Business Ethics And Virtue Ethics - 1277 Words

Business Ethics and Virtue Ethics There are many things that make a company unique and successful. The liberty of working in an organization in society today is that, companies are filled with many different individuals from all ways of life. It’s these people who bring something new, innovative and exciting to their line of work and often times you will find positively affect the others around them. Within my military profession it is the leadership and the culture of our environment that makes us so strong. Early on I have learned even outside of the military, that more minds are better than one. With strong leadership and respect on all levels a company can really maximize and utilize the benefits everyone brings to the fight to be successful. The way someone was brought up or taught has a lot to do with the way they act and think. This way of thinking right here relates very closely to how culture or ones way of life affects ethics as leadership within an organization and culture influence to some degree business ethics. Leadership influence on business ethics In many ways a company’s leadership and culture influence its business ethics. What I have learned over the years, is that leadership plays a pivotal role in how an organization operates on a daily basis. In the military, we always say leadership and guidance comes down from the top. If your leadership is not displaying good ethical behavior, how can one expect the employees to measure up. 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Learning and Teaching Standard Grade Physical Education Free Essays

string(285) " with quantitative informations that could be fed back to the students during the plenary session at the terminal of the block, this information was utile as it provided information on the group scores and informed the students which group they thought provided the best presentation\." This assignment will look into the effectivity of collaborative group work during theory lessons in Standard Grade Physical Education ( SG PE ) by presenting and set uping a constructivist larning environment within my schoolroom. The assignment will place the methods used and the ensuing informations from this short survey and highlight hereafter development chances. Introduction Having ne’er officially been taught how to learn theory lessons for certification Physical Education I found myself following a standardized lesson format where the students faced the instructor, waiting for the transmittal of cognition ( Sotto 1994 ) . We will write a custom essay sample on Learning and Teaching Standard Grade Physical Education or any similar topic only for you Order Now I found my lessons followed a similar, basic construction in which I would: Set out my purposes and aims for the lesson, refer back to old work covered and identified my learning purposes. I would explicate the current subject and inquire for pupil treatment sing anterior cognition. I would supply an academic undertaking related to the subject. I would summarize what has been covered and how it will associate with the following lesson/series of lessons. The lessons were planned harmonizing to the section medium and long term programs to guarantee the content was covered at the designated clip graduated tables, something indispensable for Standard Grade Physical Education, peculiarly due to the obvious scrutiny force per unit areas. My perceptual experience of these lesson were that they were successful as they had fluctuation in footings of the degree of treatments taking topographic point and types of undertakings related to the content, coupled with the fact that my formal scrutiny consequences from learning this manner were really good, ( harmonizing to SQA statistics ) . However, I felt the demand to research different methods of learning to guarantee that as a professional, I was run intoing the acquisition demands of the students in my category and developing my ain instruction competences. I was doubting that the method of learning nowadays within my schoolroom at this clip was supplying a ambitious adequate context for the students in my category, hence I was acute to look into other larning methodological analysiss. One method that interested me was the cultivation of a constructivist schoolroom. In this assignment I will detail the methodological analysis adopted to implement the rules of constructivism, supply account sing the necessary intercession that was required and highlight the students ‘ perceptual experience sing this new larning methodological analysis and what they felt the impact to their acquisition was. Data Collection In this survey it was necessary to utilize two chief types of informations aggregation. First, the usage of picture entering to capture group treatment, group job work outing undertakings and concluding presentations. The 2nd method of informations aggregation was in the signifier of written information via larning logs, rating signifiers specifically associating to the group presentations and concluding subject rating questionnaires. This written information was designed to place the students ‘ perceptual experience of the subject ; how it was planned, carried out and what the students felt were the chief strengths and failings of working this manner and critically place the impact on their acquisition. I felt that the informations aggregation methods were appropriate to the undertaking and provided relevant informations. However the deepness of information was the cardinal facet of the whether the chosen methods were effectual or non. For illustration, the larning logs were one facet of the written informations that provided the most dissatisfactory quality of information and one method that I may non utilize in the hereafter, the students did non lucubrate on the replies to the inquiries and did non supply me valid and utile information. The usage of picture recording was wholly new to me in a schoolroom scene and one time the students were used to working with a picture recording equipment it provided some first-class information and provided a true penetration into the group puting. The questionnaires provided me a valuable penetration into the students ‘ ideas and feelings about how successful this subject was and this method allowed me to measure the overall attack. As with any type of research, the method chosen will hold strengths and failings. I have summarised these below in tabular arraies 1 and 2: Strengths A ; Weaknesses of Video Camera Recordings Table 1 Strengths Failings Enables all state of affairss to be invariably reviewed. Beginning of jobs can be diagnosed. Behavioural forms of instructor and students can be seen. Forms of advancement over long periods can be clearly charted. Can be really conspicuous and distracting. If camera is directed by operator, it will merely enter that which he or she deems to be of importance ; operator acts as editor. ( Beginning: Hopkins 2002 ) The usage of picture recording allowed me to garner information straight associating to the group treatment ; it encapsulated the nature of the treatments and provided a footing from which the particular discourse could be analysed. This was improbably helpful when the existent quality of treatment was scrutinised. Strengths A ; Weaknesses of Questionnaires Table 2 Strengths Failings Easy to administrate ; quick to make full in Easy to follow up Provides direct comparing of groups and persons Provides feedback on: Attitudes Adequacy of resources Adequacy of instructor aid Preparation for following session Decisions at terminal of term. Datas are quantifiable Analysis is clip devouring Extensive readying to acquire clear and relevant inquiries Difficult to acquire inquiries that explore deepness Effectiveness depends really much on reading ability and comprehension of the kid Children may be fearful of replying honestly Children will seek to bring forth ‘right ‘ replies ( Beginning: Hopkins 2002 ) I felt that the terminal of topic rating questionnaire provided me with an penetration into the positions of the students and provided me with a footing to work from. The feedback from the students was utile as it gave me an apprehension of their perceptual experience of my schemes and provided me with way for future development. The consequences from the pupil rating signifiers ( both group and self rating ) provided me with quantitative informations that could be fed back to the students during the plenary session at the terminal of the block, this information was utile as it provided information on the group scores and informed the students which group they thought provided the best presentation. You read "Learning and Teaching Standard Grade Physical Education" in category "Essay examples" ( See appendix? ? for this information ) . Both methods of informations aggregation provided valid and utile information which was analysed and used to inform the participants ( and myself ) of the consequences of working this manner. There was qualitative informations produced in the signifier of the transcripts which were annotated and via the terminal of subject student rating questionnaires. They were scrutinised to place relevant information that could inform farther pattern. Quantitative information was produced by the students in the signifier of their appraisal of each others ‘ presentations and from their ain ego rating signifiers. This information was straightforward to analyze and as mentioned provided an built-in portion of the plenary session. Rationale Learning Theories Having gained about 10 old ages of learning experience I found myself in an unusual place where I was approximately to get down a new subject with my S3 SG PE category with no existent program to map out the advancement of the category ‘ acquisition and apprehension of their new subject. I felt aroused and terrified in equal steps of following a constructivist attack ; nevertheless I felt comforted by the sum of research I had undertaken in following this attack and felt confident of the benefits that the students would derive from larning this manner. To state I had no existent program in topographic point would non be purely true as in my head I had a mental image of how I would wish the way of larning to take but as will be seen subsequently in this survey this is the Southern Cross of the instructor releasing control of their schoolroom and inquiring the students to take charge of their ain acquisition as at times it will take you to some surprising topographic points. ( Cl arke, 2005 ) . One critical constituent of this impression was organizing my schoolroom to guarantee the students co-operated in a collaborative mode in little groups. Wood ( 1998 ) summarises Vygotsky ‘s position of acquisition as â€Å" co-operatively achieved success † and this is something that I as a practioner wanted to research farther. I felt the rule of co-operation was something that I did of course, nevertheless, after probe I realised that the co-operation I assumed was happening, was between the students and myself as category instructor and non the students with their equals. Vygotsky suggests that kids learn by direction from others and the acquisition procedure is strengthened if the undertaking is learnt in a co-operative mode. After scrutiny, I felt that for the benefit of my pattern I had to look into different methods of learning theory lessons in PE to guarantee that â€Å" existent acquisition † can take topographic point ( Sotto 1994 ) . Literature from Learning and Teaching Scotland ( LTS, 2009 ) environing Curriculum for Excellence ( aCfE. ) highlights the importance of using active and collaborative acquisition methods to heighten the larning experience based on rules of Assessment is For Learning ( AiFL ) . This provided me with the drift to critically analyze my attacks to learning. After reading Brooks and Brooks ‘ ( 1999 ) description of the constructivist schoolroom and besides the impact constructivist rules can hold on the effectual usage of formative appraisal ( Clarke, 2005 ) I wanted to look into the application of such rules and mensurate the impact this would do on my instruction. As Clarke ( 2005 ) high spots, some practioners avoid hazards due to being â€Å" embedded in old ways of learning † and I was determined non to go such a instructor, I planned to make this by consistently releasing control of the way of larning to the students. I wanted to look into the chance of the students taking charge of the way of their acquisition by passing over every bit much control to the category in a move towards making a constructivist larning environment. I organised the students in to groups of four, seeking to guarantee each group was every bit diverse as possible in footings of academic ability and friendly relationship groups. I wanted to guarantee that the members of the group would non be over familiar with each other as that may impede the quality of the work produced ( Azmitia A ; Hesser, 1993 ) . It was critical that the students understood and appreciated that there would be a alteration to their ‘normal ‘ lesson format and this afforded me the chance to supply an account of why I was following a constructivist manner and why I was seting them in charge. Bruner ( 1990 ) provides the undermentioned rules of constructivistic acquisition: Direction must be concerned with the experiences and contexts that make the student willing and able to larn ( preparedness ) . Direction must be structured so that it can be easy grasped by the student ( coiling administration ) . Direction should be designed to ease extrapolation and or make full in the spreads ( traveling beyond the information given ) . Advocates of a constructivistic attack suggest that instructors should foremost see the cognition and experiences of their students. The school course of study should so be built so that students can spread out and develop this cognition and experience by linking them to new acquisition. Whereas, candidates of the behavioral attack, on the other manus, advocate first make up one’s minding what cognition or accomplishments students should get and so developing course of study that will supply for their development. ( Huitt, 2009 ) . I was really witting of being true to the Bruner ‘s above rules as I wanted to guarantee I knew all the necessary and relevant information sing the students ‘ old experiences related to this subject. To make this I met with the Biology section. There are natural crossing overs between Biology and PE and this meeting allowed me the chance to size up the subject content in the S1-3 course of study and utilize this information to estimate a starting point for the first brainstorming undertaking. I wanted the students to show â€Å" preparedness † to larn ( Bruner, 1990 ) . Using a model developed by Dunn and Larson ( 1998 ) to explicate the procedure of implementing simple degree engineering course of study, Alesandrini and Larson ( 2002 ) specified 10 events that provide the foundation for a constructivistic attack to learning and larning. These 10 events were so categorised into five chief constituents of an effectual constructivistic lesson/ series of lessons: probe, innovation, execution, rating, and jubilation. This became the foundation of my attack to cultivating a constructivist larning environment and the specific attack will be detailed within the timeline subdivision of this ego survey. The first undertaking for the students was to come up with a subject rubric through a whole category verbal treatment ( they agreed upon â€Å" Body in Action † ) and became the focal point of this group work session, to my surprise this subject rubric was non excessively dissimilar from the class stuff in PE which asks students to look into The Human Body in Action, ( it became clear that this subject rubric was besides the same rubric the Biology section uses-possible happenstance? ) . The students were so given two undertakings ; one an person undertaking which was to finish a acquisition log ( See appendix? ? for further inside informations ) the 2nd undertaking was a group undertaking that involved the students brainstorming about the subject content around this new rubric. This session was filmed and the resulting discourse was transcribed and analysed. See appendix? ? for illustrations of pupil work from these insight Sessionss. From this analysis it became evident that the quality of the group treatment I had hoped the category would accomplish was manner below the expected criterion. This critical incident became the focal point of my first intercession as it challenged my thought by coercing me to look into the ground why the initial group work was of such a hapless criterion. To antagonize this I investigated comparings with the work undertaken by Mercer ( cited in Wegerif et al 1999 ) it became evident that the quality of treatment could be categorised as what Mercer describes as â€Å" disputational talk † . This type of talk is characterised by dissension and individualized determination devising. There were few efforts to pool resources, or to offer constructive unfavorable judgment or suggestions. Disputational talk besides has some characteristic discourse characteristics notably short exchanges dwelling of averments and counter-assertions ( Mercer, 1996 ) . This was demonstrated by the deficiency of verbal interaction of group 2 and the independent determination doing made by JW who interestingly was the member of the group keeping the pen, suggestions were seldom offered and when this occurred the suggestions made were met with neglect instead than enthusiasm to research the thoughts further ( See appendix? ? for the annotated trascipt ) . Therefore, it was necessary to place why this was go oning and how I could better the quality of group treatment. The precedence for me as a practioner was to seek and place methods whereby the group work undertaken started to come on towards â€Å" explorative talk † ( Mercer, 1996 ) . This highlights the implicit in rule that Gillies and Khan ( 2007 ) commentate on that students need to be explicitly taught how to work successfully in groups. Therefore before I could continue look intoing the cultivation of a constructivist schoolroom, I had to look into how to promote each group to work co-operatively. This was done by using the rules environing successful group work as studied by Gillies ( 2004 ) , these were: Actively listening to others ; Deciding struggles democratically ; Sharing thoughts Working with others to measure the group ‘s advancement. I set the category three distinct job work outing challenges in an effort to better their abilities to work together ; two in groups of eight and one in the original groups of four. I felt this attack was non merely relevant to this age group but related to the research undertaken by Gillies would give some really promising consequences. It was my purpose to guarantee that the nature of these job work outing undertakings forced the groups to interact in a constructive mode by supplying co-operatively achieved aims. All members of the group were every bit of import to the success of work outing the undertaking, therefore it was necessary that all positions were considered but more significantly valued. Decisions had to be made on a democratic footing which involved all members of the group working together to make the common end, this would merely be achieved by actively listening to each other and making understandings that all members were consulted upon, but more significantly agreed upon. It was at this point I assessed the impact of these Sessionss by analyzing the treatment of group two to place the degree of betterment made, this was critical to guarantee that the students were in a place to transport on with their undertaking work. From my analysis it was evident that there was now an betterment in the type of treatments the group were involved in ; sufficient plenty for me to be confident that the move towards utilizing constructivist rules with this category was traveling to be good for the students. ( See appendix? ? for annotated transcript ) . This meant that I could once more follow the constructivist principle with assurance. Timeline Probe Session 1 Class organised into groups. Explanation given to pupils to inform them that they were in charge of their acquisition for this block. Class treatment sing subject rubric. Session 2 Each group brainstorms and enter a list of words / footings they feel are associated with the subject rubric â€Å" Body in Action † . Session 3 Spider diagram / head map is produced by each group detailing what they feel are the relevant countries of probe. Session 4 Amalgamation of all four programs by B Sloan to place 4 subject countries. Intervention Session 1 Due to the hapless quality of treatment taking topographic point, it was necessary to work on the groups abilities to co-operate and work in a collaborative mode. Intervention Session 2 Invention and Initial Implementation Session 5 Group set a mini undertaking to set up if any betterment had been made in footings of collaborative group work. Sufficient betterment made and each group selects project focal point. Session 6 Group probe work at library. Session 7 Group probe work at library utilizing computing machines. Further Implementation and Evaluation Session 8 1st bill of exchange of presentations, polish and initial rating. Celebration Session 9 Concluding presentations by each group. Session 10 Plenary session and proclamation of winning presentation. Discussion As stated antecedently Alesandrini and Larson ( 2002 ) specified 10 events that I have used as the foundation for my attack to constructivistic acquisition. These were: Probe Contextualising: As category instructor I explained the procedure to the whole category, so worked with students in little groups to assist them link their old experiences to the undertaking at manus. Clarifying: I asked the students to discourse the undertaking among themselves in their groups of four and as instructor I facilitated the students as they strived to find what they needed to cognize in order to finish the undertaking. Asking: During this phase the students begin the procedure of geting the necessary cognition and accomplishments they needed to finish the undertaking ; as category instructor I tried to ease this procedure by inquiring inquiries and assisting students place and understand believable resources. Invention and Initial Implementation Planning: Students in each group begin to organize their cognition and develop some initial programs as to how to near the undertaking. Gaining: Students develop a first bill of exchange or get downing merchandise that will run into the stated standards for the undertaking. Each little group will develop an original attack and no two will look precisely likewise. Further Implementation and Evaluation Testing: The students check their undertaking against the standards to see if it meets the specifications. It is expected that the first effort will necessitate some or several alterations. Modifying: Students rework their undertaking in footings of lacks they may hold identified. They so retest and modify until they have a finished undertaking that meets the declared standards. Interpretation: Pupils describe the value of the undertaking relation to their backgrounds and experience ; they portion this with their ain group. Reflecting: Students broaden their ratings of the undertaking and set it in larger context. Celebration Celebration: Students present their undertakings to the larger group while the larger group acknowledges the value of the attempt and consequences of the group and assesses the public presentation of each group in 3 classs. Having now completed the subject, I asked the category to finish a questionnaire to estimate their response to this new attack ( appendix? ? ) . 11 out of 16 students noticed that the subject was different to the old 1. They noticed that: â€Å" more clip in schoolroom making group work † â€Å" we worked in groups more and Mr Sloan did less speaking! † â€Å" we had to make a presentation † â€Å" our presentations were filmed and we used the smartboards † â€Å" Body in Action was the first subject we have done that we really spoke about, the first 1 was done through practical work † â€Å" It was much more groupy and chatty every bit good as synergistic † â€Å" we spent a batch of clip in the schoolroom alternatively of making it outside † â€Å" we planned it as a category † When asked about what they enjoyed about the subject, they responded: â€Å" I enjoyed happening facts about the organic structure, I did n’t cognize there were so many articulations. I besides liked the job work outing undertakings † â€Å" Bing able to larn a batch of things about the organic structure we did n’t cognize † â€Å" Planning for our presentations and utilizing the computing machines to look into the bosom. I like watching the groups making their presentations † â€Å" Research for the presentations † â€Å" It was merriment! † â€Å" the subject was interesting † The students were besides given the chance to state what they did non bask about the subject. Very few responded: â€Å" sometimes my group mucked about and were lazy † â€Å" Being bossed about † â€Å" presentation was chilling † When asked about what they felt they learned from this subject they said: â€Å" A batch about the organic structure and how it works † â€Å" how the human skeleton is put together † â€Å" how the organic structure works during athletics and PE † â€Å" tonss about the bosom and lungs † When asked which subject was best for their acquisition, 12 chose Body in Action. Although there were clearly some students who did non prosecute with this subject every bit to the full as others, the bulk of students enjoyed it and agreed that it was good to their acquisition. The two most common subjects running through the student responses is their grasp of the chance to lend to the planning of the subject and the fluctuation of activities – particularly during the research prior to making their presentations, it is interesting that they value their engagement in structuring their ain acquisition so extremely and bask research work. My ain appraisal of the subject was similar to the students. I was encouraged and inspired by the results of the attacks used throughout. By merely get downing the subject from a somewhat altered point of view, the full acquisition procedure altered. Alternatively of stating the category what we were traveling to make, I was inquiring the category what they wanted to larn. At each phase, I felt this altered point of view raised the motive of the category which led to an highly dynamic and energetic schoolroom which was focused on larning. This acquisition, was besides much more varied than in the yesteryear. Equally good as larning the necessary facts sing the human organic structure, the students were besides developing their accomplishments, runing from working in a group, to planning and showing information. This is really much in line with the aims of aCfE. Those recommending a constructivistic attack should ever see that there are a assortment of rules from larning theories that can be utilised within application of constructivism. For illustration, when working on a student ‘s larning it is surely appropriate to learn a particular accomplishment utilizing direct direction, observe the students practising the accomplishment, and supplying disciplinary feedback to guarantee command starts to happen. The major issue is whether to get down with a course of study that is taught step-by-step in an inductive mode as suggested by the behavior theoreticians or to get down with the student ‘s cognition and apprehensions and assist the kid fill in spreads necessary to work out a situation-specific job as suggested by the constructivists. Principles of larning from an information treating position such as recognizing the bounds of short-run memory, supplying many chances for students to place the connexion between anterior cognition to current acquisition, and recognizing the demand for separated pattern can besides be implemented within a constructivistic attack. Again, the major differentiation is in where to get down: with a predesigned course of study or with the student ‘s experiences and cognition base. This so begs the inquiry, what is the right attack? In my position the reply is both! If we start with the student ‘s cognition base before we have established coveted terminal ends, there is a inclination to hold the students merely â€Å" do advancement, † thereby restricting students who are non adequately prepared. These students may develop equal thought accomplishments, but can hold big spreads in their cognition and accomplishments. On the other manus, if weA focal point merely on coveted terminal ends, particularly knowledge ends, without consideration of the student ‘s acquired cognition and background, we run the hazard of developing cognition and accomplishments that have no significance to the scholar and are hence easy forgotten. Decision The purpose of this ego survey was to critically reflect on my instruction pattern in order to place progressive paths with which my abilities as a practioner are enhanced. I attempted to make this by look intoing the usage of collaborative group work during theory lessons in Standard Grade Physical Education through the debut and constitution of a constructivist larning environment within my schoolroom. I have adopted attacks that were different to my old pattern in a systematic manner, in order to dispute me as both a scholar and as a instructor. I have found myself trying to change over my schoolroom from an Orthodox ‘instructive ‘ one, to one based on the rules of constructivism within a collaborative group puting. The types of job work outing challenges I used acted as an debut into how group work can be developed but I am realistic plenty to understand that this should be an on-going procedure instead than a one-off speedy hole. These types of challenges will inform the students of the potency of group work but will non hold a durable consequence on future group work. For cardinal alterations to happen when these students work in groups there must be a alteration in the students ‘ mentality and this must be reinforced every lesson, therefore the success of this factor may be out with the parametric quantities or timescale of this survey. However, what encouraged me was that even after this short intercession I was pleased to describe that sufficient betterments had been made and the group work progressed to a point whereby the students produced some first-class presentations. This journey has non merely exposed the scholars to new methods of schoolroom working it has besides enabled me to travel out of my comfort zone and happen motive and challenge in following a new attack, something I have exhaustively enjoyed making. This journey has inspired me to keep the impulse gained by making this ego survey and place other countries of learning Physical Education that could profit from following this attack to acquisition. How to cite Learning and Teaching Standard Grade Physical Education, Essay examples

Barbie Essay Example For Students

Barbie Essay Barbie has recently had her 40th birthday. It all started in the 1950s when Ruth Handler saw her daughter, Barbara, and her friends playing with paper dolls. They liked to imagin the dolls beeing different persons who were working, swiming, playing with friends etc. Ruth, who owned the company Mattel with her husband, understood that pretending how the future would be was part of growing up for kids. She did some research and found that there was room on the market for a doll like Barbie. Mattel had been making lots of toys before Barbie but when Ruth said that she wanted them to make a small doll for kids all the men in the staff had their doubts. Many different designs were done before the first Barbie was introduced on the 9th of march 1959. Barbie was named after Ruths daughter. Barbie was then a teen-age fashion model who was very different to the dolls the kids played with at that time. The buyers were at first skeptical to the doll but when Mattel started to make tv-commercial s to reach out to the buyers it was an instant hit. Barbie is still the most popular fashion doll ever created. That is because she is always changing when the fashion and trends change. She wears everything from the Paris fashion to the more youthful look. For example the creaters changed her when the Beatles were popular and they made a copy of Jackie Kennedy when she was popular. In the 1970s Barbie wore very different clothes just to be trendy. She for example wore glittery disco outfits and got a suntan. Her face was redone. She now got an open-mouth smile. In the 1980s Barbie kept changing. This year she was everything from an aerobics instructor to a sophisticated working women. And now in the 1990s Barbie has had 75 careers since 1959. Barbie has given lots of kids better self-esteem by showing them that you can be what you want. Barbie has been a surgeon, a president candidate, an aeroplane pilot and a dentist etc. The kids nearly have her as a rolemodel. They think if she can do it, so can they! Barbie is actually many kids best friend. Barbie was later given family and friends. Her boyfriend was Ken who was named after Ruths son. She also had a little sister whose name was Skipper and her friends were from all over the world. Her group of friends keep growing. Barbie isnt only liked by kids. There are today thousands of adult collectors. They dont always play with them. They just collect them. But it isnt only women who collect, men do too. There are clubs, magazines etc for adults who love Barbie. Now that everything has a lot to do with the new technology, such as computers, Barbie is going high tech too. There are programs and discs to buy to the computer where Barbie is the main character. It is also a way to guide the kids in the high tech world that they live in. So Barbie isnt just anyone she is the most famous doll of all times. Here is some useless information about Barbie:Barbies full name is Barbie Millicent Roberts. She is from Willows in Wisconsin and went to Willows High School. Right now about 120 new dresses and clothes are designed every year and more than 105 million yards of fabric has been used to create them. After stamp collecting Barbie collecting is the most popular hobby in America. The best selling Barbie was the totally hair Barbie which I have here. Barbie has more than one billion pairs of shoes and she has totally had 500 makeovers. Barbie is now sold in more than 140 countries around the world.

The War on Drugs A Global Loss Essays - Law, Foreign Relations

The War on Drugs: A Global Loss The global war on drugs has failed, having no success in accomplishing its goals and infringing on human rights. It has wrought immeasurable damage among foreign nations and even in areas within our own with already unstable infrastructure. The only rate in relation to drug use that the plan had succeeded in lowering were that of survival. None of these facts are intended to permit free access to narcotics without any care, but rather they serve to bring to light the critical flaws with our current system of countermeasures. Laws on narcotics have been being put in place since the late nineteenth century, but the first federal action in the United States was in 1920 with Amendment XVIII to the Constitution, banning the possession and distribution of alcohol. Only thirteen years later it was repealed, after the alcohol trade boomed in the black market and alcoholism worsened. This was not the end of the bans, however, as in 1971, President Richard Nixon mailed a message to congress announcing that drugs were US public enemy number one. This was the beginning of the multimillion you should probably say dollar, to eventual multibillion costing project to contain and prevent drug use. After over forty years there has been little to no progress shown and the prices have only scaled up. The global war on drugs needs to be reformed, there is no good in keeping the methods as they are, as there are no signs of success, it overrules the rights of human beings in the conquest of one day stamping out drug use and leaves societal footprints that have yet to resolve after decades to recover. There is no doubt that this is a necessary change the United States needs to make for the future of both itself and many nations now involved in the drug trade. Extensive use of drugs while under the harsh policing of laws imposed to halt such use has not gone down. The trade and sales of illicit substances have been recorded in participating countries of the United Nations, and in just the ten year span between 1998 and 2008, highly illegal substances such as opiates and cocaine have increased in trade by 34.5% and 27% respectively according to the studies of the UN (War On Drugs: Report of the Global Commission on Drug Policy, 2011, p. 6). Such a steep increase implies that despite every action taken to restrict trade and possession, use of illegal substances has likely increased worldwide. In the United States, over the course of over a decade from 2002 to 2013, use of illicit drugs has climbed (NIDA, 2015), and while not significantly, but it does show that the numbers are not going down. Without a change in our course, there will be no end to the senseless war and excessive spending going into a project with no success in sight. Ther e have been and still are instances of nations using alternative methods to control drug abuse, Portugal for example has made notable strides against its major prevalence of drug abuse and mortality by overdose by undertaking a drastically different approach than nations such as the United States had. Portugal's country overview from the EMCDDA in 2013 shows that in 2007, six years after their drug policy reform, the adult prevalence of lifetime use of any illicit substance was 12% and with young adults, 17.4%, however, in 2012, the numbers had dropped down to 9.5% and 14.5% respectively (Portugal country overview, 2016). The rapidly lowering numbers are due to their policies focused on therapy and controlling drug trade to be safe and limited, rather than stamp it out completely, which allows for more extreme conditions to form, such as drug cartels and black market substances significantly more dangerous than the easy access, less expensive safe stock that is to be accompanied by therapy to overcome addiction. Without the use of methods that promote recovery rather than punishing possession, there will and have been grave consequences among the private lives of victims of drug abuse. The War on Drugs is not just a burning failure of policies, it goes above and beyond lack of success, and

Writing Sentences for Beginners

Writing Sentences for Beginners Here are four types of sentences to begin writing in English. Follow the example in each type of sentence. Learn these symbols to understand each type of sentence. These symbols represent parts of speech in English. Parts of speech are the different types of words in English. Key to Symbols S subject   Subjects include I / you / he / she / it / we / they and names of people: Mark, Mary, Tom, etc. or types of people: children, students, parents, teachers, etc. V verb   Simple sentences use the verb ‘be’ such as: I am a teacher. / They are funny. Verbs also tell us what we do:   play / eat / drive etc. or what we think: believe / hope / want etc. N noun   Nouns are objects such as books, chair, picture, computer, etc.  Nouns have singular and plural forms:  book - books, child - children, car - cars, etc. Adj   Adjective Adjectives tell how someone or something is. For example:  big, small, tall, interesting, etc.   Prep P   Prepositional phrase Prepositional phrases tell us where someone or something is. Prepositional phrases are often three words and begin with a preposition: For example:  in the house, at the store, on the wall, etc. ()   Parentheses If you see something in parentheses () you can use the type of word, or leave it out. Start off Easy: Sentences with Nouns Here is the first type of easy sentence. Use the verb to be. If you have one object, use a or an before the object. If you have more than one object, dont use a or an. S be (a) N I am a teacher.She is a student.  They are boys.We are workers. Exercise: Five Sentences with Nouns On a piece of paper write five sentences using  nouns. Next Step: Sentences with Adjectives The next type of sentence uses an adjective to describe the subject of a sentence. Do not use a or an when the sentence ends in an adjective. Do not change the form of the adjective if the subject is plural or singular. S be Adj Tim is tall.They are rich.This is easy.We are happy. Exercise: Five Sentences with Adjectives Use adjectives to write five sentences.   Combine: Sentences with Adjectives   Nouns Next, combine the two types of sentences. Place the adjective before the noun it modifies. Use a or an with singular objects, or nothing with plural objects. S be (a, an) Adj N He is a happy man.They are funny students.Mary is a sad girl.Peter is a good father. Exercise: Five Sentences with Adjectives Nouns Use adjectives nouns to write five sentences.   Tell us Where: Add Prepositional Phrases to Your Sentences The next step is to add short prepositional phrases to tell us where someone or something is. Use a or an or use the  before a noun or adjective noun if the object is singular and specific. The is used when something specific is understood by the person writing and the person reading the sentence. Notice that some sentences are written with adjectives and nouns, and others without. S be (a, an, the) (adj) (N) Prep P Tom is in the room.Mary is the woman at the door.There is a book on the table.There are flowers in the vase. Exercise: Five Sentences with Prepositional Phrases Use prepositional phrases to write five sentences.   Start Using Other Verbs Finally, use other verbs than be to express what happens or what people think. S V   (a, an, the) (adj) (N) (Prep P) Peter plays the piano in the living room.The teacher writes sentences on the board.We eat lunch in the kitchen.They buy food at the supermarket. Exercise: Five Sentences with Prepositional Phrases Use other verbs to write five sentences.

Definition and Examples of Cataphora in English Grammar

Definition and Examples of Cataphora in English Grammar In English grammar, cataphora is the use of a pronoun or other linguistic unit to refer ahead to another word in a sentence (i.e., the referent). Adjective: cataphoric. Also known as  anticipatory anaphora, forward anaphora, cataphoric reference, or forward reference. Cataphora and anaphora are  the two main types of  endophorathat is, reference to an item within the text itself. Cataphora in English Grammar The word that gets its meaning from a subsequent word or phrase is called a cataphor. The subsequent word or phrase is called the antecedent, referent, or head. Anaphora vs. Cataphora Some linguists use anaphora as a generic term for both forward and backward reference. The term forward(s) anaphora is equivalent to cataphora.   Examples and Uses of Cataphora In the following examples, cataphors are in italics and their referents are in bold. Why do we envy him, the bankrupt man? (John Updike, Hugging the Shore, 1984)A few weeks before he died, my father gave me an old cigar box filled with faded letters.In The Pendulum Years, his history of the 1960s, Bernard Levin writes of the collective insanity which seized Britain. (The London Evening Standard, February 8, 1994, quoted by Katie Wales in Personal Pronouns in Present-Day English. Cambridge University Press, 1996)If she were alive today, [Barbara] Tuchman would surely be preparing to pen fresh furious pages tonight, as the president seeks to rally his faltering domestic popularity with summonses of support. (Martin Kettle, If He Resists the Siren Voice of Folly, Blairs Legacy Is Secure. The Guardian, June 25, 2005)You must remember this:A kiss is just a kiss,A sigh is just a sigh. (Herman Hupfeld, As Time Goes By, 1931)This, I now realize, was a very bad ideasuggesting we do whatever Terry Crews wants for the day. (Joel Stein, Crews Control. Time, September 22, 2014) It must have been tough on your mother, not having any children. (Ginger Rogers in 42nd Street, 1933)Too scared to buy before they sell, some homeowners aim for a trade.So I just want to say this to the Congress: An America that buys much more than they sell year in and year out is an America that is facing economic and military disaster. (Congressman James A. Traficant, Congressional RecordHouse, September 25, 1998)After she declared herself broken, betrayed, at bay, really low in another organ yesterday, Im not sure the Diary should even mention poor Bel Mooneys name. (The Guardian, August 9, 1994) Creating Suspense With Cataphora [Cataphora] is in evidence in the next example, which is typical of the opening sentences of books: Students (not unlike yourselves) compelled to buy paperback copies of his novelsnotably the first, Travel Light, though there has lately been some academic interest in his more surreal and existential and perhaps even anarchist second novel, Brother Pigor encountering some essay from When the Saints in a shiny heavy anthology of mid-century literature costing $12.50, imagine that Henry Bech, like thousands less famous than he, is rich. He is not.​[John Updike, Rich in Russia. Bech: A Book, 1970] Here we meet copies of his novels before we know who he is. It is only several lines later that the possessive adjective his links forward to the proper nouns Henry Bech in the text that comes after. As you can see, whereas anaphora refers back, cataphora refers forward. Here, it is a stylistic choice, to keep the reader in suspense as to who is being talked about. More usually, the noun that the pronoun links forward to follows soon after. (Joan Cutting, Pragmatics and Discourse: A Resource Book for Students. Routledge, 2002)Strategic Use of Cataphora [M]ore often than not, protypical cataphora is motivated by a planned or strategic delivery of a referent, such as in news-telling like the following: Listen to thisJohn won a lottery and got a million dollars! Prototypical cataphora thus is rarely associated with problems in lexical retrieval. (Makoto Hayashi and Kyung-Eun Yoon, Demonstratives in Interaction. Fillers, Pauses and Placeholders, ed. by Nino Amiridze, Boyd H. Davis, and Margaret Maclagan. John Benjamins, 2010) Cataphora and Style [S]ome prescriptive grammarians have gone so far as to condemn the practice [of cataphora], for reasons of clarity and, more blandly, good style. So H.W. Fowler declares the pronoun should rarely precede its principal, a view echoed by Gowers . . .. This has led to problems in terminology. The term antecedent, for example, is commonly used to refer to a coreferential NP in an anaphoric relation; there is no equivalent expression for the *postcedent NP, however. But by an odd semantic license, some grammarians, and of different schools of thought, use antecedent in this sense. (Katie Wales, Personal Pronouns in Present-Day English. Cambridge University Press, 1996) EtymologyFrom the Greek, backward carry Pronunciation: ke-TAF-eh-ra

Quranic and Biblical Depictions of Sulayman Research Paper

Quranic and Biblical Depictions of Sulayman - Research Paper Example The author of the paper tells that when comparing the two texts, some key differences in the depiction of Sulayman/Solomon is revealed. Firstly, in the Holy Koran, the emphasis was laid on Sulayman's role as a Prophet, whereas in the Holy Bible he is portrayed as a King. And to go with the notion of a prophet, Sulaiman was endowed with supernatural powers such as the power to move wind. The following select quotations from Abdul Haleem's translation of the Holy Koran illustrates this point: â€Å"And (We made) the wind subservient to Sulaiman whereof the morning course was a months journey and the course a months journey." (54:12) "So We subjected the wind to his power, setting fair by his command whithersoever he intended" (38:36) "And unto Sulaiman, We subdued the wind in its raging. It flows by his order towards the land which We had blessed And of everything We are aware." (21:81)† Seen from an Islamic point of view, one need not see any contradiction in designations such as a Prophet or a King, for, in the Islamic tradition, most Prophets happen to be Kings and vice-versa, including Prophet Muhammad himself. Secondly, in the Holy Koran, Sulayman is said to have lived only 53 years; whereas The Bible suggests that he lived longer than that. Other minor differences in the two versions pertain to minor linguistic differences such as King David (the father of Solomon) being referred to as Prophet Daud in the Holy Koran. As for similarities, the historical/religious character in question is said to have gathered knowledge from his illustrious father.

Introduction to Financial Services Case Study Example | Topics and Well Written Essays - 2000 words

Introduction to Financial Services - Case Study Example Fifty years ago, financial services has accounted for less than 3 percent of GDP in the US and developed Europe, which at present, is mounted to almost 10 percent (Stephenson 2005). Thus, the financial services industry is one of the many industries that produce rapid growth in the world economy (Stephenson 2005). The modern financial industry witnessed 1986 as the 'big bang' era that opened London up more widely to international competition through electronic trading (Harris 1998). The onset of computer technology and global telecommunications systems has undoubtedly brought rapid changes that likewise brought changes to financial services. A widening of shared ownership and investment opportunities from few to many has been heralded by this development (Harris 1998). This development has bid adieu to the usage of a stockbroker, as it has now been possible for one to buy and sell certain financial investments through a visit to the local bank or using the computer. Before the onset of advanced technology and computerization, there used to be a clear difference between a retail bank and a building society, or an insurance company, which all had a separate business from the retail bank. Today, financial institutions cannot be easily differentiated as the differences between them are disappearing while they continuously compete against each other to sell services that used to be sold by just one portion of the sector (Harris 1998). The past witnessed each firm with a narrow band of services, which it offered to a wide range of consumers and business clients. Even the payment system was controlled by commercial banks that have the authority to clear checks and drafts. Today, payments and money are facilitated electronically in volumes that are not easily handled in the physical form (Johnson 2000). Mortgage finance, which is now traded as securities, is likewise available from a wide range of sources while securities firm offer corporate and gover nment securities as investment avenues (Johnson 2000). Even insurance companies provide products that compete with investments, which can be obtained through securities firms. It may be inferred that the dynamics of the banking industry have been permanently changed by mutual funds, which is an outcome of recent technology advancement (Johnson 2000). The same advancement has blurred traditional roles, causing difficulty to distinguish the product of a commercial bank from that of another financial institution. Banks are now selling insurance, with some having taken over some insurance firms. Virgin Boots offers a range of insurance companies in much the same way as Marks &Spencer sells investment products and pensions (Harris 1998). Likewise, if one needs a mortgage, he can go to a building society, a bank, an insurance company, and even a local supermarket. Financial services also witnessed the rapid growth of telephone call centres and helplines with their increased staffing jobs. A process of significant change in a period of new alignments in domestic markets and increased global competition is currently faced by the financial services industry (Johnson 2000). For several years, bank deposits have served as the basis for the country's payment mechanism, until such time electronic banking occurred, replacing physical

English Crucible Coursework Essay Example for Free

English Crucible Coursework Essay In the established society of a small, Puritan town in the late 17th century, a lie by a ministers niece sparks utter hysteria throughout the town of Salem. This quite minor fabrication causes a wildfire of deceit to burn throughout the town destroying homes, families and friendships. In the centre of this saga the marriage of John and Elizabeth Proctor has been diminished to a marriage of awkward silences and great mistrust by John Proctor adulterous relationship with Abigail Williams. As the town is in havoc, the Proctors marriage is also tested. The play portrays heir struggle to prevail I a world of treachery. In this essay of The Crucible, I am going to be examining the Proctors marriage in relevance to the theme of witchcraft and study why Miler put the marriage at the centre of the play.  When we first see the Proctors in Act Two, a conventional view of home life at that period time is portrayed the husband has been working hard on the land, while his wife cared for the children and tended to her familys needs, but this scene also shows many things. I t shows the need for gratitude from each over, as if they need to please one another vastly. This is depicted many times when John begins to eat. Early on in the scene as Proctor comments on his wifes food saying It is well seasoned which we are aware is false as previously in entering the house he sampled the food and added more seasoning to it, the way this sentence is implied suggests that he is just trying to keep the peace between them. She is content with his praise and eve thrives on his delight in her and feels if she carries on pleasing him he will not go elsewhere for this gratitude, as to his previous mistress Abigail This is not one-sided as John states to Elizabeth after consulting her if she would like a cow he says, I mean to please you with her reply being, John I know. This shows he is attempting to redeem his infidelity and prove to her al he wants is to make her happy and she is aware of his numerous efforts but cannot allow herself to forget the past months.  Elizabeth is still very apprehensive of John and questions him as soon as she is aware of his presence she begins to enquire into his delay home asking him, what keeps you so late?. Elizabeth shows great suspicion towards John; this is depicted through her eagerness to know what is keeping her husband. He justifies himself by declaring in his defence he was out farming. The premature view of the scene in Act Two reveals great suspicion in this marriage, as Elizabeth is fearful that he has been visiting Elizabeth. This parallels to the witchcraft trials of Salem and the scepticism of the inhabitants as to if someone may blindly accuse them next for minor things such as an argument in the past or over land restrictions. The weariness by the community is shown later in the Act when Reverend Hale is told of the arrest of Martha Corey and Rebecca Nurse to this he declares, Then nothing left to stop the whole green world from burning. This statement refers to the suspicion in the town as when one lie has started it is difficult to stop it from causing more lies to arise, this declaration can also be interpreted as the whole green world being the forest and when a forest fire is started it is almost impossible to stop the fire in comparison to the wildfire of lies spreading through the region. This leads to the lack of trust in the district of Salem and in the Proctors marriage .As we return to the early stages of Act Two we see the Proctors involved in a minor dispute as he tells Elizabeth of his moment alone with Abigail, this is where the mistrust in their marriage is exposed and laid bare Elizabeth in disbelief of what she was just confronted with, questions him and asks you were alone with her, and he discards her and tells her, only for a moment, she reads into this as a lie and suspects their liaison has been reunited and is upset he has not informed her of this moment.  Elizabeth still detects that John is concealing something from her and because of her suspicions continuously questions him as we saw at the beginning of Act Two, her frustrations at him is shown when she says, John you are not open with me which explains her distrust in John this is because she feels he is disguising a  Fabrication from her.

Oppression of Native Americans Essay examples -- history, craniology,

Two-hundred years ago, there was a scientific study on the brains of Native Americans called the craniology and phrenology. The Europeans examined only indigenous people’s heads and were forbidden to use any European’s brains. The Europeans did three experiments, such as decapitating the tops of the heads and filling them with sand to see if their brains were smaller than blacks. The Europeans also looked at the bones and said that if the bones were in a certain way (such as natives cheek bones being up higher) the person was thought to be stupid. The last experiment the Europeans did to American Indians was that they had a small devise that they would put on the head and it would slice the brain open. There would be an award for retrieving a male’s brain that was five cents. By retrieving a woman’s brain the price would be three cents, and lastly a child’s brain which would be two cents. This is when the term redskin was invented (Poupart, 2014). Although we often remember First Nation communities by their history of oppression by the Europeans, as established above, present day communities are defined much differently. The Anishinabeg are an independent, non-interference sovereign nation and they follow their own rules by oral traditions. They are also a nation who were oppressed, exploited, and also misunderstood by non-Native Americans. When asked about the definition of a sovereign nation, Selma Buckwheat (September 25, 2013), elder member of the Anishinabeg tribe, explains by stating, â€Å"We govern ourselves and have our own laws† (personal communication). They have a lot of meetings that help understand most of the sovereign nations. In other words, a sovereign nation is power or a territory existing as an independent s... ...government’s policies. The changes of the 1900’s influenced many people such as historians, writers, film-makers, and other non-Native-Americans, causing them to view Indians in an increasingly sympathetic way. The non-Native Americans perceived Indians as a historically-oppressed minority who were victimized by imperial conquests and were dignified as peace-loving people in a sovereign nation. Works Cited Poupart, L. (2014, October 16). First Nations Studies: Social Justice. University of Wisconsin Green-Bay. Loew, P. (2001). Indian Nations of Wisconsin: histories of endurance and renewal. Madison, WI: Wisconsin Historical Society Press. Mihesuah, D. (1996). American Indians stereotypes and realities. Atlanta: Clarity Press. Poupart, L. (2000). Ojibwe Women of the Western Great Lakes. Retrieved from D2L. https://uwgb.courses.wisconsin.edu/d2l/

Simpson Company ACL Assignments Essay

Determine whether the record counts in the three tables are consistent with the information you received from the IT department. Simpson master file of accounts receivable has 64 records which is consistent with IT. Simpson shipping documents for cut-off tests has 47 records which is not consistent with IT records that totals 45. Question 5. Determine if the amounts for each of the four transaction types are consistent with the information you received from the IT department. The number of IN sales invoices totals $1,525,763,83. This is consistent with what IT has said. The number of PM payments from customers totals $-890,466.09. This is not consistent with what IT totaled to be $860,466.09. The number of CM credit memos totals $-191,358.22. This is not consistent with what IT totaled to be $181,276.35. The number of WO write-offs totals $-4,725.85. This is not consistent with what IT totaled to be $4,725.85. Question 6. Determine whether there are any transaction types other than the four included in the introduction to the case. List the exceptions, if any, and describe the likely cause of exception. Exception(s): The transaction number 924 has a transaction of IY. Cause(s): The reason for IY is because it is a typo, it should say IN. We figured this out because the document number for the IY is I-88496 which is consistent with document types for IN. Question 7 Determine the customer name for any customer records you identified with the unusual transaction type. Even though customer names are not included in the sales transaction table, this table can be related to  the Simpson master file table, which does include names. We discovered the customer number 262001 from the sales transaction table and filtered this number in the Simpson master file. The name that is linked to this customer number is Bully Industries.

Massacre of the Dreamers

Ana Castillo, the author of â€Å"Massacre of the Dreamers: Essays on Xicanisma† explores the 500-year old roots of Chicano feminism in America. Her collection of short essays dedicated to the issues of Xicanisma is aimed to denounce discrimination, the stereotypes and exploitation of Chicanos in the U.S. She begins her collection of essays by the phrase â€Å"I am a brown woman, from the Mexican side of town† and continues the confession with the astonishing confession, – â€Å"At an early age we learn that our race is undesirable† (Castillo, 1994). Chicanos â€Å"have been marginalized in every sense of the word by U.S. society† (Castillo, 1994). Probably, it seems too terrible to be true, but this what Ana Castillo asserts.The writer imitates no standard and generally accepted literary style of those times. The essays have no lack in tension, strength and dynamics. Ana Castillo doesn’t deviate from the theme, despite being limited by gende r bounds. This woman wrote the book in the course of important cultural and social changes; therefore Massacre of the Dreamers deserves detailed exploration. It is apparent, that Mexican-American literature cannot but place emphasis on social, feminist and racial issues. In this regard Castillo’s collection of essays can be called a perfect example of the literature of ‘resistance’. Ana Castillo tells not only about the loss of culture and land, but also the role offered to Mexicans. The ‘promised paradise’ turned into the land of changes and struggle for national identity.Ana Castillo evidently created her unique literary work at the intersection of numerous factors of social, political and cultural life at that time. The ‘historical chronicle’ brings the reader closer to the understanding of deep philosophical, social and political conflicts, patriarchal prejudices, gender stereotypes, nationalism, racism, the interests of influential academic structures of American society and mass media. Massacre of the Dreamers is notably complex, contradictory and ambiguous; it reflects the change in stereotypes, transformation of cultural and social space in U.S.The success of Castillo’s book can be explained not only by the ability of the author to tell the stories of Chicano movement, but, above all, by the ideological pathos of her essays. Ann Castillo tells the stories of discrimination and racism. She reminds that changes in social status and structure of people of Mexican origin created social and political prerequisites for mass movement of protest – Chicanos.The Chicanos movement was shaped in the image and likeness of any other movements; the ideology was based on the fact that Mexican Americans were people deprived of right for their territory. These people were treated like the objects of political and economic exploitation, and the second-rate nation. The writer dwells on inequality in economic, soc ial, political and cultural life of America, on long-standing discrimination in sphere of employment, focusing attention on high unemployment and crime rates, to mention a few.Ann Castillo dwells on the issues of language discrimination. Although Mexican Americans spoke Mexican language, in contrast to other ethnic groups, the system of education refused to take into account the peculiarities of â€Å"Spanglish† nation. The vast majority of Chicanos had to leave schools with no education necessary to get a qualified job. The language barrier was the main obstacle on their way.Ann Castillo brings the understanding that Chicanos accepted no ‘melting pot’ theory, according to which Mexican Americans had to refuse from their culture, language and traditions. The writer presents a proof of revolutionary consciousness and testimony, signaling real hope and inevitable changes. She even criticizes a ‘white feminism’, traces ancient Mediterranean roots for ma chismo, explores the moral dualism, repression of sexuality, and fear of death.Ann Castillo demands justice, writing that â€Å"When we profess a vision of a world where a woman is not raped somewhere in the United States every three minutes, where one of every three female children does not experience sexual molestation, where the Mexican female is not the lowest paid worker in the United States–we are not male-bashing or hating whites because overall they live a healthier life than we do, we are trying to change the facts of our condition† (Castillo, 1994).Massacre of the Dreamers can be compared with an ‘alternative’ letter, which is set off against patriarchal culture of that time. Ann Castillo’s literary style is a multilevel and dynamic system. The basis of her writing is feminist social and even literary movement, as well as radical changes in social conscience, attempt to overcome ‘masculine’ diktat, racism, the feeling of infer iority, gender stereotypes and clichà ©s. It seems that the writer’s main idea is to offer the alternative – not a mere equality, but creative cooperation and complementarity of cultures.Ann Castillo treads on forbidden ground. She dwells on problematic relationships between Chicanos and Americans, the issues of power and superiority of nations. She tells on correlation between racism both in literature and real life. The writer criticizes patriarchal culture with its racist’s values, and places emphasis on the necessity of self-realization through creative work. She strives for language expressiveness and makes an effort to create the independent Mexican American character.Massacre of the Dreamers sends a challenge to traditions, rules and stereotypes. Probably, she is not the first writer, who tries to express the history of Mexican Americans in U.S. but she is the first feminine writer, presenting a collection of the most acute and detailed literary confessi ons.Ann Castillo created the most brilliant and sometimes ironical essays. Although she writes from a palette consisting almost exclusively of grey and mud brown gloomy tones, she is extremely frank describing all nuances of Chicanos and their movement, their desires, fears, emotional experiences and doubts.ReferencesCastillo, A. (1994). Massacre of the Dreamers: Essays on Xicanisma. Albuquerque: University of New Mexico Press.

Discrimination at Workplaces

Discrimination at Workplaces Introduction Discrimination at workplaces is not a new phenomenon as it has existed in various fields for a long time. Basically, discrimination occurs when an employer holds certain prejudice against a certain employee or a group of certain workers based on reasons that are superficial.Advertising We will write a custom essay sample on Discrimination at Workplaces specifically for you for only $16.05 $11/page Learn More These reasons may be on basis of age, race, sexual orientation, class or even disability among others. As a result all the employees though they possess equal qualifications are treated differently since the employer treats some less favorably than others. This may be in cases of promotion, pursuing some training of even payment among many others. Discrimination in a working environment may take various forms depending on the way it is carried out. Types of discrimination The various types of discriminations in the workplaces include; direct and indirect form of discrimination, harassment, and victimization. Direct discrimination occurs when an employer treats an employee less favorably for reasons like race difference, disability or the other reasons stated above. For example such a case would be experienced where a position in a workplace is only open to individuals who are of a certain race. Indirect form of discrimination on the other hand occurs when an employer or the management places some conditions that are not universal where those conditions may disadvantage one group of people within the working environment. For instance, when the management or the employer places a strict rule that workers must dress in a certain way, some members of certain religions might feel disadvantaged. Harassment in the work place is also viewed as another form of discrimination. This is where a worker is exposed to intimidating language or behavior like racial language with an aim of humiliating or undermining him or her.Advertisi ng Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Victimization on the other hands involves treating an employee in a less favorably manner since he or she tried to make a complaint about a certain form of discrimination in the organization. Practices that have promoted inequality in workplaces The current increase in the temporary, part-time wage work and other forms of employment that is not covered by labor laws and policies in Canada has contributed a lot to cases of discrimination and other irregularities in the Canadian labor market. Different practices are used by employers and these organizations to maintain forms of inequality for a particular category of employees or group of workers. In Canada the standard employment relation which took root after the World War II has been the one that has been predominant in this nation (Vosko 34). However, this form of employment relationship h ad its own limitations. This is because it had not been structured to accommodate some groups in the workforce as it was only handling the largest group who were the white male population. It never therefore catered for groups like the women workers and those from other races particularly the immigrants. In addition, the employment relation overlooked some working environments like the small business that operated on decentralized structure and the competitive sectors like manufacturing. As a result, the current state in Canada where employees engage in non standard employment that is different from the earlier form of full time employment, some form of insecurities due to irregularities have emerged. This is where aspects like gender and race among other categories have become a basis for discrimination. For instance, In Canada male employees tend to enjoy more work benefits compared to their female counterpart. This is where statistics have shown that in an organization, men are l ikely to secure permanent employment compared to women employees.Advertising We will write a custom essay sample on Discrimination at Workplaces specifically for you for only $16.05 $11/page Learn More This is because according to Cranford, Vosko and Zukewich (456), while the women who have part-time employment in Canada are 19 percent, the men are 8 percent. Just like sex, race is a predominant determiner of the employee’s access to permanent employment. For instance, in Canada white men are likely to get permanent employment compared to men of color. When comparing both men and women of color, women of color are less likely to get permanent employment compared to their male counterparts. Age is also a factor in access to permanent employment in Canadian labor market. This is where young people are less likely to get full-time permanent employment when compared to those who are middle-aged or older individuals. All these factors have contributed to insecurity in the Canadian labor market as they have disadvantaged several groups of individuals through giving more privileges to others. The government of Canada or the Canadian labor market has not placed any labor prohibitions on any gender regarding their participation in the labor market. However, the cultural and political values in this nation have consistently empowered a system where there are differences in the access and even in the participation of certain members in the labor market. This is where, for instance, males dominate some forms of employment while women are found in particular areas of employment. This is clearly seen in the health provision areas where most medical doctors who are highly paid are male. On the other hand, the nurses who are mostly female are less paid as their job is viewed to be of lower status. Although employment chances for women have increased substantially, there are more non-standard work arrangements makings which are increasing the c hances of discriminations in the workplaces.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is in areas of payments and access to promotion chances. On the other hand, there have been cases of loss of jobs for the ageing and the unqualified population. There are other forms that have been used to perpetuate inequality in the labor market in Canada. The modernization in organizations has led to changes in the individuals’ quality of working life. This is where the increasing intellectualization in various work functions has resulted to permanent changes. In work relationships, there has been inequality between those who have acquired the knowledge in modern technology making them appear more qualified and able to deal with new challenges as opposed to those who hold moderate training; who area seen as dependent on routine training and those who depend on order to carry out their tasks. The various work-related inequalities that have been manifested by differences in payments among workers, promotion chances, employment security and even the level of social integ ration within the work environment require appropriate measures to mitigate them. There are various strategies that can be applied to encourage equalities in the various workplaces. Strategies of advancing equalities in the workplaces Since in most working environments, the employer has more power and authority over the employee as he or she has the right to terminate an employee’s contract and immediately get a replacement, workers can combine forces to increase their bargaining power. Collective bargaining is therefore one of the most efficient tools of advancing equality in the workplaces. It refers to a process where employees of an organization present their grievances to their employer through their representatives. This often happen in organizations where the employees have formed a union through which they are able to negotiate for better working conditions collectively. This strategy has proved to be the most effective as the employer will seek to avoid any decision that may lead to work stoppage since this may lead to incurring of losses. Though collective bargaining through unionization has been used in the past as a tool for negotiating salaries and wages increase, it can also be used to address the issue of work inequalities. For instance, in Canada, organization members have used unions to handle various aspects of inequality in their organizations. This has led to reducing the wage gap between various categories of workers in contract provisions (Duffy, Daniel and Pupo 46). This is through encouraging initiatives like pay and employment equity among the members of the union. Union also negotiates for non-monetary inequalities in the work places. These include improvement of working conditions for particular members in the organization with an aim of ensuring their safety within the working environment. The union often comes up with collective agreement together with their employer which clearly stipulates how disputes are to be resolved i n the organization. It also lays the rights that the employee is entitled to in the organization. Social movements have also been other methods that the workers in Canada have used to advance equality in workplaces. This is where people who share similar goals come together to campaign against their discrimination in various areas of society and workplaces. This has been common among the minority groups within a certain environment. For instance, the gay and lesbians have been victims of discrimination in various work environments. To these groups social movements have been very effective in addressing various forms of discriminations that they go through (Adams 86). Their main goal is to achieve social equality through right to enjoy their freedom, and protection from harm among other benefits. Passing of employment equity act is another strategy to achieving work-related equality. This is an initiative of the Labor Program that outlines various measures that are aimed at eliminati ng inequality in workplaces. According to Human Resources and Skills Development Canada (para 14), the Racism-Free Workplace Strategy (RFWS) is one of their commitment which aims at promoting fair and equitable workplaces. This is through elimination of barriers that have in the past prevented promotion of minorities like the Aboriginal people in various workplaces. The labor program achieves this through establishment of partnership with employers, unions and even non-governmental organizations. This has been effective in advancing equality since it involves increasing awareness of the benefits of eliminating discrimination in work environments through creation of racism-free environments. Conclusion Increase in inequality has been noted in the recent past where it has emerged in new forms that were initially not there. This has made it the most common economic and social issue in the current work environment. Due to individuals who suffer this vice remaining silent, some of the ne gative consequences that discrimination causes have been overlooked making them progress and cause more damage. However, the new Canadian labor laws if well implemented can assist in advancing social and economic equality in various workplaces. This is because the laws promote the actions of various organizations’ unions and promote the rights of all members in the nation. Adams, J. Roy. â€Å"Prospects for labours right to bargain collectively after BC health services.† UNB Law Journal 59 (2009): 85-94. Print. Cranford, Cynthia, Vosko Leah F. and Nancy Zukewich. â€Å"The gender of precarious employment in Canada.† Industrial Relations, 58.3 (Fall. 2003): 454-462. Duffy, Ann, Glenday Daniel and Pupo Norene. The shifting landscape of work. Toronto: Nelson Education, 2011. Print. Human Resources and Skills Development Canada. Employment Equity Act: Annual Report 2009. Canada, Labour. 2010. Web. Vosko, F. Leah. Gender differentiation and the standard/non-standard employment distinction in Canada: 1945 to the present. Toronto: University of Toronto Press, 2003. Print.

Alcohol and Tobacco

Alcohol and Tobacco Although the public knows about the negative effects of these products, people still continue to use the substances without thinking twice. These products are legal if you are of age, so people will continue to experiment with alcohol and tobacco. On the other hand, drugs are not legal and are not advertised all over the media because they are prohibited in our society. If drugs were legal, experimentation and usage of these dangerous and deadly drugs would skyrocket. The usage of alcohol and tobacco is legal, but the usage of drugs should be prohibited in the United States. A theory is that if a person tries one drug such as marijuana, there is a high likelihood that that person will eventually try a harder drug such as cocaine. This is a very scary thought. If drugs were legal, many more individuals would be trying them. The media would be advertising cocaine like it was voldka. There is a large difference between these two products. People would feel like it was okay to experiment with the drug because its usage was legal. This could be harmful, because everyone can have a different effect to each drug. Drugs such as cocaine and heroin are highly addictive and dangerous. They not only cause damage to the person using but also to surrounding people. I am not trying to undersize alcohol and the damage it can cause, but at least there are laws against driving while intoxicated so that you can prevent yourself from harming another individual. Tobacco use affects your body in the long run, but other than second hand smoke, it does not directly put others in danger. Certain drugs can make a person spiral out of control and make them do certain things that they would never do if they were clean. A counter viewpoint is that drugs should be legalized because it is a person choice to use or consume whatever they wish. Advocates of legalizing drugs say that people will use drugs if they have the desire to whether it is legal or illegal. They mention that what is the difference between tobacco and alcohol versus drugs. Alcohol can be just as damaging to other people as drugs can be sometimes. The United States is a free country where we can speak how we feel and do how we feel and no one can tell us how to live our life. They say that if people want to use alcohol, tobacco and illegal drugs, they should have the freedom to do so. Both sides make valid points, but I definitely feel that drug usage would contaminate our society even more. Alcohol and Tobacco Although the public knows about the negative effects of these products, people still continue to use the substances without thinking twice. These products are legal if you are of age, so people will continue to experiment with alcohol and tobacco. On the other hand, drugs are not legal and are not advertised all over the media because they are prohibited in our society. If drugs were legal, experimentation and usage of these dangerous and deadly drugs would skyrocket. The usage of alcohol and tobacco is legal, but the usage of drugs should be prohibited in the United States. A theory is that if a person tries one drug such as marijuana, there is a high likelihood that that person will eventually try a harder drug such as cocaine. This is a very scary thought. If drugs were legal, many more individuals would be trying them. The media would be advertising cocaine like it was voldka. There is a large difference between these two products. People would feel like it was okay to experiment with the drug because its usage was legal. This could be harmful, because everyone can have a different effect to each drug. Drugs such as cocaine and heroin are highly addictive and dangerous. They not only cause damage to the person using but also to surrounding people. I am not trying to undersize alcohol and the damage it can cause, but at least there are laws against driving while intoxicated so that you can prevent yourself from harming another individual. Tobacco use affects your body in the long run, but other than second hand smoke, it does not directly put others in danger. Certain drugs can make a person spiral out of control and make them do certain things that they would never do if they were clean. A counter viewpoint is that drugs should be legalized because it is a person choice to use or consume whatever they wish. Advocates of legalizing drugs say that people will use drugs if they have the desire to whether it is legal or illegal. They mention that what is the difference between tobacco and alcohol versus drugs. Alcohol can be just as damaging to other people as drugs can be sometimes. The United States is a free country where we can speak how we feel and do how we feel and no one can tell us how to live our life. They say that if people want to use alcohol, tobacco and illegal drugs, they should have the freedom to do so. Both sides make valid points, but I definitely feel that drug usage would contaminate our society even more. Alcohol and Tobacco

Privacy philosophy Assignment Example | Topics and Well Written Essays - 750 words

Privacy philosophy - Assignment Example The question is, Should voyeurs and exhibitionists be punished for their uncanny sexual interests? This paper develops and discusses deeply the theme of voyeurism and Exhibitionism. To begin with, let us discuss deeply the social and psychological condition of voyeurism. To understand Voyeurism better, let us look at its meaning from the meaning of the term itself. The term voyeurism is a derivative of the French term voyeur, which literally means, one who watches or one who looks (Rooth, 136). This fact, therefore, shows that voyeurs are only interested in watching or looking, secretly, on other people’s sexual affairs. From a medical point of view, Voyeurism is generally conceived as a social and a psychological disorder. For this reason, therefore, the main treatment method of Voyeurism involves psychoanalysis and psychotherapy. From the Criminology point of view, Voyeurism is deemed as a form of sexual abuse. Exhibitionism can variously be defined as an obsessive desire to expose to the public, one’s private parts, with the intention of either amusing the members of the public, or causing fright and shock to the members of the public. There are a number of public exposures that amount to exhibitionism. The following are three forms of exposure that are regarded as exhibitionism. Just like Voyeurism, exhibitionism is a form of social and psychological disorder. For that reason, therefore, the treatment of exhibitionism involves psychoanalysis. From a legal point of view, exhibitionism is regarded as a crime of indecent exposure. To begin with, Voyeurism causes damage to the subjects of voyeur’s interests. This is because every person has a right to privacy. For this reason, therefore, Voyeurism is an affront to and a violation of the individual right to privacy. On the other hand, however, Voyeurism is a social and Psychological disorder, and this in essence means that the voyeurs cannot be held accountable for their