Critical Enquiry Reflection Sheet Social Work Essay Example

Critical Enquiry Reflection Sheet Social Work Essay Example Critical Enquiry Reflection Sheet Social Work Essay Critical Enquiry Reflection Sheet Social Work Essay The minute of larning that has grabbed my attending in this supervising session is that I need to research and place my pattern model when working bi-culturally with tangata whenua and cross-culturally. During my 6th supervising session my supervisor assessed me utilizing the 2nd direct pattern observation associating to my 2nd learning result to show competence when working with immature people cross-culturally . This appraisal led to treatments around my pattern cross-culturally as I have been closely working with immature people and their households who are of a different civilization from my ain. Besides in my pattern at the curative instruction Centre where I am placed two yearss a hebdomad I am the lone pakeha individual at that place. My supervisor stated in the appraisal that Working in the school scene as the lone female and pakeha individual, has enabled her to place the differences in civilization but besides helped her to work cross-culturally with other staff and clients. Family trial has besides helped her to place countries that need more preparation in . When my supervisor asked me to place how I work bi-culturally with tangata whenua and cross-culturally with clients I was unable to joint easy how I pattern in this scene. My response was that in the alternate instruction scene because I am the lone pakeha individual at that place, I work biculturally and cross-culturally: By esteeming the Maori civilization of the Centre Removing my places when I enter I have had to larn the words in order to take part in the forenoon waiata and karakia I eat my tiffin with the immature work forces and the other coachs each twenty-four hours as sharing nutrient together is portion of the Maori civilization Following on from this I have stated that during place visits with clients and their households I respect the different civilizations ; by taking my places and accepting nutrient and drinks from civilizations where the sharing of nutrient is of import. These responses were really obscure and did non give a clear reply as to how I pattern bi-culturally and cross-culturally. I am cognizant that I have been trained at university to pattern from a bi-cultural and multi-cultural position but I have found it difficult to joint how I do this. As my supervisor has noted I have identified through this supervising session that I need to critically reflect on my pattern cross-culturally and place the countries that I need more preparation in order to go a competent bi-cultural and cross-cultural practician. For the benefit of cross-cultural pattern and working with tangata whenua I as a societal worker demand to recognize that: As a professional assistant, one can experience uneasy when challenged by striking difference is the first measure towards self-reflection. This attitude has a better opportunity of taking to echt adjustment of the client than feigning to be politically right. The creative activity of collegial support constructions and the cultivation of a clime of trust and unfastened sharing within the service puting might promote this attitude, to be affectional in cross-cultural pattern ( Tsang A ; George, 1998, p.87 ) . Looking backward The premises and prejudices that are present in this minute of acquisition is my ain cultural consciousness ; In Tatum ( 2000 ) she discuses the construct of individuality and what it means for the person and how the functions of the dominant over the subsidiary can act upon a individuals position of themselves: This looking glass ego is non a level unidimensional contemplation, but multidimensional. How one s individuality is experienced will be mediated by dimensions of one ego: male or female ; immature or old, affluent or hapless, homosexual, sapphic, bisexual, transgender or heterosexual ; able-bodied or with disablements: Christian, Muslim, Jewish, Buddhist, Hindu, or atheistaˆÂ ¦ ( Tatum, 2000 ) . The function and the devaluation associated with it will differ in relation to the socio-cultural context that the subsidiary person/s and the dominant groups are portion of ( Wolfensberger, 1972, as cited in ( Wills, 2008b ) . Discourses are systemic ways of speaking, discoursing something of significance. They are the effect of a combination of societal, political even economic factors and frequently have voices of authorization . Discourses are frequently informed by beliefs, thoughts and apprehensions that are inexplicit ; taken for grantedaˆÂ ¦even ideologicalaˆÂ ¦Some signifiers of discourse are legitimated and validated but still one can non be confident, and presume that such discourses have become established as a consequence of well-rationalised, carefully researched, developed and strict argument/debate ( Wills, 2008a ) . Looking inward Looking outward Looking frontward I identify to the households that although I am from a different civilization to them I have been university trained to work cross-culturally and I am happy to come in into treatments around what this means for our societal work relation Question building 300 Literature300 In specifying competency one must besides see the significance of civilization. Basically, civilization is understood to associate to some shared elements which connect people in a common manner of sing and seeing the universe. These perceptual experiences of the universe usher daily life, act upon how determinations are made and by whom, and find what is perceived to be appropriate and inappropriate behaviors within any given context ( Connolly, Crichton-Hill A ; Ward, 2005 p.17, as cited in SWRB, 2007, p.5 ) To work with Maori clients the societal worker must aptly understand what Te Ao Maori means, the same goes with working with other cultural and cultural groups. Using Tsang and George s conceptual model of attitude cognition and skills the SWRB created its competency criterions of pattern. To understand what competent pattern for Maori and other cultural and cultural groups means for societal workers in New Zealand I will be critically discoursing in this essay ; what the ANZASW s criterions of pattern are that inform competency and what it means for societal work pattern in New Zealand, I will place and depict the constitutional elements of Te Ao Maori the Maori universe position, critically examine Tsang and Georges conceptual model and use their model to an facet of Te Ao Maori in a pattern scene. Members of the ANZASW are accountable to the association and expected to stay by their policies and processs, competent societal work pattern being one of them, the following 10 criterions for societal work pattern in Aotearoa New Zealand were set and ratified by the National Executive of NZASW ( now ANZASW ) in June 1990: The societal worker establishes an appropriate and purposeful working relationship with clients taking into history single differences and the cultural and societal context of the client s state of affairs. The societal worker Acts of the Apostless to procure the client s engagement in the whole procedure of the working relationship with them. The societal worker s pattern assists clients to derive control over her/his ain fortunes. The societal worker has knowledge about societal work methods, societal policy, societal services, resources and chances. In working with clients, the societal worker is cognizant of and uses her/his ain personal properties suitably. The societal worker merely works where systems of answerability are in topographic point in regard of his/her bureau, clients and the societal work profession. The societal worker invariably works to do the administration and systems, which are portion of the societal work attempt, antiphonal to the demands of those who use them. The societal worker acts to guarantee the client s entree to the Code of Ethics and objects of the New Zealand Association of Social Workers. The societal worker uses rank of the New Zealand Association of Social Workers to act upon and reenforce competent societal pattern. The societal worker uses rank of the New Zealand Association of Social Workers to act upon and reenforce competent pattern ( NZASW, 1993 ) . To exemplify how these criterions for pattern work in professional societal work pattern I will choose one criterion and demo how two facets of the standard apply. For standard four: the societal worker has knowledge about societal work methods, societal policy and societal services, this criterion can be shown in pattern with how Child, Youth and Family services work within a bicultural model and the Treaty of Waitangi: Child, Youth and Family acknowledges its responsibilities and duties to the tangata whenua as a Crown spouse to New Zealand s initiation papers, the Treaty of Waitangi. We are committed to guaranting that services we deliver and purchase are to the full antiphonal to the demands and aspirations of Maori, and that our actions are consistent with the Principles for Crown Action on the Treaty of Waitangi. Our committedness is reflected in a cardinal consequence country improved results for Maori, the confederations and partnerships we have built and go on to further with iwi and Maori societal services groups and communities, our human resource policies, and in our work programme ( particularly the development and execution of a scheme for bettering results for Maori kids, immature people and their households ) ( CYF, 2008 ) . In relation to the societal policy portion of this criterion the CYF s societal workers are cognizant of the statute laws of Aotearoa New Zealand and how other facets of the jurisprudence: Child, Youth and Family s statutory function is defined by the undermentioned statute law: The Children, Young Persons, and Their Families Act 1989 The Adoption Act 1955 The Adult Adoption Information Act 1985 The Adoption ( Inter-country ) Act 1997 ( CYF, 2008 ) . Child, Youth and Family services are an first-class illustration of how an bureau has set guidelines and policies around the criterions set out by the SWRB and ANZASW to implement competent pattern by their societal workers. In the following portion of this essay I will place and depict the constitutional elements of Te Ao Maori the Maori universe position. To understand the Maori universe position we must analyze what are the Maori behavior and behavior in societal relationships or korero tawhito are ; so what the Maori societal constructions of whanau, hapu, iwi mean and what the three categories of Maori society are, and what mana and tapu mean for Maori people who are the tangata whenua of Aotearoa. Korero tawhito are they ways in which Maori behave and behavior themselves in societal relationships: Korero tawhito reflected the idea constructs, doctrines, ideals, norms and underlying values of Maori societyaˆÂ ¦ The values represent ideals, which were non needfully accomplishable but something to draw a bead on to ( Ministry of Justice, 2001, p.1 ) . These underlying values of Maori society are the ways in which Maori people socially interact with each other. The following measure in understanding what the Maori universe position is, is to understand Maori societal constructions: The Maori societal construction was based on decent, senior status and the affinity groupings. Maori recognised four family groups: Whanau the basic unit of Maori society into which an person was born and socialised. Hapu the basic political init within Maori society, concerned with ordinary societal and economic personal businesss and doing basic daily determinations. Iwi the largest independent, politico-economic unit in Maori society. An iwi would be identified by its territorial boundaries, which were of great societal, cultural and economic importance ( Ministry of Justice, 2001, p.2 ) . The kin group a individual belongs to impact their universe position because it influences their topographic point within society. The cardinal constructs of mana and tapu are those which govern the model of Maori society: Mana was inherited at birth, and the more senior the descent of a individual, the greater the mana. Tapu constantly accompanied mana. The more esteemed the event, individual or object, the more it was surrounded by the protection of tapu. The complex impressions of mana and tapu reflect the ideals and values of societal control and duty. The analysis of mana enterprises to place the function of mana in relation to duty, leading and birthright. The scrutiny of tapu illustrated how tapu operated and affected the mundane lives of Maori ( Ministry of Justice, 2001, p.6 ) . In analyzing the elements of Te Ao Maori I have examine the different constructs of Maori behavior and behavior korero tawhito, the Maori societal constructions of family and category and what mana and tapu mean. Theory 300 Standard FOR CULTURALLY APPROPRIATE THEORY/MODEL OF SOCIAL WORK PRACTICE Identifies and is based upon beliefs and values of Pacific Islands civilization. Explains jobs and concerns in a mode that is relevant to Pacific Islands apprehension. Uses Pacific Islands assisting traditions and patterns. Incorporates a Pacific Islands understanding to alter the procedure. Can distinguish facets of the behavior which are associated with Pacific Islands cultural forms from those attendant in dominant palagi cultural readings. Avoids cultural pathological stereotyping. Encompass macro and micro degrees of accounts and intercessions. Incorporates the experiences of the community and persons in New Zealand Society. Can steer the choice of appropriate cognition and pattern accomplishments from other civilizations. ( Adapted from Meemeduma, P. ( 1994 ) . Cross cultural societal work: New theoretical accounts for new pattern, Advances in societal work public assistance instruction, Montash University. ) Ethical motives 300 Skills 300 The Social Work Registration Board of Aotearoa New Zealand released in 2007 a policy statement in respect to the competency of registered societal workers to rehearse societal work with Maori and different cultural and cultural groups in New Zealand. The release of this papers was to put the degrees of competence that are needed for societal workers to work efficaciously in a positive manner to authorise those who are disadvantaged by society.A As Mason Durie remarks, cultural competency about the geting of accomplishments to accomplish a better apprehension of members of other civilizations ( SWRB, 2007, p.5 ) . To be competent when working with other civilizations one must understand the differences and similarities between other civilizations and cognize what is culturally appropriate and inappropriate ; the societal worker needs to esteem the client s civilization and usage resorts available to them to efficaciously work with the client to accomplish the best possible result Bicultural codification of Ethical motives In the following portion of this essay I will critically analyze Tsang and George s ( 1998 ) Integrated Conceptual Framework for Cross-cultural Practice of attitude, cognition and accomplishments. I will make this by depicting the three elements and analyzing these elements by measuring their significance and importance in societal work pattern with mana whenua. To understand what the significance and importance of Tsang and George s conceptual model in relation to mana whenua we must foremost analyze what mana whenua are: Mana whenua ( noun ) : territorial rights, power from the land power associated with ownership and business of tribal land. The folk s history and fables are based in the lands they have occupied over coevalss and the land provides the nutriment for the people and to supply cordial reception for invitees ( Maori Dictionary, 2008 ) . Now we know what mana whenua means the following apart is to depict the three elements of the model: Attitude Commitment to justness and equity Valuing difference Other-directed: Openness to cultural difference Self directed: Critical self-reflection Knowledge Specific cultural content Systemic context of civilization Socialization and internalized civilization Dynamicss of cross-cultural communicating and apprehension Skills Management of ain emotional response Professional intercession within institutional contexts Communication, battle, and relationship accomplishments Specific alteration schemes ( Tsang and George, 1998, p.84 ) . The construct of attitude relates to the societal worker s ain behavior and their usage of ego as a tool when working with clients, the construct of cognition relates to the cognition theories behind cross-cultural pattern and cognition learnt from a practicians ain experiences. The construct of accomplishments relates to the practical facet of working with clients. To utilize the component of attitude when working with mana whenua, one needs to be cognizant of their ain restrictions, deficiency of cognition and apprehension of other civilizations: This consciousness has both autonomous and other-directed deductions. The other-directed look of this consciousness is an openness to cultural difference and a preparedness to larn organize a client. Such openness is based on recognition and positive respect for the cultural differences that exist between the client and the practician, regard for client civilizations, and preparedness to suit alternate universe positions or ways of life. The autonomous look of this consciousness is a preparedness to prosecute in self-reflection, including the scrutiny of possible cultural prejudices, premises, values, and one s emotional experience and comfort degree when challenged with difference ( Tsang and George, 1998, p.84 ) . For a societal worker to be cognizant of their ain restrictions and deficiency of cognition is the first measure in set uping a working relationship with mana whenua, their ain ability to admit the differences and similarities between their ain civilization and their client s civilization is a immense constituent of their attitude when working with their clients. Supervision is needed in this context for the societal worker to be able to discourse with others their ain contemplations and feelings associated when working cross-culturally, for personal and professional growing. Knowledge is the following component in which the cross-cultural pattern model discusses the four elements of cognition: We can place four countries of cross-cultural cognition. First is the cognition of specific cultural content as captured by the cultural literacy theoretical account. In understanding with Dyche and Zayas ( 1995 ) , it is likely non realistic to anticipate cros0cultural practicians to be knowing in a big figure of cultural systems. It may be more practical for practicians to concentrate on the other three sorts of cognition: the systemic context of civilization, socialization and internalized civilization, and the kineticss of cross-cultural communicating and apprehension. Consistent with an ecological position adopted by many societal workers, cross-cultural clinical pattern is understood within the broader systemic context of current structural inequalities, racial political relations, histories of colonisation, bondage, and other signifiers of racial subjugation ( Tsang and George, 1998, p.85 ) . For a worker to work efficaciously cross-culturally they must understand and hold cognition of other civilizations, historically, ethnically, their value and belief systems, their imposts and daily life. To hold a comprehensive apprehension of a client s entire life and life experience a practician must hold an grasp of the effects of their socio-political systems. In this context in New Zealand it would be effectual for societal workers working with mana whenua to hold cognition of the Treaty of Waitangi and what it means for Maori people and the political facets that go with it. The concluding component of Skills in Tsang and George s theoretical account related to the specific skills a societal worker demands when working biculturally with the mana whenua and cross-culturally: Social work accomplishments are specific classs of action taken by practician to accomplish positive alterations needed by their clients aˆÂ ¦ Appropriate attitude and cognition in cross-cultural pattern, hence, must be translated into specific professional behavior which addresses practician, client, institutional and contextual worlds. A assortment of accomplishments have been recommended by writers in cross-cultural pattern, covering professional behavior within institutional contexts ; communicating accomplishments, specific questioning accomplishments such as ethnographic interview, relationship-building accomplishments, and alteration schemes ( Tsang and George, 1998, p.85-86 ) . Practice accomplishments can non be effectual without the societal worker holding a sound apprehension of cognition and the appropriate attitude when working with mana whenua. Skills are the practical constituent on Tsang and George s theoretical account, and when working with mana whenua the practician must utilize the appropriate accomplishments from their cognition base for their work to be effectual. Their interactions with their clients are an of import portion of their function as a societal worker. Mana whenua need societal workers with the specializer cross-cultural accomplishments. In this portion of the essay I have examined Tsang and George s theoretical account of attitude, cognition and accomplishments by depicting the three elements and analyzing the elements by measuring their significance and importance in societal work pattern with mana whenua and other civilizations. Evidence 300

How to Become a Cytotechnologist

How to Become a Cytotechnologist If you’re less interested in seeing the world through rose-colored glasses than through a microscope, cytotechnology might be the right career path for you. Cytotechnologists analyze cells taken from patients (for example, lungs and reproductive organs) to check for abnormalities or disease. Cytotechnologists can play a crucial role in the early detection and treatment of illnesses like cancer. The Day-to-DayCytotechnologists are part of the behind-the-scenes healthcare team. They take cell specimens collected by other technicians, analyze the cells, and pass their reports on to a pathologist, who makes a final determination and diagnosis. The cytotechnologist provides essential information that can make all the difference for finding and treating diseases early. And as tests and equipment get more advanced and can screen areas of the body that were previously inaccessible, the cytotechnologists are an essential link to connecting that information hiding in the body to a concr ete diagnosis and treatment plan.Cytotechnologists typically work in hospitals or medical laboratory settings, though they might also go into private industry and work as part of a commercial research lab. Because of the collaborative nature of testing and extrapolating test results into diagnoses, cytotechnologists usually work hand-in-hand with pathologists and their teams. Cytotechnologists work fairly standard full-time work weeks, but may find themselves on call on weekends or evenings depending on their employers’ needs. (For example, cytotechnologists working in a hospital may need to work shifts due to the round-the-clock nature of patient care.)For more on what it’s like to be a cytotechnologist, check out these videos:SOMC Odd Jobs – CytotechnologistUNMC Cytotechnology TestimonialThe RequirementsBecoming a cytotechnologist requires a pretty significant educational commitment. Cytotechnologists have a minimum of a Bachelor’s degree (usually with a focus on undergrad science and math coursework like chemistry, anatomy, physiology, statistics, and biology) with an additional certificate from an accredited cytotechnology program. Postgrad cytotechnology programs typically last a year, and include clinical training. In addition to the education and training, cytotechnologists may also need to be certified. Be sure to check your state’s requirements on certification.The PayCytotechnologists bring a lot of technical training and expertise to the table, so the compensation reflects that. Cytotechnologists earn a median salary between $61,235 and $71,261 per year (depending on experience and seniority).The OutlookAs medical issues like cancer and type II diabetes affect more of the population, medical professionals who work in the diagnostic arena, like cytotechnologists, are expected to be in greater demand. The U.S. Bureau of Labor Statistis predicts that the cytotechnology field will grow by more than 16% by the year 202 4.Interested? APPLY HERE

Frozen 13;20-17;00 Essay Example | Topics and Well Written Essays - 750 words

Frozen 13;20-17;00 - Essay Example When she accidentally harms her own sister, Anna, with the power, she is forced to spend a life of isolation, hiding the secret from her sister. During this ordeal, further tragedy strikes as their parents die in a shipwreck. When Elsa comes of age to take the throne, she accidentally loses control of her power again and turns the whole town into ice and runs away. What follows after is the struggle of the younger sister Anna, to find her sister and bring her home. The song shows the naà ¯ve optimism and happiness of Anna for the coronation day. She is shown celebrating and roaming around the courtyards relishing over the fact that both sisters, who had kept themselves isolated from the outside world, finally get to meet and talk to people. The song shows Anna’s delight over the socializing. In the same song, when the third verse arrives and focuses on Elsa, Elsa is shown to have a completely opposite reaction towards coronation. She sings in a counterpointing melody, expressing her fear about her powers. The song is cut off in between in the end as Anna crashes into a horse. The soundtrack is a fluffy and nicely light accompaniment to the scene that it is featured on. While the songs look perfect with the plot itself, on its own, it falls flat. While it is unfair to separate the music from the story, analyzing it is more important. The song has a few evident poor decisions of performance, for example before Elsa orders to open the gates, there is a ham-fisted pause, and then Anna follows it with meaningless harmonization. This makes the song go sliding downhill and land face-first on mud. The music itself is obstinately and ironically derivative, employing the use of a ballad with the combination of uplifting strings and piano, that seems as if it has only been made to sell copies. Disney sticks to its Broadway-like musicals which is clearly evident in this song as well. Keeping the quality of the music aside, the song has its positive

Economics and the Governement Essay Example | Topics and Well Written Essays - 2500 words

Economics and the Governement - Essay Example The government has therefore developed a very extensive and comprehensive plan which seeks to achieve a clean energy future. In a way, the Bill is very clear and concise both from an environmental and economic perspective. The development of this bill was basically a response to the growing concern over climate change especially by international bodies. It is nevertheless realized that Australia is responsible for only 1.5% of the total Greenhouse gas (GHG) emissions in the world. However, on scientific grounds, this is not a justification for a slow approach in addressing climate change. In any case, the effects of global warming will be realized by all countries irrespective of their contributions to the whole problem. As such, governments across the world have been enacting such legislation to ensure a reduction in GHG emissions. Australia is one of the largest CHG per capita emitters which create an even greater need for the country to enact and implement a number of domestic leg islation geared towards mitigating emissions (Lockie, 2012). Carbon Price The bill established a fixed carbon price of $23 per ton which falls squarely on some of the largest GHG emitters from 2012 to 2015 after which the price of carbon will basically be flexible through a trading scheme with the market forces being the biggest price determinants. As a result of the increase in the price of carbon, there is a subsequent increase in the prices of carbon-intensive goods and services. Due to these increases, many producers and consumers will be compelled to seek for cheaper alternatives to the carbon-based products. Indeed, according to basic economic theory, there must be a great reduction in the consumption of carbon based products as long as substitutes are available. In a way, this scheme is very successful since the government sets a limit to the annual GHG emission which can always be achieved (Considine, 2012). Indeed, the Carbon Price Mechanism (CPM) is important in a number o f ways. Under the initial flexible price model, there is price certainty since most of the affected parties can accurately predict how much the carbon emissions will cost them for the three years period under operation. In the same way, all the parties down the supply chain of carbon consumption also have a three year period to determine the cost of their emissions. While the initial period focuses on price certainty, the second stage is basically geared towards addressing emission certainty. As such, from 1st July 2015, the government will actually regulate the number of permits given each year so as to cap the country’s net emission. More importantly, considering the few number of permits which shall be granted, they will be auctioned in the market and their prices will therefore be determined by the market forces. With a reduction in the number of permits, companies will definitely a have motivation to trade the excess permits for profits. Under the CPM, a liable entity is one who has an operational control of the facility which is emitting the gasses (Simon, 2011). It is presently estimated that much of the net national emissions results from electricity generation which accounts for 37 percent while industrial fuel consumption accounts for 17 percent. Agricultural and transport have a cumulative

Thoreau and Martin Luther King, Jr. Essay Example for Free

Thoreau and Martin Luther King, Jr. Essay . Drawing on Thoreau and Martin Luther King, Jr., defend or attack the practice of â€Å"Civil Disobedience† in a democratic society such as ours. Civil disobedience is not only a crucial tool that the masses use to express their grievances against an unjust government, but it is a necessity for the social health of any society.   Citizens can only respect a country worthy of respect, with or without rule of law dictating behavior.   The rule of law may retain order, but may also be seen as unjust or unnecessary by those are forced to submit to it.    Since Thoreau’s treatise on civil disobedience, nonviolent protest has been used by many movements such as the civil rights movement to affect change, and must continued to be employed as a tool to ensure that people retain the power over the government. Civil disobedience has been a successful tool in initiating change in many countries, including the United States.   Civil disobedience is generally comprised of a majority group that represents the voice of those who are adversely affected by injustice and is mostly nonviolent, usually in the form of protesting.   Henry David Thoreau discusses the subject of civil disobedience when talking of his own efforts to make a nonviolent protest:   â€Å"All men recognize the right of revolution; that is, the right to refuse allegiance to and to resist the government, when its tyranny or its inefficiency are great and unendurable† (Thoreau). When a government or ruler fails to treat all citizens equally, citizens must mobilize to voice grievances when they decide that the governmental system is not ideal.   Analysis of the history of civil disobedience reveals that leaders of such movements have always advocated against violence, preferring peaceful measures as a main weapon.   Peaceful weapons have been proven more effective in changing the systems and achieving national and individual freedom.   Civil disobedience utilizes a system of protests, from boycotts to strikes, that always seek to remain true to non-violent ideals.   The ultimate goal of civil disobedience is to initiate systemic change. Civil disobedience is driven by a motive of correcting the wrongs and demand for equality and justice. Unlike other movements, the motive of civil disobedience is not to dictate or oppress others.   It is a system of protest, driven more by intelligence than force.   The question of attacking or killing has no place in civil disobedience, which aims at willingly and peacefully breaking the law.   As a civil disobedience movement gathers momentum, the government it is opposed to is bound to be crippled and ruptured, and ultimately changed by the movement.   During the twentieth century, this was used successfully in India to liberate the country from colonial rule. Indian spiritual and political leader Mahatma Gandhi believed in Satyagraha, the philosophy of non-violent resistance.   He used it to drive the most powerful empire in the world out of his country, achieving independence and proving to the rest of the colonial world that peaceful resistance could initiate change.   Gandhi passionately advocated nonviolence and peaceful protesting, and provided guidelines on civil disobedience.   Some of Gandhi’s guidelines included that resisters would harbor no anger, or suffer the anger of the opponent, putting up with assaults, though never retaliating. Civil resisters would not submit, out of fear of punishment or the like, to any order given in anger, and they would also accept arrest, the loss of property, and adherence to all other laws as dictated by authorities.   However, if a civil resister has any property in is possession as a trustee, he will refuse to surrender it, even though in defending it he might lose his life.   He will however, never retaliate, insult his opponent, nor submit to the pomp and circumstance accompanying allegiance to the government being opposed. And, as part of Gandhi’s guidelines, a civil resister will even protect opposing authorities from any violence that might be perpetrated upon them (Gandhi).   With Gandhi’s guidelines for civil disobedience, one can clearly see that rule of law is a careful consideration to those wishing to peacefully affect change.   Only decades after Gandhi’s successful campaign of nonviolent civil disobedience against the British, in the United States, Martin Luther King inspired millions of African Americans to employ civil disobedience to achieve equal rights. Martin Luther King adhered to Gandhi’s guidelines for civil disobedience to protest segregation and helped ensure equal rights for African Americans in the process.   King espoused his philosophy on civil disobedience in a letter he wrote sitting in a Birmingham jail.   The religious leaders who opposed the peaceful demonstrations in Birmingham representing various denominations united in disapproval stated their belief that protestors should not break local laws while demonstrating for their cause. Dr. King replied to this charge with a powerful question about justice:   â€Å"One may well ask, ‘How can you advocate breaking some laws and obeying others?’ The answer lies in the fact that there are two types of laws: just and unjust.   One has not only a legal but a moral responsibility to obey just laws.   Conversely, one has a moral responsibility to disobey unjust laws.†Ã‚   He supports this in later paragraphs by suggesting that the Constitution represents a just law that has been unevenly applied, allowing the unjust laws of segregation to remain in force and leaving a blot on the absolute fairness of our founding principles. Written from jail after King was arrested for practicing civil disobedience, a ‘Letter from Birmingham’ espoused his views on rule of law that enabled social injustice and how it must be opposed: â€Å"In   any   non   violent   campaign   there   are   four   basic   steps: collection   of   facts   to determine   whether   injustices   exist, negotiation, self-purification   and   direct   action. We have gone through all these steps Birmingham. There   can   be   no   gainsaying   the   fact that   racial   injustice   engulfs   this   community. Birmingham   is   perhaps   the   most thoroughly   segregated   cities   in   the   United   States. Its ugly record of brutality is widely known. Negroes have experienced grossly unjust treatment in courts. There   have   been more   unsolved   bombings   of   Negro   homes   and   churches   in   Birmingham   than   any   other   city   in   the   nation. These are hard brutal facts of the case. On   the   basis   of   these conditions, Negro   leaders   sought   to   negotiate   with   the   city   fathers, but   the   latter consistently   refused   to   engage   in   good-faith   negotiation† (King). To King and other civil resisters, it   is   the   right   of   every   individual   to   fight   for   justice   and equality by   the   virtue   of his   very   birth, putting it forever opposed to any rule of law considered unjust.   And, as Dr. Kings bedrock principle was nonviolent social change, he and his followers were beaten, blasted with fire-hoses, and jailed without ever striking a retaliatory blow.   Their willingness to suffer the consequences of their actions showed an admirable respect for the rule of law in America.   The letter states, One who breaks an unjust law must do so openly, lovingly, and with a willingness to accept the penalty. I submit that an individual who breaks a law that conscience tells him is unjust and who willingly accepts the penalty of imprisonment in order to arouse the conscience of the community over its injustice, is in reality expressing the highest respect for law (King).   By paying the price for civil disobedience, the Birmingham protestors were able to take the moral high ground from those who hid behind the strict interpretation of the law.     While Dr. King is sure to warn against anarchical views of his statement to disobey laws, his argument against following unjust laws is sound and easy to understand. Injustice and inequality can exist under rule of law, and civil disobedience is the best non-violent way to oppose the responsible government.   While breaking any law is technically outside the rule of law, civil disobedience cannot be considered consistent with true unlawfulness.   Lawmakers are not always sane, equal, or fair, and often prone to error in framing laws, and civil disobedience is the best way to use the law by breaking it. While   civil   disobedience   is   not   consistent   with   the   rules   of   law, injustice and inequality seems to continued unabated, and the natural right of an individual is to oppose such laws.   Civil disobedience will remain an effective method of opposing rule of law considered unjust, though determining justice may prove to be the most difficult part of the process, as well as the most important. Works cited: Gandhi, Mahatma. Nonviolent Resistance. 1961. King, Martin Luther.   â€Å"Letter from a Birmingham Jail [King Jr.].† African Studies Center – University of Pennsylvania. 16 Apr 1963. 25 Apr 2008. http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html. Thoreau, Henry D. â€Å"Henry David Thoreau’s ‘Resistance to Civil Government’ (1849) or, ‘On the Duty of Civil Disobedience’.† The Transcendentalists.   2008.   25 Apr 2008 http://www.transcendentalists.com/civil_disobedience.htm.

The Diary Of Anne Frank By Anne Frank :: essays research papers

In 1942, when the Nazi's began to invade their country, the Frank family went into hiding in an attic of a warehouse. The Franks' daughter, Anne, kept a diary through out their horrible ordeal. Minutes before the Frank's were captured in their hiding place after a two-year stay, Anne wrote in her diary the words, 'In spite of everything, I still believe that people are really good at heart.'; Even though Anne suffered so much her courage and character only grew stronger.   Ã‚  Ã‚  Ã‚  Ã‚  Before Anne Frank went into hiding, she led a blissful and joyous life. She was always surrounded by friends and her family was well to do. She was torn away from her happiness and placed into the harsh and cruel reality of the Nazi agenda at only thirteen years of age. All this only because she was Jewish. She stayed locked up in the attic of the warehouse for almost twenty-five months, never being able to step outside. Such repression and life of fear would make almost any teenager completely depressed and more miserable that words could express. However, Anne managed to keep hope for a better tomorrow and her respect for the human race.   Ã‚  Ã‚  Ã‚  Ã‚  Anne made a very powerful statement in her last words. To truly believe such a thing after being abused by the Nazis is quite remarkable indeed. I am very sure that most people, including myself, would have thought that the world was a completely corrupt and humans are naturally cruel if they'd have gone through such times. I believe that Anne has the ability to say such a thing because of her great unselfishness and love for all of G-d's creatures. I also believe that if Anne could have written in her diary after she had gone to the concentration camp, she would have said the exact same thing.

I Choose You

What’s holding you back? Who do you really want to be for the rest of your life? What course will you take then? These are the questions that some high school sstudents encounter. At some point in our high school life, we thought deeply on what course to take in college. We spent hundreds of hours thinking about that one decision that could change us forever. This may be the hardest decision a teenager could ever make because their whole life will reflect on that decision. But who really gets to decide regarding these matters?Is it our paren't or our personal decision? Paren'ts choosing their son/daughter’s career for them have been evident for the past years up until now. What happens to our decision then? Nothing. Those long hours of thinking have gone to waste. Although parent's know what is best for their children, their interference with choosing course in college should be stopped because it hinders freedom, wastes effort and holds back happiness. â€Å"Mothers k now best† is a quotation that has been famous for generations. Before children could actually think for themselves, their parent's decide for what is right and just for them.Paren'ts would only give their best bets and try hard to make the right choices for them. It’s a paren't’s obligation to do so for the first few years of their children’s lives. But does the same principle apply in making a decision on what career path to take? Many parent's questioned the ability of the youth to decide for themselves. According to statistics, only 4% of the teenagers belonging to families that didn’t encourage them to even attend college decided to pursue higher education. On the other hand, 41% of the sstudents belonging to families that not only encouraged but also pushed them to take certain courses chose to do so.This statistics has shown that teenagers are incapable of deciding for themselves. Their way of thinking may still be unfit for the situation.. (W illiam 2010). But still, this doesn’t justify the questionable system of having our parent's decide what career we should pursue. This is because first of all, it hinders one’s freedom. According to an essay, people are generally given the right to livelihood. This is because no one could live without it. If this is so, then, as representatives of oneself, one should have freedom to choose whatever career path to take. The youth of today aspires so many things.However, these aspirations only turn to crushed dreams because parent's want them to fulfill their very own crushed dreams. This is usually the case why parent's restrict their children to only take a certain course (Studymode. com 2011). According to another essay, everyone has the right to freedom. This includes the youth in the sense that they are supervised by their parent's until a certain age when they are fully capable of being responsible for one’s decision. They should be free to explore and learn more than what he/she set out to learn in the first place.Controlling the decision of one’s child in only creating boundaries for learning. Time will come when they have to choose their own career and by then they must’ve developed judgmental qualities to help them choose a better option for them. This way, they have the freedom to express and recognize their talents and potentials that would lead them to a better future (EzineMark. com 2009). Second, it could result to a waste of energy, money, effort, but most importantly, time. Time is the only thing in this world that we could never get back once it passes.Taking a course that is only preferred by our parent's could make the most out of our great time as a youth go to waste. According to an article, one good example of course that is mostly taken by sstudents because of their parent's is nursing. They push their children to take up nursing because they hope that their son/daughter would be able to get a high payin g job in countries that has high demands for nurses like the United States (WordPress 2008). According to Shepherd (2009) the nursing course nowadays dramatically decreases it’s number of sstudents per year.According to real life situations, former nursing sstudents shift to other courses like fashion and pharmacy. Sometimes it may also become a sense of insecurity. Some nursing sstudents complain on how some of their other university friends are discussing a case study in criminal law while they’re stuck in something they don’t prefer just because someone won’t allow them to drop it. It is evident that most of the sstudents who dislikes their given courses result into shifting. This way, a lot of energy, time effort and money have gone to waste. Third, the child would be unsatisfied.This is a common situation nowadays. According to a journalist, every paren't wants his or her child to be successful. This is the reason why they choose their childrenâ€⠄¢s career for them. They demand them to take up something that may not be in their field of interest even if the child could only learn in a trial-and error basis (Anamika 2013). According to an article, there are a lot of cases where the paren't and the child would totally disagree with one another regarding what career to pursue. Paren'ts often prioritize the career where the child could succeed economically.This career is usually way different from the interest of the child. Paren'ts do decide for what’s economically and financially best for their children. However, children consider interest and skills as elements of success more than financial or monetary gains. If you push a child in to something that he is not interested in and at the same time may be beyond his capabilities, he might be pressured to take that course. And in the end, it may only result to failure, frustration and depression (SoundVision 2010). There’s nothing wrong with parent's wanting their c hildren to be successful.

Driving is Your Responsibility: Modules on Driving

Also, that a 16 year old risk of getting in car accident is higher then any other age group. If you do not have your permit, please provide the last four digits of your social security number so that your teacher can issue your drug and alcohol certificate. My last four digits are: Module 2: The Driver: Describe three aha moments that you had as you worked through Module Two. 1 . That we have two different type of vision central and peripheral. 2. â€Å"Aim high and look ahead, don't look down† This is important because we can spot curves from far 3.When I found out you must have a optimistic attitude to drive but not too pessimistic cause if you're to optimistic you can be a bad driver. How will this information affect you as a driver now and in the future? (2-3 sentences) This information will affect me as a driver because if I follow these rules I can be a good driver. If I don't follow these rules I can cause serious accident that may result in my death or someone else dea th. Module 3: Natural Forces Affecting the Driver 2. Inertia- When a object is at rest it will remain at rest.While an object in motion will remain in motion in the same direction unless a force touch it. 3. Potential Energy- Its energy an object already has in it self. 4. Kinetic Energy- The energy made while an object is in motion. 5. Friction-Its the restraint between the movement of two surface in contact. 6. Traction- Traction is always affected by friction someway somehow. 7. Centrifugal Force- The opposite of centripetal force. It doesn't seek to be in the middle. It also increase a person acceleration. 8. Centripetal Force-Its a force that seeks to be in the middle. 10. Force of impact- Is the force made when objects meet.Module 4: Signs, Signals & Pavement Markings 1. Explain the purpose of the following A. The difference between solid and broken lines is: In a solid line you can not pass over it while on a broken line you may pass over it. B. Yellow lines (broken or solid) indicate what type of traffic flow: The yellow line indicates where the center of a two way traffic is at. You may cross over a broken yellow line but you can't cross a solid yellow line. C. White lines (broken or solid) indicate what type of traffic flow:White lines tells you which way traffic is traveling in your direction. 2.Observe and describe the different signs in YOUR city. Give specific examples of each (include color, shape, what the sign is for, etc. ). A. A regulatory sign: A speed limit of 35. Its a white rectangular shape sign. B. A motorist services sign: A hospital sign. It's a blue square sign with a capital H in the middle. C. A recreational sign: A recreational sign is brown and rectangular. A sign indicating to the Florida everglades. D. A sign that you know what it means because of its shape: A triangle sign is telling you to yield. 3. Explain 3 interesting or important facts from Module 3 and 4.A. An interesting wing I learn is that driving and physics are int erconnected. 8. 1 realize that the shapes and colors off sign tells you a lot about its meaning. C. An important fact I learn is that you can always drive over a broken but never a solid line unless there is hazard in the way. Module 5: Laws and Rules of the Road Create a car saying (Bumper Sticker) or a Road Sign (Billboard) that would describe one main point you learned in Module 5. This is an example off bumper sticker from a former student: the right speed is always a good deed. Enjoy your ride and don't collide! 1 . What would yours say? Don't be afraid to cease. Drive with ease. 2. How would it look? It would be on a neon green rectangular sticker with the saying in big bold black letters. 3. Now, write at least one paragraph (5 sentences or more) which explains why you thought this would make a great bumper sticker or billboard, and how it summarizes the information you learned in Module Five. I thought this would make a great bumper sticker because it's a very catchy phrase. When somebody read it. It will stay in their mind because its simple and catchy.This phrase summarizes this doodle because when driving you must remember all the laws and regulations the state of Florida may have. A driver can't be afraid to slow down or stop while driving when it is necessary. Plus a good driver must drive with ease meaning he has to drive with confidence. Module 6: Effects of Alcohol and Drugs Some day you might find yourself in a dangerous driving situation because of drugs, alcohol, or extreme drowsiness due to medication. Talk to a parent or guardian about what they would like for you to do if you find yourself in this situation.Answer the following questions in one or more complete sentences. . Explain three ways you can get home safely, without getting behind the wheel, if there are drugs or alcohol in your system. A. Let a friend who is sober give you a ride home. B. Call a taxi to take you to your destination. C. Call your mom and/or dad to pick you up eve n if you may face consequences its better then driving home intoxicated. 2. Explain three ways you can get home safely if the friend you rode with has drugs or alcohol in his system and you prevent him from getting behind the wheel. A. Take away their car keys and drive them home. B.Call his/her parents to pick him/her up. C. Use public transportation. 3. What would your parent/guardian want you to do? My parents would rather me to contact them to pick me up from my destination. They rather pick me up intoxicated then get a phone call from the police saying I kill somebody or myself because I was drinking and driving. 4. Look up and list the number of a local taxi or car service in your community. Include the company name and telephone number. Module 7: Collision Costs and Preventions There are many costs associated with owning and driving a car. The purchase of a car is only the beginning.There are maintenance costs, fees, tolls, taxes, fuel and insurance. For the next few question s, you will explore these costs by talking to a parent or guardian about your driving responsibilities. 1. Will I have a vehicle of my own to drive, or will I share? My vehicle would be shared with my parents. 2. Who will pay for the insurance and gas? My parents would pay for my car insurance and gas until I get a Job. 3. Contact your family car insurance company to obtain a cost estimate. How much will you be expected to pay monthly or annually? My parents would be expected to pay 175. 3 a month. . If you drive 50 miles each week and your car gets 25 miles to the gallon with gas costing $4. 00 per gallon, how much gas will you have to buy? I would pay $8. 00 a week. 5. If you get paid $8. 00 per hour at your Job and insurance is $200 a month, how many hours will you have to work to pay for insurance? I would have to work 25 hours. 6. Will your parents set restrictions on your driving such as the hours of the day you can drive or how many passengers you can have in the car? If so, please include restrictions. My restrictions would be that I'm allowed to drive am to pm.Plus I'm to allowed to have friends in my car. 7. Will your parents allow you to drive to school, work, on major highways, how far from home can you drive? Please include where you will be allowed to drive. I would be able to drive to school and work when I do get Job. 8. Never text and drive! Discuss with your parents the use of your cell phone when driving. Explain to them the one situation when it would be appropriate to talk on your cell phone. Then write the situation you spoke with them about. It would be appropriate to talk to my parents when I am park. Never answer my phone when I'm riving.Module 8: Substance Abuse Choose one option to complete your 5-8 sentence paragraph in this section. Imagine a close friend is planning to go out and celebrate this weekend. You know your friend intends to drink and may experiment with drugs. You are not only concerned for her well-being but also worri ed that she might get behind the wheel and drive. Using the information you learned in module 8, write a paragraph persuading your friend to make safe choices. List at least 3 dangers she may face and 2 alternatives for her to safely and legally enjoy the celebration. Dear Friend,

The Works of Kate Chopin essays

The Works of Kate Chopin essays Women writers in the late 19th century struggled with their voices, their characters, and their writing, just as all writers do. However, many also had to struggle to be taken seriously by predominately male publishers, and such was the case with Kate Chopin. Throughout her career, "Chopin wrote three novels, eighty-five short stories, twelve essays, twenty-five poems, and one play, although she never earned enough money to support herself from her writing" (Nelson, 1995 p. 234). The key here is "support herself." It is still quite difficult to support oneself from fiction writing, and Chopin encountered this throughout her career. Quite simply, short stories sold more quickly than novels, and took less time to write, so Chopin could create more marketable works in a shorter amount of time, and see the monetary results much sooner than she would from a novel. As one writer noted, "The market for conversion and happily-ever-after stories for Christmas and Easter was immense. It was also one of the best sources of income and recognition for professional writers" (Toth, 1999 p. 125). Indeed, Chopin consistently made more money from her short stories than her novels. She received only $102 as royalties for "The Awakening," but at the same time was earning as much as $50 for only one short story (Toth, 1999 p. 229). Historian Toth continues, "Magazine editors in the 1890s, all of them white, liked stories of unequal relationships between blacks and whites in which, for instance, the black character sacrifices for his or her 'white folks'" (Toth, 1999 p. 169). Fiction was exceedingly popular in women's magazines of the day, and as more magazines sought to capitalize on the women's market, more fiction was needed to fill their pages, and so the opportunities for short story writers were quite good. Good Housekeeping was quite consistent with other women's magazines of the ...

Top 25 US Colleges for Geology Ph.D. Studies

Top 25 US Colleges for Geology Ph.D. Studies Where did most geology professors get their Ph.D.s? Of the teaching faculty of American universities, a study by the American Geological Institute found that an overwhelming 79 percent earned their geoscience doctoral degree from just 25 institutions. These same schools granted 48 percent of the doctorates held by all faculty at the time of the survey. Here they are, ranked from first to last, with their current post-graduate degree programs. This is not the only way to rank colleges, but these ones are all top-notch. In some cases, the doctoral program may no longer by offered by the institution. 1. Massachusetts Institute of Technology  Department of Earth, Atmospheric and Planetary Sciences (EAPS) offers undergraduate, graduate, and postdoctoral programs. They have an active professional organization of graduate students, the EAPS Graduate Student Advisory Committee. 2. University of California, Berkeley  Department of Earth and Planetary Science offers Master of Arts and doctoral programs. 3. University of Wisconsin, Madison  Department of Geoscience offers Master of Science and Ph.D. degrees. 4. University of Washington  Department of Earth and Space Sciences offers Master of Science and doctoral programs. 5. Columbia University  Department of Earth Environmental Sciences offers a Ph.D. in Earth and Enviromental Sciences and a Masters degree in Climate Society. 6. Stanford University  Department of Geological Sciences offers M.S., Engineer, and Ph.D. degrees. 7. Pennsylvania State University  Department of Geosciences offers M.S. and Ph.D. degrees 8. Harvard University  Department of Earth and Planetary Sciences admits students for the Ph.D. degree only. 9. University of California, San Diego  Scripps Institution of Oceanography offers three Ph.D. programs, including Geosciences of the Earth, Oceans, and Planets. 10. University of Michigan  Earth and Environmental Sciences has a Ph.D. program. 11. University of California, Los Angeles  Earth, Planetary and Space Sciences has M.S. and Ph.D. programs in Geochemistry, Geology, and Geophysics Space Physics. 12. California Institute of Technology  Division of Geological and Planetary Sciences has a doctoral degree program and you may also be awarded a masters degree en route. 12.  University of Illinois (tie) Department of Geology offers M.S. and Ph.D. degrees and notes that the oil and gas industry aggressively recruits in Illinois. 14. University of Arizona  Geosciences department offers M.S. and four-year Ph.D. programs that are research-based. 15. University of Minnesota  Department of Earth Sciences - Newton Horace Winchell School of Earth Sciences 16. Cornell University  Earth and Atmospheric Sciences has a Geological Sciences field with Master of Engineering, Master of Science, and doctoral degrees. 17. Yale University  Department of Geology Geophysics has only a Ph.D. program. 18. University of Colorado  Geological Sciences offers Masters of Science and doctoral degrees. 19. Princeton University  Department of Geosciences offers only a Doctor of Philosophy degree. 20. University of Chicago  Department of the Geophysical Sciences offers a Ph.D. program. 21. Oregon State University  College of Earth, Ocean, and Atmospheric Sciences offers M.S. and Ph.D. degrees. 22. Johns Hopkins University  Morton K. Blaustein Department of Earth Planetary Sciences offers a doctoral program. 23. University of Texas, Austin  Department of Geological Sciences 2 3.  Texas AM University (tie) Department Geology Geophysics offers Master of Science and doctoral degrees. 25. Ohio State University: No longer lists a doctoral program, but offers BS and BA in Earth Sciences. Thanks to the American Geological Institute for this information, reported in Geotimes May 2003.

Alzheimer's disease Essay Example | Topics and Well Written Essays - 250 words

Alzheimer's disease - Essay Example It has a slow development and normally starts after the age of sixty (Medline Plus, 2010). The short-term memory is disturbed while long-term memory is still there. The patient starts losing control over his language, reading and writing skills. He begins to forget the names of acquaintances, relatives or even members of the family. When the disease starts getting worse, the patient may even forget how to eat, drink or go to toilet. Stage 1, mild stage, has symptoms like losing way, trouble in calculating bills, asking something repeatedly, taking longer to perform daily tasks, putting things in weird places, and showing attitude problems. Stage 2, moderate stage, shows symptoms like requiring assistance in performing daily tasks, forgetting recent happenings and acquaintances, mixing up distant past with recent past, having language problems, and wandering away. Stage 3, severe stage, has symptoms like being unable to feed oneself, control bowel and urinary movements, speak, read, w rite or recognize members of the family. Memory vanishes away totally (American Health Assistance Foundation, 2010). References American Health Assistance Foundation. (2010). Alzheimer's symptoms & stages. Alzheimer’s Disease Research.

Aggregational role of voting and majority rule Essay

Aggregational role of voting and majority rule - Essay Example Majority voting is a process that does not consider consensus during election. Its ideology is the majority number of people have a final say to determine the decision to be undertaken. Majority voting does not allow for compromise. This is a useful factor in decision making for such matters as those of technicality than just face reasons fuelled by emotion, impulse and personal interest (Emerson 1994). Majority rule inspires alliance building. It encourages challenges amongst these groups and brings out the best qualities in the final choice. This is because competition among coalition pushes for the most refined options compared to its alternatives. Challenges as these are useful in avoidance of situations where there is ‘tyranny by the majority’ to pursue their own personal interests. Alliances formed by the minority have been known to watch dog over the welfare of the society in frameworks like this. The election process requires that the community be informed on alt ernative sets than all other individuals. Final decisions made are resourceful and useful for incorporating collective ideas of aggregate persons. In economics, majority voting is especially popular for market creation. When consumers decide to cast currency votes for an item of consumption businesses are forced to produce more of it in order to make profit. The decision on such goods by consumers reflect their preference on products. Majority rule voting however, only applies in a few of market products. This is because it is not applicable where the market item in question is a public good due to the free riding problem. While majority rule is often associated with democracy, plurality is concerned with the large numbers as a sample of the population’s interest. Plurality considers ideas of the most population without taking into account the overall effect proportionately. Majority rule is therefore a creation of the population’s interest compared against standards o f quality so that more than half of the population agrees to the idea voted. Plurality on the other hand is a matter of the numbers whether less than half or more, this overlooks non-voters. Majority rule motivates the entire population to take part in a voting process and solidifies the final decision. To benefit from final decisions in majority rule, parties agree on the best outcome, whether the outcomes are favourable or not as long as they are outvoted. Majority rule does not provide an equilibrium decision. The concept of voting has inspired models with mathematical explanations to the given systems involved in the elections (Tideman, N 2006). In most situations, voters identify with characteristic qualities of the options in the set to be selected. When aggregate role in decision-making may de-motivate the will to participate in decision making for most of the members of the minority and the majority group, the final decision may as well be motivated by factors other than con tribution and the numbers. This will include reflective concepts of the parties voting on real need to deal with facts than just numbers during decision-making. Most of the population will therefore end up making a sober and weighted decision. Majority rule addresses contrasting preferences and often results in an arbitrary choice. This gives an advantage to democratic administrative policies in governance. Democratic Rule relates to the majority rule in a paternalistic manner but has implications that could lead to instability; therefore, the democratic governance is useful when it undertakes the least (Nitzan, S.2010). This again gives the advantage of ruling to the majority cause. Democracy should restrain majority