The Essentials of Writing Service for College Paper That You Will be Able to Benefit From Starting Right Away

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Recommending a COBIT-Based IT Security Framework for a...

Recommending a COBIT-Based IT Security Framework for a Midsize Organization The current objective is to provide the medium sized insurance organization with the most effective draft of and IT security policy framework. In reviewing the literature, it is clear that recent implementations of a COBIT model have proven incredibly successful in keeping with an efficient and productive organizational IT structure. As such, it is recommended that COBIT serve as a primary model for the foundation of the proposed IT security policy framework. Working with security policies at any level of business and industry can be incredibly complex. Here, the research suggests that developing an IT policy framework from scratch can be very daunting challenge for even the most experienced audit professionals (ISACA, 2012). A mid sized firm simply does not have the resources or the time to build a network from scratch and have it work seamlessly. Building such networks is extremely costly and requires a great amount of effort, which an insurance agency may not be able to provide. As such, the most effective manner for reestablishing IT policy framework is to utilize something already in place and adjusted in order to fit the unique needs of a particular organization. Drawing from proven designs can help save time and effort in the trial and error process. Looking to external sources, successful strategies for framework can be drawn from the literature. One of the most potentially lucrative

Active Smoker Depending

Question: Discuss about the Active Smoker Depending. Answer: Introduction: Ladies and gentlemen, I am here today to talk to you about smoking. Smoking is not a new thing to you because of all of you have either smoked or seen someone smoking. A person can either be a passive or an active smoker depending on the relationship they have with the substance being smoked. Let assume that one of us here took out a cigar and lit it in front of all of us here basically all of us will be smokers and the only difference would be the fact that the person will be an active smoker while the rest of us will be passive smokers. Commonly smoked substances are bhang and tobacco. These are easily available in many parts of the world despite the fact that many governments have banned their use Smoking is a habitual practice especially among the youth. This is however not to mean that the elderly do not smoke. Different People smoke for different reasons. There those who smoke out of curiosity .This particularly common among the youths . Watching people smoke on TV can influence other to smoke too and before they know they become addicted to it. There are also those who smoke due to social integration, this happens where the people around you are all smokers. Living around or working with people who smoke can make someone feel the need to smoke in order to fit in the group. This is also very common among the youth but it can also happen to people of other ages. I have heard some say that they smoke in order to relieve themselves from stress. I dont know how this works so I cannot ascertain its validity or invalidity. There are also those who smoke in order to control their body. According to them smoking makes they lose appetite so they are able to reduce the amount of food that they consume on daily basis. I also dont know how true this. We can spend the whole day here if I chose to explore all the reasons .However regardless of the reason for smoking, no form of smoking is better than the other. Conclusion: Despite the fact that people know the negative impacts smoking it is really surprising that the number of smokers is constantly increasing. The question that each one of you here should ask is whether they should smoke or not? Smoking can have detrimental effect on peoples health as well as their social and economic lives. Smoking can have significant damage to the respiratory system. Through smoking people inhale smoke which can damage their lungs making them unable to filter harmful chemicals from the body. Smoking can also lead to heart complications. It can also lead to sexual dysfunction for both men and women, lead to discoloration of teeth as well as cause wrinkles. That said, it is upon each one of us to choose a healthier life by staying away from smoking or have a shorter life span.

Uniform education system in Pakistan Essay Example

Uniform education system in Pakistan Paper Shahzatb Qadeer Shaikh (17020011) Raazia Waseem Tuesday, October 15, 2013 The idea of a uniform education system for all is an exercise in futility. It can never happen. So resources should not be wasted on attempting to achieve the impossible. Poverty, terrorism and social and economic insecurity are a few of the numerous problems this country faces, the roots of all of which lie in a more basic issue: illiteracy. To solve the complex, ever-growing problem of illiteracy in Pakistan, numerous measures, including the prospect of a uniform education system, have been suggested. Although the idea of a uniform education system to tackle these problems shows promise because of the sense of unity and equality that it will give the nation and a more balanced educational curriculum it is expected to offer, the high costs relating to the project, the problems of centrally governing a one tier education system and the long period of time that it will take to properly implement the idea nationwide make it an exercise in futility. Broadly speaking there are 3 secondary education systems that exist in Pakistan: the SSC, HSC education system locally termed as the Metric/lntermediate system dministered by the Board of Secondary and Intermediate Education (BISE); the GCE (General Certificate of Education) system that replaces the SSC/HSC with O and A levels, administered by external British Examination Board of Cambridge; and the Maddersah system that is responsible for primarily providing religious education to children at secondary level. We will write a custom essay sample on Uniform education system in Pakistan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Uniform education system in Pakistan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Uniform education system in Pakistan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The education provided by the current SSC/HSC system has become totally outdated and given the pay scale of the average Pakistani citizen not everyone can afford to have their children study in the GCE system. There is need of a more balanced education system that provides up to date education to cater the needs of the modern world along with sufficient importance given to subjects like Urdu and religion which are somehow neglected in the GCE system. But a new uniform education system isnt really the answer to the problem, given sufficient funding and proper supervision the SSC/HSC curriculum can be re-written to modern standards to compete with external alternate examinations like the GCE system. The government can save on the huge costs of setting up the new one tier education ystem and use the capital elsewhere. Apart from that the existing 3 systems somehow create a barrier between the classes, the upper middle and elite class have their children study the GCE system the middle and lower class (those who can afford it) have their children study the Metric/lnter or Maddersah system. The gap between the classes has been deepened by the ever long economic crisis the country faces. A new uniform education system can give the privileged studying in the same schools in the same system will give the nation a sense of unitary direction. Then again it can be argued, education as a whole whether its uniform or systematic, teaches us about equality and unity. However, equality and unity are values which cannot and should not be drilled into young minds. These are the things that are understood and learnt more outside the class than inside, so no real need of a uniform education system exists for the sole purpose of promoting unity and equality. The idea of a single education system would mean that these education systems are replaced with a single centrally governed education system. The first thing to onsider is the new curriculum that has to be written up. A lot of research will be required to write up the new course outlines and the way they are taught. Extensive training for teachers in both rural and urban area will be required . This mean a lot of capital to start up with and continuous funding to keep the project running. Education projects in the early 2000s like the Education Sector Reforms ESR (2001-2003) passed by the Ministry of Education Pakistan were budgeted around Rs. 50-60 Billion, the budget for a project like a uniform education system of such a big cale would have to be even larger. Can a country with a budget deficit exceeding $5million afford such a project? Even if half of the capital that was spent earlier on previous projects is spent now under proper surveillance and without political bias, the existing SSC/HSC system can regain its former validity as a national education system that it had when it was originally introduced. Apart for the large costs attached to the idea of a uniform education system in the country the next big setback is the swarm of administrative problems that the project is deemed to face. The SSC/FSC system started failing to provide quality education to cater local needs in its early years because it was centralized. Although there are regional boards that are responsible for some aspects of education in their own particular districts but the main administrative responsibilities still rest in the hands of the BISE Pakistan. Dawood Shah in a Country report on Decentralization in the Education System of Pakistan stated: It is believed that highly centralized system of education is greatly hampering the efficiency and effectiveness of delivery service at the grass-root level. A decentralized education system can respond more effectively to local needs and will be easier to administer. A common education system being followed by the whole nation would mean a homogeneous standard of education being set wherever the education is being provided. This is a task near impossible because of the lack of trained staff available plus the huge geographical and cultural differences that exist in Pakistan. A uniform education system would not only be ineffective in delivery, it will also be suppressing cultural diversity which needs to be celebrated and built upon. Excessive training and better higher education facilities might solve the problem regarding the lack of trained staff but if a new uniform education has to be kept effective it has to be kept immune from diseases like corruption that mostly work when the system is large and highly centralized. Breaking down the system and giving more authority to the regional education and keep the system effective at every stage. More importantly, changes like these do not happen overnight and the time taken to bring a project into proper nationwide implementation has to be taken into onsideration while taking such a decision. Properly designing a new one tier education system and bringing it into working requires as much time as it does capital. A project of such a large scale could take up a decade to come into reality and keeping Pakistans progress on recent development projects in view it could take well over a decade. However reforms to the existing education system to rid it of errors and improvise the teaching standards requires lesser time and seems more practical as compared to the idea of designing a new one tier education system from scratch. Even if the project is successful people take time in placing their faith in something new. The parents who previously had their children studying the GCE curriculum would be reluctant to have their children study the new education system introduced by government. On the contrary if the SSC/FSC system is corrected and reformed to compete with modern education standards the parents would feel more comfortable in placing their trust in it. Not to forget that the GCE system gained popularity only recently and most of the parents themselves studied the SSC/HSC curriculum for heir secondary education. Although the countrys current situation makes it necessary for the government to rethink its education policies because of the failure of the existing education system to deliver quality education but the idea of a new education system will only be adding to the countrys cost and giving birth to more administrative problems in the already deeply faulted education system. However a series of education reforms to re-new the existing curriculum, re-train the faculty and rid it of flaws like corruption nd invalidity in terms of grading can bring about the same effects that the new single education system is aimed at doing. The solution is basically to rectify the system from the core not to replace it. Citations Dawood Shah, Country Report on Decentralization of Education System of Pakistan: Policies and strategies. Paragraph 3. http://www. aepam. edu. pk/Old/Publications/ Decentralization%20in%20the%20Education%20System%200f%20Pakistan. pdf ESR( Education sector Reforms) budget reference, http://siteresources. worldbank. org/ PAKISTANEXTN/Resources/Pakistan-Development-Forum/EduSectorReforms. pdf

Wired to do the Right and Wrong Things Essays

Wired to do the Right and Wrong Things Essays Wired to do the Right and Wrong Things Essay Wired to do the Right and Wrong Things Essay People from across different cultures and ethnicity vary in their interpretation of morality. In most instances the line that separates right and wrong is blurred when it comes to making judgments and decisions regarding special ethical and moral dilemmas. A person may pick one side of the problem and justify the decision with rigorous logic while another may pick the other with equal discursive weight. Thus it is easy to say that the concept of right and wrong seems to depend more on circumstances, context and race- or upbringing than it is a universal feature of the human species. Rebecca Saxe highlights this observation by saying that Americans would prefer to uphold notions of justice and fair play while a native from Papua New Guinea on the other side of the world would lean more towards collective responsibility when respondents were faced with the question whether it is justified to steal another man’s train ticket (47). But is this apparent disparity in ideas descripti ve of how are mind really works with respect to the idea doing the right and wrong things? Is there such a thing as a universal rubric of human morality that transcends ethnic differences?The ongoing debates on nurture and nature in its simplest function involve multiple perspectives and fields of study. Most people are of the belief that a person decides which is right or wrong based on how and where he was raised. Indeed, it won’t be hard to find someone who thinks that an individual acts in a certain way precisely because of his biographical profile and context. The clichà © is that a criminal becomes one because he came from a broken home, suffered an abusive father, mixed with the wrong group during childhood and so on. Even worse, people perfunctorily judge other people because of their culture, religion, gender and race as the basis for explaining and justifying why the Middle Eastern Muslim must be avoided at all costs or that Asians are to be dealt with at double th e arm’s length so to speak (Dawkins 34). In other words, the idea of nurture affecting our morality has gained popular stasis that it becomes almost natural to think in terms of closely knit cultural groups and not universally as a species.However, such assertions on the power of nurture that trumps any other form of natural physiological and neural schematics of the human mind cannot be more wide of the mark. Marc Hauser, in his seminal and ground breaking study on morality in his book Moral Minds, believes that we have evolved a universal moral intuition- that we are wired to think in a particular way (12). Our sense of morality may differ in the way it is enunciated and pronounced in various languages but its essence remains largely uniform for peoples around the world.   No matter what your mom says about your Korean neighbour being selfish, isolated and mean, the moral rubric between the two are the same in the neurological and biological level.It is fair say that it d oes not seem to explain why societies practice and adhere to varying formulas and codes of behaviour. Likewise, the idea proposed by Hauser, much as it is revolutionary, is quite counter-intuitive for the simple fact that individuals are quite able in coming up with a range of explanations for their decisions usually deliberative and rational. Thus an educated man with a doctorate degree on Philosophy and Ethics could come up with certain complex ideas while the uninitiated undergraduate could only slur out a few incoherent sentences (21).   Yet despite the level of complexity of one’s explanations and discourse inevitably the answers tend to be similar. The only key feature is the way individuals are able to express their ideas which is more or a less a function of language than anything else.Hauser posits that humans are endowed with the same moral instinct. The worldwide survey of the answers to the Trolley problem spread and collected from across samples of different co untries in the internet indicates an unmistakeable shared idea of morality. The statistics demonstrate that the answers tend towards saving the life of many at the price of another’s life. Such results underscore an existing fixed parameter imbedded in our minds that have developed through the process of evolution. It also suggests that our actions are merely the consequence of an inescapable, almost deterministic form of human nature. However, precisely because of the element of ‘nurture’, these universal precepts of morality are fine tuned â€Å"with nurture entering the picture to set the parameters and guide us toward the acquisition of particular moral systems† (21), In other words, we learn the rules of the society we belong to in time using our moral instincts. In such a way we can still determine what is right and wrong independent of the social dogma inasmuch as we are still able reject the tenets of a dogma if it assails our moral instincts as pa lpably wrong.Besides Hauser’s study on cognitive science, other psychological and neurological experiments show that our minds were built with an existing complete set of moral codes that can actually be even physically located in our brain (Bloom 6-7). Studies done on infants and toddlers, and on the brain activities of healthy young and adult men and women, buttress the claim that when the human being is stripped off of its socio-cultural, political and educational underpinnings, what is left is a primordial moral mind that knows how to pick what is good and bad, nice or mean and ultimately right and wrong. There are special triggers in our brain that activate in a predictable manner when stimulated with preset scenarios, situations or problems. Stated differently, there is a tangible part of the brain which does all the moral calculations even without the extraneous elements of society and culture. This belies any claim that nurture is the main reason behind our decisions simply because there are just parts of our mind that were built to decide moral issues the way it has been decided throughout the entire evolutionary time.The significance of the studies done by Hauser and other cognitive scientists about our moral minds is not confined alone in areas where the answers to such questions merely satisfy our craving for intelligent debates but it goes straight at the heart of humanity’s greatest failing and that is bias and prejudgment based on culture, religion, ethnicity, gender and the like. The news we receive in media and in print are festooned with a lot of instances where the existence of a universal moral rubric- the shared idea of right and wrong, is beset with serious doubts and skepticism. Take for instance the labels we put on people with a different religion, most specifically that with fanatics who resort to terrorism. If it were true that we all share the same moral mind then how come some people are wont to all the wrong things w hile the rest keep on doing the right actions.Richard Dawkins, a famous evolutionary biologist, in his book The God Delusion implies that we give too much credit towards religion and culture for our sense of morality when in truth such moral instincts preceded any form of religion a thousand of years prior (36). It would be harmful if not utterly dangerous to say that our ideas of right and wrong based on our social upbringing and especially religion is the proper benchmark from where everything else should be measured. The fact is, we all share the same biological makeup including that part of our brain which determines and acts on moral issues. The nurture factor only shapes this in minute details as it manifests clearly in present societies from different parts of the world; but our sense of right and wrong remains fixed and are to a large degree inescapable and determinable the way Mother Nature intends it to be.

Basic Assumptions of Economics

Basic Assumptions of Economics A basic assumption of economics begins with the combination of unlimited wants and limited resources. We can break this problem into two parts: Preferences: What we like and what we dislike.Resources: We all have limited resources. Even Warren Buffett and Bill Gates have limited resources. They have the same 24 hours in a day that we do, and neither is going to live forever. All of economics, including  microeconomics and macroeconomics, comes back to this basic assumption that we have limited resources to satisfy our preferences and unlimited wants. Rational Behavior In order to simply model how humans attempt to make this possible, we need a basic behavioral assumption. The assumption is that people attempt to do as well as possible for themselves- or, maximize outcomes- as defined by their preferences, given their resource constraints. In other words, people tend to make decisions based on their own best interests. Economists say that people who do this exhibit rational behavior. The benefit to the individual can have either monetary value or emotional value. This assumption does not necessarily mean that people make  perfect decisions. People may be limited by the amount of information they have (e.g., It seemed like a good idea at the time!). As well, rational behavior, in this context, says nothing about the quality or nature of peoples preferences (But I enjoy hitting myself on the head with a hammer!). Tradeoffs- You Get What You Give The struggle between preferences and constraints means that economists must, at their core, deal with the problem of tradeoffs. In order to get something, we must use up some of our resources. In other words, individuals must make choices about what is most valuable to them. For example, someone who gives up $20 to buy a new bestseller from Amazon.com is making a choice. The book is more valuable to  that person than the $20. The same choices are made with things that dont necessarily have monetary value. A person who gives up three hours of time to watch a professional baseball game on TV also is making a choice. The satisfaction of watching the game is more valuable than the time it took to watch it. The Big Picture These individual choices are only a small ingredient  of what we refer to as our economy. Statistically, a single choice made by a single person is the smallest of sample sizes, but when millions of people are making multiple choices every day about what they value, the cumulative effect of those decisions is what drives markets on national and even global scales. For example, go back to the single individual making a choice to spend three hours watching a baseball game on TV. The decision is not monetary on its surface; its based on the emotional satisfaction of watching the game. But consider if the local team being watched is having a winning season and that individual is one of many choosing to watch games on TV, thus driving up ratings. That kind of trend can make television advertising during those games more appealing for area businesses, which can generate more interest in those businesses, and it becomes easy to see how collective behaviors can start to have a significant impact. But it all starts with small decisions made by individuals about how best to satisfy unlimited wants with limited resources.

Possible solutions for tobacco usage in UK Essay

Possible solutions for tobacco usage in UK - Essay Example e tobacco tend to start at a very young age, mostly in their teenage, and these normally begin mainly because of the influence of their friends as well as peer pressure, especially in the school environment. Moreover, it has become the norm for these individuals to continue smoking for the rest of their lives since once they pick up the habit from such a young age; it is often very hard for them to stop. The result is that a large chunk of the population of the UK are tobacco users and this has created a situation where despite the best efforts that the government has taken, it has become difficult to control the use of this substance. Some of the largest tobacco companies are based in the UK and because it is a lucrative market for their products, these companies have worked hard to ensure that those laws that are not in favour of the reduction and at times abolishment of tobacco usage are not passed. These companies have powerful lobbies, which work hard to ensure that only laws which are in their favor are passed as a means of retaining their dominance over the UK market (Neuman, Bitton & Glantz, 2002). Therefore, it has become imperative for the government of the UK to take direct and effective measures which are meant to promote a reduction of tobacco usage within the country so that the population can stay free of the medical complications that are related to tobacco usage (Jha & Peto, 2014). Among the biggest steps that the UK government can take to curb the power of tobacco companies is to ensure that legislation that reduces the consumption of tobacco products is introduced and strictly implemented becaus e to do otherwise would mean that the health of the public would be at risk. In addition, the government should require that it make requirements where tobacco companies in the UK have to label their products as being dangerous to the health of those who use them ("Adding harm reduction to tobacco control", 2007). Moreover, the government should take an

Enviromantal engneering project Essay Example | Topics and Well Written Essays - 500 words

Enviromantal engneering project - Essay Example rmore, instead of excavating and transferring the contaminated soil to another site, this process proved successful as it was done on site- saving time and energy. Bioremediation- According to Prof. Shaily Mohindra of UCLA, conventional technologies for cleaning ground water are not always effective. Moreover, these methods usually move pollutants from one point to another. For that reason, Mohindra endorses Bioremediation using Pseudonocardia dioxanivorans bacteria for the mitigation of next generation pollutants e.g. Perfluorinated compounds, nano materials, and dioxane. The progress of remediation will be monitored usin stable isotopes. Pump and treat- The application of pump and treat technology in Hanford has been successful in soil and ground water remediation. By 2011, 24.7 billion gallons of ground water had been treated, although the whole process of remediation will be completed in the next 25 years. At the end of the remediation process Contaminants such as plutonium and i ts derivatives e.g. Carbon tetrachloride will be successfully removed from the soil and ground water. In situ thermal remediation- pump and treat technology had been used for more than 17years to clean up chlorinated solvents from the subsoil in Stuttgart with minimal success rates. However, in January 2013 an in-situ thermal remediation pilot test offered a suitable alternative for remediation even under prevailing difficult geological conditions in Stuttgart. Monitored natural attenuation- The Company was justified as it relied on natural processes to clean up the site. An environmental disaster similar to the silent spring has also been observed in Oregon (Lower Columbia). Since 1985, conservation centered on removing the nearly extinct bald eagle from the federal extinction list resulted in significant overall increase in bald eagle numbers. Yet, in lower Columbia most of the eagle nests in the lower Columbia failed to hatch eaglets; and have been producing half the number of

Bentham and Kant Essay Example for Free

Bentham and Kant Essay Jeremy Bentham was an English philosopher and political radical. He is highly known and respected today for his moral philosophy, primarily his principle of utilitarianism. Utilitarianism evaluates actions based upon their consequences. Bentham is most famously known for his pursuit of motivation and value. Bentham was a strong believer in individual and economic freedom, the separation of church and state, freedom of expression, equal rights for women, the right to divorce and the decriminalizing of homosexual acts. During his time he helped with the abolition of slavery, the abolition of the death penalty and the abolition of physical punishment, including children. Bentham was born in Houndsditch, London in 1748 to a very wealthy family who supported the Tory party. He was very intelligent and bright minded. When he was a toddler he was found behind his father’s desk reading the history of England and at age three he began studying Latin. He obtained his masters degree from Oxford College in 1766, where there after he trained as a lawyer but never practiced. Instead, Bentham decided to write about the law. One of Bentham’s major influences was Joseph Priestley. Bentham read Priestley’s work and had quickly changed his mind about the conservative political views that he had grown up in. One statement in particular from The First Principles of Government and the Nature of Political, Civil and Religious Liberty had a major impact on Bentham; â€Å"The good and happiness of the members, that is the majority of the members of the state, is the great standard by which every thing relating to that state must finally be determined. Bentham was also heavily influenced by the philosopher David Hume. In 1798 Bentham wrote Principles of International Law where he argued that universal peace could only be obtained by first achieving European Unity. He hoped that some for of European Parliament would be able to enforce the liberty of the press, free trade, the abandonment of all colonies and a reduction in the money being spent on armam ents. One of Bentham’s most famous works was Constitutional Code in 1830. Here Bentham shares many of his ideas and beliefs on political democracy. Bentham argues that political reform should be dictated by the principal that the new system will promote the happiness of the majority of the people affected by it. He also argues about universal suffrage, annual parliaments and vote by ballot. Bentham believed that there should be no king, no House of Lords and no established church. In Constitutional Code Bentham also includes his view that men and women should be able to vote. Bentham also addressed the problem of how government should be organized and suggests the continual inspection of the work of politicians and government officials. Perhaps Bentham’s most famously noted for his work with Utilitarianism and is noted as the founder of modern utilitarianism. His work can be found in his book The Principles of Morals and Legislation. Utilitarianism is defined as â€Å"a theory in normative ethics holding that the proper course of action is the one that maximizes utility, specifically defined as maximizing happiness and reducing suffering. † Bentham examined the concept of punishment and when it should be used as far as whether a punishment will create more pleasure or pain for society. He believed that the legislation of a society is vital to maintain the maximum pleasure and the minimum degree of pain for the greatest amount of people. Jeremy Bentham passed away on June 6th 1832 at the age of 84. Immanuel Kant Immanuel Kant was born, lived and passed away in his home town of Konigsberg. He lived from 1724 to 1804. He studied at the local university and later returned to tutor and lecture students. It wasn’t until he met an English merchant by the name of Joseph Green that Kant learned of David Hume and began to develop his ideas of morals and values. Kant’s Critique of Pure Reason (1781) is believed to many to be his greatest work. Kant’s was known mainly, however, for his moral code The Categorical Imperative. Immanuel Kant was a follower of Deontology, or duty ethics. Deontology is a theory holding that decisions should be made solely or primarily by considering ones duties and the rights of others. One of the most important implications of deontology is that a persons behaviour can be wrong even if it results in the best possible outcome. And, an act can be right even if it results in a bad outcome. In contrast to consequentialism, a philosophy infamous for its claim that the ends justify the means, deontology insists that how people accomplish their goals is usually, or always, more important than what people accomplish. Kant’s moral philosophy is based on the categorical imperative, good will, and duty. According to the categorical imperative, it is an absolute necessity, a command that humans should accord with universalizable maxims to treat people as ends in themselves and exercise their will without any concerns about the consequences or conditions of their actions. This concept can also be expressed in systematic terms by the two following formulations. The first form of the categorical imperative prescribes that we must act only according to that maxim whereby we can at the same time will that it should become a universal law. The second one states that we ought to treat humanity, whether in our own person or in the person of another, always at the same time as an end and never simply as a means. In order to obey the categorical imperative, people have to act on a maxim that can be universalized. For instance, Kant argues that a lying promise is bad since it does not pass the universality test. Whenever a person makes a promise knowing that he will have to break it, he violates the first formulation of the categorical imperative. He intends to make use of another man merely as a means to an end which the latter does not likewise hold. In other words, Kant does not believe that lying promises are bad due to the fact that they generate bad consequences but because they result in a practical contradiction. According to him, people can’t lie since they can’t act for the results. Considering the second formulation of the categorical imperative, we have the need to have others working for us limited to some morality principles without treating them merely as a means. Kant believes that even though we have the ability to create our own ends, we can’t use people for our own devise. If we interfere with others to pursue their end while pursuing our own end, we violate their autonomy. We can’t have double standards for ourselves and for others. It is morally obligatory for us to respect others since people are rational agents. We must respect everyone in the exact same way and treat them as autonomous. As rational beings, humans are systematically united through common laws within the Kingdom of Ends. We belong to this kingdom as a member when we legislate in it universal laws while also being ourselves subject to these laws. According to Kant, everyone, no matter who they are, should be both the legislator and the follower of moral laws. Overall, Kant’s theory emphasizes that no one is an exception to moral laws, that people must act on strongly held beliefs or duties that are not in their own interest, and that we should never use people.

How Genuine is the Paradox of Irrationality? :: Davidson Paradoxes Irrational Essays

How Genuine is the Paradox of Irrationality? ABSTRACT: In light of interpreting a paradox of irrationality, vaguely expressed by Donald Davidson in the context of explaining weakness of will, I attempt to show that it contains a significant thesis regarding the cognitive as well as motivational basis of our normative practice. First, an irrational act must involve both a rational element and a non-rational element at its core. Second, irrationality entails free and intentional violation of fundamental norms which the agent deems right or necessary. Third, "normative interpretation" is only possible for objects that are both natural events and capable of mental operations which presuppose some freedom of will as well as constructive representation of the surrounding reality. Fourth, there is always a question of whether we strike the best balance between fitting individual mental items consistently with the overall behavior pattern and keeping our critical ability in following certain normative principles which constitute our ra tional background. Fifth, the paradox of irrationality reflects and polarizes a deep-seated tension in the normative human practice under the ultimate constraints of nature. Finally, the ultimate issue is how we can find the best lines on which our normative rational standards are based-"best" in the sense that they are close enough to limits of human practical potentialities and are not too high as to render our normative standards idle or even disastrous. In "Paradoxes of Irrationality," Davidson has the following remark, which arises from, but is not limited to, the explanation of weakness of will: The underlying paradox of irrationality, from which no theory can entirely escape, is this: if we explain it too well, we turn it into a concealed form of rationality; while if we assign incoherence too glibly, we merely compromise our ability to diagnose irrationality by withdrawing the background of rationality needed to justify any diagnosis at all. (1) Many theorists who try to provide an adequate explanation of weakness of will and its bearing on the issue of rationality fail to fully appreciate the implication of the above remark, which I believe is an important thesis for any attempt to understand the source of many apparent puzzles around akrasia. Perhaps this failure is partly due to the fact that Davidson himself does not make it clear how central this thesis will be for exploring the cognitive as well as motivational basis of our normative practice. In this paper, I shall discuss in section I the conceptual ingredients of being irrational, viz.

Labor Relations,Employee Relations and Global HR

1. Define Job Stress, Burnout and Depression. Job stress is a type of stress that is work-related.   The pressure at work, the challenges and the obstacles that are facing employees each day can result to negative physical and physiological responses. Burnout is a term used to describe the onset of exhaustion after experiencing long-term stress.   This results from being constantly exposed to stressors at work without getting the system a chance to fully recover from adrenaline surges. Depression is characterized by low mood, lack of interest in usual things that excites the person, and lesser capacity to experience pleasure.   This condition is not alarming when it's not pervasive, otherwise, it becomes a psychiatric problem that needs professional attention. Depression can have serious effects on a person's personal life and work. 2. Explain how you would reduce stress at work. Stress impacts our thoughts, emotions, and behavior in a number of ways.   In the workplace, stress makes a person less productive and difficult to deal with. In order to reduce stress at work, a person has to recognize when he or she is experiencing it.   Some of the symptoms and signs of stress are lack of focus, moodiness, depression, and muscle tension, among others. Once a person accepts that he is experiencing stress, the next step is for him to identify what are stressing him at work.   By knowing the stressors, it will be easier for the person to deal with them.   For instance, if an employee doesn't like his job anymore, he can began scouting for other job opportunities in other companies. In most cases, however, a person does not really know what's stressing him at work.   With all the things he needs to face in the office, it would be confusing for him to exactly point out what are causing him stress.   If this were the case, the first thing that the worker needs to do is to take a break and stop working for a few days.   Distancing himself from the entire organization will give him a breathing space and a chance to slow down.   Vacationing to a warm place where there is sand and sea often does wonder to a tired mind and body. 3. Why you believe this approach would be successful. I believe that taking a long vacation would be successful because many people I have talked to have done this.   They always make it a point to go away for a few days every year in order to de-stress and slow down.   After the vacation, the employee is normally back to his old self, ready to face the daily grind at work. If a person who is constantly stressed at work does not give himself the chance to recover, the most likely thing that will happen to him is to feel burnout in the long run.   Rest and relaxation ensures that a person's mind and body will experience rejuvenation before joining the rat race once more. On another note, when stressors are identified and dealt with, the employee's worries and concerns would probably be over.   Say for example that an employee's co-worker is harassing him.   This attitude is causing the person stress.   So long as he doesn't do anything about it, he would continue to feel violated by the harassment he is receiving.  Ã‚   If he brings it out in the open and talks to the right persons, then the harassment would stop and the harassed person will be able to work more comfortably. References Depression.com Home Page.   Retrieved April 15, 2008, from http://www.depression.com/ â€Å"Preventing Burnout: Signs, Symptoms, and Strategies to Avoid It.† Helpguide.org Home Page. Retrieved April 15, 2008, from http://www.helpguide.org/mental/burnout_signs_symptoms.htm â€Å"Understanding Stress: Signs, Symptoms, Causes, and Effects.†Ã‚   Helpguide.org Home Page. Retrieved April 15, 2008, from http://www.helpguide.org/mental/stress_signs.htm      

Progressive Era

The Progressive Era reformers and the fedreal government were effective in bringing about reform at the national level by proof of amnedments passed, the food and drug administration, and various acts. One way that the progressives and federal government reformed America is by the four amendments; 16, 17, 18, and 19. The seventeenth amendment in 1913 provided for the direct election of senatros which was a victory for Roosevelt and pregressives. Another amendment passed during the Progressive Era was the abolition of alchohol, which is insignifigant in reform at the national level because it was later repealed. Finally, there was the nineteenth amendment whih allowed women's suffrage due to the progressive feminist movement. These different amendments were all ways in which the federal government helped reform America nationally. Upton Sinclair's book, The Jungle, enlightened the American punlic of the horrors of the meatpacking industry. Consequently, the Meat Inspection Act of 1906, was passed making meat shipped over state lines subject to inspection. Thus the food and drug administration was a result of the Progressive movement as well. Some of the various acts that were passed that met the pregressive standards are the Clayton Anti-Trust Act of 1914 which legalizes strikes and peaceful picketing; the Workingmen's Compensation Act and another act restricting child labor on products headed into interstate commerce; the Adamson Act which established an 8-hour workday; the La Follete Seamens's Act which required decent living wages for sailors, and a few other acts. Jane Addam's book, The Spirit of Youth and the City Streets, exhibits some of the pregressive feelings towards child labor and the evil of it. In conclusion, the federal government and the progressive Era were very effective in shaping and reforming America by these examples. Progressive Era The role and responsibilities of the federal government changed drastically during the Progressive Era and the New Deal. Rapid changes after the Civil War brought on a need for economic, social and political reforms. Before the Progressive Era and the New Deal, the federal government took a very hands-off approach and had little involvement in, and little care for the welfare of the American people. With the Progressive Era and the New Deal, the federal government became more involved and responsive to the public and implemented many revisions and reforms.The Progressive Era was a time of political and economic transformation. The role and responsibilities of the federal government evolved. Reform was necessary because of the changes that occurred during the Industrial Revolution. The Industrial Revolution brought on many changes, an important one being growth in the number and scope of work in factories. Factories and mechanization caused a need for less skilled workers, which in tu rn resulted in lower labor costs, lower wages, longer hours and appalling working conditions.Labor Unions were formed as a result of these conditions in order to protect the working class and put pressure on employers. During the Progressive Era, the federal government created labor laws, trade regulations and instituted other various measures in order to protect the public. The federal government also protected the rights of laborers to organize unions and became involved in the mediation of labor disputes in order to prevent riots from occurring. The regulation of utilities and railroads was used to protect the public welfare from the abuses of large corporations.The federal government also began to regulate large businesses and monopolies. It accepted large-scale corporations as an essential part of the economy but also embraced the need to regulate them. Trusts were also of great concern to the federal government. The Federal Trade Commission was instituted in order to protect t he public from additional abuses of large corporations. The federal government also promoted the public’s support of the war. Through voluntary and collaborative means, the federal government rallied businesses and the public in support of the war effort.The federal government made political changes on a national level with the Sixteenth, Seventeenth, Eighteenth and Nineteenth Amendments. The Sixteenth Amendment imposed an income tax. The Seventeenth Amendment allowed for the direct election of U. S. Senators. The Eighteenth Amendment established the prohibition of alcoholic beverages and the Nineteenth Amendment prohibited any U. S. citizen from being denied the right to vote based on sex. During the Progressive Era, social reform and cultural changes also occurred. Consumerism was at an all time high.It became a time of economic prosperity. With the introduction of electricity came household appliances. Movies, automobiles, radios, telephones, magazines, and advertising wer e in the forefront. While consumption prompted the economy in a forward direction, other economic issues arose throughout the country. Agriculture and mining were not prospering. The steel and textile industries were standing idly. The nation also relied too heavily on credit in order to maintain product demand and economic expansion. Lastly, consumer onfidence led to over-speculation in stocks. This inevitably led to the Stock Market Crash of 1929, which in turn marked the beginning of the Great Depression. Franklin Delano Roosevelt came into office in 1933 during the depth of the Great Depression. He launched the New Deal as a solution for bringing the United States out of the Great Depression. The New Deal changed the role of the government by expanding its involvement in social and economic affairs. The goal of the New Deal was to provide the â€Å"3 R’s†: relief, recovery and reform.The federal government worked to provide relief for the masses of unemployed, reco very of the depressed economy and reform of the financial system. Reforms were highlighted in a variety of acts that were passed. During the first 100 days of Roosevelt’s administration, more legislation was passed than under any previous president. The Federal Emergency Relief Act established funding and programs for relief and provided grants to the states to help people with food and shelter. The Civilian Conservation Corps Act granted the government the ability to pay young men to build bridges, roads and dams and plant 17 million dollars in new forests.The Agricultural Adjustment Act paid farmers not to plant crops so that the surpluses would not drive down prices. The National Industrial Recovery Act created the first minimum wage and marked the first time that the government intervened in business. The Works Projects Administration allowed the government to create over 250,000 projects and paid people to complete them. The Social Security Act created a pension for peop le over 65 years of age. All of these reform programs provided employment and direct payments to individuals and improved the economy.The federal government worked diligently to bring the United States out of the Great Depression during the New Deal and in doing so, the relationship between the government and the people changed significantly. The government took on a greater role in the everyday lives of people. As you can see, the role and responsibilities of the federal government changed considerably during the Progressive Era and the New Deal. The new hands-on approach of the government allowed for political, social and economic reforms during the 20th century. Progressive Era The Progressive Era reformers and the fedreal government were effective in bringing about reform at the national level by proof of amnedments passed, the food and drug administration, and various acts. One way that the progressives and federal government reformed America is by the four amendments; 16, 17, 18, and 19. The seventeenth amendment in 1913 provided for the direct election of senatros which was a victory for Roosevelt and pregressives. Another amendment passed during the Progressive Era was the abolition of alchohol, which is insignifigant in reform at the national level because it was later repealed. Finally, there was the nineteenth amendment whih allowed women's suffrage due to the progressive feminist movement. These different amendments were all ways in which the federal government helped reform America nationally. Upton Sinclair's book, The Jungle, enlightened the American punlic of the horrors of the meatpacking industry. Consequently, the Meat Inspection Act of 1906, was passed making meat shipped over state lines subject to inspection. Thus the food and drug administration was a result of the Progressive movement as well. Some of the various acts that were passed that met the pregressive standards are the Clayton Anti-Trust Act of 1914 which legalizes strikes and peaceful picketing; the Workingmen's Compensation Act and another act restricting child labor on products headed into interstate commerce; the Adamson Act which established an 8-hour workday; the La Follete Seamens's Act which required decent living wages for sailors, and a few other acts. Jane Addam's book, The Spirit of Youth and the City Streets, exhibits some of the pregressive feelings towards child labor and the evil of it. In conclusion, the federal government and the progressive Era were very effective in shaping and reforming America by these examples.

An Assortment of 30 Synonyms for Assortment, Mixture, or Variety

An Assortment of 30 Synonyms for Assortment, Mixture, or Variety An Assortment of 30 Synonyms for â€Å"Assortment,† â€Å"Mixture,† or â€Å"Variety† An Assortment of 30 Synonyms for â€Å"Assortment,† â€Å"Mixture,† or â€Å"Variety† By Mark Nichol This post lists thirty words to employ as alternatives for assortment, mixture, and variety, accompanied by brief definitions. 1–2. An agglomerate or agglomeration is a jumbled collection or mass, and the first variant also serves as a noun and an adjective (and can also refer to a volcanic rock consisting of various combined fragments). Agglomeration can also refer to the action or process of massing. 3. To botch is to bungle, or make a mess of, but the word can also describe the mess itself as a noun. 4. Clutter implies a concentrated assortment that impedes effectiveness or progress. 5. A collage is an artistic composition consisting of assorted elements or materials, but by extension the word can also refer to an assortment of any kind. 6. â€Å"Crazy quilt† implies a random assemblage of parts, from the original notion of a quilt consisting of odds and ends of fabric, though quilts are generally now assembled to create a pattern. 7. A farrago is a confused assortment. 8. A grab bag was originally a prize handed out at a fair or another event and consisting of a small sack with assorted toys and/or treats. Now, the phrase refers to any random collection. 9. Jumble suggests a disordered assortment. 10. Jungle, besides its primary meaning of â€Å"a region of tropical vegetation,† by extension can refer to a confused mass as well as a complex process. 11. Litter, from the Latin word for bed, came by extension from the sense of animal bedding material or organic matter on a forest floor to refer to accumulated objects strewn about. 12. Though medley is primarily understood to mean â€Å"a series of portions of two or more songs compiled as a single composition,† its original meaning is â€Å"mix.† 13. Mà ©lange refers to a usually incompatible assortment. 14. Cognate with manage, menagerie first applied to management of a farm and its livestock, then to a collection of or place for keeping animals for exhibition, and then, by extension, to any assortment. 15. A miscellany or miscellanea is a collection of various compositions or things. 16. A mishmash is an assortment of things literally or figuratively mashed together. 17. â€Å"Mixed bag† in similar to â€Å"grab bag† in current meaning, although the phrase more often refers to something with both positive and negative impacts. 18. Montage usually refers to a visual medley, but it can also be directly synonymous with medley in both artistic and general senses. 19. Motley originally had a sense of â€Å"multicolored† and described the variegated-pattern attire of the stock theatrical character Harlequin or a court jester, but it later came to describe a varied assortment. 20. To muddle is to make confused or unclear, and the noun refers to being mentally confused or to objects being in a state of confusion. 21. An olio is a collection or mixture. 22. A hybrid Latin/English term that literally means â€Å"gather all,† omnium-gatherum suggests a collection. 23–24. Patchwork, and â€Å"patchwork quilt,† denote a disordered collection, from the notion of a quilt made of assorted patches of fabric or something analogous to it in appearance. 25. A ragbag was originally a sack containing scraps of fabric, and by extensive the word came to refer to an assortment. 26. Rummage is primarily employed as a verb meaning â€Å"search,† but as a noun it refers both to a search through an assortment of objects or such a collection itself. 27. Similarly, to scramble is to rush or to make a difficult, energetic effort, but as a noun, the word pertains to a disordered collection that would require such activity when searching for something in it. 28. Shuffle describes the action of rearranging or moving back and forth, and a shuffle is an assortment of things messily rearranged. 29. A tumble is a careless, disordered, or sudden fall, and based on the middle sense, the word may also refer to a collection of things in disarray. 30. A welter is a chaotic assortment. Synonyms for assortment, mixture, and variety derived from names of food dishes are discussed in this post. 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 Vocabulary category, check our popular posts, or choose a related post below:70 "Home" Idioms and ExpressionsDifference between "Pressing" and "Ironing"Comment, Suggestion, and Feedback

Post-Impressionism Era in Art History

Post-Impressionism Era in Art History The term Post-Impressionism was invented by the English painter and critic Roger Fry as he prepared for an exhibition at the Grafton Gallery in London in 1910. The show, held November 8, 1910–January 15, 1911) was called Manet and the Post-Impressionists, a canny marketing ploy which paired a brand name (Édouard Manet) with younger French artists whose work was not well known on the other side of the English Channel. The up-and-comers in the exhibition included the painters Vincent van Gogh, Paul Cà ©zanne, Paul Gauguin, George Seurat, Andrà © Derain, Maurice de Vlaminck, and Othon Friesz, plus the sculptor Aristide Maillol. As the art critic and historian Robert Rosenblum explained, Post-Impressionists... felt the need to construct private pictorial worlds upon the foundations of Impressionism. For all intents and purposes, it is accurate to include the Fauves among the  Post-Impressionists. Fauvism, best described as a  movement-within-a-movement, was characterized by artists who used color, simplified forms and ordinary subject matter in their paintings. Eventually, Fauvism evolved into Expressionism. Reception As a group and individually, the Post-Impressionist artists pushed the ideas of the Impressionists in new directions. The word Post-Impressionism indicated both their link to the original Impressionist ideas and their departure from those ideas - a modernist journey from the past into the future. The Post-Impressionist movement was not a lengthy one. Most scholars place Post-Impressionism from the mid-to-late-1880s to the early 1900s. Frys exhibition and a follow-up which appeared in 1912 were received by the critics and public alike as nothing less than anarchy - but the outrage was brief. By 1924, the writer ​Virginia Woolf commented that the Post-Impressionists had changed human consciousness, forcing writers and painters into less certain, experimental efforts. The Key Characteristics of Post-Impressionism The Post-Impressionists were an eclectic bunch of individuals, so there were no broad, unifying characteristics. Each artist took an aspect of Impressionism and exaggerated it. For example, during the Post-Impressionist movement, Vincent van Gogh intensified Impressionisms already vibrant colors and painted them thickly on the canvas (a technique known as  impasto). Van Goghs energetic brushstrokes expressed emotional qualities. While it is difficult to characterize an artist as unique and unconventional as van Gogh, art historians generally view his earlier works as representative of Impressionism,  and his later works as examples of Expressionism (art loaded with charged emotional content). In other examples, Georges Seurat took the rapid, broken brushwork of Impressionism and developed it into the millions of colored dots that create Pointillism, while Paul Cà ©zanne elevated Impressionisms separation of colors into separations of whole planes of color.   Cezanne and Post-Impressionism It is important not to understate the role of Paul Cà ©zanne in both Post-Impressionism and his later influence on modernism. Cezannes paintings included many different subject matters, but all included his trademark color techniques. He painted landscapes of French towns including Provence, portraits that included The Card Players, but may be best known among modern art lovers for his still life paintings of fruit. Cezanne became a major influence on Modernists such as Pablo Picasso and Henri Matisse, both of whom revered the French master as a father.   The list below pairs the leading artists with their respective Post-Impressionist Movements. Best-Known Artists Vincent van Gogh - ExpressionismPaul Cà ©zanne - Constructive PictorialismPaul Gauguin - Symbolist, Cloisonnism, Pont-AvenGeorges Seurat - Pointillism (a.k.a. Divisionism or Neoimpressionism)Aristide Maillol - The NabisÉdouard Vuillard and Pierre Bonnard - IntimistAndrà © Derain, Maurice de Vlaminck and Othon Friesz - Fauvism Sources Nicolson B. 1951. Post-Impressionism and Roger Fry. The Burlington Magazine 93 (574):11-15.Quick JR. 1985. Virginia Woolf, Roger Fry . The Massachusetts Review 26(4):547-570.and Post-Impressionism

Summarize and Analyze your Entrepreneur Interview Essay

Summarize and Analyze your Entrepreneur Interview - Essay Example Amrita belongs to Indian origin. Her father and mother are Indian. Family back ground of the interviewee is very simple and she belongs to a simple Indian family which has migrated from India to USA. The interviewee is also a UX Research associate in User experience centre of Bentley University. Amrita is significantly passionate towards the various extra curriculum activities like playing Cricket, Tennis and reading books and travelling. She is extremely passionate about the lean start up methodology and she has managed it well enough. She is a graduate of Women’s leadership organization. The interviewer has identified her with the help of LinkedIn. All the above information is indicating that background of the entrepreneur is very much simple and she had to start her business from the scratch. But the interviewee has suitable educational background and working experience to come up with new business. Opportunity identification is a fundamental requirement for any entrepreneur. Amrita was travelling from India to USA. She was travelling to attend her high school reunion in USA. She was properly dressed up and she had her dresses in her bags also. But during that trip to reunion party she was missing shoes. She was thinking to borrow it from someone. But unfortunately she had to spend her money to purchase new shoes. At that point of time shoes were not at all required for the interviewee. But as there was no other choice to her, she had to buy it. So opportunity identification was significantly real-time and practical in nature. In this case, situation guided Amrita towards the opportunity. Opportunity identification was very much specific in nature and it helped the interviewee to come up with a successful idea. Here in this case also the interviewee identified the opportunity suitably. Here in this case one thing is crystal clear that opportunities are everywhere. But proper

Skilled Nursing Facility Assignment Example | Topics and Well Written Essays - 750 words

Skilled Nursing Facility - Assignment Example The company has advanced research and development process that helps them manufacture high quality and standard products that meet the basic compliance needs. The Company needs to bring its focus into the core areas of strategic planning that requires the involvement of the consumers and citizens at large as the stakeholders. Such core areas include the companys involvement in Corporate Social Responsibility (CSR), Innovation, and Research and Development. These areas are regarded as very important to the consumers and the citizens as a whole since they affect them directly. Corporate Social Responsibility of any company is usually meant to benefit the society around where the business operates. However, it becomes of no use, and sometimes irrelevant, when a company involves in an activity to help the community in something that they do not need. The activity to help the community, courtesy of the Company, should focus on an area in the community that the people have much interest in. For this reason, it is important to involve the people of the community as the stakeholders right from the stage of choosing the project, to be sure that yo u make the right choice. When this is not done, sometimes the company initiative to the community becomes mismanaged or even abandoned as they were not consulted during the initiation of the project. Secondly, when Alcon is carrying out its research and development to improve its products, there is a greater need to involve the consumers as the stakeholders. This will help in finding out which major problems the consumers face when using the products of the company. In case there are any, the development of new products should take such into consideration (Alcon, Products, 2015). Research and development of new products should also address the major upcoming challenges facing the consumers. The company can only know such challenges when the consumers are considered as major stakeholders since it is them who

Treaty of Versailles,Communism in Russia,Fascism,World War II,Cold War Case Study

Treaty of Versailles,Communism in Russia,Fascism,World War II,Cold War - Case Study Example As the paper declares communism in Russia came into place following the abolition of Serfdom in the 1861, Serfdom was a kind of slavery in which all the peasant were tied to a piece of farmland. The peasant are allowed to use the farm for the purpose of providing for the families and themselves but at the same time are forced to comply with their masters needs and requirements in all manner of sense which included military services. Abolition of Serfdom let to the mass migration into the cities leading to the neglect of agricultural as many people moved to the city. In the cities, they got involved in working for the factories during the industrial revolution in Russia. This group of people was exploited in terms f long working hors with law wages since they had formal association. This led to poverty epidemic and people became open to the communism idea, the situation was also accentuated by the fact that Russia had lost to Japan in 1905 in the Russo-Japanese war, the two situations made it possible for Russia to accept communism as a way of governance.This study outlines that  Fascism was a way of believing that one race is better than the other is and these were manifested in Italy and Germany. In this regard, fascism in Italy and Germany were characterized with the following beliefs.  The impact of fascism in the two countries led to the execution of masses that were considered lesser race.

History Of Bilingual Court Cases Report

History Of Bilingual Court Cases Report This report is a critical summary of research conducted on three legal cases pertaining to bilingual education in U.S. Public Schools. This paper will include a complete description and analysis of Lau et. al vs. Nichols (1974), Castaneda v. Pickard case (1981), and LULAC vs. Florida Department of Education (1990). The objective is to focus on the adequacy and implications of these cases on the rights of English Language Learners (ELL) to receive a Free Appropriate Public Education (FAPE). The findings will consider both primary legal findings and secondary information from professional journals to explain how knowledge of each of these cases may help teachers better meet the need and requirements of mainstreamed (ELL) students. The basis for current provisions to assure the rights of bilingual or limited English proficiency students in public education starts with the Civil Rights Act of 1964. Several Supreme Court opinions, case law precedents, and legislation provide the legal background, which directly influences national school district policy and reaches into the classroom to insure English language learners receive an equitable public education appropriate to their linguistic and academic needs. The three cases presented here are legal milestones that display the continuing efforts toward school district policy and to achieve good teaching practices in the classroom to accommodate limited English proficiency students right to a free appropriate public education. Lau et al. vs. Nichols et al. is a lawsuit filed on behalf of Chinese American students in 1970 against the San Francisco Unified School Board. A lower court judgment and resultant appeals placed the case before the Supreme Court in December 1973. The U.S. Supreme Court Case Lau v. Nichols, 414 U.S. 563, (1974) was the consequence of a lack of English language instruction provided to approximately 1,800 students of Chinese ancestry who did not read, speak, write, or comprehend English in the San Francisco Unified School District. The passing of the Civil Rights Act of 1964 and the Bilingual Education Act of 1968 provided the plaintiffs in Lau vs. Nichols with inspiration to pursue their rights to a quality education. In the legal case, defendants (the San Francisco Unified School District) argued that education is not a right. There was nothing in the Constitution that mentioned education as a basic right for all citizens. Individual states chose to establish schools to provide the basic needs of all citizens, and in this case, the Chinese-speaking children clearly needed special help. Even so, the defendants argued that the students had no Constitutional right to demand that the school district provide a remedy for their problem (McPherson, 2000, p. 64). Citing the Fourteenth Amendment clause, the attorney for the defendant, Burk Delventhal, pointed out that the provisions did not require the state to solve these problems all at once. State lawmakers, in their view, had already done a lot to solve problems for non-English-speaking children. The San Francisco Unified School District had complied within state guidelines as best they could in order to provide services to those in need. Edward Steinman (attorney for the plaintiffs) stated during oral arguments (Lau v. Nichols case summary and oral arguments, 1973) that approximately 1,800 of the 3,000 cited plaintiffs in the class action law suit received no English as a Second Language courses, and only a small number received a 40-minute a day pull-out instructional period. Additionally, a report from the San Francisco Unified School District illustrated how officials were acutely aware of the students lack of access to a quality education and its negative effects. In 1974, Chief Justice William O. Douglas wrote the official opinion; that identical education does not constitute equal education under the Civil Rights Act. School districts must take affirmative steps to overcome educational barriers faced by non-English speakers (Lyons, 1992, p. 8). The ruling set a clear precedent for school districts with a large percentage of non-English speakers, such as San Francisco Unified which counted 83% of its students as non-English speaking in 1974 (Wang, 1975). A well-structured English Language Learner (ELL) plan has to be a whole-school and district-wide initiative created by a multidisciplinary team involving ELL teachers, general education teachers, staff, special education teachers, and other language specialists. The multiple connections between the Lau v. Nichols case and teaching and learning also affect the way curricula is designed to gradually integrate ELL students into the regular school program. In 1975, following the Lau ruling, the Department of Health, Education, and Welfare (HEW) published policies for schools to address Limited English Proficiency (LEP) students, and the Federal Office for Civil Rights (OCR) was in charge of overseeing the Lau resolution. The OCR gave instructions to school districts about how students would qualify to receive help learning the English language, what specific measurements to take in order to help them, and the type of training teachers should have. In 1978, this ruling was tested in the case of Castaneda vs. Pickard when a parent (Roy Castaneda), of two Mexican-American students, filed against the Raymondville Independent School District (RISD), in Texas. Mr. Castaneda indicated the school district was in fact discriminating against his children because his children were placed in a group of classrooms based on criteria that was ethnically and racially discriminating. The claim was that RISD had failed to establish policy for bilingual education programs that would help his children overcome an English language barrier, and thus, as students, they could not compete with native English language speakers in the classroom. The Lau v. Nichols Case (1974) was cited as a requirement for school districts in this country to take the necessary actions in order to provide students the ability to overcome the English educational barriers. The Castaneda argument was that there was not real way to measure if the Raymondville Independent Sch ool Districts approach would overcome the English proficiency barrier. On August 17, 1978, a lower federal court initially ruled in favor of the Raymondville Independent School District citing that, in respect to the Castaneda vs. Pickard arguments, the Castaneda childrens constitutional or statutory rights were not violated. Mr. Castaneda felt the Federal Court made a mistake and filed for an appeal. In 1981, the United States Court of Appeals for the Fifth Circuit agreed and ruled in favor of the Castanedas case. As a result, the precedent established a three-part assessment to hold bbilingual education programs responsible and to gauge how they were following the spirit of the ESEA guidelines. The criterion parts must demonstrate that a program has; a practice grounded in sound educational theory; effective implementation of an appropriate program or practice; and results or assurance that the program is working through an evaluation and subsequent program modification to meet this requirement. This Castaneda ruling, along with the Supreme Court decision Lau v. Nichols (1974) and the Office of Civil Rights (OCR) Lau Remedies, reaffirmed the rights of English Language Learners to accessible public schooling that is adequate to their needs. These guidelines require an appropriate public program and comprehensible academic studies be held to the three level assessments to insure it is developed properly to accommodate the students English proficiency level needs. Such a program has to be aligned to state and local standards as required by statute. In League of United Latin American Citizens (LULAC) et al. vs. State Board of Education (August 1990), the court examines the ongoing efforts of the Florida Department of Education (FDOE) to meet both the letter and spirit of a 1990 Consent Decree between the League of United Latin American Citizens (LULAC) and the Florida Department of Education. On August 14, 1990, a Florida Consent Decree established that Limited English Proficiency (LEP) students receive equal access to programming which is appropriate to his or her level of English proficiency, academic achievement, and special needs (United States District Court for the Southern District of Florida. 1990). The plaintiffs (several groups active in the civil rights/educational community) charged that the State Board of Education had not met the requirements under federal and state law to provide LEP students with equal and comprehensible instruction. On September 10, 2003, the State Board of Education and LULAC signed an agreement, a negotiated modification to the 1990 Consent Decree. The Stipulated Agreement, signed by U.S. District Court Judge Federico Moreno is currently active in all of Floridas school districts. The Stipulated Agreement does not diminish any options for English for speakers of other languages (ESOL) endorsement or coverage in the 1990 Consent Decree. However, it does expand some of the original provisions. First, it provides an additional option through which a certified teacher may obtain ESOL coverage. Second, the amendment requires training, including post-certification hours, for all persons holding administrative and guidance counselor positions. Last, the new 2003 amendment allows the plaintiffs to secure access to the ESOL teacher test in addition, provide input that becomes part of the tests design. According to the Consent Decree, each student must have access to programming appropriate to his or her level of English proficiency, academic achievement, and special needs (United States District Court for the Southern District of Florida. 1990). In order to monitor this directive, each district must submit an LEP plan to the Florida Department of Education (FDOE). The Consent Decree does not mandate a specific methodology for ESOL instruction, but instead permits flexibility to local needs and demographics. The state stipulates that LEP students must receive ESOL instruction in E nglish, however, and that they must have ESOL or home language instruction for reading, mathematics, science, social studies, and computer literacy. In addition to a plan for the district, each student must have an individual Limited English Proficiency Student Plan on file. This document includes information on the date of identification, assessment data, and goals for exiting ESOL programs. Each student is also assigned an LEP Committee composed of the students home teacher, an ESOL teacher, an administrator, in addition, a guidance counselor, or a social worker, if appropriate. Parents are invited to attend committee meetings. LEP committees are generally convened when a pupil is having difficulties, is eligible for reclassification, or is ready to participate in state assessments. Furthermore, each school must form an LEP Parent Leadership Council. According to the Decree, this parental representative body has an active participation in all decision-making processes that impact instruction and issues (United States District Court for the Southern District of Florida. 1990). The LULAC vs. Florida Consent Decree requires each Limited English Proficient (LEP) pupil to receive equal access to programming which is appropriate to his or her level of English proficiency, academic achievement, and special needs (Lopà ©z, A. October 8, 2004). An amendment in 2003 requires an expansion of some of the original provisions. First, it provides an additional option through which a certified teacher may obtain ESOL coverage and specific levels of teacher training, including post-certification hours, for all persons holding administrative and guidance counselor positions. The amendment also allows the plaintiffs to secure access to the ESOL teacher test and provide input that becomes part of the tests design. The Consent Decree does not mandate a specific methodology for English Speakers of Other Languages (ESOL) instruction, but instead permits flexibility to local needs and demographics. The state stipulates that LEP students must receive ESOL instruction in English, however, and that they must have ESOL or home language instruction for reading, mathematics, science, social studies, and computer literacy. In addition to a plan for the district, each student must have an LEP Student Plan on file. As part of the Elementary and Secondary Education Act (ESEA) reauthorizations, a large part of Title 1 funding is now redirected by the legislation to be dedicated to a whole school program, which did improve the overall quality of education services. (Hanna 2005). The Lau remedies were to be withdrawn in 1981. Legislators attempted additional efforts to transform ESEA in the 1983 and 1989 reauthorizations under the Reagan and George H.W. Bush administrations. These republican admin ­istrations led a major campaign against bilingual education and were in favor of a back to basics education. The Bilingual Education Act, as amended in 1988, was an effort to re-define education programs with more specific goals, to provide for support centers, and to address capacity-building efforts. In 1993, democrats, lead by the Clinton administration, began a new education reform direction with the early development of standards-based reform through bills like Goals 2000. In 1994, under the Impro ving Amer ­icas Schools Act, the Bilingual Edu ­cation Act was reauthorized. This reauthorization rewrote ESEA with the idea that every state would create a standards-based system applicable to all students, including those who qualified under Title I (Hanna, 2005). For the first time, bilin ­gual education was considered a resource to help immigrants become fluent English speakers, and a po ­tential asset to improve the countrys prospects. A wave of anti-bilingualism policies reached its peak with George W. Bushs No Child Left Behind Act (NCLB) in 2002. The law, which was a another reauthorization of the Elementary and Secondary Education Act (ESEA), did not officially ban bilingual programs, but it imposed a high-stakes testing system that promoted the adoption and implementation of English-only in ­struction. Title VII, also known as the Bilingual Education Act, was eliminated as part of a larger school reform measure (Crawford, 2002). As such, the references to bilingual education in the previous ESEA documentation were redefined as English Language Learners in the new leg ­islation. The educational rights of school-age English language learners then are the new concerns of these cases and its series of legislative acts and court decisions. Jim Cummins, a noted Pedagogy author, published his thoughts as educational policies created at the national level are negotiated at the state and local school district levels as supports are provided to schools, teachers, and their students. In this way, federal policies affect classroom practice in the micro-interactions that occur between teachers and students (Cummins, 2001). The impact of the many legal cases on teachers meeting the needs and requirements of mainstreamed ELL students appears to result from a combination of policies influenced by immediate social, political, and economic factors. Officially, the United States does not have a national language policy which would directs a specific language practice in public schools, however, individual States have passed language policy legislation which places English ove r other languages. The national direction is on Civil Rights and any appropriate public program for comprehensible academic studies has to be developed to accommodate the students English proficiency level needs. State and local school districts are tasked by stature to align public education programs. Building an Equal Access Plan may generate misunderstandings in the classroom and community local levels based on funding and district training. A policy approved by a local school board will take time to construct so that steps for implementing a sound program can occur when needed. A newly arrived student could be waiting for several weeks under that scenario. A consequence of that approach is inaccessibility to appropriate instruction. A policy reflects a school districts intent to comply with the spirit and provisions of law. It also assures that, because it is policy, no teacher or administrator may veto provisions of that policy. It is possible for provisions in policy to become dated or ineffective. Sometimes improved approaches to instruction merit piloting or implementation. Under these circumstances, schools are advised to revise their policy, consistent with the provisions of statute, and to seek school board approval for the newly revised policy or additions to policy. A teachers creativity and excellence will service the classroom student and should not be limited or compromised by policy.

The Sauerkraut Festival Essay -- Descriptive Essays, Observation

As I start walking south down sauerkraut enriched Main Street, I get the overwhelming feeling of claustrophobia. This particular weekend is the weekend for the Sauerkraut Festival. The street, being very crowded, has white tents set up on each side of the road with crafts to be sold. Immediately I see wicker baskets and photos that craftsmen are hoping to sell at the festival. As I continue to walk down the crowded street I catch the aroma of cinnamon. The high school wrestling team, which sells one of the non-sauerkraut products, cinnamon roasted almonds, is filling the air with a great scent, and drawing people to the seller’s booth with the scent. Across the street from them, the booth filled with crafts to commemorate firefighters is enjoying the crowd that the wrestling booth is drawing. With all of this attention to the almonds, the firefighter booth is catching some eyes and selling more than the booth would without the wrestler’s booth. As I continue to traverse down the congested street I see many more craft booths. Some of the booths are filled with hats, shirts, and an assortment of jewelry. Scents fill the air as well. The overwhelming scent of sauerkraut is very heavily in the air now. Sauerkraut hot dogs and bratwurst, as well as "kraut-burgers," which are hamburgers with sauerkraut on them, are being sold to help thicken the aroma. As I draw closer to the heart of the festival I hear music playing in the distance. I become curious and begin to try and walk a little faster. I come to the corner, sit on the stairs leading from the local bank, and listen to the band playing on the stage set up in the bank parking lot. It is an all male band with female line dancers dancing in front of the stage. The band is wea... ...estival because I am getting very annoyed at the people here. Once getting around all of the heavy traffic, I hear music again. I squeeze through the crowd, which is not moving at all, and the booths finally end. I find myself at a real traffic jam of cars, sitting on the road waiting at a red light, and one of the cars has its radio up quite loud. Then a police officer holds traffic and the massive group of people that I squeezed through all rushes across the road. I go with them and then return to my car. The trip to the festival was great, but I am not big into crafts. I would have a much greater time at the festival if the crowd was not so big; this way I can take all of the time that I need, and not have to worry about stepping on someone or running into someone. I now appreciate all of the time that the village puts into the festival. They do a great job.

Relationship between society and education Essay

RELATIONSHIP BETWEEN SOCIETY AND EDUCATION Introduction Many sociologists have observed that there is a strong relationship between education and society. This observation is borne out of the fact that it is not possible to separate or draw any line of demarcation between the two concepts. This is because of the fact that what happens to the educational system undoubtedly affects the society, the young in its own image. The components of the educational system that constitute perfectly defined facts and which have the same reality as another social fact are inter-related. They are inter-related internally, so that a given education system has unity and consistency, and also externally so that the education system reflects a society’s moral and intellectual values. Ottaway (1980) defined society as the whole range of social relationships of people living in a certain geographical territory and having a feeling of belonging to the same kind of group. In every society, whether developing or developed, complex or primitive, there is always an education system. Education systems are not the same, as no two societies are identical. Therefore, education systems differ from society to society and their aims, contents and techniques also differ from one society to another. From the foregoing, one might postulate that educational institutions are micro-societies, which mirror the entire society. This is one of the reasons why societies try to evolve education systems and  policies that would meet the needs, beliefs, attitudes and the aspirations of their people. Havighurst (1968) observed that the way to understand a society’s education system is to understand how it is related to the other basic institutions of that society, in particular the family, the church, mosque,the state, the polity and the economy. Relationship between Education and Society We have seen education in particular as a means of cultural transmission from one generation to another. The parents are the first teachers of the child and they still maintain an educative function throughout the early and formative years of a child. In most of the developing nations of the world, including Nigeria, parents are responsible for sending their children or wards to school. Since these nations are undergoing rapid socioeconomic and political changes, they witness special problems involving the appropriate education system, which will be able to produce the adequate manpower needs in all the segments of the society. . Schools are established in many societies of the world so as to instill in the pupils those skill’s which will afford them the opportunity of taking their rightful positions in the society; but this function cannot be adequately accomplished without the assistance of the home because both the home and the school perform complimentary functions in the moral and intellectual development of the child. This means that the child cannot be educated in a vacuum or in isolation. Therefore, for a child to be educated there must be interaction between him and his physical and social environment. By this we mean that education is the development of personality. It is something which goes on both inside and outside the home and in the school. In other words, education is an activity of the whole community. This means that education is used in the transmission of the cultural values. One important implication of looking at education as the transmitter of cultural values is the fact that education can be influenced by the culture of the society in which it takes place. For this reason, one may infer that for a child to be educated, he must be influenced by his environment and, in turn, be capable of influencing it. And it is only by the concept of the continuous interaction of the individual and his society that the development of personality can be properly understood. We have noted above  that education is a means through which the cultural values of a particular society are transmitted from one generation to another. Through this process, the society is able to achieve basic social conformity and ensure that its traditional values, beliefs, attitudes and aspirations are maintained and preserved. Clarks (1948) observed that a general knowledge and acceptance of the ideals and aims of our society is essential for all its citizens, and it must be achieved throug h education but in a form, which makes it compatible with freedom. So he reconciles the double purpose by saying that admittedly, the purpose of the educative society may be to make men conformable. But overmastering that must be the purpose to make men free. A society needs a stable and dynamic set of values and a ,unified purpose. It is when this is ascertained that meaningful economic, political and social programmes can be embarked upon for the overall benefits of the citizens. To be a fully developed a person in such a society, implies full and creative membership of it with powers to change it. Ottaway (1980) contended that the transmission of culture still remains a vital function, and is not to be dismissed as merely conservative in the sense of being old-fashioned. He further observed that our children are potentially the society of the future, which still belongs to the non-social community, and education in this respect can be regarded as a socialization of the young. Education depends on the total way of life of a people in a society. This suggests that the type of education provided will differ from society to society. Besides, each society has her own norms, values and her own ideal persons who stand out clearly for the youn ger generations to emulate. Since all these societies are not the same, then it means that a man is regarded as a hero in one society because of his contributions to educational development of the society may not be regarded as such in another society where education is not given priority in the scheme of their daily activities. It, therefore, implies that children have different people to emulate in different societies. It is logical to expect that the type education given in each society will change from time to time as the society changes. Many writers have argued that education is one of the causes of social change in the society, but another school of thought is of the opinion, that educational change tends to follow other social  changes, rather than initiate them. Ottaway (1980) observed that ideas of change originate in the minds of men; often in the mind of a single man. Exceptional individuals invent new techniques and propound new values for their society. These ideas arise from the impact of man o n his culture, but do not change the culture until they are shared and transmitted by a social group. In his own submission, Boocock (1972) noted that societies undergoing rapid social change or modernization have special problems in adapting the educational system to the manpower needs of the world. They often suffer shortages of persons with special kind of education in engineering and other technical fields and may have difficulty in keeping persons with valuable skills once they have completed their education. Another area of the relationship between education and society is through the arrangement of the entire society into a hierarchical order that is, through the social structure in which education plays a prominent and significant role in fixing educated individuals into social classes. Ottaway (1980) observed that education is the process of preparing people to fit into this complex social structure and to play particular social roles as members of more than one institutional group. Individuals have to learn to be fathers or mothers, school teachers or civil servants, shopkeepers or priests. They have to learn to keep the law, to understand how they are governed and to be prepared to try and change the social moves when they see that they can be improved. Education as a social phenomenon is also concerned with the preparation of the child for his future occupation in life. This is one of the main economic functions of education and this is in the interest of both the nation and the individual. Through education an individual knows the structure of the society and the different types of relationships that exist among those structures in the society. The child is taught how to perform different roles within the social structure in the society. These roles are inter-r elated. For example, the role of a father is a relational role; a father could be a son to another person. So education allows the child to perform his role adequately within the social structure in the society. In addition, the child is able to understand the network of inter-relationships among the different social institutions that make up the society. . Also of importance are the different functions that are performed by each social institution in the society. Like an individual, each institution has definite functions to perform in the society and the functions of each institution differ from one to another even though they are complimentary. Another aspect of the relationship between education and society is in the area of social interaction. Social interaction may be defined as any relation between people and groups, which changes the behaviour of the people in the group. There is a need for social interaction by the child before he could acquire the culture of his society. This interaction in the society is therefore part of the child’s education, provided that, that type of interaction brings about positive changes in the child’s behaviour in the right direction as required by the educational system. One important point here is that the child has been taking part in group interaction long before he starts to attend school and the most common among these group interactions are within the family and the peer group. These groups in which the child interact, gives him the opportunity to learn from the wider circles in the society. From his social contacts, he learns his roles in different groups and this influences his personality development. Conclusion Many sociologists have appreciated the relationship between education and society and have concluded that the two are so interrelated. That one cannot draw any line of demarcation between them. It has been observed that the educational system of any nation must be based on the needs and demands of the society, and that any educational system that fails to meet the needs, aspirations and ambitions of the society is not relevant and is bound to fail. The educational system of any nation is concerned with, the transmission of the cultural values of today to those who will live in the world of tomorrow, and contents of education must somehow strike a balance. Dubey et. al. (1984) observed that a good educational system, in all its full substance and ramifications, is related to the level of culture, industrial development, rate of urbanization, political organization, religious climate, family structure, stratification and other institutions of the total social system. Finally, education has to fulfil both the individual’s needs and those of the society and must keep pace with other sub-systems in the society, as both variables are inter-related. REFERENCES Blakemore, K. and Cooksey, B. (1981). A Sociology of Education for Africa. London: George Allen & Unwin. Boocock, S. (1972). An Introduction to the Sociology of Learning. New York: Houghton Mifflin. Clarke, F. (1948). Freedom in the Educative Society London: University Press. Dubey, D.L. et.al (1984). An Introduction to the Sociology of Nigerian