Racial Profiling Hoods And Badges - 2061 Words

DuChein Fox 6-29-15 2015SU-ENGL-1302-45402 Racial Profiling: Hoods and Badges Poughkeepsie, NY- An African- American professor at Vassar College, a predominantly white university, is sitting in his office with the door open. Other professors are in their office as well nearby. A campus security officer walks by the professor’s office and notices him. Shortly after, the campus officer requests to see the professor’s identification and papers that would verify his reasoning for being in that office. What caused enough doubt about that particular professor, unlike the other professors who were left unbothered, for the officer to single him out and embarrass him in front of his colleagues? What had the professor done to receive the extra unsolicited attention from the law officer and be required to verify his position on campus? [1] New Haven, CT- A young African- American student attending Yale drives a ’92 Ford Taurus. In contrasts to the multitude of luxury vehicles and sports cars around campus, to say he looks conspicuous is an understatement. He is pulled over often, and at the height of his ritual of run-ins with law enforcement, he was getting pulled over once or twice a week. It’s perfectly understandable that law enforcement would be suspicious of his placement in a place like that, right? I mean to say, there’s no way a person like him is actually attending THAT University. However, more importantly, we must ask â€Å"What law was he repeatedly breaking to get pulledShow MoreRelatedArticle Review : Feds Release Profiling Restriction864 Words   |  4 Pagesof the article â€Å"Feds release profiling restriction† (Johnson, 2014) is to announce restrictions placed on some federal agencies in regards to racial profiling. Apuzzo in 2014 noted in the New York Times that the Bush administration in 2003 banned profiling by federal agencies in most situations. The exceptions noted from the profiling ban were race, but not religion, national origin, etc.; and, cases regarding national security were excused from the racial profiling ban (Apuzzo, 2014). In the articleRead MoreFuck Tha Police: an Analysis of the Role of Hip-Hop in the Los Angeles Riots of 19921891 Words   |  8 Pagesemerged as a phenomenon.. The participants in the Gangsta Rap scene were not third person observers of the situations they depicted; the majority of these rappers were minorities and came from low-income backgrounds. If a rapper was not from the ‘hood’ he commanded no respect, and if he rapped about things he had never been through, he instantaneously lost all credibility. Songs were written in the first person, and subject matter came from personal experience. In the words of Ice-T, who is widelyRead MorePolice Brutality in America1972 Words   |  8 Pages brutality is the minorities. Even though the people are happy with the police present in their community, one incident can change the way the community feels towards the Police. Consequently, the higher the crime rate in your community, the likely hood you will suffer from police brutality. Studies have shown that police brutality is and will be a part of your community. In some cases, the officer or officers will be acquitted of the charges. That message is hard to take in when you are the communityRead MoreA Cross Cultural Perspective Can Enrich Our Understanding Of Classic And Current Research3379 Words   |  14 PagesResearch on perceptions in the United States shows us that many people believe that African-American men mostly engage in violent crimes at the highest rates of all racial categories, a belief which is supported by crime statistics. African Americans are much more likely to commit and be arrested for crimes of violence than other racial groups. African Americans a re more likely to be profiled, arrested and incarcerated in the US than white suspects who commit same or a similar offense even when theyRead MoreStrategic Marketing Management337596 Words   |  1351 Pagespracticality. It is these which, to a very large extent, determine and drive our patterns of behaviour. This broad set of values is then influenced in turn by the subcultures in which we develop. These include nationality groups, religious groups, racial groups and geographical areas, all of which exhibit degrees of difference in ethnic taste, cultural preferences, taboos, attitudes and lifestyle. The influence of subcultures is subsequently affected by a third set of variables: that of social stratification

A Common Misconception Regarding Bipolar Disorders Essay

A common misconception regarding bipolar disorders is that every individual that is diagnosed experiences the same symptoms. Bipolar (and related) disorders can be similar in that they all invoke a form of lability in an individual’s mood, but the differences in frequency, duration, and intensity are unique to the individual. In order to fully understand the diagnosis of bipolar I disorder, it is important to recognize the complete spectrum. The distinct types of bipolar and related disorders are bipolar I disorder, bipolar II disorder, other specified/ unspecified bipolar and related disorder and cyclothymic disorder. The most severe form and the topic of this paper, of these types, is Bipolar I disorder. Bipolar I disorder is characterized by extreme manic episodes that may follow hypomanic and major depressive episodes (â€Å"Bipolar Disorder†, n.d. a). Bipolar II disorder is similar in nature with major depressive episodes, however, the heightened mood is due to hyp omanic episodes, which are not as extreme as manic episodes (â€Å"Bipolar Disorder†, n.d. a). Other specified/unspecified bipolar and related disorder identifies when an individual has symptoms of bipolar and related disorders but does not meet the full criteria for a specific diagnosis (DSM V, 2013). Lastly, cyclothymic disorder is distinguished by noticeable alterations in an individual’s baseline mood that are not as severe as bipolar I disorder or bipolar II disorder (Morrison, 2014). Despite the differences in theShow MoreRelatedBipolar Disorder : Depression And Depression1591 Words   |  7 PagesBipolar disorder is a mental disorder characterized by an alternating or shift in moods of elevation and depression. It is also known as manic depression. This mental illness is that brings severe high and low moods, it can cause changes in sleep, energy, thinking, and behavior. â€Å"Bi† which means two or alternating between two, explains the two common episod ic moods that occur in individuals with this disorder; mania and depression. According to the DSM there are multiple forms of bipolar disorderRead MoreSymptoms And Treatment Of Depression1230 Words   |  5 PagesMood disorders are illnesses that describe a serious change in mood, it is a mental illness that occurs in the brain. A person with a mood disorder can have a hard time living normally in their everyday life; from feeling hopeless, drowsiness, lack of good energy and low self-esteem. It creates a big impact on a person’s decisions and actions and sometimes can even make them go insane and suicidal. However, some mood disorder are really common and can seek treatment but some can be really rare andRead MoreDepression : The Common Misconception Of Depression1366 Words   |  6 PagesJillian Selanis May 27, 2013 Psych C Block Depression Nowadays Depression is a term that is often misused in society, the common misconception of depression is being sad for one or two days, but depression is much more severe than being sad or upset for a short period of time. Merriam- Webster Dictionary defines depression as â€Å" A serious medical condition in which a person feels very sad, hopeless, and unimportant and is often unable to live in a normal way.† Depression is usually a long periodRead MoreMental Illnesses : A Mental Health Disorder1653 Words   |  7 Pagesmental health disorder according to the Huffington Post. National Alliance on Mental Illness (NAMI) statistic identified mood disorders as the third most common cause for hospitalization in the U.S. for youth and adults. Mental illness compared to other chronic diseases is far more complicated and subjective. This serious and objective health problem has become increasingly obvious recently. In the past years, increasing numbers of children and adolescents experienced emotional disorders. The questionRead MoreA Proposal Called The Biopsychosocial Model ( Straub, 2014 )1391 Words   |  6 Pagesplethora of health challenges. Gene disorders can be hereditary since birth or occur later in life; but are either inherited by one or both parents. One type of genetic disorder is a single-gene disorder; which is when a mutation affects just one gene. Sickle cell anemia would be an example of single-gene disorder. On the other hand, chromosomal disorders are disorders, such as Down syndrome, that occur when chromosomes are altered or missing (Genetic Disorders, n.d.). Whether a person is healthyRead MoreDepression Is A Highly Prevalent Mental Disorder With Estimates1690 Words   |  7 PagesDepression is a highly prevalent mental disorder with estimates indicating that it affects up to 6.7 percent of the United States population age eighteen and older in a given year for Major Depression and 1.5 percent for Persistent Depressive Disorder. T he prevalence of mental disorders is the greatest among those who are ages 16 to 24 years of age (ADAA, 2016). The prevalence of youth with mood disorders is 11%, with nearly 50% of youth aged 8 to 15 did not receive mental health services in theRead MoreMental Disorder Research Paper1530 Words   |  7 Pagesresearch and much more highly developed technology many people with mental disorders have been treated. In America, more than 45 million adults suffer from a mental disorder (MENTAL ILLNESS AND THE FAMILY: RECOGNIZING WARNING SIGNS AND HOW TO COPE). That’s about 25 percent of people over the age of 18. 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There are quite a number of allegories and misguided common beliefs that surround the subject of teenage suicide. An example is that people who commit suicide don’t give warning signs; when someone is contemplating suicide, they almost always show warning signs of being suicidal. There have also been numerous misconceptions about the leading cause of teenage suicide. Although there are a number of things that can cause someone to commitRead MoreEssay on What is Asperger Syndrome?2762 Words   |  12 PagesMany people across the world are unfamiliar with disorders associated with autism. Some people do not even know what autism actually is. Asperger’s Syndrome is one perplexing disorder, of countless, that needs to be acknowledged. Although it is one of the more well-known disorders, an understanding of Asperger’s is far from common knowledge. There is an abundance of misconceptions and people unaware of what Asperger Syndrome actually is. Being uncertain about the characteristics of a pers on with

The Media (Books, Film, Music, Television, for Example free essay sample

If to create value means to create totally new value that never exist in its current society, media is impossible to create value. \Media is always derived from our society, so it always reflects and display the value already exist in our society. But, some profound works will not Just simply reflect value, but extract values from our society, strengthen it and then can affect the value of our society, which will make people consider this works create value. One innate reason that make media always reflect the value of current society is, their authors come from the current society, who are already deeply affected by the alue around them. One example is what people like and feel in different times reflect in the music. 100 years ago, when more people live in the countries, life is more peaceful, and people more like quiet and simple life, country music are popular. At time that, the lyric of the country music reflect the peaceful and simple life people enjoy. We will write a custom essay sample on The Media (Books, Film, Music, Television, for Example or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But nowadays, in our modern life, more and more people live in modern city, crowded, noisy and stressful, which make people more easily feel angry and yearn for release. So todays pop music, reflecting our modern life, are more dynamic and quick, and most of them more noisy. Some lyric of the pop music will describe a people crying for his/her dissatisfaction and pressure from the society. Another good example that media reflect value of society is how people in different areas treat sex that affects their media. In some religious countries, people consider sex as a taboo. People tend to not talk about it in public. So it is not easy to see authors describe sex explicitly in their works, no mention that public media will advertize this topic. But in western countries, sex for their people, is Just a common and regular need in their value, so it is common to see that the medias come from estern countries will even describe sex. Simply to say, books, music and all kinds of different works and value always reflect the value of the current society in their time and area. If value totally never exist in the society, new value in media cannot be created or spread there. Although all works reflect the value of the current society, the profound works would extract and highlight the value, and apply it to affect the society where it comes from. For example, in renaissance times, lots of philosophers, thinkers and sociologists created works to diffuse their value, like people are all equal, people have the right ince their birth. This value has long and deep effect on the public people that incited people to stand up and resist the privileged class. But these great philosophers, thinkers and sociologists can put this value into their works and spread it because this value nas already existed in the society But this value is not so strong and well-known, what this works do is to strengthen and deepen it into the society. In sum, all media come from society so reflect the value where they are derived. But in some degree, some profound works can strengthen the value and affect the society.

King Ramkhamhaeng Essays - Indianized Kingdoms,

King Ramkhamhaeng King Ramkhamhaeng Throughout history, there have been many great rulers of many great ancient civilizations. Some of them might be Julius Caesar, Ramses II, Hammurabi, or Octavian Caesar. The list of them could go on forever. One of the most influential of his civilization, known for his wisdom, was King Ramkhamhaeng or Rama the Valiant, of the Thai people. He claimed to be the ?sovereign lord of all the Thai.? Researchers guess that he lived from 1239 AD to after 1317 AD. During his lifetime, King Ramkhamhaeng invented the modern Thai script, expanded his kingdom far and wide, and made the Sukhothai Kingdom one of the greatest in Thai history. When the ancient Thai people moved into mainland Southeast Asia, they came across a people speaking the Mon-Khmer languages who had inhabited the region for a long period before then. During the first millennium, strong Indian and China influences brought Hindu and Buddhist beliefs to the area. Some of the groups that adopted these beliefs were the Mon of Myanmar who were the first people of Southeast Asia to adopt Buddhism. Between the sixth and ninth centuries, the Mon established several small Buddhist civilizations within modern-day Myanmar and Central Thailand. From their two ?capitals,? Nakhon Pathom and Lop Buri, they extended their power east across the Khorat Plateau and north as fat as Chiang Mai. They extended their civilization northeast to present day Laos. This period was known as the Dvaravati period of Thailand. It was a period that was noted for its artwork; particularly its Buddhist sculptures made of terra cotta or stucco. When the Thai people moved south into the mainland of Southeast Asia, they also came across the Khmer from Cambodia. Between the 9th and 13th centuries, Khmer rulers expanded their civilizations from their capital of Angkor, establishing an empire that at its height, extended over approximately half of modern Thailand. This kingdom was under the ruler Jayavarman VII. He ruled from 1181 to 1220. While Mon kingdoms were predominantly of Buddhist influence, Khmer civilization--which found its expression in the great temple at Angkor--was heavily influenced by the Hindu people of India. Tai contacts with the Khmer led to many Hindu elements entering Tai culture, particularly in royal ceremonies or classical dance and literature. Many of these aspects are still found in modern Thai culture today. By the beginning of the 13th century, the Thai were starting to put pressure on both the Mon and Khmer empires. The Thai lived and worked throughout the Chao Phraya basin, and a Thai ruler was established as far south as the great city of Nakhon Si Thammarat, on the Malay Peninsula. Through Nakhon Si Thammarat, a new form of Buddhism--Theravada--had emerged in mainland Southeast Asia from Sri Lanka. Monks brought Theravada Buddhism not only to areas under Mon or Khmer rule but also to the new Thai cities that were beginning to emerge. Sukhothai and Lan Na (Lanna), the first major Tai kingdoms in Thai history, were Theravada Buddhist. King Ramkhamhaeng made Sukhothai one of the greatest kingdoms in Thai history. King Ramkhamhaeng started his rule during the 13th century AD. During his rule, King Ramkhamhaeng invented a Thai script, or form of writing, very similar to the form that is used today. It was known as the Sukhothai script. He drew together Mon, Khmer, and early Thai to form it. It was first recorded in 1292 in an inscription that portrays the king as a wise and benevolent ruler. The inscription said, ?-This Muang Sukhothai is good. Th the water there are fish, in the field there is rice. The ruler does not levy a tax on the people who travel along the road together, leading their oxen on the way to trade and riding their horses on the way to sell. Whoever wants to trade in elephants, so trades. Whoever wants to trade in horses, so trades. Whoever wants to trade in silver and gold, so trades-.? The Sukhothai Script was derived from a form of the ancient Brahmi script from Southern India called Grantha. Th e Sukhothai script was used until 1357. In that year, King Li Thai, grandson of Ramkhamhaeng, invented a new, yet similar, form of writing. For the most part,

Elements of Plot Essay Example

Elements of Plot Essay Example Elements of Plot Essay Elements of Plot Essay Elements of Plot Setting- The setting was in San Francisco somewhere around 1997. This is modern day life with normal laws and rules. Conflict- The conflict in the short story is man vs. man. Paw-Paw had a conflict with the main character due the grandmother bias to Ian and how the grandmother took everything from her. Plot- 1 Her Paw-Paw coming home and walking really slow. 2 Her Paw-Paw ignored her and was bias to her brother Ian. 3 The girl wanted her Paw-Paw to fix her bow and freaked out because the bow was used on her feet in China. 4 The girl walked in the bathroom on her Paw-Paw and her bare feet which made Paw-Paw insecure. 5 During a bedtime story for Ian the truth came out about Paw-Paw because of a book. Character- the Protagonist was the daughter and the antagonist was the Grandmother. The mother basically did anything her mom told her because of what her mom did for her in the past. The father just tried to make the Paw-Paw do little work and feel comfortable. Ian got everything from his grandmother because in China, men are seen as better than women. Theme â€Å" The theme of this short story was how different people see things differently because of their past. The daughter saw the ribbons as fun and festive because she uses them for dance class. But Paw-Paw saw the ribbons as sinful and full of pain because of what her parents did to her in China. Point Of View- The point of view was 1st person. The girl talked about how she saw the way the grandma was acting and what she was missing because of Paw-Paws visit.

How to Extend (or Decline) an Invitation in French

How to Extend (or Decline) an Invitation in French There are a number of different ways to extend, accept, and refuse invitations in French, with a tone that is either formal or informal.   The verb choice, word choice, and sentence structure  all play a big part in how invitations and responses are expressed. Role of Verb Tense and Mood, Person, Tone, and Structure Formal: In more formal invitations and responses, the speakers seek the highest standards of politeness and so choose sentences using the very polite conditional mood in the main clause. Whats more, the polite vous of the main verb is preferred, and the language is more elevated throughout.  Sentences also tend to be more complex in more formal communications. Informal: In informal invitations and responses, the simple present tense in any part of the sentence or phrase  is adequate to convey the intended message, meaning, and casual mood. Whats more, the main verb uses the informal tu form, and the language is light and often breezy.  Sentences or phrases tend to be short and to the point. Extending an Invitation In the phrases that follow, the blank ___ must be filled with an infinitive in French. In English, however, youd add either an infinitive or a gerund- depending on the verb that precedes it. Again, notice the difference in sentence structure for formal versus informal invitations and responses. Vous nous feriez trà ¨s plaisir si vous pouviez nous consacrer une soirà ©e. (formal) We would be delighted if you could spend an evening with us.Nous serions trà ¨s heureux de vous accueillir chez nous. (formal)   We would be very happy to welcome you to our home.Je vous invite ___ (formal) /  Je tinvite ___  (informal)   I invite you to ___Êtes-vous libre ? (formal) /  Tu es libre ? (informal) Are you free?Avez-vous envie de ___ (formal)   Do you want to ___?Tu as envie de ___ ?  (formal)   Do you feel like ___?Ça te dit de ___ ? (informal)   How does ___ sound?Et si on (mange, voit un film)  ?  (informal)   How about (eating, seeing a movie)?Venez donc ___ (formal) /  Viens donc ___  Ã‚  Come and ___Rà ©ponse souhaità ©eRSVP  (Rà ©pondez sil vous plaà ®t) Accepting an Invitation Bonne idà ©e  ! (informal)   Good idea!Ça va à ªtre gà ©nial  ! (informal)   Thatll be cool!Ça va à ªtre sympa  ! (informal)  Ã‚  Thatll be nice!Cela me ferait grand plaisir.   I would be delighted.Cest gentil (de votre part).   Thats kind (of you).Daccord.   OK.Jaccepte avec plaisir.   I accept with pleasure. / Ill be happy to come.Je viendrai avec plaisir.   I will be glad to come.Je vous remercie. I  thank you. / Thank you.Oui, je suis libre.   Yes, Im free. Declining an Invitation Je me vois malheureusement obligà © de refuser. (formal)  Ã‚  Unfortunately, Im obliged to decline.Cest dommage, mais ___  Ã‚  Its too bad, but ___Cest gentil, mais ___  Ã‚  Thats kind, but ___Dà ©solà ©, mais ___  Ã‚  Im sorry, but ___Jai quelque chose de prà ©vu.   I have something planned.Je ne peux pas.   I cant.Je ne peux pas me libà ©rer.   Im unavoidably busyJe ne suis pas libre.   Ã‚  Im not freeJe suis occupà ©.   Im busy.Je suis pris.   Im otherwise engaged. Invitation-Related Verbs accepter (avec plaisir)   to accept  (gladly, with pleasure)  accueillir to welcomeinviter   to inviteune invitation   invitationrefuser   to decline

Primary School Children's Knowledge And Awareness Of Food Essay

Primary School Children's Knowledge And Awareness Of Food - Essay Example A Nation-wide Public Health Issue: According to Purely Nutrition (n.d.), 27.7% of children under 11 years of age are in the overweight or obese category. On average young people eat less than the recommended 5 portions of fruit and vegetables per day and 20% of young people do not eat any fruit in a typical week. Further 58% of children between 7 and 10 years of age spend less than an hour per day participating in moderately intense activities. This is a nation-wide public health issue and a target has been set to reverse the year-on-year increase in obesity for children under 11 years of age by 2010. Historical Review: Local authorities have been under a duty to provide school meals since the Provision of Meals Act 1906 which resulted from the rejection of 60% of recruits for the Boer War due to ill health resulting from poor nutrition (Spear, 2007). School meals became mandatory in 1944 during rationing in the Second World War. However, in 1980 the Education Act allowed local authorities to tender provision out. This resulted in a price war with the nutritional value being the first victim (Spear, 2007). Nelson et al (2005) point out that a major incentive was saving money. In 1980 expenditure on school meals were approximately  £400 million. By 2005 13% of schools had no kitchen facilities at all, having dismantled them. According to Flintoff (2005),  £154m was lopped off the school meals budget since 1994. Government Action: The issue of poor diet and obesity in young people came to the public’s attention following celebrity chef Jamie Oliver’s 2005 television series - Jamie’s School Dinners - indicating that the average spend on school dinners was  £0.37 which is a dismal amount given that lunchtime makes an important contribution to the nutrition of primary school children in England. (Flintoff, 2005).  

Security and Integrity of health care information systems Term Paper

Security and Integrity of health care information systems - Term Paper Example Unfortunately, maintaining security and integrity of the information systems and applications is still a challenge to many hospitals and associated organizations that handle patients’ records, even after changeover to electronic storage and operations. In the healthcare industry, different stakeholders such hospitals, governments, insurance companies, pharmaceutical agencies, and the patients have various privileges to the electronic records where necessary, in order to accomplish their duties. Access to the HIS, information exchange, and disclosure of confidential data becomes prone to attack from multiple threats. This paper discusses change in the field of nursing, the use, security, and integrity of health information systems, potential threats to the HIS and EPR as identified in various researches, and their effects. It also discusses some measures to insecurity and poor integrity of health information systems. Keywords: Nursing Informatics, Healthcare Information System, Change Theory, Electronic Patient Record, Medical Identity Theft, Threats, Vulnerabilities, HIPAA, HITECH, Information Exchange, Frauds, Security, Integrity, Privacy, Confidentiality, Authorization, Authentication, Technical And Administrative Safeguards, Information Flow, Audit Logs, Healthcare Organizations, Medical Records, Business Associates, Patients, Stakeholders 1. Introduction With the changes taking place around the globe and especially changes in technology â€Å"informatics is no longer an option for nurses and other health care providers. It is a requirement† (Ball, DuLong &Hannah, 2011, p. 5). The use of computerized information systems in healthcare has undoubtedly increased the efficiency of medical record keeping, but contributed to the risk of security exposure. Sensitive personal and medical information on patients that requires privacy, risks being compromised incase of security breaches on the healthcare information systems. Protecting the healthcare inf ormation systems and data is therefore an important factor in improving healthcare quality. The increasing need for information sharing between the healthcare stakeholders (patients, providers, and payers) and the modern digital trend in record keeping create a need for better security of information. Whenever insecurity of IS exists, unauthorized access, dissemination of information, and operations on data and systems can occur, whose effect could not only affect the patients, but the healthcare providers and physicians decisions. Medical identity theft is one of the major frauds in cases of IS insecurity. Although the EHR pose various benefits to the patients, such that they can routinely review their health records electronically, it’s a fact that numerous people can view the EHR simultaneously. The systems is built on a number of compatible information technology tools, whose corruption or hacking is a lead to healthcare IS breaches. Patients’ information can be st olen for personal gains, or falsified for wrong diagnosis among other effects. Security, privacy, confidentiality, data availability, and integrity are the ethical priorities in EHR. Medical identity theft and other breaches can be detected and prevented under various procedures to secure healthcare information and IS against fraud. Several laws have been enacted and continue to be implemented ways to enforce security in healthcare IS and their content. The HITECH Act and HIPAA security rules are various government legislations that assist in

Philippine Psychology Act of 2009 Essay Example for Free

Philippine Psychology Act of 2009 Essay STATEMENT OF POLICY Section 2. Statement of Policy. The State recognizes that psychologists have an important role in nation-building and development. It also acknowledges the diverse specializations of psychologists and the diverse functions specific to the varied specializations. It particular, it recognizes the significance of the psychological services that practicing psychologists provide to diverse types of clients, but also recognizes the need to protect the public by preventing inexperienced or untrained individuals from offering psychological services. Hence, it shall nurture competent, upright and assiduous psychologists whose standards of practice and service shall be excellent and globally competitive through the administration of inviolable, effective and credible licensure examinations and the imposition and promotion of regulatory measures, programs and activities that enhance their professional growth and well-being. ARTICLE III DEFINITION OF TERMS Section 3. Definition of Terms. As used in this Act, the following terms shall have the following meanings: (a) Psychology is the scientific study of human behavior. It involves the application of scientific methods to inquire into the biological, cognitive, affective, developmental, personality, social, cultural and individual difference dimensions of human behavior. (b) Practice of Psychology consists of the delivery of psychological services that involve application of psychological principles and procedures for the purpose of describing, understanding, predicting and influencing the behavior of individuals or groups, in order to assist in the attainment of optimal human growth and functioning. The delivery of psychological services includes, but is not limited to: (1) psychological interventions: psychological counseling, psychotherapy, psychosocial support, coaching, psychological debriefing, group processes and all other psychological interventions that involve the application of psychological principles to improve psychological functioning of individuals, families, groups and organizations; (2) psychological assessment: gathering and integration of psychology-related data for the purpose of making a psychological evaluation, accomplished through a variety of tools, including individual tests, projective tests, clinical interview and other psychological assessment tools, for the purpose of assessing diverse psychological functions including cognitive abilities, aptitudes, personality characteristics, attitudes, values, interests, emotions and motivations, among others, in support of psychological counseling, psychotherapy and other psychological interventions; and (3) psychological programs: development, planning, implementation, monitoring and evaluation of psychological treatment for individuals and/or groups. (c) Psychologist means a natural person who is duly registered and holds a valid certificate of registration and a valid professional identification card as professional psychologist, issued by the Professional Regulatory Board of Psychology and the Professional Regulation Commission pursuant to this Act for the purpose of delivering the different psychological services defined in this Act. (d) Psychometrician means a natural person who holds a valid certificate of registration and a valid professional identification card as psychometrician issued by the Professional Regulatory Board of Psychology and the Professional Regulation Commission pursuant to this Act. As such, he/she shall be authorized to do any of the following: Provided, That such shall at all times be conducted under the supervision of a licensed professional psychologist: (1) administering and scoring of objective personality tests, structured personality tests, excluding projective tests and other higher level forms of psychological tests; (2) interpreting results of the same and preparing a written report on these results; and (3) conducting preparatory intake interviews of clients for psychological invention sessions. ARTICLE IV PROFESSIONAL REGULATORY BOARD OF PSYCHOLOGY Section 4. Creation and Composition of the Professional Regulatory Board of Psychology. There is hereby created a Professional Regulatory Board of Psychology, hereinafter called the Board, a collegial body under the administrative control and supervision of the Professional Regulation Commission, hereinafter referred to as the Commission, which shall be composed of a Chairperson and two (2) members appointed by the President of the Philippines from a list of three (3) nominees for each position. The list of nominees shall be submitted to the Commission by the integrated and accredited national organization of psychologists. The Board shall be organized not later than sixty (60) days from the effectivity of this Act. Section 5. Qualification of the Chairperson and the Members of the Professional Regulatory Board of Psychology. The Chairperson and members of the Board shall, at the time of their appointment and for the course of their term, possess the following qualifications: (a) A natural born citizen and resident of the Philippines; (b) At least thirty-five (35) years of age; (c) Possess good moral character; (d) Hold a doctorate degree in psychology conferred by a university, college or school in the Philippines or board duly recognized and/or accredited by   the Commission on Higher Education (CHED); (e) Have at least ten (10) years of practice in psychology and psychometrics in a duly recognized institution, clinic or center, as well as at least (5) years of teaching experience in the field of psychology; (f) Be a registered and licensed psychologists, except in the case of the first members of the Board who shall automatically be conferred a valid certificate of registration and a valid professional identification card in psychology and psychometrics upon appointment to the Board; (g) Is neither an officer, trustee nor member of the faculty of any university, college, institute or school where a regular course in psychology is offered or taught or review classes conducted and shall not have any pecuniary interest, direct or indirect, in any such institution; (h) Is not an officer, nor hold any position other than being a member of the integrated and accredited national organization of psychologists; and (i) Shall not have been convicted of any crime involving moral turpitude. Section 6. Term of Office. The members of the Board shall hold office for a term of three (3) years or until their successors shall have been appointed and duly qualified. Each member of the Board may be reappointed for one (1) full term of three (3) years. The first members of the Board shall hold office for the following terms: the Chairperson for three (3) years; one (10 member for two (2) years; and the other member for one (1) year, which shall be specified in their respective appointments. Any vacancy occurring within the term of a member shall be filled for the unexpired portion of the term only. Each member of the Board shall qualify by taking the proper oath prior to the performance of his/her duties. Section 7. Powers and Duties. The Board shall have the following powers and duties: (a) Administer and implement the provisions of this Act and promulgate as well as revise or update, as necessary, rules and regulations, resolutions and guidelines hereto: Provided, That the policies, resolutions, rules and regulations issued or promulgated by the Board shall be subject to review and approval of the Commission; (b) Supervise and monitor the registration, licensure and practice of psychologists and Psychometricians in the Philippines; (c) Administer oaths in connection with the administration of this Act; (d) Issue, and upon compliance with due process requirements, suspend or revoke, and/or reinstate, the certificate of registration and professional identification card for psychologists and psychometricians; (e) Adopt an official seal of the Board; (f) Monitor the conditions and circumstances affecting the practice of psychology and psychometrics in the Philippines and adopt such measures as may be deemed lawful and proper for the enhancement and maintenance of high professional, ethical and technical standards of the profession; (g) Issue permits to and exercise visitorial powers over agencies, institutions, associations and partnerships to verify that the persons practicing psychology and psychometrics therein are psychologists and psychometricians with valid certificates of registration and valid professional identification cards, and that they possess the necessary accreditation, skills and/or facilities to competently carry out their functions; (h) Assist the Commission in the formulation and implementation of the guidelines on continuing professional education for psychologists and psychometricians; (i) Ensure, in coordination with the CHED, that all educational institutions offering the course/program of psychology stric tly comply with the policies, standards and requirements prescribed by the CHED for such course/program, especially in the areas of administration, curriculum, faculty, library and facilities; (j) Prepare, adopt, issue and amend, in consultation with the CHED, syllabi for the licensure examination subjects; (k) Investigate and, when warranted, her administrative cases involving violations of this Act, its implementing rules and regulations as hereinafter promulgated, and any applicable code of ethics and/or code of professional standards. For this purpose, it may issue subpoena testificandum and subpoena duces tecum to secure the appearances of witnesses and the production of documents in connection therewith:Provided, That the Boards decision, resolution or orders rendered in administrative cases shall be subject to review only on appeal; and (l) Perform such other functions and duties as may be lawfully delegated to it, or as it may deem necessary to carry out the objectives of this Act. Section 8. Compensation and Allowances. The Chairperson and members of the Board shall receive the same compensation and allowances as those received by the Chairperson and members of the existing regulatory boards under the Commission, as provided in the charter of the Commission and in the General Appropriations Act. Section 9. Removal or Suspension of Members of the Professional Regulatory Board of Psychology. Any member of the Board may, upon the recommendation of the Commission, upon observance of due process and completion of the proper investigation, be suspended or removed by the President from office for cause, such as gross neglect of duty, incompetence, malpractice, behavior unbecoming of a psychology professional, immorality, unethical or dishonorable conduct, final conviction of any crime involving moral turpitude, any act of grant and corruption, and participation in the manipulation of or any dishonesty relative to the licensure examinations and/or the registration p rocess. Section 10. Administrative Supervision over the Board, Custodian of its Records, Secretariat and Support Services. The Board shall be under the administrative supervision and control of the Commission. All records of the Board, including documents relative to the licensure examinations as well as administrative and other investigative cases conducted by the Board, shall be kept in the custody of the Commission. The Commission shall designate the Secretary of the Board and shall provide the secretariat with necessary support services to effectivity implement the provisions of this Act. ARTICLE V LICENSURE EXAMINATIONS Section 11. Examinations Required. All applicants for registration to practice psychology and psychometrics shall be required to pass a licensure examination for psychologists and psychometricians to be conducted by the Board in such places and dates, and subject to such requirements prescribed by the Commission. Section 12. Qualifications of Applicants for the Licensure Examination for Psychologists. Any person may apply to take examination for registration and licensure as a psychologist after furnishing evidence satisfactory to the Board that the applicant: (a) Is a Filipino citizen, a permanent resident or a citizen of a foreign state/country which extends reciprocity to the Philippines relative to the practice of the profession; (b) Holds at least a masters degree in psychology conferred by a university, college or school in the Philippines or abroad recognized/accredited by the CHED and has obtained sufficient credits for the subjects covered in the examinations; (c) Has undergone a minimum of two hundred (200) hours of supervised practicum/internship/clinical experience related to services enumerated in paragraph (b) of Section 3 of this Act and under the auspices of a licensed psychologist or other licensed mental health professional; (d) Is of good moral character; and (e) Has not been convicted of an offense involving moral turpitude. Section 13. Qualifications of Applicants for the Licensure Examination for Psychometricians. Any person may apply to take the examination for registration and licensure as a psychometrician by furnishing evidence satisfactory to the Board that the applicant: (a) Is a Filipino citizen, a permanent resident or a citizen of a foreign state/country which extends reciprocity to the Philippines relative to the practice of the profession; (b) Holds at least a bachelors degree in psychology conferred by a university, college or school in the Philippines or abroad recognized/accredited by the CHED and has obtained sufficient credits for the subjects covered in the examinations; (c) Is of good moral character; and (d) Has not been convicted of an offense involving moral turpitude. Section 14. Examination Subjects for Psychologists. The licensure examination for psychologists shall cover the following subjects: (a) Advanced Theories of Personality; (b) Advanced Abnormal Psychology; (c) Advanced Psychological Assessment; and (d) Psychological Counseling and Psychotherapy. Section 15. Examination Subjects for Psychometricians. The licensure examinations for psychometricians shall cover the following subjects: (a) Theories of Personality; (b) Abnormal Psychology; (c) Industrial Psychology; and (d) Psychological Assessment. The Board may recluster, rearrange, modify, add or exclude and prescribed subjects for psychologists and psychometricians as the need arises. Section 16. Registration Without Examination for Psychologists. A person who possesses the qualifications required to take the examination for registration as a psychologist pursuant to the provisions of this Act may be registered without examination: Provided, That the applicant files with the Board within three (3) years after its creation an application for registration and issuance of certificate of registration and professional identification card by submitting credentials satisfactory to the Board that the applicant had, on or prior to the effectivity of this Act, fulfilled the requirements under either subparagraphs (a), (b) or (c) herein: (a) Obtained a doctoral degree in psychology and had accumulated three (3) years of work experience in the practice of psychology; (b) Obtained a masters degree in psychology and accumulated a minimum of five (5) years of work experience in the practice of psychology; (c) Psychologists or employees who hold positions as psychologists presently employed in various government or private agencies, who have a bachelors degree in psychology, accumulated a minimum of ten (10) years of work experience in the practice of psychology as a psychologist, and who have updated their professional education in various psychology-related functions. Section 17. Registration Without Examination for Psychometricians. A person who possesses the qualifications required to take the examination for registration as a psychometrician may be registered without examination:Provided, That the applicant files with the Board within three (3) years after its creation an application for registration and issuance of a certificate of registration and professional identification card by submitting credentials satisfactory to the Board that the applicant before the effectivity of this Act had obtained a bachelors degree in psychology and had accumulated a minimum of two (2) years fu ll time work experience in the practice of psychometrics. Section 18. Ratings in the Examination. To be qualified as having passed the licensure examination for psychologists and psychometricians, a candidate must have obtained a weighted general average of at least seventy-five percent (75%) for all subjects, with no grade lower than sixty percent (60%) in any given subject. An examine who obtains a weighted general average of seventy-five percent (75%) or higher but obtains a rating below sixty percent (60%) in any given subject may retake such subjects within the next two (2) years, and upon obtaining a rating of at least seventy-five percent (75%) in each such subject, shall then be deemed to have passed the licensure examination. Section 19. Report of Ratings. The Board shall submit to the Commission an official report detailing the ratings obtained by each examine within ten (10) calendar days after the examination, unless such period is extended for just cause. ARTICLE VI REGISTRATION Section 20. Oath of Psychologists and Psychometricians. All successful examines qualified for registration and all qualified applicants for registration without examination shall be required to take an oath to uphold the profession before any member of the Board or any officer of the Commission authorized to administer oaths, prior to entering into the practice of psychology or psychometrics in the Philippines. Section 21. Issuance of Certificate of Registration and Professional Identification Card. A certificate of registration and professional identification card shall be issued to all successful examines and registrants without examination upon compliance with all the legal requirements, including payment of fees, prescribed by the Commission. The certificate of registration shall bear the signature of the Chairperson of the Commission and members of the Board, indicating that the person named therein is entitled to practice the profession with all the privileges and concomitant responsibilities appurtenant thereto. The said certificate shall remain in full force and effect until suspended in accordance with this Act. A professional identification card bearing the registration number, date of issuance and validity term of three (3) years, duly signed by the Chairperson of the Commission, shall likewise be issued to every registrant who has paid the prescribed registration fee. Upon expiration of the professional identification card, the psychologist and psychometrician may renew the same upon proof of compliance with continuing education requirements prescribed by the Board and/or the Commission. Section 22. Disclosure of Registration Information. The psychologist or psychomitrician shall be required to indicate his/her registration and professional identification card number and date of issuance, the duration of validity, including the professional tax receipt number on each document signed, used or issued in connection with the practice of his/her profession. Section 23. Non-issuance of Certificate of Registration and Professional Identification Card. The Board shall not register nor issue a certificate of registration or professional identification card to any person convicted of a criminal offense involving moral turpitude, has been found guilty by a judicial or other duly constituted tribunal of immoral or dishonorable conduct, or has been medically diagnosed to be of unsound mind. In the event of non-issuance of the certificate for any reason, the Board shall furnish the applicant a written statement setting forth the reasons for such denial, which statement shall be incorporated to the records of the Board. Section 24. Foreign Reciprocity. No foreigner shall be admitted to the psychology or psychometrics licensure examinations unless he/she proves that the country of which he/she is a citizen either: (a) Admits Filipino citizens to the practice of psychology or psychometrics without need for registration and issuance of a certificate of registration/professional identification card; (b) Allows Filipino citizens to practice psychology or psychometrics without restriction; or (c) Allows Filipino citizens to practice the same after an examination on terms of strict and absolute equality with nationals of said country. Section 25. Practice through Special/Temporary Permit. Special/temporary permits may be issued by the Board, subject to the approval by the Commission and payment of appropriate fees, to the following persons: (a) Licensed psychologists or psychometricians from foreign countries/states who are internationally acknowledged specialists or outstanding experts in psychology or psychometrics: Provided, That their services are important and necessary either due to the lack or inadequacy of available local specialists or experts or in recognition of their potential contribution to the promotion and advancement of the practice of psychology of psychometrics through transfer of technology; (b) Licensed psychologists or psychometricians from foreign countries/states whose services shall be free and offered exclusively to indigent patients in a particular hospital, center or clinic; and (c) Licensed psychologists or psychometricians from foreign countries/states employed as exchange professors to teach psychology or psychometrics in schools, colle ges, universities offering psychology or psychometrics courses or programs. The permit shall detail the conditions thereof which shall, among other things, include the effectivity period of not more than one (1) year subject to renewal and the specific place of practice such as the clinic, hospital, center, school, college, university offering the course of psychology or psychometrics. The Board, subject to the approval by the Commission, shall prescribed rules and regulations on the implementation of this particular section. Section 26. Suspension or Revocation of Certificate of Registration and Professional Identification Card or Cancellation of a Special/Temporary Permit. The Board shall have the power, after notice and hearing, to suspend or revoke the certificate of registration and professional identification card or to cancel special/temporary permits granted pursuant to this Act on any ground set forth in Section 33 of this Act or any of the instances hereunder: (a) Procurement of a certificate of registration and/or professional identification card or special/temporary permit by fraud or deceit; (b) Allowing an unqualified person to advertise or to practice the profession by using ones certificate of registration or professional identification card or special/temporary permit; (c) Violating or conspiring to violate any of the provisions of this Act, its implementing rules and regulations, the code of ethics or code of professional standards promulgated hereinafter by the Board; (d) Manifest physical or mental incompetence to render psychological services with reasonable skill and safety to his/her clients/patients; (e) Professional misconduct or negligence in the performance of duties as a psychometrician; and (f) Engaging in the practice of the profession during the period of ones suspension. Section 27. Reinstatement. A psychologist or psychometrician whose certificate of registration has been revoked may apply to the Board for reinstatement at any time after two (2) years from the date of revocation of said certificate. The application shall be in writing and shall conform to requirements hereinafter prescribed by the Board. No certificate of registration or professional identification card or special/temporary permit shall be reinstated unless the Board is satisfied that a good cause exists to warrant such reinstatement. Issuance of a new certificate of registration or professional identification card or special/temporary permit in lieu of one that has been lost, destroyed or mutilated shall be subject to applicable rules prescribed by the Commission. Section 28. Appeal from Judgement. The decision of the Board shall ipso facto become final fifteen (15) days from receipt of the decision by the respondent unless an appeal has been filed with the Commission within the same period. The Commissions decision on appeal may be further appealed before the Court Appeals within fifteen (15) days from receipt thereof. Section 29. Rights of the Respondent. The respondent psychologist or psychometrician shall have the right to be represented by counsel at all stages of the proceedings as well as to speedy disposition of his/her case. He/She shall have the right to confront witnesses against him/her in addition to such other rights guaranteed by the Constitution. ARTICLE VII PRIVILEDGED COMMUNICATION AND PROFESSIONAL INTEGRATION Section 30. Rights to Privilege Communication for Psychologists and Psychometricians. A psychologists or psychometrician cannot, without the consent of the client/patient, be examined on any communication or information disclosed and/or acquired in the course of giving psychological services to such client. The protection accorded herein shall extend to all pertinent records and shall be available to the secretary, clerk or other staff of the licensed psychologist or psychometrician. Any evidence obtained in violation of this provision shall be inadmissible for any purpose in any proceeding. Section 31. Integration of the Profession. The profession shall hereinafter be integrated by consolidating all practitioners into one (1) national organization of registered and licensed psychologists and psychometricians, which shall be recognized and accredited by the Board, subject to approval of the Commission. A psychologist or psychometrician duly registered and licensed by the Board and the Commission shall automatically become a member of said organization and shall receive the benefits and privileges, as well as be subject to all responsibilities and obligations, appurtenant thereto upon payment of the required fees and dues. Membership in the integrated organization shall not be a bar to membership in any other association of psychologists and/or psychometricians.1avvphi1 Section 32. Code of Ethics and Code of Practice for Psychologists and Psychometricians. The Board shall adopt and promulgated the Code of Ethics and Code of Practice for Psychometricians prescribed and issued by the accredited professional organi zation of psychologists. ARTICLE VIII PROHIBITED ACTS, PENALTIES AND ENFORCEMENT OF THIS ACT Section 33. Prohibited Acts. (a) No person shall: (1) Engage in the professional practice of psychology or psychometrics nor represent himself/herself as a professional practicing psychologist or psychometrician without a valid certificate of registration or valid professional identification card, or a valid special/temporary permit granted by the Board pursuant to this Act; (2) Represent himself/herself to be a licensed and authorized practicing psychologist or psychometrician during the time that his/her certificate of registration has been suspended or revoked or professional identification card without being renewed, or special/temporary permit cancelled; (3) Allow any other person to use his/her certificate of registration and professional identification card or special/temporary permit for any purpose, regardless of whether such enables the unqualified individual to engage in the practice of psychology or psychometrics; (4) Use, exhibit and/or misrepresent as his/her own the certificate of registration and/or professional iden tification card or special/temporary permit of another; and (5) Give any false, inaccurate, misleading or incomplete information to the Board on order to obtain a certificate of registration or professional identification card or special/temporary permit. (b) No corporation, partnership, association or entity shall operate a psychology or psychometrics office, center, clinic or otherwise engage in the practice or allow the practice of psychology or psychometrics within its premises without securing a permit therefor from the Board. Such permit shall be issued only after the Board is satisfied that such establishment is competently staffed by a psychologist and equipped with sufficient and adequate psychology-related instruments and facilities. (c)A violation of any provision of this Act or of its implementing rules and regulations shall be penalized accordingly. Section 34. Penalties. Any person who violates any provision of this Act implementing rules and regulations shall be punished with imprisonment of not less than six (6) months but not more than three (3) years, or a fine of not less than Ten thousand pesos (P10,000.00) but not more than One hundred thousand pesos (P100,000.00), or both, at the discretion of the court. Section 35. Injunction. The Board may initiate action to enjoin, restrain, and/or prosecute any individual, corporation, association, partnership or entity engaging in the practice of psychology and psychometrics in violation of this Act. Section 36. Enforcement. It shall be the duty of all duly constituted law enforcement agencies and officers of national, provincial, city or municipal governments to uphold and enforce the provisions of this Act and to investigate and prosecute or cause the investigation and prosecution of any person violating the same. ARTICLE IX MISCELLANEOUS PROVISIONS Section 37. Funding Provision. The Chairperson of the Commission shall immediately hereinafter include in the Commissions programs the prompt implementation of this Act, funding of which shall be provided for in the annual General Appropriations Act. Section 38. Implementing Rules and Regulations. Within ninety (90) days after the constitution of the Board, it shall promulgated the necessary implementing rules and regulations, subject to approval of the Commission, to implement the provisions of this Act. Section 39. Separability Clause. If any provision of this Act shall at any time be found to be unconstitutional or invalid, the remainder thereof not affected by such declaration shall remain in full force and effect. Section 40. Repealing Clause. All laws, decrees, rules or regulations inconsistent with the provisions of this Act are hereby repealed or modified accordingly. Section 41. Effectivity. This Act shall take effect after fifteen (15) days following its complete publi cation in two (2) newspapers of general circulation. Approved, (Sgd.) PROSPERO C. NOGRALES Speaker of the House of Representatives| (Sgd.) JUAN PONCE ENRILE President of the Senate| This Act which is a consolidation of Senate Bill No. 3498 and House Bill No. 6512 was finally passed by the Senate and the House of Representatives on December 14, 2009 and December 16, 2009, respectively. (Sgd.) MARILYN B. BARUA-YAP Secretary General House of Represenatives| (Sgd.) EMMA LIRIO-REYES Secretary of Senate| Approved: March 16, 2010 (Sgd.) GLORIA MACAPAGAL-ARROYO President of the Philippines The Lawphil Project Arellano Law Foundation Online Application for Registration Without Examination This facility is for the exclusive use of applicants for registration without examination and is available up to: * May 21, 2015 for Psychologists and Psychometricians * May 21, 2014 for Respiratory Therapists Please read carefully the entire instructions and information provided below so you will be guided properly on the procedures, requirements and timetables for registration without examination. 1. Before submitting an application for registration without examination, the applicant must: a. Decide what the application for registration without examination is for (whether for Psychologist or Psychometrician or both, or for Respiratory Therapist). Separate forms and payment will be required for each application. b. Determine whether applicant satisfies the qualification standards for Psychologist, Psychometrician, or Respiratory Therapist c. Determine if applicant can satisfy all the documentary requirements within 15 days from the time of online application. The documentary requirements for Psychologist, Psychometrician, or Respiratory Therapist are provided hereunder: For Psychologist 1. Original and Photocopy of Certificate of Live Birth in NSO Security Paper for Filipino citizens. In case of a foreign citizen, a copy of the law of the state or country which permits Filipino Psychologists to practice on the same basis as its subject or citizens, duly authenticated by the Philippine embassy or consulate therein. 2. Original and photocopy of Marriage Certificate in NSO security paper (for married female only) 3. Original and photocopy of Transcript of Records with scanned picture and with the Special Order Number indicated (for both undergraduate and graduate degrees). Where school is exempted from the issuance of an SO, a certificate of authentication and validation (CAV) must be secured from CHED. 4. For those who do not have a masters degree, a certified true copy of of at least 100 hours of updating seminars and workshops attended from June 2005 to June 2010 must be presented/submitted 5. Original Certificates of Practice/Work Experience(s): a. Certificate of Employment from immediate superior duly noted by either the HR Manager or Employer specifying the position title, nature of work and specific period of employment duly sworn in by the issuing authorities. Official Job Description signed by the HR Manager must be attached, and for government employees, the official service record specifying the position item must also be submitted. b. For those who are self-employed, applicant must submit the following: 1. Certificate of private practice from colleagues, professional partners and/or institutional clients, specifying the nature of work/services rendered and the duration thereof, duly sworn in and notarized under oath 2. Work contract(s), if any, and/or sworn in statement of the practitioner specifying the nature, scope and duration of project engagement or services rendered, and the regularity of service-delivery with the undertaking that documentary evidence wi ll be produced when required by the Board 3. Business permit and DTI registration 6. Three (3) Original Certificates of Good Moral Character from any of the following: school, employer, church, and/or Barangay Captain duly signed by issuing authority and notarized under oath 7. Original Certificate of Mental Health or Mental Fitness from a Psychiatrist or from a Registered/Certified Clinical Psychologist, duly signed and notarized under oath 8. Original and photocopy of valid NBI Clearance plus Ombudsman clearance for government employees 9. Two (2) colored passport-size picture with white background and complete name tag 10. Photocopy of Community Tax Certificate For Psychometrician 11. Original and Photocopy of Certificate of Live Birth in NSO security paper for Filipino citizens. In case of a foreign citizen, a copy of the law of the state or country which permits Filipino Psychometricians to practice on the same basis as its subject or citizens, duly authenticated by the Philippine embassy or consulate therein. 12. Original and photocopy of Marriage Certificate in NSO security paper (for married female only) 13. Original and photocopy of Transcript of Records for Bachelors Degree in Psychology (AB/BS) with scanned picture. Special Order Number must be indicated. Where school is exempted from the issuance of an SO, a certificate of authentication and validation (CAV) must be secured from CHED. 14. Original certificate of full-time work experience as a Psychometrician or full time work engagement in the practice of psychometrics for a minimum of 2 years, either from immediate superior (if employed) or from institutional clients, professional partners/colleagues (if on private practice), specifying the nature of work, duly sworn in and notarized under oath. Official job description must be attached. 15. Original and photocopy of valid NBI Clearance; plus Clearance from the Ombudsman for those in government service. 16. Three (3) original Certificates of Good Moral Character, from any of the following: school/former professor, employer, church, and/or Barangay Captain duly signed by issuing authority and notarized under oath 17. Two (2) colored passport-size pictures with white background and complete name tag 18. Photocopy of Community Tax Certificate For Respiratory Therapist 19. Original and photocopy of Certificate of Live Birth in NSO security paper 20. Original and photocopy of Marriage Certificate in NSO security paper (for married female only) 21. Original and photocopy of Transcript of Records (with scanned picture) indicating the Special Order (SO) number, and where the school is exempted from the issuance of an SO, a Certificate of Authentication and Validation (CAV) from the CHED 22. Original and photocopy of NBI Clearance 23. Original Ombudsman Clearance (for government employee) 24. Three (3) Certificates of Good Moral Character, preferably from school, employer, church or barangay captain, duly signed by the issuing authority and duly notarized under oath 25. Two (2) colored passport-size pictures with white background and complete name tag 26. Community Tax Certificate 27. Certificate of Employment, Service Record and Job Description: For academic practitioners: c. Certificate of Employment and Service Record duly signed under oath and sealed by the Human Resources Department d. Certification of subjects taught in the last ten (10) years duly signed under oath and sealed by the Dean of the college, or his/her equivalent, and the schools Registrar For clinical practitioners: e. Certificate of Employment and Service Record duly signed under oath and sealed by the Human Resources Department and Medical Director f. Copy of the Job Description duly signed under oath and sealed by the Human Resources Department For home care clinical practitioners: g. Certificate of Employment and Service Record duly signed under oath and sealed by the Human Resources Department and the General Manager (or his/her equivalent) h. Copy of the Job Description duly signed under oath and sealed by the Human Resources Department and the General Manager (or his/her equivalent) NOTE: For applicants working abroad, the required documents must be certified by the Philippine Overseas Labor Office near the place of work. 2. 3. As soon as applicant has ascertained (1) which registration without examination to apply for (as Psychologist, Psychometrician or both, or as Respiratory Therapist); (2) that he/she satisfies the qualification requirements; and (3) can satisfy all the documentary requirements within the time stated, the applicant is ready to proceed to submit his/her application online. 4. After receiving an acknowledgement through applicants email that the application for registration without examination has been submitted successfully together with an order form for payment, applicant must follow the steps hereunder: d. On the assigned date, applicant must go to the Customer Service Center of the nearest PRC office and secure one (1) P15 metered documentary stamp. Affix the documentary stamp on the space provided in the application form, sign it and indicate the date when the application form was accomplished. Applicant can then proceed to the cashiers window for the payment of the application/processing fee (P900.00 for each application to be processed). e. Submit a copy of the official receipt (OR) evidencing payment together with the duly accomplished application form and documents to: 1. For Psychologist and Psychometrician Window 12, Application Division at the Ground Floor of PRC Main Building 2. For Respiratory Therapist PRB Secretariat Office, 3rd Floor of PRC Main Building 3. PRC Regional Offices Submit all required documents in a clear book with the confirmation number and official notice of submission from the PRB on the first page, a table of contents on the second, the printed application form on the third page, and the rest of the documents in subsequent pages arranged according to the list provided. The application processor will conduct an initial screening of the application documents and should inform the applicant of any deficiency at this time. Applicant should receive a claim stub after initial screening is done. a. After receipt by PRC of applicants documents, he/she should wait for official notification from PRC through his/her email account. Applicant is also advised to check the PRC website regularly to check whether the application has been approved or call tel. no. 3101018 to inquire about the status of application. I have read and fully understood the instructions and I fully agree with the terms and conditions governing the Professional Regulation Commissions application for registration without examination.

Masaccio: Innovator of Perspective and Illusion Essay -- essays resear

Masaccio: Innovator of Perspective and Illusion Considered the greatest Florentine painter of the early 1400s, Masaccio is one of the most important figures of Western Art. Tommaso di ser Giovanni Cassai di Simon Guidi was born in 1401 and nicknamed Masaccio Careless Tom because of his attitude. He was apathetic to things like personal appearance and worldly materials, and was thus careless with his possessions. As a child, he concentrated more on his art instead of himself and what others thought about him. He moved from Castel S. Giovanni di Altura to Florence in 1417 to become a pupil of Masolino di Panicale. There, he helped upon innovations of art. In 1422 and 1424, he enrolled in the guild of St. Luke of Florentine Painters. After becoming jaded at the medieval art, Masaccio wanted to make art more realistic and true to life. He constantly studied the idea of perspective in an effort to make his paintings appear natural. Few paintings can be undoubtedly credited to Masaccio, but these are considered masterpieces nonetheless. His greatest work was done on the frescoes in the Brancacci Chapel of Santa Maria del Carmine in Florence. These frescoes were started by Masolino and ultimately completed by Fillipinno Lippi years after Masaccio’s death. This chapel is now a significant monument in the history of art. These frescoes had a tremendous impact on Florentine art thereof, and were used as a basis to teach new artists like Michelangelo and Raphael. It is on these wall...

Childhood and Physical Contact Essay

3.4 Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits. Many jobs within children’s workforce require physical contact with children as part of their role. There are also occasions when it is entirely appropriate for other adults to have some physical contact with a child or young person with whom they are working with. However it is crucial that in all circumstances, adults should only touch children or young people in ways which are appropriate to their professionals or agreed roles and responsibilities Practitioners need to be aware that even well intentioned physical contact may be seen as inappropriate by the child, other adults or by anyone to whom this action may be viewed by, also never touch a child in a way which may be considered indecent. Always be prepared to report and explain actions and accept that all physical contact, but understand that physical contact in some circumstances can be easily misinterpreted because of the state of mind of the child or the adult. Be aware of all cultural and religious views about touching and always be sensitive to issues of gender and always encourage children, where possible, to undertake self-care tasks independently e.g. changing and use of the bathroom. As an adult working with children always pre –empt situations that may put you in a vulnerable position and plan to avoid them such as concealed one to one contact with a child or young person. Where possible always leave a record of a planned visit which may have the potential to be problematic e.g. where, when and why and take to follow up any incidents/ accidents or concerning behaviour.

Maslow’s Hierarchy of Needs Essay

Abstract This paper will explain Maslow’s triangle and its application to interpersonal communications. An explanation will be given how the interpersonal communications, based off of Maslow’s triangle, can be used as an interview and interrogation tool. Examples will be provided of a personal experience that directly relates to the vertical progression through Maslow’s triangle. When Maslow’s hierarchy of needs (Maslow’s triangle) is understood, it is easier to understand another person and have better more effective interpersonal communication. Maslow’s triangle is a set of needs that must be met and people are self-motivated to fulfil the needs. Maslow’s triangle can be used during interrogation and interview as a means to build trust a rapport. Maslow’s hierarchy of needs can be divided into two parts, basic needs and growth needs (McLeod, 2014). To elevate to a higher need, the needs at the current level must be satisfied. The basic needs are believed to be self-motivating and the longer they go unmet the greater the desire for them becomes. For instance the longer one goes without sleep then the more tired they become and soon the body will breakdown. The bottom of the triangle is physiological needs. These are the most basic needs for survival such as food, water, breathing, sex, sleep, homeostasis, and excretion. The next level is safety needs which consists of protection from elements, security, order, law, stability, and freedom from fear. Love and belongingness needs is the third rung and is comprised of friendship, intimacy, affection and love, from work group, family, friends, and romantic relationships. The final basic need is esteem needs which includes achievement, mastery, independence, status, dominance, prestige, self-respect, and respect from  others. The top of the triangle, and the growth need, is self-actualization needs, made up of realizing personal potential, self-fulfillment, and seeking personal growth and peak experiences. Maslow believed that people have an inborn desire to be self-actualized (Cherry, n.d.). Self-actualization is when a person reaches their full potential. Understanding human needs can be a used persuade people as they are already self-motivated to fulfil their needs. This can be used by both preventing the obtainment of a current need or by providing a current need. In the later one can build rapport with the subject by providing the needs. This can further lead into security or love and belongingness where you as an interrogator or interviewer can be the stability or friendship need that is missing. By filling in the need you can passively be purvey to more information or even take a more aggressive quid pro quo stance. Furthermore you may even give an ultimatum that if the information you seek is not provided then the fulfilled need will be taken back leaving a deficiency. As this relates to my personal experiences and my progression through the hierarchy of needs, I am no different than anyone else and I must have fulfillment of one level before ascending to the next. I have been fortunate enough that air and water have always been present in my life. Sleep is sometimes lacking and can affect my health but on the whole a sufficient amount of sleep is met. Being that the lowest level needs have been generally fulfilled the next level is considered. Safety needs have generally been provided given that safety of employment was sufficient. While employed in the active duty military I had job security providing money that provided safety in resources. Safety in employment allowed the lower level item such as food to always be fulfilled as well as safety of property a need of the second tier. Employment allowed advancement into both the third and fourth levels as I was part of a family both in occupation and able to provide for one at home. I also had friendship within the employment and much respect both from self and others as well as a sense of achievement. This had much to do with the type of occupation being what it was (military). This all fed into a greater self-esteem and then into the top tier of the triangle, growth and self-actualization. The other side to  this is that when I was no longer in the active duty military and I lost the fulfilment of safety of employment I much of the fulfilment of other needs. I lost the steady monetary income and in direct correlation I lost safety of property as I was never sure if I would be able to make my house payment. Being able to provide for my family was always a question and this greatly reduced my self-respect and respect from family and relationship within the family dynamics. I was not sure if I would be able to always meet to need of food. My focus was fulfilling that unmet need, the need for safety of employment. At no time after I had a deficiency in level two of the triangle was I ever considering my self-actualization or full potential let alone even confidence or achievement from the level below that. When Maslow’s hierarchy of needs is understood, it is easier to understand another person and have better more effective interpersonal communication. The needs laid out in Maslow’s triangle can be used during interrogation and interview. They can be used as a means to build trust a rapport and or persuasion and coercion. References (n.d.). Retrieved from wikimedia,org: http://upload.wikimedia.org/wikipedia/commons/5/58/Maslow’s_hierarchy_of_needs.svg Cherry, K. (n.d.). Hierarchy of Needs. Retrieved from About Education: http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm McLeod, S. (2014). Maslow’s Hierarchy of Needs. Retrieved from Simply Psychology: http://www.simplypsychology.org/maslow.html Tay, L., & Diener, E. (2011). Maslow’s Hierarchy. Retrieved from Changing Minds: http://changingminds.org/explanations/needs/maslow.htm

Paul Williams of the Temptations essays

Paul Williams of the Temptations essays Paul Williams was a baritone vocalist of the original Temptations, one of the most successful and acclaimed male vocal groups of the '60s. He sang lead on a number of songs and was instrumental in engineering the band's exciting choreography and in developing its style. Williams was born July of 1939 in Birmingham, Ala. Williams, along with future Temptation Eddie Kendricks, sang in Ohio as the Cavaliers, moved to Detroit and developed a Detroit band, the Primes along with Kendricks and Kel Osborn, in the late '50s. The Primes were the inspiration for the Primettes, the group that eventually became the Supremes - the Primes' management felt a female version of the band would have similar success. The Primes were noticed by Otis Williams (no relation) who led the Detroit group Otis Williams and the Distants. Otis merged his group, which also included Eldridge Bryant and Melvin Franklin, with the Primes Paul, and Eddie (Kel quit) to form the Elgins in 1961. Since there was a group already with that name the group soon changed its name to the Temptations and recorded two unsuccessful singles for Motown's Miracle label. As a spoof, the group also went under the name "The Pirates." In 1962 the Temptations made the U.S. top 40 with "Dream Come True," then suffered a few more flops. But the group's matching suits and skilled dance moves developed by Williams, began to attract attention. After fighting with Paul, Bryant was fired and replaced by David Ruffin. The band started to work with Smokey Robinson, who wrote the Temptations' #11 hit "The Way You Do the Things You Do." The song began a long string of smooth soul-pop hits. In 1965 the group topped the Billboard Hot 100 with "My Girl", and also had hits with "It's Growing," "Since I Lost My Baby," "My Baby" and "Don't Look Back," on which Paul sang lead. One of Paul's most soul stirring renditions, was the ballad remake of the Stevie Wonder hit "For Once In My Life". T ...

7 Signs Youre A Surprisingly Good Employee

7 Signs Youre A Surprisingly Good Employee Sometimes it can be hard to gauge how you’re really doing at your job. On a bad day, it can feel like you’re doing horribly. On a good day, you feel like the best employee ever. The reality is probably somewhere in between, but how do you know? Here are 7 signs that you may well be on your way to being that best employee ever, whether you’re new in the role or have been there for a while.1. You look forward to going to work.Sunday night is usually gut-check time: when you think about getting back to your Monday routine and heading into work, how do you feel? If you feel any enthusiasm, or pleasant optimism about the week ahead, chances are you’re doing something that fulfills you, and that you do well. If you like your job, you’re probably also doing well and feeling comfortable.2. You feel challenged, but not overwhelmed.If you embrace new projects with gusto rather than dread, and look forward to adding new responsibilities and competencies to you r repertoire, you’re doing pretty well.3. Time is flying.This is not to say that you’re losing track of time, or lacking time management. When things aren’t going well, time can feel like it’s slowing†¦down†¦to†¦a†¦trickle. If your day feels like it’s moving briskly, and isn’t a slog through an endless to-do list, things are in a good place.4. You’re seeking out new tasks and responsibilities.If you’re talking to your boss about taking on new projects that go above and beyond your current job description, that’s a sign that you’re succeeding in your role, and ready to start moving up.5. People come to you for advice.If you’re a go-to guru for information related to your job, it means that people trust what you’re giving out. Sure, a Godfather-like line around your desk, of colleagues asking for favors, is not ideal for your own productivity, but if your colleagues are using you as a sounding board, that’s a good sign of your trustworthiness and competence as a team member.6. You move on after mistakes.No matter how good you are at your job, mistakes and missteps happen. If you can shake those off, take some lessons, and move on with your work life, chances are you’re doing fine overall.7. You’re surrounded by calm.If your desk is an oasis of neat, organized zen, it suggests that you’re feeling good about your workload- and your workday. If the stacks of papers, sad desk lunch remnants, and random stuff are almost as tall as you are, that can show that you’re overwhelmed or too stressed.If you’re not doing so hot at work, there are also warnings signs for that as well. But if you like your job, and are engaging with it in positive ways, you’re going to be A-OK!

Real Estate Consulting Project Research Paper Example | Topics and Well Written Essays - 1500 words

Real Estate Consulting Project - Research Paper Example Using industry parlance, the mall has become a "greyfield." As per description, a greyfield mall is a centre that has not made the grade or is in the process of failing. From a layperson's point of view, the measure of failure can include (Tate 1): Additionally, from a retail market standpoint, a shopping centre becomes a greyfield site if the sales per square foot decline every year to below $150 and is vulnerable to becoming a greyfield site if sales per square foot annually are between $150 and $199. This amounts of sales per square foot measure and the dollar amounts revealed are common to both the United States and Canada (PricewaterhouseCoopers 14). To decipher the cause of the waning sales, the bigger questions that need to be asked are -1) what triggered the decline in trade for the mall' 2) what is the future of the mall' 3) can company X do anything about this future' and 4) what should company X do' Further investigation into the history of the mall's consumer environment, revealed that the maturing of the neighborhood is precisely the cause of the issues that the mall was confronted with, that is, while the housing stock stayed much as it was when the community started, the distinctive attributes of the population inhabiting within the area have been tremendously transformed. In one aspect, although the residents of the community are principally the same people, at the base, the current dwellers of the community are fundamentally young parents who bought houses in the community when it, and the mall, were new. The truth is that, while the people have stayed basically the same, they and thus there purchasing patterns, are all thirty five years older. Even though they may be the same individuals, these people are not obtaining and purchasing the same items that they were procuring 35 years ago when they moved into the neighborhood as 25-year-old parents. To boot, an enclosed mall has become less and less fashionable with many consumers and retailers. Consumers are fond of and appreciate very much products that are fresh, novel and interesting. Enclosed malls have been around for so many years now and consumers are now geared up to try new formats. Compounding the situation is the fact that many of the conventional mall anchor department stores that have fallen out of favor with consumers and taking their place are specialty apparel, home furnishing and

What is the Muslim Brotherhood and why is it so popular in Egypt Essay

What is the Muslim Brotherhood and why is it so popular in Egypt - Essay Example It is worth mentioning in this context that the notion of Muslim Brotherhood has its roots in Egypt where it was founded as a pan Islamic religious and social movement by a group of activist Islamic scholars and teachers in the 20th century. Historical evidences reveal that the movement had been quite popular not only in Egypt but all around the world integrating more than two million Islamic members from various Islamic countries. To be noted, the movement was founded by an imam and a school teacher named Hassan al-Banna. According to the founder of the movement, i.e. Imam Hassan al-Banna, the main idea behind the initiation of the movement was to encourage the Islamic nature to dominate, rather than to get dominated by others. Although many experts all over the world believe that the organisation does not appreciate violence, it has many a times found cruised to have its linkage with Islamic terrorism (Tadros, 2012, pp. 1-15). It is in this context that the leaders of the Muslim Br otherhood attempts to advise its loyal followers to rescue Jerusalem from the dominance of Palestine which indicates a strong influence of historic event on the religious as well as social customers of the Muslim community in Egypt. This particular aspect however have been criticised to ignite the sense of terrorism among the followers of the organisation. It is further viewed that the organisation seeks to spread its teachings and ideologies all across the globe so that they can gain maximum number of followers which will in turn strengthen their power and influence over the world politics which has further been criticised as an aggressive political move covered with religious and social intentions. Apparently, the organisation works in every section of the society which includes schools, universities and professional offices among others. This aspect concedes with the aim of the organisation which searches for commendable position in all aspects of life of the Islamic people with special emphasis on the Arabic countries (Tadros, 2012; Leiken & Brooke, 2007, pp. 107-121). Correspondingly, the aim of this paper is to discuss about the Muslim Brotherhood in detail with respect to its popularity in Egypt. Discussion The Muslim Brotherhood From a generalised perspective, Muslim Brotherhood is regarded as a social and religious organisation that has its presence in various Islamic and non-Islamic nations of the world. It seeks to operate and show its influence in various aspects of the day to day life of people belonging to the Islam community, integrating all the Muslim like-minded people from around the world to regain the historical identity and a respectful position of Muslim society in the modern world (Aldridge, 2013, pp. 1-75). However, the concept of Muslim Brotherhood has a broader dimension. In order to have an in depth understanding of the same a detailed study is required. Hasan al-Banna was the founder of the Muslim Brotherhood movement in Egypt in th e year 1928. He not only acted as a leader of the religious as well as political movement but also worked as a guide to the Muslim community motivating his followers to regain the dominance and social respect in the world. The organisation can further be observed to have been built on the notion that by integrating the Muslim community people, referred as Muslim brothers, the organisation could effectively work towards strengthening the presence

HUMAN SERVICES Essay Example | Topics and Well Written Essays - 750 words

HUMAN SERVICES - Essay Example This also shows that he has the determination to work hard and make it in life despite his current situation. Concerning Phil’s family, the parents are still married, and the family is in need of support. Regarding the case of Rachel, the strengths include the ability to make friends, being a good student, self-confidence, survival skills, and optimism. Rachel’s family is still intact despite the challenges they are facing. The strengths that Phil exhibits have great influence on his life. For instance, Phil lives in a difficult environment because of constant fights by his parents, but the strengths give him a strong will to excel despite the family challenges. In addition, though Phil drinks alcohol, the strengths allow him to keep on track of becoming someone better in the future, and not losing his life to street vices. The strengths also have an effect on the family; they bring out the attributes of the family necessary creating an effective collaboration and intervention strategy. Similarly, strengths demonstrated by Rachel influence her life. For instance, she has developed survival skills that allow her to be independent at her young age. These strengths make her a strong-willed person and shape her attitude towards life. With respect to the family, the strength allows the family to function as one unit despite the challenges they have. Strength-based approach is an effective theory as it extends the idea that every individual has inherent capabilities. As a social worker, I believe that each person is unique with capabilities and strengths that determine their story and define whom they are. Additionally, this theory gives the opportunity to turn challenges into capacity in order to create optimism and hope out of a difficult situation (Saint-Jacques, Turcotte and Pouliot 454). Since individuals have the belief that change is inevitable, every person has the urge to explore the world around them, succeed, and help one

The Different Types of Clouds Essay Example for Free

The Different Types of Clouds Essay Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept: c. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow. Objective: Students will create a picture that shows three different cloud types (Cirrus, stratus, and cumulus). Student Materials: 1 piece of blue construction paper per student 3-4 cotton balls per student bottle of glue per 4 students crayons Management Strategies: This lesson is intended to be an introduction to cloud types and is appropriate for large group (whole class) instruction. The complete lesson will take about 50 minutes. Cooperative group work is not required, but could be implemented at the teachers discretion. Procedure: 1. Begin the lesson by discussing the weather at the time. Ask probing questions like, What is the difference between the weather today and the weather yesterday? , What kind of an effect do you think clouds have on weather? or What makes one loud different from another? . 2. Show the students selected pictures from the book Spacious Skies and a series of pictures from the laser disc. Talk about what they are seeing by discussing the different characteristics of the clouds. Be sure to point out height (elevation), texture and color. 3. Introduce the four types of clouds with which the class will be working. These clouds are cirrus, stratus, cumulus, and cumulonimbus. Write the four names on the chalkboard and ask the class to describe each type (where it would be found, what it looks like, its color). While working on ach name, use the corresponding picture from the laser disc. When the class is done listing characteristics, ask them to place the four different types of clouds in the appropriate spot on the cloudscape that youve created. 4. Explain to the students that they will be responsible for making a cloudscape. They will be using construction paper, cotton balls, glue and crayons to create a scene that incorporates all four of the cloud types discussed. Their cloudscape must show the clouds in relation to ground level and the clouds should depict the attributes discussed by the class. Their scene should include buildings as well as the ground. They will have 15-20 minutes to complete this activity. 5. Bring the class back together as a whole by having the children present their cloudscapes to the class. Make sure that they explain what each cloud is and its relation to the horizon. Concept: Cloud formation results when warm, humid air rises and cools, causing the water vapor in the air to condense and form clouds. Teacher Materials: a large Jar a plastic bag of ice that will fit over the Jar opening a pitcher of warm water 1 sheet of black paper flashlight -matches Student Materials: pen and paper to record observations Optional Extension Student Materials: more Jars, bags of ice, black paper, flashlights, and warm water flour sand cedar shavings any other particulate materials white construction paper newspaper crayons Teacher Background Information: -collected dust Sunlight causes water to evaporate into the atmosphere. This air containing the water vapor is heated at the surface of the earth and rises. As it rises, it cools and the water vapor condenses on some form of particulate matter such as dust, ash, or moke to form clouds. Management Strategies: This activity would be most appropriately done with small groups so that all students can view the cloud formation in the Jar. Other class members could be working on researching the different types of clouds, drawing and labeling these clouds, researching and drawing the water cycle, working on a forecast for the rest of the day based on the clouds in the sky, etc. The activity itself should not take more than 10 to 15 minutes. For safety reasons, students should not be allowed to handle the matches. Also, students need to be careful around the glass Jars. Much of the following procedure will vary, depending on students reactions, comments, and levels of understanding. Procedure: 1 . Ask students what some of the different types of clouds are, what they are made of, and ask the focus question, how do you think clouds form?

Affirmative Action Promotes Discrimination in America Essay -- affirma

Success is something that everyone yearns for in life. Whether it is becoming happy, healthy, or wise, there are certain achievements and triumphs that deem a person prosperous. However, in order to obtain success, one must dedicate themselves to what they want out of their journey, working hard to come out on top in the competitive worlds of school and work that dominate our society. All through life, people are taught that overall hard work and moral character will allow one to achieve their goals. This sounds like the ideal situation- both fair and ethical. However, our nation has often ignored these moral teachings of justice and evenhandedness in an effort to give more "equality" to the American population. A program known as Affirmative Action was introduced in 1965 by the federal government under Lyndon B. Johnson and was thought to be a great idea in order to bring more diversity and equal opportunity to the many different races, ethical groups, and certain minorities (Affirmative Action 1980). However, the intentions affirmative action provides have only discriminated members of society further, and segregated individuals in this land of equality. Affirmative action can be described as a "program for giving preference to individual applicants for positions in educational institutions, or in employment, based on that person's membership in a previously discriminated-against racial, ethnic, or gender minority" (Affirmative Action vs. Equal Rights 2003). Even before America was a nation, our country was regarded as a place of equal opportunity for all. Thomas Jefferson once said, "We hold these truths to be self- evident, that all men are created equal...," words that have echoed through the centurie... ...n "Affirmative Action vs. Equal Rights." The Jeffersonian Perspective. 20 Oct. 2014 <http://www.geocities.com/CapitolHill/7970/jefpco60.htm>. Brown, Jeff. "Two Views of Affirmative Action." Third Place. 20 Oct. 2014. http://saugus.byu.edu/writing/contest/20001/brown.htm>. McElroy, Wendy. "What Does Affirmative Action Affirm?" Zetetics. 20 Oct. 2014. <http://www.zetetics.com/mac/affirm.htm>. "The Equality Project Learning Center." Quotes on Equality. 27 Oct. 2014. <http://equalrightslesbigay.com/quotes.htm>. "The Social Construction of Reverse Discrimination: The Impact of Affirmative Action on Whites." The Impact of Affirmative Action on Whites. 20 Oct. 2014. <http://www.adversity.net/Pro_AA/docs/Pincus_JIR.htm>.