Company Law, Essay questoin Example | Topics and Well Written Essays - 3000 words

Company Law, questoin - Essay Example they could legally carry out their operations and stating the duties and responsibilities of all the components of the corporations: be they shareholders or directors. In UK, the Company Act contains all these rules and regulations for companies established in the United Kingdom and Northern Ireland. However, two versions of the Company Act, namely Company Act 1985 and Company Act 2006 offer varied rights and obligations for shareholders as explained below. Minority shareholders (those whose shareholding is 50% or less), in particular, are given some forms of protection from majority shareholders. ‘A member of a company may apply to the court†¦ for an order under this Part on the ground that the company’s affairs are being or have been conducted in a manner which is unfairly prejudicial to the interests of its members generally or of some part of its members†¦Ã¢â‚¬  [Emphatically a â€Å"member† means a shareholder]1 Instituting a legal suit: Shareholders could start a legal proceeding against the directors and the companies in case unexpected unfair practices are discovered. This empowers shareholders to boldly challenge the directors or other management members whenever they abused their positions and undermine the integrity of the company’s constitution2. Some of the abuses include but not limited to the misuse of company’s asset, exaggerated self-aggrandisement and absolute breach of company’s rules to satisfy personal interests. So, minority shareholders, for instance, could only use the power of law here to seek redress against the majority shareholders, managers and directors. For the fact that bad management on the part of the directors could destroy the company’s operations and plunge everyone into insolvency, the opposing action by the shareholders would help return sanity to the company’s activities. A typical instance of when shareholders kicked against the selfish desires of directors who tried to break the company’s rules in pursuit

A tale of two schools Essay Example | Topics and Well Written Essays - 750 words

A tale of two schools - Essay Example The two new studies put test scores in context by studying the children's backgrounds and taking into account factors like race, ethnicity, income and parents' educational backgrounds to make the comparisons more meaningful. The extended study of charter schools has not been released. The report cautions, for example, against concluding that children do better because of the type of school as opposed to unknown factors. It also warns of great variations of performance among private schools, making a blanket comparison of public and private schools "of modest utility." And the scores on which its findings are based reflect only a snapshot of student performance at a point in time and say nothing about individual student progress in different settings. Students in private schools typically score higher than those in public schools, a finding confirmed in the study. The report then dug deeper to compare students of like racial, economic and social backgrounds. When it did that, the private school advantage disappeared in all areas except eighth-grade reading. In every specific comparison between a new small school and a large comprehensive school, the small school took in higher percentages of students meeting standards and ready to do high school work, and lower percentages of students at risk for dropping out. Much larger percentages of the incoming n... When it did that, the private school advantage disappeared in all areas except eighth-grade reading. And in math, 4th graders attending public school were nearly half a year ahead of comparable students in private school, according to the report. The report separated private schools by type and found that among private school students, those in Lutheran schools performed best, while those in conservative Christian schools did worst. In every specific comparison between a new small school and a large comprehensive school, the small school took in higher percentages of students meeting standards and ready to do high school work, and lower percentages of students at risk for dropping out. Much larger percentages of the incoming ninth and tenth grade of the new small schools had met or surpassed standards on the 8th grade New York State English Language Arts [ELA] and Math exams than the incoming class in the large comprehensive schools. Most strikingly, in one instance the small Ryer Avenue Elementary School had five times as many students meeting ELA standards and more than three times as many students meeting Math standards as the large Abraham Joshua Heschel School. The small schools had a higher percentage of the students with the demographic profile that generally predicts a successful completion of high school. The entering classes of the small schools had better 8th grade attendance records than the classes at the large schools. Many fewer of their incoming students were overage for their grade - a sign that they had either been left back or had their education disrupted. The problem here is NOT Ryer Avenue Elementary School or the other small schools. Every school, large and small, should receive the funding and supports that Bronx Aerospace receives.

Why Should I Be Moral Philosophy Essay

Why Should I Be Moral Philosophy Essay The question of morality proves to be a complex interrogatory. Should I be moral? If I should be, then why? Why is morality important to society? An assumption can be made that morals derive from a purely religious perspective or the Golden Rule approach. We are told that it is right to be moral. This is an ineffective answer, since it does not apply to someone outside the moral circle (Olsen, 79). This in mind, there is really no way to prove this too a person who wants to know why he/she should be moral. According to Olen, the only answer to them would be because you are. Happiness could also be included in the list of moral reasons. I personally feel that this is the best supported reason for being moral. Although there will be times when the moral decision will not be pleasurable, it will eventually lead to happiness. Morality is important for society as a whole, as it makes life livable. Now expanding on the happiness theory, I will discuss the ideas of Aristotle. Aristotle believed that happiness is the quality of whole human life. We all have misconceptions about happiness. Most of us believe that happiness is experiencing a lively feeling of joy or pleasant feelings. We can be happy at one moment, but not the next. Aristotle on the other hand said that true happiness includes pleasures, joys, and successes as well as many pains, griefs, and troubles in ones life. A happ y life is not cause by the pleasures weve had, nor marred by the displeasures weve had. Aristotle also contended that children could not be happy as the requirement for happiness was a complete life. For instance, an old man looking back on his life and being able to say that it was good, is happiness. Aristotle defined the things that make happiness as health, wealth, friendship, and good moral character. Aristotle stated that happiness was also the highest good leaving nothing more to be desired. Life is made perfect by possession of all good things. We seek happiness for its own sake. All others are sought for happiness. Aristotle believed to become happy one must have good character and be willing to suffer to obtain the greater good later on. We should seek the good in the long run. Most men/women will not do this. We take the immediate pleasure. Most people think that happiness is unique to each person. Aristotle believed that there is only one true conception and that it holds the same for all humans. Power is not an attribute to happiness because it would preclude some people from being happy if they are ruled. Aristotle believed as our for fathers that everyone has an ultimate right to the pursuit of happiness. He believed that this pursuit must be cooperative, not competitive. All this said, it is clear that it fits into his belief that everything in nature has a goal towards which it naturally strives (i.e. happiness). A morally virtuous person is one who is moderate in his actions. He chooses the mean as opposed to the extremes. Aristotle was more concerned with the real world than with the theological world. His bottom line view point was that we have no answer to the question Why do you want to be happy? other than to be happy. He believed that we must be moral in order to obtain our life long goal of happiness. I find myself in agreement with Aristotle to some degree. When I as myself why do you want to be happy? I am stuck. I just want to be happy. I can see where society as a whole must practice morality as a whole to allow everyone the non-competitive pursuit of happiness. I can also relate to the fact that following the immediate pleasure doesnt unnecessarily attribute to the future good. I have not been able to live one city longer than a year at a time. As a result of this, I am unable to purchase my dream home because the financial tolls. I am however happier when I first move to a new state. I am not totally convinced that the pursuit of happiness alone is just cause for morality. I do believe that morality has much to do with a theological basis. I believe that there is an obligation instilled in each of us by the current religious belief of out society. I believe we make decision based on the consequences we could face in our afterlife. I believe we discern right and wrong on the basis of what is right or wrong to our doctrine. True moral issues, but for the most part dont we judge thing based on what was instilled into us as children? We were socialized to fit a pattern and our society even today is still tinged with religious attitudes and beliefs. According to Kohlbergs stages of moral development, children give the right answer to moral issues, but with different reasons as they progress. STAGE BRIEF DESCRIPTION REASONS FOR DOING RIGHT LEVEL I: 1 Preconventional Desire to Avoid punishment Avoidance of punishment and the superior power of authority; obedience for its own sake. 2 Desire to obtain rewards Serves ones own needs and recognizes that other people have their interests to; conforms to obtain rewards LEVEL II: 3 Conventional Good Boy/Good Girl Values the approval of others and tries to maintain mutual relationships involving trust, loyalty, respect, and gratitude; believes in the Golden Rule. 4 Respect for Authority Values societys laws and tries to uphold them; tires to keep the institution going. LEVEL III 5 Post-Conventional Respect for the social contract Believes in upholding the social contract because it provides the greatest good for the greatest number; recognizes that a social contract is an agreement between people that benefits the public welfare. 6 Universal ethical principles Personally committed to a set of self-chosen ethical principles, mot of which may be compatible with the laws of society. When laws conflict with ethical principles, the person acts in accordance with his/her principles. SOURCE: Based on L. Kohlberg Stage and Sequence: The Cognitive-Developmetal Approach to Socializtion in Handbood of Sociliztion Thoery and Research, 1969, edited by D.A. Goslin, Rand Mcnally, Chicago; and L. Kohlberg, Moral Stages and Moralization in T. Lickons Ied.), Moral Development and Behavior. New Yord: Holt, Rinehart and Winston, 1976. Now as I take this table into consideration I see that children are consistently react in to the consequences given to them by parents, schools, and so forth. These ideas are ingrained into us from birth, therefor they become a part of us. Not only do they become a part of us, but the real reason that they are important gets lost and becomes a just because reason. Maybe this is why it is so difficult to explain why a person should be moral. Having said all of this, I believe that Aristotles ideas were for the most part correct. His philosophy o morality being linked to the achievement of happiness does fit into my thoughts on societal molding. In our society, or any for that matter, there seems to be a blueprint from which we set our goals and structure our lives. Being healthy, wealthy, and respected are a big part of that blueprint we in our sect call the American Dream. Inherent to being respected is being known for doing the right thing and making the right decisions, and keeping promises. We do all want to be happy but I say society has created those items which we consider important our out happiness. Would wealth be important if there was no money with which to contend? I think not, therefor I dont think morals would be an important ingredient to happiness if religion had not affected society. Through the ages the beliefs of the moral issues of the time. Therefor, I think the ideas we accrue throughout our life times concerning what is right our wrong are then past to our children just the same. Why should I be moral? I strongly believe it is because society says so. Olen, Jeffrey., Persons and Their World. McGraw-Hill, Inc., 1983 Wallace, Patricia M., Goldstein, Heffrey H., Nathan, Peter E., Introduction to Psychology. Brown Publishers, 1990.

Computer Repair :: Essays Papers

Computer Repair At Ford Motor Company, we have a passion for Better Ideas. Whether pushing the limits of technology and design, or bringing people together within a community, we work to approach every challenge with ingenuity and caring. Explore opportunities for doing business with us, visit the Investor Center, or learn more about us. Environmental Initiatives Learn what we're doing to build vehicles that are better for the environment as well as promote conservation in communities, schools, and our very own facilities. Corporate Citizenship Explore what corporate citizenship means at Ford Motor Company and how we are striving to make the world a better place. Safety & Security The safety of our vehicles and the families who rely on them is essential to Ford Motor Company. Read about our latest safety enhancements and how we're educating motorists to buckle up and drive smart. Design & Technology We're researching in Asia, partnering with NASA, and innovating in our plants and offices around the world every day. Get a preview of what's new and what's next at Ford Motor Company. Partnerships & Alliances We want you to know about the partners we work with and the programs we support. Our professional network includes some of the most exciting companies and collaborations in the marketplace today. Suppliers Ford Motor Company relies on strong relationships with suppliers and we welcome new suppliers with great products and ideas. Investor Information Access investor news, stock updates, and company reports. Heritage Trace the history of Ford Motor Company—learn more about Henry Ford and 100 years of innovation. Newsroom Get news, read press releases, and review our company policies on topics such as air quality and the Firestone recall. Global Sites Check out the websites, vehicles, and services that are available in over 120 countries. Careers Our success has been achieved through the concerted efforts and collective vision of a diverse workforce in the US and abroad. Find out about career opportunities with us. Site Map Privacy FAQs Contact Us Note: leads to an external site  ©Copyright 2001 Ford Motor Company. All rights reserved. Computer Repair :: Essays Papers Computer Repair At Ford Motor Company, we have a passion for Better Ideas. Whether pushing the limits of technology and design, or bringing people together within a community, we work to approach every challenge with ingenuity and caring. Explore opportunities for doing business with us, visit the Investor Center, or learn more about us. Environmental Initiatives Learn what we're doing to build vehicles that are better for the environment as well as promote conservation in communities, schools, and our very own facilities. Corporate Citizenship Explore what corporate citizenship means at Ford Motor Company and how we are striving to make the world a better place. Safety & Security The safety of our vehicles and the families who rely on them is essential to Ford Motor Company. Read about our latest safety enhancements and how we're educating motorists to buckle up and drive smart. Design & Technology We're researching in Asia, partnering with NASA, and innovating in our plants and offices around the world every day. Get a preview of what's new and what's next at Ford Motor Company. Partnerships & Alliances We want you to know about the partners we work with and the programs we support. Our professional network includes some of the most exciting companies and collaborations in the marketplace today. Suppliers Ford Motor Company relies on strong relationships with suppliers and we welcome new suppliers with great products and ideas. Investor Information Access investor news, stock updates, and company reports. Heritage Trace the history of Ford Motor Company—learn more about Henry Ford and 100 years of innovation. Newsroom Get news, read press releases, and review our company policies on topics such as air quality and the Firestone recall. Global Sites Check out the websites, vehicles, and services that are available in over 120 countries. Careers Our success has been achieved through the concerted efforts and collective vision of a diverse workforce in the US and abroad. Find out about career opportunities with us. Site Map Privacy FAQs Contact Us Note: leads to an external site  ©Copyright 2001 Ford Motor Company. All rights reserved.

Indigenous Religion

Define indigenous religion, and describe at least one aspect of indigenous religions that exists in a similar form in a traditional mainstream religion. The word indigenous means â€Å"originated in†, and thus the term â€Å"indigenous religion† means â€Å"the original religion of a place. † Essentially this term is applied to the group of people of any religion, culture, or area. The indigenous religion is a unique religion associated with the particular group. For example, the native tribes in the United States follow indigenous religious beliefs which are practiced without any interference of outsiders.Another example is â€Å"Shinto† from Japan which is confined only to a particular place and is not practiced anywhere outside of Japan. Thus, all the cultures had been indigenous at one time which has grown slowly and gradually. The aspects of the indigenous religion which have never changed are is the thought of human sacrifice which was necessary to g ain the attention, or to get closer to God. In modern Judeo-Christianity, the crucifixion and (alleged) resurrection of Jesus, blood sacrifice was focused in order to create atonement and pay for sins.Thus, the old and savage act of sacrificing a human in a certain way is alive from the traditional time to current. The term religion is defined differently by different authors and researchers. It refers to the belief in spiritual beings or it is the beliefs and practices that unite several groups of people into a single moral community. It is of great importance for the society because of the variety of reasons. Religion can have great importance for a society for a variety of reasons and depends on the culture and governmental style; it facilitates the controlling process of society.In nations where the government has a large amount of control over the population, religion plays the substantial role. Define religion, and discuss why it is useful in society. Explain why it is importa nt for you personally to understand the beliefs of other religious groups. The contention between religion and science has always been the topic of debate for decades. The science depends on proper reasoning and empiricism while religious beliefs rely on revelation, faith and sacredness.According to some scholars, science and religion are entirely separate as religion is a fairy tale while science is backed by evidence. Thus, they cannot be united in harmony. According to me, both science and religion can coexist as these are entirely different things. But the ultimate aim of both is for the betterment of mankind and thus, interconnection may form between science and religion. Moreover, as long as a person possesses separate spiritual beliefs from empirical facts, science and religion can actually coexist as being religious does not imply that it is the conflicting belief with science.

Stefan’s Diaries: Bloodlust Chapter 13

Damon. Death. The words swam in my mind as I tried to make sense of what I was seeing. Damon was alive. But who knew for how long? If he had been captured, he was undoubtedly weak. How could he face a ravenous beast in a battle and survive? Anger tore through my body, along with the familiar ache of my fangs elongating. I ripped down the sign with a snarl. â€Å"What is it?† she hissed, her own fangs bared. I held up the paper. â€Å"My brother,† I said, staring without comprehension at the poster. The picture made him look like a monster. My eye twitched. â€Å"The battle is in two days.† Lexi nodded, taking in the portrait. â€Å"Gallagher found him,† she said, almost to herself. I shook my head, not understanding what she meant. She sighed. â€Å"Big businessman. He owns a lot of places in town, including a two-bit circus and freak show. Always looking for curiosities to display, and people always seem to find the money to attend. Your brother–â€Å" â€Å"Damon,† I said, cutting her off. â€Å"His name is Damon.† â€Å"Damon,† Lexi said gently, tracing the image with her fingers. â€Å"He doesnt deserve this,† I said, almost to myself. â€Å"I need to help him. But † I trailed off. But what? How could I possibly save him? â€Å"Well need to find him,† Lexi decided. She brushed leaves and dirt from the back of her pants. â€Å"Do you trust me?† Did I have a choice? My hunger forgotten, I followed her through the forest and back to the wide, silent streets of the city. â€Å"Gallagher lives somewhere in the Garden District with all the other nouveaux riches. On Laurel Street, I think,† Lexi murmured as we wove our way to the center of town. â€Å"This has happened before, soon after Gallagher arrived in New Orleans five years ago.† â€Å"What happened?† I asked, following closely behind her in the shadows. â€Å"He found a vampire. Hes good at finding us. Or maybe were good at finding him. But the other vampire wasnt part of my family. And † She stopped suddenly. â€Å"What happened to him?† But Lexi merely shook her head. Wed arrived at the Garden District, where the streets were wide and the lawns hugging the sherbet-colored Victorian houses were lush and expansive. â€Å"Here.† She stopped at a pistachio-hued mansion enclosed by an open wrought-iron fence. Magnolias and calla lilies spilled over the gate, and the air smelled like mint. Just beyond, I could see an enormous herb garden that took up a fifth of the property. I recoiled as we walked closer, as the garden grew a generous amount of vervain. Lexi wrinkled her nose. â€Å"He knows all the tricks,† she said wryly. We pushed open the gate, our footsteps barely crunching the gravel on the path that circled the house. Cicadas buzzed in the sycamore trees above us, and I could hear horses pacing in the stable. And then I heard a low moan. â€Å"Hes out back,† I said. Lexi gazed up at the sky. Orange streaks were starting to peek above the horizon; it was about an hour until day broke. â€Å"Its too close to dawn,† Lexi said. â€Å"I didnt realize how late it is. I have to go.† I looked at her sharply. â€Å"Im not protected.† Her fingers fluttered to my ring, and I glanced down self-consciously. The lapus lazuli adornment had become so much a part of me, Id forgotten that it made me different from other vampires, made me able to walk in the daylight. Katherine had arranged for both Damon and me to have this protection. â€Å"Well come back tomorrow. The others can help us then,† Lexi insisted. I shook my head. â€Å"I cant leave him.† Birds chirped in the trees above us, and from somewhere nearby came the sound of glass shattering. The orange streaks in the sky grew fatter, brighter. â€Å"I understand,† Lexi said finally. â€Å"Be safe. Dont play the hero.† I nodded, scanning the grounds for any guards or animals lying in wait to attack. When I looked up, Lexi was gone and I was alone. Stealing quickly to the back of the house, I made my way toward the whitewashed stable. Horses pawed the ground nervously, obviously sensing my presence. The stable doors were padlocked with an iron bolt. I grabbed the chain, testing it. Even though Id barely fed since the previous evening, it would be easy enough to rend the chains with my bare hands. But something stopped me.Don't play the hero.Lexis words echoed in my mind. She had become my guide during the past couple of days, and I knew it was in my best interest to listen to her. Better not to leave any evidence of an intruder, better to get the lay of the land before doing anything rash. I released the chain, and it fell back against the door with a loud clanking sound. A horse whinnied. I walked to the other side of the stable, where a dusty window was open a crack. â€Å"Brother?† I whispered hoarsely through the window. The cloying scent of vervain was everywhere, making me woozy and nauseated. In the corner, a filthy figure struggled to sit up. Damon. His hands and feet were bound with chains, and his skin was covered in angry red welts. The chains must have been soaked in vervain. I winced in sympathy. Damons eyes locked on mine. â€Å"You found me,† he said, no emotion in his face. â€Å"Are you happy to see that Im close to death, brother?† â€Å"Im here to save you,† I said simply. The horses were kicking up the sawdust around their feet in agitation; I didnt have much time before someone in the house heard the disturbance. Damon shrugged, an effort that clearly took all his energy. His eyes were bloodshot and glassy. A large cut lined his forehead, slicing into his eyebrow. He looked awful and emaciated; it was clear he hadnt eaten in days. I glanced around, hoping I could find something–a squirrel, a rabbit, a chipmunk–to kill and toss to him, but there was nothing. â€Å"So the cold-blooded killer is going to save me.† Damon attempted a wan smile. He leaned back against the wall, his chains rattling. â€Å"Yes, we have to–â€Å" Suddenly, I heard the sound of a door slamming, then a dog barking. I whirled around toward the main house. â€Å"What do you think youre doing?† a voice yelled out. And I stood, my hands raised to the sky, unsure of who–or what–had found me this time.

Picking Your Perfect Title

Picking Your Perfect Title Picking Your Perfect Title Picking Your Perfect Title By Daniel Scocco Picking a title can often be the hardest part of a writing project. Sometimes the title just comes to you, but more often than not, you have to put quite a bit of work into finding just the right one. You may even have to sift through several titles before you find one that sits well with you. Here are a few suggestions to try: 1. Mad Libs Think of a couple adjectives, nouns and verbs that describe your story. Write them all down on a sheet of paper and combine them into different phrases. Sometimes you can pick up on a title that works. 2. Pick a Part Look for an important turning point in your novel or just focus on the climax. Describe this event on paper. Pick out the words or phrases that stand out to you in your description. Mix and match these words to see what works for you. 3. Live by Example Pick out novels or short stories that run in the same genre as your project. Study the titles and how they relate to the story as a whole. Then, look at your project as a whole. Think of the theme or overall message of your book. Write down some words that go along with your theme and work them to see if you can find a fitting title. 4. Go for the Obscure Avoid the obvious â€Å"The† titles like â€Å"The Pink Slipper† or â€Å"The Brown Dog.† Look for slight recurring themes or undercurrents in your novel and try naming your novel after those subtle nuances. JK Rowling, author of the Harry Potter series, is a genius with titles. The titles, especially the Half-Blood Prince, all highlight under-riding themes that later play a large role in the series as a whole. 5. Appeal to the Higher Poets usually have a way of weaving words in a beautiful tapestry of art that put prose writers to shame. Read some famous poetry and write down words and phrases that stick out to you. Song lyrics often have the same effect. You can find some powerful titles by mixing, matching and combining words from powerful lyrics. 6. A Writer’s Best Friend Consult your thesaurus and look up synonyms for commonly occurring words in your novel. Write down as many synonyms as you can to try and get a fresh point of view on an event in your novel. Look up these synonyms in the dictionary to get a better understanding of their meaning. Use different words in context to find a combination that you like. 7. Super Easy Way Type â€Å"title generator† into Google and see what pops up. There are several websites that will either have you type in a couple descriptive words and scramble them for you or they’ll just generate some random titles for a variety of genres. Some, like guywiththecoat.com, just generate extremely random and funny titles. Mostly, these titles are just good for a laugh, like â€Å"Pants ride the Bus,† but you may actually be able to find something that works with your project. I hope these suggestions make the arduous process of title-finding a little easier. Good luck! Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Program vs. Programme"Wracking" or "Racking" Your Brain?Captain vs. Master

The Misdemeanors of Well-Educated People in Public Office

The Misdemeanors of Well-Educated People in Public Office One of the most important benefits of education is a virtue, a desirable quality of a leader that well-educated Philippine President Benigno Aquino Jr. failed to demonstrate to his people. Hashtag: #NasaanAngPangulo The Cause and Effect of Educated Leader’s Mixed-up Priorities One of the most important benefits of education is a  virtue, a desirable quality of a leader that well-educated Philippine President Benigno Aquino Jr. failed to demonstrate to his people. The Commander-in-Chief of the Philippine armed forces was absent during the welcome honors ceremony for the 42 brave SAF Commandos who were massacred by members of MILF (Moro Islamic Liberation Front) in Maguindanao, a province South of the Philippines. In grief, the families and relatives of these fallen heroes who were in need of their President’s support and encouragement were left alone and crying #NasaanAngPangulo (Where is the president?). HOW IS  HUMAN DIGNITY VALUED IN THE ACADEMIC SPHERE? Many Filipinos were disillusioned by their President’s lack of compassion and openly expressing their sentiments and criticism through Twitter and other social networking websites. These reactions are mainly focused on President Aquino’s misdemeanor as an educated public servant with mixed-up priorities and reluctance of Malacanang Palace staff to answer public inquiries such as #NasaanAngPangulo or the president’s whereabouts. A Filipino social media user criticized and described their President as a student who was absent during final exam but hopeful to pass the class. In essence, the act of supporting and uplifting the spirit of those who lost their loved ones critically test the extent of a leader’s education and virtue. However, President Aquino failed to take the test, as he was somewhere else minding his other priorities and completely confident on the morality of his political decision. A Filipina lawmaker and a known critic of people in government, on the other hand, hinted about Mr. Aquino’s priorities, when she wittingly blamed Mr. Aquino’s disoriented social priorities on car shows. Another concerned Filipino social media user sharply criticized the conduct of well-educated and intelligent Presidential Staff who conspired and concealed the truth. In this user’s opinion, the staff, in the process of concealing the whereabouts of their beloved president made a mockery of their academic achievement along with the virtues learned from school. Education and Public Expectations The above incident is not only illustrative of the alarming consequence of electing a public official with muddled priorities but also the reality of public’s high regard to education and behavioral expectations on educated individuals. It is quite clear from the public reactions and criticisms that most people see education as both providers of knowledge and developer of virtues or socially desirable behaviors among students. This, in reality, is the academic knowledge that most people believed the educated individual has and being applied not only at work or in pursuing a better life but also in appreciating the needs of others, making equitable decisions, and in recognizing the right priorities. THE VALUE OF ACADEMIC DEBATE The question posed by the mournful families of the fallen heroes’ such as #NasaanAngPangulo, was never meant to satisfy their curiosity on his whereabouts but seeking justice and compassion from an elected leader whom they perceived as intelligent, virtuous, and powerful enough to alleviate their sufferings. However, their expectations were wrong, as the facts about the man they want to see and confide with are even more disheartening. It probably formed an enduring memory of people in government that are unappreciative of the 42 policemen’s heroic deeds, numb and unsympathetic of other people’s feelings and needs, incapable of distinguishing genuine priorities, and a President who actually went to a Mitsubishi plant inauguration instead of solemnly welcoming the remains of their loved ones.

Academic dishonesty Essay Example for Free (#6)

Academic dishonesty Essay ? The primary objective of Phil 1010 (which fulfills an Area B requirement in the Core) is to help you improve your critical thinking skills. Critical thinking is the skill of recognizing, composing and evaluating arguments. All college courses rely on arguments. Examples include: arguments about business plans, arguments about the qualities of a novel, arguments about the significance of historical events, and arguments about the nature and function of genetic material. Doing well in this course should increase your chances of successfully completing the core curriculum, the courses required by your major, and other courses required to earn your degree. This course is not intended to be an introduction to philosophy and it does not focus on ideas discussed in most philosophy classes (e. g. , justice, knowledge, mind). For an introduction to philosophy, take Phil 2010, Introduction to Philosophy (which fulfills an Area C requirement in the core). Phil 1010 is not a prerequisite for Phil 2010. Prerequisites: There are no other courses required for taking this course; however a significant portion of the course grade involves writing in English, so completion of English composition courses is recommended. REQUIRED MATERIALS: Critical Thinking: The Art of Argument, 2nd custom edition. Rainbolt & Dwyer, ISBN 9781133269458 There are used copies of this book available online and in the bookstore. Aplia for Critical Thinking: The Art of Argument PURCHASE ONLINE ONLY at Aplia. com. Other handouts will be sent electronically. IMPORTANT NOTE ON THE VARIOUS EDITIONS OF THE TEXT: There are four different versions of the textbook, but of course you only need one of them. Two are GSU custom editions, and two are national editions. The GSU custom editions are exactly the same as the national editions except that they are printed in black and white and have chapter six removed, since we do not teach chapter six here at GSU. The GSU custom editions were made to save students money and are typically cheaper when purchased new, but the opposite may be the case with used copies, as there are many more used copies of the national edition available for purchase online. As indicated above, I will use the 2nd custom edition, and I recommend that you get this version as well. You may purchase the 1st national edition, however, if you find a copy. Here’s where it gets weird. The 2nd custom edition corresponds to the 1st national edition. If you get either of these texts, you’ll be okay. The 2nd national edition is brand new and has changes in almost every chapter that make it substantially different from the text you need. Do NOT get the 2nd national edition, and do NOT get the 1st custom edition. Specifically, here are the points you need to keep in mind: 1. Critical Thinking: The Art of Argument, 2nd custom edition. (RECOMMENDED, you should purchase this text) Cover picture: the roof of a Greek Temple http://www. amazon. com/Critical-Thinking-Argumet-Edition-University/dp/1133269451 2. Critical Thinking: The Art of Argument, 1st custom edition. (DO NOT PURCHASE) Cover picture: phrenology diagram (four cartoon heads appear on the cover) http://www. amazon. com/Philosophy-Critical-Thinking-Georgia-University/dp/0536864853 3. Critical Thinking: The Art of Argument, 2nd edition (National edition, DO NOT PURCHASE) Cover Picture: a bridge http://www. cengagebrain. com/shop/isbn/9781285197197 4. Critical Thinking: The Art of Argument, 1st edition. (National edition, you may purchase, but NOT recommended) Cover Picture: a bisected nautilus on the cover (a nautilus is a spiral sea shell) http://www. cengagebrain. com/shop/isbn/9780495501572 The links presented above are not purchasing recommendations. I have only provided them so that you can see a picture of books in question. The bookstore is often more expensive than many popular websites. Hunt around for good deals. The authors of this textbook do not receive any money from the sale of the textbook or other course materials to GSU students. GRADE COMPOSITION 1. Components By Weight: Supplemental Instruction Sessions (SIs)10%2 per month minimum, January excluded. Quizzes/Attendance10% Aplia Exercises10% Midterm10% S&E 1 10% S&E 2 10%Note that later assignments are weighted more to give S&E 320%students credit for improvement and to minimize any Final Exam20%penalty for not knowing the material earlier in the term. 2. Grading Scale Assignments in this class are scored on a scale from 1 to 100. Scores transfer to point scale and letter grades as follows: A+4. 398 – 100C+2. 3 77 – 79 A 4. 00 93 – 97C2. 00 73 – 76. A-3. 7 90 – 92C-1. 7 70 – 72 B+3. 3 87 – 89D1. 0060 – 69 B3. 00 83 – 86F0. 000 – 59 B-2. 7 80 – 82 3. To pass the course, students must earn an overall average of 60, get least a 60 on either the midterm or the final, and complete the final, and the S&Es. 4. I reserve the right to withdraw any student who, prior to March 4, 2014, misses more than 2 exercises or misses more than 2 quizzes/classes. However, missing more than 2 exercises or 2 quizzes/classes does not guarantee that I will withdraw you. If you want to withdraw, you need to do that yourself via GoSOLAR. 5. If you are not doing as well as you would like in this or any of your other courses, consider making an appointment with the Undergraduate Studies Office, Sparks 224. It offers one-on-one academic coaching, as well as workshops and tutorials on study skills. Important Tip: It is hard to get less than a C in this course if you take all the quizzes, come to all of the class sessions, do all the exercises, take both exams, and complete all three S&Es. It is easy to get an F if you miss more than 2 quizzes or class periods, miss more than 2 sets of exercises, miss an exam, or miss an S&E. In other words, effort counts. S&Es: â€Å"S&E† stands for â€Å"Standardize and Evaluate an Argument. † These will be discussed in detail in class. I reserve the right to use any student’s S&E for pedagogical purposes. Students’ names and any other identifying marks will be removed to ensure anonymity. Quizzes: Some class meetings will begin with a quiz. The quizzes will begin promptly and last precisely 5 minutes. They will be composed of two multiple-choice questions that cover the reading assigned for that day’s class. The questions will be easy if you have done the reading. For merely taking the quiz and remaining in class for the full 50 minutes, you will get 50 of a possible 100 points. You will get 75 of 100 if you get one question right, and 100 of 100 if you get both questions right. This is an ideal opportunity to get an A on 10% of your course grade. Exercises & Aplia: Exercises are completed electronically via Aplia. You must purchase the software at Aplia. They are due once a week by or before 11:45 pm on Sunday Eastern Time (be careful not to choose Pacific time! ). Note that the computer will close at precisely that time so you need to be sure your exercises are submitted before that time. See the handout on page 6 for accessing Exercises on Aplia. Your grade on each set of exercises is the percentage of the questions you get right. For example, if there are eight questions in an exercise set, and you get six of them right, your grade on that set is a 75. However, your actual Aplia grade will be based on your good faith effort. If you attempt to do all of the questions on the exercises every week, and you average between 60—93%, your total Aplia grade will be set at 93. Scores over 93% will be recorded as they are. This is an ideal opportunity to get an A on 10% of your course grade. Make-Ups: 1. Late assignments and absences are excused only when there is a sufficiently documented, last minute significant emergency. 2. There are no make-ups for daily quizzes. If you have an excused absence on that day, that day’s quiz will simply be dropped from the calculation of your quiz grade. Email: 1. Email is the best way to contact me. 2. You should check your official Georgia State email at least once every 24 hours. 3. By University policy, I must use your official Georgia State student email address. If you send an email from a non-GSU email account, I cannot respond. 4. If you email me from your GSU account and have not received a reply within 24 hours, you should assume that I did not receive the message. Contact me in person. 5. If you turn in any assignment by email, it is your responsibility to confirm that I received it on time. You will know that I got it because I reply to all student emails. If I do not receive it on time, you will not get credit for the assignment without time-stamped email proof that you sent it before it was due. Having trouble with your email, computer, or ISP is not an excuse for a late assignment. Attendance: Everyone’s presence is an intrinsic and vital feature of the class. Even if you do not speak, your presence has an effect on what is said by others. Attendance can be the deciding factor for course grades on the borderline. Class Format: The class will be a combination of lecture, discussion, and practice. This format demands that students be well prepared for class. You do not have to understand all the readings before class, but you need to read all the readings before class and be prepared to ask questions about what you do not understand. Electronic Devices: No computers, cell phones, smart phones, PDAs, pagers, or other electronic devices may be used in the classroom. Please turn off all devices before class begins. Students with Disabilities: If you have a disability that may impair your ability to successfully complete this course, contact your instructor as soon as possible to arrange accommodations. GSU has two programs that provide supports services to students with disabilities. Office of Disability Services – http://www2. gsu. edu/~wwwods/ – 404. 413-1560 Accessibility At GSU – http://www2. gsu. edu/~wwwada/ – 404. 464-9044 Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services (second floor in the Student Center; dismail@gsu. edu). Students may be accommodated only upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought. ACADEMIC DISHONESTY: Failure of the course is the default departmental penalty for plagiarism, cheating on a test, copying someone else’s work, letting someone else copy your work, or any other form of academic dishonesty. For example, copying someone else’s standardization of an argument is a case of plagiarism and will result in failure of the course. You are encouraged to study for tests with your classmates, but all work turned in for credit must be either your own work, or correctly cited. If you use even a small part of a classmate’s work or a line from an online source, you must use proper citation. If you don’t, you have violated GSU’s academic honesty policy. Finally, note that on assignments in this class, no outside sources are permitted for in-class tests or S&Es. Moreover, you are liable for further administrative action, which might include expulsion with notation on your permanent record. See the GSU Policy on Academic Dishonesty attached to this syllabus, available in the University Student Handbook, and found online at http://www2. gsu. edu/~wwwcam/overview/index. html In addition, be sure you give due consideration to what it means to be a good friend! Not infrequently, students draw the natural but erroneous conclusion that allowing or facilitating a friend’s cheating is somehow helping that friend. FAR FROM IT! Good friends, truly good friends, help us to avoid cheating and any other kind of dishonesty. HOW TO DO WELL IN THIS COURSE: Come to Class and Come on Time: Because of the way grades are computed, and the fact that so much of the course is discussion based, your grade will suffer if you are not present for discussions, and your grade will be favorably affected if you are present. Study Outside of Class: 1. A normal expectation is that undergraduate students will spend a minimum of two hours studying outside of class for every hour spent in class. 2. Since this course meets for 2 hours of class time each week, you should plan on spending at least 4 hours outside of class each week studying the material. It is also likely that it will take more than that amount of time to complete the readings in a manner sufficient to understand the material. Remember in Summer session, every day is equivalent to one week in a Fall or Spring term! Read the Assignments Multiple Times: Philosophy is demanding reading. I expect you to do all the readings before class and after class. We will not read a great many pages, but some of the readings might be dense or difficult to follow. First, read the work through quickly to get the general idea and to circle any words you don’t understand. Then look up all the words you don’t know and read the work again slowly. Third, after we cover the reading in class, read it again, slowly. Read. Rinse. Repeat. Final Notes: The course syllabus provides a general plan for the course; deviations may be necessary. Everything in this syllabus can change (and something always does). You are responsible for all changes announced in class, on PAWS, and via email. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation. How to access your Aplia course PHIL 1010- Critical Thinking – Spring 2014 Instructor: George Rainbolt Start Date: 01/13/2014End Date: 05/11/2014 Course Key: 5N6Q-MHZW-NQNX Registration Aplia is part of CengageBrain, which allows you to sign in to a single site to access your Cengage materials and courses. 1. Connect to http://login. cengagebrain. com/ 2. If you already have an account, sign in. From your Dashboard, enter your course key (5N6Q-MHZW-NQNX) in the box provided, and click the Register button. If you don’t have an account, click the Create a New Account button, and enter your course key when prompted: 5N6Q-MHZW-NQNX. Continue to follow the on-screen instructions. Payment Online Only: http://www. cengagebrain. com/micro/gsuphil1010 After registering, you can buy access to Aplia from myhome. cengagebrain. com. Aplia is NOT available from bookstore. Purchase it online only to get special discount price. If you choose to pay later, you can use Aplia without paying until 11:59 PM on 02/02/2014. After paying, you will have the option to purchase a physical book at a discounted price. For more information on registering for Aplia, please visit http://www. cengagebrain. com/aplia/. Phil 1010TENTATIVE Schedule of AssignmentsSpring 2014. January T 1/14Chap 1, What is Critical Thinking, What is an Argument, Why Think Critically, pp. 4-13 R 1/16Chap 1, Finding Arguments, pp. 13-26; Begin Putting in Standard Form Right Away. F 1/17No class, but last day to Add/Drop S 1/19APLIA DUE: How to Use Aplia Due before 11:45pm T 1/21Chap 1, Putting Arguments into Standard Form, pp. 31-36 R 1/23Chap 1, Standardization Practice S 1/26APLIA DUE Ch 1, Sets 1 and 2, before 11:45pm T 1/28S&E1 (standardize a passage in class) R 1/30Chap 2, Two Characteristics of a Good Argument, True Premises, and Proper Form, pp. 42-48 and 51-53 February. S 2/2APLIA DUE Ch 1, Set 3, and Ch 2, Set 1, before 11:45pm T 2/4Chap 2, Deductive and Inductive Arguments and Relevance, Fallacies pp. 55-64 and 70-79 R 2/6Chap 3, Three Kinds of Premises, pp. 86-102 S 2/9APLIA DUE Ch 2, Set 22, before 11:45pm T 2/11S&E 2 (standardizing and evaluating a passage in class) R 2/13Chap 5, Identifying Propositional Statements, pp. 146-156 S 2/16APLIA DUE Ch 2, Set 3, before 11:45pm T 2/18Chap 5, Evaluating Propositional Arguments, pp. 159-169 R 2/20Chap 5, How PF test differs for Deductive and Inductive Arguments S 2/23APLIA DUE Ch 3, Set 1, before 11:45pm T 2/25Review. R 2/27Midterm in class March S 3/2APLIA DUE Ch 5, Set 1, before 11:45pm T 3/4Chap 7, Identifying Analogical Arguments, pp. 228-234 Last day to withdraw with a W R 3/6Chap 7, Evaluating Analogical Arguments, pp. 244-256 S 3/9APLIA DUE Ch 5, Set 2, and Ch 7, Set 1, before 11:45pm T 3/11Chap 8, Descriptive Statistics, pp. 258-275 R 3/13Chap 8 Identifying Statistical Arguments, pp. 275-278 S 3/16APLIA DUE Ch 7, Set 2, and Ch 8, Set 1, before 11:45pm T3/18 & R 3/20NO CLASS SPRING BREAK T 3/25Chap 8, Evaluating Statistical Arguments, pp. 281-285 R 3/27Chap 8, Evaluating Statistical Arguments continued. S 3/30APLIA DUE Ch 8, Sets 2 and 3, before 11:45pm April T 4/1No Fooling! Chap 9, The Many Meanings of â€Å"Cause† and Identifying Causal Arguments, pp. 294-303 R 4/3Chap 9, Evaluating Causal Arguments, pp. 306-314 S 4/6APLIA DUE Ch 9, Set 1, before 11:45pm T 4/8Chap 9, Evaluating Causal Arguments Continued, pp. 316-321 R 4/10Chap 9, The Scientific Method, pp. 326-331 S 4/13APLIA DUE Ch 9, Sets 2 and 3, before 11:45pm T 4/15S&E 3 in class (standardizing and evaluating a passage in class) R 4/17Chap 10, Identifying Moral Arguments, pp. 342-345 S 4/20APLIA DUE Ch 9, Set 4, before 11:45pm. T 4/22Chap 10, Evaluating Moral Arguments, Consequentialist Arguments, pp. 351-358 R 4/24Chap 10, Deontic and Aretaic Moral Arguments, pp. 359-366 F 5/2Friday, May 2, 2014, Common Final Exam, 1:30-4:00pm. Room TBA Department of Philosophy General Syllabus Statement Spring 2014 This syllabus provides a general plan for the course. Deviations may be necessary. The last day to withdraw from a course with the possibility of receiving a W is Tuesday, March 4. Students are responsible for confirming that they are attending the course section for which they are registered. Failure to do so may result in an F for the course. By University policy and to respect the confidentiality of all students, final grades may not be posted or given out over the phone. To see your grades, use PAWS. The customary penalty for a violation of the academic honesty rules is an â€Å"F† in the course. See the University Policy on Academic Honesty on the reverse of this sheet. Copying or using material from the internet without citation is a violation of the academic honesty rules. A student may be awarded a grade of â€Å"W† no more than 6 times in their careers at Georgia State. After 6 Ws, a withdrawal is recorded as a WF on the student’s record. A WF counts as an F in a GPA. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State University. Upon completing the course, please take the time to fill out the online course evaluation. Students who wish to request accommodation for a disability must do so by registering with the Office of Disability Services in Suite 230 of the Student Center. Students may only be accommodated upon issuance by the Office of Disability Services of a singed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. Subscribe to one of our department listservs for current information and events: 1. Undergraduate Students: www2. gsu. edu/~wwwphi/2131. html 2. Graduate Students: www2. gsu. edu/~wwwphi/2109. html For more information on the philosophy program visit: www. gsu. edu/philosophy Policy on Academic Honesty, from the GSU Catalog As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The university assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonor? able or unethical conduct related to their academic work. The university’s policy on academic honesty is published in the Faculty Handbook and On Campus: The Student Handbook and is available to all members of the university community. The policy represents a core value of the university, and all members of the university community are responsible for abiding by its tenets. Lack of knowledge of this policy is not an acceptable defense to any charge of academic dishonesty. All members of the academic community—students, faculty, and staff—are expected to report violations of these standards of academic conduct to the appropriate authorities. The procedures for such reporting are on file in the offices of the deans of each college, the office of the dean of students, and the office of the provost. In an effort to foster an environment of academic integrity and to prevent academic dishonesty, students are expected to discuss with faculty the expectations regarding course assignments and standards of conduct. Students are encouraged to discuss freely with faculty, academic advisers, and other members of the university community any questions pertaining to the provisions of this policy. In addition, students are encouraged to avail themselves of programs in establishing personal standards and ethics offered through the university’s Counseling Center. Definitions and Examples The examples and definitions given below are intended to clarify the standards by which academic honesty and academically honorable conduct are to be judged. The list is merely illustrative of the kinds of infractions that may occur, and it is not intended to be exhaustive. Moreover, the definitions and examples suggest conditions under which unacceptable behavior of the indicated types normally occurs; however, there may be unusual cases that fall outside these conditions that also will be judged unacceptable by the academic community. Plagiarism: Plagiarism is presenting another person’s work as one’s own. Plagiarism includes any para? phrasing or summarizing of the works of another person without acknowledgment, including the submitting of another student’s work as one’s own. Plagiarism frequently involves a failure to acknowledge  in the text, notes, or footnotes the quotation of the paragraphs, sentences, or even a few phrases written or spoken by someone else. The submission of research or completed papers or projects by someone else is plagiarism, as is the unacknowledged use of research sources gathered by someone else when that use is specifically forbidden by the faculty member. Failure to indicate the extent and nature of one’s reliance on other sources is also a form of plagiarism. Any work, in whole or in part, taken from the Internet or other computer-based resource without properly referencing the source (for example, the URL) is considered plagiarism. A complete reference is required in order that all parties may locate and view the original source. Finally, there may be forms of plagiarism that are unique to an individual discipline or course, examples of which should be provided in advance by the faculty member. The student is responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly or creative indebtedness, and the consequences of violating this responsibility. Cheating on Examinations: Cheating on examinations involves giving or receiving unauthorized help before, during, or after an examination. Examples of unauthorized help include the use of notes, computer-based resources, texts, or â€Å"crib sheets† during an examination (unless specifically approved by the faculty member), or sharing information with another student during an examination (unless specifically approved by the faculty member). Other examples include intentionally allowing another student to view one’s own examination and collaboration before or after an examination if such collaboration is specifically forbidden by the faculty member. Unauthorized Collaboration: Submission for academic credit of a work product, or a part thereof, represented as its being one’s own effort, which has been developed in substantial collaboration with another person or source or with a computer-based resource is a violation of academic honesty. It is also a violation of academic honesty knowingly to provide such assistance. Collaborative work specifically authorized by a faculty member is allowed. Falsification: It is a violation of academic honesty to misrepresent material or fabricate information in an academic exercise, assignment or proceeding (e. g. , false or misleading citation of sources, falsification of the results of experiments or computer data, false or misleading information in an academic context in order to gain an unfair advantage). Multiple Submissions: It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature. ID SHEET Please print or write legibly PRINT NAME GSU EMAIL ADDRESS CELL PHONE EMERGENCY CONTACT Name EMERGENCY CONTACT Phone Freshman, Soph, Jr, Sr, PostBac? Number of credit hours completed MAJOR 2ND MAJOR. MINOR 2ND MINOR PREVIOUS PHIL COURSES Intro to Phil or Great Questions? Others at GSU? Phil Courses taken elsewhere? If so what and where? Check reason(s) for taking this course (a) Fulfills Area B Core Reqmt (b) Fulfills another reqmt (C) Good time of day (d) Phil major or minor (e) Other reason: specify Give a definition of Critical Thinking Why are you here? (at least one paragraph, continue on next page) ***********************************TEAR OFF HERE***************************************** Complete the following before or on the first day you attend class, and turn it to your instructor. NAME______________________________DATE__________________ I have received, read, or will read, and accept responsibility for following the policies noted in the syllabus. I have also received, read, or will read, and accept responsibility for fulfilling the requirements outlined in the schedule of assignments. I understand that not following the course policies or not completing all assignments can negatively affect my grade in the course. I also understand that FAILURE OF THE COURSE is the departmental default policy for cases of academic dishonesty, including, but not limited to plagiarism, cheating on a test, copying someone else’s exercises or other work, letting someone else copy my exercises or other work, or any other form of academic dishonesty. I also understand that I am responsible for using and checking my GSU email account daily, and that my instructor is required by university policy to use my GSU email account for all academic correspondence. Academic dishonesty. (2016, Sep 23).

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Nursing ethics and law - Case Study Example However, it is not absolute and may be subject to some limitations as far as allowed by the law and Australian Code of Ethics. In the case study at hand, Maria Garza, a nurse practitioner, is faced with a dilemma relating to this aspect of ethical and legal question. She has a young teen, 15 years, who happens to have become pregnant but would not wish to have her mother, among other people, informed of her status. However, the teenager is equally helpless in the sense that she does not know what she would do about her pregnancy and may need to rely on the mother later, more so when the pregnancy complications sets in. The mother on the other hand appears to have taken note of this and has complained and sought an advice from Garza what the problem could be with her daughter, considering her recent frequent nausea and tiredness. Her mother comes in when the nurse is having a session with the daughter, during which she discloses her suspicion and worries to the nurse. 1.1 Main Issue T he main issue in this case is whether or not to conceal and not to disclose the information about a client (patient) that comes into the knowledge of a nurse in the course of her professional attendance to the client. ... The procedure of delivering the chosen course of action, so that neither the mother nor the daughter is harmed also becomes an issue. 1.2 Legal/Ethical Significant Considerations in the Case A number of ethical and moral considerations come into play in this case. Given that the nurse came to learn of Sandy’s pregnancy in the course of her professional duty, it is imperative as a matter of the law and ethics that she keeps it secret and confidential. As already pointed out, disclosing details of the client without the client’s consent or when the law has not permitted is inconsistent with the fundamental duty of confidentiality owed by a nurse to the patient (client). As a duty of the nurse, the correlative of it is that it translates into a right of the client. The Privacy Act (1988) provides that all personal information pertaining to an individual must be kept in trust and not revealed to third parties. In this case, Sandy’s mother may be viewed as a third par ty. Breach of this duty may be actionable in law. However, under the Privacy Act (1988), the duty of confidentiality and safeguard of privacy by those holding private information is not absolute. A professional or any other entity holding the information may disclose it if it is consistent with the purpose for which the information is primarily held or for the secondary related purposes or where the holder of the information is under a legal duty to make such disclosures. In this case, the essence of digging out Sandy’s health complication was to find out how best to have her medical conditions attended to. Given that her low haemoglobin level is attributed to her pregnancy, her parents will have to

Second Language Acquisition Essay Example | Topics and Well Written Essays - 500 words

Second Language Acquisition - Essay Example This enables a tutor to use the same technique either in learning or making then learn new things. Schulze (2003) points out that a tutor should understand most comfortable way in which a learner can acquire new knowledge. Additionally, acquiring a new language may be a requirement in the classroom and a tutor should be able to understand the learn preference of the learner. The concept of universal grammar may be useful in the way in which the universe shares in the same language and understanding. However, acquiring and implementing effectively universal grammar may be a difficult task due to the difficulties that might be experienced enabling all people to adapt new and common language. In the modern teaching practice learners adopt new cultures. For this reason, they have diverse languages. A tutor has a responsibility of ensuring that there are no language barriers in the classroom setting By implementing a universal grammar the teaching practice could be changed significantly. The teaching practice could permanently eradicate the language barrier in the system. Relating to the compilation of Cook (1985), a universal language may equip tutors with the opportunity to embrace a more diverse teaching environment. Education has been globalized which has made it a more language affiliated sector. For this reason, tutors should be enabled to handle learners from diverse cultures In my teaching practice, universal grammar may be an important inclusion in the system. On many occasions the practice encounters students with different first and second languages. For this reason, a tutor should be able to understand the most preferred language by students. Cook (1985) continues to argue that making a student understands a universal language at a young age may be an important possession in the future when they seek education. In the article, Vivian Cook raised issues on the will and ability of a learner to learn a second and third language. In addressing

The Similarities and Differences in Perceptions of a Thai Boutique Essay

The Similarities and Differences in Perceptions of a Thai Boutique Hotel Between Hoteliers and Guests - Essay Example The guests assert that a boutique hotel is distinguished by its size. It has less than a hundrded rooms and does not form part of a big hotel chain. Moreover, it is usually found in an urban setting, and are uniquely designed. On the contrary, managers emphasize the hotels uniqueness rather than its size. On the rationale for choosing such hotels, the response of the guests can be summarized into five main factors: (1) design; (2) services; (3) atmosphere; (4) location; and (5) price. The managers, on the other hand, emphasize the boutique hotels leverage on price. On attributes, it can be said that for majority of guests, the atmosphere is one very influential factor in helping them choose a hotel to check in.   Another variable that a guest considers important in the choice of hotels is the design, which is affirmed by the respondent managers, indicating that a unique concept is a strong selling point of boutique hotels.   Finally, all managers have the same opinion that the lo cation is also as important as the design and the atmosphere noting that the right location can be an advantage if the boutique hotels cannot compete with the prestige of the chain hotels. It may also be concluded that in terms of guest expectations, convenient location, radiant style, quality product offerings, available amenities and facilities, excellent customer service are among the services and/or attributes that a guest would expect the most from the boutique hotel. Boutique hotels originated in the United Kingdom in the early 1980s when Anouska Hempel designed the first boutique hotel called Blake’s located in London. However, there has been much debate going on regarding this issue, with some individuals arguing that the concept of boutique hotels started in 1984 thanks to a certain Ian Schrager and Steve Ribell, both of which opened Morgans Hotel in New York (Brights, 2007). In this chapter, the researcher would like to give a brief introduction about

Second Language Acquisition Essay Example | Topics and Well Written Essays - 500 words

Second Language Acquisition - Essay Example This enables a tutor to use the same technique either in learning or making then learn new things. Schulze (2003) points out that a tutor should understand most comfortable way in which a learner can acquire new knowledge. Additionally, acquiring a new language may be a requirement in the classroom and a tutor should be able to understand the learn preference of the learner. The concept of universal grammar may be useful in the way in which the universe shares in the same language and understanding. However, acquiring and implementing effectively universal grammar may be a difficult task due to the difficulties that might be experienced enabling all people to adapt new and common language. In the modern teaching practice learners adopt new cultures. For this reason, they have diverse languages. A tutor has a responsibility of ensuring that there are no language barriers in the classroom setting By implementing a universal grammar the teaching practice could be changed significantly. The teaching practice could permanently eradicate the language barrier in the system. Relating to the compilation of Cook (1985), a universal language may equip tutors with the opportunity to embrace a more diverse teaching environment. Education has been globalized which has made it a more language affiliated sector. For this reason, tutors should be enabled to handle learners from diverse cultures In my teaching practice, universal grammar may be an important inclusion in the system. On many occasions the practice encounters students with different first and second languages. For this reason, a tutor should be able to understand the most preferred language by students. Cook (1985) continues to argue that making a student understands a universal language at a young age may be an important possession in the future when they seek education. In the article, Vivian Cook raised issues on the will and ability of a learner to learn a second and third language. In addressing

Influence of American Pop Culture and Media Essay Example for Free

Influence of American Pop Culture and Media Essay Pop culture and the media has firmly imbedded itself into the mindset of todays society resulting in people emulating and interpreting as hard fact everything that they see and hear through TV, magazines or radio. This is due to the fact that popular media has becomes a window into the rest of the world for most people because of its availability, entertaining qualities and popularity with a majority of ones pears. This has caused a mindset to develop wherein individuals believe that what they see in the media and what is being espoused in popular culture is what they should be like. As a result what has been created is a culture of emulation wherein people dress like what they see on T. V. and in magazines, act the same way as their idols, develop systems of beliefs based on what they perceive to be the norm and finally go so far as to change their very bodies all in an effort to become what they perceive to be the way they should be as dictated by pop culture and the media. The novel Fahrenheit 451 by Ray Bradbury is a depiction of the end result of a cultural attitude of relying too much on popular media as source of information in ones daily life. It portrays a dystopian society where books are illegal and people get all their information from TV or the radio shows resulting in a society where no new ideas are created and suffers from a distinct lack of being able to learn from its mistakes or to think for itself. Compared to todays media based society where people have become increasingly reliant on popular media in the form of TV and radio to nearly the verge of addiction the future described by Bradbury doesnt seem far off. What this paper will seek to examine is the positive and negative effects of popular media on society and how it effects the behavior of society in general. Positive effects of pop culture and the media Cultural Understanding Popular culture and the media has given rise to an assortment of cultural attitudes adopted by different cultures around which are distinctly American. As a result cultures and societies which normally wouldnt have anything to do with the U. S. all of sudden have adopted American customs as their own due the influence of pop culture and the media. This has resulted in the spread of the English language, the creations of a distinct appreciation of the American movie industry as well as a growing dependence on American programming as way to pass the time. Through mass media people have been connected in a way that hasnt been present since the start of civilization. Movie stars have fans in the millions, along with various TV actors and music artists. It has come to a point wherein American pop culture has an almost religious following in the form of the numerous fans who idolize American stars (Hollander 2010). Growth of American business Pop culture and mass media is an ever growing industry brining in hundreds of billions of dollars in annual earnings. In the form of advertising deals, satellite TV fees, merchandising and other forms of money making schemes generated by the industry. As a result the pop culture of American is actually helping to support the U. S. economy since not only are there people willing to buy products that they see on TV or in magazines in the U. S. but there are foreign buyers as well who are just as adamant in buying these products, if not more so (Hollander 2010) . Negative Effects of Media Creation of a materialistic culture Due to the obsession of the public over what they see in magazines and TV the result has been a culture that is obsessed over brand name goods, unique gadgets or anything that their idols on TV are shown to be using whether it be a brand of water or a type of earring the general public becomes so obsessed with trying to look like them that they spend thousands of dollars doing so. No where is this more obvious that with the brand of shoe wear Nike. In order to get specific shoe models like the Air Jordans or other such version associated with a famous star a lot of shoe aficionados are willing to pay hundreds or even thousands of dollars just to collect items that for them are associated with a famous individual. This is due to the proliferation of commercials portraying their stars using these sort of products which results in people buying just for the sake of being more like their idols even if the product is grossly overpriced and overrated. Not only that but people in the process of buying these products develop huge credit card debt because of another development of pop culture namely the use of the credit card wherein instead of waiting and saving to obtain a certain product people satiate their immediate desires by using a credit card with its â€Å"buy now pay later† attractiveness. Which unfortunately has resulted in a attitude of bad spending and debt as a result of the America’s credit card culture. Creation of a TV centric culture Pop culture and the media has created a culture literally obsessed with televisions. Individuals spend hours on end watching TV and not moving from a single spot. This is due to the fact that a lot of shows are so entertaining and geared toward keeping an audience riveted in their seats that few people have the inclination to do otherwise. It is due to this that most people prefer watching TV than reading books or even going out for regular exercise resulting in a rise in the number of cases of people being overweight or even being obese due to lack of exercise. Not only that but a slow mental deterioration has occurred with a percentage of the population since instead of books they prefer the convenience of televisions resulting in a population that is actually more insular and less prone to new ideas and concepts as a result of this preference of TV over books. Effects on Society Development of Stereotypes Since popular forms of media such as TV, magazines and radio are thought of as windows to the world most individuals believe that the cultural connotations and the portrayal of individual ethnicities in TV programs as well as their unique characterizations are based on reality. The truth is that most of what is being portrayed is meant to entertain and amuse and audience and not be taken as hard fact. The end result is truth blended with fiction to such an extent that the distinction between the two is blurred and results in false impressions and perceptions. These impressions can cause a negative impact on how a particular ethnic group is thought of in reality. In movies and television series different ethnic groups always seem to have a generic characterization of the way that their particular race is suppose to act. This has resulted in a situation wherein these ethnic groups are rarely seen as anything else even outside of realm of media and popular culture. An example of this sort of perception is the characterization of African Americans in movies and programs. They are shown as loving to wear expensive jewelry, oversized clothes, have gold plated teeth or that nearly all of them are related to gang affiliated violence, have tattoos prominently placed on enjoy sporting shaved heads (Associated Content 2010). In reality this particular perception may not be true at all as evidenced by the current U. S. President who is an African American and does not seem to conform to the image portrayed by the media as what a black person is like. Unfortunately due to their portrayal in the media black Americans are often thought of as having criminal tendencies and being inherently violent with no actual basis on this perception aside from what is in the entertainment industry. Another ethnic group that is often maligned in movies and television shows are Asians. They are commonly associated as possessing the distinct inability to be understood, having a distinct inability in speaking the English language, are in possession of strange accents and strange association with all Asians as being of Chinese origin. As a result of their portrayal in popular media discrepancies occur in what people believe Asians to be and how they really are. Image Issues The power of the media is such that people are easily influenced by what they see. They choose to emulate even when that emulation leads to disastrous consequences. For adolescents the idea of what it means to beautiful is based upon their impressions of what is being portrayed by the media, these days the image that the media has been espousing is the idea that being thin equates to being beautiful. This is shown through the numerous commercial, magazine and billboard models who are all nearly stick thin and shallow faced. This has led to todays popular notion that being thin is in resulting in the numerous cases of eating disorders of adolescents who are desperate to look thin in order to appear beautiful in other people’s eyes (Kendrick 2008). The popularity of dieting is such that based on studies that have been conducted nine out of 10 people have tried dieting in the past in order to lose weight. This obsession with dieting is due to constant references to it via popular media either through magazine articles, sitcom characters and even models quoted during interviews. It is a fact that the media has created the concept that in order for women to attract men they have to be beautiful and since the idea being popularized by the media is that being thin makes you look beautiful a lot of women wind up dieting in order to conform to this image of beauty to attract a potential partner (Perez – Cueto 2009). The media through its proliferation of programs, advertisements and articles that portray thin women as being beautiful and popular is definitely at fault for the growing number of adolescents who have been affected by eating disorders. Adolescents are at the age wherein they are easily influenced by whatever they see and hear. This results that they possess the need to be accepted by others and feel like they are needed. With the media showing that being thin means being popular and well accepted it is no wonder that cases of adolescent anorexia have risen. Conclusion While American pop culture and mass media does have a good side since it does support the proliferation of the American culture to other societies around the world the advantages do not outweigh the disadvantages. Mass media has actually caused a devolution in the way people think since they prefer the mind numbing effects of television than that of mental stimulation from books. That through the spread of popular culture misconceptions arose about the different ethnic groups out there which people believe as the truth due to their reliance on popular media. That people have been becoming lazier, more easily influenced and more likely to cause irreparable damage to their bodies due the influences that have affected their minds. In the end American pop culture and mass media while being immensely popular is also a source of immense deterioration of the common sense and intellect of society.

Study On The Marshall Plan

Study On The Marshall Plan The Marshall Plan officially known as the European Recovery Program or ERP, it was the primary program during 1947-51 to assist with aid. The United States rebuilt and created a stronger economic democracy for the countries of Europe. At the end of World War II, the United States went on a venture to rebuild Europe. General Marshall went all across the Continent to villages, towns and cities that had been pounded in to rubble. The transportation system was unreliable after the war. Bridges, roads and railroads lay wrecked and destroyed. Germany was ruined. Britain, France, Italy, the Netherlands and other European countries had been badly damaged. Millions of men, women, and children had been killed. Millions more struggled just to find food to eat and a dry place to sleep at night. Britain faced a desperate shortage of coal and electrical power. Trade was deceased, and factories had been crippled across Europe. Farms, mines and manufacturing concerns struggled to provide food, shelter, and clothing. Europe was starved for capital to reinvest in industry. They needed capital with which to relieve a crippling debt burden, and capital to enable Europeans to get their people back to work and adequately feed them. Reconstruction required products from the United States, and the Europeans simply did not have the dollars to purchase such material. The Marshall Plan was set up because of the economic disaster in Europe. It was the coldest winter in the record in1947. People died of starvation or either froze the death. General Marshall wasnt pleased with the conditions that these countries were in. He spoke with President Truman and said the world turn communist if its not jumped started. (Milward, 1945-51.) George Marshall (who had served as a general in the U.S. Army during the war) had been appointed U.S. secretary of state. The tragedies of the European situation became more aware to American leadership. A small recovery was already on its way, fueled by a little publicity of aid from America, mainly in the form of loans, fuel, raw material, goods, wheat, and US machinery to help get factories get back on their feet. The transport system was helped by rebuilding transport system through advis ers. They also had a very large number of Norwegian fishermen, wool for Australian weavers and new tractors for farmers. From July 1945 until December 1947 America funded roughly $11 billion into Europe. (The Marshall Plan, 2008). But this aid oriented toward relief and was largely unfocused. It had not achieved the progress that had been hoped for. A more coherent and effective approach was necessary. In March 1947 Secretary Marshall attended the foreign ministers conference in Moscow. Political and economic developments were not promising. Alarmed at the failure of the conference, on his return from Moscow Mr. Marshall declared that the patience is sinking while the doctors deliberate. (Martin Schain (ed.), 2008) Over the next six weeks the secretary set his department working hard to come up with a workable solution. The plan that eventually emerged was simple and broke new ground. America provided aid to European countries for years and agrees to respond cooperatively. Remarkable as it may seem from a Cold War perspective, this plan even envisioned including the Soviet Union and its newly Eastern European satellites. The goals were straight forward and alleviate the dollar shortage. This provided a catalyst for recovery to head off any provided many solutions. This act alleviated communist threat. The new program would target construction, investment, and new technology. It would include and involve advisers in economic modernization. America wanted a rebuilt Europe, in which nations would act together and cooperate as the American states had done for decades. This new aid would be issued over several years and targeted in a way that would help alleviate balance-of-payments problems. The economies progressed productively and cooperated between capital and labor across the region. This plan was publicized as a hand-up, not a hand out. (Martin Schain (ed.), 2008). On June 5, 1947 George Marshall launched the program during Harvard University graduation ceremony. Marshall described the dangerous situations in Europe and laid out the rationale for American involvement in nothing less than to lend a hand to help rebuild Europe. In what has been called the ultimate commencement address, Marshall argued that Europe must have substantial additional help or face economic, social and political deterioration of a very grave character. (The Marshall Plan, 2008). He thought it was only logical that the United States should do whatever it takes to assist in the return of normal economic health in suffering countries, without the help he felt there wasnt going to be any political stability and no assured peace. He made his point for why his plan was needed: The policy is directed not against any country or doctrine but against hunger, poverty, desperation and chaos. The main purpose of the project was to be a partnership. It would be neither fitting nor efficacious for this government to undertake or to draw up a program designed to place Europe on its feet economically. The State Department was concerned about the speech they felt as if it was understated and short on specifics. By this American publicity was silent. Many peopled failed at first to grasp the importance of the discloser and didnt quite understand what was really going on. However, this was not the case in Europe. British Foreign Secretary Ernest Bevin heard Marshalls radio broadcast speech and immediately contacted French Foreign Minister George Bidault to begin preparing a quick European response to accept the offer. The two agreed that it would be necessary to invite the Soviets as the other allied power. When the Soviet ambassador in Washington saw the plans as creating an anti-Soviet bloc, Joseph Stalin felt that the Soviets should take the offer. Stalin directed the negotiations to be held in Paris regarding the aid; countries in the Eastern Bloc must not agree to accept economic conditions. Stalin changed his prospective on things when he learned that funds would be extended only on a willingness to accept economic cooperation and the catch was that Germany would also be extended more aid, from this he thought that this would wreck the Soviets ability to influence in Western Germany. Stalin suspected a possibility that these Eastern Bloc countries might defy Soviet directives not to accept the aid, potentially causing a loss of control in the Eastern Bloc. In addition, the most important condition was that every country to join the plan would need to have its economic situation independently, but the Soviets could not agree. Bevin and Bidault also insisted that any aid be accompanied by the creation of a unified European economy. But progress was slow, and it took two months to draft a suitable plan. Not until December was the first official version of the plan submitted to Congress. The Marshall Plan, officially called the European Recovery Program, came into being on April 3, 1948. The United States Congress passed the new law and called it the Economic Cooperation Act, which outlined a great program of European aid. By the end of 1952 the Marshall Plan had grossed more than $13 billion in funds to rescue Europe and settle it back on its feet. This was about five to ten percent of the U.S. federal budget and two percent of gross national products. The plan served as a stimulus package to expand European agricultural and industrial production; it helped restore budgets and finances; it stimulated trade among European countries and the rest of the world. The United States wanted to be the first to help with the redevelopment of Europe, by 1949 it became the policy of the Marshall Plan to encourage the unification of Europe. The Marshall Plan was the containment of communism. By rescuing, Europe, America hoped to change the political and economic landscape that communism would to cease economic issues. The Marshall Plan dramatically strengthened the role of American power and prestige in Europe. It played its part in paving the way for the North Atlantic Treaty of 1949, which bought the North Atlantic Treaty Organization (NATO) into existence. America saw that a partnership between itself and a strong, united Europe, sharing the same essential values o f freedom and democracy, provided the best means to cease communism and other regional and global problems. The Marshall Plan is considered by many to have been the most effective of all American foreign-aid-programs. It succeeded in preventing the deteriorations of European economies and in so doing helped cease communism. The spirit of George Marshall lives on as America and Europe work toward the same grand vision of shaping the peace, freedom, and prosperity of the world based on democratic values.

Essay on Camus’ The Stranger (The Outsider): World Without Purpose

World Without Purpose in Camus' The Stranger (The Outsider)   In The Stranger, Albert Camus misleadingly portrays his existentialistic views of life, death, and the world.   Camus portrays the world as absurd or without purpose Meaursalt, who, as a reflection of Camus, is foreign and indifferent to his own life and death.   Meaursalt eventually senses guilt for his crime, not because of the remorse of taking someone else’s life, but because it means he would lose the little things that he considers important in his life.   Meaursalt is a puzzling character, who leaves readers to be uncertain about Camus’ views of life.   Ã‚  Ã‚  Ã‚  Ã‚   Meaursalt is a simple and ordinary man living in French Morocco.   Neither intellectual nor emotional, when his mother died, he did not feel or show any sorrow.   He is a character rather distracted by his surrounding, such as people walking by and nature.   He would feel much irritation whenever the sun would shine red and bright.   On a thoughtless walk on the beach, he ends up killing an Arab (who had a hostile relationship with his friend) for no apparent reason, but because his [Arab] blade light reflected by the sun.   In addition, for no good reason he shoots four more times, the body lying on the ground.   He is tried in court, during which he feels he is his own spectator.   Meaursalt gets convicted of murder and sentenced to death.   Before execution, he feels guilt for the first time because he would miss the simple things in life.   However, he is never scared to die, because for him death comes eventually.   Just before the execut ion, a chaplain tries to make him believe in God, but Meaursalt angrily defends his atheistic views.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Meaursalt is an uncommon character that prefers simpl... ...t sure whether to say it is objective or subjective.   The novel itself is a puzzle to me and I’m not in any pursuit to figure it out.   I’m not refusing to, but I find no point in doing so.   The same way Meaursalt treats life as meaningless, I treat it the same way, but that life is meaningful.   We don’t need to go searching too hard that in the process we give up on life, as I see Meaursalt as.   I think you could have a meaningful life without knowing the meaning.   I can’t accept Meaursalt’s values, because I do believe in a God and an afterlife.   That is the difference between him and me.   I would not recommend this book to anybody who is in the process of soul searching.   It is a confusing yet an unique story to be regarded only as Camus’ point of view of life. Works Cited: Camus, Albert. The Stranger, trans. Mathew Ward. New York: Random House, Inc., 1988.