US Foreign Policy During Obama Presidency

Ethics and Decision Making Essays

Ethics and Decision Making Essays Ethics and Decision Making Essay Ethics and Decision Making Essay CHAPTER I WHAT IS ETHICS? Each society form a set of rules that establishes the boundaries of general accepted behavior. These rules are often expressed in statements about how people should behave, and they fit together to form the MORAL CODE by which a society lives. The term MORALITY refers to a social conventions about right and wrong that are so widely shared that they become the basis for an established consensus. DEFINITION OF ETHICS: ETHICS – is a set of beliefs about right and wrong behavior within a society. Ethical behavior conforms to generally accepted norms-many of which are almost universal. VIRTUES – are habits that incline people to do what is acceptable. VICES – a re habits if Unacceptable behavior. THE IMPORTANCE OF INTEGRITY: Your moral principles are statements of what you believe to be rules of right conduct. A person who acts with integrity acts in accordance with a personal code of principles. One of the cornerstones of Ethical behavior- is to extend to all people the same respect and consideration that you expect to receive from others. THE DIFFERENCE BETWEEN MORALS, ETHICS, AND LAWS MORAL’s are one’s personal beliefs about right and wrong while the term ETHICS describes standards or codes of behavior expected of an individual by a group to which an individual belongs. LAW is a system of rules that tell us what we can and cannot do. ETHICS IN THE BUSINESS WORLD Ethics has risen to the top of the business agenda because the risks associated w ith inappropriate behavior have increased, both in their likelihood and in their potential negative impact. Several trends have increased the likelihood of unethical behavior. 1st- greater globalization nd – in today’s necessionary economic climate, organizations are extremely challenge to maintain profits. WHY FOSTERING GOOD BUSINESS ETHICS IS IMPORTANT 1. Gaining the good will of the community. 2. Creating an organization that operates consistently. 3. Fostering good business practices. 4. Protecting the organization and its employees from legal action. 5. Avoiding unfavorable publicity. GAINING THE GOOD WILL OF THE COMMUNITY Although organization exist primarily to earn profits or provide services to customers, they also have some fundamental responsibilities in a formal statement of their company’s principles or beliefs. CREATING AN ORGANIZATION THAT OPERATES CONSISTENTLY Organizations develop and abide by values to create an organizational culture and to define a consistent approach for dealing with the needs of their stakeholders, employees, customers, suppliers and the community. Many companies share the following values: Operate with honesty and integrity Operate according to standards of ethical conduct, in words and action Treat colleagues, customers, and consumers with respect Strive to be the best at what matters most to the organization Value diversity Make decisions based on facts and principles Protecting the Organization and it’s Employees from Legal Action In a 1909 ruling the U. S. Supreme Court established that an employer can be held responsible for the acts of it’s employees even if the employees act in a manner contrary to corporate policy and their employer’s directions. Avoiding Unfavorable Publicity The public reputation of a company strongly influences the value of its stock, how consumer regard it’s product and services, the degree of oversight it receive from the government agencies, and the amount support and cooperation it receives business partners. Fostering Good business practices In many cases, good ethics can mean good business and improved profits. Companies that produce safe and effective products avoid costly recalls and lawsuits. Companies that provide excellent service retain their customers instead of losing them to competitors. Improving Corporate Ethics Only one in four organizations has s well-implemented ethics and compliance program. Characteristics of a successful ethics program; Employees are willing to seek advice about ethics issues Employees feel prepared to handle situation could read to misconduct Employees are for ethical behave Employees feel positively about their company Appointing a Corporate Ethics Officer Provides an organization with vision and leadership in the are of business conduct. Organization send a clear message to employees about the importance of ethics and compliance in their decision about who will be in charge of the effort an to whom that individual will report. Specific responsibilities include; Responsibility for compliance- that is ensuring the ethical procedures are put into place and consistently adhered to throughout the organization. Responsibility to creating and maintaining the ethics culture that the highest level of corporate authority. Responsibility for being a key knowledge and contact person on issues relating to corporate ethics and principles. Ethical Standard set by Board of Directors The board of directors is responsible for the careful and responsible management of an organization. The board fulfills some of it’s responsibilities directly and assign others to various committees. Establishing a Corporate Co de of Ethics A code ethics is a statements that highlights the organization key ethical issues and identifies the overarching values and principles that are important to the organization and its decision making. Example; Intel Conducting Social Audits An organization reviews how well it is meeting its ethical and social responsibility, goals, and communicates its new goal for the upcoming year. Requiring Employees to take Ethics Training Today, most psychologists agree that the ancient Greek philosophers believed that personal conviction about right and wrong behavior could be improved through education. Lawrence Kohlberg, the late Harvard psychologist, found that many factors stimulate person’s moral development, but one of the most areas is education. Creating an Ethical Work Environment Most employees want to perform their jobs successfully and ethically but good employer sometime make bad ethical choices. Including Ethical Consideration in Decision Making Develop a Problem Statement A problem statement is a clear, concise description of the issue that needs to be addressed. One must gather and analyze facts to develop a good problem statement. Seek information and opinions from a variety of people to broaden your frame of reference. Identify Alternatives The stage of decision making, it is ideal to enlist the help of others, including stakeholders to identify several alternatives solutions to the problem. During brainstorming process tries not to be critical of ideas. Evaluate and Choose Alternatives Evaluating based on numerous criteria such as effectiveness at addressing the issue, the extent of risk associated with each alternatives cost, and time implementation. The alternative selected should be ethically and legally defensible: be consistent with the organization’s policies and codes of ethics; take into account the impact on others; and, of course provide a good solution to the problem. Four common approaches to ethical decision making Approach dealing to moral issues : Principles Virtue ethics approach the ethical choice best reflects moral virtues in yourself and in your community. Utilitarian Approach the ethical choice produce the greatest excess of the benefits over harm. Fairness Approach the ethical choice treats everyone the same and shows no favor or discrimination. Common Good Approach the ethical choice advances the common goods. Virtue Ethics Approach The virtue ethics approach to decision making focuses on how you should behave and think about relationship if you are concerned with your daily life I a community. It can also be applied to the business world by equating the virtues of a good businessperson. Utilitarian Approach The utilitarian approach to the ethical decision making states that you should choose the action or the policy that has the best overall consequences for all the people who are directly or indirectly affected. Fairness Approach The fairness approach focuses o how fairly and policies distribute benefits and burdens among all people affected by the decision. Common Good Approach The common good approach to decision making is based on a vision of society as a community whose member work together to achieve a common set of values and goals. Implement Decision Once the alternatives are selected, it should be implemented in an efficient, effective and timely manner. Evaluate the Results Monitor the results to see if the desire effect was achieved, and observed the impact on the organization and the various stakeholders.

Stagnation of Manufacturing Productivity in the United States Research Paper

Stagnation of Manufacturing Productivity in the United States - Research Paper Example Unites states is considered to be one among the top ranking nations when it comes to Manufacturing Productivity. (Dept of Commerce, 2004). The citizens involved in the manufacturing production activities are considered to be the backbone of the American Economy to achieve a huge growth rate. An overall economic development can be achieved by good manufacturing productivity. Manufacturing productions are the major aspect of inventing and deploying the various technological trends, providing jobs to the numerous citizens of all ranges, and the developers usually end up investing a huge amount of resources in the economy depending on the market trends in the manufacturing sector thus forming the essential part of economic development aspects.International trade can be always the major factor for the progress of the global economy, and to overcome the extreme competitiveness the armaments utilized are manufactured goods. But the new technology trends involved with globalization have mani folds expanded the scope of competitiveness by demanding a high rate of production to be the end result of minimized resources. The following have been quoted by (Kevin L. Kearns and Alan Tonelson, 2003) as the reasons for stagnation in the manufacturing economy.The manufactured goods had not brought the expected profits to the nation as there was a lack of opening in the market. This did not consume the required goods in the apt amounts of productions thus bringing in huge losses to the manufacturing economy.... Kearns and Alan Tonelson, 2003) as the reasons for stagnation in the manufacturing economy. Inefficiency in introducing foreign consumption markets. The manufactured goods had not brought the expected profits to the nation as there was a lack of opening in the market. This did not consume the required goods in the apt amounts of productions thus bringing in huge losses to the manufacturing economy. Inability to meet the requirements of the home market. The required materials where not produced at the right time to the home market. As the manufacturers were short of the basic resources to produce goods with innovation it affected the home market drastically. Difficulty in managing the imbalances arising due to international debts. As the manufacturing economy was in running in losses due to lack of proper production of goods in demand; the amount of debts increased. These debts created huge imbalances at the international level. Downturn in the employment base. As the manufacturing units ran into losses; the inefficiency of providing proper wages and retaining the workers increased manifolds. This on a large scale affected the overall employment base of the entire nation. Manufacturing crisis leading to a dependable maintenance of world- leading military. The necessity to be the universal power had always demanded for high-tech military armaments. The secure military base was built by gathering the diverse technologies from the long-term allies. The dependency to gather technology from various other nations has also become a major factor. Threat to the industrial base due to an extreme loss in tax revenues. As the domestic taxes increased the economy had some manufactures losing their production activities in the market. This indeed has brought a

Ways in which The Internet Has changed political interactions globally Essay

Ways in which The Internet Has changed political interactions globally - Essay Example Through the internet, people have been able to interact with leaders online through social media like face book where they ask questions and the leaders respond immediately. In this way, leaders are held accountable while they also get a chance to explain their challenges to their constituents. Political parties have also used internet to raise campaign funds (Bruce and Richard 64). In the United States of America, Barrack Obama is credited to have used social media to campaign for the presidency and to raise funds. This helped him to reach so many people within a very short time contributing to his popularity and subsequent election to the presidency. In the Middle East, the president of Egypt was ousted from power as people used the social media to mobilise as many people as possible to come together and demand the resignation of President Mubarak. The social sites like Twitter were used to share information with the rest of the world including sending pictures of the situation on the ground and this made the whole world to condemn the manner in which protesters were beaten and harassed by the government. Eventually the international community joined min and demanded the resignation of the Egyptian president. The internet has therefore contributed to the growth of democracy min the global politics. Internet has also influenced global political interactions with the emergence of e-government. This has given the government a channel through which it can interact with the citizens with an intention of getting feedback and increasing citizen’s participation in decision-making. Government’s openness in doing business is therefore enhanced, as every expenditure of its revenue is questioned hence reducing chances of corruption in government transactions. Political parties have adopted, online voter registration, as they will reach many

Law Essay Example | Topics and Well Written Essays - 2000 words - 8

Law - Essay Example The main feature of the English legal system is that it is living and constantly evolving to work in the future as well as it did in the past1. Thus the single most unique feature of the English legal system is its inheritance from common law2. Most of the characteristics commonly linked to English law and its management of righteousness are traceable to the early on growth in Western Europe of the civil and common law customs. According to Goodman (1995), "several characteristic consequences flow from the fact that law did not emanate from one centralised authority such as papacy, king or parliament. The odd growth of the common law in England developed it appears from a coincidence resemblance of the implementation after the Norman take-over by consecutive monarchs of native customs as the foundation for the governance of justice. Conflict assessment, chiefly concerning land title, was a key function for justice. Judges were nominated by the king to tour the country and decide controversies, aided by a local adjudicator included by the Normans into operational royal courts. The trial accepted a key role in the settlement of disputes. Wilson (1995) states that â€Å"Everyone takes for granted the fact that law and legal systems differ in different countries. But it is also true of legal scholarship. One reason for this is the different responsibilities legal scholars have in different countries for the maintenance and development of the local law...One result is that legal scholars in different countries may have different agendas and this may affect the subject matter, scope and even the form and style of the local legal scholarship.† According to Blackstone and Morrison (2001) common law was "... to be found in the records of our several courts of justice in books of reports and judicial decisions, and in treatises of learned sages of the profession,

Reflections On The Professional Use Of Self Social Work Essay

Reflections On The Professional Use Of Self Social Work Essay At the heart of social work lies the fundamental belief in human rights, citizenship and social justice (Fook, 2002). Indeed, social workers are ordinarily duty-bound to advocate the principles of empowerment through anti-oppressive practice whilst placing the wishes and needs of clients at the centre of delivery (General Social Care Council (GSCC), 2004; Dalrymple and Burke, 2006). Yet practice is complex not least because the success of any intervention is entwined with the phenomenological attributes of both clients and practitioners (Prynn, 2008). Thus, social work practitioners face significant challenges such as identifying what they contribute to a relationship, how this impacts on decisions and what individual and structural power imbalances influence practice (Fook, 2002). Critical practice is a conceptual tool which affords practitioners the opportunity to engage in transformational practice whilst recognising the value base and social justice agenda of social work (Fook, 2002). This paper will briefly provide a case study of an experience I encountered as a practitioner. This will then be explored through what Brechin (2000) identifies as the three interrelated domains of critical practice: critical analysis, critical reflexivity and critical action. In doing so it will demonstrate how I have engaged with my self to identify what I took into practice and the implications this can have in being a transformational practitioner. On commencing my role as a project worker within a residential home for young people with behavioural difficulties I was introduced to John (pseudonym). John was fourteen and had a history of anti-social behaviour and a criminal history for burglary and assault although all cases were at least two years prior. John was in care because of a request from his parents who no longer felt they could control his behaviour because his reaction to discipline was often non-compliance and violence. His file illustrated him as mischievous, yet comical, with recent signs of improved behaviour. He enjoyed partaking in various hobbies; however, these were often short-lived with him becoming disinterested very quickly. I worked with John for several months and at a case-review meeting Johns parents informed the panel that he wished to take up boxing. His parents supported the idea, as did the Social Worker because it was thought it may inspire some discipline. I objected because of his criminal conviction of assault. However, the Social Worker dismissed this by indicating that Johns wishes were important and that our role was to empower him. Despite my objections it was agreed that John could attend. John soon attended a boxing club organised and operated by two retired policemen. Approximately one year later John was convicted of aggravated burglary with the victim being an elderly woman. The first domain of critical practice, critical analysis, is concerned with how practitioners evaluate evidence, policies, and knowledge to influence decisions (Brechin, 2000; Glaister, 2008). Furthermore, the practitioner becomes conscious of multiple perspectives and the contextual nature of them (Brechin, 2000; Fook, 2002). Chalmers (2003:22) claims that practitioners who intervene in peoples lives have a responsibility to be informed by rigorous, transparent, up-to-date evaluations. Yet Sheldon and MacDonald (2009) note the reliance on robust evidence being available and the practitioners having the time, resources and skill-base to adequately evaluate evidence. Indeed, Fook (2002) argues that it is often in the interests of agencies to prevent such approaches as it may lead to increased responsibilities and higher costs. Placing this experience in the context of critical analysis it is unsure at this point what informed the Social Workers knowledge; however, it was clear that he wished to respect Johns voice. The Social Worker believed John had personal agency and a fundamental right to choose his own life direction. The GSCC (2004) concurs with the Social Worker in-so-far as practitioners should promote independence and respect the clients right to take risks. The Social Worker, as an agent of the state, was further supported by policies such as article 12 of the United Nations Convention on the Rights of the Child (1990:4) which stipulates that any child capable of forming his or her own views has the right to express those views[and this be] given due weight. Indeed, his employer has signed up to this convention (Somerset County Council, 2009). However, practitioners also have an obligation to ensure that these risks are managed and necessary steps are taken to minimise the risk of harm to service users or others (GSCC, 2010). I held an alternative view to protect John, and others, from harm. It is clear that both the Social Worker and I had valid points, thus, being guided by knowledge, policies and theories on their own may result in conflicts about what actions to follow (Banks, 2006). The second domain of critical practice, critical reflexivity, originates from reflective practice and the concept that practitioners learn through experience (Schà ¶n, 1983). However, because reflective practice has limited criticalness (Fook and Askeland, 2006) it often fails to acknowledge deeper processes which impact practice (Fook, 2002). Furthermore, reflective practice can result in negative outcomes such as self-doubt or an acceptance of status quos (Eby, 2000). Critical reflexivity refers to a practitioner who engages in self-criticism whilst being reflective. The practitioner becomes reflexive in questioning pre-established values, assumptions and prejudices (Taylor and White, 2001) and gains an understanding on how this influences negotiated understandings and interventions whilst working across difference (Glaister, 2008; Fook, 2002). Because critical reflexivity permits the practitioner to acknowledge the complex nature of the clients circumstances and their perspective s there is an organic acknowledgement of cultural and social disparities (Fook, 2002). Indeed, Allport (1978:437) concurs and states how practitioners who engage in inwardness are generally less prejudice, are more tolerant in understanding others, and exhibit a desire for personal autonomy rather than for external, institutional anchorage. Critical reflexivity affords me the opportunity to contemplate on how my preformed values and assumptions influenced my perspective. Thus, I needed to consider the opposition I held to Johns participation. As a pre-adolescent child I was bullied in school with a particular individual being prevalent in my memory. This individual attended martial arts which he duly practised on me. Ultimately, this had a significant impact on my belief that violence is wrong. Indeed, in relation to John my assumption was that everyone who attended a power sport had the potential to bully. This was hyperbolised by Johns past and thus my opposition to his partaking. Adams (2009) supports my exploration by indicating how our experiences can have an implicit impact on our decisions and in this instance I can identify how my negotiated understanding had become manipulated by my self. The Social Worker adopted a Kantianistic approach by wanting to empower John to make his own life choices. Indeed, the Social Worker wanted to advocate Johns rights rather than impose carers perspectives which is understandable considering the current agenda toward person-centred planning (GSCC, 20100; Kellett, 2009). However, I felt that as professionals there was a justification in adopting utilitarianistic values because the risk of re-engaging in criminal activities was too high. Yet evidently apparent is neither the Social Worker or I respected each others perspective. However, notably the issues of the Social Workers claims that he wanted to empower John also become apparent. The very notion that the Social Worker wanted to empower John indicates that the Social Worker was actually the one with the power. Yet, the Social Worker has duties and responsibilities beyond the value of empowerment because of his legislated duty to protect John, and others, from harm (Banks, 2006). The final domain, critical action, is concerned with practitioners having a robust skill-base whilst being conscious of its contextual nature. A critical practitioner works across difference to promote empowerment whilst confronting structural oppressions (Brechin, 2000; Eby, 2000). A primary principle of critical practice is the notion that practitioners should be research-minded in understanding the contextual basis of empirical evidence (Shemmings and Shemmings, 2003). Utilisation of the best available evidence is essential to contemporary practice (Sheldon and MacDonald, 2009) and yet despite being a self-evidently a good idea (Trinder, 2000:3), evidence-based practice has faced fierce opposition because there is a risk that practitioners may abandon reflexivity and personal agency for technical rationality (Taylor and White, 2006; Webb, 2001). However, this view has been adequately challenged by commentators who state that evidence-based practice, which actually means evidence-i nformed practice (MacDonald, 2003; Chalmers, 2003) has, when scrutinised, the potential to minimise the risk of harm to service users (Chalmers, 2003). Indeed, evidence-informed practice is the critically appraised synthesis of empirical and experiential evidence (Fook, 2002; Sheldon and MacDonald, 2009). In linking this to my experience with John, it becomes clear that I could not knowingly offer any definitive empirical evidence to support my perspective. However, neither could the Social Worker. In this sense both the Social Worker and I failed to be research-minded. Thus, in opposition to anti-evidence-based advocates, this experience indicates how practitioners can make mistakes when acting on instinct alone. Indeed, a brief search for empirical evidence found a longitudinal study by Endersen and Olweus (2005) which identified how participation in power sports for adolescents with a previous history of anti-social behaviours is likely to result in re-engagement. As John had a previous history of theft, this evidence may well have helped me, the Social Worker, and even John, come to a different decision. Critical action also involves the practitioner developing a consciousness of the often hidden imbalances of power between themselves, agencies and the client (Payne, 2005). Critical practice occurs within the context of theory and consideration of critical theories permits me to understand my construction of power and how this influenced my action, or inaction. For example, Foucault was concerned with language and how discourse can assist professionals to create natural and unchallengeable situations because they are deemed to have knowledge and thus power (Finlay, 2000:85). Indeed, the Social Worker established, chaired and controlled the case-review meeting. Fook (2002) concurs and argues that professionals utilise societal structures in order to suppress service users. Taking my earlier point regarding the construction of the case-meeting further it is clear that it was designed by adults with no real consideration about what John wanted. Indeed it is hard to understand why John, or an advocate, was not at the meeting. Yet, even if John was permitted to attend, it is highly likely he would have faced oppression by being forced to engage with the hegemonic language of adults which he would not have understood, thus he would ultimately been oppressed and possibly disempowered (Kehily, 2009). However, Cocker and Allain (2008) contend that service users have the right to take a pro-active role in decision making processes and suggest that the role of the practitioner is to ensure that service users are fully informed through the provision of concise information. This clearly did not transpire and thus true empowerment was never apparent. In concluding it is evident a professionals self can impact on the everyday lives of service users and practitioners. As practitioners we all have multiple identities which we take into practice. Not only do these derive from our previous experiences, but also our responsibilities as professionals, agents of the states, as employees and of course as statutory creation created to fulfil a role. Indeed, critical practice assists practitioners highlight how their self has been impacted upon from each of these identities and permits the us to make decisions, along with the service user, that are more likely to produce a more productive, and effective, outcome for all. In engaging in critical practice I have been able to identify significant factors which may have contributed to a better outcome. Whether Johns participation in boxing contributed to his re-engagement in criminal activities cannot be realistically measured. However, what is certain is John was disempowered in-so-far as he should have been fully informed. It is clear that none of the three domains of critical practice isolated can work independently, however, the careful and intentional synthesis of values, experiences, evidence and knowledge along with an awareness of structural disadvantage caused by agencies can all have a positive impact on the self and ultimately a practitioners power to challenge practice. I misplaced my power as a morally active practitioner and permitted the Social Worker to make a judgement based on instinct. I could have researched the potential issues of boxing and provided John with more in-depth information in a format he would understand. However, as practitioners we have an obligation to learn from our experiences because a critical practitioner who is engaged with their self is more likely to succeed in becoming a transformational practitioner.

John Quincy Adams :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Lenora Spahn   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10/7/00 Presidential Outline I. John Quincy Adams   Ã‚  Ã‚  Ã‚  Ã‚  A. Born- July 11, 1767   Ã‚  Ã‚  Ã‚  Ã‚  B. Died- February 23, 1828 II. Background   Ã‚  Ã‚  Ã‚  Ã‚  A. Educational- Attended Harvard (1785-1787); Studied law under Theophilus Parsons   Ã‚  Ã‚  Ã‚  Ã‚   at Newburyport, Mass. (1787-1790); Admitted to the bar, 1790.   Ã‚  Ã‚  Ã‚  Ã‚  B. Occupational-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Minister to the Netherlands, 1784-1797   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Minister to Prussia, 1797-1801   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. Massachusetts State Senator, 1802   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4. US Senator (Federalist-Massachusetts), 1803-1808   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5. Minister to Russia, 1809-1814   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  6. Chief Negotiator of Treaty of Ghent, 1814   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  7. Minister to Great Britain, 1815-1825   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  8. Secretary of State, 1817-1825 (under James Monroe)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   III. Terms Of Office   Ã‚  Ã‚  Ã‚  Ã‚  A. First Term (1825-1829) IV. Prominent Issues of the Election   Ã‚  Ã‚  Ã‚  Ã‚  A. Varied degrees of support for a protective tariff   Ã‚  Ã‚  Ã‚  Ã‚  B. A federal program of internal improvements V. Opponents   Ã‚  Ã‚  Ã‚  Ã‚  A. First Term-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Andrew Jackson, Tennessee   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. William H. Crawford, Georgia   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. Henry Clay, Kentucky  Ã‚  Ã‚  Ã‚  Ã‚   VI. Vice Presidents   Ã‚  Ã‚  Ã‚  Ã‚  A. First Term- John C. Calhoun, South Carolina VII. Political Party- no party labels used VIII. Domestic Events   Ã‚  Ã‚  Ã‚  Ã‚  A. John Quincy Adams becomes the 6th President, 1825.   Ã‚  Ã‚  Ã‚  Ã‚  B. Erie Canal Opens, 1825: links Lake Erie with New York City through the Hudson   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   River.   Ã‚  Ã‚  Ã‚  Ã‚  C. South Carolina Exposition and Protest, 1828: after an anti-tariff protest was held in   Ã‚  Ã‚  Ã‚  Ã‚   Columbia, South Carolina, delegates from 13 states convened to urge a tariff rise,   Ã‚  Ã‚  Ã‚  Ã‚  following the denial of a bill concerning tariff increases, after a tie-breaking vote from   Ã‚  Ã‚  Ã‚  Ã‚  Vice-President Calhoun. IX. Major Foreign Policy   Ã‚  Ã‚  Ã‚  Ã‚  A. Panama Congress, 1826: Adams supported US participation in the Panama   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Congress; However, southern congressmen who feared the meeting might be used to   Ã‚  Ã‚  Ã‚  Ã‚   condemn slavery, as well as Adams’s political opponents delayed the confirmation of   Ã‚  Ã‚  Ã‚  Ã‚   the US delegates long enough to make it impossible to reach Ranama in time to   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   attend.   Ã‚  Ã‚  Ã‚  Ã‚  B. Tariff of Abominations, 1828: A high tariff on imported manufactured goods to   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   protect domestic industry. Later prompted Vice President Calhoun to draft the SC   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Exposition condemning the tariff as â€Å"unconstitutional, oppressive, and unjust† and   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   claiming the right of a state to nullify such laws.   Ã‚  Ã‚  Ã‚  Ã‚   X. Major Conflict   Ã‚  Ã‚  Ã‚  Ã‚  A. The Tariff of Abominations proved Adams's reluctancy to submit to political

Square Deal

Theodore Roosevelt became president in September 1901 after the assassination of William McKinley making him the most powerful person in the government. As president, Roosevelt advanced political reforms, including the heavy regulation of business. Roosevelt was the first president to successfully invoke the Sherman Antitrust Act against monopolies and continued to restrict businesses throughout his presidency. His reforms greatly influenced economic, environmental, and international affairs as well. Roosevelt’s platform became known as the â€Å"Square Deal† because he vowed not to favor any group of Americans but to be fair to all. When Theodore Roosevelt went into office he made it his mission to get everyone what they deserved, a â€Å"square deal. † The square deal meant that everyone had the same equal opportunities. Theodore Roosevelt became one of the most powerful presidents that attacked trusts and corporations to make them just so that everyone could prosper. Methodology: I took many steps in my research. First I was assigned my topic The Square Deal. So I went and opened my history textbook and looked up my topic to get a general meaning of it. My first step was preparing for my research by brainstorming ideas and possible sources for my topic. Also I formed research questions about my focused topic. I narrowed down my topic to make it manageable and planned how I was going to do my research. Next I accessed my resources by deciding what resources would be best, choosing a few primary and secondary sources. After, I processed the information, where I looked closely at the information from my selected sources and decided if they might be helpful towards my assigned topic. For example the main concepts like background information, certain effects from the topic, political views and perspectives. Then I organized the information in different categories, and developed my own ideas about them, which would help me form an outline for my research paper. Results: The Square Deal was President Theodore Roosevelt’s domestic program formed upon four basic ideas of conservation, regulating business monopolies, nforcing the anti-trust act, and supporting progressive ideas. The three C's of his Square Deal were control of corporations, consumer protection, and conservation of natural resources. Roosevelt was committed to addressing the problems of labor and corporate activity. Roosevelt defended the right of labor to organize, and avoid the use of federal troops to put down strikes. In 1902, he intervened in a United Mine Workers Strike and helped labor get management to agree to binding arbitration. The arbitrators awarded the miners a wage increase and a shortened workday. Roosevelt also worked to restrict the power of big business by breaking up a monopoly. Also responding to the muckrakers on the unsanitary conditions in food plants and the dangerous ingredients in foods and medicines, Roosevelt endorsed the Pure Food and Drug Act and the Meat Inspection Act, both passed in 1906. The first act prohibited the sale of inaccurately labeled foods and medicines, and the second established federal regulations for meatpackers and a system of inspection. Roosevelt was at heart a preservationist, but understood the need for compromise. He achieved this compromise through his conservation program, which provided for the regulated use of the nation’s wilderness. Roosevelt designated 200 million acres as national forests, mineral reserves, and potential waterpower sites, and added five national parks and eighteen national monuments to the list of protected lands. In 1908 Roosevelt created the National Conservation Commission to inventory the nation’s resources and manage their use more efficiently. Having become president shortly after the American victory in the Spanish-American War, Roosevelt was confident in America’s status as a major international power and his approach on his foreign policy. Roosevelt’s most notable achievement in foreign policy was the building of the Panama Canal, an artificial waterway stretching through Panama, which was then part of Colombia. Since the canal connected the Atlantic and Pacific oceans and vastly shortened shipping routes, Roosevelt saw its creation as important to American economic and maritime interests. These were all major parts of Roosevelt’s Square Deal that made a impact in restoring America. To this day the action which Roosevelt took in the matter is looked upon, by many of those extremists who can’t see anything good in â€Å"big business,† as a proof of his undue sympathy with the capitalist. But thirteen years later the United States Supreme Court in deciding the case against the United States Steel Corporation happened to be in favor of the Corporation, which completely justified Roosevelt's action.

College is called Da Xue in Chinese. †Education Essay

College is called Da Xue in Chinese. – Education Essay Free Online Research Papers College is called Da Xue in Chinese. Education Essay Da means big or great. I believe that college is a place of greats, such as great masters or minds, great ideas or principles, great traditions or histories. Without considering these kind of Das, some people take the view that just some big money or big buildings can make up a great college. How crazy! And Xue means study or follow. In a real college, we do our study by follow the other great brains. First of all, Xue is personal –– when a free man study, however ignorant he is, he is of his own. If someone is forced to learn, he may be the slave of knowledges, for he never have the chance to experience the wonderful feeling of independent thinking by which a free man develops his personality naturally. Nowadays many people hate study partly because our schools are always the best-killers of passions and pleasures of learning process. Sometimes I cannot help but thinking that our schools are barely the right places where you can buy a diplomat with your vitality, your green time, your childlike simplicity†¦ Do you want to make the deal? Secondly, Xue is to follow –– If you found a wise man who, to a degree, can help you to develop your own way of studying and prevent you from wasting up your time and energy due to going so far away in the wrong direction, I would say congratulations to you. The word college has its Latin root –– collegium, which means society. In another word, college is a academic society. The word academy is from Greek , which is the name of a public garden where Plato and his students lived and studied together for some years and is also regarded as the first college in the world. Therefore, in my opinion, college is a place or society where provide golden opportunities for us to argue with and learn from each other. Nobody have the right to declare that it is only he that hold the truth in his palm. The essence of college is freedom. No freedom, No college. From my point of view, There is no great college in China now. A great college or university must be a regional or worldwide academic center, which can influence the world. As a member of the new generation of China, I feel ashamed of it. With our hard work, maybe in the foreseen future there will be a great college in China that will make as many contributions to human race as those famous ones in the foreign countries. Research Papers on College is called Da Xue in Chinese. - Education EssayHip-Hop is ArtPersonal Experience with Teen PregnancyStandardized TestingDefinition of Export QuotasCapital PunishmentInfluences of Socio-Economic Status of Married MalesEffects of Television Violence on ChildrenWhere Wild and West MeetThe Effects of Illegal Immigration19 Century Society: A Deeply Divided Era

Concept Of Gender Inequality Gender Socialization Children And Young People Essay Essays

Concept Of Gender Inequality Gender Socialization Children And Young People Essay Essays Concept Of Gender Inequality Gender Socialization Children And Young People Essay Paper Concept Of Gender Inequality Gender Socialization Children And Young People Essay Paper Harmonizing to many sociologists, there exists difference between sex and gender. Sexual activity is the biological categorization and gender is the result of societal building of separate functions of males and females. Harmonizing to Lorber ( 2005 ) , maleness and muliebrity is non congenital that is kids are taught these traits. Equally shortly as a kid is identified as being a male or female so everybody start handling him or her as such. Children learn to travel in gendered ways through the support of his environment. They are learning the gendered functions projected person who is female or male. As the kid grows up, he develops his individuality, cognize how to interact with others and larn the function to play in the society. Lorber, Judith. 2005. Night to His Day: The Social Construction of Gender. In The Spirit of Sociology: A Reader, erectile dysfunction. R. Matson, 292-305.New York: Penguin. There are many drivers involved in the socialisation procedure which transmits the traditional gender function to the kids and henceforth taking to occupational segregation subsequently on. One set of gender socialisation occur between parents and offspring. Parents are considered to be the primary bureau in the procedure of socialisation. They are inclined to interact with male childs and misss in distinct manners. For illustration, a one twelvemonth old babe is considered to hold no sex difference, and nevertheless, parents are likely to move with male childs and misss in dissimilar ways. They react to male childs, when they seek involvement by being aggressive and misss when they use gestures. Such interaction have long term consequence on misss and male childs communicating manners, taking male childs to more self-asserting manners and misss with more affectional manners. Ann Oakley and Ruth Hartley ( 1974 ) , surveies point out four chief ways in which socialisation into gender functions occur. First, using diverse physical and verbal uses to the kid, for illustration, dressing a miss in feminine apparels. Second, pulling the kid attending towards gender-identified playthings. This is known as canalisation whereby, male childs and misss are given certain playthings, vesture, athleticss equipment, and other objects are frequently culturally identified more with one gender than the other. Boys playthings tend to promote physical activity, whereas misss playthings tend to emphasize physical propinquity and mother-child talk. Harmonizing to Oakley ( 1974 ) , the socialisation procedure assistance to the care of male laterality and female subservience. The functions learn through the above procedure form grownup behavior and hence, contribute to the reproduction of differences in behaviour of males and females. Third, Applies Different Verbal Descriptions to the Same Behavior: Even old ages subsequently, working in professional callings, adult females might happen that they have to cover with different criterions for the same behaviour, being called pushy, for illustration, for behaviour at work that in work forces is admired for being aggressive. The same thing happens in childhood: A male child is encouraged for being active, where as a miss is rebuked for being excessively unsmooth. Or a miss is complimented for being gentle, but a male child is criticized for non being competitory plenty. _ Encourages or Discourages Certain Stereotypical Gender-Identified Activities: As a male child, were you asked to assist female parent with stitching, cookery, ironing, and the similar? As a miss, were you made to assist dad make yard work, shovel snow, takeout the rubbish, and so on? For most kids, it s frequently the contrary. Note thatthe designation of misss with indoor domestic jobs and male childs with outdoorchores becomes developing for stereotyped gender functions ( McHale et Al. 1990 ; Blair 1992 ; Leaper 2002 ; Shellenbarger 2006 ) . The instruction system is besides considered to be a major portion of the gender socialization procedure. The concealed course of study is known for reenforcing the traditional theoretical account of how misss and male childs look and act through the usage of class stuff. For illustration, instructors reinforces gender functions by promoting male childs and misss to develop different accomplishments. Harmonizing to Thorne ( 1993 ) , kids besides divide themselves along gender lines in the tiffin room, claiming different infinites of the resort area, and frequently sanction persons who violate gender functions. Mass media are one of the most powerful tools of gender socialisation because telecasting, magazines, wireless, newspapers, picture games, films, and the Internet are omnipresent in American civilization. Like other societal establishments, mass media reinforce traditional gender functions. Magazines targeted at misss and adult females emphasize the importance of physical visual aspect every bit good as determination, pleasing, and maintaining a adult male. While male childs and work forces s magazines besides focus on the importance of physical visual aspect, they besides stress the importance of fiscal success, competitory avocations, and pulling adult females for sexual brushs ( instead than enduring relationships ) . These supposed masculine and feminine features and behaviours are reinforced across the media system, from video games and films that show athletic heroes delivering thin and bosomy demoiselles in hurt, to telecasting plans that depict adult females as homemakers, nurses, and secretaries and work forces as attorneies, physicians, and corporate barons. Print media besides play an of import function in socialisation. In kids s literature, for illustration, boys typically are the supporters, who use strength and intelligence to get the better of an obstruction. When misss are included in narratives, they are typically inactive followings of the male leader or assistants eager to back up the male supporter in his program. This province of personal businesss is undergoing alteration, nevertheless. An increasing figure of telecasting shows ( Zena: Warrior Princess, Buffy the Vampire Slayer, Alias, and Veronica Mars ) , films ( Laura Croft: Tomb Raider and Elektra ) , and books ( Harry Potter ) have crafted new visions of maleness and muliebrity. It remains to beseen if these images take clasp and affect gender socialisation processes. Mass media They besides learn gender functions, the behaviour and activities expected of person who is male or female. These outlooks channel male and female energies in different gender- appropriate waies. As kids learn to look and act like male childs or misss, most reproduce and perpetuate their society s version of how the two sexes should be. When kids fail to act in gender-appropriate ways, their character becomes suspect ( Lorber 2005 ) . Lorber, Judith. 2005. Night to HisDay: The Social Construction ofGender. In The Spirit of Sociology: A Reader, erectile dysfunction. R. Matson, 292-305.New York: Penguin. At the minimal people call misss who violate the regulations romps and male childs who do so pantywaists. The gender socialisation procedure may be direct or indirect. It is indirect when kids learn gender outlooks by detecting others words and behaviour, such as the gags, remarks, and narratives they hear about work forces and adult females or portraitures of work forces and adult females they see in magazines, books, and on telecasting ( Raag and Rackliff1998 ) . Raag, Tarja, and Christine Rackliff.1998. Preschoolers Awarenessof Social Expectations of Gender: Relationships to Toy Choices. Sex Functions: A Journal of Research38 ( 9-10 ) : 685. Socialization is direct when signifi buzzword others deliberately convey the social outlooks to kids. Agents of Socialization Agents of socialisation are the important people, groups, and establishments that act to determine our gender identity-whether we identify as male, female, or something in between. Agents of socialisation include household, schoolmates, equals, instructors, spiritual leaders, popular civilization, and mass media. Child development specializer Beverly Fagot and her co-workers ( 1985 ) observed how preschool instructors shape gender individuality. Specifically, the research workers focused on how yearlings, ages 12 and 24 months, in a drama group interacted and communicated with one another and how instructors responded to the kids s efforts to pass on. Fagot, Beverly, Richard Hagan, Mary Driver Leinbach, and Sandra Kronsberg. 1985. Differential Chemical reactions to Assertive and Communicative Acts of Toddler Boys and Girls. Child Development 56 ( 6 ) : 1499-1505. Fagot found no differences in the interaction manners of 12-month-old male childs and misss: All of the kids communicated by gestures, soft touches, whining, shouting, and shriek. The instructors, nevertheless, interacted with them in gender-specifi degree Celsius ways. They were more likely to react to misss who communicated in gentle, feminine ways and to boys who communicated in self-asserting, masculine ways. That is, the instructors tended to disregard miss s self-asserting Acts of the Apostless but respond to boys self-asserting Acts of the Apostless. Therefore, by the clip these yearlings were two, they communicated in really different ways. Fagot s research was conducted more than 20 old ages ago. A more recent survey found that early childhood instructors are more accepting of misss cross-gender behaviours and geographic expeditions than they are of male childs . Harmonizing to this research, instructors believe that male childs who behave like pantywaists are at greater hazard of turning up to be homosexual and psychologically ill-adjusted than are misss who behave like romps. This fi nding suggests that while American society has expanded the scope of behaviours and visual aspects deemed acceptable for misss, it has non extended the scope for male childs in the same manner ( Cahill and Adams 1997 ) . Children s plaything and celebrated images of males and females fi gure conspicuously in the socialisation procedure, along with the ways in which grownups treat kids. BarbieAÂ ® dolls, for illustration, have been marketed since 1959 with the intent of animating small misss to believe about what they wanted to be when they grew up. The dolls are available in 67 states. An estimated 95 per centum of misss between ages 3 and 11 in the United States have BarbieAÂ ® dolls, which come in several different tegument colourss and 45 nationalities ( Mattel 2010 ) .

Module 3 Productive Assessment Essay Example | Topics and Well Written Essays - 1250 words

Module 3 Productive Assessment - Essay Example They still employ competency testing to establish minimum competency standards for graduation or promotion to the next grade to show for improvement. In some states even, the law requires that students pass tests in reading, math skills and other academic areas to show they can perform daily tasks. For those who hold non-traditional values at heart, emphasizing the acquisition of knowledge and personal development through informal means is encouraged. Involvement in social issues outside the school curriculum is deemed to be the best way to garner an education stressing that it is in the students' best interest to respond to what the student's need and want to study. Most of the schools that employ these methods allow the students to participate in the decision-making activities of the schools. Only then can we fully appreciate the extent to which equitable assessment can be used to ensure that all students have an equal opportunity to demonstrate their abilities and achievement. Teachers also are able to make inferences about student performance and how they must refine their instruction to increase or maintain high performance without calling into question the technical adequacy of the assessment (Jones, 1990). However, when school... student retention, promotion, or graduation), the importance of understanding ways to maximize equity while not compromising the technical quality of alternative assessments should be looked into. The validity of inferences made affects the technical adequacy of the assessment made regarding the performance of all students (Jones, 1990). It is then when alternative tests are used for high-stakes purposes, schools--in addition to being concerned about equity when selecting or developing assessments--must take advantage of methods for maximizing fairness in administering and scoring them. Of utmost importance is ensuring that students have had adequate opportunity to learn the material on which they are being tested. These assessments, authentic, traditional and equitable, are just tools themselves and are just as responsible as the curriculum and the educators. Regardless of the level of the assessment effort, equity will never be achieved as long as everyone involved in educating children sees these assessment tools as responsible for ensuring fairness. It is not just the tools, but also the curriculum, instruction, professional development, parent and community involvement, and leadership practices that affect the fairness of assessments and the inferences based on them. As education is more important today that it was ever before, the choice of whether employing authentic/productive assessment over conventional assessment is becoming more widespread largely because of the power of the internet. Western culture and influence has spread to every part of the world, and the ideal of the free and compulsory education has taken root in almost every country. For much of history, people's social and vocational status had been largely ascribed - that is, determined by the

Ask the Author Essay Example | Topics and Well Written Essays - 250 words

Ask the Author - Essay Example They are short and direct sentences. They help to bring out the idea that you are not embarrassed to have a dollhouse in your living room. It sets the stage for the rest of the essay as you embark on recreating your childhood memories and synchronizing them with your current life as you rebuild the dollhouse. The choice of gender and the names for your dolls also aid in understanding the nostalgic tone you employ in the essay. You also employ figurative language and imagery to convey your theme of nostalgia to the audience. For example in the fifth paragraph, you use a simile when emphasizing the need for using scale to make everything in a dollhouse. The audience gets to understand that lack of paying attention to scale in a dollhouse will make it look crazy like an Alice in wonderland hallucination (Haegele). Your description of remodeling the dollhouse is also vivid and the reader can create mental pictures throughout the essay and see you rework the dollhouse. The use of figurati ve language and imagery helps bring out the nostalgic