Foreign Policy: National Interests and Values

Foreign Policy: National Interests and Values Foreign Policy linking the protection of national interests and promotion of national values. Great Britain has lost an empire and has not yet found a role. Implicit in the introductory quotation by American politician Dean Acheson (Hutchinson Encyclopedia, 2003) is the principle that a nation has various choices in setting foreign policy. A precursor to setting effective foreign policy is the need to have a foreign policy vision, or a fundamental view of what the nation would like to accomplish in the world arena. Two considerations in setting a foreign policy vision involve deciding if the nation should focus on promoting its values internationally or if it should focus on protecting its national interests. This essay will show that foreign policy should not require a choice between protecting national interests and promoting national values; rather, it will demonstrate that a nation can protect its national interests and, at the same time, promote its values in the world arena. Beginning with separate discussions on protecting national interests and on promoting values, the essay continues with an exploration of the linkages between promoting a nations values and protecting its national interests. Finally, conclusions will be presented. Before embarking on an exploration of national interests and values in setting foreign policy, a working definition for the term foreign policy will be established to help in framing the discussion. The Republic of Ireland (1996), in observing that there is no universally agreed definition of foreign policy, furnishes this succinct definition for the term: the pursuit by a state of its interests, concerns, and values in the external environment. Foreign Policy magazine (undated, cited in Labor Law Talk, undated) offers a somewhat fuller, yet essentially supportive, definition: A foreign policy is a set of political goals that seeks to outline how a particular country will interact with the other countries of the world. Foreign policies generally are designed to help protect a countrys national interests, national security, ideological goals, and economic prosperity. This can occur as a result of peaceful cooperation with other nations, or through aggression, war, and exploitation. Creating foreign policy is usually the job of the head of government and the foreign minister (or equivalent). The definition proposed by Foreign Policy magazine is accepted as the working definition in this context as it provides a more complete description, although the Irish definition will also be referenced. Protecting National Interests The working definition for foreign policy states, in part, that foreign policy is designed to help protect a countrys national interests; the Irish definition states, again in part, that foreign policy is the pursuit by a state of its interests. Each sovereign country can be expected to have different national interests and thus a different foreign policy focus because external policy reflects interests or concerns internal to the country pursuing them, according to the Republic of Irelands White Paper on Foreign Policy (1996). Logically, then, the protection of national interests through foreign policy is the protection of internal interests. Comparing the national interests of Canada and the United States, two closely-allied neighboring countries which are similar in many ways, provides insight into the extent to which national interests differ. Canadian foreign policy focuses on economic growth, social justice, quality of life, sovereignty and independence, peace and security, and harmonious national environment with the first three being the most important (Franks, 1997). Canadas neighbor to the south, the United States, sets foreign policy at three levels. Vital interests, which represent the highest level, include the physical security of American territory, the safety of American citizens, the economic well-being of American society, the protection of critical infrastructures from paralyzing attacks. Military troops may be used unilaterally and decisively to protect these vital interests. The second level includes those interests that do not affect national survival but do influence national well-being (e.g. protect ion of the global environment and commitment to allies). Finally, humanitarian and other interests, including responses to national disasters and promotion of human rights among others, are positioned at the third and lowest level (Gladkyy, 2003, citing White House, 1999). After the attack on the World Trade Center on September 11, 2001, the United States placed added emphasis on national security interests: The Government of the United States has no more important mission than (1) fighting terrorism overseas and (2) securing the homeland from future terrorist attacks. (Gladkyy, 2003, citing Bush, 2001). The contrast between national interests expressed by Canada and the United States is a stark one indeed. The expressed national interests of the United States are more reactive and could be considered to be more negative in tone than those of Canada which seem more proactive and uplifting. Interestingly, and perhaps demonstrating Canadas internal cultural attributes, three of the countrys six areas of national interest are focused on human bettermentsocial justice and quality of life, which are two of the three high priority interests, and a harmonious national environment. In contrast, humanitarian and other interests are relegated to the lowest priority national interests in the United States. Promoting National Values The working definition for foreign policy states that foreign policy, in addition to protecting national interests as mentioned earlier, is designed to protect a countrysideological goals; the Irish definition states that foreign policy, in addition to pursuing national interests, is the pursuit by a state of itsvalues in the external environment. According to Latham (2002), the term values refers to subjective views of individuals about what is worthy or important. He continues that in politics, [values] are views about the ends that social institutions ought to advance, and the virtues they ought to embody. As government is a social institution, values are the views governments should advance and virtues they should embody. Some examples of national values include freedom, democracy, free economies, and human dignity (The Hutchinson Encyclopedia, 2003). In addition, some national values can be discerned from the articulation of national interests. For instance, referring to Canadas national interests, one might conclude that Canadas values include human rights, peace, and environmental harmony. National values can be promoted by various means ranging along a continuum from active to passive. As an example, the United States, in promoting democracy, has used military actionthe most active meansand has modeled democratic behaviorsthe most passive means. In between these two extremes, the United States has used other approaches including diplomacy, foreign aid, international broadcasting, and even covert political manipulations. (Parapan, 2005). Linking the Promotion of National Values to the Protection of National Interests The thesis for this essay is that foreign policy does not have to involve a choice on the part of a nation between protecting its national interests and promoting its values in the world. A nation can do both and, conceivably, doing both effectively can enhance each one individually. A review of the literature revealed the following representative selections addressing the foreign policy linkage between protecting national interests and promoting national values: Haass (2003) claims that in the 21st century, the principal aim of American foreign policy is to integrate other countries and organizations into arrangements that will sustain a world consistent with U.S. interests and values for the purpose of promoting peace, prosperity, and justice as widely as possible. Abrams (2000) states a foreign policy of dominance will not only advancenational interests but will preserve peace and promote the cause of democracy and human rights. Mead (1994) states that foreign policy is based on a combination of interests and values, calling attention to the struggles associated with defining the national interest and national values and relating the two concepts in an overall foreign policy strategy. Using the term progressive internationalism, Falk (2004) summarizes a foreign policy based on four organizing ideas[that] embody a convergence of national values and interests: national strength, liberal democracy, free enterprise, and world leadership. And, finally, Edel (2005) quotes U.S. President George W. Bushs second inaugural address in January 2005: Americas vitalinterests and our deepest beliefs are now one. Seiple (2003) cautions the United States to be uncompromising over their national values when promoting their national interests, contrasting the differences between expressed values of fair play, the use of the Golden Rule, and the cherished freedoms of religion, association, and press and American interests [revolving] largely around economic access and a military that, by and large, is positioned around the world to protect that access. One factor that may complicate the alignment of national interests and national values in forming foreign policy is what might be considered to be an inherent conflict between the realism of national interests and the idealism of national values. Talbott (2000) expresses a contradiction between championing national interests and national values. He writes about the persistent effort to combine realism and idealism in the role [the United States] plays in the world, continuing by stating that the American people have made clear that they demand some thing nobler and more altruistic from their government and armed forces than the coldblooded calculus of raison detat or realpolitik in which European statecraft has often taken pride. McCraw (2003), in claiming that realism sees foreign policy as about national interests rather than promoting values, writes that this conflict explains why national governments have not been particularly identified with promoting human rights, a position that might be considered to be part of an idealistic foreign policy. The range of approaches nations can use in promoting national values as described earlier could also be applied in protecting their national interestsmodeling behaviors, diplomacy, providing foreign aid, broadcasting their messages, conducting covert political manipulations, and taking military action. For instance, a country that demonstrates democratic behavior may cause people in countries with totalitarian governments to push for democratic reforms. This to a large extent happened as formerly Communist countries of Eastern Europe established democratic forms of government modeled after those in countries of Western Europe and the United States in the latter part of the twentieth century. At the other extreme, the military incursion by the United Kingdom, the United States, and others into Iraq to purportedly establish a democratic government could be viewed as an example of forcing democratic values on a sovereign nation. The case of Iraq presents an interesting twist on the national values promotionnational interest protection issue, one that shows how the two are intertwined in foreign policy. In 2003, when the coalition of the willing invaded Iraq, the case for the incursion was based on the certainty that Saddam Hussein possessed weapons of mass destruction that could be used against other nations. This case reflected the desire to protect national interests, in this instance the safety of citizens. But, the invasion revealed that [t]here were no weapons of mass destruction in Iraqno unmanned aerial vehicles, no terrorist training camps, no outlawed Scud missiles, no nuclear weapons program (The Atlanta Journal and Constitution, 2004). When no such weapons were found, the rationale for the invasion changed to a desire to install a democratic government. The case changed from one of protecting national interests to promoting values, this time by military force. If the rationalewas truly altruisticto install a democratic form of government in Iraqand the installation of such a government would help promote the stability of the region thereby ensuring the continued worldwide flow of oil (a strategic interest), then the invasion would represent an example of how the promotion of national values can be used as part of foreign policy to protect national interests. Whether the motive of installing a democratic government is true or simply a cover for the failure to find weapons of mass destruction is not a topic for this discussion; however, the efficacy of forcibly installing a democratic government is appropriate. Parapan (2005) asks a probing question: After all, what is it that terrorists hate? The American values and culture, or the American insistence on imposing those on others? Parapan suggests that reform must come from within. Only time will tell whether the new, more democratic government in Iraq will be accepted or replaced by another dictatorship or, even worse, by anarchy. Future historians will be able to compare and contrast the long-term outcomes of the popularly-installed democratic governments in Eastern Europe with the forcibly-installed democratic government in Iraq to assess which approach was more effective. Conclusions This essay set out to show that foreign policy should not require a choice between protecting national interests and promoting national values; rather, that a nation can protect its national interests and, at the same time, promote its values in the world. This thesis was proven with the caveat that the road to achieving this type of foreign policy can be difficult. With a working definition of foreign policy in hand, examples of national interests of Canada and the United States were compared and contrasted and examples of national values were presented and accompanied by a description of the continuum of methods countries can use in promoting their values. The definitions and discussions formed the foundation for establishing the linkage between promoting national values and protecting national interests. At the most basic level, the two definitions cited for foreign policy link the protection of national interests and promotion of national values as purposes of foreign policy. Five extracts resulting from a literature search established the linkage between national interests and national values in foreign policy development (Abrams, 2000; Edel, 2005; Falk, 2004; Haass, 2003; Mead, 1994). Difficulties in linking interests and values in foreign policy were characterized as a conflict between realism and idealism (Seiple, 2003; Talbott, 2000). The approaches available to nations as they establish foreign policy that protects national interests were shown to be largely the same as those available to promote values. Examples from initiatives to establish democracies in Eastern Europe and in Iraq were compared and contrasted in the context of promoting national interests and promoting national values. In summary, nations can simultaneously protect their national interests and promote their national values through their foreign policy. Perhaps the proper promotion of national values, one that models the desired values and empowers the citizens of the receiving nation to make their own choices, can actually enhance the protection of national interests in the country implementing its foreign policy through its stabilizing effects in other parts of the world. Bibliography Abrams, Elliott (2000). American powerfor what? Commentary, January 1, 2000 (The) Atlanta Journal and Constitution (2004) Strategy: Make facts fitTime confirms the fabrications and exaggerations of the Bush administrations case for invading Iraq. June 23, 2004. Bush, George W. (2001) Securing the homeland: Strengthening the nation, 2001. Cited in Gladkyy, Oleksandr (2003), American foreign policy and U.S. relations with Russia and China after 11 September. World Affairs, June 22, 2003. Edel, Charles (2005), Picking our fights carefully. The Cincinnati Post, March 3, 2005. Falk, Richard (2004) Toward the revival of principled politics in America. American Tikkun, September 1, 2004. Foreign Policy (undated) Foreign policy. Cited in Labor Law Talk (undated), Foreign policy. Available from: , undated [Accessed: April 14, 2005]. Franks, C. E. S. (1997) White paper on foreign policy, The 1998 Canadian Encyclopedia, September 6, 1997. Gladkyy, Oleksandr (2003), American foreign policy and U.S. relations with Russia and China after 11 September. World Affairs, June 22, 2003. Haass, Richard N. (2003) Defining U.S. foreign policy in a post-post-Cold War world. DISAM Journal, January 1, 2003. (The) Hutchinson Encyclopedia (2003) Dean Acheson. From speech at the United States Military Academy at West Point, December 5, 1962. April 22, 2003. (The) Hutchinson Encyclopedia (2003) US foreign policy in a changing world. September 22, 2003. Labor Law Talk (undated), Foreign policy. Available from: , undated [Accessed: April 14, 2005]. Latham, Stephen R. (2002) National values, institutions, and health policies: what do they imply for [Canadian] Medicare reform? Canadian-American Public Policy, November 1, 2002. McCraw, David (2003) Analysing New Zealands foreign policy: David McCraw replies to criticism advanced by Michael Bassett of his depiction of New Zealands approach to foreign affairs. New Zealand International Review, November 1, 2003. Mead, Walter Russell (1994) Lucid stars: The American foreign policy tradition. World Policy Journal, December 22, 1994. Parapan, Manuela (2005) Why Arabs are anti-U.S. World and I, January 1, 2005. (The) Republic of Ireland (1996) The white paper on foreign policy: Background to Irish foreign policy. Available from: [Accessed: April 14, 2005]. Seiple, Robert A. (2003) The privilege of power: The US is right to oust Hussein but it must better balance national values with national interests. The Christian Science Monitor, March 10, 2003. Talbott, Strobe (2000) Self-determination in an interdependent world. Foreign Policy, March 22, 2000. The White House (1999) A national security strategy for a new century. Defense Strategy Review Page, December 1999, 1-2. Cited in Gladkyy, Oleksandr (2003), American foreign policy and U.S. relations with Russia and China after 11 September. World Affairs, June 22, 2003. Stiff: The Curious Lives Of Human Cadavers Stiff: The Curious Lives Of Human Cadavers After reading the book Stiff I have gained a better understanding of what donating your body to science really means. Through my research and by reading the book, I have decided that a person should most definitely donate his or her body to science. I believe that once a person has died, there is nothing more that the person can do with his or her body. Why not give yourself to science and continue to help people even after you have passed away? I personally would like to die knowing that I could potentially save the lives of millions. The first option for donating your body to science mentioned in the book is for the practice of cosmetic procedures. In the first chapter of the book, Mary Roach attends a seminar where plastic surgeons perform different cosmetic procedures on cadaver heads. The surgeons are able to practice new procedures on nonliving patients before performing them on live patients. The cosmetic surgeons gain a better knowledge of human anatomy and how to perform specific procedures. Practicing on these patients is much easier, since the patients do not have blood that would block their view of a humans basic anatomy and facial structure. The surgeons can see everything that is going on in the surgery clearly which will help them to better perform these surgeries later on. In addition to cosmetic procedures, I have learned through my research that universities often provide cadavers for medical students to use as a way to advance their knowledge of the human body. In an article I read, it stated th at before first-year medical students are allowed to lay their hands on the living, they must first learn the anatomy of the dead. Students are required to take apart their given body and look at each section of a humans internal anatomy. Although it is possible to learn this information through high-tech simulators and body models, nothing can replace being able to see and touch a real body. This is why donating your body to science is important; so that medical students will have the chance to learn from dead bodies, before operating on live ones. The third chapter of the book is set at a body farm. A body farm is a research facility where human decomposition can be studied in many different settings. At the body farm, Mary Roach sees a variety of dead bodies that are being used to study human decomposition. Each body is at a different stage of decay. Studying these bodies can help determine the time in which a person has died. In reality, this can help investigators determine the time of death of a corpse. Knowing the time of death can help solve crimes and murder investigations, an important component of forensic science. In the book, Roach mentions fly larvae as an important way to determine when a person has died. Forensic scientists can conclude how old the larvae on a cadaver are, and therefore decide how long the person has been dead for. Other methods of determining this can be used, such as looking at the potassium level in a persons eyelids or studying the stage of their decay. Not only are the donated bodies at diff erent phases of decomposition, they are also put into different scenarios. Every time a person dies, they are not going to be in the same setting. This is why researchers at the body farm have to put cadavers in different situations. The first body Mary Roach sees at the farm is wearing sweatpants, so that examiners can study the effects of decay on bodies that are wearing clothing. During my research, I have learned that some of the other scenarios bodies have been put in include being buried, left outside, and even submerged in water. People die in all different settings, which is why it is important to know how a body reacts in these different environments. By donating your body to science, forensic scientists can learn the rate at which bodies decay, and therefore solve investigations later on. The fourth chapter involves the use of cadavers as crash test dummies. When a person donates his or her body to science, it is possible that he or she will be sent to a research facility where researchers study the effects of impact on the body. When car companies make new car models, it is necessary for them to test if a car provides safety to a human in the event of a crash. However, researchers cannot use nonhuman crash test dummies for these studies. Crash test dummies can tell you how much force a crash has unleashed on a body, but not how this force affects the body. Scientists need to know how much force a real body part can handle. For these test, researchers need subjects that will provide accurate results without causing harm or pain to them. In the past, dedicated researchers have donated themselves as dummies. However, this is neither safe and causes pain to the living researchers. Cadavers are better candidates, since they are not only human, but they also feel no pain a nd cannot sustain injury. During this section of the book, Mary Roach visits a facility where a simulated car accident is taking place on cadaver UM 006. The results from the car accident will help the car company know if the particular model will keep a person safe if a crash were to occur. Then, they can adjust the car to provide better safety. So someday, when a live human survives an accident, he or she has UM 006 to thank. In chapter six, Mary Roach discusses cadavers who are used to understand how bullets and bombs work, and how they affect the human body. Quite often, the bodies of people who choose to donate themselves to science are sent to facilities where the main goal of research is to figure out how to better protect those who are often exposed to danger. As with most tests, researchers need subjects who give results that are realistic and accurate, and that do not feel pain. Cadavers fill these needs when it comes to testing items such as bulletproof vests, army-strength footwear, and other protective wear. To ensure that our soldiers and police officers are safe, it is essential to guarantee that their equipment is safe and will withstand whatever circumstances they may endure. To do so, experiments are conducted to test these different items. Through these tests, researchers can tell if bulletproof vests will withstand the force of a shot, if boots will withstand the effects of a roadside bo mb, and if miscellaneous protective wear can handle under pressure. All of these tests are important in protecting those who give their life to protect us. In chapter seven, Mary Roach discusses a controversial experiment that many people choose to donate themselves to. These trials have become known as the crucifixion experiments. Throughout history, a number of scientists have been engrossed by the idea of recreating the crucifixion of Jesus Christ. Through trial and error, these scientists have each created their own theory about how Jesus was positioned on the cross and each event that took place during this time. Not only do some people choose to have their cadavers donated to this experimental process, but some actually volunteer themselves while they are still living. Although most people dont choose to take this path when donating their body, it is always another option that could be considered. Throughout the book, Mary Roach touches a couple of times on the subject of organ donation. I believe that organ donation is one of the most beneficial and practical means of donating yourself to science. In all other cases of donating yourself to science, your body is not used to provide direct help to others. In these cases, your body is used for studies and research that could one day hopefully help someone else. When you choose to donate your organs, you are directly giving yourself to someone else. The second you are considered dead (whether your heart has stopped beating or you have been considered brain dead) your organs are give to another person who is in need. In a sense, you are able to live on through another person, or at least a piece of you is. According to the U.S. Department of Health and Human Services, every eleven minutes a person is added to the waiting list to receive an organ. Seventy-five people receive an organ transplant each day. However, twenty people die every day waiting for an organ, because of the shortage of donated organs. When one person alone decides to become an organ donor, he or she could possibly save up to eight lives. So if you dont want to join the body farm, be used as a surgical patient, or become a human crash test dummy, I believe that deciding to become an organ donor is the easiest way to save lives. The book Stiff gave me a much better understanding of what it means to donate your body to science. Making the choice to give yourself to scientific research could help an endless amount of people. After all, what are you planning to do with your body when you die? Why not give yourself to something rewarding and beneficial? If you dont want your dead body to be shot for scientific study or to receive a facelift once you have passed away, choose to become an organ donor. You could save up to eight lives, and die knowing youre going to continue to help others. One day, I will certainly choose to donate my body to science, and potentially make life better for those who are still on earth. Personal Review I have always enjoyed reading, and throughout the years I have read all kinds of different stories. However, I have never a book quite like Stiff. In Stiff, Mary Roach talked about a topic that most people would find repulsive and somewhat hard to even think about. Cadavers arent a usual subject when it comes to writing books. Yet, I absolutely loved it. Roach found a way to write about death in a humorous way without ever being disrespectful. Who knew reading about dead bodies could be so funny? The book was filled with interesting facts and never had a dull moment. Most of the time, I had trouble putting the book down. I could also see all the hard work and research Mary Roach put into it. She knew what she was talking about inside and out. She traveled to different countries, researched a countless number of events in history, and interviewed numerous people who were somehow related to the topic. She also mentioned every little detail about what was going on, which made it that mu ch better. Roach never sugar coated anything. She always told everything like it was. Yet she always respected the cadavers and treated them like they were still alive. After reading this book, I feel much better informed about what it means to donate your body to science. I never understood all the possibilities of what could happen to you if you made the choice to donate your cadaver. Mary Roach wrote everything on a level that I could understand without getting confused. I now feel much better prepared about deciding whether to donate my body or not. I have decided that I definitely would like to donate my body to science and make my contribution to society. I would like to be able to help others even after I have passed away. Without this book, I dont think I ever really would have considered donating my body as an option. I didnt understand what it meant or what would happen. Mary Roach convinced me to donate my body to science, and I believe others would feel the same.

Essay --

La adiccià ³n al tabaco es un problema muy comà ºn, es un producto que se vende a libre comercio, una droga social, que no està ¡ mal vista, pero sin embrago es causa de muchas enfermedades que pueden acabar en la muerte. La adiccià ³n implica a su vez la existencia de tolerancia; sà ­ndrome de abstinencia y el consumo compulsivo de la droga. El principal componente por lo cual esta droga es tan adictiva es la nicotina, cada vez que inhala, el fumador promedio consume entre 1 y 2 mg de nicotina por tabaco (Jacome, 2012). Se involucra el factor social y psicolà ³gico del fumador que incrementa y justifica su consumo asociado a otras drogas como el alcohol, hacià ©ndolo una tendencia o costumbre, lo que provoca mayor consumo de tabaco y a su vez mayor dependencia; entre las costumbres mà ¡s comunes està ¡n el â€Å"fumar despuà ©s de comer†, â€Å"fumar mientras se bebe†, â€Å"fumar antes de dormir†, entre otras. 2.1.2 Historia del tabaco y situacià ³n actual El consumo del tabaco es un acto que viene producià ©ndose desde hace mà ¡s de 2000 aà ±os. En la actualidad se vive en un mundo mà ¡s comunicado y tecnolà ³gico que demuestra la magnitud de este problema, es una costumbre global. Se ha demostrado que la mayorà ­a de los fumadores comienzan el consumo del tabaco en la adolescencia. El mundo cuenta en la actualidad con aproximadamente 1300 millones de fumadores, lo que viene a suponer que casi uno de cada tres adultos del planeta fuman (Sanchez, 2010). Se estima la muerte de mas de 5 millones de personas al aà ±o por el consumo del tabaco, lo que indica una cifra de 14.000 cada dà ­a. Esto se da en mayor parte en paises en vias de desarrollo ya que tienen un menor grado de conciencia en comparacià ³n con los desarrollados que son mà ¡s realistas y saben mà ¡s de à ©sta epidemia. L... ...prioridad de salud pà ºblica?, s.f). Las tà ©cnicas aversivas tambià ©n son de mucha ayuda, estas se llevan a cabo a travà ©s de la asociacià ³n del tabaco con està ­mulos desagradables para asà ­ provocar una sensacià ³n de rechazo frente al tabaco. Otra tà ©cnica existente es la tà ©cnica de autocontrol, ideada para que el propio fumador pueda aplicarse estrategias que limiten su conducta con relacià ³n al tabaco, de esta forma el fumador puede analizar y tomar conciencia de los detalles de su forma de consumo para luego realizar modificaciones voluntarias del hà ¡bito. Existen tambià ©n terapias alternativas que pueden ayudar a dejar de fumar, como la hipnosis, la meditacià ³n, la acupuntura y el Tai Chi. Estas terapias pueden ayudar a las personas que necesitan superar crisis de ansiedad, irritabilidad, depresià ³n, y otros sà ­ntomas de abstinencia relacionados con el consumo del tabaco.

Ecstasy: Greater Affects on Women? :: science

Ecstasy: Greater Affects on Women? Ecstasy: Are Women More Susceptible To Brain Damage? The rave scene. It’s becoming a popular way to ‘kick-back’ for high school and college kids. â€Å"Everyone† is doing it at parties. Unfortunately, this party isn’t all fun and games. Drugs are prevalent at raves. Ecstasy, one of the most popular drugs abused there is like the tiny insects that aren‘t widely feared, but can be deadly. It looks small and innocent, but its more harmful than you may think. Ecstasy is actually C11H15NO2, which means. New studies show women may be at an even greater risk to prolonged effects of the drug ecstasy- 3,4-methylenedioxymethamphetamine. It is commonly known that ecstasy produces great levels of serotonin. These chemicals are released in the brain, generating a false sense of happiness, self-esteem, and increase sexual drive. Prolonged exposure to the drug can result in a lack of serotonin altogether, leading to depression and many other mental illnesses. Ecstasy is commonly classified as a stimulant. Ecstasy is most often found in pill form, although it is also sold as a powder. Imprints on the pill classify them into ‘brand names’. Frequent users are known to buy from the same ‘brand’ just like most all consumers prefer one brand of milk or orange juice. The drug is easy to find and can range in prices from $20 - $50 per tablet. Since demand at the club scene is so high, buyers are sometimes sold imitation ‘X’, a drug that could contain any number of substances. Any other variant of Ecstasy could also be found with a mixture of drugs. Ecstasy is called: MAMA, X, XTC, Adam, The love drug, and many other names still being created. (www.ecstasy.org) Dutch studies grouped participants into three categories of users: moderate, heavy, and ex-users. Moderate use is classified as less than 50 tablets; heavy is more than 50 tablets; and ex-users were reportedly off ecstasy for at least one-year before the study. Users had to abstain from all drug use for 3 weeks before the study was conducted. The three groups were also categorized by gender and age. The study revealed that MAMA use might result in lowered levels in the density of serotonin transporters in the brain. It also suggests that the degree of those levels was partially dependent on sex. Moderate users of both male and female participants did not seem to lead to a large reduction in the production of serotonin.

Week Two Learning Team Reflection on Personal Liability

Week Two Learning Team Reflection on Personal Liability Law/531 October 2, 2012 ? Week Two Learning Team Reflection on Personal Liability Benefits to Commerce Team C colleagues decided on the following opinions in respect to the advantages of commerce using shareholders and other entities for protection against personal liability losses. Commerce is the buying and selling of goods or services within cities, states, and globally. The legal structure of a business will establish the liable responsibilities of the business owner.When a business is established as a Corporation or an LLC this structure separates business owner’s personal assets from the business debit and liability. The benefits of commerce acquiring shareholders or other entities to protect and shield their members from personal liabilities are a consideration that every entrepreneur should seek professional advice before starting a business. â€Å"As a separate legal entities, corporations are liable for their o wn debts and obligations† (Cheeseman, p. 558, 2010). By the corporation having shareholders it is limiting their loss if a potential suit arises.If they were to be sued they would be limited to the extent of their financial investment in the corporation. The officers of the corporation create a shield that protects them from liability, and from having their personal assets at risk. The benefit of having a corporation is that corporations itself becomes a legal entity; therefore the liability is taken away from an owner. If lawsuits arise the assets of the corporation will be at risk; however, the shareholders will not bear any personal liability. Therefore, potential investors in a corporation seek to have professional executives who use good judgment in running a business.The net worth of the corporation is also determined by the shareholders investment in the business and should there be a suit the corporation stands to be financially stronger than a business owned by a sole proprietor. If protecting investors was not available through legal methods most investors would not take the risk of losing their personal assets along with their investment. Personal Liability of Shareholders Team C colleagues decided on the following opinions in respect to the advantages of needing personal liability attached to individuals in violation and performing misdeeds.The United States is a country of laws. Believing that individuals and businesses are responsible for the actions and decision they make while in a position of authority. Personal liability is sometimes imposed the shareholders are normally not liable for the corporate debts incurred. (Cheeseman, 2010) Beginning around 1940, the government started enacting laws that attempted to protect society from unscrupulous businesses. History has shown that these laws alone cannot protect society from the misdeeds of individuals.Businesses always have relied on the consumer for continued existence. Therefore, a mutua l trust must occur to maintain the balance of commerce. People run businesses; therefore it is reasonable to consider that those that have a fiduciary responsibility should be held accountable for the misdeeds or torts that occur because of their negligence. Current laws consider a corporation as a legal entity accountable for any torts the members of that company may commit. Members of management under the same laws are afforded protection against claims on personal assets.If this protection did not exist individual’s assets could be attached to any litigation against the company regardless of which members were at fault. One may think attaching personal liability to managing members would be a reasonable solution. After all, they are the individuals who have stewardship over the company. In fact, this action would be counterproductive harming society and commerce alike. Corporate officers and business leaders would not want to take on the risk and would refrain from seeking a managing role within a corporation. The immediate effect on commerce would be devastating.Those with experience and know-how would simply remove themselves from management responsibilities, creating a vacuum for less qualified individuals, increasing the potential for torts to occur. Shareholders confidence would wane, stock markets would falter, and the economy would suffer a financial meltdown. Team C members also concur that corporations have protection for their shareholders regarding their personal information, but they do not hold the shareholders responsible if the corporation goes bankrupt or shuts down. Shareholders are only responsible for the amount of money they have invested in the company.Piercing the corporate veil is the doctrine stating that if the shareholder uses the corporation improperly, the court of equity disregards the corporate entity. The shareholder is personally liable for the corporation's debts and obligations (Cheeseman, 2010). This is also known a s the alter ego doctrine because the corporation becomes the alter ego of the shareholder. Still today sole proprietorships are the most popular form of starting a business and having ownership. The definition is a business owned by one person and not incorporated with any others.In the business world sole ownership is not separate and cannot be split apart from the owners personal assets (Fairfax, 2011). The unincorporated business is exposed to unlimited liabilities and loss of personal asset protection. In today’s commerce environment having unlimited liability is the single most substantial difference between having shareholders and other entities shielding the business and sole ownership. Concluding, it is imperative that individuals interested in starting a business take the appropriate measures to decide how they simply will protect the business from potential liability, or loss.Seeking the advice of professionals can facilitate making the proper decisions. ? Reference Cheeseman, H. (2010). Corporate Formation and Financing, Business Law (7th ed. )(pp. 556- 576). Upper Saddle River, New Jersey: Prentice Errors And Omissions Insurance – E. (2012, September 28). Retrieved from (I) INVESTOPEDIA: http://www. investopedia. com/terms/e/errors-omissions-insurance. asp#axzz27oyyIDBO Fairfax, L. M. (2011, July). The Model Business Corporation act at Sixty. Law & Contemporary Problems, 74(1), 19-30.

Examining Mary Cassatt And Her Paintings Art Essay

Cassatt is possibly best-known for her pictures of female parents and kids, plants which besides reflect a surprisingly modern esthesia. Traditional premises refering childhood, child-rearing, and the topographic point of kids in society were confronting challenges during the last portion of the nineteenth century and adult females excessively were reconsidering and redefining their topographic point in modern civilization. Cassatt was sensitive to a more progressive attitude toward adult females and kids and displayed it in her art every bit good as in her private remarks. She recognized the moral strength that adult females and kids derived from their indispensable and elemental bond, a integrity Cassatt would ne'er pall of stand foring. The many pictures, pastels, and prints in which Cassatt depicted kids being bathed, dressed, read to, held, or suckled reflect the most advanced 19th-century thoughts about raising kids. After 1870, Gallic scientists and doctors encouraged female parents ( alternatively of wet nurses and nursemaids ) to care for their kids and suggested modern attacks to wellness and personal hygiene, including regular bathing. In the face of several cholera epidemics in the mid-1880s, bathing was encouraged non merely as a redress for organic structure olfactory properties but as a preventive step against disease. Shortly after her victory with the Impressionists, Cassatt ‘s manner evolved, and she moved off from Impressionism to a simpler, more straightforward attack. By 1886, she no longer identified herself with any art motion and experimented with a assortment of techniques. A series of strictly drawn, tenderly observed, yet mostly tough-minded pictures on the female parent and child subject organize the footing of her popular work. In 1891, she exhibited a series of extremely original colored lithograph prints, including Woman Bathing and The Coiffure, inspired by the Nipponese Masterss shown in Paris the twelvemonth earlier. Her determination to go a professional creative person must hold seemed beyond the picket, given that serious picture was mostly the sphere of work forces in the nineteenth century. Despite the concerns of her parents, Cassatt chose calling over matrimonyJanson ‘s History of Art, Seventh Editionp. 879-880 This text gives us a small penetration into the life of Mary Cassatt ( 1844-1926 ) . She was an American who was born into a affluent household and raised in Pittsburgh ; besides influenced by Renaissance art, she approached Impressionism from a adult female ‘s position, chiefly as a figure painter. As a female, she was frequently restricted every bit far as traveling topographic points unattended where work forces could travel. Her capable affair was attributed to these limitations. Many of her subjects included adult females reading, sing, taking tea, and bathing an baby. The Child ‘s Bath is non merely a image about wellness, but about intense emotional and physical engagement. Paul instance: Cather ‘s apprehension of the silent bounds regulating the representation of gender, and the manner they were linked to genre, explains why she chose the manner of indirection in composing her 1905 narrative of a homosexual adolescent, â€Å" Paul ‘s Case. † Recent developments in sexology enabled Cather to qualify Paul as a homosexual without calling his status. Through background information and physical description, Cather ‘s storyteller discreetly invokes degeneration theory to explicate her supporter, alining him with the topics of recent instance surveies. After experimenting with the character of the â€Å" faery, † Paul uses stolen money to transform himself into a civilized, sophisticated â€Å" fagot, † but neither persona proves for good satisfactory. Through its mentions to Paul ‘s gender, the narrative analyzes one peculiar merchandise of late-nineteenth-century consumer capitalist economy: the middle-class, urban homosexual a dult male. How to compose it? Write your flood tide foremost ; it will help you to estimate decently the view-point of your narrative. The flood tide is the secret plan in brief: here is a intimation as to plot determination. Take a state of affairs: it may be humourous, hapless, full of enigma, or dramatic ; but it must be striking. Life abounds in many such, and he who goes about with his eyes open can non neglect to put aside an ample shop. The decision should follow closely on the heels of the flood tide. Its office is to pealing down efficaciously the drape on the scene. Often it dovetails in the flood tide so that we can non state where one begins and the other terminals When you conceived your flood tide, doubtless some one thing stood out in bolder alleviation than all the remainder. It may hold been wit, it may hold been pathos, it may hold been inexorable calamity. Whatever it was, it is the point of the narrative, the Centre of gravitation of your narrative. You sagely gave it a puting in maintaining, and in the decision let it brood like a lingering note to be a persistent memory for many a twenty-four hours. It is the kernel of your construct, and in the debut you held it up before your reader ‘s eyes as the game to be pursued. This we will name the subject of the composing. The elusive power of the Gallic school lies in the art of insinuation. It is what is left unexpressed instead than what is said that causes the greatest bang. But the illation must be field: the reader ‘s imaginativeness should non be left to build the narrative which you set out to state. Often a narrative will be saved from ennui to captivation by the power of suggestion entirely. This is peculiarly true of love scenes, deceases, and the similar, such as merely a maestro ‘s manus at description can trust to manage efficaciously. Rosebud: One of the cardinal Southern Crosss of the movie is the inquiry of what precisely Rosebud means. We ask this inquiry even though we know that Welles & A ; Co. were in portion seeking to demo that you can non cut down a adult male ‘s enigmas to one thing. On the other manus, there is a solution to the â€Å" job. † It is really found in Welles ‘s following movie, The Magnificent Ambersons. Throughout Welles ‘s wireless calling, his most moving shows, such as his version of â€Å" The Apple Tree, † were about loss aa‚ ¬ † loss of a arcadian yesteryear, of a domestic felicity, of a quiet life. This subject does n't look to hold anything to make with Welles ‘s existent life. It ‘s merely something he liked, though possibly based on the loss of his female parent at an early age. The Brilliant Ambersons is his most affecting realisation of this subject in his work. Rosebud leads up to that movie. Rosebud is The Brilliant Ambersons. The small-town values and female parent ‘s love that the snow-ball evoke aa‚ ¬ † which reminds Kane of his childhood place, and the sled called Rosebud aa‚ ¬ † are all explored in much more item and presented with an extra dollop of hurting loss, in Welles ‘s 2nd movie. Rosebud is non a catch. As a narrative device, it is the holy grail of the movie, the engine that drives the newsman Thompson to work out the enigma of Kane, and along the manner we learn every bit much about Kane as the characters ( and the undermining overvoice of the movie itself ) can state us. But when we learn, from our privileged place as viewing audiences of the movie, what Rosebud really is, even as it is being destroyed, we besides learn that it is non a fraud, nor is it bathetic. As Bernard Herrmann ‘s beautiful music rises in the background, we feel both the unsealing of the envelope and the shutting of a life. It ‘s a beautiful minute, one of the most expressive in all film. And you know what? In a manner, a adult male ‘s life can be reduced to one thing, if that thing is the rich bunch of images and thoughts that Rosebud contains.The homosexual subtext in Citizen KaneWho wrote Kane? The reply is in the facet of the movie that everyone is afraid to adve rt, the homosexual subtext that appears in Kane and in many of Welles ‘s other movies. I ‘m non speaking about his private life, in which, harmonizing to Simon Callow, Welles had a bent for pulling the support of older homosexual work forces such as Houseman, who were smitten with the young person ‘s vivacity. Welles, a heavy drinker, was married three times and, like Marlon Brando and Warren Beatty after him, had pretentious personal businesss with many adult females, among them Dolores Del Rio. None of this seemed to happen its manner into his movies. Womans do n't calculate that to a great extent in most of Welles ‘s movies, and seldom does sex genuinely enter. Love and passion are at that place, but frequently presented discreetly. Kane offers up something of a Madonna/whore contrast, while his following movie shows dedicated adult female in a soap-operaish margarine of unanswered, frequently even unsaid, love. Although the aborted It ‘s All True celebrated the passionate life of Latin America, Welles was truly interested in the political relations of the clip. Subsequent movies dealt with â€Å" great work forces † and their political lives. Welles played Othello as if he were truly married to Iago. There is the suggested colza of a newlywed in Touch of Evil, and a nymphomaniac in The Trial. It ‘s a daze to see footage from the unfinished The Other Side of the Wind in which existent lecherousness is realized in the back place of a auto. But the combination of sex and adult females is non what we carry o ff from many of these movies. Male friendly relationship and its treacheries interested Welles, from one movie to another, get downing with Kane and enduring all the manner to The Big Brass Ring, a screenplay credited to Welles but eventually filmed by person else. As in many movies with a homosexual subtext, parts of Kane do n't do sense unless you view them from a cheery position. Why, precisely does Jed Leland feel so betrayed by Kane? It ca n't merely be because Kane ‘s political foolishness â€Å" put back the cause of reform 20 old ages. † When Leland, the flunky friend, first learns of the political shame, he walks into a saloon to submerge feelings of†¦ what? Leland, who elsewhere says he took concert dance lessons with Kane ‘s first married woman and was â€Å" really graceful, † has no female comrades in the movie, and his reaction to Kane ‘s political â€Å" treachery † far exceeds its existent weight. There ‘s a love here that daring non talk its name. This cheery subtext provides another indicant of Welles ‘s manus in the Kane screenplay. Welles ‘s other great film, Touch of Evil, has a similar relationship between a powerful adult male and a flunky, in which the powerful adult male is the love of the flunky ‘s life: Welles ‘s Quinlan and Joseph Calleia ‘s Pete Menzies ; merely here, both work forces betray each other. And the entirety of The Trial merely makes sense if the movie is viewed as truly about the persecution of a homosexual adult male in a consecutive society. The cheery subtext of Kane merely adds to its enigmas and makes it a richer movie. Understanding subjects: D1 Personal individuality is shaped by oneaa‚ ¬a„?s civilization, by groups, and by institutional influences. Examination of assorted signifiers of human behaviour enhances apprehension of the relationship between societal norms and emerging personal individualities, the relationships between societal procedures that influence individuality formation, and the ethical rules underlying single action.

Advertising’s 15 Basic Appeals Essay

Fowles has written other books on the effects of media on society such as â€Å"Advertising and Popular Culture† published in 1996. He is also a researcher, publisher, and professor in media. â€Å"Advertising’s† has also appeared in â€Å"Mass Advertising as Social Forecast† by Jib Fowles. From the title, you can expect that this essay will explore the reasoning behind advertisements and why people like them. It is an appropriate title because Fowles breaks down each â€Å"appeal† he lists and explains why it is used to draw in audiences. This essay’s focus is about the techniques that advertisers use to appeal to audiences. Fowles got his ideas about the appeals from studying advertisements and using interviews by Henry A. Murray, a Harvard professor. Fowles separates the appeals into 15 parts and gives details on how each is used and how often. His purpose it to inform advertising, marketing and media students, and also other educators on how to us ads to appeal to the public. Also, he wanted to inform the general public on how they are being influenced. The target audience is mainly students who are studying media. Fowles does a good and effective job of getting his point across. His goal is to educate students and he does that well. His information is organized well, which makes the essay easy to understand. He uses a lot of details and examples to back up his points. Finally, Fowles ends his analysis by explaining to the reader how to look at ads for the things he wrote about. â€Å"Advertising’s Fifteen Basic Appeals† is a good resource for any student interested in learning more about the media. When looking at â€Å"Advertising’s† by Jib Fowles, the reader can easily see what each of his appeals is. He gives each appeal in a number list and describes each appeal in that list. This way of presenting information makes it very easy for the reader. Someone can simply pick and choose what parts of advertising appeals he or she would like to explore and find it right away. The good organization is a positive aspect of the writing as well as how thorough Fowles is. â€Å"Advertising’s† can be seen as a good resource because it is very detailed.  With each appeal there is a description with examples or background provided. One appeal is the need for autonomy. If the reader does not know what this appeal is just by looking at the title, he or she will soon know by reading Fowle’s description. Fowles gives examples of companies that use this need for autonomy. One slogan he quotes is from Visa, â€Å"you can have it the way you want it,† they say. Fowles explains why Visa would use this as an effective marketing tool. â€Å"The focus here is upon the independence and integrity of the individual; this need is the antithesis for guidance†¦Ã¢â‚¬  (Fowles 562).  Now the reader, who may not even know what autonomy is, has an understanding of the appeal and an example to clarify. After the explanation of the appeal comes the lesson on how to analyze advertisements. This part is important because if people know all of these things about ads but don’t know how to apply them to what they see everyday, then â€Å"Advertising’s† has missed the point.   Ã¢â‚¬Å"When analyzing ads yourself for their emotional appeals, it takes a bit of practice to learn to ignore the product information†¦ sort out from all the non-product aspects of an ad the chief element which is the most striking,† (Fowles 566). The viewer must not only learn to sort the information, but also he says to look at the angle the ad is viewed in and the audience it is targeted to. Again, good examples are provided to explain this. He writes about the Green Giant who is looking down on you and appealing to your need for guidance, and about the difference between the message of the same ad if it’s in â€Å"Penthouse (need for sex)†¦and Cosmopolitan (need for attention),†(Fowles 566). There are some who may think that despite Fowles organization, detailed explanation, and analysis, that the essay is too old to be useful to a modern audience. When describing the need for sex, appeal number one, Fowles uses some example that could be seen as dated. First he says that sex is only used in two percent of ads because it can be too much for the viewer. Sex is definitely something seen a lot more in today’s ads. He then provides examples using companies and products that aren’t around anymore. The description of the â€Å"lithe blouse-less female astride a similarly clad male† (Fowles 555), in the Jordache jeans commercial could paint a picture for some in their forties. Today’s students might not get anything from that visual. Even though the examples are dated, the information remains true. You may find more sex in different ads these days but advertisers are still marketing to that need and doing it in the same ways. Jib Fowles was an educator with a strong background and understanding of the media. For this reason his goal with this essay was mainly to appeal to students. He does that well by staying organized and giving a lot of details. He puts his theory into use by informing the reader on who to analyze ads. Though some of Fowles examples are old and people may think they are outdated, his ideas are still good for today’s audience. All of this makes â€Å"Advertising’s Fifteen Basic Appeals† a good place for students to turn to when wanting to learn more about advertisements. Work Cited Fowles, Jib. â€Å"Advertising’s Fifteen Basic Appeals†. Writing and Reading Across the Curriculum Ed. Lavrence Behrens and Lenard J. Rosen. Boston: Pearson, 2013 551-68. Print.

Importance of Couseling Essay

The study was limited to only sixteen secondary schools: thirteen government secondary schools and three mission secondary schools in Benin City with practicing school counsellor(s). In all, there were four hundred and twenty respondents (420). Sex was not a factor in the study. Two four-point Likert type scale questionnaires were used to obtain data for the study. These are: Secondary School Counsellors’ Questionnaire (SSCQ); and Secondary School Students’ Questionnaire (SSSQ). The reliabilities of 0.69 and 0.80 were obtained respectively SSCQ and SSSQ using the Cronbach Alpha Internal Consistency reliability. The findings show that there are insufficient counsellors in schools; inadequate availability of counselling facilities; and that the qualification of guidance and counselling personnel has impact on the quality of guidance services they provide to secondary school students in Nigeria. These findings suggest that these variables will help to promote students’ adjustment in the school and the society at large. Paradoxically, the absence of these variables could precipitate students’ maladjustment. Recommendations on ways of improving guidance and counselling services to promote students adjustment were proffered. Keywords: Counselling Qualities; Guidance and Counselling; Students adjustment;; Nigeria 1. Introduction Guidance and Counselling happens to be one of the developments in the field of Education in Nigeria. It became popular with the introduction of the 6-3-3-4 educational system. It is generally accepted that in Nigeria, the organized/formal guidance started in 1959 at St. Theresa’s College, Oke-Ado in Ibadan by some Reverend Sisters, out of concern for the products of their school. They felt that there was need to offer vocational guidance to their outgoing final year students. As a result, the Rev. Sisters invited twenty educated people from Ibadan community who were in different professions and therefore knew more about the emerging world of work than the students and the Rev. Sisters. Fifty-four out of the sixty students benefited from the experts’ advice and were placed in various jobs. The innovation was highly accepted by the society because in later years this group of people, though not trained counsellors, organized career talks, seminars, guidance workshops and lectures for the class five students. Later on, the vocational guidance services spread to other secondary schools outside Ibadan and across the entire federation. The ministry officials became so interested in these organized services that this group of â€Å"Career Advisers† was invited to provide career workshops for teachers and career masters. Eventually the term â€Å"Career Advisers† became a national issue. In an attempt to overhaul the old educational system, towards the needs of the nation, the Nigerian Educational Research Council (NERC) in September 1969 organized a conference on curriculum development. The curriculum conference was followed by a government sponsored National Seminar in 1973 under the chairmanship of Chief S.O. Adebo to deliberate on all aspects of a National Policy on Education using the report of the 1969 curriculum conference as the working document. The conference came up with recommendations for a New National Policy on Education, which the Federal Government accepted and published in 1977 and revised in 1981, 1989 and 2004. With the highlighted changes in the Nation’s educational system, the need for guidance and counselling services in Nigerian secondary schools became more glaring. Consequently, Guidance and Counselling Services became an integral and essential component of the educational process for all students as they progress through the educational system. According to Egbochuku (2008), the aims of school guidance and counselling services, which are based on a developmental hierarchy, are to provide students with: 1. Opportunities to develop knowledge and appreciation of themselves and others; 2. Opportunities to develop relationship skills, ethical standards and a sense of responsibility; 3. Opportunities to acquire skills and attitudes necessary to develop educational goals which are suited to their needs, interests and abilities; 4. Information that would enable them to make decisions about life and career opportunities (: 15). Today, guidance and counselling has gained prominence in t he Nigerian educational system and many people are getting interested in the guidance of youth in making wise educational, vocational and personal/social decisions. Consequent upon the expansion of counselling activities in Nigeria and the need to form a larger association to embrace both counsellors and career masters, the Counselling Association of Nigeria (CAN) was launched on the 11th November 1976. To facilitate efficient management of guidance and counselling services in Nigeria secondary schools, guidance and counselling personnel are being trained in the tertiary institutions and sent to schools to deliver these services. Also, basic courses in guidance and counselling feature in all teachers-education programmes. Prominent among the services rendered by guidance and counselling personnel in secondary schools are Information, Appraisal, Referral, Guidance, Counselling and Planning, Placement and follow-up services for the proper guidance of students. Against this background therefore, the focus of the study is to assess the realities of guidance and counselling services in providing adequate guidance for Nigerian secondary school students. 1.1. Statement of the problem It is assumed that with the increasing complexities in the society, industrial and technological development all going hand-in-hand, the succeeding generation will find it difficult to adjust themselves both to the society, work, family and schools. Failures in proper adjustment to all the facets mentioned could affect the education of young people and expose them to environmental as well as personal problems in development. Guidance and Counselling, as a delivery service, should not be misconstrued as the traditional type that is based on the principles of â€Å"to guide, to direct on a course, to enlighten, or to assist†. This traditional type of counselling was principally carried out in African setting by heads of families, Priests, and church leaders (Olayinka and Omoegun, 2001). Because of the complex nature of Nigerian society, the counselling profession has assumed a wider role. Present day Guidance and counselling is based on the process of helping individuals understand themselves which will lead to the better understanding of the other aspect of their lives (Egbochuku, 2008).   According to the literature, these services are the formalized actions taken by the school to make guidance operational and available to students. These formalized actions typically consist of a set of processes, techniques and functions that serve to carry out the guidance and counselling goals of a particular educational level. For students to be properly informed, they need the assistance of trained guidance and counselling personnel. Hence, the government made it a policy that guidance and counselling should feature in teacher-education programmes because teachers are closer to the students. Furthermore, the department of Guidance and Counselling has been established in most Nigeria Universities to train counsellors at the B.Sc., Master and PhD levels, to equip them with the appropriate counselling techniques to carry out guidance and counselling services in secondary schools. There is need therefore to assess the guidance and counselling services rendered by school counsellors to find out if these services actually provide adequate guidance for students’ development. It is therefore hypothesized that Qualification of guidance and counselling personnel, availability of guidance and counselling facilities, quality of guidance and counselling services will not significantly predict students’ adjustment 1.2. Purpose of the study This study assessed the quality of guidance and counselling services in secondary schools with practicing school counsellors in Edo state. To achieve this, the researcher examined the qualification of personnel providing guidance and counselling services, availability of materials for the successful execution of Nigerian secondary school guidance and counselling services and the impact of guidance programs on students’ adjustment. 1.3. Significance of the study Guidance and counselling is the bedrock for achieving self-actualisation. It is a process of helping individuals to understand themselves by discovering their own needs, interests and capabilities in order to formulate their own goals and make plans for realizing those goals. An analysis of guidance and counselling services in providing adequate guidance for secondary school students is of paramount importance; hence the this study. The result from the study will help in throwing more light on how guidance and counselling services is being implemented in secondary schools in Nigeria and the quality of guidance services received by secondary school students. In addition, it provides information to education planners and school administrators on their responsibility in providing adequate facilities for guidance and counselling services in order for students to receive quality guidance. It also reveals the extent to which guidance and counselling services influence the total development of the potentials and proper adjustment of secondary school students. 2. Methodology This is a survey study using correlational research design. The scope of the study covers some selected government and mission secondary schools with practicing school counsellors in Benin City of Edo State Nigeria. This is because Benin City is a metropolitan city and consists of three well-populated Local Government Areas (Egor, Oredo, Ikpoba Okha LGA) in Edo –South Senatorial District, out of the 18 LGAs in the 3 Senatorial Districts of Edo State. Purposive sampling techniques and simple random sampling techniques were employed in selecting the sample for the study. This study was limited to only sixteen (16) secondary schools thirteen (13) government secondary schools and three mission secondary schools in Benin City because only these schools had practicing school counsellor(s) as at the time the study was carried out. In all, there were four hundred and twenty respondents (420). Sex was not a factor in the study. 2.1. Instrumentation Two different four-point Likert type scale questionnaires were designed by the researcher to obtain data for the study. These are: (1) Secondary School Counsellors’ Questionnaire (SSCQ); (2) Secondary School Students’ Questionnaire (SSSQ) The SSCQ consisted of two main sections viz: Section ‘A’: This consisted of three items requesting information about the level of qualification in guidance and counselling from the respondents. Section ‘B’: This consisted of five items requesting information about the availability of guidance and counselling facilitiesmaterials in the school. The SSSQ also consisted of two sections viz: Section ‘A’: This consisted of eleven items eliciting information about the quality of guidance services rend by counsellors in the school from the respondents. Section ‘B’: This consisted of twelve items requesting information about the impact of guidance and counselling services on Nigerian secondary school students’ adjustment. The respondents in each case were requested to indicate the extent to which they agreed or disagreed to each item. Items one to three in section â€Å"A† of the SSCQ and items one to eleven in section â€Å"A† of the SSSQ were used to test hypothesis one. Items one to five in section â€Å"B† of the SSCQ and items one to eleven in section â€Å"A† of the SSSQ were used to test hypothesis two. Items one to eleven in section â€Å"A† of the SSSQ and items one to twelve in section â€Å"B† of the SSSQ were used to test hypothesis three. The scoring of the instruments was as follow: Strongly Agree (SA)-4 Agree (A)-3 Disagree (D)-2 Strongly Disagree (SD)-1 For all positive worded items the above was the case, while the reverse was the case for all negative worded items in the questionnaire. 2.1.1. Validity and Reliability of the instruments Both construct and face validity was established. The reliability of 0.69 and 0.67 were obtained respectively for sections A and B of the instrument for Counsellors (SSCQ) using the Cronbach Alpha Internal Consistency reliability test. The Students’ Questionnaire (SSSQ) yielded an alpha coefficient of reliability 0.80. 2.1.2. Administration of the instruments Permission was obtained from the school before administering the questionnaires, which were personally administered by the investigator to the respondents in the various secondary schools selected for the study. 2.2. Analysis of Data Descriptive Statistics and Pearson Product Correlation were used were used for analysis. 3. Results Variables Qualification of guidance and counselling personnel Quality of guidance services The table 1 shows an r. value of .169 testing at an alpha level of .05 and a p< .001. The p. value is less than .05 (p