignment is meaningful to you. †¢ Describe how adhering to ethics and law for professional counseling practice might influence social change. †¢ Finally, explain how you have changed because of your work in this class. Describe personal and ethical values you have reexamined because of your work in this course. You should present your Final Project as a 12- to 15-page (including cover page, abstract, and references—therefore, approximately 10–12 pages of text), double-spaced, APA-formatted paper. Papers can be longeriflonger if the purpose of the paper is served, but the quality ofideasof ideas and conciseness of the writing should justify the extra length. Also, please proofread yourpapersyour papers to make sure that grammar, punctuation, and other mistakes do not hinder thecommunicationthe communication of your ideas. This paper will display a brief synopsis of the elements that has influenced my moral and ethical development as well as, discuss counseling issues and the ethical codes us ed to resolve the issues, and I will explain how I have changed because of my work in this class. I developed a true sense of right and wrong at an early age, as a kid I was very adventurous and would do things just to see how far my parents, grandparents, or aunts/ uncles would allow me to go before chastisement came into play. I remember one incident as if it was yesterday, when I was seven I would watch one of my eldest aunts obtain a cigarette from the package (Virginia Slims), her lighter, light her cigarette, and began to smoke it; she would make smoke rings for me. One day I decided that I would mimic my aunt’s actions and smoke a cigarette, my grandmother caught me smoking the cigarette. She did not spank me as I thought that would have been a fair form of disciplinary resolution for my actions, she wanted me to know just how unhealthy smoking cigarettes was for me so, she made me call my mother and father, aunts, uncles, and cousins and tell them what I had done. From that moment until now I have never touched another cigarette and that’s when the real less ons of what was right and wrong began. Being the eldest of five children born to a single parent mother I learned at an early age about charity and helping those in need; my mother taught me about sacrifice at an early age even though I did not understand it then I have a firm grasp on the concept of sacrifice in my adult life. Growing up in my grandparents’ home I did not understand the definition of poverty or what being poor really meant because my grandparents were always so eager to feed everyone in the community, it wasn’t until my mother decided that she did not want to live under my grandparents roof and abide by their rules was when the knowledge of poverty settled in; my grandparents were very active in their Christian faith, they believed that God blessed you so, you should be a blessing to others and they always welcomed the needy into their home to share our meals on a consistent basis. My family being my environment has taught me the basics about morals and values; Kohlberg’s Moral Development stages Stage 1 = infancy—the child’s only sense of right and wrong is what feels good or bad; Stage 2 = toddler years—the child learns â€Å"right† and â€Å"wrong† from what she or he is told by others; Stage 3 = preschool years—the child begins to int ernalize family values as his or her own, and begins to perceive the consequences of his or her behavior; Stage 4 = ages 7-10 years—the child begins to question the infallibility of parents, teachers, and other adults, and develops a strong sense of â€Å"should† and â€Å"should not† Stage 5 = preteen and teenage years—peers, rather than adults, become of ultimate importance to the child, who begins to try on different values systems to see which fits best; teens also become more aware of and concerned with the larger society, and begin to reason more abstractly about â€Å"right† and â€Å"wrong.† Read more: Moral Development – STAGES OF MORAL DEVELOPMENT – Lawrence Kohlberg, Mean Example, Morality, and Social – JRank Articles http://psychology.jrank.org/pages/431/Moral-Development.html#ixzz2R8sxnA1w Counseling Issues Duty to ‘Warn and Protect’ not in Texas is one counseling issue that I am concerned about; what concerns me the most about this statue is According to the Texas Laws mental health counselors do not have a duty to warn nor protect third parties or intended victims once a client has made specific threats to harm the individual. This law was designed to protect mental health counselors from being responsible for notifying anyone of intended harm. â€Å"The statue classifies communications between a mental health professional(s) and their client(s) as confidential and prohibits mental-health professionals from disclosing them to the third party unless an exception applies.† (FN17)(Texas Supreme Court, 1999). The exceptions to the law are: â€Å"reporting child abuse or neglect, reporting HIV status to a spouse, medical personnel, or law enforcement, and report imminent danger to police officer if the client poses a threat to him/herself or others.† (The Family Code, section 261.101(a-c) (Texas Supreme Court, 1999). In the case Thapar v. Zezulka, rendered by the Texas Supreme Court in 1999, stipulated that mental health providers do not incur a duty to warn and protect (Dalrymple, 1999; Grinfeld, 1999; Texas Supreme Court, 1999). Specifically, the opinion written for a unanimous court by Justice Craig T. Enoch stated that, â€Å"we refrain from imposing on mental health professionals a duty to warn third parties of a patient’s threats† (FN1) (Texas Supreme Court, 199 9). By implementing several of the Ethical Decision Models (Rational Model, Collaborative Model, and Integrative Model), I believe a peaceful resolution can be accomplished when a counselor is faced with the ethical decision of whether to inform a third party that intended harm has been conveyed. Although the law in Texas states, â€Å"we as counselors are not obligated to warn nor protect a third party,† we can always defer to The Code of Ethics (2005) which states, â€Å"A.1.a. Primary Responsibility: The primary responsibility of counselors is to respect the dignity and to promote the welfare of clients. B.1.c. Respect for Confidentiality: Counselors do not share confidential information without client consent or without sound legal or ethical justification. B.2.a. Danger and Legal Requirements: The general requirement that counselors keep information confidential does not apply when disclosure is required to protect clients or identified others from serious harm.† (ACA Code of Ethics, 2005). Implementing an EDM, making reference to the ACA code of ethics, and consulting with a supervisor/colleagues will help the make a sound and ethical decision whether to warn or protect. Although the law in Texas states, â€Å"we as counselors are not obligated to warn nor protect a third party,† we can always defer to The Code of Ethics (2005) which states, â€Å"A.1.a. Primary Responsibility: The primary responsibility of counselors is to respect the dignity and to promote the welfare of clients. B.1.c. Respect for Confidentiality: Counselors do not share confidential information without client consent or without sound legal or ethical justification. B.2.a. Danger and Legal Requirements: The general requirement that counselors keep information confidential does not apply when disclosure is required to protect clients or identified others from serious harm.† (ACA Code of Ethics, 2005). Implementing an EDM, making reference to the ACA code of ethics, and consulting with a supervisor/colleagues will help the make a sound and ethical decision whether to warn or protect. Client confidentiality is another issue that I think would pose a problem for me as a counselor, upon reading the landmark case â€Å"United States of America, Plaintiff v. Robert Allen Romo (2005).† â€Å"This case arises out of a confession Romo made during a meeting with Donald LaPlante, the Program Director at the Dawson County Adult Correction and Detention Facility where Romo was incarcerated.   LaPlante is a licensed professional counselor whose job included providing inmates with psychological counseling and a host of other duties, ranging from arranging social events to providing classes and acting as a case manager.   Before the meeting that sparked the chain of events leading to Romo’s conviction, LaPlante had provided Romo with mental health treatment during voluntary counseling sessions.† (United States of America, Plaintiff v. Robert Allen Romo (2005) I realized that it does matter to clients if you discuss with them informed consent a nd confidentiality they can still file some sort of legal litigation against the counselor if they felt like the counselor violated any of their rights. Non-sexual relationship is one boundary issue I can foresee (providing counseling services to family members), pg 210. Counseling minors One ethical and legal challenge I think would be an issue for me is confidentiality; â€Å"knowing when and with whom to share the information the minor has shared in the counseling session.† Once you have built a rapport with the client you do not want to betray the trust of the client. The second issue would be parental rights and making sure the counselors has the client’s best interest at hand; when counseling minor clients it is best to make sure everything is explained on the first visit and that both the parent/legal guardian and client understands the details of the informed consent form. Since the laws vary from state to state, I know it would be beneficial for me as a counselor to use the following ACA Codes of Ethics to handle such issues: B.5.b.(Responsibility to Parents and Legal Guardians) states, â€Å" Counselors inform parents and legal guardians about the role of counselors and the confidential nature of the counseling relationship. Counselors are sensitive to the cultural diversity of families and respect the inherent rights and responsibilities of parents and guardians over the welfare of their children/charges according to the law. Counselors work to establish, as appropriate, collaborative relationships with parents/guardians to best serve the client.† (ACA Ethical Standards Casebook, 2006, p.35) B.5.c. (Release of Confidential Information) â€Å"When counseling minor clients counselors seek permission from an appropriate third party to disclose information. In such instances, counselors inform clients consistent with their level of understanding and take culturally appropriate measures to safeguard client confidentiality.† (ACA Ethical Standards Casebook, 2006, p.35)