Racism A Social Issue in the USA Essay Example

Racism A Social Issue in the USA Essay Example Racism A Social Issue in the USA Essay Racism A Social Issue in the USA Essay Essay Topic: African Religions and Philosophy In the Us Social Issues My Ideological Perspective: Disaffected Comfort Dondo-Dewey SOWK 281 December 5th, 2013 Dr. Katharine Hill Introduction The purpose of this paper is to critically identify and analyze how the multiple influences have shaped my Ideological world views on important social issues such as, poverty, racism, classism,immigration,obesity,crime and the Justice system as well as health care disparities. In this paper, I will identify how these worldview perspectives relate to some of the principles listed in the NASW Code of Ethics; Social work for social Justice and also the UN Declaration on Human Rights principles. Lastly, this paper attempts to identify any conflicts and or harmonies I possess towards the professional frameworks of social work. Religious and Socio-economical Perspectives Based on my responses to the political typology quiz, I am Disaffected, along with 11% of the American public. The Disaffected are a group of individuals that is highly critical of both government and business, while sympathizing with the poor by supporting social welfare programs. Immigration matters are a strong concern for this group. For the most part, the majority of this group believes that the country annot solve many of its important problems and they are conservative both religiously and socially. This group of people is comprised of people who are mostly financially stressed; nearly half describe their households as struggling and about two-thirds only have a high school education or less. 26% possess a US passport, which is below the national average. Interestingly, 23% of this group of people follow NASCAR racing compared to the national average of 33%. More disaffected is parents (44%). To a larger extend, the typology quiz was somewhat accurate; I do sympathize ith the poor and also support social welfare programs. On the contrary, however, I do entirely believe that country can solve its issues and I believe that I am a liberal socially and religiously. I believe my Ideological perspectives and values have been greatly influenced my religious and social upbringing; born and raised in a conservative, rich and very traditional family, I grew up looking at life from the lens of a socially, religiously, conservative and privileged perspective. Having said so, however, I have not always agreed with my fathers involvement in Zimbabwean politics and the corruption that specially the unequal distribution of wealth between those in politics and government and the average person in Zimbabwe. I have always had my own disagreements with the institution of dictatorship and patriarchy; I still believe that most of my young adult life, I have looked at life from a more conservative lens, but also questioned inequalities in my community. Changes in Perspectives Immigrating to the United States at a very young age forced me to live and experience other cultures and religions, especially while attending the College of Saint Catherine. Upon arriving at the College of Saint Catherine, my life changed ecause I was given the opportunity to gain exposure to life experiences that were taboo to my belief systems, including exposure to the LGBTQ community and other religious practices other than the Christian practice that I am familiar with; I have been exposed to Islam, Hinduism, Buddhism and Atheism to name a few. Being a minority woman, for the first time, it was easy for me to associate with others from different cultures who were similar to myself; hence my ability to change my perspectives on some social, religious and also socio-economic issues. My views and my definition of poverty have changed since I moved to the United States. I used to have a limited knowledge of what it meant to be a minority group or to be poor. Having to deal with the triple Jeopardies of being female, black and an immigrant, I have endured issues like discrimination in the work place and realizing obvious income disparities and this has pushed me into the marginalized groups. Iceland and Wilson (2009), state that areas segregated by race and class frequently saddle poor people with high rent burdens, lack of access to housing, wealth, and housing health risks. All of these factors, as well as historic disenfranchisement, contribute to higher, largely entrenched poverty rate. Every year I have lived in the United States, I have encountered multiple experiences that have changed my perspectives on economic, socio-political and religious perspectives. My views on racism, poverty, and class to name a few have changed as I gain better understanding of my position in a society in which I am a minority. I used to believe that everyone can make it in the idea of the American dream if they only worked hard; in this same mindset, I used to think that those people who were living in poverty, were not trying hard enough but these views have changed with my own personal experiences. I now understand the systematic ways in which minorities are marginalized and are often under- represented in policy making and are somehow held back from higher paying positions making it difficult for certain populations to advance. NASW Code of Ethics UN Declaration of Human Rights According to the NASW (2008) value for Social Justice, the primary mission of the social work profession is to enhance human wellbeing and to help meet the basic human needs of all people with a particular attention to the needs and empowerment of people who are vulnerable, oppressed and living in poverty. This is ne of the most important roles that social and poor while supporting social welfare systems, therefore agreeing with the NASW mission for the social work practice. This is accurate because I do sympathize with those who are less fortunate and the marginalized and vulnerable members of the society. According to the United each person needs for a healthy and comfortable life, including food, clothing, housing, medical care and other social services. People have the right to help if they are unable to work. Mothers and children should receive special care and help. This supports my views on those who are poor, vulnerable and marginalized. I believe that it is important to be an advocate for those who do not have the means to speak for themselves and become the middle -man between the resources they need to get and assist them getting those resources. As stated by the United Nations, I believe all human beings deserve an access to basic lifes needs like food, shelter, clothing and medical care. Conflicts Harmonies with professional frameworks of social work According to Stuart (2012), social work draws from many frameworks for practice, but some of these frameworks have had more influence on the profession of social work han others. Among the many different types of frameworks are the Ecosystem perspective, the Strengths perspective, cultural competence perspective, social work ethics and values, social work licensure, and social work practice expectations. Among these many frameworks of practice, I lean towards the strengths perspective and the social work ethics and values more than the cultural competency and the Ecosystems perspective for several reasons. In applying the Strengths perspective in social work practice, the assumption is that every individual, family, group or ommunity has some strength and focusing on them leads to growth and overcoming difficulties. I am in harmony with this perspective because it empowers the clients who in most cases do not have that sense of empowerment. I believe a long- term solution to helping others is not to simply give resources but to teach them how to access them and the strengths perspective seems to draw off of this thought. I do not strongly agree with the cultural competency perspective based on how the NASW defines it; Social workers should understand culture and its function in human ehavior and society, recognizing the strengths that exist in all cultures (NASW 2008). This idea seems to contradict the concept of social workers being learners from their clients. I do not believe that culture is stagnant, it keeps changing as suggested by Laird (1998bbecoming culturally competent is becoming increasingly challenging, he questions whether one can become competent in a culture that is going through constant change. For instance, trying to comprehend the culture of African American individuals, whose culture was defined through slavery, present day African Americans are trying to redefine their own culture based on the present day situation where we have the first African American president. This school of thought argues that instead of becoming competent in their clients cultures, social workers should be aware of their own cultures and be the informed not knowers, so that they can learn about their clients culture from that clients perspective (Laird(1998). I agree with the fact that one cannot learn about other peoples culture or traditions from simply reading or researching about it because within each culture, there are eparate individual families with diverse norms, therefore I disagree with the Cultural Competency based practice. Mo Ye Lee (2005), states that often in social work practice, there is a tendency to pathologize clients, requiring a diagnosis as part of the helping relationshiop. Lee suggests that as we go out to practice, it may be good to assume that not all the clients you will encounter have problems but maybe wrong. I agree with this idea because it seems like a powerful insightful philosophy. This is in essence the strengths -based approach and I am in agreement with this ramework of social work practice. Lastly, I am also in disagreement with the Ecosystems perspective in social work practice; it focuses on the interplay between the person and his or her environment. It seems to focus on the present environment and I think that a persons past experiences play a huge role in their present environment. Although it is true that an individuals environment influences their whole being, the Ecosystem theory seems to ignore the fact that people have a past and that may be the causative agent of the present environment and personal traits. I believe in a holistic approach to social work practice because people are complex and have different needs and wants. Conclusion In conclusion, my religious and cultural upbringing has greatly influenced how I look at the world, but I now must add my own personal life experiences how they can change ones worldview. Although I was raised in a privileged, politically and religiously conservative background, these views have changed over the years as I have had my own personal life experiences which have changed my definitions of some social issues like racism and poverty. As a result, this has increased my illingness to work towards the elimination of some of these inequalities in the society. As Nelson Mandela stated in his popular Long Walk to Freedom Speech, people are taught to hate but they can also learn to love and love is easier than hate so people can easily learn to do the right thing. I was raised in one way that molded my perspectives on so many topics, but I also learned from my environment over time and this has changed many of my world views. References Dean, R. G. (2001). The Myth of Cross-cultural Competence . Families in Society:The Journal of Contemporary Human Services, 623-625. Marla-Berg-Weger. (2013). Social Work and Social Welfare. New York : Routledge. Nations, U. (2013, August 23). www. unitednations. org. Retrieved from www. un. org/humanrights/clause25: http:// unitednation. rog Journal of Contemporary Human Services, 623-625 Dean, R. G. (2001). The Myth of Cross-cultural Competence . Families in Society:The Journal of Contemporary Human Services, 623-625. Marla-Berg-Weger. (2013). Social Work and Social Welfare. New York : Routledge. Nations, U. (2013, August 23). www. unitednations. org. Retrieved from www. un. org/humanrights/clause25: http://unitednation. rog

The Difference Between an Element Group and Period

The Difference Between an Element Group and Period Groups and periods are two ways of categorizing elements in the periodic table. Periods are horizontal rows (across) the periodic table, while groups are vertical columns (down) the table. Atomic number increases as you move down a group or across a period. Element Groups Elements in a group share a common number of valence electrons. For example, all of the elements in the alkaline earth group have a valence of two. Elements belonging to a group typically share several common properties. The groups in the periodic table go by a variety of different names: IUPAC Name Common Name Family Old IUPAC CAS notes Group 1 alkali metals lithium family IA IA excluding hydrogen Group 2 alkaline earth metals beryllium family IIA IIA Group 3 scandium family IIIA IIIB Group 4 titanium family IVA IVB Group 5 vanadium family VA VB Group 6 chromium family VIA VIB Group 7 manganese family VIIA VIIB Group 8 iron family VIII VIIIB Group 9 cobalt family VIII VIIIB Group 10 nickel family VIII VIIIB Group 11 coinage metals copper family IB IB Group 12 volatile metals zinc family IIB IIB Group 13 icoasagens boron family IIIB IIIA Group 14 tetrels, crystallogens carbon family IVB IVA tetrels from the Greek tetra for four Group 15 pentels, pnictogens nitrogen family VB VA pentels from the Greek penta for five Group 16 chalcogens oxygen family VIB VIA Group 17 halogens fluorine family VIIB VIIA Group 18 noble gases, aerogens helium family or neon family Group 0 VIIIA Another way to group elements is based on their shared properties (in some cases, these groupings do not correspond to the columns in the periodic table). Such groups include  alkali metals, alkaline earth metals, transition metals (including  rare earth elements or lanthanides and also actinides), basic metals, metalloids or semimetals, nonmetals, halogens, and noble gases. Within  this classification system, hydrogen is a nonmetal. The nonmetals, halogens, and noble gases are all types of nonmetallic elements. The metalloids have intermediate properties. All of the other elements are metallic. Element Periods Elements in a period share the highest unexcited electron energy level. There are more elements in some periods than others because the number of elements is determined by the number of electrons allowed in each energy sub-level. There are seven  periods for naturally occurring elements: Period 1: H, He (does not follow the octet rule)Period 2: Li, Be, B, C, N, O, F, Ne (involves s and p orbitals)Period 3: Na, Mg, Al, Si, P, S, Cl, Ar (all have at least 1 stable isotope)Period 4: K, Ca, Sc, Ti, V, Cr, Mn, Fe, Co, Ni, Cu, Zn, Ga, Ge, As, Se, Br, Kr (first period with d-block elements)Period 5: Rb, Sr, Y, Zr, Nb, Mo, Tc, Ru, Rh, Pd, Ag, Cd, In, Sn, Sn, Te, I, Xe (same number of elements as period 4, same general structure, and includes first exclusively radioactive element, Tc)Period 6: Cs, Ba, La, Ce, Pr, Nd, Pm, Sm, Eu, Gd, Tb, Dy, Ho, Er, Tm, Yb, Lu, Hf, Ta, W, Re, Os, Ir, Pt, Au, Hg, Tl, Pb, Bi, Po, At, Rn (first period with f-block elements)Period 7: Fr, Ra, Ac, Th, Pa, U, Np, Pu, Am, Cm, Bk, Cf, Es, Fm, Md, No, Lr, Rd, Db, Sg, Bh, Hs, Mt, Ds, Rg, Cn, Uut, Fl, Uup, Lv, Uus, Uuo (all elements are radioactive; contains heaviest natural elements)

Accounting Management at Shell Company Case Study

Accounting Management at Shell Company - Case Study Example Management accounting information is the information which is necessary for the higher management to take into consideration when making important decisions regarding the organization. It allows the management to make well-informed decisions which can drastically help the company to achieve improved results. Management accounting information is future-oriented which means that unlike financial accounting, it does not just report the past performance of the company but also highlights the sections which can be improved to achieve greater efficiency and profitability. There are basically three types of management accounting information which can be significant for business decision making. This information can be classified into three statements or reports which include the cost allocation reports, budget reports, and forecasting statements. The first type of management accounting information that can be used by Shell management is the cost allocation reports. This report consists of t he information regarding the money invested or supposed to be invested, in particular projects. Organizations today have limited resources and they need to evaluate very carefully the projects they invest in. In the case of Shell, most of its projects involve huge investments and they cannot afford to make a mistake in choosing the right project. Therefore, Shell management can use the cost allocation reports to evaluate the projects which give the highest possible return and also are in line with its company goals and strategy. The second type of management accounting report is a budget report which usually has to be formulated and presented at the start of the financial year. A budget report will consist of the money the business should invest in each business operation and function. Managers usually refer to master, standard and flexible budgets to take decisions. Master budgets include all the allotted resources for expenditures of the whole company as well as for separate depar tments. On the other hand, a standard and flexible budget can help the management to compare the actual and budgeted expenses of the company which can again provide very useful information to the Shell management.

Lab Report Example | Topics and Well Written Essays - 3000 words

Lab Report Example DNA double-strand breaks (DSBs) represent the most dangerous type of DNA damage since a single DSB is capable of causing cell death or disturbing the genomic integrity of the cell (Jackson and Bartek, 2009). DSBs are difficult to repair and extremely harmful (Khanna and Jackson, 2001). DSBs generally form when two single-strand breaks (SSBs) occur in close proximity, or when a SSB or certain other lesions are encountered during DNA-replication (Jackson and Bartek, 2009). Ionising radiation (IR) and chemotherapeutic compounds used in cancer also generate DSBs. Mediated by DSBs, DNA lesions develop as a result of recombination between different loci (Kongruttanachok et al., 2010). Thus, a cell constantly faces the risk of DNA damage caused exogenously as well as from an incorrect incorporation of base pairs occurring during normal replication. The chemical changes occurring in the DNA structure, therefore, must be corrected in order to preserve the encoded genetic information. Mechanis ms of DNA damage repair exist which involve systems that detect DNA damage, signal its location and bring about the repair. The DNA-damage responses (DDR) are physiologically very important as each of the nearly 1013 cells in the human body experiences innumerable DNA lesions per day (Lindahl and Barnes, 2000). Nuclear Excision Repair (NER) is a repair mechanism in the cell to deal with DNA damage caused exogenously by UV rays and ionizing radiation, besides other types of chemical alteration to the DNA (Wood, 1997). Mismatch repair (MMR) is an evolutionarily conserved DNA damage fixing process that is employed by the cell when base pairs are added incorrectly during replication (Kunkel and Erie, 2005). At least ten different DNA repair processes are operative in higher organisms (Reed, 2010). Platinum-based compounds e.g., cisplatin, oxaliplatin, satraplatin etc. interfere with the repair mechanisms to effect programmed cell death, or apoptosis. For example, cisplatin when introduc ed into the nucleus, forms adducts (Fichtinger-Sherpman, et al., 1985). The formation of the bulky adducts causes torsional strain on the DNA strand prompting the cell to invoke the NER and/or the Mismatch repair enzymes. However, the repair mechanisms are generally unable to effectively correct the damage as the platinum adduct is a non-native structure, and this leads to permanent DNA damage causing apoptosis of the potentially defective cell (Agarwal et al., 1998). The inactivation of repair processes could have wide-ranging consequences, both beneficial and detrimental. In the context of the former, DNA damage and repair has been the major target of anticancer therapy. Serious attempts are being made to modulate these processes in order to improve their efficacy in the treatment of cancer (Reed, 2010). While DSBs are processed by a number of DNA repair pathways depending partly on the phases of the cell cycle, NER is the only mechanism known to remove bulky DNA adducts, includin g those formed by platinum-based anticancer drugs, from human cells (Readon et al., 1999). A majority of DSBs are repaired by non-homologous end-joining repair (NHEJ) mediated by either

Mills Utilitarianism Analysis Essay Example for Free

Mills Utilitarianism Analysis Essay Thesis: Objectors of Utilitarianism states that there is no time for calculating and weighing the effects on utilizing the general happiness. On the contrary, Mill says that mankind has been learning by experience the tendency of actions in order to know what is right and wrong. The rules of morality is improvable, therefore we should pass all that experience on others. However, improving the rules of morality is one thing, but to educate it to the younger is another; since there is still much to learn about the effects of actions on general happiness, and all rational people go through life with their minds made up on the common questions of right and wrong. Reasons: 1. Philosopher and the human: They have to acquire experience about the effects of some actions on their happiness and improving it or at least maintain it. . Traveler: Mill uses the traveler going for his destination as for if a man needs to follow the rules of general happiness, we should open the way and direct him to the knowledge, and not to forbid it. 3. Sailors: They go to sea with it calculated on the Nautical Almanac. Therefore, as for the people, they go on the sea of life with a made up mind on the common questions of right and wrong, and more complicated questions of wise and foolish. Discussion: Mill’s defend against the objectors of Utilitarianism is that the rules of general happiness are made up by the experience of the people. Also, it is improvable by teaching it to the younger and other people. But, he also argues that human are rational creature. Human are capable of answering the questions of right and wrongness by their own experience, and they also capable of learning and experiencing more on their way of life.

General Sir Arthur Currie Essay -- essays research papers

LIEUTENANT--GENERAL SIR ARTHUR CURRIE (A brief account of the battle of Passchendaele)   Ã‚  Ã‚  Ã‚  Ã‚  Lieutenant-General Sir Arthur Currie was the most capable soldier that Canada has produced. Certainly, he did not look like the great soldier he had become. A very tall man, at six-foot-four, he was also somewhat overweight. Through his successes as the Commander of the Canadian Corps, he knew how to delegate authority and stand by the decisions of his subordinates.   Ã‚  Ã‚  Ã‚  Ã‚  Currie, however, was not a professional soldier. He was born in Strathroy, Ontario, on December 5, 1875 and raised, he had moved to Canada’s west coast in his late teens. As an adult, he movedto Victoria, British Columbia, he had become a schoolteacher, and insurance salesman, and, a real-estate speculator, an occupation that made him one of Victoria’s leading citizens. Like all goodCanadian businessmen at the time, he joined the Canadian Militia. In 1897, he had enlisted as a lowly gunner in the 5th Regiment, Canadian Garrison Artillery; by 1909, he was the lieutenant-colonelcommanding the regiment. In late 1913, Currie accepted the challenge of raising and training an infantry unit, the 50th Regiment, Gordon Highlanders of Canada.   Ã‚  Ã‚  Ã‚  Ã‚  When the war broke out in August 1914, the highly regarded Currie was commanded of an infantry brigade. Currie fought with exceptional composure at Ypres in 1915 where his 2nd Brigade made a remarkable stand against the poison gas. Having impressed his superiors, Currie was promoted to command the â€Å"crack† 1st Canadian Division. He led the â€Å"Red Patch† at Mount Sorrel, through the horror of the Somme in 1916 and at Vimy Ridge, Arleux, and Fresnoy in the spring of 1917. In June, Currie had been knighted and named commander of the Canadian Corps, now four divisions strong.   Ã‚  Ã‚  Ã‚  Ã‚  One of Currie’s most impressive and important achievements had come during the winter or 1919-17, while he was still a divisional commander. By analyzing the fighting he had witnessed on the Western Front, Currie had drawn up what proved to be a blueprint for tactical success. In a paper, Currie synthesized the best of British and French concepts, and with many of his own beliefs based on personal experience. Under Sir Arthur Currie, the Canadian Corps emerged as an outstanding formation on the ... ...m: not only was he a mere colonial, he was a non professional to boot, and he was much younger that th earmy commanders who would have reported to him. Far from demonstating his carelessness over casualtiles, Passchendaele proved Currie’s concern for he preservation fo the lives of the men under his command; indeed, Currie’s actons throughout th war stand as strong evidence of his desire, and ability, to win battles only at the least possible cost. A lot of Canadians, veterans and conscripts alike, had little regard for General Currie. Passchendaele convinced many of them that victory was his old consideration.   Ã‚  Ã‚  Ã‚  Ã‚  Charges of this nature dogged Currie for the rest of his life. Political enemies, took up the cry as the war wound down. He was being accused as a Canadian commander of deliberatley sacrificing the lives of his men in the pursuit of his own personal glory. His death five years later, in 1933 at the age of fifty-seven, may be attributed, at least indirectly, to the lawsuit. His funeral was a major event in Montreal and thousands lined the streets to honour the â€Å"Great Leader† of the Canadian Corps. He is buried in Mount Royal Cemetery, Montreal.

Compare and contrast Goffmans and Foucaults explanations of how social order is made and remade

Social order is the way individuals fit together with others and things around them (E. Silva, 2009, page 311), it’s what keeps society running smoothly. Order is the implicit (unwritten and unspoken) and explicit (laws, written and spoken) rules that control society’s behaviour and make individuals courteous and respectful to one another. These rules usually go unnoticed and it is only when something happens that is against the norm (earthquake, car accident, and mugging, among other examples) that people begin to question the rules that keep them in order. Both Goffman and Foucault made attempts to explain how order is made and remade. Goffman used a micro approach to explaining order; that is, he concentrated on the individual and patterns of everyday interactions while Foucault used a macro approach, looking at wider society, genealogy and power to explain order. There are many similarities and differences between their approaches. Goffman’s work on interactional order argued that individuals are performers, who act, adopt a mask or follow the norm in their everyday lives (S. Taylor, 2009, page 172). He argued that order is made and remade through every day interactions and that the order is created by repetition and improvisation. He believes that social change comes about due to actions being built and rebuilt (E. Silva, 2009, page 317). Goffman examined rituals and interactions in everyday lives and saw how tact and trust were shown through the use of actions, gestures and language between strangers. Strangers exchange a number of codes of civil indifference through implicit contracts which both allow acknowledgement and protection. However, order breaks down when these codes are misinterpreted or misread and on some occasions punishment follows. First impressions are important and Goffman believes that individuals ‘put on a show’ to try and manage the impression they are giving which helps us to read the situation and categorise people to make a sense of order. Foucault however, looked at discourse (a set of shared ideas used to view the functions of society) and how order is controlled by knowledge and power. Foucault looked at how the knowledge of order comes about (E. Silva, 2009, page 319). He argued that the authority to intervene is allocated to certain individuals (or institutions) and is instigated through practices of law, punishment and education and that different institutions (school, family, workplace for example) have different powers of intervention to regulate behaviour and order. Discourses help shape society towards popular attitudes and allow people to know if they are ‘normal’ by behaving in a certain way. Foucault disputes Goffman’s idea that the individual is self-aware, coherent and in control, he believes that individuals have very little control and that we behave according to knowledge gained through socialisation that we ‘pick up’ as we age. Foucault sees individuals as docile and passive who cooperate in subordination. Foucault believes in a disciplinary society dominated by professionals (experts) who use discourse based on knowledge and power to make and remake social order. Foucault believes there are three different types of power involved in making social order. Sovereign power (power of society’s ruling authority; monarchy, state or political authority) exercises power through the ability to visibly punish wrong-doers. The second form of power is surveillance, where information is gathered and held to keep people in line, to control their behaviour and make them conform to social order. People understand they are under constant surveillance and begin to adjust their behaviour to regulate conduct to be ‘normal’. The third for of power is self-directing and active. This is when individuals believe they are unique and as a result of internalised discipline they order themselves (E. Silva, 2009, pages 321-322). A good example of social order in process is road traffic and road design. The Buchanan Report (Ministry of Transport, 1963) was commissioned to produce a new design for space and roads in the towns around the UK. It was produced in response to the rising number of traffic in towns and residential areas and was about the needs of individuals to live with motor vehicles (E. Silva, 2009, page 327). Buchanan used the argument of scientific rationality (the universally accepted standards that are understood by knowledge), claiming that ‘†¦ Guesswork and intuition can be largely eliminated; given the necessary information†¦ ’ (Buchanan cited in E. Silva, 2009, page 329). Buchanan concluded that traffic and pedestrians need to be segregated and bound by rules through visible displays (such as signs, speed humps and so on). Buchanan’s report is an example of the modernist approach, where space is controlled by rules, prohibitions and orders requiring motorists to adapt to known systems of motoring. Buchanan uses scientific rationality to explain how road users know the rules of the road. He believes that through visible signs and knowledge people learn how to use the road orderly and safely. Foucault claims that people learn order through the knowledge of discourse. He believes that individuals are docile and subordinate and follow rules that have been taught through power by ‘experts’. The Buchanan report shows individual intuition has been eliminated; Foucault also believes that individuals are not in control of their own destinies (E. Silva, 2009, page 321). In contrast to the Buchanan report and Foucault’s order of things approach, Monderman’s thesis allows for individual thought and awareness. Monderman, after years of segregation between vehicles and pedestrians suggested a theory of ‘shared-space’ for road and path users. Starting in the Netherlands in the early 80s, Monderman carried out experiments on road design to show that by creating areas where pedestrians, vehicles and cyclists share the same space to move around, road safety can be improved and awareness of motorists can be increased. Monderman believed people moved round in ‘zombie-like’ states while driving on traditional road designs (segregation of motorists and pedestrians) and are taught to blindly follow instructions and not to think for themselves. He believes this is when accidents occur (order is disrupted) (Monderman cited in E. Silva, 2009, 334-335). In his experiment in the town of Oudeshaske, Netherlands, he removed all road signs, barriers, etc and created an even surface with no road or path markings. He replaced these with trees, flowers and in some areas even fountains to help control behaviour on the roads by psychologically calming traffic by reducing speed and making motorists and pedestrians alike more aware of others around them. Both motorists and pedestrians have to make eye contact before moving/crossing thus making them responsible and aware of their own behaviour. Monderman’s flexible approach of the shared-space scheme, allow for individuals to act of their own accord and to make their own decisions on social order. This is similar to Goffman’s interactional order, where he believes everyday interactions are responsible for making social order. Monderman believes there is a redistribution of expertise, with individuals becoming experts in road safety and their abilities to negotiate shared space (e. Silva, 2009, page 341) and Goffman also believes that individual performers are responsible for creating social change to produce order. In his work, Goffman used participant observation and ethnography to support his theory. By using these methods he studied current issues to find invisible social order to capture the understanding and manifestation of how society is ordered. Foucault however, studied historical documents to question familiarities in the present and found that through processes of social development, social order was created (E. Silva, 2009, page 323). Their methods of investigation differ and this can also have an effect on outcomes. Participant observation can be biased. However, searching historical evidence can only be as reliable as the record keepers at the time. Overall, both Goffman and Foucault have produced theories on how social order is created and maintained, they both agree that society is and integration of fragments being ordered differently, for Goffman these are individual interactions and Foucault believes they are discourses organised by knowledge and power (E. Silva, 2009, page 323). By looking at the present and the individual, Goffman fails to allow for historical influences to factor in to how order is made, Foucault however, allows for historical influences, but fails to allow for the impact of individual personality in the creation of social order. Foucault’s macro theory looks at wider society to explain how social order is formed, this can be beneficial because he looks at historical evidence to see how present social order is formed. Goffman’s micro theory looks at smaller everyday actions and interactions and shows how individuals are responsible (to some extent) for creating social order.

Dialogue Between Plato and Nietzsche Essay

Plato and Nietzsche are sitting in a park enjoying a light picnic lunch. All of a sudden a man dressed in black, wearing a balaclava run’s past and steals Nietzsche’s Turkey sandwich. Nietzsche:This is preposterous! That immoral man has just stolen my last turkey sandwich! This is a horrible position to be in! Plato:What do you mean Nietzsche? Are you saying that you are in a worse position than the thief that stole your sandwich? Nietzsche:Yes that is exactly what I am saying. He isn’t the one who is going to starve to death now is he? Plato:Oh Nietzsche don’t be silly, you’re looking at this in the wrong way. You see, it is you who is in the better position since it is more shameful to inflict wrong than to suffer wrong. Evil derives from wrongful actions, those which by nature involve shame and/or pain. And theft is a very shameful act is it not? Nietzsche: Yes, being a thief is a very shameful way to live, as he is driven by his desires. He must have no self restraint what so ever. Without self restriction how could anyone lead a good life? For it is only through our will to power, strict obedience and restraint over a period of time can great thinking, art and virtue occur. Plato:I agree. The discipline to act justly, control and order one’s body and mind, not need anything and to live virtuously is the only way for true self-fulfilment. Those who repetitively satisfy their desires do not posses real power over one’s self because this gratification further stimulates, rather than eliminates, ones craving for desire. A person who is always fulfilling desire is in continuous need for further satisfaction, and thus acquires no true power over themselves as they are constantly controlled by their urges. Nietzsche:Not only does one need self discipline and obedience, like you said, but they also need to be freed from outer restrictions such as the â€Å"herd mentality† which constrains them from becoming a true leader. Who is to say that this thief does not have to qualities to rule? He has been trained that compliance and obedience toward his herd is best. This herd mentality forces its followers to repress their natural aspiration to become leaders, it unselfs gifted individuals and natural leaders. Qualities such as benevolence, modesty and pity are taught by the herd to be virtuous, when really it is the imaginative, daring, creative and courageous who are the virtuous ones, whom should rise above the herd because they are the natural leaders. Those who have to will to power (drive to do so) are able to live their lives the fullest and therefore ultimately become the ubermensch. Plato:Here is where we differ Nietzsche, the way I see it is that community or herd is not such a bad thing, leaders on the other hand are. Weaker people should not be subject to stronger people. Just like large countries should not attack the small ones, on the grounds of that they are stronger and therefore superior. Governments and communities help to restrain those who cannot restrain themselves and therefore guiding them into leading a more virtuous life. Leaders, such a politicians, on the other hand only seek to amuse and gratify rather than improve the soul. When morality is applied in the masses it is right and natural Nietzsche:But Plato, the theory of evolution has proved that God is dead and is no longer need to explain out existence meaning that conventional morality is irrelevant. Therefore we must create our own morality which is not transcendent or absolute. Plato:Wrong again Nietzsche. Just because there is proof that God may not exist, it doesn’t mean that man creates his own morality or anything else for that matter. You see, in this universe there are two different worlds, the material world and the metaphysical world. We experience the material world with our senses. We can see it, feel it, taste it and touch it. Whereas the Metaphysical world (world f the forms) exists beyond the senses. The Metaphysical world contains perfect examples of qualities and concepts that exist in the material world. We can recognise these concepts (beauty, justice, good etc) and qualities (colour, shape) because we have experienced them in the Metaphysical world. Our soul/mind experiences the Metaphysical world before birth, but the trauma of birth makes us forget this world and we must relearn it thorough philosophy. So, because there is a perfect examples of everything in the Metaphysical world that there is here in the Material world, there must be a perfect form of morality. This means that there is an absolute morality for mankind to live by.

Prejudice essays

Prejudice essays Watkins v. United States (1957) 354 U.S. 178 Facts: Watkins was subpoenaed to testify in a congressional hearing to investigate alleged wrong doings of the Attorney General and the department of justice. Throughout the questioning the congressional committee asked questions that could result in Watkins incriminating himself because of his political beliefs. Due to this Watkins evoked his 5th Amendment right not to answer the question. By doing so the congressional committee indicted him and the Court of appeals upheld Congress's claim. Question: Does Article one of the Constitution bestow to congress the power to interrogate citizens out of a court of law? And can the 5th amendment be used in a congressional committee hearing? Decision: The decision was to reverse the judgement of the Court of Appeals and to dismiss the indictment. Reason: Congress must be able to conduct investigations especially into "surveys of defects in our social, economic, or political system," claimed Chief justice Warren, in order to allow congress to relive those issues. With that in mind Congress has no authority to expose private affairs of persons without it being pertinent to the legislation in question. The Bill of Rights was applied to the Constitution to ensure safety of individual rights from and overbearing Congress. Congress can not ask vague questions to accidentally fall onto the answer(s) they want, specific questions must be used to retrieve the needed information. Barenblatt v. United States (1959) 360 U.S. 109 Facts: Lloyd Barenblatt was a college professor called to testify before the congressional subcommittee House of Un-American Activities. When questioning began Barenblatt refused to answer regarding any past involvement with the Communist Party, firmly believing that past political beliefs are protected under the 1st Amendment of the Constitution. The Supreme Court vacated hi ...

The 49 Techniques from Teach Like a Champion

The 49 Techniques from Teach Like a Champion The 49 Techniques first came to our attention in a March 7, 2010 article in the New York Times Magazine entitled Can Good Teaching Be Learned? The story focused on the book Teach Like a Champion by Doug Lemov. Having taught with mixed success in inner-city Philadelphia, some of us recognized the efficacy of the techniques, even in tough to handle classrooms. This article brings links to some of the blogs we found useful regarding this topic. Setting High Academic Expectations Technique One: No Opt Out. Teachers with high expectations dont accept I dont know, but expect students to be engaged and give it a shot.Technique Two: Right is Right. This technique accepts no half-answers but asks for complete and correct answers to questions.Technique Three: Stretch It. This technique pushes a teacher to take correct answers and ask students to add depth or nuance to their answers.Technique Four: Format Matters. High expectations also means only accepting students answers in complete sentence with good grammar.Technique Five: No Apologies. Teachers with high expectations dont apologize for what they teach. No more Sorry I have to teach you Shakespeare.Technique 39: Do It Again. Repetition is one way to be sure that students understand what you expect and that it is done to your standards. Planning that Ensures Academic Achievement Technique Six: Begin with the End. This planning technique focuses on the outcome instead of what you want to do during the period.Technique Seven: The Four Ms. The four ms of planning are:ManageableMeasureableMade FirstMost Important.Technique Eight: Post It. Be sure your students know your objective for the day by posting it on the board.Technique Nine: The Shortest Path. Although teachers are often enamored with clever approaches, Lemov asserts that the shortest path to the objective is the most effective.Technique 10: Double Plan. Double planning involves planning not only what you will do, but also what the students will do during a lesson.Technique 11: Draw the Map. Drawing the map is controlling the environment by wisely grouping students through the seating chart. Structuring and Delivering Your Lessons Technique 12: The Hook. Introducing the lesson with a hook, an activity or item that grabs the attention of your students will help enhance your lesson.Technique 13: Name the steps. Great coaches, like great teachers, break down the tasks into steps.Technique 14: Board Paper. This technique means that students put everything you put on the board on their paper.Technique 15: Circulate. Keep moving! Drawing the map suggests making room between the desks so the teacher moves unhindered.Technique 16: Break it Down. Breaking it down requires the teacher to use the wrong answers and help students discover the correct number.Technique 17: Ratio Part One. This is a complex idea and requires two parts! It involves increasing student participation and limiting teacher talk.Technique 17: Ratio Part Two. More strategies for increasing the time students are involved in discussion.Technique 18: Check for Understanding. This is an on your feet method of data collection, sort of a formative assessm ent on the run. Technique 19: At Bats. Baseball coaches know that the best way to increase effectiveness is to increase the number of times they are at bat.Technique 20: Exit Ticket. An exit ticket is a quick formative assessment of the lesson your students just finished.Technique 21: Take a Stand. This technique encourages students to have opinions and to take stands on those opinions. Engaging Students in your Lesson Technique 22: Cold Calls. Like the sales technique, the teacher asks someone who is unsuspecting for an answer. It avoids opting out, and keeps all your students on their toes.Technique 23: Call and Response. This technique uses a tradition from African American hymnody and creates a way that the whole class can participate in questioningTechnique 24: Pepper. Like a coach lobbing balls to his fielders, a teacher can pepper his or her students with fast-paced questions, which makes it fun and keeps students on their toes.Technique 25: Wait Time. Teachers are too often too impatient, and provide an answer to their own question when no student pops a hand up. On the other hand, teachers also dont give students time to shape a complete, thoughtful response to a question.Technique 26: Everybody Writes. What goes on the board needs to go in the notebooks.Technique 27: Vegas. Nothing like a little glitz to liven up classroom instruction! Creating a Strong Classroom Culture Technique 28: Entry Routine. Having a structured entry routine expedites the beginning of instruction.Technique 29: Do Now. Familiar to elementary teachers and devotees of Harry Wong as bell work, Do Nows are brief academic tasks to review the previous days work or to introduce the days new work.Technique 30: Tight Transitions. Transitions need to be scripted and rehearsed, so little time is wasted between instructional activities.Technique 32: SLANT. SLANT is an acronym for what excellent attention behavior looks like.Technique 33: On Your Mark. Coaches expect athletes to be ready to engage in their sport. In the same way, a teacher shows students what they need to be on their mark.Technique 34: Seat Signals. Simple hand signals simplify requesting routine interruptions, such as using a bathroom or getting a pencil, can eliminate some of the waste of time that plague instruction.Technique 35: Props. In Teach Like a Champion, parlance, props are fun routines the class does together t o support the success of their peers. Building and Maintaining High Behavioral Expectations Technique 36: 100 Percent. Champion teachers dont create unreasonable behavioral expectations, because their final expectation is that everyone conforms all (100%) of the time.Technique 37: What to Do. Be sure, if you are asking for compliance, that you have been very explicit in explaining what it is you want your students To Do.Technique 38: Strong Voice Part One and Part Two. This technique, strong voice, is one that separates the really effective teacher from the adequate. Its in two parts so you understand its use and how to acquire it. The Blogs below continue the chapter Setting and Maintaining High Behavioral Expectations. Technique 39: Do It Again. This technique is perhaps the only negative consequence that truly works. When students fail to meet your standards, you ask them to Do it again. They model the appropriate behavior but are eager not to have to do it again.Technique 40: Sweat the Details. Building on the broken window theory of policing, Lemov notes that maintaining high standards will have positive effects across the classroom environment.Technique 41: Threshold. This threshold is the one at the door. By meeting and greeting students as they enter you can set the tone for your class.Technique 42: No Warnings. Responding early and proportionately can help you avoid real crises. So rather than giving warning, you mete out consequences when the behavior is still only a minor problem. Building Character and Trust Technique 43 Part 1: Positive Framing. Positive Framing means casting things in a way that is positive and leads to appropriate behavior. This blog starts with three strategies to help you frame it positively.Technique 43 Part 2. Three more strategies for framing classroom experiences positively.Technique 44: Precise Praise. Rather than cheap praise, precise praise is valued by students because it describes what it is you are pleased with.Technique 45: Warm and Strict. It may seem that warm and strict are contradictory, but effective teachers can be both at the same time.Technique 46: The J Factor. The J in J factor stands for Joy. This technique offers ideas to help your students experience the Joy!Technique 47: Emotional Constancy. An effective teacher keeps his or her emotions in check and doesnt make it all about him or herself. Make your good moods about good performance, not about pleasing you.Technique 48: Explain Everything. Be sure your students understand why you do what yo u do, as the why is an important part of instruction. Technique 49: Normalize Error. If students understand that errors are not the end of the world but an opportunity to learn, they will be more willing to take risks and more likely to learn. Teach Like a Champion is an excellent resource for teaching, especially for middle school and high school students. Besides the 49 techniques, it includes recommendations for improving instructional delivery. The book also includes video demonstrations of the techniques which make it well worth investing in the book.

Micro Economics Essay Example | Topics and Well Written Essays - 1000 words - 5

Micro Economics - Essay Example According to the Pareto principle social welfare definitely augments only if the benefit of any member of society increases and the welfare of no one falls. Actually when the Pareto criterion is strictly spoken it can be considered as simply an aggregation and decision rule and which could be enforced to non-utility. In reality the original distribution of income and wealth is generally taken as if it is given and alterations in either income or wealth cannot be measured beyond the need of changes themselves satisfy the Pareto criterion. The possible Pareto criterion, involving the gains associated to some alteration to outbalance the losses induced by it, is a less protective criterion. The Pareto principle by itself does not affirm the conclusion that any alteration from a non-Pareto-optimal position to a Pareto-optimum is an improvement. For this, economists rely on the compensation principle. On the other hand this principle itself can be questioned. Economists actually stress that the compensation required in demonstrating a potential Pareto improvement should be handled as hypothetical. But, now the issue is with regard to what is this potential Pareto improvement (PPI)? The potentiality of the principle is regarded as immaterial for its being an improvement? Many economists attempt to instill a PPI with some quasi-physical meaning. They indicate that a PPI, though not the same to an increment in social welfare, nonetheless still establishes an increase in the dimension of the cake from which welfare is deduced, or the capability of the oven in which the cake is baked. These economists state that a positive result of the compensation test depicts an increase in aggregate real income (Kaldor 1939: 550, 551). At the same time economists like Chipman (1987, pp. 524- 530); Kaldor (1939, p. 550), believe in the productive potential of the economy and Boadway and Bruce (1984, p. 97), Hennipman (1976, p. 476); Hicks (1981,

HRM Research Paper Example | Topics and Well Written Essays - 1750 words - 1

HRM - Research Paper Example ional human resource in Kaiser Permanente has put several measures in place to ensure that both internal and external laws are enforced in a very effective and appropriate way. This plays a very vital role in ensuring that good relationship is maintained in the entire organization and to the extended environment. On the other hand the organizations has several policies which are put in place to ensure that the organization’s goals and objectives are fully achieved. However, for the goals to be met the policies of Kaiser Permanente must be fully implemented. Decisions made in the organization can be borrowed from the transnational scope which implies that Kaiser as an organization can make its decisions on international scope (Harris 98). On the other hand the organization also makes its decisions basing on a worldwide perspective but not on a local perspective. The style of management is also another ideal secret to successful growth of Kaiser. As an organization it has put in place measures to ensure that all leaders or heads of different department are qualified and able to manage the duties of the department bestowed to them. On the other hang the human resource management strategies should put measures in place to ensure that the style of management suits each and every employee within the organization. This enables all the works to discharge their duties effectively and efficiently. However the challenge arises when it comes to coming up with the suitable way of catering for every employee irrespective of the country they come from. The other feature of good leadership in this organization is prevalence several managers from different places of the world therefore the services offered by this managers is commendable (Harzing and Ruysseveldt 45). Multicultural way of operation has also be embraced to ensure than not only the demotic people get employed but also people from the international world, however the core principle of international human resource